Tag: teachers

Roll out of digital devices for city pupils is underway

The roll out of personal digital devices for every school pupil from P6 to S6 in the Capital, part of the city council’s ‘ambitious and inclusive’ education strategy Edinburgh Learns for Life, is underway.

The programme, being carried out in partnership with the City of Edinburgh Council’s strategic technology partner, CGI, will see 27,500 new iPads being issued to pupils/teachers, refreshed iPads for up to 12,000 pupils/teachers and expanding connectivity by providing additional wireless access points in schools.

As well as the personal distribution to pupils, additional iPads will be handed out to P1 to P5 year groups so they can be shared for learning. Staff in early years will be getting 250 new iPads and having 900 iPads migrated.

The roll out for the Empowered Learning programme, which has been funded thanks to a £17.6m investment from the Council’s budget, is due to be completed by the end of this year and also includes a comprehensive programme of professional learning for teachers.

Benefits of the project include: providing equal access to education, personalising learning, improving teacher feedback, preparing students for future working, collaborative on and off-line working and, critically, supporting efforts to raise attainment.

This week, from Monday 24 January, pupils at St Augustine’s RC and Gracemount High Schools will be receiving their devices.

Leith Academy is one of the schools where digital devices have already been distributed. Council leader Cllr Adam McVey and deputy Lord Provost Joan Griffiths visited the school last week.

Head teacher Mike Irving said: “The roll out of digital devices to all P6-S6 young people and staff across Edinburgh’s schools is a significant, positive and exciting development for learning.

“Young people will discover new and innovative ways to engage by using many of the features available through the applications and technology available at their fingertips.

“Digital devices are not there to replace teaching and learning, but to enhance it further so youngsters can engage in learning that is relevant, fun and most importantly impactful.

“Young people know when they are being invested in, and this step from the Council is a significant and sustained investment in the future learning, outcomes and achievements of Edinburgh’s children and young people.”

Shlok Godiyal, S3 pupil at Leith Academy, said: “I think having the iPad will give me greater flexibility in how and when I can work on tasks, topics and assignments. There will be times when I need to log onto Teams sessions or complete work at home, the iPad helps me with this ability to work anytime, anywhere.

“I also think the iPad will open opportunities in learning by using features such as video recording, use of 3D imaging and it will help me with my independent learning and study as I progress into S4, S5 and S6. As young people today we are used to technology in our lives, so this is a good addition to our learning.”

Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: “It’s great to see the roll out getting underway as the Empowered Learning programme is about both investing in our children and young people and our teachers to maximise the exciting learning opportunities in Scotland’s Capital city.

“We’ve committed £17.5m from our budget so pupils from P6 to S6 can have their own devices and have equal access to learning. This programme opens up the opportunity for pupils to learn in new and exciting ways, brings with it a raft of wider benefits including extra support and professional development opportunities for teachers and is expanding wifi to provide fast and reliable internet access in every school.”

Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “The roll out meets a key element of our Council business plan which is increasing attainment for everyone and reducing the poverty-related attainment gap.

“Ensuring pupils have their own device means they have personal access to digital learning whether with their teacher in school or at home. “

We want every young person to achieve their fullest potential and the Empowered Learning programme is another tool in the educational toolbox to equip our pupils with the skills and knowledge to succeed in a future that is becoming increasingly digital.”

Tara McGeehan, President, CGI in the UK and Australia said: “CGI is delighted to be working in partnership with City of Edinburgh Council to deliver Empowered Learning to pupils and teachers in the capital.

“Empowered Learning provides a learning environment that’s engaging and inspirational. It directly tackles the attainment gap and recognises the key role of educators in delivering a digital classroom.

“Through Empowered Learning, educators can create and tailor lessons to personalise learning, and access new ways of bringing learning to life. Above all, Empowered Learning delivers learning that is rich and rewarding for both pupils and for their parents, as well as providing the highest level of security and safety standards.

