Tag: education

Education agencies to be reformed

Key national agencies Education Scotland (ES) and the SQA will be reformed as part of ambitious plans for Scotland’s education recovery, Education Secretary Shirley-Anne Somerville has announced.

The Education Secretary said the role, remit and purpose of both organisations will be considered, as well as their functions and governance arrangements. 

Ms Somerville announced the reforms as she outlined wide-ranging plans for education recovery in the first 100 days of government and beyond.

These include:

  • investing over £1 billion to close the poverty related attainment gap
  • recruiting 3,500 additional teachers and classroom assistants
  • ensuring every schoolchild has access to the technology they need to support their education
  • making free school lunches available to all P4 children before extending to all primary school children, all year round
  • expanding free early learning and childcare and developing the provision of wraparound care and after-school clubs
  • increasing the school clothing grant and the Best Start Food grant
  • providing interim support – including a £100 payment near the start of the summer holidays – for eligible children before the formal expansion of the Scottish Child Payment next year
  • offering a £20 million Summer Programme to help restore the wellbeing of children and young people, particularly those worst hit by COVID-19
  • removing charges for core curriculum activities and music and arts education
  • working with colleges and universities to ensure they remain sustainable and at the forefront of global education and research.

Laying out the Scottish Government’s visions and ambitions for education, the Education Secretary said the priority was to continue to deliver excellence and equity, despite the pandemic, with the health and wellbeing of pupils at the forefront of the plans.

This next phase of recovery activity builds on almost £400 million of investment committed in this area to date.

Ms Somerville said: “I hope this programme outlines our determination to deliver improvements with pace and urgency. I am open to considering what further reform is necessary, with the clear purpose of doing all we can to improve outcomes for children.  This includes reducing variability in the outcomes children and young people achieve across the country.

“I want to look at options for reform which ensure that schools get the best possible support and challenge to enable them to improve further and to do the very best for the children in their care; to enable them to focus relentlessly on providing the highest quality of learning and teaching for our children, and to ensure that those working in education outwith schools are fully focused on doing everything they can to provide the highest quality of support.

“I want to signal my intention to start this process by considering how to reform the SQA and Education Scotland. This will be a key priority for me.”

Ms Somerville said the reform plans would be informed by the findings of the OECD review into Curriculum for Excellence, which is due to be published on 21 June.

The EIS has welcomed the review. EIS General Secretary Larry Flanagan said, “We have for some time been arguing for reform of the SQA and, in particular, the need for a stronger governance model which would see the qualifications authority more accountable to the Education system and the profession, rather than to the Scottish Government or an opaque, Government appointed, Board.

“Our members have often found the SQA to be too remote from classroom practice and a significant generator of additional workload for teachers. Reform of the qualifications body should be matched by changes to the senior phase, which focus on creating time for deeper learning, breadth of study and parity between ‘academic’ and vocational’ qualifications.”

Mr Flanagan added, “With regard to Education Scotland the key issue is to create more independence for this body and move it closer to its role of supporting schools and teachers rather than being under the direction of the Scottish Government.

“Education Scotland should be free to challenge Government rather than being an extension of the civil service. There also needs to be a significant review of the usefulness of the current inspection process in what is meant to be an empowered education system.”

Free school meals for all P4 & 5s

More than 90,000 primary school pupils will be entitled to new free school meal support in term time.

The Scottish Government and local authority partners have reached agreement to introduce universal free school lunches for primary 4 and 5 children and targeted support during school holidays for all eligible primary and secondary children and young people.

The £28 million commitment will deliver free school lunches during term time for P4 children by August 2021 and to P5 children by January 2022

A further £21.75 million will provide targeted free school meal support during school holidays in 2021-22. This will start in July for around 145,000 primary and secondary children and young people from low income households.

Councils will determine what approach in school holidays meets local needs and circumstances, which may include the provision of direct payments, vouchers or food parcels. 

