Tag: schools

Schools across Scotland invited to enter Breakfast Club Awards

Applications have opened for nationwide breakfast club awards, giving schools across Scotland the chance to win £1,000 for their breakfast club and be recognised at a special ceremony at the Houses of Parliament.

The Kellogg’s Breakfast Club Awards celebrate breakfast clubs up and down the country, recognising best practice and innovation among the thousands of breakfast clubs that take place at schools across the UK.

Applications are now open and close at midnight on Friday 29th June 2026. Schools are invited to share the work of their breakfast club and the teachers, support staff, volunteers and pupils who help children start the school day fuelled and ready to learn.

Andrew Ridge, Social Impact Manager at Kellogg’s, said: “We’ve been supporting breakfast clubs for nearly 30 years, so we understand the important role they play for children and families across the UK.

“Every morning, schools are creating safe, welcoming spaces where children can enjoy breakfast, build friendships and start the day ready to learn. The positive impact these clubs have is made possible by the passion and commitment of the teachers, support staff and volunteers behind them.

“That is why, over the last fifteen years, Kellogg’s has been proud to celebrate the amazing work that goes into breakfast clubs across the country through our awards. We are looking forward to hearing from schools again this year and recognising the people and pupils who help make these clubs so special.”

This year, Kellogg’s will recognise winners across eight award categories, including six regional awards for Scotland, Wales, Northern Ireland, South England, Central England and North England.

New for 2026, the Breakfast Club Star Award will recognise an extraordinary pupil who consistently shows enthusiasm, kindness and commitment at their breakfast club, helping to create a positive, welcoming and supportive start to the day for others.

As part of the application process, schools will be asked to put forward a pupil they feel deserves to be named a Breakfast Club Star. The winning pupil will be named at the awards and invited to share their personal thoughts on what breakfast clubs mean to them.

Each category winner will receive a £1,000 cash grant to spend on their school breakfast club, helping them to enhance their provision, invest in new equipment, activities or resources, and continue creating a welcoming space for children at the start of the day.

The Kellogg’s Breakfast Club Awards typically receive more than 500 applications from schools across every corner of the UK, with entries highlighting the important role breakfast clubs play in supporting children’s wellbeing, attendance, learning and social development.

Winners will be revealed at a ceremony at the Houses of Parliament on Wednesday 18th November 2026, where schools will have the opportunity to share their stories in front of MPs and leading industry figures.

Kellogg’s has been supporting breakfast clubs for 28 years and since 1998, has donated more than £7 million to schools across the UK as part of its efforts to alleviate hunger and help provide children with the start they need to be fuelled and ready to learn.

Previous winners include Southbury Primary School in Enfield, which was named Kellogg’s Breakfast Club of the Year 2025, and Stranraer Academy in Scotland, which was recognised for the outstanding impact of its breakfast club on pupils and families.

Last year’s judging panel included Andrew Ranger, MP for Wrexham, Helen Hayes, MP for Dulwich and West Norwood, Professor Greta Defeyter OBE and Greggs CEO, Roisin Currie.

Schools can enter the awards at:

 Ihttps://kelloggconsumeraffairs.my.site.com/survey/survey/runtimeApp.app?invitationId=0KiVt00000GerM9&surveyName=uk_breakfast_club_awards_2026&UUID=b7f78ffb-8b96-4d43-99e0-731c214f9b54

Scotland set for phone-free schools

Protecting children and young people

School learning environments across Scotland will become phone free under measures announced by Education Secretary Màiri McAllan yesterday.

Highlighting the damage phones can cause to pupils’ wellbeing and education, Ms McAllan confirmed forthcoming legislation to restrict their use in all of Scotland’s schools. A consultation will be launched within the new government’s first 100 days, with refreshed guidance published this summer to further encourage schools to bring in their own restrictions in advance of the law change.

A public health campaign will also be developed for young people and their parents, raising awareness of online harms while providing advice on how to stay safe on the internet.

The Scottish Government aims to build on strong foundations, delivering a phased and evidence-based public health approach to tackling online harms, informed by children and young people.

