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The introduction of Air Departure Tax (ADT) was deferred due to state aid issues raised in relation to the Highlands and Islands exemption. In January 2023, the UK Government replaced EU state aid rules with its own subsidy control regime.

We continue to explore all options to implement ADT in a way that protects Highlands & Islands connectivity and complies with the UK Government’s subsidy control regime.

The Scottish Government recognises the critical role air connectivity plays in the lives of residents and communities in the Highlands and Islands, and in the promotion of sustainable economic growth across the region.

Once a solution to the Highland & Islands exemption has been identified, we will review the rates and bands of ADT prior to the implementation of the tax, to ensure they are aligned with our world-leading climate ambitions.

The UK-wide Air Passenger Duty will continue to apply in Scotland until ADT is implemented.

It is for each licensing authority to take account of the legislation and guidance, and to agree and publish a local licensing policy and fee structure.

The Scottish Government defines the poverty-related attainment gap as the gap in attainment between children and young people living in the most and least parts of the country based on Scottish Index of Multiple Deprivation (SIMD) data. The most affluent being those living in SIMD quintile 1; and the least in SIMD quintile 5.

It is important to be able to measure the impact of the system on progress towards closing the poverty-related attainment gap. That is why in 2017, the Scottish Government consulted on proposals for measuring the poverty-related attainment gap and milestones towards closing it, focusing on the impact of the education system as a whole and using a range of 11 measures that reflect key stages of the learner journey and the breadth of issues that can impact on attainment.

These measures are:

1. 27-30 month review (children showing no concerns across all domains)

2. HWB: Children total difficulties score (age 4-12)

3. HWB: Children total difficulties score (age 13&15)

4. Primary - Literacy (P1, P4, P7 combined)

5. Primary - Numeracy (P1, P4, P7 combined)

6. Secondary - Literacy (S3, 3rd level or better)

7. Secondary - Numeracy (S3, 3rd level or better)

8. SCQF 4 or above (1 or more on leaving school)

9. SCQF 5 or above (1 or more on leaving school)

10. SCQF 6 or above (1 or more on leaving school)

11. Participation measure

We identified eleven key measures to assess progress as part of the National Improvement Framework , along with associated stretch aims. We held a further consultation in summer 2022 which resulted in two new key measures being added for 2023.

Those measures are:

1. School Attendance

2. Initial Positive destination

The Scottish Funding Council (SFC) are currently working with the sector to better identify those who leave college, including those who move on to work opportunities or other positive destinations. This work is ongoing and the information will be made available by SFC through Official Statistics products in due course.

The intention is for the Scottish Qualifications Authority to continue to operate at the time of the 2024 and 2025 exam diets, with the new qualifications body being established in late 2025, after the 2025 exam diet.

The new body will therefore be responsible for overseeing the 2026 exam diet.

The SQA will oversee the exam diet in 2025. Legislation establishing the new qualifications body will be introduced this parliamentary year enabling the new qualifications body to be established in late 2025.

The Teacher Workforce Planning Advisory Group (TWPAG) considerations are based on an annual statistical model which estimates the number of ITE students required to achieve particular pupil teacher ratios. TWPAG includes representatives from local authority employers, as well as university providers of ITE, teacher unions and the General Teaching Council for Scotland.

TWPAG’s considerations are based on annual statistical model which estimates the number of ITE students required to maintain pupil teacher ratios. This model is based on a number of inputs including projections about the number of pupils in the system, churn in teacher numbers (for example recruitment, maternity leave, retirements, returners,) and the retention rates of ITE students.

To ensure effective and evidence-informed longer-term teacher workforce planning, the Scottish Government has commissioned an external analysis and research exercise that will bring together a range of factors including current teacher numbers, pupil teacher ratios and the projected decline in the number of school-aged children. This analysis will inform decisions on education workforce planning for future years.

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.

The Edinburgh Tram Inquiry Report contained twenty-four recommendations, all of which are being considered in detail.

As a Non-Departmental Public Body (NDPB), SQA operates at arm’s length to ministers and is responsible for its own operational decisions, including decisions and support and guidance relating to appeals.

Alternative evidence was not required for the appeals service this year which has returned to a Post-Results Service involving a marking review of the exam script and any coursework by a senior assessor who is an experienced teacher or lecturer.

The use of alternative evidence remained available for those learners who really needed it through the Exam Exceptional Circumstances Consideration Service (EECCS) for learners who were unable to attend their exam - for example, through illness or bereavement – or whose performance in the examination may have been affected by personal circumstances.

Guidance for practitioners on estimates and the types of assessment evidence needed to ensure a robust estimate is available on the SQA website at: https://www.sqa.org.uk/sqa/files_ccc/nq-2023-estimates-guidance.pdf . In addition, SQA has various online courses to support practitioners in gathering evidence and determining estimates.