Jenny Gilruth
Scottish National Party · Scotland
“I thank Pam Gosal for bringing this debate to Parliament and for sponsoring the recent round-table discussion on the topic, which I was pleased to attend, along with colleagues from across the Parliament. There is now a growing consensus on the issue.”
“Back in 2024, the Government published updated national guidance in which I was clear that any headteacher would have my full backing as Cabinet Secretary for Education and Skills should they see fit to implement a ban, but that decision was ultimately left to headteachers’ discretion.”
“As a result of Parliament’s close scrutiny, I believe that we have produced a stronger bill that is consistent with the initial intentions behind it.”
“I thank Daniel Johnson for his commitment in bringing forward the legislation on restraint and seclusion that is before us today. I applaud his approach to working with the Government and I encourage more such good behaviour in the coming parliamentary session.”
“The Education, Children and Young People Committee’s stage 1 report and members’ speeches in the stage 1 debate highlighted clear support for the bill’s general principles.”
“That principle, which underpinned the national guidance that was issued in 2024, remains central today. The Scottish Government’s original intention was to conclude the review of our 2024 guidance before determining whether legislation was required.”
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“Every child and young person should be able to access support for their mental health where and when they need it. The Scottish Government provides £16 million per year to local authorities to ensure that all pupils aged 10 and above have access to a school counsellor. It is for local authorities to determine how they deliver school counselling in their areas. For example, some authorities fund third sector organisations to deliver that service. The Scottish Government also provides pupil equity funding directly to schools. Many schools fund third sector organisations to support the mental health and wellbeing of their pupils. Roz McCall: Next week marks children’s mental health week, which is spearheaded by Place2Be.”
“We provide funding through the school library improvement fund, which has provided additionality since 2017. In the past year, 17 schools have received shares of that investment to promote reading and to help to raise attainment. I will take back to my officials the matter that Mr Briggs has raised about our engagement with COSLA. The new assurance board that I mentioned in my previous responses gives us an opportunity to raise that point, which I think is very worth while to pursue.”
“Miles Briggs: I recently visited Craiglockhart primary school to see its free school library, which operates outside the school, 365 days a year, 24 hours a day, where children can help themselves to books, parents can give used books and the whole school community can access them. It is a great example of a children’s free library. Has the cabinet secretary had any engagement with the Convention of Scottish Local Authorities to make sure that every primary school across Scotland could have one of those built outside their school? Jenny Gilruth: Miles Briggs has raised an important point about school library provision. In my work as education secretary, I go in and out of schools almost weekly and I see the power of strong school libraries. Mr Briggs spoke about the importance of their being open to the community.”
“I engage with ministerial colleagues on a wide range of matters. In relation to access to books and support for reading, we have a shared interest and responsibility across the education, local government and culture portfolios. Thanks to that joint working, the Government has funded a large number of initiatives, of which Mr Briggs will be aware, including “Every child a library member”, “Bookbug”, “Read, write, count with the First Minister”, the “Reading schools” initiative and national schemes to promote both public and school libraries in partnership with the Scottish Library and Information Council.”
“I am pleased that, through our new agreement with local government through the budget process, we have been able to get agreement with the Convention of Scottish Local Authorities on a new education assurance board. I will be keen to raise the issue there. More broadly, the differing approaches to employment that are taken by local authorities can create challenges for teachers who are looking to obtain employment via the supply list. I will certainly take that matter to the education assurance board, because it is worth considering at national level.”
“Schools also sometimes struggle to get supply teachers from other local authorities, including across the various Lothians local authorities. That has made it challenging for schools to get supply teachers, on occasion. Would there be any convening power or other engagement that the Scottish Government could have to improve systems and co-ordination in order to better marry supply with demand, in particular between neighbouring and nearby local authorities? Jenny Gilruth: Ben Macpherson has raised an interesting point. He outlined that responsibility as the employer rests with local authorities, but there is a role for the Government in terms of a convening power.”
“Supply teachers have flexibility over the work that they choose to do, in line with the Scottish Negotiating Committee for Teachers’ code of practice on short-term supply, and they may add themselves to multiple local authority supply lists, as they see fit. Supply teaching is an important way for teachers to work flexibly and according to their individual needs, when they choose to do so. The Scottish Government is also providing local authorities with £186.5 million next year to restore overall teacher numbers across the country to 2023 levels. Ben Macpherson: I am grateful for that answer, and I appreciate that much of the matter is for local authorities. Some of the casework that I have received from constituents who are supply teachers indicates that they are struggling to access opportunities in neighbouring local authorities.”