Education Secretary Shirley-Anne Somerville said: “Free school meals are a vital support to thousands of children and young people across the country – ensuring that children have access to a free, healthy and nutritious meal every day they are in school and are ready to engage in learning. 

“The provision of £49.75 million in new funding to local authorities demonstrates our support for the health and wellbeing of children and young people and our commitment to reduce the impact of poverty on thousands of families across the country.”

Councillor Stephen McCabe of COSLA said: “Councils across Scotland have long been committed to delivering healthy free school meals – to eligible children and young people.

“We are pleased that, in partnership with Scottish Government, this commitment can be further expanded upon by providing free school meals to all Primary 4s in August 2021 and Primary 5s in the later part of the academic year.

“Local authorities will continue to work hard to ensure that children and young people have access to healthy and nourishing meals so that they are fully able to learn, play, and engage with their peers and communities.”

Wave of Thanks

Your chance to thank an inspirational educator or school on Edinburgh’s billboards

People across Edinburgh are being asked to send in messages to thank schools and members of the education community that have supported them during the pandemic. These messages will then be placed on billboards across the city, to show appreciation and raise awareness of everything educators have done to help others. 

Through repeated lockdowns and with remote teaching and social distancing, the teaching community of Edinburgh have gone the extra mile to support their pupils. Whether it’s a teacher who helped a pupil struggling at home, a lunchtime supervisor who kept everyone safe at meal times or a teaching assistant that is an unsung hero – it is hoped the messages will highlight individuals and schools that have made a difference. 

People are invited to send in their messages in any format to show their appreciation, be this a drawing, written message, poem or video.

They can be submitted to appear on the billboards using this nomination form https://www.twinkl.co.uk/giveaways/thank-you-bundles before 6th June, by sending to waveofthanks@twinkl.co.uk or by simply posting on social media using the hashtag #WaveOfThanksEdinburgh by Wednesday 23rd June.

The digital billboards will be live from Thursday 10th to Thursday 24th June, located at the Edinburgh Arch and local supermarkets. 

Any schools nominated using the form before 6th June will also be in with the chance of receiving one of 500 wellbeing bundles. These will be packed full of goodies including tea and biscuits (staples of staff rooms around the world), thank you postcards and notepads and pens.

The billboard messages are part of a campaign organised by the educational resource publisher Twinkl, with the charity Mind and school supplier YPO, after they recognised the huge lengths educators have gone to for others throughout the past year. The campaign includes a range of other activities and surprises that celebrate educators for their dedication and give people an opportunity to thank someone close to their heart. 

As part of this, the public sector buying organisation YPO, which supplies materials and contract support to schools across the UK, is sending 100 surprise ‘Thank you’ gifts to teachers and school staff. They will also be running a competition to give communities a chance to name 40 new delivery fleet vehicles after inspirational teachers. 

Leon Smith, Chief Customer Officer at Twinkl, said: “The wellbeing bundles and billboards are a way of showing school staff how valued and appreciated they are. We’d love them to see a heartfelt message of thanks on a billboard on their way to work, giving them a boost after such a challenging year.

“Despite the difficulties they have faced, educators have gone above and beyond to offer the very best teaching, care and support during the pandemic. It’s so important to show them how thankful people are for their ongoing support and commitment to their pupils.”

To find out more, please visit: www.twinkl.co.uk/wave-of-thanks 

Covid forces closure of Davidsons Mains Primary School

Davidsons Mains Primary School has been closed due to increasing numbers of Covid cases.

In a statement on the school’s website yesterday, Head Teacher Astrid Gracie told parents and carers:

Dear Families,

Thank you for your support over the past 8 days. Unfortunately, we continue to be notified of new positive cases, affecting more classes in the school. I will be in touch with the families of close contacts in the latest classes affected very soon and provide guidance around isolation dates and PCR testing.    

Following further consultation with the Health Protection Team, NHS Lothian & City of Edinburgh Education and Environmental Services we have had to make the difficult decision to return to remote learning for all pupils until the end of this week and close the School and Nursery to all children. 

