Tag: education

John Swinney: ‘I know that an apology is not enough’

Statement given by Education Secretary John Swinney’s statement to the Scottish Parliament yesterday (11 August, 2020):

Presiding Officer, the COVID pandemic has inflicted much suffering and hardship on our society.

Many of our young people have had to face that pain across different aspects of their lives.

I want to make clear I understand that anguish and I can see that, for some, the SQA results process made that worse.

We set out to ensure that the system was fair.

We set out to ensure it was credible.

But we did not get it right for all young people.

Before I go any further, I want to apologise for that.

In speaking directly to the young people affected by the downgrading of awards – the seventy-five thousand pupils whose teacher estimates were higher than their final award – I want to say this : I am sorry. 

But, Presiding Officer, sorry as I am, I know that an apology is not enough.

I watched the pictures of the spirited, articulate young people demonstrating in George Square on Friday.   I have spoken directly to pupils who wrote to me.  To Nicole Tate, Lauren Steele, Eva Peteranna, Erin Bleakley, Subhan Baig and Eilidh Breslin and I want to thank them for the passion and the clarity they brought to our discussions. And I have heard from parents and teachers.

I have listened and the message is clear.  They don’t just want an apology. They want to see this fixed and that is exactly what I will now do.

Presiding Officer, the exceptional circumstances of this year meant it was not safe to hold exams in the Spring.

I said we would need to do our utmost to ensure that we protect the interests and life chances of our young people who were due to sit exams. It has always been imperative that their achievements had to be rightly and fairly recognised. I wanted the 2020 cohort to be able to hold their heads high and gain the qualifications and awards that they deserve after many years of hard work.

Covid meant there was no established process for how to achieve this.  All of this had to be developed at pace after we announced that schools required to close on 20 March.

I asked the SQA to develop an alternative approach to certification to ensure that young people could receive awards this year.

The SQA developed a model, in a very short space in time, which gathered teachers’ and lecturers’ estimates in the absence of any other information and involved moderation of these estimates across all centres to maintain standards.

This resulted in an increase in the pass rate at National 5 of 2.9%, Higher at 4.2% and Advanced Higher of 5.5%.

Before I go any further, let me congratulate those tens of thousands of young people who achieved that strong result.

But the system also meant some people did not receive awards they felt they were capable of achieving – and that their teachers believed they deserved.

The focus has, understandably, been on the impact on young people from deprived backgrounds.

The defining mission of this Government is to do all that we can to improve the life chances of children and young people living in poverty and we have been focused intensely on that mission throughout this Parliament.

The fact is the results last week produced higher increases in the pass rates amongst young people from deprived backgrounds than from any other group.

I commend these young people on their achievements.

But that picture does not disguise nor detract from the clear anger and frustration amongst some young people and their families about their results.

That anger stems from the unfairness they feel is at the heart of the model for certification we put in place.

This process relied on the professional judgement of teachers and lecturers, and we know that it was subsequently the case that the overwhelming majority, around three quarters of these grade estimates, were not adjusted at all. 

This is a demonstration of the strength within our teaching profession, the sound understanding of standards across the suite of qualifications and through Curriculum for Excellence. I want to thank the teaching profession for the care and attention which went in to making every individual estimated grade.

The estimates received in May showed an increase in attainment at grades A-C by 10.4 percentage points for National 5s, by 14 percentage points for Highers, and by 13.4 percentage points for Advanced Highers. These estimates, if awarded without moderation, would have represented a very significant increase in the pass rate across the board and a one year change without precedent in Scottish exam history.

To ensure that they carried out what I asked of them, that the results were to be certificated on the basis of maintaining standards across all centres, the SQA judged that increases of this nature could not be sustained without moderation.

Moderation is not a new process. It is an annual process, and is widespread across all countries where exams take place.

It helps to ensure that standards are maintained over time. 

In previous years moderation was applied to quality assure centre assessment judgements of performance.  This year it was applied to teacher and lecturer estimates.

The SQA have provided a significant amount of information regarding how their methodology works which I will not re-state again today. Some have called for this to have been done earlier. But every year, SQA provide the details of their marking methodology on results day, and whilst the methodology has changed this year, the principle remains the same of publishing on results day.

The moderation methodology consisted of both national and local moderation and was robust and based on a number of principles which SQA have set out. 

There was always going to be a risk with this approach that despite best efforts some learners would see a grade adjusted in a way that did not reflect their own potential. That is why the SQA included an open, free appeals process from the outset in their approach.

As a result of the SQA moderation process, 134,000 teacher estimates were adjusted, with just under 76,000 candidates having one or more of their grades lowered when compared to the teacher estimate.

Despite the headline improvements in the pass rate at National 5, Higher and Advanced Higher, despite the fact that the pass rate amongst pupils in the most deprived areas increased at a sharper rate than those in the least deprived communities, and despite the fact there was progress in closing the attainment gap, the results left many young people feeling that their future had been determined by statistical modelling rather than their own capability and capacity. That has left a feeling of unfairness in the minds of young people.

I draw three conclusions from all of this.

Firstly, we were concerned that grade inflation – through accepting the original estimates from teachers – would run the risk of undermining the value of qualifications in 2020.

In the light of events, and of listening to young people, we now accept that concern, which is not without foundation, is outweighed by the concern that young people, particularly from working class backgrounds may lose faith in the Education system and form the view that no matter how hard you work, the system is against you. Education is the route out of poverty for young people in deprived communities and we cannot risk allowing that view to take hold.

Secondly, there is a view that relying on teacher judgment this year alone may give young people an incomparable advantage with pupils in other years.

That view has to be weighed against the massive disadvantage that Covid has given young people through the loss of schooling, social interaction, pressure on mental wellbeing and, in some cases, the heart break of bereavement.

Perhaps our approach to  maintaining standards for the 2020 cohort alongside every other year – even though 2020 is so unique – did not fully understand the trauma of COVID for this year group and did not appreciate that a different approach might actually help to even things out.

And thirdly this year is and must be seen as unique.

2020 has turned our society upside down. It cannot fairly be compared to previous years and nor can it set an automatic precedent for future years. But it perhaps merits taking a different approach in relation to certification.

Before I move on to how we resolve this issue, I want to be very clear today about the role of the Scottish Qualifications Authority. As I have made clear already, I asked the SQA to ensure that the qualifications of 2020 would be comparable to the qualifications of any other year despite the extraordinary times in which we are living.

The SQA undertook the task I set them and did so in good faith and I make no criticism of their actions in so doing. I am grateful to everyone at the SQA for the professional approach they have taken.

