Chamber and committees

Asylum and immigration are matters reserved to the UK Parliament. This includes the operation of the UK asylum system and immigration detention.

An effective system to monitor the impact of the asylum system or immigration detention on people’s wellbeing would require access to personal data and information about people seeking asylum or in immigration detention. This data is held by the Home Office, and the Scottish Government does not have access to it.

Many third sector organisations have direct knowledge of the negative impact the asylum system can have on people’s welfare, through their work supporting people within communities. The complexity of the asylum system, the low level of support provided by the Home Office and the continuing uncertainty of waiting for a decision are often combined with previous trauma and vulnerabilities. Evidence from the third sector, and people with lived experience, indicates that the asylum process itself can be re-traumatising.

The Scottish Government, Scottish Forestry and NatureScot have worked with a range of partners to support and develop the South of Scotland Golden Eagle Project, including Scottish Land & Estates, RSPB Scotland, and The Southern Uplands Partnership and Scottish Power Renewables.

The Scottish Government has provided grant funding of £146,367.49 to the Project under the LEADER 2014-2020 Programme and £36,988 towards the satellite tracking of the golden eagles. NatureScot has also provided £43,300 funding and is actively involved in supporting all elements of the project work. The project has funding in place until Autumn 2023.

Other sources of public funding include:

Scottish Forestry (FCS)   £32,000

South of Scotland Enterprise £31,300

Scottish Borders Council £1,000

Community ownership is an important aim of the Scottish Government, where there are numerous examples of communities thriving after being given the opportunity to own and manage their own assets. This leads to better local outcomes, which focus on local needs.

The proposed community buyout of a portion of Langholm Moor, by The Langholm Initiative is an ambitious project. The group intend to use the land to regenerate the landscape and revitalise the local community through the creation of a nature reserve which will boost local tourism, providing new employment, training and housing opportunities for the local community.

The project is an example of what communities are capable of, given the right support, which is why the Scottish Government, through the Scottish Land Fund, has already awarded the community group a grant of £1m.

NHS Boards regularly assess continence patients' needs, with the assessments undertaken by dedicated Bladder and Bowel Teams or community nursing staff. This ensures that patients' needs are met, either through treatment or through provision of appropriate containment products. Referrals can also be made by patients' GPs where necessary, and also by a range of other healthcare professionals including pharmacists, consultants and care home staff.

Where a patient has been assessed as requiring continence products, they are provided by their local NHS Board's continence service on prescription.

Scottish Government is aware that NHS Dumfries & Galloway has experienced challenges with the delivery of GP services in Dumfries & Galloway including Lockerbie and Moffat.

NHS Dumfries & Galloway is working with the new contractors in Lockerbie and Moffat to stabilise and improve GP services there.

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.

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.