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They were happening in a different guise in different areas. We have tried to ensure that we have specific meetings to go over aspects of this, but they are not the only meetings that I have with Education Scotland.

As, I think, I have said already, the pandemic had an impact on the progress that was being made. However, when we look at the pre-pandemic figures—for example, the year-on-year achievement of curriculum for excellence levels data that was published—we see that the trend was positive.

In the two-year period between 2016-17 and 2018-19, the number of primary school pupils who were achieving the expected levels increased by 3.1 percentage points in literacy and by 2.7 percentage points in numeracy. The gaps in achieving expected levels of numeracy between the young people from the most and least deprived areas of Scotland reduced in both years. Although we saw that progress, and although we continue to see very good statistics for those who are leaving school and going on to positive destinations—indeed, they are now at a record level—we are obviously keen to see further, more accelerated progress.

I mentioned in my introductory remarks that we have changed the mission of the SAC programme. That is very clearly to draw further focus on the fact that, although we can do a lot within education to improve outcomes for children and young people, we are aware that poverty is not something that can be solved between the hours of 9 and 3, when a child is in school. What happens outwith that period is exceptionally important as well.

That is why we are keen to ensure that there is a very specific link between the education work and the work that is happening in the tackling child poverty delivery plan around increases to the Scottish child payment, taking account of the cost of the school day, increases to school clothing grants, the ability of children and young people to take any subject without receiving charges for it, core curriculum charges, music charges, and so on. We are determined to ensure that the education work and the anti-poverty work are linked very specifically.

That is made more difficult by the cost of living crisis and by policies that are being made elsewhere in the United Kingdom and dictated by the UK Government, which are impacting on poverty levels. Within what we have the ability to control up here, we are keen to make sure that there is a very express link between what is happening in education and what is happening in our wider anti-poverty work.

I think that you will see the poverty-related attainment gap in many different countries. It is not specific to Scotland. We see the same challenges elsewhere in the UK and, indeed, further afield, but we have also seen a determination to tackle them in Scotland.

Absolutely. The national Government is clear that, when possible, we should work in partnership with local government on many of these issues. As I have said, the work that we are doing on stretch aims, for example, is something that many local authorities have been doing to some extent. We are trying to ensure that all local authorities take part in that process and that there is transparency in that improvement work.

Of course, local authorities are responsible for delivering the decisions on education that are, quite rightly, taken at a local authority or school level. Just as you would expect the national Government to challenge itself on its responsibilities and targets, it is very much the responsibility of a local authority to challenge itself on why there is variation either within the local authority or with another local authority. I hope that the role and responsibilities of local government are very clear in the refreshed attainment challenge, in which we set out the roles and responsibilities of the different parts of the system.

I think that it is important that I push back on the suggestion that the OECD was being critical, so—

The OECD suggested that we look at a number of areas. One of them was about strengthening the middle, as it was paraphrased, and that was, therefore, one of the reasons why we looked at the regional improvement collaboratives and more collaborative working between local authorities. There has also been a discussion about the empowerment of our teaching workforce, to ensure that we have a workforce that is enabled to take decisions that are right for their schools. I think that that is an important change that we have made. We may have had difficulties in the past not just because of the levels of poverty in the country, but because we perhaps needed to ensure that more power was being given to local authorities and to individual headteachers and that work was going on to collaborate on that.

You are suggesting that I find additional money that I do not have. For example, the £6 million that you are quoting would take further PEF money from schools. If you are suggesting that we could allocate money by taking the £6 million of current underspend from PEF, which will remain with schools, I do not think that that would be a sensible way forward. Through our allocations, we have attempted to ensure that there is a fair funding formula right across Scotland. There was an understanding, as was shown in the evidence from the directors of education, that we needed to look for a fair funding formula right across Scotland. The policy was also worked on and agreed by the Convention of Scottish Local Authorities.

The Government has to take these difficult decisions. The importance of recognising that poverty exists across all local authority areas, of dealing with that and of addressing the impact of the Covid pandemic across all 32 local authorities led us to change the funding formula. There is no additional money in my portfolio that is not being spent, so money would have to come from somewhere else within my portfolio. I am afraid that no one has suggested where I would find that—

I am saying that, if a local authority decides to change its priorities at a local authority level—which, of course, would be under the direction of the local administration—a headteacher can determine a project. Again, I point not to my opinion but to the director of education who gave an example of how that might happen.

We have made it very clear, through the process of looking at the Scottish attainment challenge, that we need to recognise that poverty exists in all 32 local authority areas. We were very clear that we need to work on a fair funding model to ensure that we deliver support right across Scotland. I believe that Mr Marra said in a previous evidence session that he recognised that poverty exists right across Scotland.