Tag: education

Scottish Government: Exams on track

Contingency measures and support in place

It remains the Scottish Government’s ‘firm intention’ to hold National 5, Higher and Advanced Higher exams this Spring, Education Secretary Shirley-Anne Somerville restated yesterday.

Taking into consideration ongoing disruption within schools, the Scottish Qualifications Authority (SQA) has decided to invoke its Scenario 2 contingency and will provide revision support in early March to aid learners in preparing for their exams. 

It complements the significant modifications SQA has already made to reduce the volume of assessment and ease the workload of learners, teachers and lecturers.

SQA also announced a series of measures that will support delivery of the qualifications this year and that acknowledge the disruption caused by the pandemic:

  • exceptional circumstances back-up for learners who are unable to attend their exam or exams due to illness or bereavement
  • grading exams this year will look to factor in the impact of the pandemic on learners
  • once the results have been published, learners will have free direct access to appeal

Ms Somerville also confirmed that £4 million will be used to support schools and colleges provide targeted exam preparation sessions for learners who need it most over the Easter break.

In a statement delivered in the Scottish Parliament, the Education Secretary said: “It remains my firm intention that exams will take place as planned – they will only be cancelled if public health advice says it isn’t safe.

“While the number of full and partial school closures has been small, it is clear that many secondary schools have experienced extreme disruption as a result of the Omicron variant – particularly in the first half of January – in relation to both student and teacher absences. 

“This package of measures is designed to ensure our learners are fully supported in their learning and preparations for the exams this year.”

The Scottish Qualifications Authority (SQA) has confirmed that a package of support services – including some further help with exam revision – will be available for learners who are taking National 5, Higher, and Advanced Higher courses in 2022.

It is still the clear intention for SQA exams to take place during April to June.

The additional support being announced today follows the significant modifications already made to course assessments at the start of the school year to help reduce the volume of assessment and ease the workload of learners, teachers and lecturers, whilst maintaining the credibility and integrity of the qualifications.

SQA has been closely monitoring the levels of disruption to learning and teaching across the country, including learner and staff absences.

Following discussion with partners across the education system, and agreement by the SQA Board of Management, SQA is now moving to ‘Scenario 2’. This means that some revision support will be published for learners during week beginning 7 March to help them with their revision in the final run up to their exams.

SQA will provide revision support for all courses that have an exam. This will be tailored to reflect different types of question papers, any modifications to the question papers that are already in place, and the type and volume of content that is assessed in each question paper.

Fiona Robertson, SQA Chief Executive and Scotland’s Chief Examiner, said: “I fully understand that there remains significant disruption to learning and teaching caused by the pandemic.

“Teachers and lecturers across the country are working exceptionally hard to ensure learners receive all the support they need. I am also aware that learners may be feeling apprehensive or anxious about sitting formal exams for the first time this year.

“The substantial package of additional support SQA is announcing today is the fairest and best way we can help support all learners to demonstrate their level of knowledge, understanding and skills for each course, while also maintaining the integrity, credibility and standard of the qualifications.

“With the support of the education system, we will continue to do all we can to deliver for Scotland’s learners this year.”

https://twitter.com/i/status/1488533375375876097

Jim Thewliss, General Secretary of School Leaders Scotland, said: “Given the significant disruption to learning and teaching as a consequence of staff and pupil absence, and the resultant level of anxiety which young people are experiencing in the lead up to National examinations, it is important that as comprehensive support as is possible to provide is made available to them.

“This wide-ranging support package will go a long way to enabling exam candidates to better demonstrate the true level of their knowledge and skills.”

Stewart Nicolson, from the Association of Directors of Education in Scotland said: “Given the level of disruption, it’s important that additional support has been identified for learners taking National 5, Higher and Advanced Higher exams this year.”

The other support services now available to learners are:

Exam exceptional circumstances service (available while exams are taking place)

This service is available for learners who are unable to attend an exam due to a reason beyond their control, such as a medical condition (including Covid-19 related absence) or bereavement, or who are affected by disruption on the day of the exam as reported by the Chief Invigilator.

The exam exceptional circumstances service will involve SQA appointees – practising teachers and lecturers – reviewing alternative assessment evidence that learners have completed through the year. Schools, colleges and training providers will need to send the evidence to SQA. This evidence will be judged against the national standard.

