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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“Importantly, we are delivering equity for those who need it most. Closing the poverty-related attainment gap has a key role to play in achieving this Government’s commitment to eradicate child poverty. Our children’s attendance in school has increased again. The gap in literacy and numeracy levels between primary-age children from the most deprived and least deprived communities is at its lowest level ever. A record number of 18-year-olds from deprived areas secured a university place in 2025. There is more to do to realise our ambitions for Scotland’s children and young people, but today demonstrates what the SNP delivers in Government: promises being kept, progress being made, success being nurtured, opportunity being fostered and a better future for all our children.”
“Our international council of education advisers has consistently advised that we should focus on those incremental improvements in our education system, because they are indicative of the longer-term shift towards a culture of improvement. The exam results from the summer and the data that has been published today show that that longer-term shift is happening, which is to be celebrated. The foundations of our education system are robust, and our plans for improvement build consistently on evidence of progress. Nearly every eligible three and four-year-old in the country benefits from fully-funded early learning and childcare. In our primary schools, more children than ever are achieving the expected levels of literacy and numeracy. This year, attainment rates at all levels of school qualifications increased for our young people.”
“The wide range of data that has been published today demonstrates that our education system is delivering sustained improvements across the board. Attainment has improved, the attainment gap has narrowed, attendance has improved and we have more teachers in our schools to support Scotland’s young people. In 2025, the national improvement framework set out that, in the short term, our focus would be on improvements in the ABCs—attendance, attainment, behaviour and curriculum—in our schools. That focus has supported clear improvements in relatively short order, and it is also delivering on our longer-term vision of excellence and equity. The national improvement framework for 2026, which was published alongside today’s statistics, builds on the same approach.”
“Thanks to the efforts of Scotland’s local authorities, today’s census data shows an overall increase in the number of teachers for the first time since 2022. The pupil teacher ratio has improved as a result of that investment, which was made possible through support from the Scottish Government’s budget last year. Extra funding in last year’s budget uplifted the ring-fenced funding for teacher numbers to £186.5 million and provided our councils with an extra £28 million specifically to support additional support needs. I am therefore pleased to see an increase in the overall proportion of probationer teachers in permanent or temporary teaching posts, which increased this year to 69 per cent from 65 per cent last year. However, we now need to see sustained improvement on permanent posts.”
“I intend that final progress report to be accompanied by a short, sharp review, which will be professionally led and will reflect on the changed context in our schools since the Morgan review and the establishment of the additional support for learning action plan. That will focus on the lessons learned from that process and the next steps, with a view to closing the implementation gap. It is worth reminding ourselves that Scotland’s schools continue to deliver high-quality learning and teaching. Of the 120 inspections that the independent inspectorate carried out in publicly funded schools between August 2024 and June 2025, 93 per cent were satisfactory or better, and 76 per cent were rated as good, very good or excellent for wellbeing, equality and inclusion.”
“The programme will focus on three key areas: first, a review of existing categories for recording additional support needs; secondly, clear and concise national guidance to support the recording of ASN data; and, thirdly, developed options for gathering data on local staged intervention models and reporting those at national level. That will, in turn, inform the feasibility of a national staged intervention model for identifying, assessing, planning and better supporting children, young people and their families. That work will fully involve education authorities, given that they are our delivery partners for additional support for learning responsibilities and duties. A final updated additional support for learning action plan and progress report will be published at the end of this parliamentary session.”
“I have welcomed the constructive dialogue with members from across the chamber on additional support needs and, with thanks to Willie Rennie for the initial suggestion, I can advise Parliament that work has begun on a national event for teachers to showcase successful approaches to promote best practice. The event will mirror the approach of the early years collaborative in promoting the expertise of those at the chalk face to help to share good practice of what is working well. Following a successful ASN data summit in November, I am today launching a programme of data improvement work on additional support for learning.”
