Attainment in Edinburgh schools is at the highest levels ever recorded within the senior phase
A report highlighting achievements and progress in attainment among learners for academic session 2025-26 was discussed at Education, Children and Families Committee on 3 November.
Pupils in S4-S6 achieved the best attainment on record for the Council for almost all key breadth and depth measures including the number gaining good passes in National 3-5, Higher and Advanced Higher. The number of vocational qualifications passes also improved from 914 in 2023 to 2216 in 2026.
In primary schools, literacy and numeracy has improved on last year.
Despite the positive progress, there is more to be done to close the poverty related attainment gap and guidance and support continues to be offered to schools to make closing the gap a priority.
Commenting on the report, Councillor James Dalgleish, Education, Children and Families Convenor said: “This report shows the highest ever recorded attainment for young people in Edinburgh.
“The achievement shines a light on the hard work of our pupils, teachers and school staff. The National and Higher results are fantastic and to have over 2000 people achieve vocational passes is incredible work. These courses help young people make informed choices and also offer a route into work.
“While attainment overall has improved, the gap between the richest and poorest in Edinburgh is still too wide. I am committed to working closely with officers to understand why this is the case and how we can work to close the poverty related attainment gap.”
The Cabinet Secretary for Education, Culture and Gaelic should provide more information on whether plans to reduce teachers’ class contact time are deliverable within the planned timescales, according to a Holyrood Committee.
In March 2026, the Scottish Government, local government and teaching unions agreed that teachers’ time with pupils would be reduced by 90 minutes a week.
The tripartite agreement said this policy would be in place from August 2027 in primary and special schools, and August 2029 in secondary schools.
However, evidence presented to the Scottish Parliament’s Education and Gaelic Committee indicated that it is unclear whether the policy can be implemented in time.
The Committee’s report points to “considerable challenges related to workforce planning in implementing the reduction in class contact time within the planned timescales”, due to geographical and subject specific teacher shortages.
The report also calls for greater clarity about the objectives of the policy. The Committee is unclear how the policy can both reduce teacher workload and give teachers time for additional preparation and learning. In addition, the Committee would like to understand what assessment has been made of how the policy benefits children and young people.
Additionally, there are questions about how the costs associated with reducing class contact time will be funded. Evidence shared with the Committee outlined that spending for the Education and Skills portfolio is not forecast to meaningfully increase, implying that the cost of this policy will need to be met by existing budgets.
Karen Adam MSP, Convener of the Education and Gaelic Committee, said:“We have questions about the proposals to reduce teachers’ class contact time within the timescales agreed by the Scottish Government, teaching unions and local government.
“The evidence we heard highlighted the significant unresolved challenges that rural and remote communities face with recruiting teachers, alongside challenges related to recruiting teachers in several secondary specialisms.
“At the current time, it is difficult to understand how these can be resolved in time for the policy to be delivered effectively and on schedule. We would like to hear the Cabinet Secretary’s views on how achievable the policy is within the planned timescales.”
The Committee also scrutinised the Scottish Government’s progress towards delivering the reforms to the children’s care system known as The Promise.
In its report it explains that the lack of clarity around the implementation, delivery and accountability of the reforms makes it difficult to measure progress and asked the Scottish Government to respond to the evidence that said that there is a need for sustained investment to deliver on the aims of the policy.
Karen Adam MSP, Convener of the Education and Gaelic Committee, said:“During our inquiry, we encountered a lack of clarity around the implementation, delivery and accountability on the Promise which makes it difficult to measure progress with any certainty.
“We would like to hear the Scottish Government’s response to calls for sustained investment, including progress in relation to social work recruitment and retention and availability of care accommodation, to make the progress that is needed to ensure The Promise fulfils its commitment to care-experienced children, young people, and adults.”
Helping teachers prepare for major curriculum changes
Local councils will be able to request up to two extra in-service days this academic year, so that teachers can prepare for the most significant curriculum changes in more than a decade.
The Scottish Negotiating Committee for Teachers (SNCT) – which brings together the Scottish Government, local authority body COSLA, and teaching unions – has agreed up to two additional in-service days, which will form part of multi-year support for implementation of the updated curriculum.
Additionally, a short-term working group involving councils, unions and the Scottish Government will assess what additional support schools and teachers require to implement the refreshed curriculum, with a routemap to be published early next year.
