Tag: teaching

Strengthening additional support for learning

Delivering better experiences for learners, teachers and practitioners to thrive

A rapid review of Additional Support for Learning (ASL) has set out recommendations to ensure young people’s evolving needs continue to be met across Scotland.

Professional Education Advisor Janie McManus’ expert review of ASL said that clearer expectations, stronger pathways to support across education, health and social care, and early interventions should underpin the next steps in delivering Additional Support Needs (ASN) provision in schools.

Education Secretary Jenny Gilruth welcomed publication of the review outcomes and accepted the recommendations in a speech to practitioners – the first in a series of national events on ASL convened by the Scottish Government.

In her address, Ms Gilruth also confirmed that an app to streamline administrative tasks and free up teachers’ time to focus on pupil needs would be rolled out more widely later this year, backed by £700,000 government funding, subject to the success of ongoing pilots in six council areas.

Ms Gilruth said: “I am grateful to MSPs from across Parliament for their constructive engagement on the additional support needs review. I am also thankful to Janie McManus for leading this short, sharp review into ASN, with clear recommendations for the next Scottish Government to address.

“The pandemic was an undoubtedly challenging time for schools, but none more so than for our additional support needs pupils. It is with the needs of those young people in mind, that we have come together to work collegiately to drive the improvement we all want to see in Scotland’s inclusive schools.

“Across the country our teachers and school staff display extraordinary commitment working with pupils with ASN to provide a nurturing, supportive environment. Through our investment in the CivTech programme, we are seeing how technology can be harnessed to cut the time spent on paperwork and free up valuable time for teaching and learning, helping ensure teachers and school staff have the time to focus on what matters most – their pupils.”

COSLA Children and Young People Spokesperson Cllr Tony Buchanan said: “We welcome the final progress report on the Additional Support for Learning Action Plan.

“Six years after Angela Morgan’s review, progress has been made, though more remains to do. We now better understand the needs of children and young people, supported by new tools and stronger partnerships.

“Local and Scottish Government must continue working together with a shared vision that enables local and individualised approaches. We note Janie McManus’s report and will consider it jointly with Scottish Government.”

A spokesperson for the Scottish Children’s Services Coalition commented: “While we welcome the outcomes of the expert review on additional support for learning (ASL), including the call for timely access to specialist services across education, health and social care, and early intervention, there needs to be adequate resourcing in place to turn this vision into a reality.

“Across the last decade, spending per pupil on ASL has declined by almost a third, and there have been cuts in the like of specialist ASN teacher numbers, which have been slashed by 240 over the same time period. We are facing a lost generation of vulnerable children and young people who are not getting the care and support they so vitally need.

“We would urge the Scottish Government to prioritise the windfall that will come from proposed increased spending on those with special educational needs and disabilities (SEND) in English schools, on those Scottish pupils with ASN.

“With more than two out of five pupils identified with additional support needs, and the Scottish Parliamentary elections forthcoming, we would additionally urge the political parties to concentrate on this issue as they draft their manifestoes and for the public to focus on what these parties intend to do if voted into office.”

EIS to launch education resource to challenge misogyny in the classroom

The EIS is developing a new education resource, in partnership with Civic Digits, which aims to provide educators with tools to engage learners in a better understanding of, and how to challenge, misogyny.

The new resource, ‘Many Good Men: Changing the Story about Online Misogyny’, will be the focus of an event at the Scottish Parliament on 20th January 2026.

The resource is based on a participatory theatre project, led by Civic Digits. Between 2023 and 2024, the project culminated in two groups of young participants, co-creating two different plays that explored misogyny, mental health and masculinity. The fictional characters within these stories are explored further within the education resource, which is aimed at  upper Secondary and FE students.

Civic Digits also want to create more theatre projects with groups of young people across Scotland – empowering them to author their own solutions and make performances for their own communities.

Commenting on the new education resource, EIS General Secretary, Andrea Bradley said, “Every young person deserves to be safe, to be themselves and to flourish. Unfortunately, their ability to do so can be negatively impacted by misogyny.

“The influence of online spaces and algorithms is enabling the rapid spread of content that aims to perpetuate rigid gender stereotypes and justify harmful attitudes.”

EIS President Adam Sutcliffe said, “With rising violence and aggressive behaviours towards women workers, and with more and more women and girls feeling unsafe due to sexism, and boys and men under significant pressure to uphold misogynistic attitudes, a shift is urgently needed.