The Education Secretary said: “We will shortly publish a consultation on laws to make our learning environments phone free, meeting our commitment to do so in the first 100 days of this government.  

“Legislation is the way for us to mandate phone-free learning, but if head teachers want to take action themselves they do not have to wait, and nor should they.

“While we prepare legislation, we are working with education authorities to refresh the current guidance by the end of June, to support schools to consider their approach from the next term.

“Our schools and learning environments should be safe and nurturing environments for our children and young people, where they can learn free from the distractions of mobile phones.” 

In response to the Ministerial Statement on phone-free classrooms made yesterday, Mary Glasgow, Chief Executive of Children First said: “The strong commitment from the Scottish Government to set clear, consistent limits on mobile phone use in schools as part of a wider public health response to protect children from online harm is a crucial step in tackling the national childhood emergency of our time.

“The proposed guidance for schools must include firm boundaries for working with technology providers, so children’s data is protected and they are never exposed to advertising, addictive design or harmful content.

“Children are experiencing online harm on an unprecedented scale which must be matched by an unprecedented level of leadership and commitment. That’s why we’re calling on the Government to establish an independent online harm reduction unit within the first 100 days of the new Parliament.

“The unit would bring together expertise from across sectors to better understand risk, support parents, carers and professionals and challenge harmful and exploitative practices by tech companies.”

Any parent or carer worried about their child can contact Children First’s support line on 08000 28 22 33 or visit www.childrenfirst.org.uk/supportline for expert practical and emotional support.

You can listen to the Ministerial Statement in full here: Meeting of the Parliament | Scottish Parliament TV

Scotland’s last all-boys school removes phones at night as debate over teenage screen use grows

Edinburgh’s last all-boys school is removing phones overnight in a drive to put sleep back at the centre of school life.

As debate continues following Westminster’s recent decision to ban mobile phones in schools, Merchiston Castle School in Edinburgh is taking its own approach to managing screen use.

The independent school has their younger boarders hand in their phones and tablets each evening before bed, removing the temptation to scroll, message or game late into the night.

For Sixth Form pupils, phones remain with them but the school’s Wi-Fi switches off at 11pm, marking the end of the digital day. The policy forms part of a wider effort to encourage healthier digital habits and better sleep routines.

As a boarding school, staff also oversee evening routines and bedtime in the houses, giving them a unique view of how screen habits affect sleep.

The move comes amid growing concern about the impact smartphones are having on teenagers’ sleep and attention. Recent research by the National Literacy Trust found that fewer than one in ten boys aged 14-16 now read daily for pleasure, with screens and digital distractions increasingly dominating evenings.

Staff say reclaiming some of that evening time has become an important part of boarding life at Merchiston.

The school has also introduced The Bothy, a deliberately screen-free social space where pupils can spend time together without devices, playing board games, reading, listening to music or simply talking.

Staff say the aim is not to ban technology but to help boys develop healthier routines around sleep and downtime.

Boarding staff say the biggest change is visible in evening routines once devices are removed.

Richard Glover, house parent for the school’s middle-year boarders, where phones are handed in overnight, said: “Before we introduced clearer routines around phones, it wasn’t unusual to see boys scattered around the house late in the evening, each absorbed in their own screen messaging, gaming or scrolling.

“Once the phones are handed in, the atmosphere changes quite quickly. You start to see the more traditional side of boarding life come back with boys chatting in the common room, reading, playing pool, helping each other with homework or even cooking together in the kitchen.

“We have noticed that the boys even recognise their sleep quality improving with the school’s routine. Within a short time the house becomes much calmer and bedtime happens far more naturally.”

For older pupils, the emphasis shifts towards independence.

Nick Lieberman, house parent for the school’s Sixth Form boarders, where pupils keep their phones but Wi-Fi switches off at 11pm, said: “With Sixth Form pupils the focus is much more on independence and learning self-management of their screen time.

“They’re only a year or two away from university, so part of boarding life is helping them learn how to manage their own routines and helping them build habits they’ll carry with them beyond school.

