Schools: Another £520 million to help close poverty-related attainment gap

Scotland’s headteachers will receive more than half a billion pounds of secured funding over the next four years to help close the attainment gap.

Pupil Equity Funding (PEF) totalling £520 million will be distributed to schools in every council area to help headteachers put in place more support for children and young people.

Edinburgh’s share of PEF is over £7.86 million.

The funding has been confirmed for multiple years to provide more certainty for headteachers and allow for longer-term planning.

Education Secretary Shirley-Anne Somerville said: “Tackling the poverty-related attainment gap and giving every young person the chance to fulfil their full potential remains our priority, and we are investing an increased £1 billion through schools and local authorities over the course of this Parliament to support this ambition.

“Our headteachers and teachers know their pupils best and have told us that our measures are working. We are determined to ensure they are empowered to take the approaches that are right for the children and young people in their schools to help improve attainment.

“Our allocation of more than £520 million of PEF for the next four years will give headteachers the confidence and security they need to plan long term. However, we know schools can’t do this alone, and headteachers should work in partnership with each other, Education Scotland and their local authority, to agree the use of the funding.”

St Francis Primary School headteacher Margot MacAlister said: “Pupil Equity Funding has been key in allowing me to deliver my vision for the community I serve. From the beginning it has provided me with stability in terms of funding posts previously reliant on my devolved budget.

“This has allowed me to build purposeful and trusting working relationships with partners over time that bring a great richness to a child’s learning experience.

“Our nurture programme and now our EXCEL programme has become embed in the culture and ethos of the school and addresses the whole child now and in the future.”

SplashLearn announces SpringBoard Maths Challenge 2022

Opportunity for classrooms to collaborate and compete, with prizes worth over £8,000 up for grabs

The popular game-based learning programme SplashLearn has announced the second UK edition of its massively popular SpringBoard Maths Challenge.

The maths competition is a calendar marked event and is highly anticipated by teachers across the US and Canada. The SpringBoard Maths Challenge 2022 is open to all classes from Year 1 through Year 6 in the UK and will run from March 1 – May 8, 2022.

Participation in the challenge, which is freeis designed to give teachers and schools the opportunity to engage their primary school students through fun maths challenges aligned to the national curriculum. The 10-week competition provides the perfect opportunity for teachers in Scotland to engage pupils in maths learning to master their maths skills and boost their confidence, all whilst having fun throughout the process.

After creating an account on SplashLearn, teachers can enrol their classes for SpringBoard 2022. Once enrolled, students can immediately start solving maths problems that will earn them points individually as well as adding up and counting towards the total class score.

The best performing classes with the highest points win weekly prizes at both a county and national level. The final winners will be announced at the end of SpringBoard, with prizes worth in excess of £8,000 up for grabs.

Joy Deep Nath, co-founder, SplashLearn, said: “SpringBoard is a maths competition, but over the years it has grown to be a platform for social and emotional bonding for both students and teachers alike.

“Of course, it also helps teachers to tackle the attainment gap and ensures students are prepared for the next school year. There is a growing appreciation for SpringBoard as an effective tool to challenge students in a familiar, secure and friendly setting to practice with their peers, which is paramount in the present times.”

Arpit Jain, CEO, SplashLearn, said: “SpringBoard, over the years has become like a tradition. It brings teachers and students together in an environment that enables competition as well as collaboration but most importantly celebrates learning. 

“The fun and playful aspects of the competition ensures students stay motivated engaged, excited and continue learning, which is so important. I wish every school the greatest success, and every child a very happy learning journey.”

Catering for Year 1-Year 6 pupils, the SplashLearn programme is available completely free of charge to all schools and teachers in the UK, with the maths content covering more than 570 skills through 2000 activities and games.

Registration for teachers and entry to the competition is already open, and teachers can sign up for the SpringBoard Maths Challenge 2022 by visiting this page.

Record investment for active travel in Scotland

The Scottish Government announced record investment in active travel for 2022-23 yesterday. This includes new funding for footpaths, significantly increased funding for local authorities and more than doubling the funding to the National Cycle Network.  

Living Streets Scotland, part of the UK charity for everyday walking will receive £555k in 2022/23. The Transport Scotland funding will see the charity work with over 450 schools to run its walk to school programme, which successfully increases walking rates and decreases congestion levels.

It will also allow work to continue on ‘20-minute neighbourhoods’, to ensure local facilities are within a safe and pleasant walking distance.  