“These topics can be difficult to talk about, and learners can feel vulnerable, embarrassed or even withdrawn if asked to share their own experiences or opinions. Educational approaches that use fictional characters can open up the space for discussion and for exploring difficult topics and ideas, empowering learners to imagine how they might change the story.”

The resource is comprised of an educator pack with guidance, and a learning pack with activities for the classroom. The resource is just one part of the EIS’s wider work to address misogyny and gender-based violence in educational establishments and in society.

The EIS believes it is important that all educators are supported with designated time for professional learning and equipped with the confidence, skills and tools necessary to navigate these topics within their settings.

Delivering educational improvements

Attainment, attendance and teacher numbers rise

The number of pupils reaching expected levels of literacy and numeracy in Scotland’s schools is at the highest level on record, latest statistics show.

In primary schools, expected levels in literacy have increased to the highest level ever (74.5%), while for numeracy the figure of 80.3% is the same as last year’s record high. In secondary, the proportions of S3s reaching the expected level in literacy (89.8%) and numeracy (90.9%) are also the highest on record, according to the Achievement  of Curriculum for Excellence (CfE) Levels 2024-25.

The last year has also seen a narrowing of the poverty-related attainment gap to a record low at all levels.

Meanwhile, attendance rates increased in schools to 91% in 2024-25, up from 90.3% the previous year, while absences, both authorised and unauthorised, are down, according to separate figures published today.

Teacher numbers have also increased nationally in 2025, with the pupil-teacher ratio improving, while average primary class sizes also reduced, according to the latest Pupil and Teacher Characteristics 2025.

Education Secretary Jenny Gilruth said: “The Scottish Government has been determined to drive forward educational improvements in Scotland’s schools and these statistics show clear progress is being made across several measures.

“Attainment levels are at record highs in literacy and numeracy following Scottish Government investment of £1.75 billion in the Scottish Attainment Challenge over the past decade – aimed at improving outcomes for children and young people impacted by poverty.

“We know that better engagement leads to better outcomes, so it’s hugely encouraging to see the improvement in attendance and a fall in absences, including a noticeable reduction in persistent absence levels, after the work being done to address this since the pandemic.

“The rise in teacher numbers reflects our investment in the workforce, which means that Scotland continues to have the lowest pupil-teacher ratio and the best paid teachers in the UK.

“We recognise there is more work needed to return these numbers to their 2023 levels and we will continue to work with councils towards this.

“This evidence further underlines the strong recovery we are seeing in schools following the pandemic, after this year’s national exam results showed the poverty-related attainment gap narrowing at National 5, Higher and Advanced Higher levels.

“It is testament to the hard work of pupils, teachers and staff in schools and I am committed to working with them to deliver further improvements.” 

The Educational Institute of Scotland has noted yesterday’s flurry of education statistic releases from the Scottish Government, and highlighted that the figures confirm the Scottish Government’s failure to meet its commitments on the employment of additional teachers as a means to tackle excessive teacher workload.

Commenting, EIS General Secretary Andrea Bradley said, “Scottish Government education statistics releases are increasingly like buses – you wait a long time for one to turn up, then five arrive all at once.

If this is an attempt to bury any bad news in a quagmire of statistics, it does not appear to be a successful tactic.

The figures released today confirm that the Scottish Government has absolutely failed in the delivery of their 2021 manifesto commitment to recruit 3,500 additional teachers into Scotland’s schools during the term of this parliament – we now have almost a thousand fewer teachers than when the pledge was made, so we are more than 4,000 teachers down on the level that was promised in that 2021 manifesto commitment.”

Ms Bradley continued, “The Scottish Government’s associated pledge to reduce teachers’ class contact time, supported by the recruitment of the additional teachers, was a clear recognition of the need to tackle excessive teacher workload in our schools.

“The failure of government and local authorities to recruit additional teachers, and the failure to deliver any meaningful progress on the commitment to reduce teachers’ class contact time, has led to the current workload dispute.

“The EIS is currently running a statutory industrial action ballot over these failures, and encourages all our members to use their vote in this important ballot and to vote Yes to both strike action and action short of strike.

“We must send a very clear message to the Scottish Government, and also to local authorities, that class contact time must be reduced, as promised, as a means to reducing excessive teacher workload.”

