Seòmar agus comataidhean

Decisions by the Scottish Qualifications Authority (SQA) on the 2023 appeals service were informed by extensive feedback on the 2022 services from the wider education community - including over 3,500 learners, parents, carers, and practitioners, as well as school, college, local authority and teacher and lecturer union representatives on the National Qualifications 2023 Group and SQA’s Advisory Council.

The evaluation of the feedback (as at https://www.sqa.org.uk/sqa/105647.12132.html ) identified a number of themes in relation to the 2022 service, including that the majority of respondents were concerned about issues relating to perceptions of fairness and equity.

Following careful consideration of these views, the appeals service for 2023 was aligned with the service used before the pandemic, with important enhancements. The service continued to be free and was available to all learners to appeal directly to SQA and, unlike in 2022, the service was available regardless of a learner’s estimate.

The approach taken is comparable with other appeals services in the rest of the UK and internationally.

As with all SQA policy decisions, a full Equalities Impact Assessment was undertaken in relation to the 2023 appeals process. This can be accessed at: https://www.sqa.org.uk/sqa/files_ccc/eqia-nq-2023-assessment.pdf .

As outlined in the Programme for Government, the Scottish Government is committed to implementing reform of our national education bodies as part of a holistic approach to education and skills reform, building on the recommendations of recent independent reports. An update on plans will be provided to Parliament in the Autumn.

We are committed to reducing the cost of school uniform and supporting families so that every child in Scotland can attend school feeling comfortable, confident, and ready to learn.

The Scottish Government, in partnership with local authorities, has already delivered on our commitment to increase the level of school clothing grant in Scotland. This vital support for families has increased to at least £120 for eligible primary school pupils and £150 for eligible secondary school pupils. As part of action to further reduce the cost of the school day for families, we have committed through the 2023-24 Programme for Government to increase funding to local authorities for school clothing grant in the next financial year.

To further support families, we will introduce national guidance on school uniform. This will support schools to work with families to develop and implement affordable and sustainable uniform and clothing policies that recognise the individual needs, circumstances and identities of all pupils. It is anticipated that the guidance will be published in spring 2024.

These measures are being taken forward as part of our wider action to tackle child poverty and protect people as much as possible during the ongoing cost of living crisis.

SQA’s approach to grading the exams in 2023 was based on its established awarding processes. Using ‘grade boundaries’ – the marks needed to achieve an A, B or C grade in each course – SQA checked that each assessment was set at the right standard or level of difficulty.

During the grade boundary setting process, SQA appointees – experienced course teachers and lecturers who are subject experts in each course – determined the grade boundaries by looking at all the available assessment evidence and course information, including the impact disruption and course modifications had on how young people performed in the assessments. For example, I understand that evidence indicated there had been particular challenges seen across the cohort around developing listening skills in modern languages. In recognition of this, adjustments were made to grade boundaries.

This process ensured fairness for this year’s students while maintaining national standards. Adjustments to grade boundaries were smaller this year than in 2022, reflecting the continuing recovery in skills, knowledge and understanding on the part of students.

I have met with all the trade unions representing staff at both the SQA and Education Scotland. Most recently, I met with SQA unions on 13 September, and with Education Scotland unions on 14 September. In addition, my officials are in regular contact with staff and unions at both bodies on matters related to reform.

The Scottish Government does not hold this information. Individual local authorities may gather this data.

The Scottish Government commissions six-monthly reports from local authorities on school counselling services which asks for number of young people accessing counselling, broken down by gender and year groups. The reports also seek information on outcomes, inward and outward referrals as well as the issues young people are presenting with.

Within the reporting form there is a free text box where authorities are encouraged to share additional information, such as information on waiting times if they have that data available. Although some authorities have reported that services are at capacity, no concerns have been raised about young people’s needs not being met.

I have committed to updating the Scottish Parliament on Phase 3 of the Learning Estate Investment Programme by the end of October.

The dates of the announcement and establishment of the working groups that are currently active in the Education and Skills portfolio are as follows:

The Scottish Government, in partnership with local authorities, has been pioneering the transition to net zero in schools through the £2bn Learning Estate Investment Programme (LEIP). The LEIP targets the reduction in operational energy - e.g. heat, light, power, catering and ventilation - in new and refurbished projects.

LEIP funding is predicated on the achievement of outcomes, including measuring the amount of energy consumed in comparison with a set target level. To better understand this issue, a comparison was carried out between schools constructed or refurbished to Building Regulation standards and the enhanced specification required to meet the LEIP level. This included, for example, improved insulation, higher levels of airtightness and controlled ventilation with heat recovery. While the cost of these measures varies depending on the individual project, an assessment indicated that costs were likely to be approximately 5-8% higher. While the target energy level is only mandatory with LEIP projects, local authorities have been adopting this approach in other projects across their estates, as well as looking at other measures that could be adopted such as the use of solar photovoltaics, heat pumps or wind turbines.

As the LEIP continues, further measures are planned to support the transition to net zero. These include using zero direct emissions heating systems, encouraging the use of electric vehicles by providing charging infrastructure and introducing a new target for embodied carbon. The cost of achieving these outcomes will vary with individual projects, however, an assessment has indicated a range of 6-7% extra might be required. Many of these initiatives are already being included in projects within the current phases of the LEIP and in local authority investment in their learning estate.

The Scottish Government has collected six-monthly reports from local authorities on school counselling services since January 2021.

The number of young people that accessed the service in each period, broken down by local authority can be found below. It is acknowledged that some young people accessed the service in multiple periods so may be recorded twice.