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Seòmar agus comataidhean

Official Report: search what was said in Parliament

The Official Report is a written record of public meetings of the Parliament and committees.  

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Dates of parliamentary sessions
  1. Session 1: 12 May 1999 to 31 March 2003
  2. Session 2: 7 May 2003 to 2 April 2007
  3. Session 3: 9 May 2007 to 22 March 2011
  4. Session 4: 11 May 2011 to 23 March 2016
  5. Session 5: 12 May 2016 to 4 May 2021
  6. Current session: 13 May 2021 to 14 October 2025
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Displaying 899 contributions

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Education, Children and Young People Committee

Scottish Attainment Challenge Inquiry

Meeting date: 11 May 2022

Kaukab Stewart

On the refreshed approach, “The Scottish Attainment Challenge: Framework for Recovery and Accelerating Progress” says:

“The Scottish Attainment Challenge mission is central to all of Education Scotland’s work supporting Scottish educators”,

and part of it is to

“support local authorities to deliver an agreed plan”.

The evidence that we have been taking from teachers, among others, suggests that there is a lack of consistency across local authorities. What work is Education Scotland doing to reduce that inconsistency? Everybody is entitled to have quality input, wherever they are in Scotland. I do not know who is the best person to answer that—it might be Craig Clement, but I will take the witnesses’ lead.

Education, Children and Young People Committee

Scottish Attainment Challenge Inquiry

Meeting date: 11 May 2022

Kaukab Stewart

Your report “Recalibrating Equity and Social Justice in Scottish Education: Bouncing forward after COVID-19 lockdowns” talks about

“intensifying support in the short term”,

and says that

“high quality universal and targeted provision is vital.”

What progress has been made in those areas?

Education, Children and Young People Committee

Scottish Attainment Challenge Inquiry

Meeting date: 11 May 2022

Kaukab Stewart

It is interesting that you mentioned the RICs. The evidence that we have taken on those has been mixed. The principle behind RICs was whole-heartedly welcomed, and people understood it, but the experience of teachers is mixed. That goes back to my line of questioning about variation across authorities. The principle was recognised as good but, if RICs are not working well and tweaking is needed, how can you respond to that? Are you taking on board the views of teachers? Some teachers think that the approach is working well, but others think that they are not part of the collaborative process and that the approach is still a bit leadership led rather than classroom led. How are you dealing with that?

Education, Children and Young People Committee

Scottish Attainment Challenge Inquiry

Meeting date: 11 May 2022

Kaukab Stewart

I have a final question. Given that your organisation is about to go through structural changes, do you have sufficient capacity in it to offer the support and challenge functions that you have already mentioned?

Education, Children and Young People Committee

Scottish Attainment Challenge Inquiry

Meeting date: 11 May 2022

Kaukab Stewart

You will have been working on that for a while; that aim has been there for years. Why is it that the evidence that we have from teachers and parents consistently says that there is a variation? I am concerned about that. There appears to be a lack of progress in becoming more consistent. How are you measuring whether you are having an impact on levelling out improvement across authorities? What work are you doing on that at an authority level? Pamela Di Nardo talked about scaling up, and part of your remit is to do that.

Education, Children and Young People Committee [Draft]

Scottish Attainment Challenge Inquiry

Meeting date: 4 May 2022

Kaukab Stewart

I have a practical question. How do you monitor the process and how often do you meet? Does it happen infrequently or is it regularly in the calendar? Is the approach embedded in your practice?

Education, Children and Young People Committee [Draft]

Scottish Attainment Challenge Inquiry

Meeting date: 4 May 2022

Kaukab Stewart

So, the schools are empowered, confident and supported enough to be able to respond to the sometimes very bespoke needs of their local school communities. At that session, I asked a couple of the headteachers whether they felt supported by their local authorities to make quite difficult decisions on competing demands and priorities. They said that they felt supported. It is worth passing that on to you. Celebrate the successes.

Gerry, do you have anything to add to what Mark Ratter has said?

Education, Children and Young People Committee [Draft]

Scottish Attainment Challenge Inquiry

Meeting date: 4 May 2022

Kaukab Stewart

Thank you. Did anyone want to come in on my second question?

Education, Children and Young People Committee [Draft]

Petitions

Meeting date: 4 May 2022

Kaukab Stewart

From an educationalist’s point of view, we need to consider the issue very carefully. Directing methodology and pedagogy is a tricky area. From what I can see, the petition asks us to do that and to go down a certain route. I have taught synthetic phonics for over 30 years, but I have also taught the other methods. At the moment, in initial teacher education, they are trying to use a variety of those approaches. I am not commenting on whether they are doing it well enough.

There are technical flaws to synthetic phonics, because there are issues about pronunciation and how neurodiverse kids come into it. It also does not solve the issue of dyslexia. I wonder whether those issues are all behind that work. Obviously, I was not there during the previous session, but all of those issues have come to me, so, as much as I would love to get stuck into this, I wonder what our role is. Is it our role to direct the way that we teach reading and roll that out? That is what the petition is looking for, and I am not sure that that is our role.

Education, Children and Young People Committee [Draft]

Petitions

Meeting date: 4 May 2022

Kaukab Stewart

Yes, I know.