I will therefore now set out how I intend to resolve this issue. I can confirm to Parliament today that all downgraded awards will be withdrawn.

Education Secretary John Swinney

Using powers available to me in the Education (Scotland) Act 1996, I am today directing the SQA to re-issue those awards based solely on teacher or lecturer judgement.

Schools will be able to confirm the estimates they provided for pupils to those that are returning to school this week and next.

The SQA will issue fresh certificates to affected candidates  as soon as possible and, importantly, will inform UCAS and other admission bodies of the new grades as soon as practical in the coming days to allow for applications to college and university to be progressed.

As the First Minister confirmed yesterday, in those cases where moderation led to an increased grade, learners will not lose that award. Many of those young people will already have moved on to secure college or university places on the strength of the awards made to them. To unpick them now would not in any way be fair.

Finally, due to the unique circumstances of this situation, we will this year make provision for enough places in universities and colleges  to ensure that no one is crowded out of a place they would otherwise have been awarded.

The outcomes from the 2020 SQA national qualifications this year will be updated and a revised statistical release will be available from 31 August. However, I can confirm that the provisional revised 2020 results, based on the professional judgements of Scotland’s teachers and lecturers, can be summarised as follows:

A National 5 pass rate of 88.9%, this is 10.7 percentage points higher than 2019. A Higher pass rate of 89.2%, 14.4 percentage points higher than 2019; and an Advanced Higher pass rate of 93.1%, which is 13.7 percentage points higher than 2019.

I can also confirm that that the final new headline results for National 5s, Highers and Advanced Highers will be published by the SQA on 21 August.

A result of this change in approach to awarding qualifications, means there will no longer be the need for exactly the same appeals process that was planned to consider cases where awarded grades were lower than teacher estimates.

There remains the need for the option of an appeal in some circumstances and detail on this will be set out by the end of the week.

Presiding Officer, there are many lessons we need to learn from our experience through this pandemic, and the difficult decisions we have had to make in unprecedented circumstances. 

The 2020 SQA results have sparked a lot of debate about the future of assessment and qualifications in Scotland and the best way to recognise learners’ achievements.

We have already commissioned the OECD to conduct an independent review of Curriculum for Excellence.   A key focus of this exercise  is curriculum design and this already includes looking at our approach to assessment, qualifications and other achievements and how well they articulate with the curriculum, learning and teaching.  

We will work with our partners at the OECD with a view to extending the remit of the Curriculum for Excellence review to include recommendations on how to transform the Scottish approach to assessment and qualifications, based on best practice globally.

Even before a broader review takes place, however, we need to quickly look at the immediate lessons of this year’s awards process.

Coronavirus has not gone away and, while we expect next year’s exams to go ahead, we need to put in place the right plans to make sure we don’t find ourselves in the same situation again.

I am aware that many teachers will be keen to understand fully the arrangements for national qualifications in 2021.  The Education Recovery Group has discussed a number of options in relation to this, and I confirm that the SQA will begin a rapid consultation exercise on options for change later this week. 

This will include consideration of key issues such as increasing optionality in question papers, removing components of course assessment and adjusting the volume of evidence required in coursework tasks.

In addition, however, I am today announcing that an Independent Review will be led by Professor Mark Priestley of Stirling University.

The review will look at events following the cancellation of the examination diet and the alternative certification model put in place by SQA. Areas to be considered include:

  • the advice provided to awarding centres by the SQA and local authorities;
  • the approach developed in relation to estimating learners’ grades;
  • teachers’ estimates;
  • the moderation methodology used by the SQA;
  • the proposed appeals process;
  • the impact on young people, and their families;
  • transparency and the role of scrutiny of the process, and
  • feedback received from teachers and lecturers on the grades awarded last week.

Given the urgency, I have asked for an initial report with recommendations on how we should go forward this coming year within five weeks. 

These are exceptional times, and in exceptional times truly difficult decisions have to be made.

It is deeply regrettable that we got this wrong.

I am sorry for that.

We have listened to young people and I hope that all will now feel satisfied that they have achieved the grades which their teachers and lecturers judged that they deserved.

I assure Parliament that we will look to learn lessons from the process of awarding qualifications this year that will help to inform any future actions.

Finally, I would like to thank all of Scotland’s children, young people and adult learners for the incredible resilience they have shown throughout the COVID-19 pandemic .

We are immensely proud of all that they have achieved.

I hope that our pupils now move forward confidently to their next step in education, employment or training with the qualifications that teachers or lecturers have judged were deserved.

COVID has placed, at times, unbearable pressures on us all and I wish our learners well in building on the achievements they have justifiably been awarded in these most difficult of days.

Mr Swinney faces a vote of no confidence at Holyrood tomorrow.

SQA RESULTS SCRAPPED

– Qualifications to be based on teacher judgement

– John Swinney: ‘I am sorry’

Pupils whose results were downgraded by the SQA are to receive new grades based solely on teacher estimates.

The SQA’s alternative certification model was put in place after exams were cancelled due to coronavirus (COVID-19). After listening to the concerns of affected young people, parents and teachers over the last week, Ministers are directing the Scottish Qualifications Authority (SQA) to re-issue downgraded awards solely on the basis of teacher judgement, without reference to historical patterns.

Deputy First Minister John Swinney today apologised to the 75,000 young people whose estimated mark was reduced by the SQA and said that the downgraded awards risked ‘young people, particularly from working class backgrounds may lose faith in education and form the view that no matter how hard you work, the system is against you.’

As a result:

  • Where a teacher estimate was adjusted down by the SQA, candidates will receive the grade the teacher awarded
  • Candidates whose entries were adjusted up by the SQA will retain the higher grade
  • The SQA will inform schools of the revised results by Friday 21 August for schools to tell pupils. New certificates will be issued in due course.
  • The SQA will provide new grades to UCAS and other college and university admissions bodies, and the Scottish Government will ensure enough places at colleges and universities so that all places awarded to young people can be taken up

In order to learn lessons and plan for next year:

  • Ministers have asked Professor Mark Priestley of Stirling University to conduct an independent review of the events following the cancellation of the examination diet and make recommendations for the coming year. This will initially report within five weeks.
  • The OECD’s ongoing independent review of Curriculum for Excellence will be asked to include recommendations on how to transform Scotland’s approach to assessment and qualifications, based on global best practice.

Mr Swinney said: “These are exceptional times, and in exceptional times truly difficult decisions are made. In speaking directly to the young people affected by the downgrading of awards – the seventy-five thousand pupils whose teacher estimates were higher than their final award – I want to say this: I am sorry. 

