A national review into the provision of Additional Support for Learning (ASL) will be led by former Chief Inspector of Education in Scotland Janie McManus.
Announcing the appointment to Parliament, Education Secretary Jenny Gilruth said Ms McManus will lead an expert group to examine how to strengthen delivery, including provision in schools and how policy is translating into effective practice.
The review report will be completed within two months and be shared at a National Engagement Event on 12 March. This will be the first in a series of events, enabling teachers and practitioners to come together and showcase effective ASL practice from different local authorities across the country.
The Education Secretary said: “I am delighted that Janie McManus, our Professional Advisor for Education, is leading this work. She brings substantial experience in inclusive education and system improvement, and will lead a rigorous, evidence-informed review.
“Our ASL National Engagement Event will also provide an opportunity for stakeholders to come together, reflect on the findings, and to hear more about the short, actionable improvement agenda, which will inform the next phase of ASL policy design.
“This work will mean we are in a strong position to shape the next phase of ASL policy, ensuring future developments move swiftly from insight to implementation.
“Our commitment is unwavering to build an education system where school staff have the tools and confidence to meet diverse needs and where children and young people with additional support needs thrive – every day, in every classroom, in every community.”
Edinburgh College’s Sighthill Campus has welcomed the opening of a brand-new hub for childcare students.
The new immersive teaching space, which is designed to simulate all the sights, sounds and smells of a real-world nursery, will let prospective practitioners get some all-important hands-on experience, while also allowing for their classroom studies, helping prepare students to enter the workforce after they complete their courses.
As well as prospective practitioners, the space is used for professional development courses, with the College offering qualifications ranging from SCQF Level 4 through to SCQF Level 9.
The space, which came about as a result of increased demand for Childhood Practice courses, features lots of open space and outdoor inspired design touches, to improve focus and mental wellbeing. There are doors painted with forest scenes, alongside sky tiles on the ceiling.
There’s a kitchen which can be used to practice food hygiene, as well as make cups of tea, while dedicated quiet areas will allow students to sit down and take a break when needed. The different learning spaces let practitioners explore how play takes place in a nursery setting.
Doors open up into a garden to simulate free flow indoor/outdoor learning and teaching, lining up with current professional standards in the early learning and childcare sector.
Feedback from students has been overwhelmingly positive, with the spaciousness and amount of natural light pouring in seen as a big bonus, making it a warm, welcoming and interactive environment in which to learn.
Rooms will also be utilised for yoga classes and other events, with students from across the College able to book it out.
Jacqueline Vural, the Head of School for Childhood Practice, is excited to see the hub being put to use: “Developing this space at Sighthill Campus is ensuring that Edinburgh College is at the forefront of providing high quality learning and teaching in childhood practice, responding to demand from the public and private sectors for highly qualified staff.
“It’ll mean students can experience first-hand, immersive activities that replicate what it’s like to work in a childcare setting. It will give them confidence and motivation to go into their placements and gain the skills they need to move into employment after college.”
This year alone the College has received over 900 enrolments on Childhood Practice courses – this includes around 300 full-time students.
The space was officially opened on Thursday (15 January 2026) by Dr. Suzanne Zeedyk, a renowned developmental psychologist and Honorary Fellow at the University of Dundee.
New funding will allow every primary pupil in Scotland to access a breakfast club, the First Minister has said.
The Scottish Budget will provide an additional £15 million in 2026-27 to expand breakfast club provision and help schools, councils and third sector partners prepare for the introduction of universal breakfast club services by August 2027.
The Scottish Government then plans to invest £44 million per year from 2027-28 to deliver the clubs for all primary school children in Scotland who want to access them. Every pupil attending a school specifically for children with additional support needs will also benefit.
Breakfast clubs not only give children a nutritious meal before school starts, they can also help improve school attendance and confidence in children, and the option of an early drop-off means parents have more flexibility so they can work or study.
First Minister John Swinney said: “My government is focused on delivering the priorities of the people of Scotland and through our budget, we are acting to provide help with the cost of living and doing all we can to eradicate child poverty.
“We know extending the school day before and after class can help children and their parents, particularly families who might be struggling with balancing the demands of getting to work early as well as the cost of the weekly food shop.
“Breakfast clubs are a perfect example of how we can give families the option of some extra support. Children can get a healthy start to their day as they eat breakfast and play with their friends, while parents are better able to get to work, or to take up training or study, knowing their children are being well looked after – there are clear benefits for the whole family.
