The nation’s leading Armed Forces charity has announced that its ground-breaking interactive mobile museum, ‘Bud’, has officially retired from the road.
The 18-tonne custom-built truck, which features an onboard poppy making machine, has travelled to all 32 local authority areas across Scotland sharing the story of the Scottish Poppy since its launch back in 2019.
With initial support from the National Lottery Heritage Fund and LIBOR funds, over the last seven years Bud successfully welcomed hundreds of thousands of visitors. It has attended more than 630 schools, delivered over 1,500 sessions, and reached more than 56,000 pupils.
It has also travelled to over 115 community events with almost 18,000 visitors – engaging nearly 75,000 people overall, challenging assumptions, whilst also teaching people about conflict, peace, and importantly keeping remembrance relevant all year round.
Kerry Crichton, Deputy Head of Learning at Poppyscotland, said: “As Bud reaches the end of its operational lifespan, across the summer we will be finalising an exciting new learning and outreach programme with people who work within education across Scotland.
“This will include an extensive digital archive paired with virtual learning resources and we are excited to be taking this into classrooms in the new term. We are also looking at an assembly offering for schools, and outreach sessions with youth and community groups.”
While the mobile unit will stop touring, the educational resources, historic story of Lady Haig’s Poppy Factory, and interactive tools remain free and accessible online via the Poppyscotland Learning Hub at www.poppyscotland.org.uk/learning
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Pupils gain rare insight into life as a professional artist through year-long residency
Pupils at Merchiston Castle School in Edinburgh have spent the past year working alongside acclaimed Scottish artist Robbie Bushe RSA through a unique artist-in-residence programme, gaining a behind-the-scenes insight into how a professional artist works.
The year-long residency culminated in the unveiling of a major new artwork inspired by the school community at a special exhibition attended by pupils, parents, alumni and leading arts patron Richard Demarco, founder of the Richard Demarco Gallery.
Throughout the year, Robbie worked from a studio space within the school’s Faculty of Technologies & Creative Arts, giving pupils the opportunity to see a large-scale work of art evolve from initial sketch to finished piece, and to experience first-hand how ideas are brought to life.
At a time when creative subjects face increasing pressure in schools, the residency reflects Merchiston’s belief that the arts help young people build confidence, think independently and see the world differently. As technology and artificial intelligence continue to reshape the workplace, skills such as creativity, problem-solving and adaptability are becoming increasingly important.
Robbie joined the school in October 2025 and invited pupils and members of the wider school community to contribute drawings, stories, memories and imagined futures for the school, many of which helped shape the final work.
Polly Prosser, Lead Teacher of Art & Design at Merchiston Castle School, said:“The art and design curriculum encourages pupils to engage directly with artists and artworks, but nothing compares to seeing that process unfold in front of you every day.
“The boys have seen every stage of the journey with Robbie and our small class sizes have meant every pupil has had the chance to speak with him, ask questions and share ideas. It’s been fantastic to see how much they’ve taken from the experience.”
Among them was Chester, a pupil originally from Hong Kong, who incorporated elements of Robbie’s approach into his own coursework, drawing inspiration from his use of storytelling, architecture and memory.
He said:“Through my conversations with Robbie Bushe, I became interested in how different moments in time can exist simultaneously within one image.
“His detailed cityscapes and narrative approach inspired me to layer architectural forms, personal memories and imagined spaces in my final piece, reflecting my experience of migration between Hong Kong and Edinburgh.”
The artwork forms part of a wider series exploring memory, community and the hidden structures that shape everyday life. Drawing on Robbie’s own school experiences alongside stories and ideas contributed by the Merchiston community, the painting features familiar landmarks, imagined spaces and visual references inspired by conversations with pupils throughout the year.
Among them are imagined underground train systems beneath the school, hidden worlds within buildings and a gecko peering from a stack of library books – ideas that emerged through discussions with pupils during the residency.
Robbie Bushe RSA said:“One of the most rewarding aspects of the residency was the curiosity of the pupils. Their ideas, questions and observations constantly challenged me to look at things differently.
“Artists can sometimes work in isolation. Spending a year immersed in a school community brought a completely different energy to the work and many of the details within the painting grew directly from conversations with pupils.
“Being given the opportunity to work alongside the boys and become part of the daily life of the school has had a real impact on my own practice. The finished piece is as much a reflection of the community as it is of my own experiences and ideas.”
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Schools urged to ban phones during teaching time ‘as a minimum’
Schools are being encouraged to restrict the use of mobile phones by following updated national guidance, published today ahead of planned legislation to create phone-free learning environments.
Education Secretary Màiri McAllan said schools should introduce restrictions during teaching and learning time “as a minimum”, while also considering implementing whole school restrictions.