“I am more than happy to hear from local authorities where there is good practice and to hold that good practice up as an example to others. It is hugely important, post-pandemic, that we support renewed efforts to bring young people back into school physically, because we know that their attainment will improve if they are in school, learning. We have to recognise that, for many young people, that has been a challenge, particularly post-pandemic.”
“Local authorities are undertaking a number of different practices using pupil equity funding, which is direct funding that is protected by the Scottish Government. For example, Queensferry high school in Edinburgh has used its PEF to recruit two pupil support officers, who have worked with families to support attendance in that school. Lesmahagow high school in South Lanarkshire is using its PEF to support activities that include families and encourage pupils back into schools. We know that engaging with schools and headteachers has been a challenge for many families, particularly post-pandemic. The responsibility for sharing good practice rests with Education Scotland as the national agency. As I mentioned, it has been working with local authorities and, in particular, has been targeting the local authorities where there are challenges.”
“I have also asked the chief inspector of education to ensure that persistent absence is addressed in every school inspection and to identify successful approaches that can be shared more widely. Murdo Fraser: It is interesting that the cabinet secretary referenced local authorities, because there are examples of good practice. For example, initiatives in Conservative-run South Ayrshire Council have led to rising attendance in schools, which perhaps bucks the trend elsewhere. What is the Scottish Government doing to ensure that best practice is shared more widely so that other local authorities can take similar initiatives? Jenny Gilruth: The member raises an interesting point. Practice varies across the country when it comes to the approaches that have been taken.”
“Education Scotland is providing support to schools directly to improve attendance and reduce absence following the publication of the report “Improving Attendance: Understanding the Issues”, which I commissioned in 2023. If the member is interested, he can look at some of the data on year groups and see that there are gaps in the transition years from primary to secondary school and from the broad general education phase to the senior phase. At certain times during the school academic year, that challenge is greater than at other times. Also, as the member alluded, it seems to be more of a challenge in certain local authorities than in others. That is why Education Scotland is looking at targeting those local authorities to provide tailored local support.”
“It is worth putting on the record that we need to be careful in making direct comparisons between Scotland and England, because the functionality that is used to measure attendance in Scotland is the SEEMiS system, and that functionality might differ between schools. I accept that the challenge in Scotland is greater, but we need to be quite careful in making those direct comparisons. The rates of persistent absence shown in those statistics are not acceptable. I have been very clear that we need a renewed drive across all levels of government and agencies to address the issue as a priority. Absence is among the post- pandemic challenges that schools face not just in Scotland but across the UK and internationally.”
“Murdo Fraser: According to an analysis by The Sunday Times, Scottish pupils are more likely to miss school regularly than those elsewhere in the United Kingdom. Forty-one per cent of pupils here missed at least one in 10 of their classes in the year 2022-23, compared to 40.1 per cent in Wales and just 26.5 per cent in England, which is a much lower figure. Those statistics have serious consequences for pupils, particularly those with additional needs and those from less privileged backgrounds, and they lead to a widening of the attainment gap. Why are the figures for Scotland so much worse than the figures for south of the border? Jenny Gilruth: I think that the member has previously raised that question with me in the chamber, and I thank him for his interest in what I recognise as a significant challenge in our schools post-pandemic.”
“Those include support for local authorities through the improving attendance quality improvement programme; professional learning events, including the strategic approaches to improving attendance event next week; the publication of resources to support schools in engaging with young people and families; and on-going exemplification of positive practice. At council level, every education authority is focused on improving school attendance. At school level, a variety of approaches are being used to improve attendance, which we know has been a challenge for some young people and their families, particularly post-pandemic. The most recent national statistics on attendance showed a slight improvement in attendance and a reduction in persistent absence.”
“Unauthorised absence from school is primarily a responsibility of parents and carers, who have legal obligations to ensure their child receives an efficient education, as is set out in the Education (Scotland) Act 1980. Local authorities also carry statutory responsibilities to provide children with an education along with any additional support that they might need to fully benefit from that education. That includes support that they might need to be able to attend school. Nationally, a range of actions have been under way since Education Scotland published its attendance report in November 2023.”