“I will ask the new chief inspector, once appointed, to look specifically at the issue. To increase uptake of early learning and childcare among eligible two-year-olds, we are funding a post in the Improvement Service to deliver intensive support to five local authorities— in Falkirk, Glasgow, North Ayrshire, Lanarkshire and Aberdeenshire—under a national improvement project on maximising uptake. I know that colleagues will be mindful of the rise in the percentage of children and young people with an identified additional support need. Today’s data confirms a 2.5 percentage point increase nationally, although I recognise that, in schools across the country, the figure is often higher and that it is dependent on the cohort.”
“It is also concerning that there was a decrease in attainment in primary 1 level. Those children are, in effect, Scotland’s Covid babies. We must not allow the longer-term impact of the pandemic to hold them back—the pandemic must not become a defining feature of their young lives. The Government remains absolutely determined to leave no child behind. I have therefore requested urgent advice from our primary headteacher national panel to intensify and enhance support for that intake and the ones yet to come. I have also asked Education Scotland to consider how to enhance support for those children as part of our work on the Scottish attainment challenge and to provide a report, which I can share with the Parliament’s Education, Children and Young People Committee.”
“Those significant achievements also provide a clear indication that the choices and investments that the Scottish National Party Government has made are supporting better outcomes for our pupils. In 2014, we chose to create an entitlement to fully funded early learning and childcare for every three and four-year-old. This September, nearly every eligible child aged three and four was registered for funded provision, which ensures that they get the best start in life. If families paid for the full 1,140 hours entitlement themselves, it would cost them more than £6,000 per year for each eligible child. However, there is more to do to make sure that every child gets the best possible start in life. It is disappointing that the proportion of eligible two- year-olds who are registered for early learning and childcare has fallen nationally.”
“Our recent national marketing campaign on school attendance has been supporting improvements. More directly, however, individual schools have been focused on supporting families and young people in returning to formal education after the pandemic. Across the country, Scotland’s headteachers are using a variety of interventions to support their young people with improved attendance—for example, in the employment of family liaison officers, as I witnessed recently at Pathhead primary school in Kirkcaldy. Those improved outcomes are a testament to the diligence and commitment of our children, our young people, their teachers and all our school staff. We should all be rightly proud of them.”
“Across the globe, education systems have struggled to return to pre-pandemic normality following prolonged lockdown periods. The United Nations Educational, Scientific and Cultural Organization reports that the pandemic affected more than 1.6 billion students and youth globally, and that the most vulnerable learners were hit the hardest. In Scotland, young people and their families have struggled. Today’s data suggests, however, that we are turning a corner on education recovery, with improvements across the board. Attendance of children and young people in school has increased. There has been further consolidated improvement in school attendance, which is now at a rate of 91 per cent, and a decrease in the levels of persistent absence of approximately three percentage points.”
“The gap has reduced to its lowest-ever level for primary pupils in literacy, its lowest-ever level for primary pupils in numeracy and its lowest-ever level for S3 pupils in both literacy and numeracy. That shows that our long-term investment in Scottish education, such as in the Scottish attainment challenge, is delivering tangible improvements and outcomes for our young people. The challenge has had a transformative impact on Scottish education. Over the past 10 years, it has changed the culture, the narrative and the awareness of equity and the impact of poverty on education. SAC has been able to support our schools and local authorities in driving improved outcomes for children and young people who are impacted by poverty. We know that recovery from the pandemic has been challenging.”
“The data on achievement of curriculum for excellence levels is the most comprehensive national data set on attainment in literacy and numeracy. Importantly, it is predicated on teacher judgment. Today’s publication confirms that, in our primary schools, levels of literacy attainment have increased to the highest level on record: at 74.5 per cent, it is 0.5 percentage points above the previous high. For numeracy, attainment remains at the record level of 80.3 per cent. In our secondary schools, the proportion of secondary 3 pupils achieving fourth level in literacy and numeracy is at a record high of 63.1 per cent and 68 per cent, respectively. There has also been significant progress towards closing the poverty-related attainment gap.”