Ms Bradley added, “Compounding this, the high level of employment precarity for newly qualified and recently qualified teachers is a national scandal, with large numbers of new teachers offered only unstable short-term contracts, if they are fortunate enough to be offered teaching work at all.

“Scotland needs more teachers in our schools, to deliver an enhanced learning experience for students, to help reduce excessive teacher workload by delivering the Scottish Government’s commitment to lower teachers’ class contact time, and to ensure that the increasingly diverse learning needs of all students can be met.

“There are now 43% of pupils in our schools with an identified Additional Support Need, and this huge increase has not been matched by an increase in resource to meet those needs. We desperately need more teachers in our schools.”

Ms Bradley concluded, “The newly and recently qualified teachers are available for permanent employment to help to address all of these issues , but they are not being offered secure teaching jobs, with the result that many will either look to other countries for employment or opt, reluctantly, to leave teaching entirely and pursue other career options.

“It shouldn’t be this way, and it doesn’t have to be this way – the Scottish Government and local authorities must ensure that many, many more newly and recently qualified teachers are employed in Scotland’s schools.”

Education Scotland recognises ‘outstanding’ curriculum at Fettes College

Fettes students “benefit from a broad and balanced curriculum that is outstanding” says Education Scotland’s recent inspection of Fettes College. The unscheduled inspection was instructed by Scottish Ministers in February, and the findings were published yesterday (2nd September).

Inspectors awarded Fettes excellent ratings in both ‘Curriculum’ and ‘Raising attainment and achievement’, alongside very good ratings in ‘Learning, teaching and assessment’ and ‘Ensuring wellbeing, equality and inclusion’.

Inspectors rightly demand the highest standards, and their report highlights the distinctive strengths of a Fettes education, noting:

  • Staff have “successfully created a curriculum that supports children and young people to flourish in their academic and personal interests.” and “ensure the curriculum is strongly underpinned by an aspirational vision with a clear focus on academic excellence, building character and supporting personal wellbeing.”
  • Staff “foster very nurturing and mutually respectful relationships” and are “highly responsive to the wellbeing needs of children and young people”.
  • Students are “highly motivated to succeed”, producing work “of an exceptionally high standard” and making “excellent progress” in their learning.
  • Extensive opportunities for students to achieve beyond the classroom, helping them to “know themselves well” and aspire to reach their full potential.
  • A culture where students, staff and families “celebrate their own and others’ cultural diversity” and observe religious and cultural events together “in an inclusive, respectful way”.
  • Staff ‘recognise the need to ensure fairness and equality and to identify and mitigate against discrimination and bias in all aspects of the school’s work’.

This is testament to the exceptional work of the team at Fettes, which showed inspectors the values at the heart of the school community — academic ambition, character development, personal wellbeing, and a deeply inclusive culture where every individual is valued.

Head of Fettes College, Helen Harrison, said, “I am immensely proud of everyone at Fettes College – Senior and Prep – and extend my thanks to them all for their commitment and contribution to this fantastic achievement.

“We had a team of inspectors in our school for two weeks and they looked at everything. Their findings, published today about the learning and experience that happens in our classrooms and around our school sets us amongst those at the top of education in Scotland.”

The results of the inspection were published on 2nd September 2025 on the Education Scotland website: https://education.gov.scot/.

Support for Scotland’s teachers

Easing teaching workload

Proposals to help alleviate workload pressures faced by teachers have been announced by the Scottish Government.

Work is underway with councils and teaching unions to create a plan to reduce class contact time for teachers, which is supported by increased funding for councils of £186.5 million to restore teacher numbers to 2023 levels.

In addition, independent work will be taken forward to examine how reducing unnecessary bureaucracy in Scottish education can improve teacher workload. This will be supported by guidance from the Chief Inspector of Education.

Greater use of digital technology will also be explored to help free up teachers’ time.

Education Secretary Jenny Gilruth said: “Scotland’s schools are responding to far greater pressures post-pandemic than they did five years ago, and this is having an impact on the teaching workload and, ultimately, children and young people.

“We recognise the pressures facing teachers, and it is absolutely crucial that we continue to support a delivery of measures to ease workloads.

“These proposals will ultimately provide teachers with additional time to prepare lessons and reduce the number of hours worked outside of the school day, enhancing their wellbeing and benefiting children and young people by providing an improved learning experience.