“As I said to Parliament back in September on the subject of addressing post-pandemic challenges in our schools, “there are unlikely to be quick, easy fixes”.—[Official Report, 3 September 2024; c 72.] However, we all need to work together to that end, recognising that there must be a shared spirit of partnership. The Deputy Presiding Officer: I invite Douglas Ross to wind up the debate. 15:54”
“I encourage members to engage with and speak to their local headteachers. When I launched the guidance, I went to Stonelaw academy and spoke to the headteacher there about the process that they had undertaken. They got the young people to mine their data and look at the way in which they interacted with their phones—at their screen time, for example. They got buy-in from parents and from the community, but that approach took time. A ban is not a simple step, and we need to be mindful that there would be other consequences of having a national ban— The Deputy Presiding Officer: You need to conclude, cabinet secretary. Jenny Gilruth: One member mentioned health needs, which we also address in the update to the national action plan on mobile phones. I am very conscious of time.”
“That is another reason why the national action plan is crucial, as it will drive more consistency across the country in how schools advocate for policies and enact the consequences that we have talked about today. Bill Kidd spoke about the need to listen to pupils, and he was absolutely right on that point. Various members expressed views about mobile phones. I am sure that all MSPs will be aware of the national guidance in that regard, which was published last August and was broadly welcomed. Mr Rennie was correct to say that, as education secretary, I do not have the power to enforce a national ban, but the national guidance goes as far as I am able to go in setting out our expectations and in empowering headteachers to implement a ban. At this point, I note that not all headteachers in Scotland want a full ban.”
“However, I put it on the record that, as I think the Government’s amendment makes clear, we will provide the Parliament with an update on the plan in March and set out the range of measures that have been taken forward. Mr Rennie was also right to say that understanding cases individually should not necessarily negate consequences for adverse behaviour in our schools. I agree with him on that point. Over the past year, we have discussed consequences in our schools at length in the chamber. It is currently the case that young people will face consequences in their schools, but that depends on the behaviour management policy that exists. Mr Rennie spoke to the importance of school management, and I very much agree with him on the need to support staff with regard to how those behaviour management policies are taken forward.”
“That is funded by the Scottish Government, with £170,000 of support going directly to the Scottish Youth Parliament, so I am glad that the member welcomes that investment from the Government. Ross Greer, too, spoke about the experience of women and girls with regard to sex education, and he was right to raise consent as an issue. I accept that the update to the relationships, sexual health and parenthood guidance has taken too long, but I am glad that we will be able to publish it shortly, as I confirmed to Mr Greer only yesterday. I agree with Mr Rennie’s comment that it is too early to judge whether the national action plan has had an influence.”
“They have a requirement for the Government, working with local authorities, to table a suggestion to move forward on meaningful progress, which is part of the deal that we struck with local government ahead of the budget. That will be done in advance of the 3 February deadline that they have set. I very much welcome the trade unions’ engagement on that matter, because reducing class contact and teacher workload is part of the solution to some of the challenges that we have talked about today. Ms Duncan-Glancy also spoke—rightly—to the worrying increase in misogyny in recent years. We see that borne out not only in the evidence from trade unions, but in our behaviour in Scottish schools research. I am grateful to the member for her suggestion in relation to the Mind Yer Time web resource.”
“Miles Briggs spoke to there being no data on changed behaviour patterns post Covid. That somewhat negates the behaviour in Scottish schools research that was published in November 2023, which looks at data from nearly 4,000 staff across the country. There are also other data sets that he could consider, including the survey of more than 8,000 children that was carried out by HM Inspectorate of Education in Scotland, which looked at bullying in our schools. I turn to Ms Duncan-Glancy’s points, a number of which were very relevant and pertinent to the issues that we are discussing today—in particular, reduced class contact. It may please the member to know that I met the teaching trade unions on that matter just yesterday.”
“I will touch on a number of the points that members made in the debate, although I am conscious that time is short. Miles Briggs was absolutely right to say that our schools have changed post pandemic, and that change has partly informed the changed behaviours that we see in schools. I was pleased to hear that Miles Briggs attended his local EIS event last night. As we heard from Mr Rowley during the debate, I attended my event in Glenrothes last Thursday, where I listened to the views of mums and dads, carers and EIS members. They were very clear about the need for more resource, more staff and more investment. That is why the Government’s draft budget proposes an additional £41 million to support teacher numbers and £29 million for additional support needs as extra investment in our schools.”
“Presiding Officer, I apologise that I had to leave the chamber briefly during the summing-up speeches. I thank the Conservative Party for devoting some of its time this afternoon to wellbeing in Scotland’s schools, and to behaviour in particular. The breadth of the issues that are covered in the motion and the amendments, including the Government’s, means that we have not been able to fully do the topic justice this afternoon. However, in the coming weeks, subject to parliamentary agreement, there will be a full debate in Government time on the impact of poverty in our classrooms, and I look forward to that as another opportunity to speak to some of the issues in more detail. Nevertheless, today’s debate has been hugely important.”
