Tag: education

New campaign supports Edinburgh schools to talk to pupils about vaping

There has been a rise in young people in Scotland vaping in recent years, with more than 40 per cent of children and teenagers saying they’ve tried vapes by the time they reach S4.1

Vaping is a new and emerging pattern of disruptive behaviour in schools, with staff reporting reduced attendance as young people gather to vape in toilets through the school day.2

Nicotine, often found in vapes, can also be linked to stress, anxiety and struggles with sleeping. Research shows that you can become addicted to nicotine within days of starting to use it and a quarter of teens who tried vaping say they are addicted.3

To help tackle this issue the Scottish Government has launched a campaign which encourages and supports teachers to have conversations with pupils about the serious health risks of vaping.

Public Health Minister Jenni Minto said: “Smoking damages lives and kills more than 8,000 people a year in Scotland and is burden on our NHS and social care services. Research also suggests that almost one in five adolescents have tried vapes.

“While E-cigarettes are one of a range of tools for adult smokers to quit smoking, they should never be used by young people or adult non-smokers. We must take action to prevent young people using vapes and becoming addicted which will damage their health, and that’s why we launched a marketing campaign. It is much easier to never start than it is to give up.”

Allie Cherry-Byrnes, CEO of Fast Forward, a voluntary education organisation, said: “We know from speaking to schools and parents during our vaping workshops that schools have seen a notable increase of vaping among pupils recently.

“The nicotine addiction associated with vaping can affect pupils’ ability to concentrate in school and schools are also seeing a negative impact on attendance.

“The campaign resources are a useful tool for teachers as they continue to speak to pupils about vaping and help young people understand the health risks involved.”

Resources linking to Curriculum for Excellence have been shared with all Scottish schools, including information and facts about vaping, posters, newsletter copy, social media assets and an expert film featuring Professor Linda Bauld talking about the impacts of vaping on young people.

Professor Linda Bauld from the University of Edinburgh said “There is a rise in young people in Scotland who vape and this is a concern. These are products that should be used by adult smokers trying to quit and not other groups.

“Although we don’t have long term evidence on health harms, we do know that many vaping products contain nicotine that can be addictive. Cravings for nicotine can lead to irritability, restlessness, feeling anxious or depressed, trouble concentrating and sleeping.

“It’s important that we communicate to young people and parents about risks and support them to have informed discussions about these products.”

Nicotine withdrawal can have an impact on a young person’s mental health making them tired, stressed and anxious. It can also affect young people’s concentration and impact their ability to learn and study. The first symptoms of nicotine dependence can appear within days or weeks of starting to occasionally vape.

The ‘Take Hold’ campaign also offers advice for parents about talking to their about vaping and features a striking image of a young person being ‘taken hold of’ by vape smoke, to highlight how vaping can quickly take hold of and impact your life.

New Year, new skills? Places still available on courses at Edinburgh College

There’s still time to try something new this new year as places are available on a wide range of January-start courses at Scotland’s Capital College.

Edinburgh College’s January courses start later this month – meaning potential applicants still have time to book their place and take the next step in their education and career journey.

Places are available in subject areas including: Music; Computing; Cookery and Hospitality; Travel and Tourism; Business; Science; Health and Care; and Sport and Fitness.

In addition to full-time courses, a variety of flexible study options – including evening and part-time – are available to suit the needs of those with family commitments or those in employment.

Courses are delivered by expert lecturers across the College’s four campuses: Granton; Midlothian; Milton Road; and Sighthill – all of which house state-of-the-art equipment and facilities.

As well as high-quality learning, students also have access to extensive support services including: funding, learning support and wellbeing during their time at the College.

Audrey Cumberford, Edinburgh College Principal, said: “We’re looking forward to launching our January-start courses for 2024. It is always an exciting time for us to welcome new students to our Edinburgh College community.

“Our courses are delivered by expert teaching staff and are designed to provide students with the skills they need to either continue their learner journey or achieve their chosen career. We look forward to supporting our next wave of students to take their next step.”