Grading (takes place once exams have been sat and marked)

In recognition of the disruption that learners have faced over the last two years, and the different approaches to assessment, this year we are prepared to be more generous in our approach to grading than in a normal year to factor in the impact of the pandemic on learners. In line with the approach being taken across the rest of the UK, SQA therefore expects that the overall outcomes in 2022 will represent an intermediary position between 2021 and pre-pandemic years.

SQA’s approach to grading the exams in 2022 will be based on its established awarding processes. Using ‘grade boundaries’ – the marks needed to achieve an A, B or C grade in each course – SQA will check that each assessment was set at the right standard or level of difficulty, making sure learners are treated fairly and that their grades accurately reflect what they know and can do.

During the grade boundary setting process, SQA appointees – practising teachers and lecturers who are subject experts in each course – will determine the 2022 grade boundaries by looking at all the available assessment evidence and course information, including the impact disruption has had on how learners have performed in the assessments.

This process also maintains the integrity and credibility of the qualifications and ensures learners are awarded the results they deserve. This is of vital interest to all those who hold qualifications now, for those who will achieve them in the future and for further and higher education establishments and employers.

Appeals service 2022 (after results have been published)

All parts of the Scottish education system agree that, as in any year, it is important that there is an appeals process available for learners who want to question their SQA results. In 2022, all learners will continue to have free direct access to the appeals service and a priority service will also be available for those applying to university, college, training or employment.

This year’s appeals service will involve SQA appointees – practising teachers and lecturers – who will review alternative assessment evidence that learners have completed through the year. This will be the same evidence as that used for an exam exceptional circumstances request, which will be judged against the same national standard for that course. SQA will also conduct a clerical check on the exam script. Schools, colleges and training providers will need to send the alternative assessment evidence to SQA.

Learners’ grades through the appeals process will be based upon the higher grade of the two types of evidence.

More information, including criteria for using the exam exceptional circumstances and appeals services, will be published over the coming weeks.

These measures have been developed in close consultation with members of the National Qualifications Group, including the Association of Directors of Education in Scotland (ADES); Colleges Scotland; Education Scotland; Educational Institute of Scotland (EIS); National Parent Forum of Scotland (NPFS); School Leaders Scotland (SLS); Scottish Council of Independent Schools (SCIS); Scottish Government; Scottish Qualifications Authority (SQA); Scottish Youth Parliament (SYP).

Record number of students from deprived areas attend university

The number of Scots from the most deprived areas enrolling at Scottish universities is at a new record high.

Higher Education Student Statistics, published today, show a new overall record number of students enrolling in Scottish institutions – an increase of 8.6% compared to last year. This includes a new record high of Scottish domiciled students enrolling at university.

There has also been a large increase in the number of non-EU domiciled students – up 17% on last year.

Commenting on the figures, Higher and Further Education Minister Jamie Hepburn said: “Every young person should have an equal chance of success no matter their background or circumstance, so it is great to see the number and proportion of Scots from the most deprived areas at university hit a record high.

“By 2030, we want 20% of students entering higher education to come from Scotland’s most deprived backgrounds and the Commissioner for Fair Access has previously said that Scotland is ‘setting the pace’ in the UK in widening participation.

“Today’s data also shows the number of students enrolling at Scottish universities hit a new record high and we have seen a large increase in international students. This highlights the fact that Scotland, along with our world class higher education institutions, remains an attractive place to study and live for prospective students.

“However, we have seen a continued drop in EU students coming to study in Scotland following Brexit. EU students enrich our campus life and I hope we can still welcome many of them to our world-leading institutions.”

Higher Education Student Statistics UK 2020-21 show:

  • A record number of students enrolled at Scottish HEIs in 2020-21: an increase from last year of 8.6% (+22,385) to 282,875

Scottish domiciled                180,170         (+7.9%,   +13,120 since 2019-20)

rUK domiciled                       34,520            (+8.4%,   +2,685 since 2019-20)

Non-EU domiciled               47,630            (+17.0%, +6,935 since 2019-20)

EU domiciled                        20,550            (-1.7%,    -345 since 2019-20)

  • 16.7% of Scottish domiciled full time first degree entrants to Scottish HEIs are from the 20% most deprived areas in Scotland. This is an increase of 0.3 percentage points, or 545 entrants, from 16.4% in 2019-20.

Roll out of digital devices for city pupils is underway

The roll out of personal digital devices for every school pupil from P6 to S6 in the Capital, part of the city council’s ‘ambitious and inclusive’ education strategy Edinburgh Learns for Life, is underway.