“This summer, when Scotland’s exam results were published, we were able to declare 2025 a landmark year for Scotland’s young people’s success and achievements. This year’s results delivered increased attainment across national 5, higher and advanced higher levels; a narrowing of the poverty-related attainment gap at national 5, higher and advanced higher levels; and more than 100,000 technical and vocational qualifications being achieved for the first time ever. The publication of statistics today on a wide range of metrics in early learning and in school education reinforce that improvement trajectory. Today’s statistics show real evidence of post-pandemic recovery and progress across our education system. I hope that all members will be able to welcome that.”
“The issues have also been raised with me by the teaching trade unions, and we will continue to work with Education Scotland to best support our teaching workforce in responding to some of those challenging topics in schools. The Deputy Presiding Officer: We have a bit of time in hand over the course of the afternoon, but I want to protect as much time for the debate as I can. I will take a couple of supplementary questions, but they will need to be brief, as will the responses.”
“Earlier this year, I visited Glasgow City Council’s ESOL curricular network in a school in Glasgow, and I heard from staff and pupils learning English as an additional language about the fantastic work that is under way across the city of Glasgow, which demonstrates the approach to inclusion and integration that is pivotal in our communities. The Government has announced £200,000 of funding for work with the Scottish Trades Union Congress on the united workplaces project, which is supporting our trade unions to promote equality and diversity in the workplace. Wider work is also under way, including through Time for Inclusive Education and the digital discourse initiative, which is working with schools to empower teachers to respond to some of those challenging issues more broadly.”
“Some of those adults may be parents or carers of school pupils, some may be Ukrainian or Polish, and some may be asylum seekers. They all just want to improve their English to help them to live in our communities, yet they are being targeted by far-right racists. I hope that the Scottish Government agrees that it is totally unacceptable for education to be targeted and disrupted in that way. What support will the Scottish Government provide to schools and councils to counter the misinformation and far-right agitation that is fuelling the protests, to protect family learning hubs and to deter racist fearmongering? What strategies can be put in place to defend inclusive adult education in our communities? Jenny Gilruth: I very much recognise Maggie Chapman’s strength of feeling on the issue, which I share.”
“The Scottish Government recognises the important role that ESOL plays in supporting the integration of people whose first language is not English. Language is fundamental in understanding information from public services, gaining employment and participating in community activities. It is the statutory responsibility of all local authorities to manage their school estate. However, there is no place for racism, prejudice and intolerance to be projected in and around Scotland’s schools. Our children, our school staff, parents and everyone who visits our schools, for any reason, deserve and have the right to feel safe. Making anyone in a school community feel unsafe is completely unacceptable. Maggie Chapman: ESOL classes such as those taking place in Seaton in Aberdeen are for adults.”
“That work will be accompanied by the Police Scotland activity, which, as I have set out, is already well under way and which the Cabinet Secretary for Justice and Home Affairs will set out in her closing remarks. The justice secretary and I are clear that that work must be undertaken at pace, with ministers being provided with iterative updates, but we also commit to regularly updating Parliament on the review’s progress. As part of that approach, I have today written to Opposition leaders and spokespeople to offer a briefing with Professor Alexis Jay and Police Scotland on that work, which is to take place early in the new year.”
“Can the cabinet secretary confirm that she regards the process as an independent review, given that Professor Jay, whom we welcome, will chair the group? Will Professor Jay have unfettered access to all the data that she requires from all the agencies? Jenny Gilruth: I give Ms McNeill my assurance that the inspectorates are independent of ministers, so that is my understanding. I reassure Ms McNeill that Professor Jay has had sight of the planned independent review, and I am pleased that she has agreed to provide her expert advice on developing the methodology that will sit alongside that and at key stages of the review process. The national strategic group will also consider the findings of the review, and it will provide expert advice to ministers as it reports its progress.”