Major national drive to improve school attendance in England

Attendance hubs to more than double to support 1,000 more schools and £15 million investment to expand the attendance mentor pilot programme

Driving up attendance and tackling persistent absence is at the centre of new stronger measures launched today as pupils return to school in England.  

More than one million children and young people will be supported into regular education as part of a major expansion of the attendance hubs, which provide a range of tailored support to families and pupils to boost time in school. 

There will be 18 new attendance hubs across six regions, bringing the total to 32 and will see nearly 2,000 schools helped to tackle persistent absence.

Hubs are run by schools with excellent attendance that share practical ideas with other primary, secondary, alternative provision and special schools in England who need help to boost their attendance.

From direct pupil engagement initiatives like breakfast clubs and extracurricular activities, to improving their processes and analysis of attendance data, lead hub schools provide a range of support to schools that they can tailor to their pupils and families.  

The Westminster government is also increasing the direct support offered to children and their families with the expansion of the attendance mentor pilot programme.

With an investment of up to £15million, over three years, this programme will provide direct intensive support to more than 10,000 persistent and severely absent pupils and their families.  

The programme will see trained attendance mentors working in 10 further areas from September 2024. These areas are in addition to the existing pilot programme with Barnardo’s which is already operating in Middlesbrough, Doncaster, Knowsley, Salford, and Stoke on Trent.  

The programme provides intensive one-to-one support to pupils who are persistently absent working with them and their families to find out why the child is skipping school. This can lead to extra support, more intensive work with teachers or in some cases bridge-building between school and family.

Being in school has never been more valuable with standards continuing to rise. 89% of schools are now rated good or outstanding, up from 68% in 2010. We are constantly seeing the success of our reforms rising up the rankings in maths, reading and science.

Just this month, England was ranked 11th in the world for maths, up from 27th in 2009, and in May, England was named ‘best in the west’ for primary reading.

Education Secretary Gillian Keegan said: “The benefits of our success in raising education standards can only be when all children are in school.

“Tackling attendance is my number one priority. We want all our children to have the best start in life because we know that attending school is vital to a child’s wellbeing, development, and attainment as well as impact future career success.

“I am hugely grateful to all our brilliant teachers, heads, and everyone whose worked with us to make the progress we’ve already made with 380,000 fewer children persistently absent.”

Children’s Commissioner Rachel De Souza said: “As Children’s Commissioner, I have made school attendance one of my top priorities because children tell me how much they value their education and want to be in school.

“Every day counts: when children miss school, it’s not just about missing lessons, it’s also about losing valuable moments spent with their friends and teachers.

“I very much welcome the government’s announcements today which include the recommendations made last year in my report on school attendance.

“I am hopeful that these measures will arm local authorities and schools with real-time information about school absence rates and provide vital support for children who face barriers to attending school.”

Chief Executive of Barnardo’s, Lynn Perry MBE, said: “Our Attendance Mentoring pilot scheme shows that one of the best ways to improve attendance is working individually with children, building trust and listening to their concerns.

“Our mentors encourage children to talk openly about issues such as family finances, bullying, or mental health worries – anything they feel may be preventing them from going to school.

“In Middlesbrough, 82% of the children we have worked with improved their attendance through one-on-one support from an attendance mentor, with almost two-thirds of the children saying their mental health also improved.”

Rob Tarn CBE, Chief Executive of Northern Education Trust said: “We are delighted that the hard work around attendance at North Shore Academy has led to significant impact for our students and their outcomes.

“The fact that this work was recognised as a best practice model meant we felt compelled to share what we are doing with other schools and academies in similar contexts and help where we could.

“This was, in essence, the beginning of the attendance hub programme. Seeing this work extended, with more hubs supporting more schools, is a source of great pride for the trust.”

A national communications campaign on the importance of attendance is also launching today targeting parents and carers.

Under the strapline ‘Moments Matter, Attendance Counts’ it outlines the importance of attendance for attainment, wellbeing, and development as well as signposting to advice for further support.  