Draft curriculum materials have now been made available to teachers by Education Scotland, which will be tested and refined through engagement with the profession. These have been co-designed by Education Scotland with input from over 1,500 primary and secondary teachers, early learning practitioners, and a range of other experts including from the Gaelic Medium Education sector.
The materials are being deliberately shared by Education Scotland in draft, as part of a process of engagement and testing with a sample of teachers ahead of wider engagement around more advanced drafts in early 2027. More than 3,800 teachers, practitioners, council education leads, and experts have so far registered an interest in reviewing the drafts and providing independent feedback to inform future drafts.
Education Scotland and Qualifications Scotland are working closely to develop qualifications for learners on the basis of the updated curriculum and aligned with it for the senior phase, for learners aged 16-18.
Education Secretary Màiri McAllan said: “This is a significant milestone in delivering the most substantial curriculum reform in a decade.
“The draft materials build on the strengths of Curriculum for Excellence and respond to the OECD’s call for greater clarity, stronger progression and a clearer focus on knowledge. By aligning curriculum, qualifications and assessment reform, we can deliver changes that work in the classroom and improve outcomes for young people.
“Teachers must have appropriate time and support to prepare properly – investing in dedicated time now will ensure high-quality learning and teaching for young people once the updated curriculum is implemented in August 2028.
“I have encouraged local councils to align additional days with existing school holidays to minimise disruption and look forward to taking forward a new curriculum designed to deliver excellence in our education system.”
Association of Headteachers and Deputes Scotland (AHDS) General Secretary Greg Dempster said: “AHDS is very pleased that we now have an agreement in place for two additional in-service days during the remainder of this school session, and that is work underway to ensure that further development days are swiftly agreed for subsequent years.
“This time investment is absolutely essential to enable school leaders and their teams to undertake the planning and preparation necessary for implementation of changes to our curriculum to be successful.”
School Leaders Scotland (SLS) General Secretary David Barnett said: “We are pleased that an agreement on additional in-service days has now been reached.
“This will allow schools to plan with confidence on giving staff time to engage with the draft curriculum materials and begin the process of what will be major curriculum reform.”
Councils will decide the exact dates for the additional in-service days, which are intended to be aligned to the existing holidays, based on local holiday timetables. Dispensation for the in-service days will be granted under the Education (Scotland) Act 1980.
Committee questions timescales for reducing teachers class contact time
The Cabinet Secretary for Education, Culture and Gaelic should provide more information on whether plans to reduce teachers’ class contact time are deliverable within the planned timescales, according to a Holyrood Committee.
In March 2026, the Scottish Government, local government and teaching unions agreed that teachers’ time with pupils would be reduced by 90 minutes a week. The tripartite agreement said this policy would be in place from August 2027 in primary and special schools, and August 2029 in secondary schools.
However, evidence presented to the Scottish Parliament’s Education and Gaelic Committee indicated that it is unclear whether the policy can be implemented in time.
The Committee’s report points to “considerable challenges related to workforce planning in implementing the reduction in class contact time within the planned timescales”, due to geographical and subject specific teacher shortages.
The report also calls for greater clarity about the objectives of the policy. The Committee is unclear how the policy can both reduce teacher workload and give teachers time for additional preparation and learning. In addition, the Committee would like to understand what assessment has been made of how the policy benefits children and young people.
Additionally, there are questions about how the costs associated with reducing class contact time will be funded. Evidence shared with the Committee outlined that spending for the Education and Skills portfolio is not forecast to meaningfully increase, implying that the cost of this policy will need to be met by existing budgets.
Karen Adam MSP, Convener of the Education and Gaelic Committee, said:“We have questions about the proposals to reduce teachers’ class contact time within the timescales agreed by the Scottish Government, teaching unions and local government.
“The evidence we heard highlighted the significant unresolved challenges that rural and remote communities face with recruiting teachers, alongside challenges related to recruiting teachers in several secondary specialisms.
“At the current time, it is difficult to understand how these can be resolved in time for the policy to be delivered effectively and on schedule. We would like to hear the Cabinet Secretary’s views on how achievable the policy is within the planned timescales.”
The Committee also scrutinised the Scottish Government’s progress towards delivering the reforms to the children’s care system known as The Promise.
In its report it explains that the lack of clarity around the implementation, delivery and accountability of the reforms makes it difficult to measure progress and asked the Scottish Government to respond to the evidence that said that there is a need for sustained investment to deliver on the aims of the policy.
Karen Adam MSP, Convener of the Education and Gaelic Committee, said:“During our inquiry, we encountered a lack of clarity around the implementation, delivery and accountability on the Promise which makes it difficult to measure progress with any certainty.
