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The Scottish Government recognises children and young people with care experience, including adoptees, have poorer outcomes and can often need additional support. The Scottish Government has provided Local Authorities with £11.5 million for academic year 2021/22 through the Care Experienced Children and Young People Fund to support the educational development of children and young people with care experience d from birth to the age of 26.

The introduction, in 2017, of a full care experience bursary reinforces the Scottish Government’s ambition to improve outcomes for young people with care experience by ensuring that they are supported to access further and higher education.

The Young People’s Guarantee aims to ensure that every person between 16 and 24 has the opportunity of a job, apprenticeship, further or higher education, training programme or volunteering. Supporting greater equity and opportunity is central to the Young Person’s Guarantee and additional support is available for those that need it most, with care experienced young people specifically referenced. Through the Young Person’s Guarantee, over £1.7 million has been committed to delivering the Discovering Your Potential employability programme which provides flexible and intensive support for young care leavers.

Scottish Ministers have committed to “Keeping the Promise”. The Promise was published in February 2020 and highlighted the need for robust “scaffolding” or support network to support those with care experience. On 31 st March 2021, The Promise Scotland published ‘The Plan 21-24’ the first of 3 plans which outlines what actions must be taken to deliver The Promise. In June this year The Change Programme was published by The Promise Scotland which shows what work is underway and what work is required to ensure each of the actions in The Plan 21-14 can be delivered.

In the 2021 SNP Manifesto, we committed to the introduction of a new grant of £200 a year for care experienced young people between the ages of 16 and 26 – as part of the Scottish Government’s Promise to those with experience of care. This will provide additional support and security as young people transition from the care system to more independent living.

Under the Environment Act 1995 and associated regulations all Scottish local authorities are required to regularly assess air quality in their areas against objectives for several pollutants of concern for human health, including PM2.5 particulate matter. If any objective is found to be exceeded, or at risk of being exceeded, the authority concerned is required to declare an Air Quality Management Area and produce an action plan setting out how it will address the issues identified. These action plans are agreed by both the Scottish Government and SEPA.

To date no local authority has identified an exceedance of the PM2.5 objective relating to the Scotch whisky industry. However this is kept under regular review, with all authorities required to submit an annual air quality progress report to the Scottish Government. Should the situation change in any local authority area, we would expect the necessary action to be taken.

The OECD did not take formal written submissions for their independent Review of Curriculum for Excellence. This was the OECD’s position from the outset of the review and conforms with their ‘Implementing Policies: Supporting Change in Education Framework’. This was outlined in the Scottish Government’s answers to S5W-35079 on 18 February 2021 and S5W-35292 on 25 February 2021 and made clear in the remit for the OECD’s review which was published on 26 February 2020.

The OECD uses this framework to provide tailored support to individual countries and education systems to analyse and support the development and implementation of education policies. This methodology has been used by the OECD in previous reviews, and set a very clear framework for their work in Scotland.

The OECD were clear that it was not feasible for them to consider more information than they specifically requested, nor was the purpose of the Review to generate new written submissions or replace what would otherwise be a national consultation. They advised that should any additional information be required at a later date, they would request this.

In terms of the OECD’s approach to evidence gathering on this Review, the OECD established a team of core OECD staff and international experts with experience in curriculum and assessment implementation. The process included:

• A comprehensive desk-based analysis of policy documents, evidence and research on CfE implementation, which included, amongst other documents, the initial evidence base provided by the Scottish Government in July 2020, papers published as part of the Education & Skills Committee’s Inquiry on Subject Choice and published academic articles and research.
• Compilation of information from key stakeholders’ websites and think tank publications.
• A series of interviews and virtual school visits plus focus groups to gather primary data. These included discussions with the Scottish Parliament’s Education and Skills Committee, Scottish Government officials, national agencies, local government representatives, college and university bodies, employer groups, academics, teachers and head teachers, parents, young people, Gaelic and subject specific interest groups, and members of Scotland’s education governance groups.

This represented a significant and comprehensive amount of documentation, with many different perspectives informing the review.

The Scottish Government does not hold any data on the number of teachers with specialised training in supporting pupils with additional needs. Table 1 shows the full time equivalent of teachers which have listed an ASN related subject as their main subject in the 2020 staff census.

The Scottish Government gathers data on pupils and staff who are not in school for COVID-19 related reasons. The Advisory Sub-Group on Education and Children's Issues considered this data alongside the latest evidence on long-COVID when producing its latest advice on the return to school in August. The sub-group will continue to look at the impact of long-COVID on education, and will update its advice if required in the light of any new findings.

The mental health and wellbeing of children and young people is an absolute priority for the Scottish Government. We are committed to improving support for children and young people’s mental health, in order to ensure early intervention and prevention of suicide.

We know that schools play a key role in supporting children and young people’s mental health. The Mental Health in Schools Working Group recently developed a new mental health professional learning resource for all school staff to assist in responding to and supporting children and young people’s mental health in schools. Education Scotland has also provided tools and guidance for school staff to further strengthen support to children and young people.

