education – The NEN – North Edinburgh News

New missions to transform childhoods of most disadvantaged

New education missions launched to open doors for children in England’s most under-served communities

Thousands of children from England’s most under-served communities are set to benefit from targeted support that will transform their life chances through two pioneering new education programmes.

Mission North East and Mission Coastal will bring expert support into classrooms and new opportunities beyond the school gates for children in the North East, Hastings and Scarborough from this September — communities where too many young people have been held back for too long, with persistently low results.

Announced by Education Secretary Bridget Phillipson today, these landmark programmes will transform children’s lives — giving the most disadvantaged children the mentoring, careers support, and enrichment opportunities they need to achieve and thrive.

The data driving these decisions is stark. The North East has the lowest exam results of any region in England at 1.9 points below the national average of 46.0 in Attainment 8. In Hastings, disadvantaged pupils average just 26.0 and in Scarborough around 27.

Across the country, disadvantaged White British pupils are being consistently let down, scoring 30.9 against 48.6 for their better-off peers. That is a generational injustice.

These missions will change that. Expert practitioners will work directly with leaders and teachers, building teacher capacity and raising standards. Schools will work together in local clusters, learning from each other rather than tackling challenges alone.

Beyond the school gates, new partnerships with employers, sports clubs, faith groups and youth organisations will provide vital mentoring, careers support and cultural enrichment — the building blocks of a full childhood.

These programmes build on the success of the London Challenge, which launched in 2003, and proved what is possible when you concentrate expert-led, place-based support in communities that have previously been left behind.

Education Secretary Bridget Phillipson said: “I grew up in the North East and know the challenges families face. I want every child there, and in coastal communities like Hastings and Scarborough, to have the same opportunities I was lucky enough to have.

“For too long, children living in these areas have grown up without the opportunities that they need and deserve to be able to achieve and thrive.

“That is not a matter of ability. It is a matter of justice. Mission North East and Mission Coastal are our commitment to change that postcode lottery for good.”

Designed with a Test, Learn and Grow approach, these programmes will identify what works quickly and feed those lessons back into national policy – so these missions benefit not just local communities, but similar communities across the country.

Over time, we will look to form a wider alliance of other coastal areas with similar challenges, where children and families can benefit from the approach being taken in Scarborough and Hastings.

The landmark Schools White Paper set out the government’s plans for Mission North East and Mission Coastal as part of our plan to cut the link between background and success and halve the disadvantage gap for this generation, so that every child can achieve and thrive.

This work builds on the passing of the Children’s Wellbeing and Schools Act, which introduced free breakfast clubs to all primary schools and places new limits on branded school uniform costs.

Together, these measures form part of the most ambitious programme of investment in children and childhood England has seen in a generation.

Nature walks spark big conversations at Cramond nursery

Children at Bright Horizons Cramond Early Learning and Childcare are enjoying weekly visits to the nearby beach and woodland areas, supporting learning through exploration, conversation and shared experiences outdoors.

The visits give children time to explore their surroundings at their own gentle pace, encouraging curiosity and helping them build confidence beyond the nursery environment. Experiences from their adventures are then revisited back at nursery through discussion, further exploration and play.

The approach comes amid growing national discussion about screen use in the early years. Recent UK research reported by Nursery World has highlighted the increasing role screens play in very young children’s daily routines, prompting renewed focus across the sector on real-world, hands-on experiences.

Yvonne, Nursery Manager at Bright Horizons Cramond, said: “Exploring the local area together supports children’s sense of belonging and helps them make sense of the world around them.

“When they return from visits to the beach and forest, they collect natural materials such as shells, leaves and pinecones, alongside ideas and questions to talk through back at nursery.

“This reflects our Nurture Approach, where emotional wellbeing, strong relationships and shared reflection are at the heart of how children learn.”

Practitioners use children’s observations and conversations from these outings to shape learning back at nursery, supporting communication skills, emotional wellbeing and meaningful connections with the world around them.

By prioritising outdoor exploration, time for talk and shared reflection, the nursery aims to offer young children rich learning experiences rooted in relationships and real environments, rather than digital distractions.

Bright Horizons Cramond Early Learning and Childcare is holding an Open Day on 13 June, giving families the opportunity to visit the setting, meet the team and find out more about early education and childcare.

Registrations are now being taken for 2027. Further details are available via the Bright Horizons website.