“I have listened and the message is clear. They don’t just want an apology, they want to see this fixed and that is exactly what I will now do. To resolve this issue all downgraded awards will be withdrawn. I am directing the SQA to re-issue those awards based solely on teacher or lecturer judgement.

“We now accept that the risk of undermining the value of qualifications is outweighed by a concern that young people, particularly from working class backgrounds, may lose faith in education and form the view that no matter how hard you work, the system is against you. Education is the route out of poverty for young people in deprived communities and we cannot risk allowing that view to take hold.

“The SQA will issue fresh certificates to affected candidates  as soon as possible and, importantly, will inform UCAS and other admission bodies of the new grades as soon as practical in the coming days to allow for applications to college and university to be progressed.

“I would like to thank all of Scotland’s children, young people and adult learners for the incredible resilience they have shown throughout the COVID-19 epidemic. We are immensely proud of all that they have achieved. I hope that our pupils now move forward confidently to their next step in education, employment or training with the qualifications that teachers or lecturers have judged were deserved.

“We will look to learn lessons from the process to awarding qualifications this year that will help to inform any future actions. An Independent Review, led by Professor Mark Priestly of Stirling University, will look at events following the cancellation of the examination diet and given the urgency, I have asked for an initial report with recommendations on how we should go forward this coming year within five weeks.”

Mr Swinney faces a vote of No Confidence in parliament on Thursday.

Read Education Secretary John Swinney’s statement to Parliament

SQA exams stooshie: Tories call for ‘triple lock’

 The Scottish Conservatives have called on the SNP government to support a “triple lock” of measures to protect young people at the centre of an exams ‘debacle’. 

Pupils opened their National, Higher and Advanced Higher results this week – but an estimated 125,000 grades were lowered following moderation by the Scottish Qualifications Authority (SQA). 

As a result, thousands of students received lower grades than had been estimated by their teachers. 

And critics say the methods used by under-fire education chiefs have disproportionately impacted on young people from Scotland’s poorest areas.  

On the day pupil protests were held in Edinburgh and Glasgow, Lothian MSP Miles Briggs backed a three-point plan to restore public confidence in the system. 

The plan sets out: 

– a guaranteed turnaround of 14 days for appeals 

– appeals to be based on the individual ruling out awards based on a school’s historic performance, demographic, location or SIMD ranking  

– the option for every pupil to take an examination in the autumn if they are still unhappy with grades awarded. 

Lothian MSP, Miles Briggs, said: “Thousands of pupils across Edinburgh and the Lothians have been badly let down by SNP Ministers during this debacle.

“It is clear to everyone that the policy to disproportionately downgrade the results of students from schools in less affluent areas is simply not fair.

“The current situation can not be allowed to stand and steps must be taken to allow pupils to get the results that they deserve.

“These steps, set out by the Scottish Conservatives, would allow students to have every chance to get their proper grades and move forward with their futures.”

Scottish Labour says John Swinney has failed Scotland’s school pupils and they are calling for his resignation.

On Friday, Scottish Labour laid down a motion of no confidence in John Swinney, the Education Secretary and Deputy First Minister.

Scottish Labour leader Richard Leonard said: “This is not a decision we took lightly. Motions of no confidence have been sparingly laid in the history of the Scottish Parliament.

“But in the days since it emerged that thousands of school students had been marked down because of their schools’ past performance, Swinney has failed to acknowledge the scale of the crisis, and he has failed to announce a credible plan for re-dressing it.”

When the results were announced this week, Fiona Robertson, SQA’s Chief Executive and Scotland’s Chief Examining Officer, said: “Everyone receiving their results today can have confidence that their achievements and hard work have been rewarded.

“In a short space of time and amidst uniquely challenging circumstances for everyone, the Scottish education system has come together to ensure that candidates in 2020 can be certificated. This is a strong set of results and they should feel very proud of their achievements. They can now progress with confidence, to continued education, training or employment.

We have:

  • Delivered fairness to learners, through a consistent, evidence-based approach to awarding, supported by an Equalities Impact Assessment and a Child Rights and Wellbeing Impact Assessment.
  • Ensured safe and secure certification of our qualifications, taking difficult decisions when needed, following public health advice; and
  • Maintained the integrity and credibility of our qualifications system, ensuring that standards are maintained over time, in the interests of learners, through judicious moderation of grades.

Full information on our approach to certification is being published today.

I would like to thank the thousands of teachers and lecturers, SQA co-ordinators, school and college staff, local authorities, professional associations and national organisations, who have worked together to provide us with their candidates’ estimated grades, without which we would not be able to issue certificates today.

I would also like to acknowledge my sincere appreciation to all SQA staff and appointees who have worked very hard to deliver.”

SCQF levelNational Qualification2020 Entries2020 Attainment2020Attainment rate2019 Entries2019 Attainment2019 Attainment rate
SCQF 2National 2†2,0151,51875.3%2,0701,59677.1%
SCQF 3National 3†21,80219,94791.5%19,28516,95887.9%
 Skills for Work†3030100%1300.0%
SCQF 4National 4†103,62594,22890.9%104,86692,84588.5%
 Skills for Work†4,0843,21978.8%3,6982,86977.6%
SCQF 5National 5*300,344243,57281.1%288,552225,59478.2%
 Skills for Work†10,3458,86085.6%8,0236,63382.7%
SCQF 6Higher*185,844146,64378.9%185,914138,97274.8%
 Skills for Work†22317076.2%20416078.4%
SCQF 7Advanced Higher*23,57020,01084.9%23,46018,62779.4%
Total 651,882  636,085  
 Scottish Baccalaureate*15211676.3%15710969.4%

* For National 5, Higher and Advanced Higher, which are graded, the attainment and attainment rate is based on Grade A-C attainment. The Scottish Baccalaureate attainment is based on the total number of passes (“Distinction” or “Pass” outcomes).

†For National 2 to National 4, and Skills for Work courses, which are ungraded, the attainment and attainment rate is based on entries which have resulted in a pass.

English

There were 46,626 entries at National 5 in 2020, (45,593 in 2019) with an A-C attainment rate of 87.6% (86.3% in 2019). At Higher level there were 36,205 entries (35,461 in 2019), with an A-C attainment rate of 76.6% (73.2% in 2019).

Mathematics

There were 41,141 entries at National 5 (41,586 in 2019), with an A-C attainment rate of 66.7%, (65.5% in 2019). At Higher level there were 19,160 entries (18,626 in 2019), with an A-C attainment rate of 72.3% (72.4% in 2019).

Applications of Mathematics

There were 10,430 entries at National 5, (4,458 in 2019) with an A-C attainment rate of 67.3% (58.5% in 2019).