The programme, being carried out in partnership with the City of Edinburgh Council’s strategic technology partner, CGI, will see 27,500 new iPads being issued to pupils/teachers, refreshed iPads for up to 12,000 pupils/teachers and expanding connectivity by providing additional wireless access points in schools.

As well as the personal distribution to pupils, additional iPads will be handed out to P1 to P5 year groups so they can be shared for learning. Staff in early years will be getting 250 new iPads and having 900 iPads migrated.

The roll out for the Empowered Learning programme, which has been funded thanks to a £17.6m investment from the Council’s budget, is due to be completed by the end of this year and also includes a comprehensive programme of professional learning for teachers.

Benefits of the project include: providing equal access to education, personalising learning, improving teacher feedback, preparing students for future working, collaborative on and off-line working and, critically, supporting efforts to raise attainment.

This week, from Monday 24 January, pupils at St Augustine’s RC and Gracemount High Schools will be receiving their devices.

Leith Academy is one of the schools where digital devices have already been distributed. Council leader Cllr Adam McVey and deputy Lord Provost Joan Griffiths visited the school last week.

Head teacher Mike Irving said: “The roll out of digital devices to all P6-S6 young people and staff across Edinburgh’s schools is a significant, positive and exciting development for learning.

“Young people will discover new and innovative ways to engage by using many of the features available through the applications and technology available at their fingertips.

“Digital devices are not there to replace teaching and learning, but to enhance it further so youngsters can engage in learning that is relevant, fun and most importantly impactful.

“Young people know when they are being invested in, and this step from the Council is a significant and sustained investment in the future learning, outcomes and achievements of Edinburgh’s children and young people.”

Shlok Godiyal, S3 pupil at Leith Academy, said: “I think having the iPad will give me greater flexibility in how and when I can work on tasks, topics and assignments. There will be times when I need to log onto Teams sessions or complete work at home, the iPad helps me with this ability to work anytime, anywhere.

“I also think the iPad will open opportunities in learning by using features such as video recording, use of 3D imaging and it will help me with my independent learning and study as I progress into S4, S5 and S6. As young people today we are used to technology in our lives, so this is a good addition to our learning.”

Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: “It’s great to see the roll out getting underway as the Empowered Learning programme is about both investing in our children and young people and our teachers to maximise the exciting learning opportunities in Scotland’s Capital city.

“We’ve committed £17.5m from our budget so pupils from P6 to S6 can have their own devices and have equal access to learning. This programme opens up the opportunity for pupils to learn in new and exciting ways, brings with it a raft of wider benefits including extra support and professional development opportunities for teachers and is expanding wifi to provide fast and reliable internet access in every school.”

Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “The roll out meets a key element of our Council business plan which is increasing attainment for everyone and reducing the poverty-related attainment gap.

“Ensuring pupils have their own device means they have personal access to digital learning whether with their teacher in school or at home. “

We want every young person to achieve their fullest potential and the Empowered Learning programme is another tool in the educational toolbox to equip our pupils with the skills and knowledge to succeed in a future that is becoming increasingly digital.”

Tara McGeehan, President, CGI in the UK and Australia said: “CGI is delighted to be working in partnership with City of Edinburgh Council to deliver Empowered Learning to pupils and teachers in the capital.

“Empowered Learning provides a learning environment that’s engaging and inspirational. It directly tackles the attainment gap and recognises the key role of educators in delivering a digital classroom.

“Through Empowered Learning, educators can create and tailor lessons to personalise learning, and access new ways of bringing learning to life. Above all, Empowered Learning delivers learning that is rich and rewarding for both pupils and for their parents, as well as providing the highest level of security and safety standards.

“The roll out meets a key element of one of the 15 outcomes and actions from the Council’s three year business plan ‘Our Future Council, Our Future City’: ‘increasing attainment for all and reducing the poverty-related attainment gap’.”

The 1:1 programme reinforces our commitment to becoming one of the world’s ‘smartest cities’ – in 2020 Edinburgh approved a new digital strategy to push forward its ambitions for becoming a sustainable Smart City.

All hands on deck: Students drafted in to aid Scotland’s pandemic response

Around 12,000 students will assist in the safe delivery of health and social care as services continue to respond to the pandemic.

More than 3,000 nursing and midwifery students are heading out on placements this month. A further 7,000 students will be placed across the service in February, complemented by around 1,500 Allied Health Professional students and more than 500 paramedic students who will also be involved in the delivery of care via supervised practice.

