Chamber and committees

Currently, 19 local authority areas deliver the Caledonian System on a court mandated basis, which accounts for approximately 75% of the population. This is funded by the Scottish Government, and access is expected to continue throughout this parliamentary session.

This is a matter for Public Health Scotland. The information requested is not held centrally.

The Scottish Government is committed to the recruitment of 1,500 additional staff to support the delivery of Scotland’s National Treatment Centre (NTC) Programme, and is supporting a range of activity to achieve this.

This includes support for domestic and international recruitment activity, growth in domestic training pathways for registered medical professionals and new youth employment and apprenticeship opportunities in a variety of non-registered roles, designed to attract individuals who may not have originally viewed NHS Scotland as an employer of choice.

Work is also being undertaken to upskill existing NHS staff through bespoke in-house training programmes delivered via the NHS Scotland Academy, thereby directly supporting career progression and retention for existing staff, and providing access to a variety of new roles that the NTC programme will offer. Through these initiatives we are also supporting boards with backfill arrangements.

Recruitment to specific roles in a given National Treatment Centre is the responsibility of each NHS Board. It is therefore for NHS Ayrshire and Arran to provide details of ongoing recruitment activity relevant to their Centre.

The Scottish Government package of support for Scottish student nurses is currently at its highest level, and is the highest level of support available to nursing and midwifery students across the UK. Our non-means tested, non-repayable paramedic, nursing and midwifery student bursary is £10,000 per year and will remain at this level for the upcoming 2022-2023 academic year. Scottish domiciled students on degree, honours and masters levels of study leading to registration as a paramedic, nurse or midwife are all eligible.

Nursing students may also be eligible for a range of funding on top of the non-means tested bursary, including a Dependants Allowance, Disabled Students’ Allowance and/or Single Parent’s Allowance.

Students who are in financial difficulty may also be able to access the Nursing & Midwifery Discretionary Fund, which is administered by higher education institutions on behalf of the Scottish Government.

We have not undertaken any assessments regarding the affordability of nappies in Scotland, however we will continue to work with partners to ensure that our financial supports, such as the Scottish Child Payment and the Best Start Grant, are maximising the support available for families to live dignified lives and meet their basic needs.

Our Best Start Grant Pregnancy and Baby Payment helps eligible low income families with expenses associated with pregnancy or with having a new child. Families are able to use this payment to best meet their needs which could include buying nappies.

Food banks do not currently publish data on nappies and other baby products, however, Scottish Government officials do meet regularly with both the Trussell Trust and the Independent Food Aid Network who share information about food bank use in general.

The Scottish Government empowers Head Teachers to make local decisions that are best suited to the needs of their communities. This includes engagement with their own parents and children. As outlined in the refreshed 2022 PEF National Operational Guidance, a key principle of Pupil Equity Funding outlines that headteachers should ensure that parents, carers and children and young people should be meaningfully involved throughout the processes of planning, implementing and evaluating any approaches. Schools must have plans in place at the outset to evaluate the impact of the funding. These plans should outline clear outcomes to be achieved and how progress towards these, and the impact on closing the poverty-related attainment gap, will be measured.

PEF National Operational Guidance is intended to help schools plan how they will most effectively invest their Pupil Equity Funding allocation to improve the educational outcomes of children affected by poverty. Local authorities also issue complementary guidance about how the funding will operate locally.

The PEF National Operational guidance includes key principles which state that ‘Headteachers must develop a clear rationale for use of funding, based on a robust contextual analysis of relevant data which identifies the poverty-related attainment gap in their schools.’ Schools must also have plans in place at the outset to evaluate the impact of the funding. These plans should outline clear outcomes to be achieved and how progress towards these, and the impact on closing the poverty-related attainment gap, will be measured.

To be clear, this should be done within existing local authority reporting processes to their Parent Council and Forum, including in their annual School Improvement Plans and Standards and Quality Reports. These plans and reports must be made publicly available so that parents and carers can easily access, understand and where appropriate, challenge, what is happening in their school with regard to Pupil Equity Funding. The arrangements for publication are confirmed by the relevant local authority.

One specific example of the effectiveness of collaboration with the Police can be found in Education Scotland’s ‘Pupil Equity Funding: Looking inwards, outwards, forwards’ publication. It cites evidence from Eastbank Academy in Glasgow where the school reports that a PEF-funded partnership with Police Scotland has contributed to increased participation and engagement of identified young people. A link to that publication can be found here: Pupil Equity Funding: Looking inwards, outwards, forwards (education.gov.scot)

We are committed to improving the experiences of children and young people with additional support needs at key transition points.

The Education (Additional Support for Learning) (Scotland) Act 2004 (“the 2004 Act”) requires authorities to plan for the transition of a child or young person when they are moving between provisions and when they are leaving school.

We provide statutory guidance to education authorities and schools on their responsibilities under the 2004 Act. This includes clear guidance on supporting transitions and the provision of flexible packages of support and learning for pupils. As part of our response to the Additional Support for Learning Review, we are working with partners to consider how to further strengthen guidance in this area.

We are also committed to introducing Scotland’s first National Transitions to Adulthood Strategy in this Parliamentary term to ensure there is a joined-up approach to supporting our disabled young people as they make the transition to adult life.

A key principle of the refreshed 2022 Pupil Equity Funding National Operational Guidance states that: ‘Teachers, parents and carers, children and young people and other key stakeholders should be meaningfully involved throughout the processes of planning, implementing and evaluating approaches.’

Headteachers are accountable to their local authority for the use of Pupil Equity Funding within their school. We have been clear that schools should consult and engage effectively with teachers, parents and carers, children and young people and the wider community when implementing approaches to closing the poverty-related attainment gap.

To ensure transparency, schools are expected to incorporate details of their Pupil Equity Funding plans and explicitly report on the impact on outcomes for learners impacted by poverty. This should be done within existing local authority reporting processes to their Parent Council and Forum, including in their annual School Improvement Plans and Standards and Quality Reports. These plans and reports must be made publicly available so that parents and carers can easily access, understand and where appropriate, challenge, what is happening in their school with regard to Pupil Equity Funding. The arrangements for publication should be confirmed by the relevant local authority.

This is a matter for headteachers and local authorities to consider, if appropriate. Decisions on how to use Pupil Equity Funding are taken by headteachers in an empowered education system. We trust schools and headteachers to know their pupils best, and to take decisions that are in the best interests of children and young people, including undertaking appropriate risk and impact assessments.