“That is why we will invest £44 million each year to deliver a national breakfast club programme across all primary and special schools from August 2027, with the Scottish Budget investing £15 million in the coming year to support the expansion and help partners prepare.”
Scottish Government funding through the Bright Start Breakfasts programme currently supports 490 clubs and up to 20,000 children.
The 2026-27 Scottish Budget will provide £3 million to continue to support existing Bright Start Breakfasts clubs and a further £15 million to help prepare for expanded provision from August 2027.
A universal breakfast club offer will be available to all children attending primary or special schools in Scotland.
The EIS is developing a new education resource, in partnership with Civic Digits, which aims to provide educators with tools to engage learners in a better understanding of, and how to challenge, misogyny.
The new resource, ‘Many Good Men: Changing the Story about Online Misogyny’, will be the focus of an event at the Scottish Parliament on 20th January 2026.
The resource is based on a participatory theatre project, led by Civic Digits. Between 2023 and 2024, the project culminated in two groups of young participants, co-creating two different plays that explored misogyny, mental health and masculinity. The fictional characters within these stories are explored further within the education resource, which is aimed at upper Secondary and FE students.
Civic Digits also want to create more theatre projects with groups of young people across Scotland – empowering them to author their own solutions and make performances for their own communities.
Commenting on the new education resource, EIS General Secretary, Andrea Bradley said, “Every young person deserves to be safe, to be themselves and to flourish. Unfortunately, their ability to do so can be negatively impacted by misogyny.
“The influence of online spaces and algorithms is enabling the rapid spread of content that aims to perpetuate rigid gender stereotypes and justify harmful attitudes.”
EIS President Adam Sutcliffe said, “With rising violence and aggressive behaviours towards women workers, and with more and more women and girls feeling unsafe due to sexism, and boys and men under significant pressure to uphold misogynistic attitudes, a shift is urgently needed.
“These topics can be difficult to talk about, and learners can feel vulnerable, embarrassed or even withdrawn if asked to share their own experiences or opinions. Educational approaches that use fictional characters can open up the space for discussion and for exploring difficult topics and ideas, empowering learners to imagine how they might change the story.”
The resource is comprised of an educator pack with guidance, and a learning pack with activities for the classroom. The resource is just one part of the EIS’s wider work to address misogyny and gender-based violence in educational establishments and in society.
The EIS believes it is important that all educators are supported with designated time for professional learning and equipped with the confidence, skills and tools necessary to navigate these topics within their settings.
The number of pupils reaching expected levels of literacy and numeracy in Scotland’s schools is at the highest level on record, latest statistics show.
In primary schools, expected levels in literacy have increased to the highest level ever (74.5%), while for numeracy the figure of 80.3% is the same as last year’s record high. In secondary, the proportions of S3s reaching the expected level in literacy (89.8%) and numeracy (90.9%) are also the highest on record, according to the Achievement of Curriculum for Excellence (CfE) Levels 2024-25.
The last year has also seen a narrowing of the poverty-related attainment gap to a record low at all levels.
Meanwhile, attendance rates increased in schools to 91% in 2024-25, up from 90.3% the previous year, while absences, both authorised and unauthorised, are down, according to separate figures published today.
Teacher numbers have also increased nationally in 2025, with the pupil-teacher ratio improving, while average primary class sizes also reduced, according to the latest Pupil and Teacher Characteristics 2025.
Education Secretary Jenny Gilruth said: “The Scottish Government has been determined to drive forward educational improvements in Scotland’s schools and these statistics show clear progress is being made across several measures.
“Attainment levels are at record highs in literacy and numeracy following Scottish Government investment of £1.75 billion in the Scottish Attainment Challenge over the past decade – aimed at improving outcomes for children and young people impacted by poverty.
“We know that better engagement leads to better outcomes, so it’s hugely encouraging to see the improvement in attendance and a fall in absences, including a noticeable reduction in persistent absence levels, after the work being done to address this since the pandemic.
“The rise in teacher numbers reflects our investment in the workforce, which means that Scotland continues to have the lowest pupil-teacher ratio and the best paid teachers in the UK.
“We recognise there is more work needed to return these numbers to their 2023 levels and we will continue to work with councils towards this.
“This evidence further underlines the strong recovery we are seeing in schools following the pandemic, after this year’s national exam results showed the poverty-related attainment gap narrowing at National 5, Higher and Advanced Higher levels.