This is because cases are continuing to spread and further steps, including self-isolation of close contacts and closing the school are considered necessary by the Health Protection Team, to reduce the risks of transmission of the virus.  

We recognise that this will be very challenging for many families and I can assure you that it is not a decision that has been taken lightly.

Remote Learning Provision

Learning tasks and live classes will take place on TEAMS, as happened during the recent lockdown.  Class teachers will post further information on TEAMS.  Nursery staff will provide learning at home tasks via Learning Journals for our Nursery children.  Should you need to borrow a digital device to access the online content please email or call the school and we will make arrangements for you to collect this tomorrow.

Free School Meal Provision

Pupils in P1-7 (who meet free school meals entitlements) will be able to collect their meal from the main gym hall/dining room door (currently P4/5 entrance). If your child is entitled to free school meals and their class have been asked to isolate, we will contact you to arrange delivery.  

Please only attend at the times noted below to allow us to distribute meals safely.  You will receive a refund should your child be in P4-7 and you have paid for their meal:

Primary 1 – 3:  11.45-12.00

Primary 4 -7: 12.15-12.30

Hub provision for Key Workers

The return to remote learning is a response to the number of cases in the community and the number of classes and staff self-isolating.   We are therefore unable to offer key worker provision.

After School Provision

As a result of the return to remote learning  breakfast club and after school provision will not be available this week.

Review of School Closure

We continue to work closely with the Health Protection Team, NHS Lothian, Senior Education Leaders  and Environmental Health Services to closely monitor the spread of the virus. Our next review meeting is on Friday 28TH May.

We are committed to re-opening the school as soon as it is considered safe to do so. I will send updated information after the meeting.

PCR testing

We continue to ask that all close contacts and those displaying COVID symptoms take a PCR test. Walk-in test centres are open at Drumbrae and Ainslie Park. A drive-through centre is at the airport. Test results are received fairly quickly, so if you do not hear back within 36 hours please call the NHS to check if the test has been misplaced. 

The following links may be helpful:

Should you have difficulty getting to a test centre, please email the school at admin@davidsonsmains.edin.sch.uk

I would like to thank you for your ongoing support throughout this turbulent year.  Throughout, we have continued to work in partnership and to look out for all in our community. 

I know that if we continue to pull together, to follow FACTS and each play our part in sticking to the guidance, it won’t be long before we can welcome our children back in to the school building.

Best wishes,

Astrid Gracie

Head Teacher

League tables don’t reflect our schools’ amazing work

A school feels ‘under attack’ when put at the bottom of a narrow-focused league table, says Craigroyston headteacher Shelley McLaren

Each year the release of newspaper school league tables for Scotland is a day I dread, and the publication of the 2021 results yesterday was no different. The language of the headlines – “Which school is the best in Scotland?” and “Scotland’s schools ranked best to worst” – is both incredibly damaging and demoralising for staff, pupils, parents and school communities across the country, not to mention the reputational harm it can cause for years to come (writes SHELLEY McLAREN).

The stories will continue today in the local news, where it feels like we need to put on our armour and prepare for attack. No matter how much we’ve done in all other parts of school life throughout the year, the focus to determine our worth and whether we are a “good” school seems to rest singlehandedly on the one measure of how many young people achieve five Highers in one sitting.

As a school, we pick up the pieces from this for months to come – only for it to come around again next year. It is not, of course, that we do not focus on trying to improve by the measure of five Highers, but, because of context and, indeed, probably our own vision and values, we will always be near the “bottom”.

Our main aims are educating our young people out of poverty and instilling in them the belief that no matter where you come from or the challenges you have faced in your life, you can still achieve your dreams and be the best you can be. University, a modern apprenticeship or a job are all given equal weighting; the most important thing is that the young person has achieved the best they can – and, believe me, every day we support, challenge, motivate, nurture and push high expectations to ensure this happens.