“We would like to hear the Scottish Government’s response to calls for sustained investment, including progress in relation to social work recruitment and retention and availability of care accommodation, to make the progress that is needed to ensure The Promise fulfils its commitment to care-experienced children, young people, and adults.”
Into Film, the UK’s leading charity for film, TV, and games in education, has released new research that found that school trips to the cinema provide a powerful cultural enrichment opportunity that supports young people’s educational, personal and social development.
Into Film runs a renowned culturally valuable annual initiative, the Into Film Festival, which provides primary, secondary and SEND schools and colleges across the whole of the UK the chance to book free class visits to their local cinema.
The Into Film Festival runs in cinemas in every corner of the UK, from the Orkney Islands to Truro and everywhere in between. Events are often paired with additional live events and discussions alongside the film, with producers, directors and other professionals who work in the screen industry.
Every year, over half a million 5-19-year-olds and their educators share the joy of cinema through the Into Film Festival, which is taking place this year between 6-27 November. Over 100 different films will be shown in over 600 cinemas and community spaces. It is the UK’s largest free film festival for children and young people and is highly valued by schools wishing to provide quality cultural opportunities for pupils.
The study, funded by Cinema First, gathered insights on their cinema experiences from 3,044 children and young people aged 7–18 across the November 2025 Into Film Festival and the 2026 Spring Cinema Programme. The research which was conducted as a pilot in 2025/26 will continue in 2026/27 to further understand the impact of school cinema trips for young people, including their cinema habits, motivations and barriers, and to identify practical opportunities for the cinema sector for the future.
The findings emphasise the critical role cinemas play in providing equitable access to cultural enrichment:
Cultural Access: For 10% of attendees, the festival was their first ever cinema trip. Furthermore, 19% of respondents identified school as their primary decision-maker for film outings, making educators a key provider of theatrical exposure for nearly 1 in 5 children and young people. At present, one in five primary and secondary pupils receive no enrichment activities in an average week, rising to one in four for pupils from disadvantaged backgrounds.[1] School trips to the cinema offer individual and collective cultural experiences that extend far beyond a standard school outing.
Building Community, Belonging and Wellbeing: Amid growing concerns around youth isolation, cinema offers a powerful space for connection. 70% of respondents reported that being at the cinema made them feel part of something bigger, citing that the communal setting fostered feelings of safety, community, and belonging. Cinemas can offer a unique space for social connection and shared experiences amongst their peers.
Positive, Responsible Screen Time: Contrasting mainstream concerns about screen use, the research highlights that screen use—when time-limited, overseen by trusted adults, and embedded in an in-person social setting—supports critical reflection, literacy, and academic confidence.
Drivers of Attendance: Word-of-mouth recommendations from friends and family proved to be the single strongest influence on film choice. While 74% described cinema visits as exciting special events, cost and winter seasonal factors heavily dictated personal leisure choices, with 11% choosing cinema as their top holiday activity.
Educational Impact & Focus:
67% reported enhanced imagination after watching a film in the cinema.
66% felt better equipped to communicate their thoughts.
64% engaged in follow-up film discussions with peers or teachers.
63% reported improved story comprehension and predictive skills.
36% noted improved classroom focus and concentration.
Over 50% reported an increased capacity to understand others’ feelings and experiences.
Designing cinema experiences that combine the appeal of the big-screen experience with community and educational partnerships, can strengthen local relationships and help nurture the next generation of cinemagoers.
Fiona Evans, CEO, Into Film and former teacher, said: “The Into Film Festival is unique in delivering access to culture for UK schools on such an incredible scale. Going to the cinema is a magical experience, full of opportunities for learning, empathy and inspiration.”
The annual Into Film Festival educator bookings and programme are now live:
Julia Bradbury and Gemma Hunt will take pupils on a virtual journey to one of the most extraordinary places on Earth, in a special live event delivered in partnership with Dynamic Earth and the British Antarctic Survey (BAS).
WWF is inviting primary schools and young people to embark on an exciting journey to the frozen wilderness of Antarctica through a free live online lesson as part of its ‘Happy By Nature’ programme, hosted by Dynamic Earth, Edinburgh’s only science centre and planetarium.
Taking place on Tuesday 10 November at 2pm, Antarctica Live! will bring the wonders of the world’s southernmost continent directly into classrooms, inspiring children to discover more about nature, wildlife and the people working to understand and protect our planet.