The practical component of student learning remains centred on supervised involvement in the frontline delivery of patient care as part of accruing the hours necessary for registration as a healthcare professional. It is an integral part of the ongoing work to respond to the challenges of COVID-19, and is greatly valued by the workforce.

Health Secretary Humza Yousaf said: “As part of their professional programme of education, and throughout the pandemic, these students have worked tirelessly to support our NHS, making an invaluable contribution to the delivery of care as part of their supervised practice in health and social care environments.

“As we go into a third year facing up to the challenges of COVID, we are fortunate to combine good quality learning attained by students as part of their supervised practice with the positive impact these students have on the delivery of safe, effective patient care and their ongoing support of our NHS. And I wholeheartedly thank them for their hard work during this difficult time.”

Senior Charge Nurse for Critical Care at the Edinburgh Royal Infirmary Steve Walls said: “As part of their learning experience, students have adapted to what has been very challenging time, providing the highest quality of care as valued members of clinical teams across a broad range of services, from our hospitals to the community.

“For me it has been fantastic to see how they have developed while providing an extra pair of hands, eyes and ears to make sure our patients are safely cared for as we respond to the pandemic. They also bring with them an enthusiasm that can lift the mood of a shift.”

Honours nursing student at Glasgow Caledonian University and mother-of-three Natalie Elliott, from Lanarkshire, was one of the first students to go out on supervised hospital placements in April 2020. She said: “ I learned so much. The experience has helped boost my confidence and improved my performance.

“It was a real privilege to be part of the pandemic response and to feel that you’ve made that little bit of a difference. There was a sense of camaraderie on the wards and I really felt part of the team.

“It has also helped me develop more self-awareness. Nursing can be stressful but I’ve learned to look after myself and be more resilient when I feel overwhelmed with the challenges I face, particularly when wards are short staffed and there are difficult cases to deal with.”

Edinburgh women to Flourish in jewellery design

Funded by Creative Scotland, The Flourish Jewellery Project is an exciting craft jewellery project. Working in partnership with North Edinburgh Arts and Four-Square’s Womanzone, Jewellery Artists, Lisa Arnott and Jessica Howarth have enabled women who are recovering from trauma from domestic violence, drug and alcohol addiction, social isolation, and economic hardship to develop new skills in jewellery design and making.

Working with a variety of organisations who support women, Lisa and Jessica created a series of outreach jewellery sessions introducing and enabling the women to make rings, pendants and bangles from silver. For these participants, being part of this project has provided a space for them to dare to dream and have a moment in their week where their creativity is realised.

From the outreach session, 12 women then went on to engage with the project on more intensive weekly jewellery and metalwork sessions. During this time, they learnt the foundations of metal and jewellery work which included saw piercing, soldering, texturing and shaping metal.

Despite the various challenges the women experienced, the project has provided materials, travel and childcare alongside safe and high-quality jewellery workshops.

Having never made any jewellery out of metal at the start of the project, the women from the Flourish Jewellery Project have now produced a small collection of silver jewellery which will be on display at the project’s exhibition, which takes place from 22nd until the 25th January at Custom House in Leith.

The exhibition, which is sponsored by fine jeweller, Hamilton & Inches, with support from the Scottish Goldsmith Trust and Scottish Historic Building Trust, will display beautifully handcrafted items.

Lisa Arnott (above) and Jessica Howarth said: “We were both delighted to have received funding from Creative Scotland for the Flourish Jewellery Project.

“By working in partnership with Foursquare’s, Womenzone project and North Edinburgh Arts in Muirhouse we have been providing jewellery making opportunities for women from across the city.

“This project has enabled women who have experienced trauma, social isolation and/or economic challenges to develop traditional jewellery making skills.”

A Flourish participant said: “The Flourish Jewellery Project has made me find myself. I’m shocked at who I was when I first started coming as to who I am now”.

Earlier this Autumn the Flourish Jewellery Project was featured at The New York Jewellery Week 2021’s the ‘Power of Jewellery’ and was shortlisted for a Creative Edinburgh Award for Best in Collaboration. 

Lisa and Jess (above) have also taken part in research undertaken by University College London and Birmingham City University and collaborated with a host of local artists and designers.

This has included Professor Sandra Wilson from Duncan of Jordanstone College of Art and Design, furniture designer Colin Parker, web designers Erin Smith and Zena Walczynska, illustrations by Kinship Press, Photographer Shannon Tofts and Media Scotland who are co-producing a film reflecting the women’s experience of the project.