“The evening routine in Sixth form is sacred and forms invaluable structure for the boys while in school. The boys must then be in their rooms and settling for bed from 10pm onwards.

“When the Wi-Fi switches off at 11pm it creates a natural end point in the evening and a digital switch off, limiting the opportunity for endless scrolling and also the temptation to do a bit more work because rest is so important as a part of academic study.”

Carole Crawford, whose son flexi-boards at Merchiston and spends part of the week boarding and part at home, said the school’s approach to evening phone use has helped reinforce positive sleep habits and support the routines already encouraged at home.

She said: “Like most teenagers, my son would happily stay on his phone late into the evening if he could. We have always encouraged sensible phone habits at home, and the structure at school really helps reinforce that message.

“It gives him a clear point in the evening to switch off, settle down and get a proper night’s sleep. When he comes home, that pattern carries through, and he is more conscious of putting the phone down at the right time.”

Headmaster of Merchiston Castle School, Huw Jones, said: “Sleep is fundamental to how young people learn, concentrate and manage their wellbeing. Rather than focusing on restricting or banning phones, our priority is to nurture the skills and habits that support a healthy, sustainable relationship with technology.

“In a boarding environment, we have a duty to ensure pupils have the time and space to switch off properly at night. When young people are well rested, everything improves, from focus in the classroom to how they engage with friends, sport and school life more broadly.

“I try to model good habits by locking away my own phone during the working day. It’s a simple way of showing that how we use technology has a direct impact on our attention, productivity and wellbeing.”

To learn more about Merchiston Castle School, please visit:

https://www.merchiston.co.uk/ 

Creative Connections Schools Exhibition at Fruitmarket, Edinburgh

Fruitmarket opens an exhibition championing the creativity of Edinburgh primary school pupils

Fruitmarket’s Creative Connections exhibition marks the culmination of a pioneering three-year programme that places artists in schools to embed creative learning in the classroom. This year’s Creative Connections exhibition will be open to the public on 29.05.26–31.05.26 from 11am–6pm at Fruitmarket, Edinburgh.

The exhibition features artwork inspired by Fruitmarket’s programme, created by Primary 5–7 pupils across six primary schools in South Edinburgh: Craigour Park, Gracemount, Gilmerton, Liberton, Prestonfield and St Catherine’s R.C. Primary.

Since 2023, Fruitmarket has worked in close partnership with classes across the six primary schools in South Edinburgh. The schools have been paired with practising visual artists who have been in residence at the schools, working with pupils on creative projects supported by regular visits to the gallery.

The six artists are Alice Dansey-Wright, Coral Brookes, Georgie Fay, Greer Pester, Kate Temple and Lorna Gallagher. Through regular professional development sessions, Lead Artist Louise Fraser has supported teachers to develop new skills and the confidence to embed arts pedagogy in the classroom across the three years.

Creative Connections was created by Fruitmarket, in close collaboration with participating schools, in response to a demand for creative provision in Primary schools and a focus on pupil wellbeing and confidence following the Covid-19 Pandemic. The project was made possible at this scale and depth through a multi-year grant from Paul Hamlyn Foundation and now has set a benchmark for educational visual arts programmes in Scotland.

Over three years, 757 pupils aged 8 – 11, 23 classroom teachers and six headteachers have participated.

Artists worked with the same classes across the academic year, providing consistent mentoring for pupils and ongoing support for classroom teachers. At the end of each year, pupils showcased their work in a public exhibition celebrating achievement and strengthening connections between schools, families and the gallery.

This year’s cohort has drawn inspiration from recent Fruitmarket exhibitions including What Is Us and What Is Earth, by Glasgow-based artist Ilana Halperin and Wilding, by the Indigenous American artist Jaune Quick-to-See Smith.

One Headteacher said: “I think what’s really made the difference in this project is the fact that we have had the opportunity to work over a number of years. It is not unusual for us to be able to have a project that comes in for a term or a couple of lessons and children enjoy it and they go away afterwards, but it’s that sustainable impact that we don’t necessarily see to the same degree.