Commenting on Thursday’s announcement from Patrick Harvie MSP in the Scottish Parliament, Stuart Hay, Director Living Streets Scotland said:  “Today is an important milestone in helping to turn Scotland into a more active, healthy and sustainable nation. We are pleased steps are being made to give walking, wheeling and cycling a reasonable share of transport budgets.  

“We are thrilled to receive additional support to grow our work in Scotland, including plans to reach over 450 primary schools, high schools and nurseries. These projects will aim to boost walking to school and reduce car journeys by 10%. 

“With extra resources we hope to work in every Scottish local authority area on programmes such WOW – our walk to school challenge and Walk to School Week. These projects will contribute towards Scotland’s ambitious national targets to reduce road traffic by 20%. Nowhere is this needed more than outside schools. 

“We look forward to working with other partners including Cycling Scotland, Sustrans Scotland and Paths for all to address the very real challenges of creating good walking environments at a local level.” 

Record number of school leavers in postive destinations

Almost half of Scottish pupils go on to higher education

A record 95.5% of pupils were in a ‘positive destination’ including work, training or further study within three months of leaving school last year.

Latest figures published yesterday also show 45.1% of school leavers went on to higher education courses at college or university – the highest since records began in 2009-10.

The gap between those from the most and least deprived communities achieving a positive destination was the lowest since 2009-10.

The statistics show that for National Qualifications:

  • 87.7% of school leavers achieved at least one pass at SCQF Level 5 (eg National 5) or better – up from 85.7% in 2019-20 and 77.1% in 2009-10
  • 66% achieved at least one pass at SCQF Level 6 (eg Higher) or better – up from 63.9% in 2019-20 and 50.4% in 2009-10
  • the gap narrowed between the proportion of pupils from the most and least deprived areas leaving school with at least one pass at SCQF Levels 4, 5 and 6 or better
  • the proportion of school leavers achieving vocational awards to support them into the workplace continued to increase

Education Secretary Shirley-Anne Somerville said: “Despite the challenges of the pandemic, 95.5% of pupils were in positive destinations three months after leaving school. This reflects the resilience and hard work of our young people and all who have supported them during the past two turbulent years.

“The narrowing of the poverty-related attainment gap shown by the figures is also very welcome. So, too, is the increase in the proportion of pupils gaining vocational qualifications and in those going on to higher education in college and university.

“It is important, though, to view the statistics against the backdrop of COVID-19. Exams had to be cancelled for two years and National Qualifications were awarded using different methods. The pandemic will also have affected the choices made by some school leavers and the opportunities available to them.

“Our focus remains on ensuring that all children and young people, regardless of their background, have the opportunities they need to fulfil their potential in school and beyond.”

Commenting on the Scottish Government’s statistics for initial destinations for school leavers (2020/21), a spokesperson for the Scottish Children’s Services Coalition – an alliance of leading children’s care providers – said: “We greatly welcome the increase in school leavers with additional support needs (ASN), such as autism, dyslexia and mental health problems, entering a positive destination three months after leaving mainstream school.

“This includes the likes of further education, higher education, employment and training.

While 92.8 per cent of 2020/21 school leavers with ASN were in a positive destination three months after leaving school, this is an increase on 2019/20 when the figure was 89.6 per cent.  For those with no ASN the figures are 97.0 per cent and 95.4 per cent respectively.

“The gap between those school leavers with ASN and those with no ASN in a positive destination has decreased from 5.8 per cent for 2019/20 to 4.2 per cent in 2020/21.

“It is deeply encouraging to see an increase in the percentage of school leavers with ASN in a positive destination and to note that this gap is narrowing when compared with those with no ASN.

“The key here is to ensure that we maintain this position when the statistics are published for those in a positive destination nine months after leaving school. The figures for 2019/20 showed a disappointing decrease on the previous year, and it is important that increased resourcing is targeted at those individuals with ASN to give them the best possible opportunities, both in the classroom and as they transition beyond it.2

“This is clearly challenging in an environment of austerity, however, the cost to society in the long term if adequate resourcing is not provided will far outweigh any potential savings made today.”

Summary Statistics for Attainment and Initial Leaver Destinations

Schools: Face coverings in classrooms can be removed after the holidays

It’s too soon, says EIS

High school pupils and staff will not be required to wear face coverings in classrooms from 28 February, after the schools mid-term break.