“More broadly, as we have already been doing, the Scottish Futures Trust and the Scottish Government will continue to meet and engage with stakeholders—for example, the cross-party group on autism, in September—to ensure that we learn lessons. Although I am surprised by the issue that Mr Ruskell raised today, I am happy to hear more on the detail of it and see whether Scottish Government officials might be able to provide further support. It is essential that, in improving Scotland’s school estate, the totality of Scotland’s pupil population, including those with an identified additional support need, have the building that is right— The Deputy Presiding Officer: Thank you, cabinet secretary. I am keen to get a supplementary question from”
“The learning estate and investment programme is helping to deliver additionality across Scotland to improve the quality of our school estate. A number of projects across the country have dedicated ASN school projects. The decision about school design is ultimately a matter for local authorities, and the member has mentioned a school in his region today. This issue was also addressed at the Education, Children and Young People Committee last year. At that time, engagement with the Scottish Futures Trust confirmed that we had in place a 10-step plan, which included, as we set out in our response to the committee, a number of different areas in which we were going to strengthen work on ASN provision.”
“For example, within the next year, a school in the Stirling Council area is being rebuilt. Current ASN provision is for 12 places, which, families tell me, is completely oversubscribed. The provision in the new school will, again, be for just 12 places, so that lack of ASN provision in the school building will be physically locked in for years to come. Will the cabinet secretary review the council school building programmes to make sure that they are fit for the future, so that we do not end up repeating the mistakes of the private finance initiative schools from 20 years ago? Jenny Gilruth: I am rather surprised by the issue that Mr Ruskell has raised. I am more than happy to hear a bit more about it, and we can perhaps discuss that after today’s question session.”
“It is the statutory responsibility of local authorities to manage their school estate, and the Scottish Government expects them to focus on ensuring that, in estate planning, learning environments recognise the needs of pupils with additional support needs. Through our £2 billion learning estate investment programme, dedicated ASN spaces will be delivered in 20 school infrastructure projects. The Scottish Government and the Scottish Futures Trust will continue to learn from LEIP projects and to seek feedback from users to help inform the design of future learning spaces to support the needs of every pupil. Mark Ruskell: It is absolutely clear that schools are being built right now without proper consideration of the promises that this Government made to future learners with additional needs.”
“I have documented some of the work that the Government has undertaken in relation to the behaviour in Scottish schools research and the gender-based violence framework, but some of the changes that we have seen in recent times, particularly in our young men, are deeply concerning. It is hugely important that schools are supported in that regard. The member asked a specific question about the provision of toilets, which is, of course, a matter for local authorities, although I am happy to engage them on those issues. I recognise the concerns that she has raised this afternoon and look forward to further engagement with her on the issue. Again, of course, she will be attending the summit, along with the First Minister, on”
“Jenny Gilruth: As you say, Presiding Officer, I am not able to comment on a live case. I am aware of the incident that the member has raised, which I think was raised previously with the First Minister in the chamber. Obviously, it is deeply disturbing. I want to reflect some of the wider work that the Government has been undertaking in this space, some of which I alluded to in response to Mr Rennie. There will be a summit on Monday, to which the member is invited, as is the First Minister, which will look at youth violence and associated challenges in the round. A number of MSPs will be engaged in that work on a cross- party basis. Some of the issues relating to the increases in misogynistic behaviour are systemic in our society at the current time.”
“A 15-year-old boy has been charged, with reports suggesting that the camera contained hundreds of sensitive images of girls. That has left pupils and parents angry and traumatised, with at least one girl refusing to return to school. At a recent round-table meeting, a teacher spoke of appalling and, sadly, frequent instances of boys taking advantage of unisex toilets to slip phones under cubicles and film girls using the toilets. Given those disturbing incidents, will the cabinet secretary recognise the significant safeguarding risks of unisex toilets, and will she commit to ensuring that all toilets are returned to single-sex use in order to protect young girls? The Deputy Presiding Officer: Before I ask the cabinet secretary to respond, I note that the question contained a reference to a live case. Obviously, the usual caveats apply.”