Key advice includes a recent letter from the Chief Medical Officer that outlines best practice when it comes to attendance and illness.

The intention is to ensure that parents have the guidance they need when it comes to making decisions when deciding to send their child to school or when to keep them home. 

The UK government has also committed to further legislation in the coming months that will mean all schools will be required to share their daily school registers.

This, together with reforming pupil registration practice, will modernise how schools record and share data on attendance and support them to understand what is driving absence in their school and provide early support and intervention where pupils are displaying worrying trends of absence.

Merchiston Castle School invites passionate early-years and primary educators to Forest School

Exciting career opportunities are available at the much-anticipated Forest Nursery and Junior School 

Merchiston Castle School is holding a recruitment event for its highly anticipated Forest Nursery and Junior School, scheduled to open in September 2024. 

Taking place on 27 January between 9:30am-11:30am in Merchiston’s picturesque grounds, the event will serve as an opportunity for prospective candidates to hear more about the Forest Nursery and Junior School the rewarding career prospects available. 

Enthusiastic early-years practitioners and primary teachers with a passion for outdoor learning and holistic development are encouraged to sign up for the recruitment morning to discover all The Forest at Merchiston has to offer. 

Attendees will be taken on a guided tour of the stunning 100-acre wooded campus, discover The Forest’s innovative, child centred curriculum, and hear from Headteacher Davina Bowers, about the unparalleled educational offering The Forest Nursery and Junior School will deliver. 

The Forest at Merchiston is looking to fill a number of positions, with full-time and part-time roles available. The recruitment morning is a chance for eager applicants to learn more about this promising career opportunity and gain an insight into Edinburgh’s most exciting early years and primary provision. Interested individuals will later be required to submit a formal application, with interviews scheduled for March 2024. 

Davina Bowers, Head of The Forest at Merchiston, said of the event: “This is the ideal opportunity for interested applicants to explore our unique educational provision and gain an understanding of the curriculum, our progressive approach and ambitions for the Forest Nursery and Junior School. 

“The event promises to be a wonderful gathering of like-minded practitioners, all passionate about combining academic subjects with the power of outdoor education and child-centred learning. 

“I am looking forward to meeting the inspiring and dedicated teachers and practitioners who will make up our future team of educators.”

Those interested in attending the recruitment event on 27 January are asked to register their interest by submitting a form on the website here. 

Primary Schools: Attainment at a record high, says Curriculum for Excellence report

Latest statistics show widespread improvement

The proportions of pupils in primary achieving expected levels of literacy and numeracy have reached record highs for children from both the most and least deprived areas, according to official statistics.

Overall, the Achievement of Curriculum for Excellence Levels (ACEL) 2022/23 show:

  • for numeracy, a total of 79.6% of pupils reached the levels expected in 2022/23, a rise of 0.5 percentage points compared to the previous high (79.1% in 2018/19).
  • for literacy a rise to 72.7%, up on the previous high of 72.3% in 2018/19

The gap between the proportion of primary pupils from the most and least deprived areas achieving expected levels in literacy has also decreased to the lowest on record in 2022/23.

The figures also show improvements at secondary level compared to 2021/22, with increases in attainment across the board and the gap between those from most and least deprived areas has reduced.

Education Secretary Jenny Gilruth said: “These figures show record levels of attainment across primary school level and significant improvements in secondary. I congratulate our pupils and teachers for their hard work over the last year.

“These findings are the most up to date statistics on attainment and are comprehensive across all publicly funded schools in Scotland, demonstrating a clear rise in standards above pre-pandemic levels among primary school pupils. Along with this year’s SQA results, they point to widespread rises in attainment.

“I recognise that there is no room for complacency and our programme of reform across the education and skills system will help identify where further improvements can be made and will look to drive enhanced attainment to ensure all young people meet their full potential.”

COSLA’s Children and Young People Spokesperson Cllr Tony Buchanan said: “Today’s Achievement of Curriculum for Excellence Levels publication shows increasing attainment and the attainment gap narrowing reflecting the work and dedication of schools, councils, and partners to improving children’s outcomes. Mainly, it demonstrates the efforts of children and young people themselves and this should be celebrated.