The project is now becoming a community interest company and has secured further funding to enable six women to continue to develop their jewellery training further.

Scotland’s teachers report soaring workload in new EIS survey

Scotland’s teachers have faced soaring levels of workload throughout the pandemic, and at a time when they are being offered a significant real-terms cut in their level of pay by COSLA and the Scottish Government.

The EIS conducted an online survey in November, and more than 16,000 teachers across Scotland took part. Amongst the key workload-related findings in the EIS survey are:

  • 88% of teachers indicated that their workload burden has increased during the pandemic.
  • 61% of teachers report that workload levels have increased “significantly” during this period.
  • 80% of Secondary teachers reported significantly increased workload related to SQA qualifications.
  • The vast majority of teachers (93%) work above their contracted hours each week.
  • 45% of full-time teachers work more than 8 extra hours every week – equivalent to over one extra full day of work each week, over and above contractual commitments.

EIS General Secretary Larry Flanagan said, “Teachers have continued to face a rising tide of workload throughout the pandemic, for a wide range of reasons. Clearly, changes brought about in response to the pandemic have had an impact on teacher workload with additional tasks requiring to be undertaken on a daily basis to help keep classrooms safe.

“The increased emphasis on digital learning – be that in the classroom or remotely from home – has created challenges for teachers, often associated with a lack of suitable equipment and resources. Teachers are also reporting a significant amount of time dealing with pupil behaviour as many young people continue the struggle to overcome the negative impact of the pandemic on their lives.”

Mr Flanagan continued: “The survey also identifies a substantial increase in the workload associated with supporting pupils with Additional Support Needs. 61% of all teachers identified meeting the Additional Support Needs, including the mental health support needs, of pupils as a significant driver of workload increases over the past year – with the figure even higher (66%) within the primary sector.

“This is a vital area of work, but the level of demand is increasing and this is clearly placing additional strain on already hard-worked teachers.”

Mr Flanagan added, “In addition to the challenges of keeping up to date with government Covid safety protocols, which affect all teachers, teachers in Secondary schools face additional difficulties with SQA-related workload.

“The challenges brought about by short-notice changes to the qualifications system have been a major driver in additional workload over the past two years for Secondary teachers. Meaningful reform of the examinations system is now required to ease the workload burden of teachers and students alike.”

Returning to school safely: pupils urged to take LFD tests

Secondary pupils are being advised to take at-home COVID-19 tests before they return to school to limit the spread of Omicron.

Those without symptoms should do a lateral flow device (LFD) test the night before or on the morning of the return to classes following the festive break. After that, testing should be done twice weekly.

All LFD test results – positive, negative or void – should be recorded via the online portal.

Staff in schools and early learning and childcare settings should follow the same advice.

Anyone who receives a positive LFD test result, those with symptoms, or those identified as close contacts should immediately self-isolate and book a PCR test.

Education Secretary Shirley-Anne Somerville said: “It is our absolute priority to keep schools safely open and minimise further disruption to learning. To achieve that, we need the help of the whole school community. Taking lateral flow tests before returning to school, and continuing to test regularly will help prevent outbreaks of the virus.

“We are grateful to schools for their continued efforts to stress the importance of asymptomatic testing. Parents of secondary pupils can also help by encouraging their children to make testing part of their weekly routine – and, importantly, to report all results online, whether positive, negative or void.

“Safety guidance for schools was updated in December in light of Omicron and it is crucial that all the mitigations are strictly followed. These include physical distancing, one-way systems and the correct use of face coverings.

“By testing regularly and following the mitigations, pupils and staff can all play their part in keeping themselves, their families and their schools safe.”

Chief Medical Officer Professor Sir Gregor Smith said: “With Omicron spreading so rapidly, it is vital that we all do what we can to limit its transmission. Rapid lateral flow testing helps us to find infectious cases that might otherwise have been missed, as around one in three people with COVID-19 does not show classic symptoms.

“That’s why it is really important that secondary pupils and school and early learning and childcare staff take lateral flow tests before they return to classes and settings after the break, and that they keep testing regularly throughout term.

“They should also take LFD tests before they meet up with others outside of school or ELC settings.

“Pupils and staff who are eligible for vaccination should get their jags, and, where appropriate, boosters as soon as they can to receive greater protection from the virus.