A new school term with new challenges and opportunities

Education, Children and Families Convenor, Cllr James Dalgleish reflects on the start of both SQA exams and the Summer term for schools:

This week saw a return to the school routine after the Easter break for learners, teachers and school staff across the city. With the weather promising the start of Spring I know that, mirroring the shift in seasons, for many young people this time of year marks a transition from school to what comes next.

The annual SQA National 5, Higher and Advanced Higher exams started this week, running until 1 June. For many learners, particularly those taking SQA Awards and Skills for Work vocational subjects, assessments have already taken place throughout the academic year.

I have been pleased to see the shift from academic achievement as the sole means to measure attainment in recent years. We are focused on improving outcomes for all learners and this includes acknowledging that each of our young people are unique individuals with their own talents, skills, ambitions and aspirations.

For many young people, a timetable of academic subjects followed by formal exams works well but others are better suited to dynamic, hands-on learning – some find that a mix of the two suits them best.

Our award winning and innovative pathways work aims to increase the number of learners in positive destinations after school. We offer unique and tailored routes for all young people – whether university, college, an apprenticeship or the world of work is what’s next.

We work with a range of partners including Edinburgh College and local roofing and construction businesses to deliver National 5 qualifications. Alongside this, we offer courses in business skills, creative and digital media, food and drink, financial services among others – and starting in August, barbering.

It is positive that through our innovative partnership approach, the attainment of school leavers in the national benchmarks have improved across most measures in recent years. The number of vocational National Progression Awards achieved by City of Edinburgh school leavers increased from 1433 in 2023 to 2365 in 2025 – and in 2026, this is expected to rise again.

We are committed to offering the highest quality education that meets the needs of all our learners, narrowing the gap between the most and least disadvantaged young people and breaking the cycle of intergenerational disadvantage.

There is no ‘right’ route for a young person but there is the right support, guidance and opportunity to find a future path that fits.

So, as we all enjoy the sunshine and look ahead to Spring, Summer and beyond – let’s celebrate the start of a new school term and the potential it brings.

Good luck to all young people sitting exams over the next few months. I wish each of you all the best as you look ahead to life beyond school.

This article first appeared in the Edinburgh Evening News

Brunstane Primary School refurbishment complete

Significant refurbishment and retrofit work at Brunstane Primary School is now complete and the school building has been handed over in time for the start of the new school term.

GRAHAM were appointed to deliver a multi-phase transformation project to retrofit the school building. The improvement works adopted a ‘fabric first’ approach – a sustainable building design strategy that maximises the performance of materials and components aiming to reduce energy demand and carbon impact.

Following the works, the school building has achieved the highest EPC rating of A, acknowledging the energy efficiency of the building.

The building works, which started in October 2024, include a three-storey tower and a single-storey block incorporating 14 classrooms and pupil support spaces, as well as a gym hall, kitchen and staff areas.

Supporting the Council to meet its sustainability commitments, a new energy centre was built on site including an air source heat pump which serves an updated heating system and replaces the existing gas boilers. Photovoltaic panels were installed on the roof along with new insulated cladding on both external walls and roof, with improvements to windows.

This investment in sustainable measures reduces the environmental impact of the building and offers a healthier and more comfortable learning environment for pupils and staff.

Councillor James Dalgleish, Education, Children and Families Convener said: “We want all our schools and early years settings to offer the best possible learning environment for our children and young people.

“Central to this is ongoing investment in our school buildings to ensure that they meet the needs of our learners, offer a comfortable learning and teaching setting and support our net-zero goals.

“It is fantastic to see that the refurbishment works at Brunstane Primary School are complete, just in time for pupils and staff returning after the Easter break.

“The improvements to the building will make a huge difference to how the school building is used by teachers and pupils in the here and now, and for many future generations of young learners in Brunstane.”

Chris MacLeod, regional managing director at GRAHAM Building, said: “The handover of Brunstane Primary School marks the successful completion of a complex retrofit project delivered within a live school environment.

“Pupils and staff can now benefit from a modern, energy-efficient space that supports both learning and wellbeing, while considered sustainability elements will significantly reduce the building’s carbon footprint.

“Throughout the programme, our focus has been on minimising disruption and working collaboratively with the school to ensure a smooth delivery.”

No place for abuse and intimidation at May election: Electoral Commission

The Electoral Commission is calling for the Scottish Parliament Election on May 7 to be free of abuse and intimidation.