Publication of the updated guidance meets a commitment for the first 100 days of the Scottish Government. The guidance sets out how schools should work with the whole community to develop phone-free learning policies informed by children, young people, parents, carers and school staff. It also suggests possible exemptions for pupils with caring responsibilities, medical conditions or additional support needs that require them to use their phones.
A consultation will be launched early in the new academic term on legislation to restrict the use of phones in all of Scotland’s schools.
The Education Secretary said: “We know that mobile phones are causing distraction in the classroom and we must end this so our children and young people can reach their full educational potential.
“Beyond distraction, we know there is a spectrum of other harms associated with the online world from issues with sleep, mental health and loss of concentration through to exposure to harmful, violent or misogynistic content and, in extreme cases, incitement to self-harm, severe bullying and grooming.
“The Scottish Government intends to introduce new laws to restrict the use of mobile phones in schools. As we develop the legislation, I am encouraging Scotland’s education authorities, headteachers and schools to act now, following our refreshed guidance.
“As a minimum, restrictions should apply during teaching and learning time, but schools should also consider implementing a whole school ban. Any steps taken by schools should be informed by consultation with the whole school community, including with pupils and staff.”
COSLA Spokesperson for Children and Young People Councillor Tony Buchanan said: “Supporting our Children and Young People to use new technologies is essential and COSLA supports an evidence-based approach to mobile phones in schools. Councils continue to take steps to ensure that learning environments are safe and healthy spaces for all learners.
“We look forward to working with children and young people and colleagues across Scotland to respond to the full consultation and will work with Scottish Government to carefully consider any proposed changes to ensure our schools continue to be and are positive spaces of learning.
“We must work with our communities, partners and governments and ensure this is not the sole responsibility of schools, rather a whole society discussion on how best to support our children and young people.”
Biggest update to curriculum in over a decade under way
The most significant reform of Scotland’s curriculum in more than ten years is underway, as the first early samples of new curriculum materials have been shared with councils across the country.
Planned updates to the curriculum, prepared by Education Scotland and co-designed with input from over 1,500 teachers, nursery practitioners, and partners through the Curriculum Improvement Cycle (CIC), will clarify knowledge and progression, making it clearer what children should know, understand and be able to do at every stage of school.
Discussions are taking place with the Scottish Negotiating Committee for Teachers (SNCT) for two additional in-service days to be offered during the 2026-27 academic year, to help schools prepare for change.
Education Secretary Màiri McAllan said: “The Curriculum Improvement Cycle is driving the single largest update to the curriculum in over a decade.
“The new curriculum will make the place of knowledge and skills clearer. It will drive excellence. It will be taught in schools from August 2028 and it will be benchmarked against international standards.
“The materials shared by Education Scotland this week are a preview ahead of the full draft curriculum framework later this year, as we work with the profession on implementation from August 2028.
“We are proposing additional in-service days to provide teachers the time and support needed to prepare for these changes which will support Scotland’s young people to reach their full potential in our education system.
“These will form part of wider support up to 2028 to ensure teachers can fully engage with the updates and how they can use them in the classroom.”
South Morningside Primary School was recognised in the annual TES Schools Awards 2026 at a ceremony on 19 June at the Grosvenor House Hotel in London.
The national awards acknowledge the schools and teachers whose work is transforming outcomes for pupils and setting new standards across education in the UK.
South Morningside Primary School, which has over 500 pupils, was recognised for its innovative work to encourage greater community engagement and inclusivity. The school’s child-led and creative approach to learning was also celebrated, with the school offering outdoor learning to every pupil, a range of sports programmes, interventions and extra-curricular activities for all.
This year, the awards saw a record number of nominations – the highest number since the awards began in 2009.
Winners were selected by a panel of experienced school leaders and education experts across 23 categories spanning leadership, teaching, wellbeing, pupil outcomes and innovation.
South Morningside Primary School Headteacher, Grant Gillies, said: “We are so proud of this achievement which represents the collective drive and hard work of our children, staff, parents and the wider community.
“This award represents all the amazing community partners we have – I would like to thank staff and families for their unending support and commitment to our school.”
Councillor James Dalgleish, Education, Children and Families Convenor said: “It is fantastic to see South Morningside Primary School recognised at a national level as primary school of the year.
“It is an incredible achievement which acknowledges the hard work of Mr Gillies and his team. Across all our schools, we want to make sure that every child has the opportunity to get the most of school through an engaging and varied school day – it is brilliant to see South Morningside celebrated as a great example of this.”
The Scottish Government has committed £214,000 to fund anti-racism education in schools for 2026/27.
The investment will allow Education Scotland to continue both the Building Racial Literacy Programme (BRL) and Anti-Racist Mentors Project. These initiatives teach educators how to address everyday racism.