“I am therefore pleased to confirm to Parliament today that Professor Alexis Jay has accepted the role of independent chair of the national child sexual abuse and exploitation strategic group. Professor Jay will oversee the group’s on-going work to enhance the capacity and capability of Scotland’s collective response to child sexual abuse and exploitation. I also announce that ministers will be directing the Care Inspectorate, His Majesty’s Inspectorate of Education, His Majesty’s Inspectorate of Constabulary in Scotland and Health Improvement Scotland to conduct a national review to scrutinise— Pauline McNeill: Will the cabinet secretary take an intervention? Jenny Gilruth: Yes. I am happy to give way. Pauline McNeill: I appreciate that, given the time.”
“They state: “A number of Group members stated that they did not feel there was enough information or data at present to inform a decision about whether an inquiry should take place. It was reflected that further work is needed to identify the nature and scale of the issue in Scotland so that an informed position can be taken on whether or not a public inquiry is required”. That is also the view of Professor Alexis Jay, with whom I spoke yesterday. Professor Jay told me that, at the current time, we do not have an accurate picture of the nature or extent of child sexual abuse in Scotland, as is the case elsewhere across the United Kingdom. She went on to state that establishing that picture would allow us to make an informed choice about the necessity of an inquiry.”
“Our child protection data indicates that, in about eight out of 10 cases of child sexual abuse or exploitation where such information is recorded, the main abuser is a parent. That context is important. However, we know that the tactics that are used by non-familial perpetrators of child sexual exploitation and abuse mean that such harm is often hidden. To better protect children now and in the future, I hope that we can agree today that the Parliament must urgently understand the extent and scale of child sexual exploitation and abuse in Scotland. That is the collective view of the national child sexual abuse and exploitation strategic group, which brings together expertise on the issue from social work, police, education, healthcare, academics and the third sector, as set out in the minutes of its meeting on 25 November.”
“In setting out those actions, I am particularly mindful of the needs of survivors of exploitation and abuse—those brave young women who have come forward to share their horrific experiences of having been exploited in the past. They should not have had to relive their trauma in order to have their voices heard. I know that it will be difficult for many to hear the Parliament debating these matters today, and that it will reopen old wounds that they had hoped were long closed. As a Parliament, we must therefore ensure that the matter is treated with the sensitivity and seriousness that it deserves and demands of all of us. This may not come as a surprise to members today, but it remains the case—shockingly—that children in Scotland are far more likely to be abused in their own homes by someone that they know.”
“The sexual exploitation and abuse of children and young people in Scotland is, sadly, not a historical issue. As we have heard, it is a challenging and complex issue and, in recognition of that, maturity is required in this debate. I am also mindful that we have a relatively short debating slot this afternoon. Therefore, I will set out a number of actions that we are taking and, in her closing remarks, the Cabinet Secretary for Justice and Home Affairs will provide further detail on the parallel work by Police Scotland that is already under way. However, I intend to return to the chamber, prior to the Christmas recess, to provide a more detailed update to Parliament.”
“As I stated in evidence to the committee only last month, the issues are finely balanced and sensitive for many people. I assure the committee and the Parliament that I look forward to further constructive engagement on the issues that are raised. I thank the stakeholders who took the time to express their views on the bill through evidence to the committee, the public consultation and my own engagement.”
“I am pleased to present the Children (Withdrawal from Religious Education and Amendment of UNCRC Compatibility Duty) (Scotland) Bill. The bill is an important opportunity to strengthen the rights of children and young people in Scotland, building on our commitment to the United Nations Convention on the Rights of the Child. First, I thank the Equalities, Human Rights and Civil Justice Committee for its careful and considered work on the bill and for its stage 1 report. I welcome the fact that the majority of committee members supported the general principles of the bill, but I also acknowledge that members had a variety of views on the bill’s measures and that not everyone was in agreement on both parts, or on all provisions. I recognise why that might be.”
“That matter is entirely within their gift, but it is important that we move forward with the improvements on reducing teacher-class contact time that we need to deliver, because that is what will make a difference at the chalkface. Unfortunately, I did not hear Mr Rennie comment on the differences in maternity pay that Scotland’s predominantly female teaching population experience currently. Teachers in Scotland get 13 weeks’ full pay, unlike local government staff, national health service staff and civil servants who get better maternity pay than teachers, so I thought that Mr Rennie would welcome the proposals for his constituents.”
