Tag: schools

Positive attainment progress in Edinburgh’s schools

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.”

Winter Windows are Back!

Brighten up the nights with the magical Winter Windows

Winter Windows are back at Edinburgh’s Christmas! An arts competition for Edinburgh schoolchildren of all ages, it is an annual showcase of their creativity and skills.

With the 2025 brief to design a window that captures their vision of winter or the festive season, using any medium and style they wish, Edinburgh children’s 24 winning designs will be on display in West Princes Street Gardens along the top path from Thursday 27th November, each turned into a magical lightbox.

Edinburgh’s Christmas Winter Windows competition is in partnership with Arts & Creative Learning, Lifelong Learning, City of Edinburgh Council.

The judging panel consisted of Unique Assembly directors and City of Edinburgh Council representatives. Each of the 24 winners receives free tickets for a fun day out with their friends and family at Edinburgh’s Christmas – along with having their artwork on display throughout the festive season in one of the capital’s busiest locations!

Winter Festivals

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#edinburghchristmas 

Delivering reduced class contact time

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.

Significant amendments needed for Bill which gives pupils a stronger voice in religious education decisions

A majority of MSPs on Holyrood’s Equalities, Human Rights and Civil Justice Committee have given support to a Bill which gives school pupils a right to opt back into religious education and amends the UNCRC compatibility duty. However, they have also highlighted significant concerns about the Bill.

Karen Adam MSP, Maggie Chapman MSP, Paul McLennan MSP and Marie McNair MSP agreed to support the general principles of the Children (Withdrawal from Religious Education and Amendment of UNCRC Compatibility Duty) (Scotland) Bill, after several witnesses stressed their support for the basic premise of the Bill.

Those Members also noted the need for significant amendments to the Bill to resolve the serious concerns that were raised about it.

Other Members of the Committee were not content with supporting the general principles.

Rhoda Grant MSP felt that she was not able to make a recommendation, while Pam Gosal MSP and Tess White MSP said they could not support the general principles.

If the Bill is passed, schools would need to inform pupils if a parent or guardian requests that they be withdrawn from religious education or observance. If a pupil objected to being withdrawn, the school would have to follow the pupil’s wishes.

Following concerns raised in evidence, the Committee’s report recommends that the Scottish Government separate religious education and religious observance and considers unintended consequences such as the possibility of increased conflict between parents and children.

Additionally, the Bill sets out how public authorities should act when their duties under the UNCRC Act conflict with other legal obligations.

Witnesses raised concerns about why this part of the Bill was needed and what kind of precedent it sets for future human rights legislation.

Karen Adam MSP, Convener of the Equalities, Human Rights and Civil Justice Committee said: “The Committee heard strong views on this Bill during evidence, with very serious concerns being raised.

“However, given the clear support for the basic premise of the Bill of furthering children’s rights from several witnesses, a majority of our Committee recommend that Parliament support the general principles of the Bill.

“We are clear though that substantial amendments will need to be made to respond to the significant concerns we heard.”

Scottish pupils lead climate crisis talks in Edinburgh COP30 negotiation

More than 100 pupils from 13 schools transformed into world leaders at the University of Edinburgh last week, engaging in high-stakes climate crisis negotiations to mirror the upcoming UN COP30 conference in Belém, Brazil.

In a United Nations debate simulation organised by the British Council in partnership with the University of Edinburgh and Learning for Sustainability Scotland, students experienced firsthand the complex challenges of international climate diplomacy.

Using cutting-edge simulation software developed by MIT, the pupils took on roles as delegates from major nations, corporate lobbyists, and international media representatives, all working to tackle the critical goal of keeping global warming below 1.5°C.

During the negotiations, the pupils had to collectively agree on how much to reduce greenhouse gas emissions, how they would help struggling nations, and agree on ways to adapt to climate change to protect their cities and people. 

Leading the negotiations were pupils Siri Isaksson-Galbraith and Alyssa Haston, from West Calder High School who shared the role of the United Nations Secretariat (top).

Speaking in their role as UN Secretary Generals, they had a message for world leaders ahead of COP30 in Brazil: “Today in Edinburgh, we’ve experienced firsthand how difficult climate negotiations can be, but also how essential they are. We’ve learned that every country has different challenges, but we all share the same planet and the same future.

