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It might not be the case that someone would call the police. They might call the Scottish Society for Prevention of Cruelty to Animals, for example. What is the interaction between the Scottish SPCA and the police in those circumstances?

“Could” means discretion—

Oh—I had forgotten, with that debate about “could” and “would”. Which one is it, please? [Interruption.] What page? Oh dear—maybe you should—

I know that this is just under consideration, but you have mentioned a possible amendment at stage 2, whereas our briefing says that changes would be brought in by affirmative procedure. What process are we looking at? I appreciate that an instrument under the affirmative procedure means taking evidence and so on.

Section 13(7) of the bill—I should have known that. There we are. Rap over the knuckles. What is the definition in section 13(7)?

Can it be triggered by just a complaint? That would not be “proceedings”?

It has to be an official police investigation whereby people are advised that that is happening.

What about the official investigation—I am sorry, I am muddling myself now. I do not want to muddle you up. The official investigation must be by the police.

The education landscape has changed beyond recognition in just a few decades, as has the world around us. Between the education that I had in the 1950s and 1960s, the education that I delivered as a secondary teacher in the 1970s and 1980s and education today, there are worlds of difference, in and outside the classroom. With the online world and technology, the needs of society continue to change and accelerate. What is taught will have to adapt while focusing on ensuring that children have the basic tools of numeracy and literacy.

There is much to be recommended in the broad base of our education syllabus, particularly in secondary education and beyond to tertiary. However, I welcome this wide-ranging report, which endeavours to provide a broad discussion about what our children need in today’s world to help them thrive and contribute to society in their own way. The report also endeavours to make schools a place where inequalities are minimised and diminished and, most importantly, a safe and happy place to be.

I will focus first on what is for me the linchpin of success: the teachers. Something that remains constant is the value of a good teacher, and there are many good teachers. Some of us here can no doubt easily recall the good and distinguish them from the mediocre, no matter how distant our learning experience. That evidences the impact that the quality of teaching has on us, even decades on, and it is recognised in the report, which states:

“One very strong theme that featured heavily in the responses to the National Discussion was the importance of valuing and appreciating all educational professionals working with and within schools. We listened to some robust views about the importance of teachers and the need for more support staff, including classroom assistants, learning assistants, support for learning staff, and pupil support staff. ... We heard about the importance of class sizes affecting how much time and attention a teacher or support staff member could give to each individual child or young person.”

The issue of class sizes comes next for me. The smaller the class, the easier it is to teach and to give time to each child. I once taught a class of 40 and another of 16, and how I taught was determined not just by the character of the class but by the size itself. That for me is self-evident.

Inclusivity is to be welcomed, but it is not the answer for all children who have, for example, severe learning difficulties or behavioural issues. That is not just about their development and wellbeing; it is about the other children in the class. In that respect, I refer to my intervention on Willie Rennie.

There is a question about whether it is best for a child with, say, very difficult behavioural issues to be in a mainstream class. I repeat that, in my casework, it sometimes seems that what is a presumption verges on the mandatory. I have had representations from parents of children who would need substantial support in order for them to remain in a mainstream class that they have concerns that that would not be best for their child’s development. That is especially the case if many children in a class require additional support.

I turn to the testy matter of how a school can deal with bullying which, again, often comes up in my casework. The report states:

“Within the National Discussion, we heard many times how important it was for pupils of all ages to feel secure and free from any form of bullying, intimidation, or harassment.”

However, in my casework experience, policies in certain schools are not always effective in striking the balance between the bully and the bullied. I appreciate that that is a difficult balance to strike, and I know that Scottish Borders Council, for example, is reviewing its bullying policy. For some parents, there is the perception that every effort is made to keep the bully in school, not the bullied child.

I understand that some 30,000 children have caring responsibilities. They might not always disclose that to a teacher in order to protect a parent out of fear—whether baseless or not—that social work might remove them from the situation if, for example, the child is supporting a parent with addiction problems.

Of course, if concerns about a child’s wellbeing ring alarm bells, there is a duty on a teacher to bring those concerns to the attention of the appropriate authority. We ask a lot of our teachers, and we ask even more of them now than we did during my time in the classroom.

In my view, teachers need to have more in-class support and more non-teaching time for continuing professional development, for example. Sometimes, they are so busy that they do not have time to do anything else.

People can educate, in its broadest sense, even in a dilapidated hut—although that is not a suggestion from me to the Government. For me, it comes down in the simplest terms to the teacher, the in-class support and the size of the class.

Mr Rennie actually quoted from the part of the report from which I was going to quote. I very much agree about the presumption about mainstream education, but I feel that in some schools it is almost mandatory. That is not always in the interests of a child who has, let us say, severe behavioural difficulties, and nor is it in the interests of the other members of the class.

I thank Edward Mountain but I just wanted to clarify and say that I did not mention extra equipment, although I said that a full assessment has to be made of whether hospital at home is the right thing in the right place at the right time for that person. By implication, that might also involve equipment.