Meeting of the Parliament 13 December 2023
They are two different data sets. The ACEL results are predicated on teacher judgment and the PISA results are predicated on survey data. That means that, if we engage with the OECD, as I have done, it is very difficult to draw comparisons across countries in terms of the way in which we might use the ACEL data. They are different data sets, and I do not think that it is possible for us to look at each and draw comparisons.
However, in the totality, it is important that we have a wider data set. That is why the Government has committed to rejoining TIMSS and PIRLS. It was good to hear Liam Kerr welcome that news in his contribution. It is also worth saying that the ACEL data are official statistics. The data set has been produced in accordance with the professional standards that are set out in the code of practice for statistics.
One of the key findings from the recent PISA data that the member alluded to is the increase in the number of pupils with an identified additional support need. As I mentioned in the chamber yesterday, although that figure is now nearly 40 per cent nationally, in some of our schools, such as the one that I visited on Monday, it is nearer 50 per cent. The PISA data gives the Government an opportunity to recast how we support that cohort of young people.
However, it goes without saying that the achievements of pupils with additional support needs should be recognised. Indeed, 75 per cent of pupils in the 2021-22 cohort with an additional support need left school with one pass or more at SCQF level 5 or better.