The Official Report is a written record of public meetings of the Parliament and committees.
The Official Report search offers lots of different ways to find the information you’re looking for. The search is used as a professional tool by researchers and third-party organisations. It is also used by members of the public who may have less parliamentary awareness. This means it needs to provide the ability to run complex searches, and the ability to browse reports or perform a simple keyword search.
The web version of the Official Report has three different views:
Depending on the kind of search you want to do, one of these views will be the best option. The default view is to show the report for each meeting of Parliament or a committee. For a simple keyword search, the results will be shown by item of business.
When you choose to search by a particular MSP, the results returned will show each spoken contribution in Parliament or a committee, ordered by date with the most recent contributions first. This will usually return a lot of results, but you can refine your search by keyword, date and/or by meeting (committee or Chamber business).
We’ve chosen to display the entirety of each MSP’s contribution in the search results. This is intended to reduce the number of times that users need to click into an actual report to get the information that they’re looking for, but in some cases it can lead to very short contributions (“Yes.”) or very long ones (Ministerial statements, for example.) We’ll keep this under review and get feedback from users on whether this approach best meets their needs.
There are two types of keyword search:
If you select an MSP’s name from the dropdown menu, and add a phrase in quotation marks to the keyword field, then the search will return only examples of when the MSP said those exact words. You can further refine this search by adding a date range or selecting a particular committee or Meeting of the Parliament.
It’s also possible to run basic Boolean searches. For example:
There are two ways of searching by date.
You can either use the Start date and End date options to run a search across a particular date range. For example, you may know that a particular subject was discussed at some point in the last few weeks and choose a date range to reflect that.
Alternatively, you can use one of the pre-defined date ranges under “Select a time period”. These are:
If you search by an individual session, the list of ³ÉÈË¿ìÊÖ and committees will automatically update to show only the ³ÉÈË¿ìÊÖ and committees which were current during that session. For example, if you select Session 1 you will be show a list of ³ÉÈË¿ìÊÖ and committees from Session 1.
If you add a custom date range which crosses more than one session of Parliament, the lists of ³ÉÈË¿ìÊÖ and committees will update to show the information that was current at that time.
All Official Reports of meetings in the Debating Chamber of the Scottish Parliament.
All Official Reports of public meetings of committees.
Displaying 1057 contributions
Education, Children and Young People Committee
Meeting date: 24 November 2021
Willie Rennie
Okay, it is not extra, but—
Education, Children and Young People Committee
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
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
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
Meeting date: 17 November 2021
Willie Rennie
No, thank you, convener. I have finished.
Education, Children and Young People Committee
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
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
Meeting date: 17 November 2021
Willie Rennie
Would any of the other witnesses like to comment?
Education, Children and Young People Committee
Meeting date: 10 November 2021
Willie Rennie
Thank you, Professor Stobart. That has been very helpful.
10:00Education, Children and Young People Committee
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?