Teachers and pupils who wish to continue to wear a face covering in the classroom should be fully supported in doing so.

Face coverings will still be required in communal areas, subject to future review.

Specific mitigations relating to assemblies and transition visits for learners who will start primary or secondary in August 2022, will also be eased as of 28 February.

First Minister Nicola Sturgeon said: “In recent weeks I have promised to keep Parliament and school communities updated on mitigations within schools – including the use of face coverings within classrooms.

“I have been clear that we do not want to keep these measures in place for any longer than is necessary, but that we must continue to be led by scientific and expert advice.

“On Tuesday our Advisory Subgroup on Education and Children’s Issues met to discuss a number of issues, including the use of face coverings.

“The group reiterated its previous position that the removal of mitigations in schools should follow a phased approach. It also advised that the next phase could begin after the February half-term break, with the removal of face-coverings in classrooms – for both pupils and staff – on 28 February.

“In arriving at their decision, the Advisory Sub-Group pointed to reducing case rates for secondary-aged pupils, falling hospitalisation rates across all age categories, and the fact that the estimated R rate is below 1 and decreasing. In addition, vaccination rates for young people continue to increase.

“This change represents a further step in allowing our children and young people to return to a more normal school experience after many months of sacrifice.

“We currently expect that face coverings will still be worn outside the classroom, in indoor communal areas of schools, after 28 February. This will be kept under regular review. In addition, anyone who wants to continue wearing a face covering in classrooms will, of course, be supported to do so.”

Commenting following the First Minister’s statement in the Scottish Parliament, EIS General Secretary Larry Flanagan said: “The majority of EIS members supported the retention of face coverings until we were through the winter period so we would have preferred the end of March rather than the end of February for this change to happen.

“Having said that, it is important that both pupils and staff have the right to continue to wear face coverings if they wish and, in some cases, where there is a heightened vulnerability in play, face coverings may still be required.

“There has been a slight drop in infection levels within schools but they remain high – over 4,000 staff are off school for Covid related reasons and more than 20,000 pupils. Enforcing the remaining mitigations, therefore, around ventilation and face coverings in communal areas, remains critical to school safety.”

Coronavirus (COVID-19): guidance on reducing the risks in schools will be updated next week.

WOW! Living Streets launches nationwide badge design competition

Pupils in Aberdeen were joined by special guests on Monday to celebrate the strides they have been making to get more active on the school run and to launch the search for the UK’s best young designers.

Cllr Malik, the Education Convener joined pupils from St Joseph’s Catholic RC Primary School in Aberdeen to hear first-hand the benefits they have experienced from walking to school.

St Joseph’s RC Primary School takes part in WOW – the walk to school challenge from Living Streets Scotland, part of the UK charity for everyday walking.

WOW is a pupil-led initiative where children self-report how they get to school every day using the interactive WOW Travel Tracker. Pupils who walk, wheel, cycle or scoot at least once a week for a month are rewarded with a badge.

Cllr Malik joined Living Streets’ mascot, Strider, to hand out WOW badges to pupils who had travelled actively this month.

Councillor M Tauqeer Malik, Aberdeen City Council’s Education Operational Delivery Convener, said: “It is wonderful to be here today to celebrate the great work that the St Joseph’s pupils and staff are doing in partnership with Living Streets and which really ties in with our priorities as a Council.

“The health and wellbeing of our children and young people is at the heart of everything we do as can be seen from our progress towards becoming a Unicef -recognised Child Friendly City and last year’s unprecedented Summer of Play which saw us provide over 15000 free bookable activity sessions as we celebrated coming out of lockdown.  

“Congratulations to everyone involved in making St Joseph’s an even healthier and happier school”.

The school event also marked the launch of Living Streets’ WOW Badge Design Competition 2022. The charity is on the hunt for the UK’s best young designers and is asking children to design the 11 badges to be awarded to pupils next academic year. This year’s theme is ‘Walk Through Time’.

Chris Thompson, School Manager, Living Streets Scotland said: “From Aberdeen to Aberystwyth, the hunt is on for the UK’s best young designers. Winners will have the pride of seeing their creations worn by pupils across Scotland, England and Wales.

“We’re encouraging pupils to stretch their imaginations and depict something from the past that they find really interesting and inspiring. This is an opportunity for originality and diversity to shine.”