“The chance to build up a relationship with an actual artist, to build up a relationship with a gallery has a huge impact for the staff, for the school, also for the children as well, who really, I think, feel that the Fruitmarket is their gallery because of this extended time they’ve had together.

“That depth of the project has been something I’ve not actually seen that before in a project I’ve worked with in my 30 years in education.”

Fiona Bradley, Fruitmarket Director, said: “Over the course of three years, though our ongoing project evaluation, we have seen how working closely with artists in the inclusive context of contemporary art spaces –where there are no right or wrong answers – can help both pupils and teachers express themselves and grow in confidence. 

“The annual exhibitions of pupils’ and teachers’ work at Fruitmarket are something we look forward to every year and give our audiences the opportunity to share in a moment of pride with pupils, teachers and families.

“We are very proud that the project has become so valued by the schools, and we have committed to continue to deliver the programme in the new school year in a sustainable form. We are actively fundraising for the continuation of the project and we are very grateful to the funders who are already help make this possible.”

Kevina Khan, Grants Manager, Paul Hamlyn Foundation, said: “Creative Connections shows the incredible things that can happen when artists, teachers and pupils collaborate.

“Through the programme, artists-in-residence and teachers have been building meaningful relationships and finding ways to bring the expressive arts into the curriculum for excellence.

“The impact on children’s educational outcomes, confidence, wellbeing and engagement is powerful.

“The professional learning element of the programme means that these creative approaches to teaching and learning will have a lasting legacy.”

Creative Connections Schools Exhibition

29.05.26–31.05.26, 11am–6pm daily.

Fruitmarket, 45 Market Street, Edinburgh, EH1 1DF

New missions to transform childhoods of most disadvantaged

New education missions launched to open doors for children in England’s most under-served communities

Thousands of children from England’s most under-served communities are set to benefit from targeted support that will transform their life chances through two pioneering new education programmes. 

Mission North East and Mission Coastal will bring expert support into classrooms and new opportunities beyond the school gates for children in the North East, Hastings and Scarborough from this September — communities where too many young people have been held back for too long, with persistently low results. 

Announced by Education Secretary Bridget Phillipson today, these landmark programmes will transform children’s lives — giving the most disadvantaged children the mentoring, careers support, and enrichment opportunities they need to achieve and thrive.

The data driving these decisions is stark. The North East has the lowest exam results of any region in England at 1.9 points below the national average of 46.0 in Attainment 8. In Hastings, disadvantaged pupils average just 26.0 and in Scarborough around 27.

Across the country, disadvantaged White British pupils are being consistently let down, scoring 30.9 against 48.6 for their better-off peers. That is a generational injustice.

These missions will change that. Expert practitioners will work directly with leaders and teachers, building teacher capacity and raising standards. Schools will work together in local clusters, learning from each other rather than tackling challenges alone. 

Beyond the school gates, new partnerships with employers, sports clubs, faith groups and youth organisations will provide vital mentoring, careers support and cultural enrichment — the building blocks of a full childhood.

These programmes build on the success of the London Challenge, which launched in 2003, and proved what is possible when you concentrate expert-led, place-based support in communities that have previously been left behind. 

Education Secretary Bridget Phillipson said: “I grew up in the North East and know the challenges families face. I want every child there, and in coastal communities like Hastings and Scarborough, to have the same opportunities I was lucky enough to have.  

“For too long, children living in these areas have grown up without the opportunities that they need and deserve to be able to achieve and thrive. 

“That is not a matter of ability. It is a matter of justice. Mission North East and Mission Coastal are our commitment to change that postcode lottery for good.”

Designed with a Test, Learn and Grow approach, these programmes will identify what works quickly and feed those lessons back into national policy – so these missions benefit not just local communities, but similar communities across the country.

Over time, we will look to form a wider alliance of other coastal areas with similar challenges, where children and families can benefit from the approach being taken in Scarborough and Hastings.