“The roll out meets a key element of one of the 15 outcomes and actions from the Council’s three year business plan ‘Our Future Council, Our Future City’: ‘increasing attainment for all and reducing the poverty-related attainment gap’.”

The 1:1 programme reinforces our commitment to becoming one of the world’s ‘smartest cities’ – in 2020 Edinburgh approved a new digital strategy to push forward its ambitions for becoming a sustainable Smart City.

Scotland’s teachers report soaring workload in new EIS survey

Scotland’s teachers have faced soaring levels of workload throughout the pandemic, and at a time when they are being offered a significant real-terms cut in their level of pay by COSLA and the Scottish Government.

The EIS conducted an online survey in November, and more than 16,000 teachers across Scotland took part. Amongst the key workload-related findings in the EIS survey are:

  • 88% of teachers indicated that their workload burden has increased during the pandemic.
  • 61% of teachers report that workload levels have increased “significantly” during this period.
  • 80% of Secondary teachers reported significantly increased workload related to SQA qualifications.
  • The vast majority of teachers (93%) work above their contracted hours each week.
  • 45% of full-time teachers work more than 8 extra hours every week – equivalent to over one extra full day of work each week, over and above contractual commitments.

EIS General Secretary Larry Flanagan said, “Teachers have continued to face a rising tide of workload throughout the pandemic, for a wide range of reasons. Clearly, changes brought about in response to the pandemic have had an impact on teacher workload with additional tasks requiring to be undertaken on a daily basis to help keep classrooms safe.

“The increased emphasis on digital learning – be that in the classroom or remotely from home – has created challenges for teachers, often associated with a lack of suitable equipment and resources. Teachers are also reporting a significant amount of time dealing with pupil behaviour as many young people continue the struggle to overcome the negative impact of the pandemic on their lives.”

Mr Flanagan continued: “The survey also identifies a substantial increase in the workload associated with supporting pupils with Additional Support Needs. 61% of all teachers identified meeting the Additional Support Needs, including the mental health support needs, of pupils as a significant driver of workload increases over the past year – with the figure even higher (66%) within the primary sector.

“This is a vital area of work, but the level of demand is increasing and this is clearly placing additional strain on already hard-worked teachers.”

Mr Flanagan added, “In addition to the challenges of keeping up to date with government Covid safety protocols, which affect all teachers, teachers in Secondary schools face additional difficulties with SQA-related workload.

“The challenges brought about by short-notice changes to the qualifications system have been a major driver in additional workload over the past two years for Secondary teachers. Meaningful reform of the examinations system is now required to ease the workload burden of teachers and students alike.”

Have you got seven days to take seven actions on litter?

Environmental charity calls for young people to engage with mini-Litter Less campaign

Scotland is facing a looming litter emergency and environmental charity Keep Scotland Beautiful is calling for teachers and youth leaders to get involved in a new international 10-day campaign to tackle litter.

The Mini Litter Less campaign will run from 18 – 28 October 2021 and those that sign up to participate will be supported with a seven-point action plan. 

The plan includes activities to learn about the biodiversity and nature around you, to understand plastic pollution, to find out more about invisible pollutants, to consider consumption habits, to think about the partnership approach to tackling the issue, and to organise a litter pick and celebration picnic.

The campaign will also feature a Zero Waste Day where young people will be encouraged to live a whole day without producing any waste at all.

Participants will be asked to post their thoughts, photos and videos on social media using the #LitterLessCampaign, and the best three will be selected by us and entered into an international competition – with the best 10 global entries winning a prize of $100.

Keep Scotland Beautiful’s Education and Learning Manager Daniel Barrie, said: “Litter Less is an annual campaign we run on behalf of the Foundation of Environmental Education (FEE).  Across the world 15 other countries participate and it supports over 1.3million children and over 20,000 educators to improve and enhance the places they love in their own villages, towns and cities by campaigning to stop litter.

“This Mini Litter Less campaign provides an easy to follow seven-point action plan to help drive a change in the behaviour that causes litter.  The actions are easy to fulfil and are designed to be tackled one a day over a period of time. 