League tables aren’t fair on schools

I congratulate those top-performing schools where up to 86 per cent of young people have achieved the “gold standard” of five Highers. It is an incredible achievement and should be celebrated – but everything is about context, and schools should and need to be measured on so much more.

I am not shirking accountability or responsibility as a headteacher – the measure of five Highers is important – but if closing the attainment gap simply meant improving this one measure, and that determined whether we were a “good” or “bad” school, we would have used our Pupil Equity Fund (PEF) and Scottish Attainment Challenge funding very differently – and probably not made that many gains.

I could concentrate on the fact that 70 per cent of our young people live in SIMD (Scottish Index of Multiple Deprivation) 1 and 2 or that 20 per cent of each cohort arrive at us with a reading age of 8 or below, or that nearly 40 per cent of our students are on free school meals. This would make it easy to excuse why we are one of the “worst” schools in the league table – but I won’t, because that is not what we base our views of children on.

What I will focus on is that, in 2020, nearly 95 per cent of our young people left school to go into a positive destination – above the national average of 93.3 per cent – and that last session 100 per cent of our young people in S4 achieved five or more national qualifications (nobody was “left behind”, regardless of any barrier) and that this year 23 of our young people (almost a third of the cohort) are heading off to universities across the country – the same group of young people who didn’t achieve five Highers in one sitting.

I implore you, please don’t judge our incredible young people or our amazing school, filled with dedicated, passionate staff, on this one measure of five Highers – know that we are doing everything possible to ensure that our students are given a gold-star service to prepare them to have the best life possible after school, with or without the achievement of the “gold standard”.

Are we one of the “worst” schools in the country? Of course we’re not – and I would vehemently challenge anyone who considers this to be the case.

Shelley McLaren is headteacher at Craigroyston Community High School

This article first appeared in TES

Scottish Education needs radical overhaul, argues Jimmy Reid Foundation paper

The Jimmy Reid Foundation has released a new paper, Liberal education in a neo-liberal world: re-culturing and recalibrating, to coincide with the first day of the 2021 STUC annual congress.

The full paper can be found here: JRFeducationpaperfinal-3Download

Summarising the paper, Boyd, Kelly and Maitles argue: ‘Whilst there are some strong positive aspects to Scottish education and which can be improved with some relatively small alterations, the key negative factors operating within our education system — a neo-liberal agenda and inequality of attainment and achievement, stemming from too many of our population living in poverty — mean that a radical overhaul is needed’.

The authors say: ‘Neo-liberalism – the idea that choice and markets and testing can deal with the problems – has failed and, indeed, exacerbated the problems.  Marketisation of education, de-skilling and lack of trust in our teachers, the growth of managerialism and the politicisation of education all need to be challenged’.

Instead, they argue that: ‘The development of well-rounded human beings, knowledgeable of values, human rights and citizenship, should be the aim of education.

‘All pupils should have the opportunity to become independent learners and creativity should be at the heart of education and this requires a radical student-centred approach. Parents, pupils/students, communities and society as a whole should have a role in designing an education system for all.’

The authors suggest the closing of the achievement gap is related to poverty and will require macro-intervention but positive attempts to tackle it should begin in Early Years education.

They say: ‘We need to intervene early, postpone the age of formal education, ensure that early years are based on play and outdoor learning and raise staffing levels and funding in our nurseries and primaries’.

They add: ‘Secondary schools should never again be in thrall to an examination system which distorts learning and teaching and institutionalises failure for pupils from disadvantaged backgrounds. 

‘Nor should internal selection in schools, supported by Universities’ ever increasing entrance requirements, be continued. Further and Higher Education need to become much more student and community focused’.

Boyd, Kelly and Maitles lay out a blueprint for radical change, putting Scottish culture and history and the decolonising of the curriculum at the core and whereby all students should have the opportunity to become independent learners with creativity being at the heart of learning. 

Also part of this blueprint is that all of the sectors of education should find common cause and create a coherent system with manifest choices being presented to learners with parents, pupils/students, communities and society as a whole having a role in designing an education system for all.