“The improvements are made despite the backdrop of severe and increasing pressure on local budgets and recruitment challenges in specific subjects and areas of the country. Earlier this year we set out clearly to the Scottish Government that additional core funding is crucial to enabling further improvement in the attainment, health and wellbeing of children and young people, as opposed to financial penalties relating to school staffing numbers.

This was particularly important in the context of falling school rolls, changes to Scottish Attainment Challenge funding and the ending of additional resource for councils to support Ukrainian refugees. We are clear that Local Government needs flexibility to provide the right support within and outwith schools, drawing on the expertise of a range of professionals.

“Councils have continued to demonstrate their ambition to further improve outcomes for children and young people across Scotland. In line with the Verity House Agreement, we will seek to engage constructively with the Scottish Government to work collectively towards this shared aim, including on further education reform in line with recent reports on the curriculum, qualifications and new national education bodies.”

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Updating the maths curriculum

Specialist to lead improvements

Maths will be the first subject area to be updated as part of a new approach to improvement to ensure that Scotland’s curriculum remains engaging, forward looking and supports high quality teaching and learning.

Beginning in 2024, a maths specialist will lead on this work, alongside the National Response to Improving Mathematics (NRIM), which will include looking at curriculum relevance and transitions between primary and secondary.

The 2022 Programme for International Student Assessment (PISA) study, which published last week, showed that in Scotland performance in reading was above the OECD (Organization for Economic Cooperation and Development) average, with results in maths and science in line with the average. This was also the case in the previous survey, in 2018.

Updating Parliament, Cabinet Secretary for Education & Skills Jenny Gilruth said: “While the latest PISA stats showed Scotland has maintained our global standing, every country in the UK has seen a reduction in its PISA scores across maths between 2018 and 2022. I was clear there will be key learnings for us to address reflecting on the latest statistics covering education in Scotland.

“Wider evidence from both the 2023 national qualification results and the most recent literacy and numeracy data for primary, show clear evidence of an ongoing recovery which we are determined to build on. My view is that maths education requires to be a central focus for Government, councils and schools alike.

“I want this work nationally to be led by a maths specialist working alongside the National Response to Improving Mathematics. They will also provide a key role in driving the improvements required to improve Scotland’s performance in maths.” 

A maths national thematic inspection, with a focus on teaching and learning will also be carried out by the interim Chief Inspector in 2024, to support this work.

Schools: Action to address behaviour and attendance issues

Funding to address problems at the root

Education Secretary Jenny Gilruth has announced £900,000 in new funding for staff to tackle poor behaviour and attendance in schools. 

The funding will be provided directly to local authorities to train support staff to respond to new challenges and develop behaviour management strategies in schools post COVID.

It comes as part of a multi-year plan that is being developed in conjunction with key stakeholders and will set out actions at national, local and school level to improve behaviour and support better relationships.

Actions include:

  • the new Interim Chief Inspector being tasked with ensuring HMI inspections are accurately recording behaviour to ensure any issues are tackled as soon as possible
  • a call for more accurate and robust recording of any incidents of poor behaviour in schools
  • a dedicated approach to responding to issues regarding misogyny

Ms Gilruth said: “It is important we keep the big picture in mind, with research published yesterday showing staff reporting generally good behaviour amongst pupils. However, the status quo is not an option and the plan I am setting out today will provide the support necessary to help tackle these problems at the root.

“I am absolutely clear that our schools should be safe and consistent learning environments for all. No teacher, or support assistant should face violence or abusive behaviour at work. We cannot suggest that the pandemic has not exacerbated inequity and nor must we blame it for these challenges.

“Schools, equally, can’t do this all alone; they need help. We have to enact a national plan which better supports our teachers and support staff in the workplace; recognising the role of Local Government as employer.

“And that plan has to better protect the learning outcomes for our young people – the vast majority of whom are well behaved. That is the prize that better behaviour in our schools can deliver – and I look forward to working with our partners to deliver just that.”