To find out more about the WOW Badge Design Competition and how to enter, visit: livingstreets.org.uk/badgecomp2022

Lifeline: Further £2 million to support outdoor education 

Outdoor education centres facing financial challenges as a result of the COVID-19 pandemic can apply this month to a new £2 million fund.

Available for private sector and third sector centres, the support will help with running costs and enable staff to deliver more outdoor learning for schools.

The funding brings the Scottish Government’s support for the sector during the pandemic to £4.5 million.

Minister for Children & Young People Clare Haughey said: “For many organisations that provide residential outdoor education, the pandemic has caused significant challenges and it’s been a really hard time for them.

“The experiences provided by these centres are vitally important for our children and young people. This additional £2 million will help outdoor education centres through what we hope will be the final phase of this pandemic.

“It will mean more opportunities for children and young people to get the engaging, enriching and exciting outdoor education experiences they deserve.”

Martin Davidson, The Outward Bound Trust, said: “Outdoor Centres warmly welcome the additional emergency funding from the Scottish Government. Whilst technically outdoor residential experiences have been able to resume since August, coronavirus continues to make the return to financial sustainability challenging.

“The funding will help ensure that outdoor centres do not close, and that the transformative experiences they offer remain available to future generations of young people.”

The £2 million in funding is on top an initial £2 million provided in early 2021 and a further £500,000 provided for a range of outdoor learning projects during summer of that year, bringing the Scottish Government’s total additional investment in outdoor learning to £4.5 million.

Scottish Government: Exams on track

Contingency measures and support in place

It remains the Scottish Government’s ‘firm intention’ to hold National 5, Higher and Advanced Higher exams this Spring, Education Secretary Shirley-Anne Somerville restated yesterday.

Taking into consideration ongoing disruption within schools, the Scottish Qualifications Authority (SQA) has decided to invoke its Scenario 2 contingency and will provide revision support in early March to aid learners in preparing for their exams. 

It complements the significant modifications SQA has already made to reduce the volume of assessment and ease the workload of learners, teachers and lecturers.

SQA also announced a series of measures that will support delivery of the qualifications this year and that acknowledge the disruption caused by the pandemic:

  • exceptional circumstances back-up for learners who are unable to attend their exam or exams due to illness or bereavement
  • grading exams this year will look to factor in the impact of the pandemic on learners
  • once the results have been published, learners will have free direct access to appeal

Ms Somerville also confirmed that £4 million will be used to support schools and colleges provide targeted exam preparation sessions for learners who need it most over the Easter break.

In a statement delivered in the Scottish Parliament, the Education Secretary said: “It remains my firm intention that exams will take place as planned – they will only be cancelled if public health advice says it isn’t safe.

“While the number of full and partial school closures has been small, it is clear that many secondary schools have experienced extreme disruption as a result of the Omicron variant – particularly in the first half of January – in relation to both student and teacher absences. 

“This package of measures is designed to ensure our learners are fully supported in their learning and preparations for the exams this year.”

The Scottish Qualifications Authority (SQA) has confirmed that a package of support services – including some further help with exam revision – will be available for learners who are taking National 5, Higher, and Advanced Higher courses in 2022.

It is still the clear intention for SQA exams to take place during April to June.

The additional support being announced today follows the significant modifications already made to course assessments at the start of the school year to help reduce the volume of assessment and ease the workload of learners, teachers and lecturers, whilst maintaining the credibility and integrity of the qualifications.

SQA has been closely monitoring the levels of disruption to learning and teaching across the country, including learner and staff absences.

Following discussion with partners across the education system, and agreement by the SQA Board of Management, SQA is now moving to ‘Scenario 2’. This means that some revision support will be published for learners during week beginning 7 March to help them with their revision in the final run up to their exams.

SQA will provide revision support for all courses that have an exam. This will be tailored to reflect different types of question papers, any modifications to the question papers that are already in place, and the type and volume of content that is assessed in each question paper.

Fiona Robertson, SQA Chief Executive and Scotland’s Chief Examiner, said: “I fully understand that there remains significant disruption to learning and teaching caused by the pandemic.

“Teachers and lecturers across the country are working exceptionally hard to ensure learners receive all the support they need. I am also aware that learners may be feeling apprehensive or anxious about sitting formal exams for the first time this year.

“The substantial package of additional support SQA is announcing today is the fairest and best way we can help support all learners to demonstrate their level of knowledge, understanding and skills for each course, while also maintaining the integrity, credibility and standard of the qualifications.