“Tackling litter and waste is crucial if we are to reverse declining standards of cleanliness across our country and the planet so we would encourage everyone to get involved.”

KSB have run the wider Litter Less campaign for nine years, and in that time £56,000 of support has been provided to 244 Scottish schools, helping them to become more ‘litter-ate’ and to purchase litter picking equipment and bins.  

In addition, more than, 4,000 educators and 50,000 children and young people have been involved across Scotland.

If you are interested in getting involved contact:

litterless@keepscotlandbeautiful.org or visit our Litterless web pages.

Additional anti-racism support package for school staff

A new package of support materials for teachers and staff will embed anti-racism and race equality into all aspects of school life.

Education Scotland’s resource will ensure children and young people see language, content and imagery that reflects the diversity of culture, identities, and experiences, including their own.     

This week saw the publication of guidance from anti-racism charity the Coalition for Racial Equality and Rights and a teacher toolkit published by Scotdec, one of Scotland’s Development Education Centres, both of which will further support teachers in embedding anti-racism across the curriculum.

Education Secretary Shirley-Anne Somerville said: “Racism of any form has no place in Scotland which is why embedding anti-racism into the ethos and practice of our education system is imperative.

“This new Education Scotland guidance builds on existing resources available and was developed in collaboration with a range of young people, education practitioners and organisations with lived experience of racism and expertise in addressing it.

“Our schools and our curriculum seek to promote and inspire a sense of belonging, inclusion and social justice for learners, practitioners and the wider community. Having an education system that provides an opportunity for anti-racism learning, debate and leadership is crucial in our attempt to eradicate racism in wider society.”

Education Scotland Chief Executive and HMI Chief Inspector of Education Gayle Gorman said : “It is essential that all our children and young people develop an understanding of the world around them and how it has been shaped, as well as an appreciation of the contribution made by people from a range of cultures and identities.

“Our new resource will support the profession to teach and build a society which advances equality and actively rejects and challenges racial discrimination. We hope that our whole-school approach to race equality and anti-racism will help children and young people develop as responsible global citizens.”

Edinburgh to recruit more than one hundred new teaching staff

The city council is to launch a recruitment drive to boost the Capital’s schools with scores of new permanent teaching and pupil support roles available.

Adverts will go live in the coming weeks offering permanent positions for around 70 teachers and approximately 30 pupil support assistants to work in schools across Edinburgh as the city continues to recover from the pandemic.

The recruitment exercise comes after Edinburgh was allocated a share of £3m from £50m in targeted funding announced this week by the Scottish Government to hire 1,000 new teachers and 500 pupil support assistants across Scotland in the coming academic year.  

Councillor Ian Perry, Education Convener, said: “We know all teaching staff have been under enormous pressure during the pandemic and this extra funding is extremely welcome.

“I’m really pleased to say that we can push forward and use this much needed funding now so anyone interested should look out for our adverts to recruit for around 70 additional teachers and approximately 30 pupil support assistants in permanent roles in the coming weeks.

Councillor Alison Dickie, Education Vice Convener, said: “There’s no greater opportunity than helping to make a direct difference to the lives of our children and young people, and our teachers and pupil support assistants do that every day. 

“After what has been the most stressful of times, this is a chance for us to employ more staff to work with our amazing and resilient pupils across Edinburgh, and to support the very best of educational and life outcomes for them.”

The jobs will be advertised through myjobcotland and the Council looks forward to welcoming the new recruits to their new school communities during the 2021/22 academic year.

£50m to recruit extra school staff

Targeted funding to recruit 1,000 new teachers and 500 pupil support assistants in the next academic year has been announced today by Education Secretary Shirley-Anne Somerville.

The additional £50 million will support COVID-19 education recovery as schools return to full time face-to-face learning. The announcement meets another commitment for the first 100 days of this government.