Details about authors: Brian Boyd, Emeritus Professor of Education, University of Strathclyde, John Kelly, Lecturer in Business, West College Scotland, and Henry Maitles, Emeritus Professor of Education, University of West of Scotland.

JRFeducationpaperfinal-3Download

Making a safe return to school

A campaign has launched across city schools encouraging parents, carers and families to take extra care at the school gates when they return this week.

Ahead of all pupils resuming in-school learning from today (Tuesday 20 April), we’re sharing advice on steps to take to help limit the potential spread of COVID and make sure schools and childcare settings can remain open.

Posters, leaflets and social media posts are encouraging people to wear face coverings, stay two metres apart and to stick to one adult when dropping off and picking up children, as well as discouraging car sharing and urging neighbouring households to make sure hedges are cut back to give extra space.

Every school in Edinburgh has been assessed for improvements to help families physically distance too. Measures have been put in place at every Council and independent school where extra space is needed to help people walk, cycle and wheel safely.

Amongst the changes are road closures, prohibition of motor vehicles, widened footpaths or better signage, as well as the removal of guardrails and new access gates to aid one-way systems.

Councillor Karen Doran, Transport and Environment Vice Convener, said: “I’m sure children and young people across the city will be looking forward to the return to school and a sense of normality, and the chance to interact with their classmates.

“While this is a positive step in the lifting of lockdown restrictions, we must continue to observe guidance and take care when mixing with other people. Over the last year we’ve been working hard to introduce measures outside of every school to help children and carers walk, cycle and wheel safely and easily while physically distancing.

“We’re also encouraging everyone to follow advice to limit the spread of the virus, helping to make sure children can continue enjoying being back in the classroom.

In February we also introduced a temporary ‘Quiet Connection’ between Greenbank and the Meadows, providing a safer route for children travelling to nearby schools South Morningside Primary School, St Peter’s RC Primary School, James Gillespie’s Primary and High Schools, Bruntsfield Primary School, Boroughmuir High School and Edinburgh Steiner School.

Jessica Cameron, whose children go to James Gillespie’s Primary School, said: “My family really appreciate the new quiet route to the Meadows, which covers a significant portion of our trip to school.

“With traffic reduced on Whitehouse Loan, we have more options for getting to school safely. My kids love cycling and riding scooters, and they’re building their skills and confidence while not having to worry about avoiding cars. With more space, it’s easy for us to socially distance if we run into their friends on the way to school.”

All primary school pupils returned full-time from 15 March, with secondary school pupils resuming in-school learning on a part-time blended basis.

Earlier this month the Scottish Government confirmed all primary and secondary pupils would return to the classroom full-time as part of its easing of lockdown from 12 April (Edinburgh’s Easter holidays run until 20 April), with restrictions in place.

Find out more about the measures to help safe travel and physical distancing outside schools on the Council website.

Edinburgh College lecturers to strike this week

Edinburgh College lecturers are scheduled for further industrial action this week, Tuesday 20th and Wednesday 21st April in defence of the Further Education sector and the professional status of qualified lecturers. This follows previous strongly supported strike action taken prior to the Easter holidays.

Colleges Scotland’s refusal to ratify their own agreed definition of the lecturer’s role, a definition the union accepts, has so far prevented a settlement. Their refusal threatens to undermine the delivery of quality education to Edinburgh College students, many of whom have over the years seen unqualified staff on poorer pay, terms and conditions deliver qualifications up to HN level.

EIS FELA members will this week also be balloted on Action Short of Strike Action. This constitutes an escalation of the dispute incorporating a withdrawal of good will. 

Edinburgh College Branch Secretary Penny Gower described what is at stake: ‘Our members are losing money by striking, but this action is not for personal gain. It is to make sure our students get the quality of education they deserve.

“All we ask is that the employers ratify their own proposals which we have already accepted. If they care about students they should do that immediately.”