Comparison of 2020 estimates versus prior attainment levels

The charts below provide A to C attainment rates for National 5, Higher and Advanced Higher from 2016-2019, attainment rate estimates for 2020 and attainment results for 2020.

The A to C attainment rates in 2020 are:

  • At National 5, 243,572 or 81.1% (225,594 or 78.2% in 2019)
  • At Higher is 146,643 or 78.9% (138,972 or 74.8% in 2019), and
  • Advanced Higher is 20,010 or 84.9% (18,627 or 79.4% in 2019).

National 5

National 5 attainment % comparison20162017201820192020 Estimates2020 Results020406080100Attainment %JS chart by amCharts

Higher

Higher attainment % comparison20162017201820192020 Estimates2020 Results020406080100Attainment %JS chart by amCharts

Advanced Higher

Advanced Higher attainment % comparison20162017201820192020 Estimates2020 Results020406080100Attainment %JS chart by amCharts

National Progression Awards (NPAs), National Certificates (NCs) and SQA Awards

National Progression Awards (NPAs) and National Certificates (NCs)

Attainment figures for National Progression Awards (NPAs) and National Certificates (NCs) are also included. In total, 16,230 NPAs and 4,284 NCs have been achieved (13,136 NPAs and 4,873 NCs in 2019). NPAs are designed to assess a defined set of skills and knowledge in specialist vocational areas, such as Construction and Childcare.

National Certificates are designed to prepare people for employment, career development or progression to more advanced study in areas such as Sound Production and Fabrication and Welding Engineering.

SQA Awards

Attainment figures for SQA Awards are included in the statistics. In total, 31,428 have been achieved in 2020 (26,735 in 2019).

SQA Awards are designed to develop and provide evidence of specific skills that will help learners in the world of work and everyday life. Awards include Modern Languages for Life and Work, Employability, Scottish Studies and Enterprise.

 Attainment
20202019201820172016
SCQF level 1     
Awards399439386290283
SCQF level 2     
Awards9121,0046641,167750
National Progression Awards91691218877
SCQF level 3     
Awards4,2534,4283,9374,3033,863
National Certificates570118
National Progression Awards207100142177135
SCQF level 4     
Awards11,73610,2929,85110,83411,391
National Certificates166223213345371
National Progression Awards4,3214,3714,7594,8034,958
SCQF level 5     
Awards8,2325,1843,7553,6622,907
National Certificates1,4651,8092,4502,6914,103
National Progression Awards5,9155,2524,6044,3954,958
SCQF level 6     
Awards5,8965,3884,2583,5232,710
National Certificates2,6482,8343,5383,5854,920
National Progression Awards5,6963,3442,8481,6191,611
TOTAL51,94244,74441,52641,48343,055

Skills for Work

Skills for Work courses – available across SCQF levels 3-6, are also included in the attainment statistics. In total, 12,279 Skills for Work courses have been achieved, (9,662 in 2019).

Skills for Work courses focus on the world of work and the generic employability skills needed for success in the workplace. The courses offer opportunities for learners to acquire these critical generic employability skills through a variety of practical experiences that are linked to a particular vocational area such as construction, hairdressing, and hospitality.

Young people taking one of these Skills for Work courses will normally spend some of their time at a local college, other training provider or employer.

The SQA’s full awarding methodology, Equality Impact Assessment and Child Rights and Wellbeing Impact Assessment reports have also been published in full as planned.

Moderation Summary Reports

With exams cancelled because of coronavirus, the Scottish Qualifications Authority (SQA) downgraded many of the assessments made by teachers, bringing accusations of disproportionately affecting the results of pupils from schools in areas of deprivation which traditionally present fewer successful pupils for exams.

Education Secretary John Swinney,who now faces a vote of no confidence at Holyrood, has said he understands the concerns of pupils and he will address these concerns when he makes a statement to parliament on Tuesday.

Safety must be the priority as schools and colleges prepare to reopen, says teachers’ union

Robust safety measures, monitoring, testing and swift information sharing must all be in place in every school and college in Scotland in order to ensure that they can open their doors and keep them open whilst minimising the risk of a rise in COVID-19 transmission in the wider community, says teachers’ union NASUWT.

As schools and colleges prepare to reopen, the NASUWT-The Teachers’ Union is highlighting the need for robust systems of monitoring and enforcement to be in place in every local authority to ensure schools are taking all necessary steps to keep pupils and staff safe.

Teachers who are preparing for the full reopening of schools remain anxious that everything that can be done should be done to make sure that schools are Covid-safe.

The NASUWT is also calling for effective systems of information sharing from employers about local infection rates and clear protocols about the arrangements to be adopted by schools and colleges in the case of any local outbreaks or lockdowns.

While the Scottish Government says its test and protect system will be sufficient to protect school staff and pupils, the NASUWT is urging the introduction of regular, routine testing of all school staff and pupils in order to ensure cases are not missed, particularly given that children and young people are more likely to be asymptomatic for COVID-19

Dr Patrick Roach, General Secretary of the NASUWT-The Teachers’ Union, said: “While the vast majority of schools and colleges are doing everything they can to minimise the risks to staff and pupils when they reopen, it will be important to ensure that where appropriate safety measures are not fully in place, plans to reopen any individual school are paused to enable the necessary safety measures to be put into place.

“Teachers and other staff working in schools want to be assured that when they return to the workplace they will be afforded the same level of protection as staff in other occupations and workplaces.

“The Government and employers need to demonstrate that schools are ready to reopen safely and must not leave the safety of children, teachers and the general public to chance.

“Regular inspections of schools and colleges and public health communications to all staff, parents and in the wider community will be vital to guard against the risk over time that fatigue or complacency over safety could result in new outbreaks of the virus.

“It is important to remember that we remain in a public health emergency and the Scottish Government and employers must do everything they can to ensure that reopening schools does not lead to an increase in cases of COVID-19.

“This is why routine, widespread, testing systems, coupled with effective information sharing measures are so important, along with the mitigation and safety measures schools and colleges are being asked to take.

“There is a fine balance involved in fully reopening schools and easing other lockdown measures whilst trying to keep the virus under control. Ministers and employers must ensure that health and safety remain the paramount priority and that schools proceed with caution to safeguard the health and safety of pupils and their staff.”

Jane Peckham, NASUWT National Official Scotland, said: “School leaders and staff have been working phenomenally hard in very difficult and uncertain circumstances to ensure that they can safely reopen and many pupils and staff are looking forward to returning to school and college.