In addition, £65.5m permanent funding will be allocated annually to councils from 2022-23, which will help remove barriers to councils employing these additional staff on permanent contracts and meet the local needs of children and young people.

Ms Somerville said: “Our vision for COVID recovery and our priorities for Scottish education remain unchanged. Recruiting more permanent staff will be one of the cornerstones of recovery alongside the health and wellbeing of pupils and staff intensified support for reducing inequity, and enabling the highest quality of learning and teaching.

“The £50 million funding will allow councils to recruit more teachers and pupil support assistants next year. Looking further ahead, the additional £65 million annual funding delivered as part of the local government settlement will support councils to recruit these additional staff on permanent contracts.”

COSLA Spokesperson for Resources Councillor Gail Macgregor said: “This additional baselined funding is a welcome resource as we progress into education recovery. Prioritising the educational, as well as, health and wellbeing needs of our children and young people is essential for us all.

“Having the ability to recruit both teachers and support staff with certainty is one part of how we can ensure Councils can deliver the most effective experience for all.

“We do however, look forward to continuing to work with Government to address broader recruitment and retention needs that supports the delivery of high quality education to all.”

Since the start of the pandemic 2,700 additional teachers and support staff have been recruited through £190 million from the Scottish Government.

The government’s commitment to recruit 3,500 additional teachers and pupil support assistants during this Parliament, including this 100 days commitment, is over and above those already recruited using this funding.

Let Them Play!

Extended school days should focus on children’s play, socialisation and wellbeing, say educational psychologists

Educational psychologists are urging the government to re-think the way it approaches the so-called ‘catch up’ programme for children in schools, with a focus on play, socialisation and wellbeing as opposed to just adding more hours of lessons to the timetable.

With an extended school day being suggested as part of the Covid recovery plan, members of the British Psychological Society’s Division of Educational and Child Psychology are advocating for a holistic approach to learning within these hours, saying that this is an opportunity to re-set our priorities for our children and their education.

They are also highlighting the need for school to be the heart of the community, with the opportunity of longer school days providing safe spaces for children to play, socialise, and engage in activities such as music, crafts and sports.

Vivian Hill, vice-chair of the DECP said, “If the school day is to be extended, it’s important is that we don’t just fill those extra hours with more and more formal teaching sessions.

“It is about developing a balanced offer and recognising that learning is a dynamic process. We urge the government to use this as an opportunity to re-set the approach we take to education and our children within schools.

“Children don’t have to be sat at desks in a classroom to learn, giving them space to play sports, paint, try different crafts, and socialise will all lead to learning and the development of important life skills.

“We have an opportunity now to re-think what we view as ‘good outcomes’ for children. By having schools as the centre of the community they can be used to help tackle social inequalities and give all children access to the resources and support they need.

“For example, for children who have no safe spaces to play outside at home, having access to the school playground to play football with their friends would be invaluable. For children living in overcrowded accommodation it could give them space to read and do their homework, or find their passion such as music or other forms of art.

“If we create the right environment for our children to thrive, then good academic achievement will be a by-product of this. These plans must be psychologically informed, and children must also be consulted on what they want and what they need to thrive. It is important as well that these services are properly resourced, we cannot expect teachers to just do more and more after an incredibly difficult 15 months.”

Teachers At Risk

‘In too many schools verbal and physical abuse against teachers is going unchallenged’

Violence and verbal abuse of teachers is at risk of becoming normalised in some Scottish schools, teachers are warning, exacerbated by the rise of so-called ‘restorative’ approaches to pupil behaviour management which are eroding teachers’ authority and making them equally culpable for pupils’ behaviour.

Members of NASUWT Scotland-The Teachers’ Union are warning that the poor implementation of restorative behaviour schemes is putting both the learning of pupils and the welfare and safety of teachers at risk.

Restorative behaviour programmes typically centre on the use of restorative conversations between teachers and pupils to address incidents of poor behaviour, in lieu of other sanctions.