Headteachers, teaching unions, local authorities, parents, carers and children and young people will help inform the national action plan to improve behaviour and support better relationships in schools. 

The plan will be developed in the coming weeks and published in the new year.

Behaviour and relationships in schools

MSP supports ASN Reform Scotland

Foysol Choudhury MSP pursues support for children with additional support needs

ASN Reform Scotland recently attended the Scottish Parliament to hold a drop-in session for MSPs. Their mission was to raise awareness amongst MSPs about the issues that children with ASN and their parents are facing, how to improve ASN education in Scotland, and to help raise awareness of children with ASN ‘s educational needs.  

Training for people who work with children and young people with complex additional support needs emerged as a key theme from the Scottish Government’s recent 2023 report, ‘Pupils with complex additional support needs: research into provision’. These findings about challenges in accessing training were echoed by parents in the ASN Reform Scotland Group, who raised concerns that the environment provided by mainstream schools is often not appropriate for children with additional support needs due to, for example, a lack of appropriate training for teachers.

Foysol Choudhury MSP hosted the ASN Reform Scotland Group’s drop-in session for MSPs at the Scottish Parliament, after meeting the group outside the Scottish Parliament before the Parliament’s summer recess and offering his assistance to the group. Mr Choudhury says it was saddening to hear about the lack of appropriate support some children are getting at school, with some parents reporting having to take on the burden of teaching their own children.

Foysol Choudhury MSP said: “It was made clear at the drop-in session that parents feel unsupported. 

“The group are calling to increase ASN provisions in Scotland and ensure all teachers get specific ASN training to bring the best for all our children.

“There should be support for children with ASN in school along with school staff members getting provided with the correct training in all types of schools, so parents can feel they are sending their children to a safe and beneficial environment”. 

Parents from the ASN Reform Scotland group also raised with Mr Choudhury their concerns over stretched funding and called for accountability over how funds are spent to support a child with ASN.

The group says this will not just benefit the children’s development but will also help their families, as parents will be assured are that their children are getting the right support and care when they are at school. 

A rolling presentation was played at the meeting, to convey the concerns of parents of children with ASN across Scotland. One parent noted they want “All teachers to have ASN training in mainstream schools”. Another noted: “My child deserves to thrive, not just survive in school”. 

Mr Choudhury says he will continue to support the ASN Reform Group and other parents wherever he can.

Celebration as pupils and teachers receive The Saroj Lal Award

Celebrating diversity through creativity in our schools was the theme of the Saroj Lal Award for Edinburgh Schools event held at the City Chambers on Thursday night (16 November).

Saroj Lal was one of the first Asian women to teach in a Scottish primary school when she began her role at South Morningside Primary School in 1970.

Her many successes included being at the forefront of race relations during a period of immense political and social change, delivering anti-racism training and starting the first local authority interpreting and translating service in Edinburgh.

Following her death in 2020, Saroj’s many achievements in equality, women’s rights, education, and community work are being formally recognised.

Every year our schools are invited to nominate pupil work relating to any aspect of equalities, in any artform. Headteachers were also invited to nominate staff, whose collaborative work around equalities has taken a creative approach and had an impact.

All nominated work will be used to start building a resource bank for schools. This year saw more schools and pupils enter with 11 schools nominated, 33 pupil/pupil group nominations and two teacher nominations submitted.

The entries were considered by a panel of judges, comprising Saroj Lal’s son and equalities campaigner Vineet Lal, Katie D’Souza (2022 Joint winner of the GTC Scotland Saroj Lal Award) and Nikhat Yusaf, Senior Development Officer Equalities for the City of Edinburgh Council.

The award categories for pupils were as follows:

  • Proud to be Me: Communicates the young person’s personal expression of pride in their heritage, in their own culture and/or identity.
  • How Prejudice Makes Me Feel: Expresses young people’s feelings about any form of prejudice inflicted on themselves or others.
  • Artivism: Art expresses their views on social justice and challenges others to change and/or act differently.

