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The results of the 2024 Scottish Cancer Patient Experience Survey will be published in September 2024. The exact time and day of publication will be preannounced at least 4 weeks before publication.

In Scotland, climate change is part of the cross-curricular entitlement of Learning for Sustainability (LfS).

Statutory responsibility for the delivery of school education, including any school trips, rests with local authorities. Local authority data on the number of schools trips and how those are funded is not collected centrally.

I refer the member to the answer to question S6W-22501 on‎ 8 November 2023. 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 .

Education Scotland’s Improving Gender Balance and Equalities (IGBE) programme aims to establish interventions to effect long term cultural change with a particular focus on challenging gender stereotypes, and addressing the impacts of unconscious bias to encourage greater gender balance across occupations. The IGBE Programme works with school clusters to explore and assess interventions to address gender imbalances in participation, curricular preferences and learner pathways at every stage (3-18 years). The Programme is supported by £300,000 of Scottish Government funding in the current financial year.

Members of the Gender Equality Taskforce in Education & Learning, including representatives from Zero Tolerance and Rape Crisis Scotland, have participated in the Gender Based Violence in Schools Working Group, helping to drive forward the production of the Gender Based Violence in Schools Framework. The Framework, which will be launched on 4 March, provides schools with survivor-centred and trauma informed approaches to tackling Gender Based Violence in schools.

The Teaching bursary advisory group is reconvened at the end of each year’s scheme. The role of the group is to review the implementation of the bursary scheme and provide advice on any necessary changes for the following year’s scheme.

The 2023-24 Teaching bursary advisory group is due to meet in March. Members include the Scottish Government, Skills Development Scotland, COSLA, Universities and the Scottish Council of Deans.

When the National Standardised Assessments for Scotland were first being developed, it was agreed in consultation with Scottish literacy experts that the reading assessments should be based on specific organisers within the Curriculum for Excellence – these being “Tools for reading”, “Finding and using information”, and “Understanding, analysing and evaluating”. This was because the relationship between the assessments and CfE was deemed a more useful output for teachers than a notional reading age.

As learners can undertake the assessments at any time in the school year, teachers are able to compare learner outcomes against a cohort of learners who completed their assessments at a similar stage in the year, rather than by age. This comparison has been statistically validated through norming studies and provides valuable diagnostic information to teachers, helping to inform their wider assessment of learner progress in literacy.

The Scottish Government has funded Health in Mind to deliver a historic forced adoption peer support service and implement a comprehensive communication strategy to help raise awareness of this support. As part of this, Health In Mind has contacted all health boards in Scotland and asked them to share information about the service with their GP practices.

Health In Mind has also shared details of the service with adoption related organisations, social work departments, third sector organisations and a variety of community spaces such as libraries and churches, as well as on social media platforms. Further details of the peer support service are available online: https://health-in-mind.org.uk/how-we-can-help/national-services/historic-adoption-trauma-support-service/

The percentage of the estimated cohort who did not complete the SNSA assessments in each year since 2017 is detailed in the following table.