“Those aged 12-15 are being offered second doses of the vaccine from this week and I would urge them to take up the offer.

“Drop-in sessions will be available for this age group from today (January 3 2022), while those who have already been given a date for their second jag can call a helpline to bring their appointment forward and get protection from the virus earlier.”

 LFD tests should only be used if you don’t have symptoms. You must NOT use a LFD test if you:

  • have symptoms – you must self-isolate immediately and book a PCR test 
  • have been asked to self-isolate because you are a close contact of a positive case. You must self-isolate and book a PCR test 

All LFD test results should be recorded via the online digital reporting portal

If you receive a positive LFD test result, you must self-isolate immediately and book a PCR test.

If parents or pupils haven’t already been provided with LFD kits by their schools, they can be accessed in a range of different ways before returning to school. Information on accessing test kits

Drop-in vaccination sessions will be available for 12-15-year-olds from January 3 2022. Those who have already received a scheduled appointment can bring it forward by calling 0800 030 8013. 

NHS Inform and local health board websites will provide further details of where drop-in sessions are available in each area.

Following JCVI advice, this age group can get their second vaccination from 12 weeks after their first dose.

Anyone under the age of 18 who has previously tested positive for COVID must wait 12 weeks from infection to be given their second dose

Guidance on reducing COVID risks in schools

Testing measures to ensure young people return to classrooms in England

All secondary schools in England have been asked to provide one on-site test for pupils ahead of their return to the classroom this term to help reduce the transmission of Covid-19.

Education staff and college students are being asked to self-test at home before they return, and were sent home with tests ahead of the Christmas break.

Schools and colleges ordered tests before Christmas and have received these in advance of pupils returning, and will continue to be able to order additional tests through a separate supply route. Schools and colleges made test kits available to pupils before the end of term and they will have access to more as needed.

Students returning to university have also been advised to test before they travel back to campus.

Secondary, college and university students and education staff and early years staff should then continue to test themselves twice a week, and more frequently if they are specifically asked to do so, such as in the event of an outbreak.

12-15 year olds are encouraged to get fully vaccinated (two doses), to ensure they are protected. 16 and 17 year olds are now eligible for boosters and are being strongly encourage to take up this offer when invited to do so, along with university students.

Education Secretary Nadhim Zahawi said: “Being in face to face learning is undoubtedly the very best place for children and young people’s education and wellbeing, and my priority remains on keeping early years settings, schools, colleges and universities open so that face-to-face education can continue.

As we enter this new term, I want to thank all staff working in education for their continued dedication and resilience. It is through the hard work of all of you that we have ensured, and will continue to ensure pupils and students get the learning that they deserve. We must continue to look forward and not forget how far we have come in our fight against this virus.

The very best way we can continue to protect ourselves and our families is by getting the booster, or second jab if you are aged 12-15 – as soon as possible. I urge anyone who hasn’t done this to do so now.

Health and Social Care Secretary Sajid Javid said: “We are doing all we can to minimise disruption this virus causes to everyday life, including keeping children in school, and regular testing is a key way to support schools and protect face-to-face teaching.

“Vaccines remain our greatest line of defence so I urge all 12-15 year olds who have not come forward yet to get vaccinated, and all teachers to Get Boosted Now to protect yourself and those around you.

Children’s Commissioner for England Dame Rachel de Souza DBE said: Children have told me how much they really value and appreciate school as a place to learn, build friendships and take part in activities that benefit their physical and mental wellbeing.

“As Children’s Commissioner and having run schools all my life, I’m always excited about the start of a new term and the return to school. I am especially focused on this one, as it is so important schools are open and ready to welcome children.

“We are so fortunate to have great teachers and parents who have already done so much to have children back in the classroom, and former teachers happy to volunteer extra support to keep children there. I want our classrooms open and operating because I firmly believe it is where all children belong and want to be. We owe it to them to make sure this happens.”

Proportionate safety measures will also remain in schools, colleges and universities to help reduce the transmission of the virus, including increased ventilation and good hygiene, with older students and staff wearing face coverings.

All early years settings, schools, colleges, and universities are advised to continue to follow the latest guidance set out by the department which is kept regularly under review.

Concerns raised as a third of pupils identified with Additional Support Needs while statutory support falls

The Scottish Children’s Services Coalition, an alliance of leading providers of specialist care and education to vulnerable children and young people, has raised concerns over an increase in the number of pupils identified with additional support needs (ASN) against a backdrop of declining support.