“The Scottish Government’s gender equality task force in education and learning asserts that all girls and young women should have a gender-equal experience of education in an environment that is free from sexism, sexual harassment and violence. It follows a preventative approach, as outlined in equally safe, which is Scotland’s strategy to prevent violence against women and girls. In March, I launched “Preventing and Responding to Gender Based Violence: A Whole School Framework”, which supports schools to address the underlying causes of GBV and ensure that appropriate action is taken in response to specific incidents. Sharon Dowey: The cabinet secretary will be aware of the recent horrifying case at a Dundee secondary school, where a hidden camera was discovered in a toilet roll holder, reportedly in a unisex bathroom.”
“Finally, I should say— The Deputy Presiding Officer: Cabinet secretary, we need to make progress. Could you please bring your answer to an end? Jenny Gilruth: The education reform work that we are engaged in also provides an opportunity to drive improvements. I would be more than happy to write to the member to give him a further update on that work.”
“There are opportunities for staff across the school estate to be engaged in building better relationships, which helps with behaviour and facilitates greater opportunities for physical literacy. I know that there are challenges in our schools post-pandemic. It is worth while recounting some of the progress that has been made, and I gave statistics on that in my initial response. However, the progress that has been made is remarkable when we look back at the position during the school session of 2004-05, when only 10 per cent of schools were providing the amount of PE that is being provided now. That is not the end of the story. The additional investment that we provide via the active schools co-ordinators, which amounts to £13 million annually, also has a substantial role to play in that regard.”
“Does the Scottish Government recognise the need to educate young people about their mental and physical health in conjunction with reversing the continuing decline in the opportunities that are available to be active in schools? Does it agree that that is one of the greatest health education priorities that we face? Jenny Gilruth: I very much share Mr Whittle’s passion for the subject. I recognise the importance of physical education, particularly in educational settings, and its impact on attainment, behaviour and relationships. Of course, often, it will not necessarily be a PE teacher who is leading the after-school clubs. Mr Whittle might be amused to know that, many years ago, I took a hockey club when I was teaching at Elgin high school for a number of weeks.”
“Brian Whittle: During the pandemic, the United Nations Educational, Scientific and Cultural Organization—UNESCO—reported that, with schools closed, there was a significant loss of school-based physical activity, with many children becoming socially isolated and lacking in movement opportunities. The research by Huggett and Howells, which was completed post-lockdown, observed in four to five-year-olds that there was a significant difference compared with expected age-related physical development. The researchers understand that one in six children aged five to 16 are now likely to have mental health conditions, which is an increase from one in 10 children prior to the outbreak of the pandemic.”
“Schools ensure that children develop physical literacy skills with physical education, activity and sport embedded in the curriculum framework. The active schools network provides opportunities to participate in physical activity, while developing pathways between schools and sports clubs in the community. Our active play development project also develops physical skills in early years settings. At July 2024, 99.6 per cent of primary schools and 95.9 per cent of secondary schools delivered at least two hours of PE per week for pupils in primary school and at least two 50-minute periods of PE per week for pupils between secondary 1 and secondary 4.”
“That is a problem not just in Scotland but across the United Kingdom and globally. We also recognise that the growth in ASN presents additional challenges, and we remain committed to improving how children and young people get the support that they need with their learning. That is why we have committed that additional £29 million that I spoke to in my previous response, which is very much targeted on enhancing the ASN workforce.”
“Kenneth Gibson: I note that the cabinet secretary referred to the further £28 million for additional support needs teachers and £1 million to aid their retention and recruitment. Does she anticipate an improvement in classroom discipline, which will better enable ASN pupils, who might otherwise struggle, to access and engage with the curriculum? Jenny Gilruth: The Government is absolutely determined to increase teacher numbers in Scotland’s schools, which is why we have reached the agreement that I alluded to in my response to Mr Smyth, which I think will make a real difference in our schools, particularly in relation to some post-Covid behaviour and relationship shifts. We know that a number of young people have struggled post-Covid with the return to formal education, which has impacted on behaviour and relationships in our classrooms.”
“We published a joint behaviour action plan with the Convention of Scottish Local Authorities last August setting out action that is to be taken over the next three years at national and local level to support schools to improve relationships and behaviour. Since May 2023, we have responded to schools’ concerns in a number of different ways, including the publication of the national action plan, the publication of new guidance on gender-based violence, mobile phones and anti-bullying and the provision of additional funding to support the training of support staff. The budget, if passed, will also offer a package of measures worth an additional £29 million for additional support needs, which will include support for the recruitment and retention of the additional support needs workforce.”
“I very much hope that the member will be encouraged by that investment from the Government and will be inclined to support the budget when it comes to Parliament. Discipline in Schools 4.”