“It is testament to the hard work of pupils, teachers and staff in schools and I am committed to working with them to deliver further improvements.”
The Educational Institute of Scotland has noted yesterday’s flurry of education statistic releases from the Scottish Government, and highlighted that the figures confirm the Scottish Government’s failure to meet its commitments on the employment of additional teachers as a means to tackle excessive teacher workload.
Commenting, EIS General Secretary Andrea Bradley said, “Scottish Government education statistics releases are increasingly like buses – you wait a long time for one to turn up, then five arrive all at once.
If this is an attempt to bury any bad news in a quagmire of statistics, it does not appear to be a successful tactic.
The figures released today confirm that the Scottish Government has absolutely failed in the delivery of their 2021 manifesto commitment to recruit 3,500 additional teachers into Scotland’s schools during the term of this parliament – we now have almost a thousand fewer teachers than when the pledge was made, so we are more than 4,000 teachers down on the level that was promised in that 2021 manifesto commitment.”
Ms Bradley continued, “The Scottish Government’s associated pledge to reduce teachers’ class contact time, supported by the recruitment of the additional teachers, was a clear recognition of the need to tackle excessive teacher workload in our schools.
“The failure of government and local authorities to recruit additional teachers, and the failure to deliver any meaningful progress on the commitment to reduce teachers’ class contact time, has led to the current workload dispute.
“The EIS is currently running a statutory industrial action ballot over these failures, and encourages all our members to use their vote in this important ballot and to vote Yes to both strike action and action short of strike.
“We must send a very clear message to the Scottish Government, and also to local authorities, that class contact time must be reduced, as promised, as a means to reducing excessive teacher workload.”
Ms Bradley added, “Compounding this, the high level of employment precarity for newly qualified and recently qualified teachers is a national scandal, with large numbers of new teachers offered only unstable short-term contracts, if they are fortunate enough to be offered teaching work at all.
“Scotland needs more teachers in our schools, to deliver an enhanced learning experience for students, to help reduce excessive teacher workload by delivering the Scottish Government’s commitment to lower teachers’ class contact time, and to ensure that the increasingly diverse learning needs of all students can be met.
“There are now 43% of pupils in our schools with an identified Additional Support Need, and this huge increase has not been matched by an increase in resource to meet those needs. We desperately need more teachers in our schools.”
Ms Bradley concluded, “The newly and recently qualified teachers are available for permanent employment to help to address all of these issues , but they are not being offered secure teaching jobs, with the result that many will either look to other countries for employment or opt, reluctantly, to leave teaching entirely and pursue other career options.
“It shouldn’t be this way, and it doesn’t have to be this way – the Scottish Government and local authorities must ensure that many, many more newly and recently qualified teachers are employed in Scotland’s schools.”
Supported by the British Council, Scottish musician RuMac is in India this week bringing the accordion to thousands of people at Hornbill festival, one of India’s largest cultural festivals
Originally from Ullapool, Ruairidh Maclean, a singer-songwriter who performs as RuMac, took to the main stage at the Hornbill Festival in Nagaland this week (Tuesday 02 December), where the United Kingdom is this year’s Country Partner for the festival.
RuMac’s performance at Hornbill marks his first visit to India. Following his festival appearance, he performed at the historic Tollygunge Club in Kolkata (Thursday, 4 December).
Nicknamed the “Festival of Festivals”, the 10-day Hornbill Festival is celebrating its 26th year and attracts thousands of visitors from around the world. It is India’s largest celebration of tribal heritage, with audiences given the opportunity to immerse themselves in the rich traditions, music, and folklore of the Naga people.
RuMac began his solo set in front of a large projection of the Scottish flag, bringing a blend of traditional Scottish folk, Gaelic song, and a mix of genres to the Hornbill stage. Known for high-energy performances that move from traditional accordion playing to heavy rock, he has built a reputation as a unique live act that went down well with the large crowd.
RuMac said he felt proud to showcase Scottish culture internationally and saw parallels between Highland and Naga folk traditions, saying: ““I’m thrilled to be performing in India for the first time, in a part of theworld I’ve never had the chance to visit before.
“I didn’t know how the performance would go as the accordion is quite a weird instrument! but the crowd have made me feel at home and it was brilliant.
