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Chamber and committees

Official Report: search what was said in Parliament

The Official Report is a written record of public meetings of the Parliament and committees.  

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Dates of parliamentary sessions
  1. Session 1: 12 May 1999 to 31 March 2003
  2. Session 2: 7 May 2003 to 2 April 2007
  3. Session 3: 9 May 2007 to 22 March 2011
  4. Session 4: 11 May 2011 to 23 March 2016
  5. Session 5: 12 May 2016 to 5 May 2021
  6. Current session: 12 May 2021 to 17 June 2025
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Displaying 1057 contributions

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Education, Children and Young People Committee

Children and Young People and Deprivation (Impact of Covid-19)

Meeting date: 24 November 2021

Willie Rennie

Okay, it is not extra, but—

Education, Children and Young People Committee

Additional Support Needs and Care Experienced Young People (Impact of Covid-19)

Meeting date: 17 November 2021

Willie Rennie

I thank the witnesses for coming.

The situation seems pretty stark. The demand from young people is up, as we heard from the previous witnesses and as we can see in the written evidence. Waits for diagnosis for mental health problems, autism or other conditions are longer. The numbers of co-ordinated support plans have gone down in the past eight years. The numbers of additional support teachers are down, too, as are funding for ASN and referrals to social work.

The system was already under strain before the pandemic and demand has gone up since it began. What chance do young people have of getting the support that they need under those circumstances?

Education, Children and Young People Committee

Additional Support Needs and Care Experienced Young People (Impact of Covid-19)

Meeting date: 17 November 2021

Willie Rennie

Anybody who wishes to answer. I think that the EIS has a particularly strong view on the issue, so Laurie Black might wish to start.

Education, Children and Young People Committee

Additional Support Needs and Care Experienced Young People (Impact of Covid-19)

Meeting date: 17 November 2021

Willie Rennie

I am keen to understand the wider impact of mainstreaming on other pupils and on teachers, as well as what we can do to address the consequences that Laurie Black has just set out. I would like to understand how widespread the situation is and whether support mechanisms are in place to deal with the consequences. My question is not against mainstreaming; it is just about how we cope with some of its consequences and side effects.

Education, Children and Young People Committee

Additional Support Needs and Care Experienced Young People (Impact of Covid-19)

Meeting date: 17 November 2021

Willie Rennie

No, thank you, convener. I have finished.

Education, Children and Young People Committee

Additional Support Needs and Care Experienced Young People (Impact of Covid-19)

Meeting date: 17 November 2021

Willie Rennie

I prefer to be brief, convener.

Mainstreaming is an important area. I am sure that everyone supports the mainstreaming approach, but, as we see in the written evidence, there are consequences for wider learning, for other pupils and for the classroom environment. I am keen to understand more about what that looks like and what we can do to try to address those issues. Perhaps Laurie Black could comment first.

Education, Children and Young People Committee

Additional Support Needs and Care Experienced Young People (Impact of Covid-19)

Meeting date: 17 November 2021

Willie Rennie

Do teachers feel that they get enough support when such incidents happen, to help them to manage the circumstances?

Education, Children and Young People Committee

Additional Support Needs and Care Experienced Young People (Impact of Covid-19)

Meeting date: 17 November 2021

Willie Rennie

Would any of the other witnesses like to comment?

Education, Children and Young People Committee

Upper Secondary Education and Student Assessment

Meeting date: 10 November 2021

Willie Rennie

Thank you, Professor Stobart. That has been very helpful.

10:00  

Education, Children and Young People Committee

Upper Secondary Education and Student Assessment

Meeting date: 10 November 2021

Willie Rennie

Thank you for your refreshingly frank introduction, professor. My questions cover three areas: the staging posts of qualifications; the effect of a leaving qualification on the leaving age, whether from school or education; and motivation.

On staging posts, some pupils like to get qualifications in the bag as they go rather than leaving it all to the very end—the last year—and putting all the stakes on one option. We currently have three years of nat 5s, highers and advanced highers. I know that you are not making a specific recommendation, but the hint is that you want to strip things down. How far would you go? How far would it be reasonable to go? What are the trade-offs around that?