“The decisions being made at COP30 will shape our lives, our communities, and our world. We urge world leaders to listen to youth voices, to act with urgency, and to remember that compromise doesn’t mean giving up on ambition.

“The climate crisis affects us all, but it doesn’t affect us equally. We must ensure that those most vulnerable are heard and supported. From Scotland to Brazil, young people are ready to lead, but we need action now.”

Did they reach a consensus?

The challenge was to negotiate between countries to keep warming under 2°C by the end of the century, and to aim for under 1.5°C. By the end of the debate, pupils collectively agreed to keep global warming at 1.6°C, just over the mark of the Paris Agreement target. This means they were over the target, but made headway with strategies to reduce greenhouse gas emissions, support nations, and develop adaptation measures to protect cities and people.

The debate simulation was led by climate expert Professor Pete Higgins, Chair in Outdoor, Environmental and Sustainability Education at the University of Edinburgh.

Speaking at the event, Professor Pete Higgins said: “Today’s debate couldn’t be more timely. We’re living through a period of significant political uncertainty, which makes climate diplomacy more complex than ever.

“What impressed me most was how quickly these young people grasped the competing priorities and difficult trade-offs involved, whilst maintaining their determination to find common ground.

“Young people often feel powerless when it comes to climate change, but events like this show that they have both the understanding and the diplomatic skills to navigate these challenges. My hope is that the negotiators at COP30 will show the same wisdom and commitment to meaningful action that these young citizens have demonstrated today.”

Claire de Braekeleer, Director British Council Scotland added: “This UN debate simulation puts young people in Scotland at the heart of the global climate debate.

“As COP30 starts in Belém next week, these pupils are gaining crucial insights into how these climate negotiations work. They are also building the diplomatic skills and understanding that will be vital for the international cooperation we desperately need.

“We believe that young people are the key to driving positive climate action, and today demonstrates how collaborating globally with empathy and understanding is the way forward.”

The simulation was part of the British Council’s Schools Connect programme, which aims to bring international perspectives into the curriculum. Students engaged in realistic debates, negotiated complex agreements, and balanced competing interests of nations.

Through the Climate Connection programme, the British Council is also supporting people globally to find creative solutions to climate change in support of the 30th United Nations Climate Change Conference (COP30) in Belém, Brazil.

The British Council is supporting the summit by engaging with networks of education professionals, students, academics, researchers, artists, civil society leaders and policymakers to participate in meaningful dialogue and bring about real change for our planet.

This initiative continues the work of the British Council’s Schools Connect programme for schools in the UK and around the world, building connection, understanding and trust between people in the UK and overseas through arts, education and English language teaching.

For more information about the British Council’s work in Scotland, visit:

https://www.britishcouncil.org/ or follow on Twitter, Facebook or Instagram.

Helping inspire the future leaders of tomorrow: Edinburgh Science invites pupils to explore careers in STEM at Careers Hive

27 – 30 Oct, National Museum of Scotland 

Exhibition open to the public between 3:15 – 5pm daily 

www.edinburghscience.co.uk

#CareersHive

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Edinburgh Science is pleased to announce the return of its annual Careers Hive, a 4-day long schools’ event at the National Museum of Scotland.

Returning for its 10th iteration between 27 – 30 October, P7 and S1-3 pupils from schools across Scotland will be in attendance, uncovering the possibilities of a career in STEM (science, technical, engineering, maths) through hands-on activities and discussions with STEM professionals. 

Throughout the day, Careers Hive can be accessed by pre-booked schools only, with families and visitors invited to explore the Grand Gallery Interactive Exhibition activities each evening from 3:15 to 5pm. 

Initially developed in 2016, to address the problem of young people not choosing STEM subjects in school, Careers Hive continues to support the development of a STEM skills pipeline across Scotland, empowering young people to develop the skills they need to meet the challenges of tomorrow.  

At Careers Hive pupils will be able to experience:

  • Grand Gallery Interactive Exhibition with four themed zones where they engage with STEM professionals and try out different hands-on activities related to real jobs including examining artifacts in the NMS collection, testing forms of housing insulation, and exploring the technology behind hearing aid devices. 
  • The Think Tank, a dedicated space for pupils to informally chat one-on-one with STEM professionals and ask the questions that matter to them most.
  • Life After Leaving School: A panel discussion during which they hear from early-career STEM professionals from a range of industries about their education and career stories. 