In recent elections, candidates have faced unacceptable behaviour while campaigning, including harassment, threats and physical intimidation. Following the UK Parliament General Election in 2024, Commission research found over half (55%) of candidates felt that they had some kind of problem with harassment, intimidation, or abuse, with one in ten (13%) reporting it as a serious issue.

This led to more than half (56%) of respondents avoiding some kind of campaign activity due to fear of abuse. Women were also found to be twice as likely, and ethnic minorities three times more likely, to report serious abuse.

With the poll still six weeks away, the Electoral Commission is acting now to tackle the issue alongside partners including the Electoral Management Board for Scotland and Police Scotland. This includes supporting electoral administrators to ensure the safe and effective delivery of the election, including through providing guidance on their powers at polling stations and the count, so everyone can participate freely and without intimidation.

The Commission has published a set of principles to guide campaigning at the May elections, with a focus on maintaining respect, safety and honesty during robust debate. Created in response to recommendations made by the Speaker’s Conference on the security of MPs, candidates and elections, the principles build on common themes across parties existing codes of conducts, and aim to put in place a common, minimum standard of behaviour, to make sure that campaigners feel supported and protected.

Education also plays a critical role in tackling abuse by preparing young people to participate in democracy. The Commission is delivering democratic education for young people and New Scots to support media literacy and improve understanding of the role of the Scottish Parliament and its politicians.

Cahir Hughes, Acting Head of the Electoral Commission Scotland, said: “Abuse and intimidation should not be seen as part of the job for candidates , elected officials or electoral staff. This behaviour is unacceptable and harms democracy.

“Clear principles to help people take part in respectful campaigning are available, and we would encourage all parties and candidates to engage with the safety resources and briefings provided by Police Scotland.

“We will also continue to speak out against online harassment and threats directed at those taking part in elections and have made recommendations to social media companies to strengthen their response to abusive content.”

Malcolm Burr, Convener of the Electoral Management Board for Scotland, said: “Returning Officers and their staff will not hesitate to exclude anyone from polling places or the count if they disrupt proceedings.

“Any poor behaviour from candidates and agents undermines trust in the whole system. Voters must have confidence that the election will be run in a free, fair and safe manner for all.”

Chief Superintendent Neil MacDougall, Police Scotland, said: “Advice and briefings are being provided by Police Scotland to maximise the safety of candidates, minimise any risk of disruption and ensure a peaceful democratic process. All reports of criminality will be subject to an investigation.

“We continue to work with partners, including the Electoral Commission, and will liaise closely with local authority returning officers across Scotland regarding security at polling places.”

NO such problems at the Edinburgh Northern Hustings organised by Drylaw Telford Community Council at Drylaw Neighbourhood Centre last night.

It was all very civilised – we even had a Conservative candidate agreeing with his Communist opponent! – Ed.

Edinburgh pupils take part in pioneering sustainability skills showcase at Powering Futures Live

Pupils from across Edinburgh took to the stage at Murrayfield Stadium and Easter Road Stadium this week as they participated in Powering Futures Live – a series of regional showcase events which brought over 2,000 pupils from across the country to some of Scotland’s most iconic venues to present to, and network with, over 300 business leaders working across Scotland’s economy.

Across the city, 225 pupils from seven schools – St Augustine’s RC High School, Trinity Academy, Balerno Community High School, Liberton High School, Drummond Community High School, Craigmount High School and Portobello High School – have spent the past 30 weeks working in teams to research, develop answers to real world challenges posed by leading Scottish businesses.

They then delivered their work in a presentation to a panel of professionals working in leading businesses across the Lothians, including Aecom, HSBC, PwC and Hitachi Rail, where they presented their innovative solutions.

Powering Futures Live, which was sponsored by Zero Waste Scotland, marks the end of a year-long journey for participants in the Powering Futures Schools Challenge Programme, bringing education and industry together for a series of regional events at Ayr Racecourse, The Crichton, Stirling Court Hotel, Pittodrie Stadium, Ross Country FC, Hampden Park, Easter Road and Murrayfield stadium.

This academic year marked the largest participation in the Powering Futures programme to date, with over 100 schools across the country and around 2,300 pupils taking part for 2025-2026.

Having undertaken their final presentations at Powering Futures Live, all participants are now expected to earn an SCQF Level 6 qualification – equivalent to a Scottish Higher.