“Collaborative working with trade unions and local authorities is essential and we want this work to be delivered at pace.”

Edinburgh Napier University’s Business School earns AACSB International accreditation

Business School recognised by prestigious organisation

Edinburgh Napier University has earned business accreditation from AACSB International, the longest-serving global accrediting body for business schools.

The accolade, which recognises ENU’s Business School for excelling in teaching, research, curriculum development, and student learning, is held by less than six per cent of global institutions that offer business degrees.

Founded in 1916, AACSB is a global non-profit association that connects learners, educators, and businesses worldwide. To gain accreditation, The Business School successfully completed a rigorous review process conducted by business education peers.

ENU now joins a network of nearly 1,000 accredited institutions, including more than 40 in the UK.

Professor Christine Cross, Dean of The Business School, said: “AACSB international is a globally recognised benchmark for business education excellence and obtaining this accreditation is a testament to our unwavering dedication to providing high-quality education and fostering a culture of continuous improvement.

“Through rigorous evaluation of our academic programmes, faculty qualifications, research initiatives and student outcomes AACSB accreditation reaffirms that Edinburgh Napier University is at the forefront of business education.

“As we celebrate this achievement we also reaffirm our commitment to fostering an inclusive and diverse learning environment that equips our students with the skills and the mindset necessary to address the challenges of the business world with empathy, integrity and resilience.

“Looking ahead Edinburgh Napier University will continue to push boundaries and maintain the highest standards of education, research and community engagement.”

Stephanie M. Bryant, executive vice president and chief accreditation officer of AACSB, said: “Edinburgh Napier University’s commitment to earning accreditation is a true reflection of their dedication—not only to their students, alumni network, and greater business community, but to the higher education industry as a whole.

“Today’s students are tomorrow’s business leaders, and the addition of the Edinburgh Napier University to the network of AACSB-accredited business schools will have a lasting positive impact for their institution, both locally and globally.

“We congratulate Edinburgh Napier University and Dean Christine Cross on earning accreditation and applaud the entire team—including the administration, faculty, staff, and students—for their roles in earning this respected honour.”

Charity warns of looming educational crisis for deaf pupils in Scotland

  • Teachers of the Deaf numbers in Scotland have fallen by 40% in a decade The fall in numbers is twice that of other parts of the UK
  • Almost half (45%) are due to retire in the next 10 years
  • Deaf young people in Scotland are twice as likely as their hearing classmates to leave school with no qualifications and half as likely to go on to university

Thousands of deaf children across Scotland are not getting the support they need in school after a 40% fall in the number of specialist support teachers for deaf children over the last decade, the National Deaf Children’s Society is warning.

A new report published by the Consortium for Research into Deaf Education (CRIDE), also shows that Teachers of the Deaf numbers in Scotland have fallen at twice the rate compared to other parts of the UK. In addition, around 45% of Teachers of the Deaf in Scotland plan to retire over the next 10 years – so unless action is taken urgently things will only get worse.

Teachers of the Deaf play a vital role in supporting the language and communication development of deaf children. They give advice to families of newly identified deaf children, visit deaf children at school or college – to give them any extra help they need – and provide guidance to mainstream teachers and schools on deaf awareness and inclusion.

However, as the number of fully qualified Teachers of the Deaf in Scotland has fallen, increasing numbers of deaf children are missing out on this support.

Families of deaf children have told the National Deaf Children’s Society that in some areas their local Teachers of the Deaf have too big a caseload to work with deaf learners on a one-to-one basis.

The charity is calling on local authorities across Scotland to commit to returning qualified Teacher of the Deaf numbers to 2011 levels over the next decade.

The National Deaf Children’s Society also wants the Scottish Government to develop and deliver a Scotland-wide workforce strategy for Teachers of the Deaf, and to ensure they are properly paid for the extra responsibilities they take on, in recognition that their specialist expertise is valued.

Such a workforce strategy will involve fully funded places being available for teachers wanting to study for the mandatory qualifications, so a new generation of Teachers of the Deaf can be trained to replace those who are leaving.

Without this, the charity warns deaf children will continue to fall behind and the gap between them and their hearing classmates’ risks becoming wider.

Gemma, from Fife, whose 13-year-old daughter Megan is deaf, described her Teacher of the Deaf asan “absolute necessity” who quickly solves any issues.