“However, many also remain anxious about their health and welfare and the provision of routine COVID-19 testing in schools, along with monitoring systems to ensure the safety of staff and pupils, would go a long way to providing extra reassurance that all steps which can be taken to keep schools safe environment are in place.

“Staff and parents also need to be clear about what safety provisions are in place in the event of any school-based or local outbreaks of COVID-19.”

Phased return for city pupils

Pupils will have a phased return to City of Edinburgh Council schools during the first week of the new term.

Staff will be in schools on Monday and Tuesday next week preparing to welcome pupils back from Wednesday 12 August. Pupils will be in for the rest of the week on a phased basis with all of them back 100% on Monday 17 August.

Arrangements for all primary, secondary and special schools are outlined in a letter from the Executive Director of Communities and Families, Alistair Gaw, that was issued to parents yesterday (Wednesday 5 August).

The letter is the latest in a series of updates for parents over the summer holidays which has included a series of Frequently Asked Questions and Answers and minutes from two meetings of the Consultative Committee With Parents including one on Monday night.

The latest ‘Delivery Plan’ outlining the steps that have been taken to ensure schools can reopen safely next week will be discussed by Councillors on the Policy and Sustainability Committee today.

The ‘Delivery Plan’ contains details on areas such as: hygiene, health and safety, transition support for children with Additional Support Needs, cleaning, ventilation, physical distancing measures, health and wellbeing, equity, raising attainment, school meals and breakfast/after school clubs.

It also includes arrangements for the detailed contingency plans the Council is putting in place if the virus is not suppressed and schools have to resort to 50% attendance with the blended learning model in place.

In addition funding announcements by the Scottish Government mean the Council will be able to recruit around 100 newly qualified teachers and purchase over 2,000 digital devices for those pupils most in need.

Councillor Ian Perry, Education Convener, said: “One of the highest priorities for the Council is ensuring that pupils and staff return to the safest possible environment next week. We’re doing this by following the most up to date Government and Health Protection Scotland advice and putting in place strict hygiene measures to keep everyone safe.

“Having a phased reopening over the first three days ensures pupils will have time to familiarise themselves with the new arrangements in their schools. Our teaching staff and other Council teams have been working tirelessly in getting schools ready for reopening next week and I want to thank them for all their tireless efforts in achieving this.

“It is also reassuring to know that we have robust contingency plans should they be required. We really hope they aren’t needed but I’m confident these detailed plans demonstrate our commitment to ensuring the best teaching and learning for all pupils across the whole city.”

Cllr Alison Dickie, Education Vice Convener, said: “I know parents will be relieved to finally see our young people returning to school next week. Everyone has been working really hard to achieve the goal of getting every child and young person back to school where they belong and a phased return means they will be able to get used to the new arrangements after such a long absence.

“There’s no doubt that these past five months have been the most challenging periods ever for the world of education. It’s put a huge strain on both our teaching staff and families struggling at home so an enormous amount of praise must go to everyone who has pulled together in these difficult times – most of all to the children and young people across the city who have shown such amazing resilience and courage in these difficult times.

“I also want to reassure parents that when learning and teaching starts again next Wednesday we are doing everything we can to make sure the principles of consistency and equity are at the heart of our plans.”

The Scottish Government guidance on preparing for the start of the new school term is available on their website.

Back to School Tips

Back to school tip 1: Keep connected – Relationships matter

Your Child Support your child to contact a friend from school, chat online or spend some time together before the start of term. For children who may find this difficult, help plan an activity or discuss ideas of what they could talk about.  

Think of ways your child can feel connected to you when they return to school, E.g. give them a picture, a written message or a familiar object that they can take with them in their pocket or bag. Schools will give advice on what your child can bring with them initially.

You Arrange to meet or call a friend or another parent, have a chat and share your plans for returning to school. Suggest walking to school together or arrange to meet up after school starts.  

Together Share anything important that has happened during lockdown with school at the start of term- let them know about any family changes, positive achievements or challenges experienced. Your child may want to draw a picture or take a photo of something positive they have done to share with a staff member or their friends.

Back to school tip 2: Be kind to others – Everyone needs kindness

Your Child Encourage your child to think of ways they can be kind to others and pay attention and praise your child when you notice them doing this. “It was kind of you to… share with your friend/ include them in your group at break”

Children learn by watching others- show or tell your child ways you have been kind to others. For example, “I had a chat with our neighbour, she looked a bit sad.”

You Notice other parents on their own in and around the school, you never know who may welcome a friendly greeting or chat.

Above all, be kind to yourself. We’ve all been through exceptional circumstances.

Back to school tip 3: Talk things over – It’s good to talk…and listen

Your Child Notice when is a good time and make space for your child to talk about things. This may be walking the dog, in the car or at bedtime. Create opportunities for your child to build a relationship with another family member, trusted adult or professional. 

Be available to actively listen to what your child is thinking or how they are feeling. Name what you think they are feeling, let them know you understand and try not to jump in too soon with a solution. For example. “It sounds like you’re worried about having no one to play with, I can see why that’s upsetting you.”

After the school day, your child may need time to wind down before telling you about their day. You could try sharing something about your day first.

You Think about who you can talk to about any concerns or worries you have, such as a friend, family member or maybe a professional.

Back to school tip 4: Look on the bright side – Find positive moments, however small, each day

Our brains are wired to notice threats, sometimes that stops us seeing the good stuff. That can mean we have to really try to be positive.

Your child Help your child identify the positive things about lockdown easing or returning to school. Who might they be looking forward to seeing or what might they be looking forward to doing?

You Consider the positives for you of lockdown easing and children returning to school.

Together It can be helpful to make time each day to think of one or two positive things. It may be nice to write these down in diary or post them in a jar, share them with your child and listen to their ideas. You could have a phrase like “Today I loved…. playing football with you”

Back to school tip 5: Challenge your mindset – Remember we can cope…we just did

Your child It can be unsettling not knowing what may happen. Help your child focus on all the things they do know, such as how to get to school, what they will wear, seeing a friend. Introduce new information gradually as it becomes available.

Everyone is a unique individual, discuss with your child the little things that they can do or have already achieved. Remind them of these skills and successes when embarking on a new challenge.

You It is normal that many children and parents will be feeling anxious, try to focus on how you will manage rather than what might go wrong. Show confidence, even if you are feeling a bit wobbly, it helps that your child sees that you have a plan to carry out together.            

Back to school tip 6: Take a moment – We all need some time out

Your child Reflect on what you have noticed helps or may help your child to cope with new or difficult situations or emotions such as listening to music, jumping on the trampoline, etc. It might be helpful to practice new coping strategies together and plan for how these can be used when things are tricky.