The landmark Schools White Paper set out the government’s plans for Mission North East and Mission Coastal as part of our plan to cut the link between background and success and halve the disadvantage gap for this generation, so that every child can achieve and thrive.

This work builds on the passing of the Children’s Wellbeing and Schools Act, which introduced free breakfast clubs to all primary schools and places new limits on branded school uniform costs.

Together, these measures form part of the most ambitious programme of investment in children and childhood England has seen in a generation.

Lcal primary schools could win £4,000 worth of books and stationery through new TGJones competition

Competition launched in celebration of National Year of Reading 2026, encouraging children to ‘Go All In’ on reading with 25‑word book review challenge

TGJones has launched a nationwide competition for UK primary schoolchildren and primary schools, with a total prize value of over £17,000 up for grabs.

The ‘Bitesize Bookworms’ competition supports the National Year of Reading 2026, the biggest campaign in a generation designed to inspire everyone to discover a passion for reading and embed it into our everyday lives. 

A Department for Education initiative supported by the National Literacy Trust, the National Year of Reading is delivered with the support of major sponsors and partners, including TG Jones. Primary school children across the country will be asked to share what they love about their favourite book – in 25 words or less.

Each winner will receive a £200 TGJones Gift Card, plus £4,000 of books and stationery for their school, while runners-up will win a £50 TGJones Gift Card and £500 of equipment for their school.

All entrants will be in with a chance of winning the huge prize, with three winners and nine runners up to be selected by an expert panel of literary judges, including primary school teacher turned rapper MC Grammar, Richard Madeley and Judy Finnigan. 

Competition entries will be split across three primary school age groups, with one winner and three runners-up from each group.

  • Reception – Year Two (England & Wales) / Primary 1-3 (Scotland & Northern Ireland)
  • Year Three – Year Four (England & Wales) / Primary 4-5 (Scotland & Northern Ireland)
  • Year Five – Year Six (England & Wales) / Primary 6-7 (Scotland & Northern Ireland)

The competition has been launched after a poll of 1,500 schoolchildren between the ages of 5 and 12 years old found that they spend over 6.8 hours a week reading, with an average of 3.8 hours spent reading for pleasure, and 3 hours a week spent reading for homework.

This trumps time spent on other activities including gaming (5.5 hours a week), playing outside (6.2 hours) and even chatting with their friends (5.8 hours).

The National Year of Reading aims to change the perception of reading, and redefine it as a modern, relevant and social activity. The campaign encourages the nation to Go All In in 2026, reading into our passions and interests to get more out of the things we already love, whether it’s football, gaming, music, sci-fi, or baking. 

The competition adds to the momentum, providing an opportunity to encourage new readers to pick up a book, and share their recommendations with others to spark a conversation about reading. 

MC Grammar (Jacob Mitchell) commented: “I can’t wait to hear of the adventures and wonders that kids have discovered within the pages of the books they’ve loved.

“The knowledge they have gained will help shape their lives, and now they have the chance to share that magic with the world – inspiring more readers, everywhere, to open a book and dream.”

David Hayman, Director of the National Year of Reading 2026 said: “Reading has the power to open doors, spark imagination and build confidence in every child.

“Through the National Year of Reading 2026, we’re encouraging families, schools and communities to rediscover the joy of books and inspire a lifelong love of reading.

“We’re incredibly grateful to TG Jones and all of our partners for their support and their shared commitment to making reading a relevant and rewarding part of everyday life.”

Alex Willson, CEO of TGJones and Head Judge of Bitesize Bookworms, said: “Nothing is more creative than a child’s imagination and we want to celebrate that unfiltered, accidental comedy that comes from a child giving their honest opinion about their favourite book.

“Reading is so important for a child’s development, and as partners of the National Year of Reading 2026 we hope this campaign encourages more children to pick up their favourite book.”

When it comes to why children want to read more, polling showed that 52% are driven by the desire to learn new things, 40% said they were inspired to pick up a book based on its cover, while 33% want to keep up with what their friends are reading.

The surge in engagement is fuelled by a love of enduring characters and stories that continue to capture children’s imaginations. The research revealed that JK Rowling’s boy wizard Harry Potter (36%) was the most popular storybook character among primary school-aged children.

