The information requested is not held centrally.

Support should be put in place to meet a child or young person’s requirements based on need and not dependent on a formal diagnosis.

Information on the number of pupils with additional support needs, planning approaches and types of need are collected and published within national statistics.

Classes and pupils - Summary statistics for schools in Scotland 2024 - gov.scot

The Scottish Government has confirmed that transitional funding for WES will be provided in financial year 2026-2027 which will give WES the opportunity to explore longer term funding solutions. It is of course important that WES continues to engage directly with their workforce as they consider the impact of future financial planning. My intention is that the work by the Scottish Government, Highlands and Islands Enterprise (HIE), and WES on the transitional funding in 2026-27 will support constructive engagement with staff on WES’s future direction in line with Fair Work principles.

I refer the member to the answer to question S6W-44045 on 17 March 2026. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers.

Public bodies, including any which operate leisure centres, are expected to comply with all relevant legislation and regulations including the Equality Act 2010. It is for service providers to interpret and ensure that they meet their legal duties and they should obtain legal advice as appropriate.

As the regulator of the Equality Act 2010, it is the Equality and Human Rights Commission (EHRC) who ensure compliance and enforcement of the Act, including providing technical guidance and a Code of Practice. This guidance provides organisations with information to understand their role in ensuring that people with the protected characteristics, as set out in the Act, are not discriminated against when using services provided.

Where new non-domestic buildings, including leisure centres, are being constructed, The Building (Scotland) Regulations 2004 (as amended) apply. The Scottish Government publishes guidance to support compliance with these regulations, including (since 2005) the Non-domestic Technical Handbook. The Handbook guidance does not address ‘single-sex spaces’ but does set requirements for the provision of sanitary facilities, which may include provision for male, female and unisex toilets. While the building regulations set out a requirement for initial provision of sanitary accommodation in a manner that suits the expected use of a building, the regulations do not control the onward operation and management of facilities.

This is an operational matter for Scottish Enterprise. I have asked their CEO, Adrian Gillespie, to respond to you directly.

The Scottish Government previously received an information request under the Environmental Information (Scotland) Regulations 2004, for the following:

“All documents, records, assessments, briefings, reports, emails, and meeting notes created, held or considered by the Scottish Government in relation to the decision to remove email as a method for members of the public to submit representations on energy consent applications, and to require use of the Energy Consents public portal for public submissions.”

Our response has been published and can be found at the following address:

https://www.gov.scot/publications/foi-202600502867/

The decision to transition from email-based submission to a structured digital portal was taken to address operational, legal, and service improvement objectives. This included responding to longstanding public feedback about delays in the publication of submitted representations.

I refer the member to the answer to question S6W-44045 on 17 March 2026. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers.

Scottish Enterprise engaged with Highlands and Islands Enterprise prior to awarding the grant.

The Scottish Government has no current plans to propose the scheduling of a ministerial statement on the use of Scotland’s inshore seas for the marine storage of offshore wind platform bases or other apparatus.

Storage and constructions of floating offshore wind farm foundations is considered through the established marine licensing process, which assesses potential impacts on the marine environment, and on other users of the sea.

The Scottish Government ensures that, where required, decisions affecting the marine environment include public consultation so that affected communities and stakeholders, including those involved in fishing, angling, and sailing, can express their views.

The Scottish Government remains committed to supporting digital learning within schools and recognises the importance of harnessing technology in ways that enhance learning and teaching, ensuring alignment with the wider ambitions of Scottish education.

Denmark has announced that it will ban mobile phones and other personal internet enabled devices at school, during both lesson and break times. It is important to distinguish between school-managed learning devices and personal devices such as mobile phones and tablets.

Personal devices and school-issued devices serve fundamentally different roles in educational settings. Mobile phones and other personal devices which are not managed by local authorities, may have unrestricted access to the internet and apps that are not chosen for educational value. Digital technology, in the form of school managed devices and carefully curated tools and services, is a key part of modern education and we are working to ensure it is used purposefully to enhance learning experiences. Teachers are using their professional judgement to determine when digital tools add value and when traditional methods are more appropriate.

As part of our work to develop a new digital strategy for education, we are engaging with partners to explore and define the essential components that enable digital technology to be used in ways that genuinely add value to learning, while protecting children’s wellbeing and safety. These include clarity of educational purpose, age-appropriate approaches, strong safeguarding measures, professional learning for staff, and meaningful engagement with parents and carers.

Learning how to use technology responsibly, within clear boundaries and with appropriate support, is also an important part of helping children and young people develop the skills they need to navigate the wider digital world.