“I’m especially looking forward to my show in Kolkata and to bring a little bit of The Highlands of Scotland along with me; hopefully they’ll like what I do! Slàinte!”
Claire de Braekeleer, Director, British Council Scotland, said:“It’s been brilliant to follow RuMac’s journey to Nagaland for the Hornbill Festival, which is such a significant moment in the Indian cultural calendar.
“His performance shows how music can bridge cultures and continents and we’re proud to create platforms for Scottish musicians to find new global audiences.”
The British Council has brought UK artists to Hornbill in previous editions, with the festival creating opportunities for musicians to connect with audiences and experience the rich musical traditions of Nagaland, a region whose folk heritage resonates strongly with Scotland’s own.
The visit forms part of the British Council’s ongoing work to foster cultural connections between the UK and India, creating opportunities for artists from both regions to share their work and develop new collaborations.
It continues the British Council’s work, building connection, understanding and trust between people in the UK and overseas through arts and education.
A report highlighting achievements and progress in attainment among learners for academic session 2024-25 was discussed at Education, Children and Families Committee last week (27 November).
In a positive step forward, across several measures, the report showed that the gap between the least and most disadvantaged learners is narrowing. This includes at National 5 and Higher, or equivalent, level where the performance of the least advantaged learners in the city has improved in almost all measures.
The report shows an increase in attainment during the senior phase of secondary school, with the measure relating to leaver destinations the best on record. The percentage of learners gaining five Highers has improved each year since 2022.
Reflecting an increased offering of vocational courses across secondary schools, the number of vocational qualification passes, National Progression Awards (NPA), has almost doubled in recent years – from 941 NPA passes in 2023 to 1944 in 2025.
Figures highlight pupils’ appetite for this expanded curriculum offer with the number of learners taking part in the foundation apprenticeship pilot increasing from 16 young people in 2023-24 to 200 young people this academic year.
In primary schools, the attainment gap in literacy, which includes reading, writing, listening and talking, has decreased significantly. In numeracy combined data for P1, P4 and P7 shows that the numeracy attainment gap is at the lowest level for 5 years.
Despite the positive progress, there is more to be done to close the poverty related attainment gap and the report highlights measures to do this, including ongoing focused work providing guidance and support to priority schools, supported by partnership working with the Education Scotland Attainment Adviser and Equity Lead officer.
Commenting on the report, Councillor James Dalgleish, Education, Children and Families Convenor said: “This report demonstrates positive leaps forward in attainment outcomes in our schools.
“I am particularly pleased to note the progress we’ve made in narrowing the gap between those children and young people who are most and least advantaged.
“Regardless of a child’s background, it is crucial that every child or young person in our schools is supported to reach their aspirations and ambitions.
” In our secondary schools we continue to offer an increasing number of vocational course options, which not only support young people to make informed choices about life beyond school but equip them with qualifications and a route into the world of work.
“It is disheartening to see that there are gaps in attainment for certain cohorts of our pupils and I am committed to working closely with officers to understand why this is the case and how we can work to close the poverty related attainment gap.”
PLAN TO IMPROVE ATTAINMENT AND WELLBEING IN SCHOOLS
Proposals to deliver reduced class contact time for Scotland’s teachers have been announced by Education Secretary Jenny Gilruth.
The changes would provide teachers with more time to prepare for lessons, support wider school improvement activities, and undertake professional learning.
It would also provide teachers with more capacity to respond to diverse pupil needs, including those with ASN (additional support needs).
The proposals would see the phased implementation of reduced contact time, with a series of practical options explored including:
changes to teachers’ working week, such as a flexible 4-day teaching week model that could offer a dedicated day for professional activities
a move to nationally agreed minimum standards on pupil learning hours which could enable later start times, extended breaks, or restructured school days.
Alongside the latest fair and affordable pay settlement and the consideration of improved terms and conditions, such as enhanced maternity leave, the reduction in class contact time would form a new ‘National Deal’ for Scotland’s Teachers.
Ms Gilruth said: “There is much to celebrate in Scottish education. The recent exam results underlined the strong recovery we are seeing in schools, following the pandemic, with the poverty-related attainment gap narrowing at National 5, Higher and Advanced Higher levels.
“Scotland also has the lowest pupil teacher ratio and the highest education spend per person of anywhere in the UK.
“These proposals demonstrate our clear commitment to supporting teachers and improving education in Scotland.