The event is live and will link up to scientists working at BAS’s Rothera and Bird Island Research Stations, some 10,000 kms away from the UK.
Hosted by journalist and TV presenter Julia Bradbury and Gemma Hunt, CBeebies presenter and author, the special live event will be broadcast online from Dynamic Earth in Edinburgh.
Featured locations include the science centre’s iconic Polar Gallery. Created in collaboration with the British Antarctic Survey, the lesson brings together expertise in science, education and engagement to give pupils an exciting insight into one of the planet’s most extreme environments.
Pupils will explore Antarctica’s icy climate, discover the remarkable ways penguins have adapted to survive in challenging conditions, and have a chance to hear from people working on the continent today. The lesson aims to spark curiosity about the natural world and encourage children to build a lasting connection with nature.
Dynamic Earth is proud to partner with WWF and the British Antarctic Survey to bring this unique learning experience to schools, contributing its expertise in science communication and learning engagement to help make Antarctica’s extraordinary environment accessible to young audiences.
Conor Ellis, Director of Learning and Engagement at Dynamic Earth, said:“We’re incredibly proud to be partnering with WWF and the British Antarctic Survey on Antarctica Live! This collaboration brings together our shared passion for inspiring curiosity about the natural world and helping young people understand the science behind our changing planet.
“At Dynamic Earth, we believe that engaging, accessible experiences can make a real difference in how children connect with nature and the world around them.
“Being involved in this activity gives us an exciting opportunity to bring Antarctica into classrooms, introduce pupils to the remarkable wildlife and environments found there, and inspire the next generation to ask questions, explore and care for our planet.”
Jon Turner, Head of Schools & Education at WWF, said:“We’re thrilled to be bringing the wonders of Antarctica directly into classrooms through this special live lesson, and we’re incredibly grateful to Julia Bradbury, Gemma Hunt, Dynamic Earth and the British Antarctic Survey for helping to make it possible.
“Giving primary school children the chance to explore one of the most extraordinary and remote places on Earth is a fantastic way to spark curiosity and build a lasting connection with nature. Antarctica plays a vital role in the health of our planet, yet it remains a place many young people know little about.
“This live lesson brings its incredible wildlife, landscapes and science to life in a way that’s engaging, accessible and inspiring, helping children better understand why protecting our natural world matters.”
Athena Dinar from British Antarctic Survey, said:“Inspiring the next generation to discover Antarctica is an important part of British Antarctic Survey’s mission.
“By sharing the science, technology and teamwork behind our research and operations, we can help young people understand why Antarctica matters, how it influences our planet, and the vital role research plays in tackling global challenges.
“Antarctica Live! is a fantastic opportunity to bring the excitement of polar science into classrooms, spark curiosity and encourage young people to explore the world around them.”
Antarctica Live! is part of WWF’s Happy By Nature programme, which is designed to bring a daily dose of nature into primary school pupils’ lives, helping them develop curiosity, connection and care for the natural world.
Through free educational experiences such as this live lesson, WWF aims to make nature accessible and engaging for children and support schools to bring environmental learning to life.
The lesson is aimed at pupils aged 7–11, but learners of all stages are welcome to take part.
Event details
What:Antarctica Live! – a free live online lesson for schools
When: Tuesday 10 November 2026, at 2pm
Where: Hosted and streamed live from Dynamic Earth, Edinburgh. Schools and young people can join online, with a joining link sent to registered schools before the event.
Presenters: Julia Bradbury and Gemma Hunt
Created in collaboration with: British Antarctic Survey
Who can attend: Primarily aimed at pupils aged 7–11, but open to learners of all stages
Registration: Sign-ups must be completed by a teacher or school staff member aged 18 or over. This event is for schools only.
Schools are encouraged to take part in this free opportunity to bring Antarctica into the classroom and inspire the next generation to discover, value and care for the natural world.
COSLA today commented on education reform as part of the Scottish Government’s Public Service Reform proposals.
The First Ministers publication of a proposal to move to fewer regional councils and create many community authorities creates extensive structural reform which carries significant financial, operational, democratic and service-continuity risks, with transition costs and benefits not yet quantified or thought through.
COSLA and Scottish Local Government has long supported reform, but reform that makes the most of the democratic spheres we have. We must recognise the separate roles but collective responsibilities we have to deliver vital public services to the people of Scotland. Doing so creates a Scotland where all children and young people can grow up feeling loved, safe and respected so that they realise their full potential.