It has also voiced similar concerns over a declining number of those with ASN receiving Co-ordinated Support Plans (CSPs), the only education plans that are legal documents. This is despite a Scottish Government promise there would be no decline in the numbers of those receiving them.

The figures were released yesterday in the Scottish Government’s Summary Statistics for Schools in Scotland 2021, the annual census of pupils and teachers in publicly funded schools.1

The figures show that the number of pupils with additional support needs (ASN), such as autism, dyslexia and mental health problems in 2021 has reached a record high of 232,753. Of this total 58.0 per cent are boys. This represents 33.0 per cent of the pupil population, rising from 118,034 in 2012, and is a near doubling (97.2 per cent) in numbers from that year.2

The SCSC has also raised concerns at the number of those receiving a CSP.

This is a legal document, the only education plans that are legal documents, requiring services such as education, health and social work to work together to give a child or young person the support they need.

It provides some guarantees of entitlement to additional resources and legal redress, placing statutory duties on local authorities to review and ensure the provisions contained within it are being met.

Despite a Scottish Government promise that there would be no reduction in the proportion of pupils receiving them since their introduction in 2004, there has been a significant fall in the number of pupils with CSPs, from 3,448 in 2012 to 1,420 in 2021, amounting to a drop of 58.9 per cent (publicly funded primary, secondary and special schools). This is a reduction from 2.9 per cent to 0.6 per cent of those with ASN.

A spokesperson for the SCSC commented: “While it is promising that this increase tells us that more young people with ASN are being identified, it is against a worrying background of damaging cuts to services.

“Ensuring the adequate provision of educational support for children and young people with ASN is critical, especially during the COVID-19 pandemic and the damaging impact this will have on them

“We have major concerns over a lack of resources and specialist staff to support these children and young people. This clearly has an impact not only on the individuals concerned but also on their peers and teachers.

“It is vital that those with ASN get the care and support they need, which is also key if we are to genuinely close the educational attainment gap, as we know that those with ASN are disproportionately drawn from poorer neighbourhoods.

“We are also concerned that we are experiencing a decline in the use of CSPs, which are designed to support those with the most complex needs. This is despite an increase in the numbers of those requiring such support

“As we recover from COVID-19, the Scottish Government and local authorities, along with the private and third sectors, need to work together to provide the necessary resourcing and support to address the needs of these vulnerable children and young people. It must also work with local authorities to ensure that those who require a CSP get it, making parents and carers aware of their legal rights.”

The EIS has also commented on today’s publication of National Improvement Framework (NIF) data, saying that the data confirms the need for greater investment to support education recovery for Scotland’s young people.

The data released today simply confirms what the EIS has been saying for the past year, which teachers have understood instinctively – that the Covid created disruption to learning has affected all pupils to some degree but has disproportionately impacted on children from the most deprived backgrounds.

It is noticeable, also, that children with additional support needs have been impacted in a similar manner – 42% achieving Literacy levels against a national figure of 76% and in Numeracy 53% against a figure of 83%.

Given that more than 1 in 4 pupils in our mainstream schools have additional needs this is an area of significant concern, which the EIS believes the Scottish Government is failing to tackle with sufficient targeted investment.

Commenting on the data, EIS General Secretary Larry Flanagan said, “We didn’t need publication of this data to know that children from the poorest backgrounds and those with additional support needs were the ones suffering most from the pandemic.

“Schools have prioritised, quite rightly, the well-being of pupils but as we start to look at education recovery from the pattern of disrupted learning, the Scottish Government needs to up its game in terms of investment in our children’s future.

“Recent OECD research (OECD Education at a Glance 2021), for example, has shown that smaller class sizes where there are patterns of multiple deprivation or additional needs help individual pupil recovery but the Scottish Government continues to resist making any progress in this area.

“The Government’s education recovery plan was far too timid in its ambition given the scale of the impact of Covid on the most disadvantaged young people. The simple fact is that pupil recovery will be delayed and diminished if much greater resource isn’t made available to schools.” 

Welcome to Weber Shandwick!

From three hundred applicants to three appointments – apprentices join world’s top communications firm here in Scotland

Three Modern Apprentices have joined the 50-strong team at Weber Shandwick in Scotland as the consultancy signs up to the Young Person’s Guarantee and commits to supporting more young people into a career in communications.

Erin Butler, Olivia Yeneka and Ewan Bruce were selected from over 300 applicants to the programme, which is being delivered in partnership with Kelvin College.