You Being a parent can be really tough, doing things to look after our own wellbeing helps to manage stress, boost our confidence and makes us more able to cope with the ups and downs. Try to prioritise doing something that improves your wellbeing – it might help to set aside some time each day. You could- chat with a friend, go for a walk, read a book, go fishing, etc.

Together If appropriate share with your child a way you have managed a difficult situation.

Back to school tip 7: Make a difference – Small things can make a difference

Your child Discuss with your child what they did to make a difference to someone in your community or your environment over the past few months. Like displaying a rainbow, shopping for a grandparent or cutting the grass for a neighbour.

Acknowledge the small things – for example notice your child when they help a sibling, put litter in the bin, help around the home. 

You Talk about who or what made a difference to you or your family during lockdown.

This could be something that seems small, like someone calling when you needed cheering up. Consider how you made a difference and what else you’d like to do.

Together By each of us washing our hands, wearing a mask and keeping a distance we help protect others.

Back to school tip 8: Get active – Keep going, or get started

It’s proven that physical activity boosts our sense of well-being.

Your child If your child started to be more active during lockdown, think about how this can be continued. If not, what small steps could you encourage. Be curious about what may interest them and plan how they could try something new.  

You A lot of us were more active individually as well as together as a family – playing games, going for cycle rides and walks together. We will have noticed the benefit; plan how you can keep these activities going. 

Together As lockdown eases we can benefit from more exercise outdoors and reduce some of family screen time and online activity.   

Remember little rewards to yourself and family can help establish a good habit! 

Back to school tip 9: Respect yourself – Be proud of your child and yourself

Your child Help your child make a list of the things they have learnt and enjoyed over the last few months. E.g. learned to hula hoop, baking, mountain biking. Share and celebrate these with family and friends.

You Think about and share all the ways you and the family have adjusted to the challenges over the last few months and acknowledge together, the strengths you’ve shown. There may have been ups and downs but remind yourself of the things you managed to do. Such as using video calls, cooking family meals, supporting your child with their learning or exploring your neighbourhood.

Together You may wish to put together a scrap book or time capsule to help remember this extraordinary time. It could include photographs of the things you did at home, news articles, letters, interviews from different family members, etc.

Back to school tip 10: Have a goal – A new journey starts with a step…

Your child Talk to your child about what they would like to learn or get better at by the end of this term, such as a sport’s skill, a new hobby, being able to cook something, dress themselves, etc.

You Think about something positive you can start to do, or you keep doing when your child returns to school. E.g. start a new class, exercise, meet a friend, complete a home improvement project.  

City of Edinburgh Council

Exam results today

The way it was before social distancing

School pupils across Scotland are receiving their results this morning. Around 138,000 students will find out their grades in Nationals, Highers and Advanced Higher courses.

This year’s results are based on estimates from their teachers after the Covid-19 pandemic forced exams to be cancelled for the first time in history.

Students who signed up for text or email alerts will receive their grades from 8am onwards, while certificates will arrive in the post over the course of today.

Deputy First Minister John Swinney has congratulated all learners who have today received their results.

With exams cancelled for the first time ever due to Coronavirus, young people are receiving qualifications based on a combination of teacher judgment and national moderation by the Scottish Qualifications Authority (SQA), which show that:

  • the National 5 pass rate was 81.1%
  • the Higher pass rate was 78.9%
  • the Advanced Higher pass rate was 84.9%

In 2019:

  • the National 5 pass rate was 78.2%
  • the Higher pass rate was 74.8%
  • the Advanced Higher pass rate was 79.4%

Deputy First Minister John Swinney met senior pupils at Stonelaw High School in South Lanarkshire to discuss their results and how they dealt with the challenge of learning during lockdown. He also took part in a video call on digital learning platform e-Sgoil with pupils from around Scotland to congratulate them on their results.

Mr Swinney said: “In the face of an incredibly tough few months for pupils and teachers, we can today celebrate the achievements of all learners. Young people have received awards that recognise their hard work and allow them to move onto the next stage in their lives.

“Scottish exams have never before been cancelled. I am immensely grateful to all teachers and lecturers who worked incredibly hard to assess achievement this year, and to the SQA for developing the certification model – without either, young people could not have received qualifications.

“There was a rise in pass rates at National 5, Higher and Advanced Higher. While comparisons with previous years need to be considered carefully, given the disruption to learning this year this is a good set of results for our learners. I am pleased to see the number of skills based awards, that teach vital knowledge and experience valued by employers, rise by 18% to 64,221.

“This year’s results also show there has been a narrowing of the attainment gap at grades A-C between the most and least disadvantaged young people, which is now narrower this year for National 5, Higher and Advanced Higher than last year, or indeed the average for the last four years.

“All exam systems rely on an essential process known as moderation to uphold standards. This ensures an A grade is the same in every part of the country, making the system fair for everyone, and across all years.  As the national exams body, only the SQA can maintain the consistency and the integrity of our qualifications. This year, by necessity, the moderation model is different and has been subject to additional scrutiny.

“Teachers and lecturers applied their judgements against national standards and today’s data shows that three out of every four grade estimates were not adjusted by the SQA.

“133,000 entries were adjusted from the initial estimate, around a quarter of all entries. 6.9% of those estimates were adjusted up and 93.1% were adjusted down, with 96% of all adjusted grades changed by one grade.

“Without moderation, pass rates at grades A-C compared to last year would have increased by 10.4 percentage points for National 5, by 14 percentage points for Higher and by 13.4 percentage points for Advanced Higher – annual change never been seen in Scottish exam results. I know teachers and lecturers will always want the best for their pupils but I believe that teachers have acted professionally.

“I know that learners who did not achieve what they were expecting will be disappointed, however the SQA will be operating a free appeals process this year. The appeals process is an integral part of awarding this year, and will play an important role in giving schools and colleges the opportunity to present evidence in support of teacher and lecturer estimates.

“The SQA has ensured that sufficient resources are in place to support this process and priority will be given to learners who need their grades to meet a conditional university or college offer.

“This year has been exceptionally challenging but these robust processes mean we have upheld standards so that all learners can hold their heads up and move onto the next phase in their life, whether that be further study, employment or training.“

Detailed information on attainment statistics, and the SQA’s full awarding methodology, Equality Impact Assessment and Child Rights and Wellbeing Impact Assessment, is available from the Scottish Qualifications Authority

Students and parents can get further information and support from the Skills Development Scotland helpline.

Over 8,000 pupils across Edinburgh received their results from the Scottish Qualifications Authority (SQA).

This year there were no examinations due to the Covid-19 pandemic so schools were asked to submit estimated grades based on inferred attainment. The SQA then worked with the estimates and final grades were awarded.

