Meeting of the Parliament 09 September 2025
This year, there have been a number of new developments in relation to the national action plan, which I have set out to the Parliament today. The Opposition asked that we do that at the end of the previous term. We were not able to accommodate that request in the final week of that term, due to the stage 3 proceedings of the Education (Scotland) Bill, so I am pleased to have done so today.
The guidance that was published at the end of last term was new, as far as the provisions on consequences were concerned. It was, of course, welcomed by the NASUWT. I put on record again that all our teaching unions have been involved in the development of the advice—it has not come from the Government or ministers—and it is important that we respect their views on what works. It is hugely important to remember that those people are the experts in our schools, and we place our trust in them every day.
Miles Briggs mentioned speaking to teachers over the summer recess. I did so, too, and I engage with the teaching profession regularly. I hope that the member will take up my offer to visit St Brendan’s to talk to the teachers in that school, who, at the end of June, were very clear with me about the difference that having high expectations and a really consistent approach to behaviour in their school makes to how they can drive learning and teaching.
Fundamentally, we need calm and consistent learning environments in our classrooms. Good behaviour allows teachers to teach. The national action plan is part of the solution, but I accept the member’s challenge that it is not the whole solution. We have to look more broadly than at schools alone.
For example, one point that I made in my statement was about the need for partners to work together. Last night, I attended the annual general meeting of the Glenrothes and Levenmouth District Scouts, where people were talking about the involvement of parents and carers in the wider community. This cannot be just about schools—we have to have a broader integration of support in relation to the expectations for our children and young people.
I hope that the member will engage with me on the next steps in relation to the action plan. Indeed, if he has any further concrete suggestions that he would like to bring to the table, I will be happy to hear from him—although I put on the record that the examples that are provided in the consequences guidance have come from the teaching profession itself.