In second place was Julia Donaldson’s The Gruffalo with 20%, followed by Roald Dahl’s Matilda with 18%. Marmalade loving Paddington Bear came in fourth place with 16% of the vote, with 15% voting for Peter Rabbit.

When it came to the nation’s favourite children’s authors, JK Rowling topped the charts with 28% of the vote. Roald Dahl was in second place with 23%, followed by Julia Donaldson with 18%. Jeff Kinney, best known as the author and illustrator of ‘Diary of a Wimpy Kid’ secured 10% of the nation’s vote, and ‘The Cat In The Hat’ author Dr. Seuss came fifth with 9% of the vote.  

School children who want to share why they love their favourite books can enter via the online entry page, which remains open until 23:59 on Friday 5th June 2026.

TOP TEN CHILDREN’S FAVOURITE STORYBOOK CHARACTERS

  1. Harry Potter – 36%
  2. The Gruffalo – 20%
  3. Matilda – 18%
  4. Paddington Bear – 17%
  5. Peter Rabbit – 15%
  6. Peter Pan – 13%
  7. Alice (Alice in Wonderland) – 13%
  8. Horrid Henry – 12%
  9. Willy Wonka – 12%
  10. The Cat In The Hat – 12%

TOP TEN CHILDREN’S FAVOURITE AUTHORS

  1. JK Rowling – 29%
  2. Roald Dahl – 24%
  3. Julia Donaldson (The Gruffalo) – 19%
  4. Jeff Kinney (Diary of a Wimpey Kid) -11%
  5. Dr Seuss (The Cat in the Hat) – 10%
  6. Beatrix Potter (Peter Rabbit) – 9%
  7. Dav Pilkey (Dog Man) – 8%
  8. Eric Carle (The Very Hungry Caterpillar) – 7%
  9. A.A Milne (Winne the Pooh) – 7%
  10. Francesca Simon (Horrid Henry) – 7%

The Tesco Free Fruit & Veg for Schools programme expands in Edinburgh

New research finds most children fall short of their five-a-day

The Tesco Free Fruit & Veg for Schools programme hits more Edinburgh schools, as new research finds most children fall short of their five-a-day

  • Less than 1 in 10 Edinburgh children currently eat their recommended five-a-day, according to new research
  • Ambition to help one million school children across the UK access free fruit and vegetables through Tesco school and community programmes by July 2029
  • Tesco invites children to create fun fruit & veg-packed recipes, with winning dish served in over 1,500 schools to mark expansion of its Free Fruit & Veg for Schools programme
  • To encourage children to be more adventurous with fruit & veg, Tesco is launching the Giant Fruit & Veg Challenge. To find out more and how to enter, visit www.tescoplc.com/fruitandvegchallenge

Less than 1 in 10 Edinburgh children eat their recommended five portions of fruit and vegetables on a typical school day, with 8.70% of parents saying their child only eats one piece of fruit and veg per day, according to new research from Tesco.

But the findings also show what does work when it comes to getting five a day into kids with more than half (73.91%) of Edinburgh parents and carers say their child is more likely to eat fruit and veg when they can choose it themselves, and making food fun or visually creative encourages their children to try more.

So, to help more children get more of their five-a-day and the nutritious food they need to learn, Tesco is doubling its Free Fruit & Veg for Schools programme from September, with the aim of doubling the programme again the following year. And the results to date speak for themselves, with 94% of teachers nationwide reporting improved behaviour among pupils taking part. 

The new research further highlights why schemes like Free Fruit & Veg for Schools matter. Children tend to stick to familiar favourites, with fruit far more common than vegetables in their diets, and many parents say repeated refusal shapes what they buy at home. Just over half of Edinburgh parents (56.52%) say they have stopped buying or serving certain fruit or vegetables after their child repeatedly refused them. By contrast, pupils taking part in Free Fruit & Veg for Schools have collectively sampled more than 100 different varieties of fruit and vegetables, helping to broaden tastes and encourage healthier choices.