“In answer to my parliamentary question, the cabinet secretary said: “I am pleased that earlier this year the SNCT subgroup on Reducing Class Contact Time agreed with the Scottish Government proposal to develop a workplan to deliver a route map towards reducing class contact time, at pace.”— [Written Answers, 24 November 2025; S6W-41769.] Is not the truth that, five years on, nothing is being done “at pace” by the Government and that it is moving towards the next election having failed to deliver that important policy and promise for teachers? Jenny Gilruth: I do not recognise what Mr Rennie has just iterated. It is important that we reflect on the progress that has been made in the past year. I observe that the teaching unions in Scotland take the position that there should be separate negotiations on pay and conditions.”
“On Thursday afternoon, our detailed proposals were sent to the EIS and the other teaching unions. I have not heard commentary on the proposals themselves. I have heard a mixture of responses from some of the other professional associations, which I note welcomed them. Willie Rennie: My language is nothing compared with that used by teachers when they told me about the reaction to the cabinet secretary’s proposals.”
“Why does the cabinet secretary think that her positive announcement has gone down like a cup of cold sick? Jenny Gilruth: I do not necessarily think that the language that Mr Rennie has just used is appropriate. I met the EIS in Parliament last Thursday, the day that I announced the proposals. I listened to the concerns that Mr Rennie has outlined today—I will not repeat the language that he used—and I will tell him exactly what I told the EIS. I share the teaching unions’ frustration that the reduction in teachers’ class contact time is moving too slowly and that discussions to date have focused too much on the technocratic barriers to delivering the change that we all want to see and too little on what our vision should be for the teaching profession.”
“I was also very pleased that the Scottish Government was recently able to settle the teacher pay dispute, which means that Scotland’s teachers remain the best paid in these islands. Scotland’s teaching profession will now expect the Government to move forward at pace on delivering a reduction in teacher-class contact. That is what the proposals seek to deliver: improved working conditions for our educators in order to unlock better outcomes for our pupils. Willie Rennie: The cabinet secretary said that she was very pleased a number of times, but the teaching unions have reacted with utter fury and have said that the proposals are deeply disappointing. They have accused the Government of imposing a diktat. The SNCT, which she referred to, has expressed dismay and the unions are still threatening to strike by the end of January.”
“Last week, the Scottish Government published proposals to deliver a reduction in teachers’ class contact time, including a four-day teaching week, improved maternity pay arrangements and an agreed national minimum learning hours standard for all schools across the country. That will form part of a new national deal for teachers, which is our opportunity to reaffirm the value that we place on teaching and to build a system that truly supports the profession. The proposals will be consulted on via the Scottish Negotiating Committee for Teachers and a paper has been shared to that end. Last week, I was pleased to meet with the EIS in the Parliament to discuss the proposals in more detail. It is also imperative that the views of parents and young people are listened to through consultation.”
“I move amendment S6M-19754.2, to leave out from “that pupils” to end and insert: “the challenges in Scotland’s schools post-COVID-19 pandemic, particularly with attendance and an increase in additional support needs (ASN); welcomes the additional funding agreed to in the Budget for 2025-26 to support outcomes for children with ASN, and to support and enhance the ASN workforce; acknowledges the key role that staff and teachers play to support children to succeed; welcomes the agreement last week, which ensures that Scotland’s teachers remain the highest paid in the UK, with an uplift of 7.5% over two years; remains committed to undertaking further work to reduce teacher workload, which sits alongside the commitment to reduce class contact time, and agrees to recognise and celebrate the successes of Scotland’s young people.” 16:22”
“It is imperative that that funding, which is protected at a national level, gets to Scots in the classrooms where it is needed. That is why I have appointed former headteacher John Wilson to provide the Government with an independent report on reforming school governance and funding. It is essential that that funding makes its way into our classrooms where it is needed most. I look forward to the remainder of the debate and to listening again to the positives of Scotland’s education system.”