There were joint winners for the Proud to be Me category: Lily Schiller-Chatwood, Leith Academy and Natali Rawat, St Thomas of Aquin’s RC High School.

In the How Prejudice Makes Me Feel category the winner was Amna Parveen, Castlebrae Community Campus.          

For the Artivism category the winner were the Equalities Lead Pupils at St Augustine’s High School.

The staff winner was Elaine Oram, James Gillespie’s High School.

The Commendation winner, was a whole school effort, and went to Currie Primary School.

Councillor Joan Griffiths, Education, Children and Families Convener, hosted the event and said: “These awards build on the rich legacy that Saroj Lal left in her decades of pioneering work in Edinburgh and beyond. They recognise the work schools and pupils are doing to challenge the many forms of prejudice and discrimination.

I am so glad to see that in the Awards second year, many more schools have engaged with the award and submitted such a range of creative works, to include films, animation, poetry, and art works, demonstrating that diversity is thriving in our schools.

“The creativity, insights and depth of thinking on display have been hugely impressive, and everyone involved – pupils and staff – deserves to be congratulated.”

Vineet Lal, son of Saroj Lal, and one of the Award judges, said: “It has been thrilling to see the passion and enthusiasm demonstrated by all those taking part in the Saroj Lal Award for Edinburgh Schools.

“The sheer scope and breadth of nominations, from almost a dozen participating schools this year, illustrates how engaged our local pupils are with issues linked to equality, diversity and inclusion, and it has been a pleasure and a privilege to be part of the judging panel.

“The creativity, insights and depth of thinking on display have been hugely impressive, and everyone involved – pupils and staff – deserves to be congratulated.

Last night’s event followed on from Portobello High School biology teacher Hardeep Kaur being awarded the General Teaching Council for Scotland (GTC Scotland) Saroj Lal Award for a Pioneering Spirit in Equality and Diversity. 

Aims of The Saroj Lal Award for City of Edinburgh Schools: 

  • Mark the important legacy of Saroj Lal’s life and work.
  • Inspire action and promote equalities work in the widest sense.
  • Ensure pupils’ views, ideas and experiences are central and communicated widely through creative approaches.
  • Create a bank of resources for schools to use and share.
  • Challenge perceptions, remove stigma and celebrate diversity.

Scottish government consults on education and skills reform

Views sought on new qualifications body and inspectorate

People are being asked to share their views to create a new national qualifications body and new approaches to inspection, as part of reforms to Scotland’s education and skills system.

Legislation will be introduced to Parliament in 2024 to implement the Scottish Government’s commitment to replace the Scottish Qualifications Authority (SQA) with a new organisation. Views are now being sought on how this new body will involve pupils and students and the teaching professions in its decision making, as well as being accountable and transparent.

The public consultation on reform of the education and skills sector is also seeking views on changes in relation to inspection, which currently sits with Education Scotland – to maximise the positive impacts of inspection and ensure high levels of confidence in the system among teachers, other professionals, parents and carers and the public.

It was announced during a wide ranging statement on Education and Skills reform where Education Secretary Jenny Gilruth also announced the publication of the third report from the First Minister’s International Council of Education Advisers, which sets out the need for investment in education professionals to address the changing needs of young people. The Education Secretary also gave an update on planning for the proposed Centre for Teaching Excellence.  

Ms Gilruth said: “The case for reform is clear and we need to deliver tangible action, setting out the steps which are right for our education system now. 

“This consultation is an important opportunity for young people, parents and carers and, crucially, teachers to make their voices heard and is an important step in designing our national education and skills landscape in its totality.

“The new qualifications body and approaches to inspection are the foundations of delivering meaningful reform, meaning better outcomes for young people and adult learners, ensuring that the views and needs of pupils, teachers and others who rely on this service are at the heart of what they do, and how they deliver support.

“I am determined to continue to build the consensus for change. We need the system to work better for children and young people as well as the profession, ensuring it continues to support everyone to positively contribute to our country.”