Showcasing that there is no one pathway to achieving your careers goals, this year’s Life After Leaving School panel includes speakers with diverse educational backgrounds and journeys who are working in industries across Scotland today.

Panellists include Cameron Clark, a modern apprentice with Scottish Water who was recently named Net Zero Apprentice of the Year 2025, and Mahzabin Sheikh who gained a Master’s degree in Mental Health before discovering an interest in coding and completing a Software Engineering Apprenticeship. 

Also appearing as a panellist is Patricia Berakova who completed an apprenticeship with Royal Botanic Garden Edinburgh, and now works with rare and endangered plants in their research collection.

Meg Scott is on-track to become a civil engineer, having completed a three-year Graduate Apprenticeship job and was recently named Graduate Apprentice of the Year, recognising her contribution to meeting Scotland’s net zero targets through her work on active travel schemes with AECOM.

Named as one of The Young Women’s Movement’s 30 under 30 in 2022, Abi Gardner is a geographer and ecologist at NatureScot and the youngest ever Trustee at Changeworks, one of Scotland’s largest environment charities. 

Hassun El-Zafar, Director and CEO at Edinburgh Science said:“We are delighted to bring Careers Hive back to the National Museum of Scotland for its tenth iteration, offering 2,000 pupils an opportunity to think about their futures and discover the wide-ranging opportunities available in the STEM sector.

“As the demand for STEM skills continues to grow, addressing the skills gap is more urgent now than ever before.

“By connecting with real-life STEM professionals, Careers Hive visitors will learn about the incredibly varied skills and strengths required by the organisations and industries working to make the world a better place.”

Careers Hive is supported by a range of funders, please see below for a full list. Edinburgh Science school projects reach around 20,000 people every year.

Careers Hive 2025 supporters: Baillie Gifford, Edina Trust, City of Edinburgh Council, Edinburgh Airport, British Army, Illumina, Institute of Acoustics, Merck, Red Rock Renewables, Resilience Skills, ST, Vattenfall.

Venue and programming partner: National Museum of Scotland

PICTURE: Hope Holmes

Edinburgh school named ‘Best Prep School in the UK’ by Tatler

Cargilfield School, in Edinburgh, has been named the ‘Best Prep School in the UK’ at the prestigious Tatler Schools’ Awards 2026. The award recognises outstanding commitment to providing a nurturing, vibrant, and academically rigorous environment for students. 

It follows the results from the School’s Education Scotland inspection in 2023, where Cargilfield achieved top-tier ratings across all four categories – an accomplishment rarely seen in Scottish education. 

Most notably, the school was awarded an ‘Excellent’ for Raising Attainment and Achievement, a distinction reserved for truly exceptional practice. Inspectors described the quality of education as “something you would send someone across the country to observe,” further highlighting Cargilfield’s reputation as Scotland’s leading prep school.

Cargilfield School, Edinburgh

Commenting on this win, Colin MacIntosh, who was appointed as the new Head in March 2025 said, “This award is a recognition of the excellence here at Cargilfield. Every child plays a really important part in the life of the school, and we are so deeply proud of the amazing school and the nurturing community we have created. 

“I have been working in prep schools for over 20 years and have been bowled over with the quality of education that I have seen at Cargilfield. The staff and children are so engaged and enthusiastic and throw themselves into every aspect of school life with genuine excitement and passion.”

The Tatler Schools’ Awards are a celebration of excellence in the UK independent school and are based on the extensive research conducted for the Tatler Schools Guide, which aims to provide “insider reviews” of the top Prep and Public schools.

Emma Buchanan, Head of the Pre-Prep at Cargilfield School commented, “We believe in fostering a love for learning and supporting and encouraging our pupils to achieve their full potential. 

“We provide them with the essential foundations on which to build as they move through their school years and into adult life. This award from Tatler is a clear endorsement of our philosophy and collective effort”

Colin MacIntosh continues: “We are a school where children are encouraged to excel in every area. We’re ambitious for our children and we encourage them to be ambitious for themselves.

“We are delighted that this award recognises what we have done and we’re committed to maintaining these high standards, making our school a benchmark for excellence across the UK.”

Kitchen upgrade for Pilton Retreat thanks to rugby charity Wooden Spoon

We would like to thank the Wooden Spoon Charity for their very generous funding towards the upgrade of our kitchen at Pilton Retreat in Ratho (writes LESLEY ROSS).