Over the next year they will enjoy a mix of classroom and on-the-job training, which will see them develop skills in media relations, social media, creative, public affairs and insights.

Natalie Buxton, Managing Director of Weber Shandwick in Scotland is also a member of the Scottish Apprenticeship Advisory Board and a Chair of its Gender Commission.

She said: “Our industry is growing and we need more people from more diverse backgrounds to consider a career in communications. In addition to offering excellent career opportunities for our apprentices I believe they will make us better at delivering for our clients.

“Erin, Olivia and Ewan have joined a fast-paced and exciting working environment and are already learning from some of the communications industry’s best talent, not just here in Scotland, but with colleagues across the UK and globally. I am really excited to see how they develop over the next year and beyond.”

Minister for Youth Employment and Training Jamie Hepburn said: “The Young Person’s Guarantee is a joint commitment to provide opportunities for all 16-24 year olds in Scotland through jobs, apprenticeships, further and higher education, training programmes and volunteering.

“I’m delighted that Weber Shandwick have signed up to the Guarantee and are creating such valuable work-based learning opportunities. I would encourage all employers to think about how they can help our young people at this time.”

The apprentices are full-time, paid employees who are earning a Living Wage while they learn. They can expect to gain an SVQ Level 7 Qualification at the end of their 12-month contract. Weber Shandwick has committed to delivering a combination of formal and on-the-job training including strategic planning, creative, media relations and digital strategy across a range of sectors, including consumer, tech and energy.

Weber Shandwick has won some of the most prestigious awards in the industry; in 2020 it was named to Ad Age’s Agency A-List and honoured as PRovoke’s Global Agency of the Decade. The agency was also nominated as one of the Best Places to Work in 2019.

Senior Associate Rebecca Halligan, who joined Weber Shandwick through the apprentice scheme in 2017, said: “Becoming an apprentice at Weber Shandwick was an excellent way to join the world of PR.

“I was allowed the opportunity to develop my skills in the areas I enjoyed and have been able to maximise my potential since joining the team.

“From working on big brands since day one, training in offices across Europe, and being welcomed with open arms into the team, Weber Shandwick’s apprenticeship programme is an unbeatable start to a career in communications.”

39 Scottish Primary Schools to begin mental wellbeing challenge

  • 39 Scottish schools start I Can’t to I Can mental wellbeing challenge on 8th November to build self-confidence, resilience and self-esteem mental ahead of Anti-Bullying Week
  • The 5-day Challenge was created as a response to anxiety pandemic amongst young people during these uncertain times
  • Half of all mental health conditions present themselves by the time a child reaches 14 but most cases remain undetected and untreated
  • I Can’t to I Can provides teachers with resources to teach simple brain hacks that can last a lifetime and turn around a child’s negative thinking within a week

The ongoing pandemic, concerns about climate change along with the endless horrific news headlines are enough for any young person to deal with. Add into the mix the normal issues of growing up magnified through the lens of social media and it’s no wonder that young people are 50% more likely to have a mental health problem than they were three years ago.

From 8th November, 39 schools in Scotland will be taking part in the RTT 5-Day ‘I Can’t to I Can’ mental wellbeing challenge.

The aim is to provide children aged 7 – 10 with a series of mind hacks to help build confidence, self-esteem and resilience. This will give them the mental stamina to cope with these challenging times and skills to support them throughout their life if they learn to practice them daily.

Available online, the free resource is based around the RTT concept of the inner cheerleader. Everyone is born with an inner cheerleader as without that driving force encouraging us, babies would give up after taking their first, unsuccessful attempt at anything.

Sadly, the inner critic can kick in as young as 5 which is why the skills taught in ‘I Can’t to I Can’ are so key and it takes just a week to instil positive new approaches in children aged 7 to 10.

Commenting on the challenge, Dr Sian Peer, therapist and Director of the RTT School said: ‘As a parent myself, I know how crippling anxiety can be for a young child. We wanted to share some of the incredible mental wellbeing tools that are the cornerstones of RTT to help primary school children understand and manage their emotions.

“The 5 Day Challenge provides teachers with a daily lesson plan over a week, each building on the learning from the previous day. There are videos, fun exercises and ideas to do at home making the whole experience interactive and memorable.’

Although most schools will participate in the challenge during the week of 8th November, the resources are going to be accessible to schools on an ongoing basis.

Schools interested can visit www.rtt.com/method