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The next group to be vaccinated is the cohort of 18 to 29-year-olds. I understand that they must be aged 18 by or on 17 May. How will those who attain the age of 18 after that date be contacted for vaccination, especially as many of them will be returning to college and university?

Oh—it has started working. My apologies, Presiding Officer, and thank you for your patience.

To ask the Scottish Government whether it will review the efficacy of both the national health service Covid-19 vaccination helpline and the missed appointments system. (S6O-00023)

I am not defending extraordinary delays, but does the member accept that there sometimes has to be a health and safety inquiry or an aerospace inquiry that will prevent an FAI from proceeding? Does he accept that, if there are criminal proceedings, the FAI will be stopped in its tracks?

On a point of order, Presiding Officer. I tried to vote yes, but the thing—whatever the thing is—had frozen.

I will certainly try to comply, Presiding Officer.

Will there be a review of the vaccination status scheme? I have constituents who were awaiting their second vaccination appointments but did not receive those, and then logged on to check their vaccination status only to find that it had been erroneously recorded that they had been vaccinated a second time. They then had to go through the helpline and all that. Will there be an assessment of the whole vaccination programme and, if so, can that issue be taken into account? Although it affects only a minority of people, it matters.

I am glad that I took Mr Whittle’s intervention. If there are others in the chamber who have experienced such issues on their patches, we should get together to talk about that. Parents are often overwhelmed by authorities saying, “There’s nothing to see here.” Politicians should not have to step in; I am not giving myself a pat on the back. I am angry that the system let them down for years and that a criminal prosecution was the only thing that brought the council to book, at least to some extent.

I note that there are suggestions south of the border that the school day should be extended to allow pupils to “catch up”. I agree with Fulton MacGregor that that is an unfortunate and unhelpful term. I have reservations about the implications that that would have for the wellbeing of both staff and pupils. Children already spend long enough in school.

School is about more than the basics of academic learning and of exams. It is about socialising and—dare I say it?—having fun, although not at the expense of the class teacher, which I do not encourage.

Presiding Officer, I formally welcome you to your position and the cabinet secretary to hers. Following on from Fulton MacGregor, I thank my campaign team and the people of Midlothian South, Tweeddale and Lauderdale, who returned me with an increased majority. [Interruption.] Thank you, Ms Baillie.

I do not think that anyone needs to tell anyone here about the value of a good state education, least of all me. I was interested in Pam Gosal’s speech. I kind of lost heart when she got on to the union, but we will dispute that in a civilised fashion as the months go on.

I say to Ms Gosal that this is not a competition, but decades ago—I am not asking her to count them—I was the oldest child of five living in a council house. I was the first girl to stay on at school beyond the age of 15. In those days, girls left at 15 and got married at 18, but I did not do either of those things. I was the first to attend university. A couple of degrees later and after two professions—as a secondary teacher and a solicitor—I, like others here, value state education, from early years through to university, and I want other people to have that.

I do not always commend the Government for everything, but I commend it for the 1,140 hours of early years education; for universal school meals, which are coming for primary schools and are part of the educational process; and for no tuition fees. Those are all good interventions.

It is a long time since I was a secondary teacher, and I would not dare say that I know what that job now entails, even though I have two sisters who are former primary teachers and a niece who is now a deputy head. During the tough lockdown days, secondary teachers delivered online tutoring and they turned up at family homes with paperwork. They are now back in our schools, lateral flow testing and delivering for their charges in their classes. Sometimes the whole school needs to be shut because of the invasive virus. Teachers are on the front line.

We rightly applauded our front-line social care and healthcare staff, and today, in this debate, through our contributions I know that we will applaud the teachers and support staff who work in each individual—and individualistic—school community. Parents, grandparents and carers stoically became tutors, and we give our thanks to them, too.

It hardly needs saying that there is no doubt that the pandemic and its fallout have impacted on the wellbeing of Scotland’s pupils, staff and the wider community—and indeed ourselves—perhaps more than we yet know. I say to Oliver Mundell, who failed to take my intervention—big mistake—that he completely sidestepped the impact of Covid on public services over these one and a half years. I am not saying that Governments do not make mistakes, but at least he could have mentioned that impact.

I want to focus on staff. What support is being given to them, given the stresses that they have had and continue to cope with? What issues have the various professional bodies raised with the cabinet secretary? We are asking staff to do a lot, so we have to maintain their wellbeing.

I turn to our children, for whom face masks—others have mentioned this—have become the norm. For a long time, the closest that they came to human interaction outwith their own household units was to sit at a computer, making friends with strangers. Each pupil had a different experience based on whether they had full-time access to the internet, especially in the early days; whether they had space at home in which to work and concentrate; and whether adults in the household had time to dedicate to them—although it was no fault of theirs if they did not.

I note that funding has been provided to local authorities to assist with the mental health and wellbeing fallout of our pupils. I believe in local democracy, but will there be an audit of how councils have utilised that ring-fenced funding so that outcomes can be measured? How is that funding being applied to vulnerable children and to those with additional learning needs?

I will digress slightly, because I did not get to ask the First Minister a question. In almost every walk of life, there is at least one bad apple. The cabinet secretary may be aware that some children in my constituency with additional needs were subject to sustained abuse by their teacher. That was denied by Scottish Borders Council years ago, when it claimed that an independent inquiry had exonerated her. Only a subsequent and recent criminal prosecution with a conviction, inter alia, of serious assault, and pressure from me as the local MSP have pushed the council to pursue yet another independent inquiry. Is there a role for the cabinet secretary or for her office in monitoring that? The cabinet secretary will appreciate why the parents and carers of the affected children are sceptical.

Of course, because Mr Whittle will take one from me next time.

No, thank you. [Laughter.] That was unrehearsed, Mr Mundell, was it not?

If the school week or day is to be extended I would suggest, as I have before, that we consider summer schooling, to include sports, music, gardening and simply playing. That could do more for the health and wellbeing of our children than keeping them between the four walls of the classroom for more hours. I was pleased that the cabinet secretary mentioned summer activity programmes. I would like to know more about that. I am beginning to commend Mr Whittle. This is not a team effort, but Mr Whittle constantly talks about the importance of physical activity for mental wellbeing and educational attainment. He is absolutely right and I support him in that. Not only do such activities support learning, anything done outside is more resistant to Covid transmission. There could also be employment for outdoor activity businesses, which have lost revenue during lockdown, and additional transport opportunities and revenue for local bus services if things happen at night. Is the Government looking at that possibility?

There are no easy solutions to bring recovery for Scotland’s pupils from nursery school through to tertiary learning. I have skimmed across a wide surface, but I return to where I began. The most valuable asset in a school or a nursery is its teaching staff—with the exception of the aforementioned bad apples and those who support them. Teachers have been asked to do so much over recent months and they have delivered. On behalf of my constituents in Midlothian South, Tweeddale and Lauderdale, I extend my sincere thanks for all that teachers have done and continue to do in educating—in the broadest sense—those in their charge.

I welcome the First Minister’s announcement that the Borders will move to level 1, but I will focus on the vaccination roll-out. I have constituents who have been failed by the national vaccine helpline and the missing appointments process. Will the efficacy of such processes be assessed, which includes asking the public about their experiences? A small minority have been affected, but the situation is stressful for them.