The integrated services that councils deliver are essential to achieving this. COSLA is clear that structural reorganisation should not be the starting point. Scotland’s education system must instead focus on improving the curriculum, supporting children and families, attracting and retaining a highly skilled workforce, strengthening leadership and ensuring that responsibilities and resources are clear at every level.
Commenting, COSLA spokesperson for Children and Young People, Cllr Tony Buchanan said: “Scotland should be ambitious for every child and young person. Reform must close the gap between a good education system and a great one, while recognising that learning is inseparable from family support, tackling poverty, health, housing and the strength of local communities.
“Structural change is not an outcome in itself. Large-scale reorganisation without a clear, costed and independently tested business case could divert money, time and professional capacity away from classrooms, children and families.
“Councils are uniquely placed to connect education with the wider services that help children and young people thrive. We support reform that strengthens teaching, the curriculum, prevention, workforce planning, regional capacity and accountability, while keeping decisions as close as possible to the communities they affect.
“Our preferred approach is practical, proportionate and evidence-led: agree the functions and outcomes, establish the financial and workforce baselines, test stronger collaboration, and scale or legislate only where independent evaluation shows that change will deliver better outcomes, greater equity and stronger public value.”
A message from James Dalgleish, convenor Education, Children and Families and Amanda Hatton, Corporate Director Children, Education and Justice Services was issued yesterday:
Schools in Edinburgh, as well as throughout the UK, were targeted yesterday (Monday) in a hoax threat.
We took immediate action to ensure the safety of our pupils, teachers and staff and followed the advice of Police Scotland as well as our own established safety policies.
The police conducted a thorough investigation into the claims and determined it was a hoax and there was no risk identified.
The safety of our school community is always our top priority. With Police assurance all Council nurseries, primaries and high schools reopened today, Tuesday 20 October.
This situation has caused alarm and misinformation to be spread amongst the school community. Understandably as a result attendance rates have been lower than average today.
We want to reassure parents, carers, pupils and staff that safety is a priority and there is no safety risk for pupils.
If you have any concerns, please speak to your child’s school. Staff can support pupils in their return to learning.
First Minister announces series of interventions to tackle violence against women and girls
A new Respect Fund for Scotland will see school pupils supported to reject misogyny and promote respect as part of a package of Scottish Government action to tackle violence against women and girls.
Up to an additional £1 million will be invested from 2027/28 to ensure high school pupils can access third sector programmes teaching young people how to reject misogyny, whilst primary school pupils will receive age-appropriate learning on respect.
The funding will be bolstered by the rollout of a Scottish Government backed campaign with leading sporting organisations and prominent sportsmen for a new phase of the Don’t Be That Guy campaign.
Initially run by Police Scotland in 2021, the advertising campaign rose to international prominence for encouraging men to challenge attitudes and behaviours that contribute to violence against women and girls.
Scottish Rugby, the Scottish Football Association and Scottish Tennis are amongst the leading national organisations backing the refreshed campaign, along with leading sports personalities including Scotland rugby players Jamie Dobie and Grant Gilchrist, and tennis player Connor Thomson.
The move forms part of a package of action led by the First Minister to tackle misogyny in Scotland, including a commitment to introduce a Misogyny Bill before the 2027 summer recess.
First Minister John Swinney said: “Violence against women and girls is completely deplorable and has no place in the Scotland we are building. I am determined we do all we can to tackle it and ensure men change their behaviours.
“People of all ages need to feel able to talk openly to their male friends and colleagues about behaviour that is misogynistic and damaging to women, and contributes to a culture that targets, minimises and harms women and girls.
“This funding will help empower pupils to challenge the attitudes that help perpetuate harmful behaviour, backed by the refreshed Don’t Be That Guy campaign – which will use the reach and influence of some of Scotland’s most well-known sporting personalities, to give prominence to this important national conversation.
“I want Scotland to be a place where women and girls live free from violence, coercive control, abuse and exploitation, which is why over the coming year this government will also bring forward a Misogyny Bill to give women and girls specific legal protection from harassment.”
Sporting organisations working with the Scottish Government to support positive action to promote positive masculinity and respect:
Innovation Minister Alyn Smith has confirmed £10 million investment to develop two Defence Technical Excellence Colleges (DTECs) for Scotland.
Plans are underway to allocate sites in the east and west of the country to support the development of skills for well-paid careers in areas such as defence engineering, advanced manufacturing and maritime technology.