The challenges for this year’s cohort were set by leading Scottish industries, reflecting the priorities shaping Scotland’s future economy:

Seafood Scotland – ‘Fish-Tales’: Helping Scots to rediscover their local superfood by designing a campaign that reconnects Scottish people with local sustainable seafood
Vital Energi with the Centre for Net Zero High Density Buildings (CeNZ-HighDB) and HCI Skills Gateway – ‘Hot Stuff’: Design a town for 2,500 new homes that showcases the opportunities that new heating technology offers – creating communities where heating is affordable, efficient and low carbon
BAM and Siemens Energy – ‘Watt’s Next?’: creating a nine-month timeline of experiences and events that redesigns how young people can discover careers in clean energy, and be connected with potential employers
SSEN Transmission – ‘Power-Up’: Create a plan for moving the equipment and materials for new electricity infrastructure to a remote environment whilst minimising the impact to local communities and the environment.

Industry mentors from these organisations worked directly with pupils in the classroom, guiding their research and helping develop creative solutions, directly bridging the gap between education and business and helping employers to engage with the workforce of the future.

Powering Futures was established in 2020 to empower young people with the skills, critical thinking and confidence to enter the workplace. At its heart is the Powering Futures Challenge Programme, which tasks teams of S5 and S6 pupils with solving a problem set by industry.

The programme supports pupils in developing skills in teamwork, problem-solving and presenting, and culminates with pupils presenting their creative solutions to a panel of industry judges. At the end of the process, participants will gain a SCQF Level 6 qualification, equivalent to a Scottish Higher.

Jennfier Tempany, Co-Founder of Powering Futures said: “We were delighted to have 225 pupils from across Edinburgh attend Powering Futures Live at Murrayfield and Easter Road this week, and we were blown away by the innovation and creativity in their final presentations.

“This has been our biggest cohort of young people taking part in the Powering Futures Challenge programme, and Powering Futures Live marks the pinnacle of their exciting journey.

“What makes Powering Futures Live so special is the way it brings education and business directly together, giving young people the opportunity to showcase their talent, harness their skills and present the solutions they have collaborated on for the past year.

“By empowering young people through our pioneering Powering Futures Challenge Programme, we can help them develop the critical skills that employers are looking for in their future workforce as well as establishing those essential links between the businesses of today and the workers of tomorrow who will power Scotland’s future.”

Jeni Adamson, Industry Engagement Manager at Seafood Scotland said: “As both a student mentor and challenge setter, I’ve been fortunate enough to experience the journey from the classroom to final presentations.

“The commitment and creativity displayed by the students at the live events I have attended has been outstanding, and the quality of solutions presented across all challenges has been incredibly impressive.

“Every student I’ve encountered on the programme has grabbed the opportunity with both hands, which is inspiring to see.”

Easter study support

Free webinars for senior-phase school pupils

Young people across Scotland studying for Senior Phase qualifications will have access to free online Easter Study Support.

The webinars provided by e-Sgoil are delivered by secondary teachers covering multiple subjects over National 4, National 5, Higher and Advanced Higher levels.

Registration for the extensive programme of webinars is now open, with sessions scheduled to run throughout the week beginning 6 April.

The Easter programme, now in its fifth year, has been developed as part of the Scottish Government-funded National e-Learning offer and continues to grow in both reach and impact.

Cabinet Secretary for Education and Skills, Jenny Gilruth, said: “I welcome the continued success of e‑Sgoil’s Easter Study Support programme, and I’m pleased the Scottish Government has been able to continue to support the provision of high‑quality revision opportunities for senior phase pupils at a crucial point in the school year.

“Last year’s participation and overwhelmingly positive feedback show the real value of this national offer in building confidence and reducing anxiety ahead of exams. The programme reaches young people in every local authority and strengthens the wider support available in Scotland’s schools.”

Last year 4,287 registered for a total of 18,100 webinar places, representing an increase of 689 learners on the previous year.

Commenting, e-Sgoil Study Support Programme lead Rhona Johnstone added: “We are delighted to offer the Easter Study Support programme to Senior Phase learners across Scotland yet again this session and pleased to see the programme reaching more learners year on year.

“The evidence of the impact that both the Easter and Evening Study Support programmes has on the learners ahead of assessments and exams can be seen in the feedback received from those who have participated in previous years.”

Improving behaviour in schools

Ensuring safe environments for pupils and staff

Clear progress is being made across all 20 actions set out in out in a national plan aimed at improving relationships and behaviour in schools, according to a newly-published report.