While the NASUWT does not necessarily disagree with the principle of such schemes, the Union is concerned that in too many schools the way such schemes are being implemented is effectively making teachers responsible for pupils’ behaviour and allowing school managements to abdicate their responsibilities for addressing pupil behaviour.

NASUWT Scotland members will call for clear guidelines to be introduced for all schools to support teachers in maintaining discipline and protect them from violence and abuse at the Union’s Scotland Annual Conference, which will be held virtually tomorrow (Saturday).

Dr Patrick Roach, NASUWT General Secretary, said: “In too many schools verbal and physical abuse against teachers is going unchallenged.

“There is a growing culture in schools of ‘blame the teacher’ rather than holding pupils accountable for their behaviour and this is being aided and abetted in some cases by the misuse and abuse of restorative behaviour policies, which are becoming synonymous in too many cases with no punishment or sanctions for unacceptable behaviour.

“While good behaviour management policies encourage pupils to reflect on their own behaviour, they also have in place clear and consistently enforced sanctions for verbal abuse or physical violence and make clear to all pupils that such behaviour will not be tolerated. Evidence shows that positive pupil behaviour stems from a whole school approach where managements lead and support staff in maintaining good discipline.

“No teacher should go to work with the expectation that they will be either verbally or physically abused. All teachers are entitled to dignity at work and a safe working environment.

“Teachers are being disempowered by the failure of government to ensure that across the country, behaviour policies are supporting teachers in maintaining high standards of discipline.

“It’s about time the Scottish Government made strong and unequivocal statements about the rights of teachers to a safe working environment, and took action to ensure that these rights are being delivered.”

Pay offer to teachers fails to recognise their value to Scotland

Teacher back at school after covid-19 quarantine and lockdown, disinfecting desks at break time.

The pay offer made to Scotland’s teachers and associated professionals is “completely inadequate” and “fails to recognise the value of teachers to Scotland”, says Scotland’s largest teaching union.

The EIS also expressed its frustration at the slow rate of negotiations on the teachers’ pay claim, which was submitted in December last year. The lengthy delay in the employers initially responding to the teachers’ pay claim, together with slow progress in subsequent discussions, meant that Scotland’s teachers did not receive a pay settlement by the scheduled implementation date of the 1st of April.

No improvement was made at a negotiating meeting held yesterday, with employers sticking to their pay offer which averages a little over 1% if it were to be distributed on a universal basis amongst Scotland’s teachers.

EIS Salaries Convener Des Morris said, “The value of Scotland’s teachers has been clearly highlighted throughout the current pandemic, where teachers have worked extremely hard to support young people in quite unprecedented and extremely challenging circumstances.

“The level of public and political praise for teachers has been extremely high during this time, with frequent statements highlighting the value of teachers to the country throughout lockdown and the essential role that education will play in supporting the national recovery from the Covid pandemic. In this context, the pay offer that has been made to teachers – which would represent a real-terms pay cut for the majority of teachers – is completely inadequate.”

Mr Morris continued: “Last December, the teachers’ side of the SNCT (Scottish Negotiating Committee for Teachers) submitted a very measured claim for a pay settlement of between 3% and 5% for Scotland’s teachers.

“Now, more than 3 months later, we are looking at an offer from employers for a 1% pay settlement for the majority of teachers. This sub-inflation level pay offer would result in an effective pay cut for Scotland’s teachers – hardly an appropriate recognition of the important role that teachers have played throughout the pandemic and the vital role they will play in the national recovery from Covid.

“The offer is also divisive, offering different pay settlements for teachers based on their grade of post – something that the EIS will never accept.”

Mr Morris added, “The difference between the offer made to Scotland’s teachers and that made recently to the country’s NHS workers is glaring.

“Our NHS colleagues are absolutely deserving of a fair pay settlement that properly recognises the vital work that they do – but Scotland’s teachers and, indeed, other public sector workers also deserve to have their vital contributions property recognised.

“The pay offer that has been made to Scotland’s teachers is inadequate and divisive, and therefore completely unacceptable.”