Along with Economy Secretary Stephen Flynn, Mr Smith has today written to Minister for Defence Readiness and Industry Luke Pollard and Secretary of State for Scotland Douglas Alexander, to confirm the Scottish Government will match UK Government funding needed to underpin future industrial growth and competitiveness.
Mr Smith said: “Scotland is well placed to seize the opportunities arising out of the defence industry – with a highly skilled workforce, world-class colleges and universities and internationally recognised manufacturing.
“DTECs will allow workers to upskill and connect the next generation to opportunities in sectors where demand for a highly-skilled workforce is rising rapidly.
“I am pleased to confirm we will partner with the UK Government to develop plans for DTECs in Scotland and build on the £3.7 billion to Scotland’s economy provided by the defence sector.
“Our Programme for Government committed to establishing a responsible defence industrial growth programme to maximise the economic opportunities arising from increased defence spending. We will work with partners to ensure our workers are equipped with the right skills for emerging jobs in this vital sector.”
Scottish Secretary Douglas Alexander said: “In March we announced a £10 million commitment to develop two Defence Technical Excellence Colleges in Scotland.
“I’m pleased that the Scottish Government has now agreed to match fund these colleges to give our young people the skills they need to secure high-skilled, well-paid careers in Scotland’s defence sector in the years to come.
“Scotland is a defence industrial powerhouse and is already benefiting from increased UK Government investment as we deliver a defence dividend for Scotland, creating new skilled jobs, new training places and new opportunities for communities while keeping us and our allies secure.
“It is crucial that we continue to develop the skilled workforce needed to support this growing sector.”
Further funding for academies that have benefitted more than 2,000 so far
Training opportunities for school leaders will continue to be supported by the Scottish Government helping develop leadership skills, improve job satisfaction and benefit pupils and staff.
The Scottish Government is providing £395,000 to the Head Teachers’ Leadership Academies (HTLA), run by Columba 1400, which will be matched by the Hunter Foundation.
This brings total Scottish Government support for Columba 1400’s HTLAs to £790,000 since 2025-26, with this year’s funding expected to help up to 280 school leaders to develop their leadership skills.
Recent evaluation of the Leadership Academies revealed 2,000 headteachers and school leaders have already benefitted from the training, with participants reporting increased confidence and resilience, and improvements in their leadership abilities.
Education Secretary Màiri McAllan said: “Our support for Columba 1400’s leadership academies will ensure even more school leaders feel empowered to deliver excellence and equity in education, providing the opportunity to develop knowledge, confidence and skills.
“Education leaders are looking out for and caring for our children and young people everyday, and I recently met with graduates of the Head Teachers’ Leadership Academy who gave glowing feedback on the transformative experience of participating in the leadership academy and how it helped to reaffirm their leadership abilities.
“It is fantastic that 2,000 school leaders have already benefitted from the programme, returning to schools to deliver the progress we have seen, reflected in the rising attainment and narrowing of the poverty-related attainment gap in this year’s Qualification Scotland results. Hundreds more opportunities for development will be available through our continued support for the programme.”
Sir Tom Hunter said: “The Hunter Foundation has backed the Head Teachers’ Leadership Academy from day one because we know that leadership matters.
“We’re delighted that the Scottish Government has renewed its commitment to this partnership. If we want the best outcomes for Scotland’s young people, we need to invest in the people who lead our schools.
“Strong leadership creates opportunities, raises aspirations and makes a lasting difference in communities across the country.”
Marie Clare Tully, Chief Executive of Columba 1400, said: “I am delighted that the Scottish Government and The Hunter Foundation have reaffirmed their commitment to the Columba 1400 Head Teachers’ Leadership Academy.
“This continued investment reflects a shared belief in the importance of values-based leadership and will enable a further 280 school leaders to take part in our academies in 2027. The greatest outcome of these experiences is seeing school leaders reconnect with their values, rediscover their sense of purpose and remember why they went into teaching in the first place.
“Time and again, we see the impact of that ripple out into schools and communities across Scotland, creating the conditions for children and young people to thrive.”
Alison Rooney, headteacher at Langloan Primary School and Nursery Class in Coatbridge, who recently took part in a HTLA, said: “The Head Teachers’ Leadership Academy gave me the space to reconnect with what matters most as a leader.
“The impact has stayed with me long after the Academy ended, influencing how I lead, how we work together as a staff team and how we create opportunities for children and young people to thrive. I’m delighted that future school leaders will continue to have access to this incredible experience.”