“I confirm my support for a national model of accreditation for pupil support assistants. I will be taking that forward with COSLA as a matter of priority. Today’s motion also makes no mention of poverty. We should be mindful that, last month, the NASUWT’s survey of teachers told us their views on austerity: teachers said that the two-child cap means that kids from larger families are not able to be supported. I hope that Labour members will be impressing those points on their colleagues in London to ensure that the two-child cap is lifted across the United Kingdom, to lift those children and young people out of poverty so that they can attain their educational potential. This year’s education and skills budget provides a record £4.3 billion for Scottish education.”
“Data should be about driving improvement and supporting quality learning and teaching. It is not fair that, for example, reporting requirements differ by local authority; expectations of our staff should be consistent. The Government will begin discussions with the Convention of Scottish Local Authorities on the standardisation of data collection to support the reduction of teacher workload. That work is being supplemented by two CivTech challenges. One of those was launched back in summer 2024 and is building a tool that seeks to use artificial intelligence to streamline admin and planning in relation to ASN. This summer, we announced a further challenge, which is about identifying opportunities to use AI to support a reduction in teacher workload. Teacher workload cannot be reduced without a role for pupil support assistants.”
“Last week, I was pleased to secure agreement from the teaching unions to a 7.5 per cent pay increase over two years. That pay deal means that Scotland’s teachers remain the best- paid teachers on these islands and ensures that our teachers get that pay increase in time for Christmas, which I know is welcome news. The agreement means that our classroom teachers will now earn up to £54,000, and those on the rung below depute heads will earn up to £74,205 from April—roughly £300 less than an MSP’s salary. Securing that two-year pay deal has been important in providing the impetus for securing progress on reducing class contact. As we have heard today, greater standardisation in education will also provide for more consistency for pupils. In relation to workload, we know that there is a need to standardise what is being asked of our teachers.”
“Can she reflect on the fact that, for hundreds of schools across the country, the school condition survey has not been carried out for more than five years, so the data that she is referring to has not been updated? Jenny Gilruth: I do not accept the point that the member makes. She has asked me several written questions on it; some of them pertain to private finance initiative schools, which were a feature of Labour’s time in office and which mean that this Government is having to repay millions of pounds of taxpayers’ money for those school buildings. I have less in my education budget because of actions that were taken by Ms Duncan-Glancy’s colleagues in a previous Parliament. However, there is a lot to be positive about in Scottish education, so let us look at some of the positives.”
“Thanks to direct investment from this Government, the proportion of schools in Scotland that are in good or satisfactory condition has improved from roughly 62 per cent in 2007, when Labour was last in power in Scotland, to more than 92 per cent today. The learning environment in Scotland’s schools, which is derided in Labour’s motion, has been transformed under the SNP Government. Even if Scottish Labour cannot appear to accept that in its motion today, I very much welcome that civil servants working for Labour ministers in London can do so. Pam Duncan-Glancy: I appreciate the cabinet secretary being so generous and giving way again.”
“Pam Duncan-Glancy: Did the cabinet secretary not hear the final minute—or minute and a half—of my speech, in which I outlined exactly what she and the Scottish Government could do to inject hope and opportunity into Scotland’s education system? Jenny Gilruth: I direct the member to her motion, which mentions nothing positive about Scotland’s education system. However, there is a huge amount to be positive about in our education system. Yesterday, I attended the Learning Places Scotland conference at the Scottish Event Campus, and it might interest Labour MSPs to know that officials from the United Kingdom Government’s Department for Education were present. They wanted to learn more about how this Government has transformed the learning environments in Scotland’s schools.”