Early indications are positive with pupils from City of Edinburgh Council schools once again making improvements in most areas compared to previous years.

A total of 41,553 resulted awards were certificated for 8,189 candidates (includes special schools, adults and mainstream secondary pupils) in over 88 subjects ranging from Accounting to Urdu.

Particular successes include passes (A-C grades) for National 5s of 79% (up 2 percentage points from last year) and Highers of 80% (up 4 percentage points from last year). For A-D grades, the success rate was 90% at National 5 and 93% for Higher – an increase of 2 and 3 percentage points respectively from last year.

The largest percentage increases were found at the following levels:

  • By the end of S4, 47% of the S4 roll achieved 3 or more passes at National 5 – a 4 percentage point improvement on last year and a 6 percentage point improvement from 2018.
  • By the end of S5, 61% of the S4 roll achieved 1 or more Higher awards (A-D) – a 2 percentage point improvement on last year. There was also a 2 percentage point increase for those achieving 3 or more Higher awards (A-D), from 38% to 40%.
  • By the end of S6, 67% of the S4 roll achieved 1 or more Higher passes (A-C) – a 1 percentage point improvement on last year and a 4 percentage point improvement since 2015. Similarly, 28% achieved 1 or more Advanced Higher passes (A-C) – a 1 percentage point improvement on last year and a 6 percentage point improvement from 2015.

Councillor Ian Perry, Education Convener for the City of Edinburgh Council, welcomed today’s results: “This was without doubt an extremely difficult and uncertain time for our young people due to the pandemic and the effect it has had on their learning.

“So it’s really encouraging to see that overall there have been improvements in most areas compared to previous years especially with the increase in passes for National 5s and Highers.

“Thanks must go to our dedicated teachers and staff who worked extremely hard in pulling together all the estimated grades for the SQA. Our young people should be very proud of themselves in what has been an extremely challenging year.”

Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “At the start of 2020 no one could have imagined how the world of learning and teaching would be so dramatically changed.  

“Our teaching staff are to be commended for their continuing commitment to delivering high quality learning experiences. Our young people are once again to be congratulated for all their hard work and successes over the past year, and their parents/carers for their support, under the most trying of circumstances.

“Let’s not forget there is no wrong pathway for our young people as everyone’s learner journey is different. School is about ensuring all our young people are able to fulfil their potential by attaining the highest level of achievements possible and by receiving the best possible experience.”

Additional information – analysis:

Results by end of S4

5 passes at National 5 or better – 47% (4 percentage points up on 2019, 8 percentage points up on 2015).

Results by end of S5*

1+ pass at Higher or better – 61% (2 percentage points up on 2019).

3+ passes Higher or better – 40% (2 percentage points up on 2019, 5 percentage points up on 2015)

5+ passes at Higher or better – 21% (1 percentage points up on 2019, 4 percentage points up on 2015)

*based on the percentage of S4 pupil roll.

Results by end of S6*

1+ pass at Higher or better – 67% (1 percentage point up on 2019, 4 percentage points up on 2015).

3+ passes Higher or better – 47% (2 percentage points down on 2019 – the first drop in six years)

5+ passes at Higher or better – 35% (1 percentage point down on 2019 – the first drop in six years)

1+ pass at Advanced Higher – 28% (1 percentage point up on 2019, 6 percentage points up on 2015).

It should be noted that the performance of this cohort locally and nationally showed a drop when in S4 (due to new examinations introduced for National 5), and in S5 (when new Higher examinations were introduced). It is therefore not unexpected to see a slight drop in two measures for the same cohort in S6.

*based on the percentage of S4 pupil roll.

Shaun Friel, head of Childline, said: “We know that for many young people, receiving exam results can be an extremely stressful experience with the pressure to get certain grades to secure college or university places.

“And, this year, some may be feeling the added strains of lockdown and the disappointment of not being able to do their best through sitting exams.

“So that young people do not feel overwhelmed as they receive their SQA results, it is so important they have someone there to listen to how they are feeling and to discuss their options, such as a friend, a parent, a teacher or even Childline.”

Children and young people can contact Childline about any worries by calling 0800 1111 or visiting the site. They can get advice from Childline about exam results here.

SEE: North Edinburgh Survey

Here at Screen Education Edinburgh (SEE) we’re putting together a new free filmmaking programme for the people of North Edinburgh. In order to deliver something that meets the needs of those living and working in the area we have drawn up a short survey and would like to hear from locals of all ages.

The North Edinburgh filmmaking programme will engage local people to learn all the skills of filmmaking to create work that shines a light on, and celebrates, life in the area.

To help shape this we are looking to gather as much information from as many people as possible, whether they work for a local organisation, are in education, or a local resident, we want to hear from people about their life in the community as well as their future aspirations, not only for themselves, but also for their families and the community.

The link to our survey is below. We would be extremely grateful if you could complete this if you’re interested in taking part in the programme, and please circulate to those you are engaged with through your work in the community and feel free to share on social media.

It will stay live until 5pm Monday 10th August.

If you would also like to find out more about the programme or have any questions, please do not hesitate to get in touch and we can chat further by video or telephone call.

Survey link: https://www.screen-ed.org/forms/north-edinburgh-film-programme

Best wishes,

Laura

Laura Findlay

Project Manager,

Our Edinburgh and Your Take (Edinburgh City Film Education Programme)

Screen Education Edinburgh

30 Ferry Road Avenue, Edinburgh EH4 4BA

0131 343-1151

www.screen-ed.org

Edinburgh College Clearing Events scheduled for August

Edinburgh College is hosting its annual Clearing Events to help students across the region and beyond to secure their place on a College course during session 2020/21.

While the college can’t welcome applicants on to campus as normal for clearing, prospective students can contact the College’s admissions and course teams to secure a place on Thursday 6 and Friday 7 August.

The College will open its Clearing call centre at 10am each day and is encouraging those interested in starting a new course to help them take the first step on their chosen career journey, or to reskill and upskill to support them in achieving their dreams during and beyond the COVID-19 pandemic, to make that call.

As well as the opportunity to secure a place on a course starting in September, the Clearing call centre will also provide school leavers, adult returners, or those in employment with an opportunity to: talk to course specialists about the best study options for them; speak with college student support staff who can provide advice on course delivery and additional support requirements; find out about student funding options and course fees.

Edinburgh College Principal Audrey Cumberford said: “We’re looking forward to welcoming new and returning students to Edinburgh College for session 2020/21 – albeit in very different circumstances than in previous years.

