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.”
Edinburgh will become one of the first local authorities in the country to introduce widespread restrictions on mobile phone use in schools at the start of the new school year in August.
Councillors at Education, Children and Families Committee agreed a ‘bell to bell’ ban of mobile phones, with lockable pouches to be introduced in every secondary school in the city. Learners at secondary schools will have to place mobile phones in lockable pouches for the duration of the school day. Primary school aged pupils will have to lock mobile phones away in cabinets.
It was also agreed that secondary school senior leadership teams will have the opportunity to develop their own guidance regarding senior phase (S5-S6) pupils’ access to their mobile phones during break, lunchtime and independent study time.
Mobile phone restrictions are already in place at two Edinburgh secondary schools, Portobello and Queensferry High Schools, where trials of lockable pouches have been underway since last year. Anecdotal feedback from staff and young people at both schools is positive.
A six-week citywide consultation on mobile phone restrictions earlier this year received almost 14,000 responses from parents/carers, pupils and school staff. Results were overwhelming in support of a ban, with 97% of secondary school staff and 94% of parents/carers favouring a ban, and 53% of young people supporting restrictions during teaching time.
Alongside the consultation, separate and targeted engagement has taken place with groups of secondary school pupils, head teachers, unions, members of the Scottish Youth Parliament and Edinburgh Youth Action.
A £400,000 one-off budget for purchase of lockable pouches and storage cabinets was agreed at the Council’s annual budget setting meeting in February this year. A strategy for the current and future procurement of pouches will also be developed.
In bringing in mobile phone restrictions, special consideration will be given for pupils with health needs or caring responsibilities who may need access to their mobile phone during the school day. The council will develop guidance for schools, including how exemptions will work in practice.
Councillor James Dalgleish, Education, Children and Families Convenor said: “This is a monumental step for Edinburgh’s children and young people and I am proud that we are one of the first local authorities in the country to introduce widespread restrictions on mobile phones in schools.
“I’ve been clear from the start that we wanted to be bold in our ambition to make our schools phone free environments that enable our teachers to teach and pupils to learn without the distraction of devices in the classroom.
“The uniform introduction of lockable pouches in all our secondary schools will level the playing field for all learners in Edinburgh, streamlining a phone free schools policy and guaranteeing that every single young person can get the most out of their time in the classroom.
“We know from the two pilots already underway that keeping phones out of the classroom is positive and alongside our consultation showing broad support from teachers, school staff and parents/carers, I am confident that these restrictions will be warmly welcomed and hugely impactful.”
Young people are facing a starter jobs drought after vacancies suitable for first-time workers fell by almost half over the past decade, according to new research.
Analysis of Adzuna job vacancy data by the Work Foundation and Lancaster University found average weekly starter job vacancies dropped by 49%, from 139,000 in 2016-17 to 71,000 in 2025-26, tightening competition for young people seeking their first step into work.
The study, carried out in partnership with Liverpool City Council, also found that the number of starter jobs available in 2025-26 was at its lowest level since the Covid pandemic.
The researchers said there was only one starter job vacancy for every three young people aged 16 to 24 who were not in education, employment or training (NEET) across the UK in late 2025.
The picture was even more stark in some regions, with six NEET young people competing for every starter vacancy in the North East and five in the East Midlands.
Researchers warned that competition is significantly higher than these figures suggest, as young people who are NEET are also competing against students, workers seeking a new role and older people returning to the labour market.
Ben Harrison, Director of the Work Foundation at Lancaster University, said: “This research shines a new light on the dramatic decline of job options available to those who want to work.
“The Government must take decisive steps to improve the quality and security of work on offer to young people, particularly in those parts of the country where the jobs market is weakest.”
Dr Divya Jyoti from Lancaster University Management School, who led the research with young people, commented: “Through no fault of their own, many young people in this study have faced difficult transitions and systemic barriers through their education and early lives.
“They are trying to find work in an extremely competitive market but are receiving little feedback or encouragement. We need to see strengthened support with trusted organisations to enable young people to take their first steps into work in such challenging local labour markets.”