“With the support of the education system, we will continue to do all we can to deliver for Scotland’s learners this year.”

https://twitter.com/i/status/1488533375375876097

Jim Thewliss, General Secretary of School Leaders Scotland, said: “Given the significant disruption to learning and teaching as a consequence of staff and pupil absence, and the resultant level of anxiety which young people are experiencing in the lead up to National examinations, it is important that as comprehensive support as is possible to provide is made available to them.

“This wide-ranging support package will go a long way to enabling exam candidates to better demonstrate the true level of their knowledge and skills.”

Stewart Nicolson, from the Association of Directors of Education in Scotland said: “Given the level of disruption, it’s important that additional support has been identified for learners taking National 5, Higher and Advanced Higher exams this year.”

The other support services now available to learners are:

Exam exceptional circumstances service (available while exams are taking place)

This service is available for learners who are unable to attend an exam due to a reason beyond their control, such as a medical condition (including Covid-19 related absence) or bereavement, or who are affected by disruption on the day of the exam as reported by the Chief Invigilator.

The exam exceptional circumstances service will involve SQA appointees – practising teachers and lecturers – reviewing alternative assessment evidence that learners have completed through the year. Schools, colleges and training providers will need to send the evidence to SQA. This evidence will be judged against the national standard.

Grading (takes place once exams have been sat and marked)

In recognition of the disruption that learners have faced over the last two years, and the different approaches to assessment, this year we are prepared to be more generous in our approach to grading than in a normal year to factor in the impact of the pandemic on learners. In line with the approach being taken across the rest of the UK, SQA therefore expects that the overall outcomes in 2022 will represent an intermediary position between 2021 and pre-pandemic years.

SQA’s approach to grading the exams in 2022 will be based on its established awarding processes. Using ‘grade boundaries’ – the marks needed to achieve an A, B or C grade in each course – SQA will check that each assessment was set at the right standard or level of difficulty, making sure learners are treated fairly and that their grades accurately reflect what they know and can do.

During the grade boundary setting process, SQA appointees – practising teachers and lecturers who are subject experts in each course – will determine the 2022 grade boundaries by looking at all the available assessment evidence and course information, including the impact disruption has had on how learners have performed in the assessments.

This process also maintains the integrity and credibility of the qualifications and ensures learners are awarded the results they deserve. This is of vital interest to all those who hold qualifications now, for those who will achieve them in the future and for further and higher education establishments and employers.

Appeals service 2022 (after results have been published)

All parts of the Scottish education system agree that, as in any year, it is important that there is an appeals process available for learners who want to question their SQA results. In 2022, all learners will continue to have free direct access to the appeals service and a priority service will also be available for those applying to university, college, training or employment.

This year’s appeals service will involve SQA appointees – practising teachers and lecturers – who will review alternative assessment evidence that learners have completed through the year. This will be the same evidence as that used for an exam exceptional circumstances request, which will be judged against the same national standard for that course. SQA will also conduct a clerical check on the exam script. Schools, colleges and training providers will need to send the alternative assessment evidence to SQA.

Learners’ grades through the appeals process will be based upon the higher grade of the two types of evidence.

More information, including criteria for using the exam exceptional circumstances and appeals services, will be published over the coming weeks.

These measures have been developed in close consultation with members of the National Qualifications Group, including the Association of Directors of Education in Scotland (ADES); Colleges Scotland; Education Scotland; Educational Institute of Scotland (EIS); National Parent Forum of Scotland (NPFS); School Leaders Scotland (SLS); Scottish Council of Independent Schools (SCIS); Scottish Government; Scottish Qualifications Authority (SQA); Scottish Youth Parliament (SYP).

Roll out of digital devices for city pupils is underway

The roll out of personal digital devices for every school pupil from P6 to S6 in the Capital, part of the city council’s ‘ambitious and inclusive’ education strategy Edinburgh Learns for Life, is underway.

The programme, being carried out in partnership with the City of Edinburgh Council’s strategic technology partner, CGI, will see 27,500 new iPads being issued to pupils/teachers, refreshed iPads for up to 12,000 pupils/teachers and expanding connectivity by providing additional wireless access points in schools.

As well as the personal distribution to pupils, additional iPads will be handed out to P1 to P5 year groups so they can be shared for learning. Staff in early years will be getting 250 new iPads and having 900 iPads migrated.