Bak to skool!

A series of new measures aimed at driving down coronavirus (COVID-19) rates in Scotland have been announced.

Current restrictions, including the ‘stay-at-home’ requirement, are set to remain in place until at least the end of February and schools will continue to be closed to most children for the rest of this month.  

Nurseries and Primaries 1 to 3 are, however, now scheduled to return full-time on 22 February, subject to final confirmation two weeks from now that sufficient progress in tackling the virus has been achieved.  

In an update to Parliament the First Minister confirmed that a managed quarantine system for anyone who arrives directly into Scotland regardless of which country they have come from will be introduced as soon as practicably possible.

In addition to guarding against the increased importation of new cases, access to testing to find cases and interrupt transmission already taking place in Scotland will be stepped up:   

  • from the middle of February, routine testing of healthcare workers will be expanded to cover patient-facing primary care workers such as GPs, dentists, optometrists and pharmacists, as will testing for all patient-facing staff who work in hospices
  • from later this month, regular testing will be offered to support the return to schools and nurseries. Senior phase secondary school students, and all staff in primary, secondary and special schools, including school-based ELC staff, will be able to benefit from routine at-home testing two times a week
  • certain workplaces where the risk of transmission is greater and which provide essential or critical services, such as those within the food processing and distribution sectors and staff within emergency service control rooms, will also be supported to introduce routine workforce testing
  • targeted community testing will continue to be expanded – so that testing is available to people locally, regardless of whether or not they have symptoms
  • from mid-February tests will also be offered to all close contacts of people who have tested positive for COVID-enabling Test and Protect teams to identify their contacts and track, and break further, chains of transmission

In order to promote people’s ability to self-isolate when necessary, financial support will be significantly expanded to include all workers earning the Real Living Wage or less, as well as those in receipt of a council tax reduction because of low income.

The £500 Self-Isolation Support Grant will also be extended to people who cannot work because someone they have caring responsibilities for is asked to self-isolate. 

First Minister Nicola Sturgeon said: “As levels of the virus continue to fall in Scotland, it becomes ever more important that we stop the virus from being imported again. The threat of new variants is real and we must be ever-more vigilant.

“That is why we intend to introduce a managed quarantine requirement for anyone who arrives directly into Scotland, regardless of which country they have come from.

“We want to work with the UK Government to avoid travellers sidestepping restrictions and arriving in other parts of the UK before travelling to Scotland, however the most effective approach to prevent this and to stop new variants being imported is for the UK Government to introduce a compulsory quarantine for anyone travelling into the UK from overseas.

“Since we still have work to do these measures will not be introduced this week and more detail will follow shortly.

“We believe that targeted community testing can play a particularly valuable role in communities where prevalence is starting to rise rapidly which is why we have expanded our testing programme to identify cases and break chains of transmission.

“Lockdown is starting to slow down the virus. But we also need to pick up the pace in our vaccination programme. We are doing that and will accelerate the programme further over the next fortnight – providing that we have sufficient supplies of the vaccine – as we work towards being able to vaccinate 400,000 people a week by the end of the month. We are making rapid progress in protecting those who are most at risk from COVID-19.”

On schooling, the First Minister added: “I am acutely aware of the pressure school closures is putting on working parents and on family life more generally.

“Our room for manoeuvre, given the current state of the pandemic, is limited. But the government is determined to use every inch of headroom we have to get children back to school.

“Based on the advice of our expert advisers, if we all agree to abide with the lockdown restrictions for a bit longer so that our progress in suppressing the virus continues, we can begin a phased, albeit gradual, return to school from 22 February.”

The EIS has responded to the First Minister’s statement on a planned phased return for schools, welcoming the planned roll-out of regular testing for staff and students – but warning that virus levels must fall ‘substantially’ before the plans for a phased return for pupils can be confirmed.