EIS General Secretary Larry Flanagan said, “Our members are continuing to stand firm against the practice of replacing lecturers with less qualified, lower paid staff. Colleges claim that there is no plan to do this, yet they continue to refuse to ratify an agreement that would halt this practice.

“If colleges are not seeking to replace lecturers with lower qualified staff, why are they so reluctant to ratify the agreement – incorporating their own proposals – that would stop it from happening?”

A spokesperson for the Colleges Scotland Employers’ Association, said: “Colleges will do everything they can to ensure that students are supported during this difficult time, and that any disruption is minimised.

“The EIS-FELA has refused repeated requests to suspend the strikes while meaningful discussions carry on – national industrial action is wholly unnecessary.” 

Project investigating the effects of COVID-19 on blood vessels and blood pressure receives Heart Research UK grant

A University of Glasgow project that is aiming to better understand the effects that COVID-19 infection has on blood vessels and blood pressure has received a grant of £250,000 from Heart Research UK.

Research has shown that people who are older, obese, male or those who have other medical problems including high blood pressure, heart disease, diabetes, cancer, or chronic lung conditions, have a higher risk of developing severe COVID-19. High blood pressure is a major risk factor for cardiovascular disease and is very common with more than one quarter of adults in the UK affected.

The virus causing COVID-19 enters the body’s cells through a receptor called ACE2 which is found in the lungs, heart, blood vessels, kidneys, liver, and bowel. ACE2 is very important for maintaining many of the body’s important processes including blood pressure, inflammation, and wound healing.

COVID-19 can also cause damage to the walls of the blood vessels which makes the risk of blood clots higher and this has been seen more often in people with high blood pressure. The reasons for this are not yet known which is why we need to understand more about the links between COVID-19 and high blood pressure.

This study, which will be led by Professor Sandosh Padmanabhan, Professor of Cardiovascular Genomics and Therapeutics, aims to answer whether:

  • High blood pressure makes COVID-19 infection worse and if so, why.
  • COVID-19 infection makes high blood pressure worse and if so, why.
  • Monitoring and management of high blood pressure needs to be a greater priority during the pandemic.

The study will look at routinely collected health records for people in the West of Scotland who attended hospital or had a positive test for COVID-19 between April 2020 and April 2021. This will be compared to the records of patients who attended hospital during 2019, for another reason. They will also look in detail at a group of people with high blood pressure.

Prof Padmanabhan’s team will also study a group of people that have recovered from COVID-19 infection. They will undergo blood pressure monitoring, and tests of heart and blood vessel health. These tests will be repeated after 12 and 18 months to see if there have been any changes. They will be compared to a group of people who have not had COVID-19.

Finally, the study will look at markers in the blood (biomarkers) with the aim of identifying any which are linked with high blood pressure, cardiovascular disease, or death in COVID-19.

This study will give us a better understanding of the links between COVID-19 infection and high blood pressure, and help to improve the long-term outcomes for survivors of COVID-19. Also, the findings may lead to recommendations on the monitoring and management of blood pressure during the pandemic.

Prof Padmanabhan said: “The current COVID-19 pandemic, caused by the SARS-CoV-2 virus, has exposed unexpected cardiovascular vulnerabilities at all stages of the disease.

“The mechanism by which the SARS-CoV-2 virus causes infection is believed to directly and indirectly affect the cardiovascular system potentially resulting in new-onset hypertension, heart failure and stroke and represents an insidious feature of long-COVID.

“The burden of hypertension as a consequence of the COVID-19 pandemic is unknown, but given the scale of the infection especially among the young this will be a major concern for the future. In this project, we plan to generate valuable evidence that will inform hypertension management strategies and reduce cardiovascular risk for survivors of COVID-19.”

Kate Bratt-Farrar, Chief Executive of Heart Research UK, said: “We are delighted to be supporting the work of ProfessorPadmanabhan and his team, who are conducting vital research into one of the biggest medical challenges the world has ever faced.