Young people face jobs drought as ‘starter’ vacancies fall by half in last decade
· Analysis of Adzuna job vacancy data shows ‘starter’ jobs – vacancies that would be accessible for someone entering the workforce for the first time – have fallen by 49% over the last decade
· Figures suggest the number of starter jobs available for young people in 2025-26, averaging 71,000 vacancies a week, is the lowest since the COVID-19 pandemic in 2020-21
· Young people’s chances of finding work varies significantly depending on where they live – there are six young people aged 16-24 not in education, employment or training (NEET) in the North East for every starter job vacancy, compared to a national average of three to one
· Researchers call on Government to prioritise a more localised approach to place-based barriers to youth employment, alongside a focus on job creation and more support for young people while they are in education.
The Government’s youth employment drive faces a significant challenge as young people face a ‘starter’ jobs drought.
Researchers from the Work Foundation and Lancaster University, in partnership with Liverpool City Council, studied job vacancy data and undertook focus groups with young people in Morecambe and Liverpool.
The research shows that nationally, average weekly starter job vacancies have fallen by almost half (49%) from 2016-17 to 2025-26. And while total vacancies have fallen in recent years, the decline in starter jobs has been 1.6 times faster than for other jobs in the last 12 months (8.1% compared to 12.8%).
The largest contributor to the fall in starter jobs are declines in associate professional occupations – such as roles in human resources, business sales executives, and advertising and marketing roles – with average weekly vacancies falling by 73% from 2016/17 to 2025/26. Roles in sales and customer service occupations (such as retail assistants and call centre operatives) have also fallen by 59% since 2016/17.
In Oct-Dec 2025, there was only one starter job vacancy per three NEET young people in the UK.[1] Competition for these jobs is even higher than these figures suggest, as NEET young people will be competing with applicants who are in education, those already in work and looking to change jobs, as well as older workers looking to re-enter the workforce.
Ben Harrison, Director of the Work Foundation at Lancaster University, said, “The Milburn Review has rightly highlighted the systemic failures that make it much harder for many young people to enter and remain in employment. But this research shines a new light on the dramatic decline of job options available to those who want to work.
“The implications are clear – the Government must take decisive steps to improve the quality and security of work on offer to young people – particularly in those parts of the country where the jobs market is weakest.
“And we need to see more powers and funding devolved to address other place-based barriers to work, such as poor transport connectivity and skills, which often mean young people are unable to access employment opportunities that do exist.
“Without action to create more good-quality jobs, we risk investing heavily in reforms to education and employment support, while still leaving too many young people without a viable route into sustainable work.”
Where you live influences your experience of being NEET
Adzuna data suggests that NEET young people in the North and the Midlands face a more significant starter jobs shortage and are more constrained by the ongoing weakening in local labour markets:
In Oct-Dec 2025 in the North East, there were six NEET young people for every starter job vacancy, and in East Midlands, there were five
The quality of starter jobs also varies by region with starter job vacancies for young people in the North West much more likely to be temporary than those for the wider UK population in 2025.
Young people who participated in the study in Morecambe and Liverpool also reported a series of place-based challenges to employment.
Many participants described struggling early in life, shaping how they later engaged with support services such as JobCentres and council-funded programmes. Young people were grateful for support they received through the local council and voluntary sector, but awareness of these opportunities varied, and many voluntary sector schemes are struggling for long-term funding.
Participants also stated that hiring processes were complex, impersonal, and demoralising, with applications receiving little or no feedback. AI recruitment and automation appeared to create additional barriers for young people with lower attainment from secondary education.
Dr Divya Jyoti from Lancaster University Management School, who led the research with young people, together with colleagues, commented: “The young people we met in Morecambe and Liverpool aspire to be in education, work, or training but they feel alienated from the labour market.
“Through no fault of their own, many young people in this study have faced difficult transitions and systemic barriers through their education and early lives. They are trying to find work in an extremely competitive market but are receiving little feedback or encouragement. We need to see strengthened support with trusted organisations to enable young people to take their first steps into work in such challenging local labour markets.”
In response to the rising numbers of NEET young people, the UK Government has announced a £1 billion package to support youth employment initiatives and have commissioned the Milburn Review to identify the factors driving the rise in the NEET numbers.