The Building Racial Literacy Programme (BRL) promotes anti-racism as a professional skill and teaches how to identify and implement anti-racist behaviours in everyday work. It is available for education workers at all levels of work.
The Anti-Racist Mentors Project supports up to 30 BRL graduates to act as local and regional mentors to conduct anti-racist professional learning. Project participants will also contribute to developing anti-racist training within local authorities.
Education Secretary Màiri McAllan said: “I am delighted to announce continued funding for these two projects which provide essential perspectives to help directly address race inequalities in a professional setting.
“Alongside this, feedback on the courses delivered through these initiatives has been overwhelmingly positive, highlighting their real impact in supporting educators and fostering inclusive learning environments.
“The work these projects do is more important than ever following recent high-profile examples of racist behaviour in society. This investment in both the BRL programme and anti-racist mentors addresses this and will help deliver systemic, sustainable change – improving community cohesion as a result.
“The Scottish Government is consistently clear in our message that there is no place for racism in society. By supporting initiatives such as this in Scotland’s schools we can help ensure teachers are properly equipped to deliver vital anti-racist messaging to our children and young people.”
This latest tranche of funding is a continuation of the Anti-Racism in Education Programme. The programme identifies measures to address race inequality and suggests changes that promote racial literacy among pupils and staff.
To date more than 900 educators have completed the BRL programme.
ELREC are working on a school volunteering scheme together with the City of Edinburgh to increase diversity in the Education workforce. Volunteers will join a placement school and will receive guidance and support from their mentor in order to get the most out of the experience.
So, if you want become a parent helper, see how schools work and build out your CV to apply for education jobs, apply for this opportunity here:
The proportion of young people going into education, training or work nine months after finishing school is the joint highest since records began. Additionally, the level of young people from deprived backgrounds going into positive destinations is the highest it has ever been.
The latest Summary Statistics for Follow-up Leaver Destinations for 2024-25, show 93.5% of young people were in positive destinations including training, education, and employment. This is up from 93.1% the previous year. Alongside 2021-22 figures, this represents the joint-highest level since consistent records began.
The proportion of young people from the most deprived backgrounds in a positive follow-up destination is as high as it has ever been. The gap between those leaving school from the most (20%) and least (20%) deprived areas in accessing a positive follow-up destination was 7.6 percentage points. This is narrower than both last year (8.3 percentage points) and the pre-Covid position in 2018-19 (8.4 percentage points).
The increase in school-leavers in reaching positive destinations over the latest year has been driven by a rise in the proportion in Higher Education (from 38.1% to 40.2%) and Further Education (from 21.9% to 22.1%).
Education Secretary Màiri McAllan said: “These figures illustrate that Scotland is amongst the best places for people to start their careers and pursue their life’s passion after finishing school.
“It’s fantastic to see record-high levels of young people going onto training, education, and employment when they leave school. This is testament to the hard work of those young people, teachers and staff that support them.
“Our commitment to free university tuition, generous student support and more apprenticeships means that young people, regardless of the path they choose, have a variety of great opportunities available to them.”
A spokesperson for the Scottish Children’s Services Coalition commented: “While it is encouraging to see that the proportion of young people entering education, training or employment nine months after leaving school is at its joint highest level since records began, it is disappointing to see a widening gap between school leavers with additional support needs and those without ASN.
“In academic year 2022/23, the gap between those with ASN and those without ASN entering a positive destination stood at 6.2 percentage points. This has increased to 6.6 percentage points in 2024/25, highlighting that too many young people with additional support needs continue to face barriers to achieving positive outcomes after leaving school.
“These figures demonstrate that, despite overall progress, further action is required to ensure that all young people have equal opportunities to move into education, training or employment. This includes ensuring that children and young people with ASN receive the support they need throughout their education and during the transition from school to adulthood.
“While the overall increase in positive destinations is welcome, these figures underline the need for renewed action to ensure that young people with ASN are not left behind. The Scottish Government and local authorities must work together to ensure that sufficient resources, specialist support and effective transition planning are in place so that every young person has an equal opportunity to achieve their potential.”
The winners of the fourth annual Saroj Lal Awards were announced at an awards ceremony last week (Thursday 11 June) at the Edinburgh International Festival Hub.
Primary and secondary school pupils from across Edinburgh were acknowledged in three award categories: Proud to be me, How prejudice makes me feel and Artivism. This year over 250 pupils got involved in submitting a creative entry.
The awards invite nominations from schools highlighting work in any art form, from the written word to film or animation, inspired by the themes of equality, inclusion and diversity. Head teachers were also encouraged to nominate a staff team from their school for their creative and collaborative work around equalities.