“We still have places available across a range of courses, and we’d encourage anyone considering the first or next steps in their career to contact our teams during our Clearing Events to assess the best available study options for this year and beyond.”

To secure a course place during Edinburgh College’s Clearing Events, applicants and prospective students should call 0131 297 8300 between 10am and 4pm on Thursday 6 and Friday 7 August.

Those who wish to seek advice during the Clearing Events but would prefer not to call, can contact the college via email: clearing@edinburghcollege.ac.uk.

For more information on Edinburgh College Clearing Events, visit: http://www.edinburghcollege.ac.uk/newsandevents/clearing-event-2020/

Get ready for school!

EXTRA STAFF AS SCHOOLS PREPARE TO RE-OPEN

Funding of £50 million will be ring-fenced for the recruitment of approximately 850 extra teachers and around 200 additional support staff as local authorities plan for the re-opening of schools.

Addressing Parliament, Education Secretary John Swinney also pledged that £20 million will be allocated to help councils with additional costs associated with new health protection measures, school transport, enhanced cleaning and other essential logistical issues.

A further £3 million will be invested in youth work to support education recovery. The funding breakdown is part of a £100 million package of support announced by Mr Swinney in June.

Clear guidance for schools and councils is being developed by the Education Recovery Group (ERG) to help them prepare for the start of the new term in August.

The Scottish Government will announce a final decision on the re-opening of schools on 30 July.

Mr Swinney said: “I want to express my appreciation to parents and carers for their support to young people, to the teaching and wider workforce across Scotland for their efforts to sustain education and to children and young people for their resilience during this difficult period. 

“All of the school workforce have a crucial role to play in our education recovery mission, and it is vital that they are supported to do so.

“The ring-fenced £50 million funding to recruit more teachers and support staff will enable schools to intensify support for children and young people as they return to full time face-to-face education and help to mitigate for learning loss. The final numbers will be dependent on the precise mix of staff recruited and the needs of children and young people.

“The £20 million funding recognises the extremely valuable work of our school cleaners, facilities management and school transport staff, who are essential to the successful delivery of education in Scotland and to whom I want to pay tribute today.

“I also mentioned in my statement on the 23 June that we would be seeking the assistance of the youth work sector in supporting those families and communities who need it most.

“The sector will receive £3 million of investment because it has continued to support and engage children and young people throughout the pandemic, including using digital technology and outreach work to mitigate the impact of COVID-19 on children and young people’s mental health, learning and development.

“While this funding should provide local authorities with the assurance they require to progress plans immediately, we will continue to work with COSLA to understand the additional costs associated with the school re-opening guidance that each local authority is facing, and how these can be addressed alongside any loss of learning.

“We are currently developing guidance, with our partners in the ERG, on health mitigations and precautions that will be in place to allow schools to fully re-open in August and a final decision on school re-opening will be announced on 30 July.”

Responding to the Scottish Government’s funding of more teachers, a spokesperson for the Scottish Children’s Services Coalition said: “We welcome the recruitment of new teachers and additional support staff to help cope with the new demands of Coronavirus when children return to school next month.

“For those with additional support needs, the impact of returning to school will prove particularly disruptive but we need to go beyond the recruitment of additional support staff alone, which of course helps greatly. What is required is a tailored transition plan so those with ASN get the smoothest possible return to school.

“This requires every teacher or member of staff looking at the individual child, their circumstances and needs and making sure their return to school is as seamless as possible

“That individualised approach might mean going back to school early, having a little more time to figure out what classroom spaces look like or might be about teaching strategies and thinking about how to engage the children.”

The EIS has welcomed the Scottish Government’s confirmation of ring-fenced funding to support the recruitment of an additional 850 teachers across Scotland – but warned that more will be needed to support young people in education recovery following the COVID-19 shutdown.

EIS General Secretary Larry Flanagan said: “The confirmation of ring-fenced funding to support the recruitment of an additional 850 teachers is a welcome step in the support required for educational recovery in schools across Scotland.

“It is essential that local authorities make use of this funding to recruit more teachers from all those currently available and seeking work – including newly qualified teachers, recently qualified teachers, and teachers on supply and temporary contracts. The EIS would urge the Scottish Government to clarify that this additional funding is open to employ qualified teachers from all of these categories.”

Mr Flanagan added: “The  EIS  is clear that more will be needed to ensure that all young people receive the support they require to recover from the impact of the school shutdown and, as well as urging the Scottish Government to consider additional funding, we would encourage local authorities to use some of the flexibility open to them around attainment challenge funding and the pre-allocated monies for the now suspended expansion of pre-5 entitlement to further boost school staffing.

“Being away from the school environment for such a prolonged period will have had a detrimental impact on many young people’s education. Supporting recovery from this traumatic experience must be the top priority for all in Scottish education.”

Mr Flanagan concluded: “Clearly, with less than 3 weeks until schools are set to re-open, it is vital that local authorities act quickly to ensure that the promised additional teachers and support staff are recruited prior to the start of term.

“It also remains essential that the process of re-opening schools is managed safely, with updated risk assessments to be carried out and all necessary mitigations – such as enhanced cleaning regimens, adequate ventilation and facilities for regular hand-washing – to be in place in all schools prior to them re-opening.”

Local government umbrella body COSLA’S reaction to the Deputy First Minister’s Statement was one of disappointment, saying it is a ‘roadblock to progress’.

Councillor Stephen McCabe and Councillor Gail Macgregor said: “Local Government’s number one priority is the safe return to education next month. We have sought to work closely with the Scottish Government, Trade Unions and parental organisations through the COVID-19 Education Recovery Group to agree an approach which meets the needs of all involved in supporting children and young people during the pandemic.

“Even with the welcome additional financial support from the Scottish Government we have received to date, councils are facing a budget gap of over £500m for 2020/21 before the additional costs of a safe return to school are taken into account.

“That is why the Deputy First Minister’s commitment of just £20m to support the return of schools this afternoon is a disappointment.  

“We are currently awaiting updated guidance as such it is not clear at this time what the additional costs for classroom cleaning, supporting vulnerable pupils, providing school meals, school transport and PPE are, or if vital resources can be found before schools return.  T

“Today’s announcement throws up a considerable roadblock on the progress towards schools re-opening safely, and presents significant additional financial risks for councils.

“Whilst we are pleased we are close to agreement with the Scottish Government on an additional £50m to be invested in teachers and classroom support, priority must also be given to  ensuring a safe, clean environment for all staff and pupils to work in.

“However, we remain willing to work with the Scottish Government on this issue to make sure that we protect and support the health and wellbeing of Scotland’s children and young people and our staff when they return to school.”