Meeting of the Parliament 31 May 2023
I thank Willie Rennie for his point. I will come on to talk about the challenge that is presented in the report in relation to the issue that he addressed. He will also be well versed in the increase that there has been in pupils with additional support needs in the past 10 years. I think that just over one third of all pupils in Scotland now have some level of identified additional support need.
There is more that the Government will need to do, but I also recognise that, ultimately, the situation is about partnerships. It is about local authorities and wider partnerships in the school communities. I will come on to talk about that in my response. However, this is not the Government’s full response to the report, which, as we heard, was embargoed until 10 minutes to 3 today.
More broadly on the member’s point, the report does not sit in isolation. We also have the Hayward review of qualifications in the senior phase and the Withers review of skills delivery. We need to have a holistic and coherent approach across Government in relation to the future of Scottish education. I will say more about that in my remarks.
Back in 2002, when I was in my last year at school, the then Scottish Executive launched a national debate on schools for the 21st century. That debate generated more than 1,500 responses, and it was estimated that more than 20,000 people took part. Twenty-one years later, the national discussion reached an estimated 38,000 people, with more than 5,600 responses being submitted. I am indebted to Professor Carol Campbell and Professor Alma Harris, both of whom are internationally respected education experts and members of our international council of education advisers, which facilitated the national discussion. Today, I thank them personally for their commitment and dedication. I also pay tribute to every person and organisation that took part in the discussion.
The national discussion is the biggest engagement exercise ever to have taken place in Scottish education. It was co-convened by the Government and the Convention of Scottish Local Authorities, and there can be no doubt that the discussion had children and young people at its heart, and that, in general, it was consensual.
A number of events and discussions took place in every part of Scotland. Those were led by schools, community groups and third sector organisations, supported by the Scottish Government and local authorities. We heard from parents, primary school pupils, island communities, young carers, children with additional support needs, teachers, trade unions, early years practitioners and speakers of Gaelic and Scots, to name just some.
Time and again, the facilitators were told by participants that they welcomed the opportunity to give their views and that they wanted more opportunities for engagement, so I commit today to ensuring that engagement opportunities will continue to be provided throughout our education reform programme. We must get this right for the next generation, and we cannot do that without continuing to listen.
The agreed vision states:
“Children and young people are at the heart of education in Scotland. The Scottish education system is grounded in collaborative partnerships that engage all learners, the people who work within and with the education system, parents, and carers to ensure that all learners in Scotland matter.
All learners are supported in inclusive learning environments which are safe, welcoming, caring, and proactively address any barriers to learning and inequities that exist or arise. Education in Scotland nurtures the unique talents of all learners ensuring their achievement, progress, and well-being.
Each child and young person in Scotland has high-quality learning experiences which respect their rights and represents the diversity of who they are and the communities they live in.
Each child and young person receives great teaching, resources, and support for joyful learning that builds their confidence and equips them to be successful and to contribute in their life, work, and world, so they know how much they matter.”