Chamber and committees

The Purpose Built Student Accommodation Review Steering Group, which comprised representation from the Association of Student Residential Accommodation (ASRA), National Union of Students (NUS), Universities Scotland, College and University Business Managers (CUBO), Scottish Property Federation (SPF), private PBSA providers, individual universities, university student representative organisations and Unipol/National Codes, were fully involved in the formulation of the 11 recommendations which have been fully accepted by Ministers. The answer to question S6W-25244 on 22 February 2024 provides details of the recommendations.

The Review Steering Group will be reconvened to determine how best to take forward those recommendations that are to be progressed jointly with or by partners.

All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers .

The Scottish Government received 11 recommendations formulated by the Purpose Built Student Accommodation (PBSA) Review Group. These are listed below and have been fully accepted by Ministers.

Work is now underway on taking forward the three recommendations that fall specifically to the Scottish Government. We will continue to engage with the sectors regarding delivery of those recommendations that are to be progressed jointly or elsewhere, reconvening the Review Group as part of that recommendation.

Recommendations

1. That the Scottish Government works with partners to develop a Model Terms and Conditions to apply across all PBSA, both institutionally and privately operated.

2. That the Scottish Government consults widely on the scope to legislate on PBSA regulation, specifically in respect of notice periods and cooling off period for PBSA tenants, including identifying what circumstances should apply in such cases and potential impact on investment and rent levels.

3. That Higher Education Institutions work with partners to develop and distribute information packs for student tenants in both institutional and private PBSA properties, outlining the existing routes for progressing complaints and redress, including through the SPSO and the First-Tier Tribunals system. These information packs should contain clear links to regularly updated relevant online content.

4. That the Scottish Government works with partners to scope the development of a Model Complaints Procedure to be adopted across all types of PBSA.

5. That the Scottish Government convenes a national round table discussion with HEIs, private PBSA providers, investors/developers, students, and local authorities, to explore improvements in relation to ensuring the housing needs of students are met.

6. That strategic partnerships be established at local level, involving all those involved in provision / use of student accommodation to consider / address supply issues at local level in the short, medium, and long-term.

7. That the Scottish Government works with partners to identify and address barriers to expanding the supply of affordable accommodation for students through e.g. the repurposing of existing buildings and the utilisation of alternative housing models e.g. housing co-operatives.

8. That the Scottish Government and Higher Education Institutions actively engage with property investors/developers in the private sector to encourage the development of a more diverse range of student accommodation properties, which could meet the needs of families and those on lower incomes.

9. That Higher Education Institutions and providers of private PBSA work more closely together to ensure students get the information they need, including consideration of data sharing agreements.

10. That Higher Education Institutions provide to all tenants residing in University or privately-run PBSA information on student support available through institutions, and how to access this. This should be available in formats other than online, and frontline staff working within all types of PBSA should have ready access to this information in order to provide advice when needed.

11. That the Scottish Government engages with Home Office on the provision of student dependents’ data for international students taking up places at Scottish universities.

The Scottish Government home education guidance sets out the legal position on home education and provides advice on the roles and responsibilities of local authorities and parents in relation to children who are home educated.

This guidance is currently in the process of being updated following consultation with local authorities, other public, community and voluntary sector bodies and home educators and their relevant representative bodies. Scottish Government will engage further with stakeholders part of this process and we expect the publication of the refreshed home education guidance to be later this year. Officials will ensure that stakeholders and the public will be notified of the publication date.

We are engaging with a range of stakeholders including local authority employers, university providers and the teaching unions to work collectively to raise the profile of teaching as a highly rewarding career.

Work is ongoing and we would expect to confirm a set of actions by the end of this academic year.

We continue to work with partners on the development of a digital strategy for education.

The Teacher Workforce Planning Advisory Group figures are indicative and are provided by universities at the start of the academic session. The Higher Education Statistics Agency will publish official data for 2022-23 in April 2024. These will provide the most accurate figures on enrolments into modern language Initial Teacher Education programmes.

This data will help to inform the work of the Strategic Board for Teacher Education on improving recruitment to hard to fill subjects, such as modern languages.

The Scottish Government and Scottish Funding Council have also offered to work with universities to develop alternative routes into subjects which are classified as a priority subjects, including modern languages.

The initiation of a systematic curriculum improvement cycle announced on 12 December 2023, stems from the OECD 2021 report “Scotland’s Curriculum for Excellence: Into the Future” and its specific recommendation for Scotland to "develop a systematic approach to curriculum review” which was accepted by Scottish Government.

Prior to the announcement in December, the Curriculum and Assessment Board, which includes a range of stakeholders including the Association of Directors of Education in Scotland, the Educational Institute of Scotland, leading academics, and the Scottish Qualifications Authority, had already considered and offered views on a range of papers in relation to taking forward a systematic curriculum review cycle in Scotland.

The minutes of Curriculum and Assessment Board meetings are available at: https://www.gov.scot/groups/curriculum-and-assessment-board/

Since 2021 the Scottish Government has provided funding to local authorities for the removal of core curriculum charges for all primary and secondary pupils, with £8 million being provided for 2023-24 and another £8 million outlined in the Scottish Budget 2024-25, published on 19 December 2024. This funding aims to remove limitations on participation in the core curriculum by pupils whose families are not able to meet such costs.

The scope of this funding covers class based activity within the 8 core curriculum areas in the broad general education phase and activities associated with preparation for SQA qualifications in senior phase. For example, this includes (but is not limited to) art and technology materials, and ingredients for home economics. Schools may still choose to charge for costs which are not core curriculum, for example the cost of after school clubs.

Responsibility for implementing the removal of charges for core curriculum rests with individual local authorities.

The provision of free high quality professional learning opportunities for educators in Scotland to improve support and identification for learners with dyslexia and literacy difficulties has, and continues to be an important focus area. Therefore, when the increased numbers of high quality of applications for the 2023-24 programme were received it was felt that the numbers should increase accordingly, to ensure all applications which met the entry criteria, were offered a place.

As planned, the programme capacity has increased each year. The contributing factors are the support and leadership of Dyslexia Scotland and Education Scotland and the programme’s alumni. The ongoing commitment of the programme’s alumni who choose to take part provides valuable support to the programme delivery.

All applications received for the current 2023-24 Dyslexia and Inclusive Practice GTCS Professional Recognition Programme that met the required entry criteria, were given a place. The number of places on the current programme were increased to meet demand.