“It is a statement of intent to empower Scotland’s teachers with the time, trust, and tools they need to deliver transformative learning. By investing in teacher capacity, the aim is to create richer learning experiences and raise standards for every learner.
“Working together, we can shape a future where reduced class contact time is not just a logistical change, but a catalyst for deeper professional engagement, improved wellbeing, and better outcomes for every learner.”
The proposed changes to class contact time was set out by the Education Secretary during a speech to the AHDS conference in Glasgow yesterday. They will be considered by the Scottish Negotiating Committee for Teachers, comprising members from teaching organisations, local authorities, and the Scottish Government.
The Scottish Government has already provided £186.5 million this financial year (2025-26) to support local authorities in returning teacher numbers to 2023 levels while working to make meaningful progress on reducing teacher class contact time.
Pupils impacted by poverty will receive further support to succeed in their studies through a continued £43 million investment this year.
The Scottish Government funding will be distributed to local councils for strategic approaches to closing the poverty-related attainment gap. This will provide support to schools through the recruitment of additional teachers, support staff and family link workers, as well as enhanced professional learning for teachers and school leaders.
The funding is part of the £1.75 billion Scottish Attainment Challenge which has been running for the past decade and forms a key part of the Scottish Government’s commitment to ensure every child has the opportunity to reach their full potential, regardless of background.
The funding announcement coincides with a newly-published report highlighting how the Scottish Government’s work to close the poverty-related attainment gap is having a positive impact on children and young people’s education and overall wellbeing.
Education Secretary Jenny Gilruth announced the funding at the Association of Directors of Education in Scotland (ADES) conference today.
Ms Gilruth said: “Closing the poverty-related attainment gap is a vital part in our commitment to eradicate child poverty at Scotland. When more children are given a chance to succeed through education, the more we accelerate our progress in reaching this goal.
“The report published today demonstrates how our ongoing investment continues to deliver for Scotland’s schools – it demonstrates that pupils are going to school feeling confident and enjoying their studies. That has been achieved by empowering headteachers to deliver bespoke solutions that meet children and young people’s needs.
“The latest exam data also shows us that this is translating into results, with the deprivation gap narrowing at National 5, Higher and Advanced Higher level over the past year. It is important that we continue to build on this progress, and the funding announced today will do exactly that.”
A national TV, radio and multi-media campaign that aims to improve school attendance by supporting parents, carers, and teachers to make school a positive experience for all children has been launched.
Education Secretary Jenny Gilruth joined pupils and teachers at Pathhead Primary in Kirkcaldy to launch the campaign, which deals with the root causes of absences, and identifies ways to approach conversations about wellbeing that can help pupils to improve their attendance.
The campaign highlights new resources available on Parent Club, the Scottish Government’s information hub offering advice and support for parents and carers.
The advice aims to support conversations between families, pupils and their teachers, to identify and help overcome the issues behind why a child may be reluctant to go to school. It complements existing guidance from Education Scotland to support schools and councils to improve attendance.
Ms Gilruth said: “We know that too many young people are missing school for reasons that can be tough on them and their families. While the most recent figures show a slight increase in attendance, rates remain lower than they were before the pandemic.
“The underlying issues that drive poor attendance can be complex and unique – young people may struggle due to anxiety, additional support needs, or reluctance to attend – and this can leave parents and guardians feeling frustrated and powerless.
“There is no quick fix for improving school attendance – it is a journey that parents, schools, and pupils must to take together, and which the new resources on Parent Club can help them navigate.”
Pathhead Primary School has seen improvements in attendance through a combination of universal and targeted interventions, underlined by strong parent-school partnerships.
The school has a dedicated Attendance Team – known as the A-Team – which involves leadership, administration and family workers. It works to build positive relationships with families and to support every child facing attendance challenges.
Pathhead Primary Headteacher Jillian Mellis said: “We have worked together with staff, families and children to improve attendance at Pathhead Primary School and have seen significant gains over the last few years.
“Understanding the challenges and barriers for our children and families has been crucial to improving attendance and relationships are at the heart of everything we do. Communication is supported universally, and we are rigorous in our processes when children do not attend.
“Keeping in touch, receiving practical and emotional support and ensuring a warm welcome from everyone is the approach we all use at Pathhead. Families and staff report the impact of this on wellbeing and achievement, not only for the children but for the whole family and wider community.”
Parent Club has tips and advice for parents and carers if their child is struggling to go to school.