We want to make sure anyone who needs support can get access to appropriate services. The provision of Educational Psychologists, school counselling services and school staff are a key part of the support being offered across schools in Scotland. We continue to support our local authority partners with £16 million in funding to ensure that every secondary school has access to counselling services.

Education Scotland’s scrutiny programme includes inspection of special schools and units within mainstream schools which provide specialist provision, including for those with autism. During all school inspections, HM Inspectors of Education evaluate the quality of provision for children, including those with additional support needs. Units within mainstream schools, standalone special schools and independent special schools are inspected by HM Inspectors of Education with specialist knowledge and experience.

HM Inspectors also focus on how well a school is performing, the impact it is having on improving outcomes for children and young people and the capacity for continuous improvement. This includes consideration of the outcomes for those learners requiring additional support. HM Inspectors take into account the context and nature of the school, its children and young people and their needs.

HM Inspectors use a set of standards to evaluate and report on quality and improvement in Scottish education. When inspecting schools HM Inspectors of Education use a selection of quality indicators from the quality framework ‘How good is our school?’ (4th edition) (2015). During inspection, HM Inspectors of Education focus on children’s and young people’s learning experiences within and beyond the classroom; their achievements, and how the school is ensuring these are of the highest possible quality. This includes those children and young people with additional support needs. HM Inspectors of Education observe learning first hand and discuss learning with learners and staff. This includes specialist support staff who provide individual or group support to learners requiring additional support for learning.

HM Inspectors of Education also seek the views of a wide range of stakeholders, including parents, staff, learners, and partners, through online questionnaires and focus group discussions. There are opportunities for stakeholders to comment on the quality of support provided. Questionnaires are adapted and distributed in different forms to enable all learners to access and complete these. In addition, HM Inspectors also engage in direct conversation with learners to discuss their views and experiences.

HM Inspectors of Education publish a report of their findings in the format of a letter for parents and a more detailed document outlining the findings in a Summarised Inspection Findings document. Both these documents and the inspection questionnaire summaries are published on Education Scotland’s website.

The current guidance, updated on 3 August Coronavirus (COVID-19): guidance on reducing the risks in schools - gov.scot (www.gov.scot) , remains that face coverings will continue to be worn by staff in communal areas in all schools, and in classrooms by staff and pupils in secondary schools, for up to 6 weeks. However, I am acutely aware that some young people find this challenging. Therefore the Scottish Government guidance on face coverings , which is referenced in guidance for schools, does set out some exemptions, including when communicating with someone who relies on lip reading and facial expressions to communicate.

The decision to retain the use of face coverings in schools has been taken after very careful consideration, especially with regard to face coverings in classrooms. But at the moment, our judgement remains that this is the best way to protect children, young people and staff in the school environment. This approach is in line with the latest recommendations of the Advisory Sub-group on Education and Children’s issues and is kept under regular review in light of emerging scientific evidence and advice.

The next meeting of the Convention of the Highlands and Islands is scheduled to take place on Monday 25 October 2021.

We are committed to ensuring that all children and young people get the additional support that they need to reach their full learning potential.

The Additional Support for Learning Act places duties on education authorities to identify, provide for and review the additional support needs of their pupils, including those with autism and Asperger’s syndrome. We provide free professional learning opportunities for practitioners in order to support education authorities to meet their duties under the Additional Support for Learning Act. This includes the Autism Toolbox and Inclusive Practice online professional learning modules.

We published our joint response to the independently chaired review of implementation of additional support for learning in October 2020. Angela Morgan’s report sets a clear direction in how we can continue to build on progress in this area. The joint action plan and governance arrangements are available from Additional support for learning: action plan - gov.scot (www.gov.scot)

In addition, we published our Autism Action Plan in December 2020, setting out the actions we will take to improve the support to children and young people with autism in Scotland’s schools. We have made significant progress in implementing these actions and will formally report our progress in December 2021. Our work on supporting young people with Autism and Asperger’s syndrome in mainstream schools is also supported by our guidance on the presumption of mainstream education.

Our skills agency Skills Development Scotland (SDS), who have operational responsibility for the delivery of our apprenticeships programmes, have taken a range of measures to improve uptake of apprenticeships for individuals who have Asperger’s syndrome or autism.

Since 2015, SDS have produced an annual Apprenticeship Equality Action Plan outlining their approach to support individuals from a range of backgrounds to access apprenticeship opportunities and achieve equitable outcomes. They have introduced enhanced funding contributions rates for apprentices with disabilities up to the age of 29 from 2017-18 onwards. Apprentices with disabilities may also be able to access funding via Access to Work, and SDS have hosted specialist calls focusing on support and resources such as Access to Work for neurodiverse young people.

SDS support Learning Providers in their capacity to recruit and support diverse apprentices. Needs Assessor training is provided along with the opportunity for learning providers and employers to meet with local equality organisations who can offer advice and support when recruiting. SDS additionally offers an all-age Careers Information and Guidance (CIAG) service, where careers advisors support young people with autism and Asperger’s syndrome on potential career paths, including apprenticeships.