“He will recognise that, thanks to additional investment from this Government, since 2014, the overall number of teachers in Scottish schools has increased by more than 2,500. He will also know that I updated Parliament on the Government’s response to the issue before the Christmas break. I gave an update to Parliament then on the agreement that we have reached with local authorities, which will see the £145 million for teacher numbers, which is ring fenced, uprated by £41 million. It will also secure additional investment for additional support for learning. The purpose of that £29 million is to provide additionality to local authorities such as Dumfries and Galloway to allow them to invest in specialists, because we know that those specialists make a real difference.”
“Colin Smyth: The figures show a 16 per cent rise in ASN pupils in Dumfries and Galloway since 2019, and that number continues to rise. The number of ASL teachers has been cut by 16 per cent over the same period and by a shocking 40 per cent since 2010. What assurances can the cabinet secretary give that those cuts in ASL teachers will be fully reversed by the Government’s budget and through the recruitment of additional teachers, at a time when the council is consulting on further cuts to ASL teachers? Behind those numbers, there are far too many young people who are simply not getting the support that they need. Jenny Gilruth: I thank the member for his question, and I recognise some of the challenge there.”
“Figures published last month show that, nationally, 40.5 per cent of school-age children were recorded as having an additional support need in 2024. Those figures show an increased recognition by local authorities of the needs of pupils, which is, in turn, reflective of the inclusive approach that the Scottish Government has taken to education. However, I accept that that presents challenges across our education system. That is why next year’s budget includes additional investment of £29 million for additional support for learning for local authorities, including Dumfries and Galloway. That builds on our joint work with the Convention of Scottish Local Authorities to deliver the additional support for learning action plan, which is already under way.”
“I will continue to engage with the president, and I am more than happy to engage with Mr Ross on the issue, because I recognise the concerns that he has raised.”
“We are pleased that SQA and the Scottish Government are keen to action many of the points raised in the survey and work with the SATH committee towards positive outcomes.” I look forward to engaging directly with the president on that matter. I am more than happy to engage further with the member on the issue, because I recognise the legitimate concerns that he has raised today. I have acknowledged the various concerns that have been raised by history teachers in the SATH survey responses and the need to rebuild trust and confidence. As I alluded to in my original answer, the Scottish Government and the SQA have engaged substantially with SATH as an organisation, following the publication of the review.”
“Jenny Gilruth: I thank Mr Ross for his involvement and interest in the matter, which we discussed prior to Christmas at the Education, Children and Young People Committee, which he convenes. I have taken an active interest in all the matters that he has raised today, particularly in relation to the involvement of the Scottish Association of the Teachers of History, which is the professional association of history teachers. It was at my behest that we continued that further engagement with SATH. Kirsty MacDonald, SATH’s president, said: “SATH has gathered the views of Scottish history teachers on this issue in order to ensure that everyone in the teaching community can have their voices heard.”
“Why will she not accept the findings of the survey by the Scottish Association of the Teachers of History? The findings were overwhelmingly critical and did not accept the outcome of that independent review. The cabinet secretary mentioned a meeting that the Scottish Association of the Teachers of History had had with the SQA. SATH’s president said that the SQA did not consider the possibility of having another investigation and looking back at what went wrong this time. Will the cabinet secretary take her head out of the sand and accept that the matter has not been handled well by the Government or the SQA, and that the only way to resolve it, to please all parties, is to have a truly independent review?”
“The Scottish Government has accepted the findings of the SQA’s 2024 higher history review, which was an operational matter for the SQA. The Scottish Government and the SQA met the Scottish Association of the Teachers of History immediately after the publication of the survey results and agreed that there would be a package of measures to support teachers delivering higher history in 2025, including a dedicated inquiry line so that teachers, lecturers and school leaders can raise questions directly with the SQA. Another understanding standards webinar has also been organised. Further, I have asked to meet the president of SATH, and I look forward to doing so. Douglas Ross: The cabinet secretary mentioned that she accepts the SQA review.”
“Children deserve better than that. That is why Labour members know that we must act—and the UK Labour Government is acting—to tackle child poverty at its roots, with a new deal for working people, a pay rise for more than 200,000 Scots and help to drive down energy bills. Child poverty must be a national mission for the Scottish Government and more widely across Parliament— on that, we agree—not because of targets, but because young people in Scotland deserve to thrive and live up to their potential. The Deputy Presiding Officer: The final speaker in the open debate is Collette Stevenson. You have up to four minutes, Ms Stevenson. 16:35”