Taking account of the findings of the study, and seeking to build on these initial interventions, the study calls on the UK Government to:
Adopt a bolder, more localised approach to the Youth Job Guarantee, with a focus on providing secure, purposeful, and accessible employment opportunities
Strengthen the devolution roadmap in England to ensure all places are equipped to tackle the specific barriers to youth employment they face
Boost support during education to improve young people’s transition into work and reduce the risk of disengagement.
Leader of Liverpool City Council, Cllr Liam Robinson, said:“Youth unemployment is one of the most important challenges facing young people today, and it’s vital that both local and national government address it head on.
“In Liverpool, we’re taking a proactive, evidence-led approach, working with partners including Lancaster University to better understand the barriers young people face when trying to enter the workforce.
“Through our Youth Guarantee Trailblazer Programme, we are testing new and innovative ways to support young people into education, employment and training. This includes tailored mentoring, creative and sports-based programmes, and practical support for employers to help them recruit and retain young people, including those who are care-experienced or have disabilities.
“We’re also investing directly in our young people, committing additional funding to prevent youth unemployment, providing targeted careers support in schools, and creating new roles focused on increasing participation in education and employment.
“This is about making sure every young person in Liverpool has the opportunity, support and confidence to succeed, whatever their starting point.”
Yak Patel, Chief Executive Officer, Lancaster District Community and Voluntary Solutions, said: “This research reflects what we are seeing locally in Morecambe, where too many young people feel disconnected from the systems intended to support them. While opportunities for young people remain limited, we also see the strength that exists within communities.”
“Local organisations are often best placed to build trust, understand the realities young people face, and help connect them to meaningful opportunities. But this work requires sustained investment and much stronger coordination with wider services and support systems.
“If we are serious about improving outcomes for young people, we need more joined-up, place-based approaches that put community insight at their heart.”
School learning environments across Scotland will become phone free under measures announced by Education Secretary Màiri McAllan yesterday.
Highlighting the damage phones can cause to pupils’ wellbeing and education, Ms McAllan confirmed forthcoming legislation to restrict their use in all of Scotland’s schools. A consultation will be launched within the new government’s first 100 days, with refreshed guidance published this summer to further encourage schools to bring in their own restrictions in advance of the law change.
A public health campaign will also be developed for young people and their parents, raising awareness of online harms while providing advice on how to stay safe on the internet.
The Scottish Government aims to build on strong foundations, delivering a phased and evidence-based public health approach to tackling online harms, informed by children and young people.
We are helping schools create better environments for learning.
Education Secretary @MairiMcAllan visited James Gillespie’s High School to hear about their phone free policy.
The Education Secretary said: “We will shortly publish a consultation on laws to make our learning environments phone free, meeting our commitment to do so in the first 100 days of this government.
“Legislation is the way for us to mandate phone-free learning, but if head teachers want to take action themselves they do not have to wait, and nor should they.
“While we prepare legislation, we are working with education authorities to refresh the current guidance by the end of June, to support schools to consider their approach from the next term.
“Our schools and learning environments should be safe and nurturing environments for our children and young people, where they can learn free from the distractions of mobile phones.”
In response to the Ministerial Statement on phone-free classrooms made yesterday, Mary Glasgow, Chief Executive of Children First said: “The strong commitment from the Scottish Government to set clear, consistent limits on mobile phone use in schools as part of a wider public health response to protect children from online harm is a crucial step in tackling the national childhood emergency of our time.
“The proposed guidance for schools must include firm boundaries for working with technology providers, so children’s data is protected and they are never exposed to advertising, addictive design or harmful content.
“Children are experiencing online harm on an unprecedented scale which must be matched by an unprecedented level of leadership and commitment. That’s why we’re calling on the Government to establish an independent online harm reduction unit within the first 100 days of the new Parliament.
“The unit would bring together expertise from across sectors to better understand risk, support parents, carers and professionals and challenge harmful and exploitative practices by tech companies.”
Any parent or carer worried about their child can contact Children First’s support line on 08000 28 22 33 or visit www.childrenfirst.org.uk/supportline for expert practical and emotional support.