The second annual progress report on the joint action plan details the work undertaken in the last 12 months to address areas including guidance on consequences and on risk assessments for schools.

Updated Scottish Government guidance has also been published on attendance, along with new guidance on substance use, now covering vapes, and on a whole school approach to tackling racism. These were among the recommendations of the 2024-27 blueprint to improve relationships and behaviour in schools.

Work is also ongoing on to provide future guidance in other areas, including the recording and monitoring of violent incidents.

Education Secretary Jenny Gilruth said: “Scotland’s schools should be safe and consistent learning environments for everyone and clearly the vast majority of children and young people behave well.

“However, we know there has been an impact on behaviour as a result of issues including the COVID-19 pandemic and the cost of living crisis. So I am heartened to see the clear progress being made to implement the measures set out in the action plan to address this.

“The challenges of the post-COVID-19 generation of young people is reflected in the updated guidance on attendance to deal with the use of part-time timetables, long-term, persistent absence, as well as young people who are in school but absent from classes.

“Vaping has also been identified as an emerging trend among some young people at school, so the new guidance on substance use will allow local authorities and Head Teachers to develop or update local policies to deal with this. Taken together this newly-published package of guidance addresses all the all emerging patterns of behaviour identified in our Behaviour in Scottish Schools Research.

“The action we are taking will help ensure that teachers and schools can deal with issues in ways that are appropriate and also respond to the needs of each individual child.”

Second annual progress report on the Relationships and Behaviour in Schools Action Plan 2024-27.

Landmark deal for teachers

Scotland’s teachers to benefit from fully-funded classroom hours reduction

Scotland’s teachers will see a reduction in class contact time after a landmark agreement was reached – averting industrial action in schools.

A weekly reduction of 90 minutes will be introduced on a phased basis, with primary school teachers and those working in special schools benefiting from August 2027. Secondary school teachers will follow two years later.

The Scottish Government has committed to meeting the full cost of implementing this agreement, including £40 million in 2026-27 for the recruitment of additional teachers required to deliver the change.

Further funding to support this deal will be provided from 2027-28. An additional recurring investment of £1 million will be made to support rural and island communities that face challenges in recruiting teachers.

The deal was agreed by the Scottish Government and the EIS earlier this week before being ratified by COSLA during a meeting earlier today.

Education Secretary Jenny Gilruth said: “This is a significant milestone for Scotland’s teaching profession. I am delighted that we have been able to reach a deal that works for teachers, parties in local government and most importantly our children and young people.

“I want to thank the EIS in particular for their constructive engagement and dialogue. This deal shows what can be achieved when we all work together in the interests of children and teachers.

“Avoiding industrial action was essential – particularly at this critical time when pupils are preparing for their exams. This agreement ensures that any potential disruption to their learning has been averted.

“By giving teachers more protected time, we are taking meaningful action to reduce workload and stress, supporting a healthier, more sustainable teaching profession that will deliver better outcomes for children and young people across Scotland.

“This is a landmark investment in the teaching profession and in the quality of education that every child and young person in Scotland deserves.”

First Minister John Sweeney added: “I am pleased that agreement has been reached with the EIS and COSLA to suspend planned teacher strikes.

“This deal supports teachers, protects learning time for pupils, especially those preparing for exams, and shows what can be achieved through constructive partnership.”

COSLA Resources Spokesperson, Councillor Ricky Bell, commented: “COSLA Leaders met this morning (Friday) to consider the issue of Reduced Class Contact Time (RCCT) and the potential for industrial action by members of the Educational Institute of Scotland (EIS).

“Following considerable deliberations among council leaders, COSLA agreed to support the proposed way forward – fully funded by Scottish Government – which we expect will enable the EIS to rescind their notice to strike.

“The joint statement agreed with the Scottish Government and the EIS commits Local Government to developing implementation plans for the introduction of Reduced Class Contact Time of 90 minutes per week. We recognise that concessions have been made on all sides.

“Despite concerns being expressed by councils, in the interests of reaching a constructive way forward and attempting to avert planned strike action, Leaders have agreed to support the joint approach. Throughout implementation, COSLA will always prioritise what is in the best interest of children and young people.

“Further detail will be negotiated through the SNCT.”

The EIS has announced that it is suspending all planned industrial action over teacher workload, following an agreement being reached between the EIS, Scottish Government and Convention of Scottish Local Authorities (COSLA).