She said: “We are a hearing family and although my daughter’s hearing needs are not as big as other young people’s, the Teacher of the Deaf has helped validate my daughter’s past experiences, educate myself on my daughter’s needs and empower her to be confident in the school.”

Mark Ballard, Head of Policy and Influencing for Scotland with the National Deaf Children’s Society, said: “Every deaf child in Scotland should, as a fundamental right, be able to get the support they need from a fully qualified Teacher of the Deaf to help them reach their full potential. We are very concerned that these new figures show a 40% fall in the numbers of qualified Teachers of the Deaf in Scotland, twice the decline in other parts of the UK.

“With the right support in place, deaf children can achieve anything their peers can, but sadly, this simply isn’t happening. The latest Scottish Government statistics show they’re twice as likely to leave school with no qualifications and half as likely to go to university.

“That’s why we want to see a commitment from local authorities and the Scottish Government to work together to return the number of fully qualified Teachers of the Deaf employed across Scotland to the 2011 level, over the next ten years.”

Mr Ballard pointed out that a lack of funding means many teachers in Scotland who want to become a qualified Teacher of the Deaf must often cover the costs themselves.

He added: “There are great courses available to give teachers the extra skills and knowledge they need to become qualified Teachers of the Deaf, but we must make sure the funding and incentives are in place to support teachers to undertake the training.”

cride-2022-scotland-report-finalDownload

Exams back on the timetable for Scotland’s schoolchildren

National 5, Higher and Advanced Higher exams will be held in spring 2022 if public health advice allows, the Scottish Government has announced.

The decision has been informed by public health advice and by the views of partners, including those on the National Qualifications Group, which includes representatives of young people, parents, teachers and other education professionals.

Course content has been reduced compared to a normal year to take account of the disruption to learning that young people have experienced. These modifications have already been confirmed by the Scottish Qualifications Authority (SQA).

Due to uncertainty over the pandemic, two contingency plans will be in place.

If there is further significant disruption to learning as a result of COVID-19, but it is still safe for exams to go ahead, there will be further modifications to courses and assessment.

If public health conditions do not allow for an exam diet to take place, awards will be made on teachers’ judgements based on normal in–year assessment. 

Education Secretary Shirley-Anne Somerville said: “Exams will take place next year if safe to do so.

“Fairness for learners sitting exams in 2022 is at the heart of our plans. Assessment modifications across national courses for the next academic session have already been confirmed by the SQA in recognition of the disruption to learning that young people have experienced. We will set out details on further support available for learners in September.

“Careful contingency planning has taken place in case there is further significant disruption to learning or if public health conditions do not allow for the holding of an examination diet.

“These contingencies offer stability for teachers and learners in the coming academic session and will allow their focus to be on normal practices in teaching, learning and assessment.  More detailed guidance will be issued by the SQA at the earliest opportunity.”

Commenting on the announcement, EIS General Secretary Larry Flanagan said: “It is no surprise that the Scottish Government has stated its intention to reinstate an exam diet in 2022, should public health advice allow.

“The EIS would have preferred to see exams by-passed for S4 students in the interests of supporting education recovery and wellbeing among this cohort.  It remains to be seen whether the reductions in course content for this year as recognition that young people have been adversely affected by the pandemic through no fault of their own, will suffice.

“It is essential that appropriate and robust contingencies are in place should it be necessary to cancel the exam diet on public health grounds. We saw earlier this year the damage caused by decisions being made too late without adequate contingences in place and the huge workload and stress that was placed on students and staff as a result.

“In the longer term, the process of reviewing the qualifications system and replacing the SQA must learn lessons from recent experience. The EIS has long been concerned regarding the lack of accountability of the Scottish Qualifications Authority to the teaching profession and the over-emphasis placed on annual high-stakes exams at the expense of continuous assessment.

“The EIS believes that now is an appropriate time to consider the future shape of learning and assessment in the senior phase, alternative models of timetabling and the timing of qualifications to better serve the needs of Scotland’s learners, as part of the process around replacing the SQA.”

‘Curriculum for Excellence is the right approach for Scotland’

SQA to be replaced

‘Substantial reform’ for Education Scotland

The Organisation for Economic Co-operation and Development Organisation (OECD) has backed Scotland’s school curriculum in its independent review.

