Chamber and committees

The Scottish Government welcomes the model of early intervention being piloted as part of the Edinburgh Children’s Hospital Charity (ECHC) ‘No Time To Wait’ project. We will continue to engage with ECHC as the ‘No Time To Wait’ pilot continues and look forward to learning more from the evaluation of the model in due course.

We recognise the important role third sector organisations, such as ECHC, play in supporting and improving children and young people’s mental health and wellbeing. That is why we fund a variety of organisations and services with a focus on prevention and early intervention to ensure all of Scotland’s children, young people and families receive the right care and support, at the right time, in settings which best meets their needs. In this financial year (23-24) we have invested a further £15 million into community mental health services for children, young people and families through our local authority framework to achieve this aim.

Education Scotland’s Improving Gender Balance and Equalities (IGBE) programme aims to establish interventions to effect long term cultural change with a particular focus on challenging gender stereotypes, and addressing the impacts of unconscious bias to encourage greater gender balance across occupations. The IGBE Programme works with school clusters to explore and assess interventions to address gender imbalances in participation, curricular preferences and learner pathways at every stage (3-18 years). The Programme is supported by £300,000 of Scottish Government funding in the current financial year.

The Teaching bursary advisory group is reconvened at the end of each year’s scheme. The role of the group is to review the implementation of the bursary scheme and provide advice on any necessary changes for the following year’s scheme.

The 2023-24 Teaching bursary advisory group is due to meet in March. Members include the Scottish Government, Skills Development Scotland, COSLA, Universities and the Scottish Council of Deans.

Achievement of Curriculum for Excellence Levels (ACEL) data for 2022-23 showed record levels of attainment in literacy with 73% of primary school pupils achieving the expected Curriculum for Excellence (CfE) level for literacy, the highest figure since records began in 2016/17.

The proportion of P7 pupils achieving the expected level were at record highs in 2022-23 for literacy, and for each of the literacy organisers including reading where 81% achieved the expected level. The literacy gap between Primary 7 pupils from the most and most deprived areas and those from the least deprived areas was the narrowest on record in 2022-23 (20.5 percentage points). More information can be found at: https://www.gov.scot/publications/achievement-curriculum-excellence-cfe-levels-2022-23/documents/

I refer the member to the answer to question S6W-24499 on‎ 23 January 2024. 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 .

The natural regeneration of trees, scrub and associated ground vegetation across most parts of Scotland will be potentially vulnerable to deer (and other herbivore) impacts, such as browsing, fraying and trampling (as will young, planted trees and shrubs). When considering the impact of deer on our natural environment we look at a variety of evidence as well as advice from NatureScot. The data available for the impacts of deer numbers on natural regeneration is limited and may be combined with data for planted trees.

On Scotland’s National Forests and Land alone, which makes up almost 10% of Scotland, around 150 million young trees, naturally regenerated and planted, can be vulnerable to deer damage impacts at any one time. This includes native woodland, productive woodland (broadleaved and soft conifer tree species), and the expansion of natural regeneration onto open ground. The number and area of young trees and scrub vulnerable to deer damage impacts across the whole of Scotland will be significantly higher.

In terms of national data and evidence, recent statistics on Woodland Ecological condition produced by Forest Research shows that herbivore damage, which includes wild deer, is widespread with almost 50% of woodland area in unfavourable condition as a result of grazing.

Alongside that report, a 2013 a study on the National Forest Estate found that 15-20% of young trees had been damaged by deer. Then in 2014 the first Native Woodland Survey of Scotland assessed around 311,000 hectares of Scottish woodland, found that deer were present in over 70%, and that over 30% of that area had high or very high browsing impacts which were considered too high for the woodlands to survive by natural regeneration.

While there is no one-size-fits-all approach to deer densities and our focus is on evidence of impacts when considering the best approach, the Deer Working Group recommended a target of 10 red deer per square kilometre in open hill, red deer range. We accepted that recommendation, and recognise that there are some areas of Scotland where that target is already being met. However, there are also areas of Scotland where deer populations, all four species, may be in excess of 20 deer per square kilometre and will be causing significant damage. We also recognise that in areas where there is to be natural regeneration, a density of 10 deer per square kilometre is still too high. The successful establishment and sustained management of natural regeneration can require low to very low deer densities of 1-5 deer per square kilometre, and for many woodland and open ground habitats may need to be sustained at densities as low as 2-3 deer per square kilometre.

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including the development of monitoring and evaluation frameworks. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including consideration of the optimum way in which to deliver these ambitions, including through the establishment of working groups. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.

The percentage of the estimated cohort who did not complete the SNSA assessments in each year since 2017 is detailed in the following table.

Open general export licences (OGELs) are reserved to the UK Government. The Scottish Government does not hold data or information on OGELs.

In a wider context, the First Minister has recently asked the Prime Minister for a ban on licencing of arms exports from the UK to Israel, which would also extend to any relevant products currently manufactured in Scotland.

The UK Government publishes statistics on strategic export licences at: Strategic export controls: licensing data annual reports - GOV.UK (www.gov.uk) However, these data sets do not identify where the licenced items are produced.