A draft agreement, approved earlier this week by both the EIS and Scottish Government, was also approved by COSLA leaders at a meeting earlier today.

The draft agreement, as approved by all three sides, will now pass to the Scottish Negotiating Committee for Teachers (SNCT) for formal approval and implementation.

The agreement will deliver the promised 90-minute per week reduction in the maximum class contact time for teachers as a means to tackling excessive teacher workload and to provide more time for teachers to undertake important areas of activity such as the preparation and correction of pupil work.

Commenting today, EIS General Secretary Andrea Bradley said, “The EIS is extremely pleased that a negotiated outcome, which has been approved by all sides, has now been achieved in this long-running dispute.

“This agreement will have a positive impact on teacher workload and will help to create more jobs for the many newly and recently qualified teachers currently seeking secure employment in schools across Scotland.

“This is a positive outcome for Scottish education, and for teachers and pupils. It will deliver more teachers into our schools, with a positive impact on teacher workload and the creation of an improved learning environment and experience for pupils.”

Ms Bradley added, “It is the collective strength of Scotland’s teachers, working through the EIS, that has delivered this positive outcome.

“We are extremely pleased that both the Scottish Government and COSLA have listened to the very clear message that was sent by EIS members, and have now agreed the way forward on these positive changes for Scottish education.

“This agreement will help to deliver a brighter future for our schools, and for all teachers and pupils across Scotland.”

Strengthening additional support for learning

Delivering better experiences for learners, teachers and practitioners to thrive

A rapid review of Additional Support for Learning (ASL) has set out recommendations to ensure young people’s evolving needs continue to be met across Scotland.

Professional Education Advisor Janie McManus’ expert review of ASL said that clearer expectations, stronger pathways to support across education, health and social care, and early interventions should underpin the next steps in delivering Additional Support Needs (ASN) provision in schools.

Education Secretary Jenny Gilruth welcomed publication of the review outcomes and accepted the recommendations in a speech to practitioners – the first in a series of national events on ASL convened by the Scottish Government.

In her address, Ms Gilruth also confirmed that an app to streamline administrative tasks and free up teachers’ time to focus on pupil needs would be rolled out more widely later this year, backed by £700,000 government funding, subject to the success of ongoing pilots in six council areas.

Ms Gilruth said: “I am grateful to MSPs from across Parliament for their constructive engagement on the additional support needs review. I am also thankful to Janie McManus for leading this short, sharp review into ASN, with clear recommendations for the next Scottish Government to address.

“The pandemic was an undoubtedly challenging time for schools, but none more so than for our additional support needs pupils. It is with the needs of those young people in mind, that we have come together to work collegiately to drive the improvement we all want to see in Scotland’s inclusive schools.

“Across the country our teachers and school staff display extraordinary commitment working with pupils with ASN to provide a nurturing, supportive environment. Through our investment in the CivTech programme, we are seeing how technology can be harnessed to cut the time spent on paperwork and free up valuable time for teaching and learning, helping ensure teachers and school staff have the time to focus on what matters most – their pupils.”

COSLA Children and Young People Spokesperson Cllr Tony Buchanan said: “We welcome the final progress report on the Additional Support for Learning Action Plan.

“Six years after Angela Morgan’s review, progress has been made, though more remains to do. We now better understand the needs of children and young people, supported by new tools and stronger partnerships.

“Local and Scottish Government must continue working together with a shared vision that enables local and individualised approaches. We note Janie McManus’s report and will consider it jointly with Scottish Government.”

A spokesperson for the Scottish Children’s Services Coalition commented: “While we welcome the outcomes of the expert review on additional support for learning (ASL), including the call for timely access to specialist services across education, health and social care, and early intervention, there needs to be adequate resourcing in place to turn this vision into a reality.

“Across the last decade, spending per pupil on ASL has declined by almost a third, and there have been cuts in the like of specialist ASN teacher numbers, which have been slashed by 240 over the same time period. We are facing a lost generation of vulnerable children and young people who are not getting the care and support they so vitally need.

“We would urge the Scottish Government to prioritise the windfall that will come from proposed increased spending on those with special educational needs and disabilities (SEND) in English schools, on those Scottish pupils with ASN.

“With more than two out of five pupils identified with additional support needs, and the Scottish Parliamentary elections forthcoming, we would additionally urge the political parties to concentrate on this issue as they draft their manifestoes and for the public to focus on what these parties intend to do if voted into office.”