To encourage and inspire children to be more adventurous with fruit and veg and to celebrate the expansion of its Free Fruit & Veg for Schools programme, Tesco is launching the Giant Fruit & Veg Challenge**. 

The competition invites children to dream up their own fruit and veg-packed dish, with the winning recipe shared on menus across the UK and in Tesco’s programme. The challenge is supported and judged by JLS star turned farmer JB Gill, and his son Ace, alongside a panel of experts and nutritionists.

Along with its Fruit & Veg Grants and Free Fruit for Kids in its stores, Tesco aims to support thousands more local children in getting more of the good stuff. Customers will be able to help grow the programme with Tesco donating every time customers buy fruit and veg at Tesco up until 24 May.

LONDON, ENGLAND – APRIL 21: <> during the Tesco Giant Fruit And Veg Challenge on April 21, 2026 in London, England. (Photo by Jeff Spicer/Getty Images for Tesco)

Ken Murphy, Tesco Group CEO, said: “We’ve set out an ambition to help one million children get free fruit and veg through our school and community programmes, supporting the development of healthy habits.

“Schools have told us what a positive impact the Tesco Free Fruit & Veg for Schools programme has already made, so we’re delighted to be able to double the number of schools receiving support from September.”

Elaine Hindal, Chief Executive of the British Nutrition Foundation, said:
“A significant number of children in the UK are growing up with diets that don’t support their health.

“Early food experiences matter, as they can help to shape children’s confidence, habits and long‑term health outcomes.

“By helping children enjoy and regularly eat fruit and vegetables from a young age, programmes like Tesco Free Fruit & Veg for Schools can help to make a lasting difference to diet and health now and in the future.”

For more information and to enter the Giant Fruit and Veg Challenge, visit:

www.tescopls.com/fruitandvegchallenge

A new school term with new challenges and opportunities

Education, Children and Families Convenor, Cllr James Dalgleish reflects on the start of both SQA exams and the Summer term for schools:

This week saw a return to the school routine after the Easter break for learners, teachers and school staff across the city. With the weather promising the start of Spring I know that, mirroring the shift in seasons, for many young people this time of year marks a transition from school to what comes next.

The annual SQA National 5, Higher and Advanced Higher exams started this week, running until 1 June. For many learners, particularly those taking SQA Awards and Skills for Work vocational subjects, assessments have already taken place throughout the academic year.

I have been pleased to see the shift from academic achievement as the sole means to measure attainment in recent years. We are focused on improving outcomes for all learners and this includes acknowledging that each of our young people are unique individuals with their own talents, skills, ambitions and aspirations.

For many young people, a timetable of academic subjects followed by formal exams works well but others are better suited to dynamic, hands-on learning – some find that a mix of the two suits them best.

Our award winning and innovative pathways work aims to increase the number of learners in positive destinations after school. We offer unique and tailored routes for all young people – whether university, college, an apprenticeship or the world of work is what’s next.

We work with a range of partners including Edinburgh College and local roofing and construction businesses to deliver National 5 qualifications. Alongside this, we offer courses in business skills, creative and digital media, food and drink, financial services among others – and starting in August, barbering.

It is positive that through our innovative partnership approach, the attainment of school leavers in the national benchmarks have improved across most measures in recent years. The number of vocational National Progression Awards achieved by City of Edinburgh school leavers increased from 1433 in 2023 to 2365 in 2025 – and in 2026, this is expected to rise again.

We are committed to offering the highest quality education that meets the needs of all our learners, narrowing the gap between the most and least disadvantaged young people and breaking the cycle of intergenerational disadvantage.

There is no ‘right’ route for a young person but there is the right support, guidance and opportunity to find a future path that fits.

So, as we all enjoy the sunshine and look ahead to Spring, Summer and beyond – let’s celebrate the start of a new school term and the potential it brings.

Good luck to all young people sitting exams over the next few months. I wish each of you all the best as you look ahead to life beyond school.