The roll out for the Empowered Learning programme, which has been funded thanks to a £17.6m investment from the Council’s budget, is due to be completed by the end of this year and also includes a comprehensive programme of professional learning for teachers.

Benefits of the project include: providing equal access to education, personalising learning, improving teacher feedback, preparing students for future working, collaborative on and off-line working and, critically, supporting efforts to raise attainment.

This week, from Monday 24 January, pupils at St Augustine’s RC and Gracemount High Schools will be receiving their devices.

Leith Academy is one of the schools where digital devices have already been distributed. Council leader Cllr Adam McVey and deputy Lord Provost Joan Griffiths visited the school last week.

Head teacher Mike Irving said: “The roll out of digital devices to all P6-S6 young people and staff across Edinburgh’s schools is a significant, positive and exciting development for learning.

“Young people will discover new and innovative ways to engage by using many of the features available through the applications and technology available at their fingertips.

“Digital devices are not there to replace teaching and learning, but to enhance it further so youngsters can engage in learning that is relevant, fun and most importantly impactful.

“Young people know when they are being invested in, and this step from the Council is a significant and sustained investment in the future learning, outcomes and achievements of Edinburgh’s children and young people.”

Shlok Godiyal, S3 pupil at Leith Academy, said: “I think having the iPad will give me greater flexibility in how and when I can work on tasks, topics and assignments. There will be times when I need to log onto Teams sessions or complete work at home, the iPad helps me with this ability to work anytime, anywhere.

“I also think the iPad will open opportunities in learning by using features such as video recording, use of 3D imaging and it will help me with my independent learning and study as I progress into S4, S5 and S6. As young people today we are used to technology in our lives, so this is a good addition to our learning.”

Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: “It’s great to see the roll out getting underway as the Empowered Learning programme is about both investing in our children and young people and our teachers to maximise the exciting learning opportunities in Scotland’s Capital city.

“We’ve committed £17.5m from our budget so pupils from P6 to S6 can have their own devices and have equal access to learning. This programme opens up the opportunity for pupils to learn in new and exciting ways, brings with it a raft of wider benefits including extra support and professional development opportunities for teachers and is expanding wifi to provide fast and reliable internet access in every school.”

Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “The roll out meets a key element of our Council business plan which is increasing attainment for everyone and reducing the poverty-related attainment gap.

“Ensuring pupils have their own device means they have personal access to digital learning whether with their teacher in school or at home. “

We want every young person to achieve their fullest potential and the Empowered Learning programme is another tool in the educational toolbox to equip our pupils with the skills and knowledge to succeed in a future that is becoming increasingly digital.”

Tara McGeehan, President, CGI in the UK and Australia said: “CGI is delighted to be working in partnership with City of Edinburgh Council to deliver Empowered Learning to pupils and teachers in the capital.

“Empowered Learning provides a learning environment that’s engaging and inspirational. It directly tackles the attainment gap and recognises the key role of educators in delivering a digital classroom.

“Through Empowered Learning, educators can create and tailor lessons to personalise learning, and access new ways of bringing learning to life. Above all, Empowered Learning delivers learning that is rich and rewarding for both pupils and for their parents, as well as providing the highest level of security and safety standards.

“The roll out meets a key element of one of the 15 outcomes and actions from the Council’s three year business plan ‘Our Future Council, Our Future City’: ‘increasing attainment for all and reducing the poverty-related attainment gap’.”

The 1:1 programme reinforces our commitment to becoming one of the world’s ‘smartest cities’ – in 2020 Edinburgh approved a new digital strategy to push forward its ambitions for becoming a sustainable Smart City.

Local adult learning consultation

Learning new things: where and how would you want to do it?

If you were looking to learn something new – whether it’s to get a job, for a hobby or just because you fancy it – where would you want to do it? At home? In a local school or community centre? With a local employer or community group? Online?

We’re working with our Granton Waterfront regeneration partners to find out what people living in the area think about learning – why is learning important to you?

How does it affect you and your life? What you would like to learn about? How do you learn best? What things help you learn? What things make it harder to learn?

Please give us your answers on our online questionnaire:

www.edinburgh.gov.uk/grantonlearning

Deadline: 31 January 2022

Fay Butler| Programme Officer|Edinburgh Waterfront| Place| City of Edinburgh Council| DD: 07562 171 063