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We have been able to introduce a policy of exempting people from self-isolation where they arrive from an amber list countries and have been fully vaccinated as part of the UK rollout. Those who have been exempted must show evidence at the point of entering Scotland that they have received a full course of the vaccine and 14 days have passed since the final dose. The exemption from amber list country for fully vaccinated individuals only applies to self-isolation and day 8 tests, and those applicable must still follow the other rules, including taking tests prior to their departure and on or before day 2 once in Scotland.

This change applied to people coming into the country from 19 July onwards and therefore those who arrived in Scotland before then are unable to leave self-isolation until they have completed the 10 days or are otherwise exempt.

My officials have sought confirmation on this issue from panel members. There are 25 panel members, of whom 18 have responded to date.

Of those responses:

• 1 member of the 2018 panel and 3 members of the 2020-21 panel had a role in designing BS 8414;
• 1 member of the 2018 panel and 2 members of the 2020-21 panel have worked for organisations that carry out BS 8414 tests on behalf of commercial sponsors; and

Once a full response is received I will provide an update on the above information.

The Adoption and Children (Scotland) Act 2007 sets out a statutory duty for local authorities to provide adoptive families with the support that they require, like the provision of counselling, guidance and any other assistance in relation to the adoption process that the local authority considers appropriate in the circumstances of that particular case.

As the support required by adopters and their families varies significantly from case to case, the Act provides the flexibility for individualised support plans to be developed to best meet the needs of families, at a time that is right for them.

The Promise Report of the Independent Care Review made it clear that adoption has an important role in providing permanent, loving nurturing home and set out that an adoption placement should not be the conclusion of the support offered to adoptive families. The Promise makes clear that all families need support to thrive. Through the work of the Family Support Delivery Group we are working in partnership with the third sector, statutory services and across government to deliver a vision that ensures all families can access the right support when they need it for as long as they need it, aligned with the implementation of the Promise.

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.

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.

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 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.

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 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.

Whilst Covid-19 has change the way the NHS works, the Scottish Government has been clear since the start of the pandemic that NHS remains open and those with health concerns should be able to access the care they need safely and quickly. In a life-threatening emergency, 999 and A&E services will always be available.

A National Door Drop to all households in Scotland in January 2021 - “ A Guide to NHS Scotland Services ” - included information about the different healthcare services the public can seek advice from. This information can be accessed on an ongoing basis on the “ Your Community Health Care Services ” page on NHS Inform. To assist NHS Health Boards with local messaging, the Scottish Government has also produced the Primary Care Digital Communications Toolkit , which provides resources for primary care providers to utilise when communicating with the public on how to access healthcare services.