This article first appeared in the Edinburgh Evening News

Brunstane Primary School refurbishment complete

Significant refurbishment and retrofit work at Brunstane Primary School is now complete and the school building has been handed over in time for the start of the new school term.

GRAHAM were appointed to deliver a multi-phase transformation project to retrofit the school building. The improvement works adopted a ‘fabric first’ approach – a sustainable building design strategy that maximises the performance of materials and components aiming to reduce energy demand and carbon impact.

Following the works, the school building has achieved the highest EPC rating of A, acknowledging the energy efficiency of the building.

The building works, which started in October 2024, include a three-storey tower and a single-storey block incorporating 14 classrooms and pupil support spaces, as well as a gym hall, kitchen and staff areas.

Supporting the Council to meet its sustainability commitments, a new energy centre was built on site including an air source heat pump which serves an updated heating system and replaces the existing gas boilers. Photovoltaic panels were installed on the roof along with new insulated cladding on both external walls and roof, with improvements to windows. 

This investment in sustainable measures reduces the environmental impact of the building and offers a healthier and more comfortable learning environment for pupils and staff.

Councillor James Dalgleish, Education, Children and Families Convener said: “We want all our schools and early years settings to offer the best possible learning environment for our children and young people.

“Central to this is ongoing investment in our school buildings to ensure that they meet the needs of our learners, offer a comfortable learning and teaching setting and support our net-zero goals.

“It is fantastic to see that the refurbishment works at Brunstane Primary School are complete, just in time for pupils and staff returning after the Easter break.

“The improvements to the building will make a huge difference to how the school building is used by teachers and pupils in the here and now, and for many future generations of young learners in Brunstane.”

Chris MacLeod, regional managing director at GRAHAM Building, said: “The handover of Brunstane Primary School marks the successful completion of a complex retrofit project delivered within a live school environment.

“Pupils and staff can now benefit from a modern, energy-efficient space that supports both learning and wellbeing, while considered sustainability elements will significantly reduce the building’s carbon footprint.

“Throughout the programme, our focus has been on minimising disruption and working collaboratively with the school to ensure a smooth delivery.”

Edinburgh International Book Festival 2026 Schools Programme announced 

As Scotland marks the National Year of Reading, the Edinburgh International Book Festival will launch its 2026 Schools Programme (running Monday 24 – Friday 28 August 2026) with a week of author events, creative activity and classroom resources designed to support teachers, school librarians and home educators at the start of the academic year.

The timing is pointed. New research from the National Literacy Trust (published January 2026, based on a survey of 7,739 children and young people aged 8-18 across 61 Scottish schools) reports that 30.3% of children and young people in Scotland say they enjoy reading in their free time, and only 1 in six read daily – a sharp reminder of how much reading cultures need practical, confidence‑building support. 

The 2026 Schools Programme offers multiple routes for participation: schools can visit in person, join selected events via livestream (with on‑demand access afterwards), and draw on a bank of Learning Resources intended for standalone lessons or to expand a Book Festival visit. Digital participation options are explicitly free.  

For in‑person visits, pupils will be able to see writers and illustrators live, take part in event Q&As, and, on Wednesday 26 August and Thursday 27 August, explore the Discovery Zone(drop‑in activities 10:00–14:00, located on Level 2) delivered with partner organisations including Edinburgh Libraries, Super Power Agency, and Kids in Cyber.

Across the programme, the Book Festival’s emphasis is on access: every pupil receives a free book, thanks to the support of Claire and Mark Urquhart, and schools can apply for free tickets for pupils who might otherwise miss out, as well as support from a transport fund. Tickets are priced at £4 per pupil, with one free adult ticket per ten pupil tickets (with flexibility where higher ratios are needed for access reasons).  

Author highlights (2026)

The programme features a wide range of writers and illustrators for primary and secondary years, including Jacqueline Wilson, Paterson Joseph, Patrick Ness, Katherine Rundell, Manjeet Mann, and others across the week, with themed days including a Primary School Gala Day (Wed 26 Aug) and Secondary School Teen Takeover Day (Thu 27 Aug).