The Scottish Government last year commissioned the OECD to carry out a review of Curriculum for Excellence (CfE). The remit of the review was to help the government better understand how the curriculum is being designed and implemented in schools and to identify areas for improvement across the country.

Education Secretary Shirley-Anne Somerville today announced that all 12 of the review’s recommendations will be accepted in full, including recommendations on curriculum, assessment and qualifications which will see the Scottish Qualifications Authority (SQA) replaced and Education Scotland substantially reformed.

The Scottish Government will actively consider what changes are required to our qualifications and assessment system. This work will be heavily informed by the next OECD report, expected in the autumn, and by consultation with young people, parents, teachers and the wider education system.

Education Scotland will no longer undertake inspections, with this work becoming a separate, independent role. The Scottish Government will engage widely on the options for the future of inspection.  

The OECD also suggests that the curriculum work currently undertaken by Education Scotland might best sit with any new curriculum and assessment body which will replace the SQA.

Publication of the OECD report into Scotland’s curriculum system, known as Curriculum for Excellence (CfE), meets another of the Scottish Government’s commitments for the first 100 days since the First Minister was elected.

Ms Somerville said: “The last few years have accelerated a debate about the future of Curriculum for Excellence and senior phase education in particular. The OECD report is crystal clear – Curriculum for Excellence is the right approach for Scotland.

“In fact, despite all the criticism here at home, the OECD tells us it is viewed internationally as an inspiring example of curriculum practice.

“However, 10 years on from CfE being introduced, it is right and proper that we review how it is being implemented. 

 “We accept in full all 12 recommendations from the OECD. We will replace the SQA. We will talk to young people, parents and teachers to build a system that works in line with CfE – exactly as the OECD recommends.

“Responsibility for inspection will no longer sit with Education Scotland and we will look at what further reform of the agency’s functions is required.

“Everyone across the education system, including at the SQA and Education Scotland, has worked tirelessly this year under very challenging circumstances. They are owed a debt of gratitude.

“What comes next is a period of change. But it is change in order to improve, to achieve more and to deliver for Scotland’s pupils.

“Our commitment is to do exactly that and we will work with everyone and anyone willing to help to make that a reality.”

EIS welcomes decision to axe SQA

The EIS has welcomed today’s announcement by the Cabinet Secretary for Education that the Scottish Qualifications Authority (SQA) is to be scrapped.

The announcement came following the publication of the OECD Review of Curriculum for Excellence (CfE), which identified a ‘disconnect’ between the core aims of CfE and Scotland’s qualifications system.

Commenting, EIS General Secretary Larry Flanagan said, “The EIS welcomes the publication of the OECD report, and the announcement by the Cabinet Secretary that the SQA is to be scrapped and replaced by a new body.

“It is essential that any new body is properly configured and is accountable to the profession through a model of governance based on educational, rather than political, considerations and with a teacher voice at its heart.”

On the OECD report, Mr Flanagan said, “The OECD report highlights some of the strengths of the Scottish Education system, not least being Scotland’s place in the top 5 nations in the world regarding global competency, but it also confirms what the EIS has been saying for a number of years, which is that there is a disconnect between the BGE (Broad General Education 3-15) and the Senior Phase (15-18). 

“There is massive assessment overload in the senior phase, which squeezes out the time needed for both depth and breadth of learning – two of CfE’s big ambitions. This overload is also the driver of excessive workload, and that has been exposed clearly during the pandemic.

“The comparatively high level of teacher class contact time was another area highlighted, with the OECD highlighting the need for reduction in class contact time – a key priority for the EIS – if teachers are to be able to collaborate around curriculum and assessment. We welcome that EIS lobbying in this area has already had some impact, with the Scottish Government pledging to deliver an early reduction of 1.5 hours per week in teachers’ class contact time to bring Scotland closer to OECD norms.”

Mr Flanagan continued: “The report also seems to confirm that the Government’s focus on Standardised National Assessments has been a monumental distraction with little impact other than adding to the bureaucracy that bedevils teachers’ working lives.

“The absence of any comment on the pre-5 sector is both disappointing and worrying. CfE runs from 3-18 but we are seeing a continuing reduction in the number of nursery teachers deployed in early years, which is a betrayal of the Scottish Government’s previous commitment to protecting the role of the teacher in pre 5 provision.”

Larry Flanagan Audio Recording

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.”