“We have known for some time that those with pre-existing cardiovascular conditions are more susceptible to developing severe complications from COVID-19. We hope that this research will help to explain why this is the case, reduce the risk for this vulnerable group and, ultimately, help to save more lives.

“Our grants are all about helping patients. They aim to bring the latest developments to those who need them as soon as possible.

“The dedication we see from UK researchers is both encouraging and inspiring, and we at Heart Research UK are proud to be part of it.”

Majority of pupils to go back after Easter break

Nearly all pupils will return to full-time school when the Easter holidays end. However, children who are on the shielding list are advised to stay at home until 26 April, in line with advice from the Chief Medical Officer. All other pupils, will return to school once the summer term starts.

Strict 2 metre physical distancing between pupils in secondary schools will be removed and schools will consider how they can strengthen other mitigations.

Following the national expansion of lateral flow testing, twice-weekly tests are available for all school staff in primary, secondary and special schools and for secondary school pupils.

First Minister Nicola Sturgeon said: “This I know, will be a huge relief to many children and young people – and of course to many parents and carers.

“I know though that the return to school, particularly for older pupils, will cause concern and anxiety – to pupils, to parents and of course to teachers and others who work in schools. So let me give an assurance that we will continue to give paramount consideration to safety.  

“The return to school will involve the removal, where necessary, of strict 2m physical distancing between pupils in secondary schools – but we are asking schools to consider how they strengthen other mitigations. Twice-weekly lateral flow testing is already available for all school staff, in primary, secondary and special schools and also for all secondary school pupils and I would encourage as many staff and pupils as possible to make use that testing.

“We will, of course, continue to study and assess the data, in order to quickly identify and limit any outbreaks that do arise, and make sure that we are also learning from them. For now, let me thank everyone who is working to make this return to school possible. For many teachers and school staff, I know, this  has been the hardest year of your professional lives. I am very grateful for the way in which you have adapted to such difficult circumstances.”

Edinburgh’s education leaders have welcomed confirmation from the Scottish Government that schools will fully reopen in Edinburgh on Tuesday 20 April.

All pupils will be back in school on that day except for those shielding who are advised to return on Monday 26 April, in line with the advice of the Chief Medical Officer.

Cllr Ian Perry, Education, Children and Families Convener for the City of Edinburgh Council, said: “This is the news that families of our high school pupils have been looking forward to hearing and it’s great that they have confirmation their children will be back in school full time after the Easter holidays.

“There’s been excellent home learning involving our young people, teaching staff and parents taking place but everyone knows there’s no better place for children than being back in school with their peers and learning face to face.”

Cllr Alison Dickie, Education, Children and Families Vice Convener for the City of Edinburgh Council, said: I’m delighted that our young people will be back in school after the school holidays.

“These are really challenging times for many families and it’s so important for children’s learning and development that they’re back in school where they belong.

“We will make sure our schools continue to be safe learning and teaching environments for all our young people and staff by following the latest health advice.”

The First Minister’s confirmation that there will be a full pupil return post-Easter is of little surprise but the EIS continues to urge great caution.

The removal of physical distancing between pupils, particularly older pupils, represents a heightened risk that more pupils will be infected and the larger numbers in classrooms also creates more risk of airborne transmission, which is why face coverings remain important, including the provision of medical grade face masks for staff.

Whilst some Councils have made progress in relation to monitoring and improving ventilation, others have dragged their heels.

EIS General Secretary Larry Flanagan said, “The full return of pupils needs to be treated with great caution. It will undoubtedly lead to an increase in school Covid outbreaks which will require to be dealt with quickly, particularly for senior pupils who will be in the final stages of their qualification work.

“If we had made more progress on the EIS demands of ventilation, vaccination, and facemasks, we would be in a stronger position. Improving such mitigations is still possible.

“Notwithstanding their concerns, however, teachers will be keen to engage positively with pupils to support their well-being and their progress in learning. There will be a particular challenge for senior pupils as lockdown has squeezed the time available for the alternative certification model.”