The kitchen has been well used over the years and was dated and in need of repair. This funding has transformed the kitchen.

It was officially opened on Friday by Roger Baird, former Scotland International rugby player.

What a great afternoon it was meeting members of the Wooden Spoon, talking about the work of MYDG and all the groups that visit and stay at Pilton Retreat.

It was a chance to showcase the facility and talk about the importance of the centre for children, young people and their families in particular those from the North Edinburgh area.

We spoke about the history of Pilton Retreat and we hope this afternoon has raised the profile of the centre – we have grown our contacts and partnership opportunities and the chance of more funding in the future from a range of sources.

What a great afternoon it was !!!.   

Lesley Ross (Manager Pilton Retreat)

Support for transgender young people at Scotland’s schools

GUIDANCE UPDATED

Guidance to help schools support transgender children and young people has been updated.

The refreshed guidance takes account of recent court decisions while also providing greater clarity for schools on provision of toilet facilities and support for pupils.

Education Secretary Jenny Gilruth said: “The Scottish Government has made clear it accepts the Supreme Court ruling and since April has been taking forward the detailed work that is necessary as a consequence of the ruling. That work is ongoing.

“The rights of all children and young people must be respected in our schools. We have brought forward updates to guidance to provide clarity and confidence to teachers and staff as they work to support the mental, physical and emotional health of transgender young people in our schools following recent significant legal and policy developments.”

Supporting Transgender Children and Young People: Guidance for schools. 

Tesco extends national Fruit & Veg for Schools programme in Edinburgh

More than 500 schools across the UK set to receive free fruit & veg

  • Scheme will give thousands of young people fruit and vegetables every day at school
  • Last academic year (24/25), around 140,000 children were supported with over 10 million portions of fruit & veg

Tesco has announced that its Fruit & Veg for Schools programme, developed in partnership with the British Nutrition Foundation, is to be expanded for another year to reach even more schools across the UK.

For the whole of the next academic year (2025/2026), free fruit and veg from local Tesco stores will give children in more than 500 schools a nutritious boost that they might not ordinarily get.

The Tesco Fruit & Veg for Schools programme launched in September 2024 as part of the supermarket’s Stronger Starts funding and community support for children. 

The second year of funding will continue to be specifically targeted in areas where the proportion of pupils receiving free school meals is above 50%. The focus on areas with higher free school meal participation is particularly important because data shows that families on lower incomes struggle to afford a healthy diet.  

Only 12% of children aged between 11 and 18 are meeting the five-a-day recommendation and for children taking part in the scheme, Tesco expects to see their overall fruit and veg intake increase by 23%, based on the average five-a-day intakes in school-aged children. 

The schools taking part in the scheme will be able to shop for the fruit and veg the school needs in stores local to their school. 

Most popular fruits in year one, were:

1.  Apples (225,585kg)

2. Bananas (108,602kg)

3. Oranges (92,597kg)

4. Grapes (39,771kg)

5. Strawberries (37,735kg)

Ashwin Prasad, Tesco UK CEO, commented: “Schools have told us what a positive impact the Tesco Fruit & Veg for Schools programme has made on their children, so we are delighted we are able to support even more schools in year two.

“The first year of our programme has been a huge success and by expanding it we can ensure that even more young people in some of the most challenged communities in the UK get access to more fruit and veg.”

Astral Blanchard, Head Teacher at Twerton Infant School in Bath, said: “The Tesco Fruit & Veg for Schools programme has given our children the opportunity to try so many new fruit and vegetables, while also helping us build healthy eating into a valuable part of our daily routine.

“Snack time is now a calm and enjoyable moment where we read stories, talk about flavours and explore new tastes together in ways we hadn’t before.

“Children are helping to prepare the fruit, trying things they’ve never eaten, and even asking for fruit and vegetables at home. It has been a joy to see their curiosity grow and their enthusiasm for healthy eating thrive.”

Elaine Hindal, Chief Executive of the British Nutrition Foundation, said: “Tesco’s Fruit & Veg for Schools programme has helped to improve the diets of our young people by helping them get more of their five a day, try new varieties and develop healthy habits that we hope will stay with them through life.

“We’re delighted to see the programme expanded to provide daily fruit and vegetables to even more children who might not normally be able to access them.”