The winners are:
Proud to be me – primary schools’ category: Nika Roi – P5 Bruntsfield Primary School
Proud to be me – secondary schools’ category: “This is Me!” and Choir – Pilrig Park School – a whole school project
How prejudice makes me feel – primary schools’ category: Lexi Armstrong – P7 Star of the Sea RC Primary School
How Prejudice makes me feel – secondary schools’ category: “Nothing About Us Without Us” – Kaimes School – Kaimes Media Class.
Artivism – primary schools’ category: “Roots to Rhythm” – Prestonfield Primary School – a whole school project
Artivism : secondary schools’ category: Salma Hassan – S2 Boroughmuir High School
Staff Awards
Currie Primary School – Emma Boag McGlynn and Frances Jack
Prestonfield Primary School – The Equalities Leadership Team
Bruntsfield Primary School – Donna English and Gillian Knust
Boroughmuir Secondary School – Erin Cowan
Saroj Lal was one of the first Asian women to teach in a Scottish primary school when she began her role at South Morningside Primary School in 1970.
Her many successes included being at the forefront of race relations during a period of immense political and social change, delivering anti-racism training and starting the first local authority interpreting and translating service in Edinburgh. Following her death in 2020, Saroj’s achievements in equality, women’s rights, education, and community work are being formally recognised.
Entries were judged by a panel of esteemed judges including: Saroj Lal’s son, Vineet Lal; Ethelinda Lashley-Scott, CEO of the Multi-Cultural Family Base (MCFB); Carol Tuzan, Wider Achievement & Lifelong Learning Manager (CLD youth and children’s work); and former Saroj Lal Award winner and student judge Jesudarasimi Omaoya, an S4 pupil at Castlebrae Community Campus.
Councillor James Dalgleish, Education, Children and Families Convener, hosted the awards and said: “Saroj Lal was a true inspiration, both in her trailblazing role at South Morningside Primary School and as a renowned campaigner for race relations and equality, and I’m delighted that her legacy lives on.
“Entries to this year’s awards demonstrate real creativity and feeling around the themes of equality, inclusion and diversity, and the calibre was extremely high. Well done to the winners and all those who submitted an entry.”
Vineet Lal said:“Once again, the calibre and creativity of entries has been incredible, with so much thought and consideration put into submissions. My thanks to all those who have got involved this year in creating artwork that challenges inequality.
“Saroj would be proud to see that the awards are now in their fourth year with even more children and young people getting involved. She was a pioneer in so many ways and we can all learn from how she stood up for what is right and championed inclusion, equality and anti-racism.”
Creating inspirational outreach to engage children and young people with the natural world has brought international recognition for Edinburgh’s Eve Armstrong.
School visits around the country, virtual lessons, and a series of videos have won her the Botanic Garden Conservation International (BGCI) 2026 Marsh Award for education in botanic gardens.
Since 2023 Eve, an Education Outreach Officer at Royal Botanic Garden Edinburgh, funded by The National Lottery Heritage Fund, has built up an extensive Scotland-wide outreach programme. She has engaged with over 7,000 pupils, by visiting schools from the Borders to Aberdeen and the Outer Hebrides.
In addition, she has reached a further 13,000 pupils in live streaming and enabling virtual visits to the research institute’s Glasshouses, Herbarium, Plant Nursery and Herbology room, as well as the Garden itself.
These interactive experiences have beamed into classrooms in 23 of Scotland’s 32 local authorities. Along the way, Eve has enthused primary and secondary age pupils on topics ranging from Rainforests to Scottish Native Plants and Botanic Careers.
Amy McDonald, Project Engagement Manager, nominated Eve for the award. She explained: “Eve always goes the extra mile to share the joy and importance of plants. The enthusiastic feedback we receive shows that pupils and teachers love her approach and session content.
“She always finds innovative and creative ways to connect with pupils in-person and virtually. Her videos have seen her don waders to film in a pond and borrow an infrared camera to map the heat emitted from a magnificent Amorphophallus titanum.
“Many of her lessons encourage young people to think about what actions they could take to conserve biodiversity – from looking after the natural spaces around their home, school, or local area, to lobbying adults to take action.”
As well as professional recognition, Eve receives £1,000 in prize money.
She said: “I am very fortunate to be in the position of working with children and young people right around the country. They are the future guardians of our planet and the starting point for them should be about having fun, learning about the vast number of positive experiences they can have by engaging with plants.
“We need their enthusiasm. At a time when 40 per cent of all known species are in danger of extinction, the determination of the next generation can make massive changes for the better in combating the impact of the biodiversity crisis and climate emergency. To inspire a sense of wonder in the natural world turns out to be fun and inspiring for me as well as them.”