Commenting, EIS General Secretary Larry Flanagan said, “Clearly, any school return remains contingent upon continued progress on community suppression of the virus and that is not a given so we need to see infection levels coming down substantially before the return date can be confirmed.”

Mr Flanagan continued, “Whilst a phased return is a more cautious approach, we are surprised that the First Minister did not discuss the need for physical distancing amongst P1-P3 pupils, given that she clearly stated the new variant impacts on all age groups, whereas previously younger children seemed to be less directly involved in transmission than adults.

“The EIS believes that a blended learning model, i.e. implementing physical distancing, would be a safer strategy to deploy and we would need to see strong scientific evidence to justify the Government’s approach. Frankly, in the absence of such evidence this model creates unnecessary risk for staff and pupils.”

On the planned rollout of testing for school staff and some secondary pupils, Mr Flanagan added, “The availability of regular testing for staff is something the EIS has called for, so that is welcome, as is its extension to senior phase pupils which will offer some reassurance to their families.”

“The EIS also notes the limited number of senior pupils able to return at any one time, but this must be organised in a way which explicitly enables physical distancing amongst pupils.”

Responding to the First Minister’s COVID-19 update concerning a phased return to schools in Scotland, GMB Scotland Senior Organiser for Public Services Drew Duffy said: “Yet again the Scottish Government failed to acknowledge the role of school support staff in the response to COVID-19.

“This morning over 1,000 of our members in support staff jobs, including cleaners, caterers, and pupil support staff, wrote to the First Minister asking her to strengthen school safety guidelines and the implementation of them across our thirty-two councils.

“This afternoon’s statement said little to these workers, despite the fact support staff are most at risk against the backdrop of more virulent strains of COVID-19 because many continue to work in our schools throughout this lockdown.

“We need full consultation with Ministers on a consistent approach to worker safety in the phased return of schools. That’s the only way we are going to give these forgotten key workers some badly needed confidence their safety is a priority for this government.”

Education leaders in Edinburgh have welcomed the phased return of school pupils announced by the Scottish Government.

Cllr Ian Perry, Education, Children and Families Convener for the City of Edinburgh Council, said: “I know many families across the city will be pleased to hear that a phased return to schooling will be in place by the end of the month.

“Our teaching staff are doing a tremendous amount of great work with home learning but we all know there’s no better place for our children than being back in school with their peers and learning face to face.

“Our schools will now work really hard to put plans in place so P1 to P3 pupils and some senior phase pupils can return on February 22 which will hopefully be confirmed by the Scottish Government in two weeks time.

“In the meantime home learning will continue and we hope to be to welcome more pupils back to school in the coming months as long as the virus continues to be suppressed.”

Cllr Alison Dickie, Education, Children and Families Vice Convener for the City of Edinburgh Council, said: “These are extremely challenging times for families and no one can underestimate the impact the pandemic has had especially for those struggling at home.

“Everyone’s mental health and wellbeing is really important so it’s welcome that early years, childcare and P1 to P3 pupils will be back in school where they belong in a few weeks time.

“Supporting the children who need it most is vital and I’m glad they will continue to attend their schools as we all work together to get through this. With the number of positive cases coming down in Edinburgh and the rollout of the vaccination programme we hope even more pupils will be able to come back to school when it is safe to do so.

“We will continue to follow the latest Scottish Government and health advice in ensuring our schools continue to be safe learning and teaching environments for all our young people and teaching staff.”

Deputy First Minister John Swinney said: “I appreciate only too well the burden being placed on many families as they navigate this COVID pandemic. I am also acutely aware of the need to maintain teaching and learning wherever possible. In doing so, the health and wellbeing of our children, young people and staff is paramount.

“My priority has been to ensure a safe return for children and young people to school and nursery as quickly as possible. That is why the steps that have been announced today are guided by the advice of the Chief Medical Officer and public health experts.

“Children and young people will begin a gradual, phased return to classrooms supported by a testing regime and enhanced guidance. A sense of caution underpins the plans unveiled today, but this is essential as we work to return to full time teaching in schools.”