“Doom and gloom have haunted the Scotland national men’s football team since we last qualified for the world cup in 1998, but last night they gave us all—a nation gripped with the possibility of what might be—a reason to believe again. Daring to dream, the Scotland men’s team have given the country more than a bit of hope today. However, I am afraid that no such hope is invested in the Labour Party’s motion this afternoon. In fact, the motion might as well have quoted the words of the brilliant John McGinn, who, on leaving the pitch last night, declared: “I thought we were pretty rubbish, to be honest.” Labour’s motion has no ideas on how to improve our schools and, although I accept that there are challenges, I do not recognise the bleak picture of Scotland’s schools that has been painted for us today. There is a huge amount to celebrate.”
“In my time as education secretary, I have been clear that we want all schools to record all incidents and allegations. We need to have a clear national picture. In doing that, I accept and recognise that it might lead to an increase in the number of incidents that are recorded, but it is important to have that information to inform our support to our schools. That has been done primarily from an education perspective, driven through the national action plan on behaviour and relationships, which has been co-produced with local authorities and our teaching trade unions. It has been hugely important to have co-operative partnership working on this really important issue in our schools.”
“Douglas Lumsden: With more than 64,000 bullying incidents logged in just five years and growing reports of violence against teachers, it is clear that violence and intimidation are becoming routine in Scotland’s schools. Does the cabinet secretary agree with the First Minister’s claim yesterday that the Scottish National Party Government has not failed in education, when it is evident that it is failing to protect pupils and staff from harm? Jenny Gilruth: Douglas Lumsden might be interested in a report by His Majesty’s Inspectorate of Education that was published in early 2023, which looked at the quantum of bullying incidents that have been recorded and noted that only two thirds of our schools recorded bullying incidents effectively. We therefore know that a number of schools currently do not recording bullying incidents.”
“I have made it clear that I expect all incidents of bullying to be recorded and that, with more rigorous recording, the number of recorded incidents will likely increase. That reflects a crucial part of our on-going commitment to transparency, ensuring that every allegation is taken seriously and that all children and young people are properly supported. To support schools, we published updated national anti-bullying guidance in November of last year, which includes guidance on recording and monitoring. We also continue to fully fund respectme, Scotland’s anti-bullying service, to build confidence and capacity to address bullying effectively.”
“Markers were given the form earlier this year so that it could be used by all markers who are undertaking coursework and question paper marking in 2025. It is also a matter of public record that the SQA carried out an independent review that looked into the matters in detail at that time.”
“I can cite other examples, such as that the national 5 graphic communications pass rate fell from 74.2 per cent in 2023 to 64.8 per cent in 2024, and then it increased again to 76.7 per cent in 2025. There will always be variations. There were issues in relation to higher history last year—I accept that—and the SQA took a number of different actions in that regard, not least in relation to the support to the profession, but also through additional support for teachers of higher history and markers being put in place. The markers’ report was also reviewed and updated. The markers’ report is important, because it looks at the national standard and identifies strengths and weaknesses in performance.”
“The SQA’s internal review of the 2024 higher history exam blamed the students, yet we now see the exam results back up to pre-2024 levels. Does the cabinet secretary not accept that that means that the SQA’s review—a review that she whole- heartedly supported—was wrong? Does she understand that students who got lower-than- expected grades in 2024 feel a sense of injustice and that their marks were not sound? Jenny Gilruth: I thank Mr Ross for his interest in this matter. We have discussed it at length in front of his committee, but I want to put on the record and reassure him that I pressed the issue with previous management at the SQA on no less than three occasions. Of course, there has also been an independent report into the processes that were applied. It is worth recounting, however, that pass rates vary year on year.”
“There are always year-on- year fluctuations in pass rates in both directions for individual courses. The Scottish Qualifications Authority has worked in partnership with history teachers to develop and deliver an enhanced and well-received understanding standards programme. Following the 13 per cent dip last year, I was pleased to see that the pass rate improved by 14.6 per cent this year. The SQA quality-assured awarding process, which includes grade boundary checks, confirmed that the assessments worked as intended and that the national standard was consistently applied. Candidates can be confident that their results in both years reflect the hard work and achievement. Douglas Ross: I am sorry, but I do not think that candidates can be confident.”