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As set out in my letter to the Public Petitions Committee on 18 September 2020, my officials have been actively engaging with a range of stakeholders with a view to consulting on new draft guidance. This is a continuation of the work started in 2019, now taking into account any updates we need to consider regarding the impact of COVID-19 and the increased interest in Home Education.

These revisions will update the guidance to reflect changes to the education policy and legislation over the last decade. Final timescales are still to be set. However, I will ensure that the consultation on new draft Home Education Guidance is shared with the Committee and yourself as soon as it is published.

I refer the member to the answer to question S5W-32993 on 19 November 2020. All answers to written parliamentary questions are available on the Parliament's website, the search facility for which can be found at .

The information you have requested is not held centrally by the Scottish Government. Procurement of contracts to introduce cashless payments systems in schools is a matter for local authorities, however the Scottish Government does provide a range of tools and guidance to help public bodies through our Public Sector Procurement support pages. This information is available on the Scottish Government’s website through the following link:

The Scottish Government remains committed to supporting the health and wellbeing of children and young people and milk continues to be an integral part of the school food and drink regulations given its benefits as part of a balanced and nutritious diet.

The loss of funding for Scottish local authorities under the EU school milk scheme is a direct result of Brexit. As such, Scottish Ministers wrote to the UK government requesting that they provide funding to ensure the continuation of local school milk schemes which previously benefitted from subsidy under the EU scheme. No response has been received to date. The Scottish Government has therefore committed to provide the funding necessary to allow Scottish local authorities to continue claiming for subsidy towards their local school milk schemes for the remainder of the 20/21 academic year.

The Rural Payments Agency administer the EU school milk scheme and have provided data to indicate that, while claim levels fluctuate year on year and not all 32 local authorities choose to claim under the scheme, the average annual value for the five years 2015/16 to 2019/20 is around £652k based on claims from the Scottish local authorities who chose to claim during that time period.

Following confirmation that the UK government intended to provide domestic funding to allow English school milk schemes to continue following the loss of access to the EU school milk scheme due to Brexit, the Cabinet Secretary for Constitution, Europe and External Affairs and I wrote to the UK Government in September 2020 requesting that the UK Government provide the same support for Scottish school milk schemes. No response has been received to date.

HM Treasury have provided the Scottish Government with an overall guaranteed level of consequentials. However, we have not seen detail as to how individual announcements have generated this, so the level of consequentials associated with the UK Government decision to match the EU milk subsidy for school pupils in England in 2020-21 is not known.

The introduction of cashless payment systems in schools is a matter for local authorities, and the schools under their management, to decide upon.

The Scottish Government does not promote any particular approaches to making payments for services in schools as we believe that local authorities and schools themselves are best placed to take those decisions at the local level, since they best understand the local needs and circumstances of the children and young people in attendance and their families.

We are committed to improving our understanding of the longer term effects of COVID-19 on physical and mental health and wellbeing in Scotland. The current definitions of which are set out by SIGN/ NICE within the recently published scope to develop a clinical guideline management of the long-term effects of COVID-19, available to view at .

The Scottish Government is working with stakeholders to understand the longer term effects of COVID-19, including third sector organisations and groups such as the Long COVID Action Group Scotland, Chest Heart and Stroke Scotland and the Neurological Alliance of Scotland. We will continue to identify and engage with other organisations to inform our understanding.

We have published a Framework for supporting people through Recovery and Rehabilitation during and after the pandemic, which puts in place clear principles, priorities and objectives to support planning to meet increasing demand and to provide high quality person-centred rehabilitation in different settings. The draft framework was shared with NHS, Integration Authorities, Local Government, National Advisory Committees, Independent and Third Sector organisations. The Framework can be accessed at .

Since August 2018, we have funded an additional 435 graduate level posts across all 32 local authorities to provide targeted with support to settings in our communities facing the most disadvantage.

These posts are recruited and managed locally. 31 Local Authorities now report having recruited all the Equity and Excellence Lead posts in their areas at some point (even if the post-holder has since moved on).

We are currently updating the figures I provided in answer to question S5W-27612 on 11 March 2020, when Local Authorities reported that 96% (418 full time equivalent posts) of Equity and Excellence lead posts have been recruited to since August 2018.

All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at

The Scottish Government fully recognises and values the importance of our children and young people learning another language. We have been pursuing an ambitious ‘1+2 languages’ policy to improve language learning in schools, which aims to provide all pupils with the entitlement to learn two additional languages during the broad general education from P1 to the end of S3.

Since 2013, we have supported implementation of this policy with £33.2 million in additional funding to local authorities, and £10.8 million to key delivery partners. This has been used to support teachers’ professional learning, and to promote language learning to young people and their parents.

Our evidence shows the full entitlement to learning a first additional language from P1 to S3 as part of the 1+2 policy is now being provided by 88% of primary schools and 70% of secondary schools, meaning more young people are learning languages than ever before.

Subject choice in the Senior Phase curriculum is a matter for schools and local authorities to determine, based on the needs of their learners. We do not have any specific initiatives in place aimed at encouraging young people to continue their languages education beyond S3 to the level of a national qualification, and it would be inappropriate for us to set targets in this regard.

The Scottish Government is committed to ensuring all young people in Scotland are equipped with the skills they need for life and work in an increasingly globalised world.

We have been pursuing an ambitious ‘1+2 languages’ policy to improve language learning in schools, which aims to provide all pupils with the entitlement to learn two additional languages during the broad general education from P1 to the end of S3.

Since 2013, we have supported implementation of this policy with £33.2 million in additional funding to local authorities, and £10.8 million to key delivery partners. This has been used to support teachers’ professional learning, and to promote language learning to young people and their parents.

Our evidence shows the full entitlement to learning a first additional language from P1 to S3 as part of the 1+2 policy is now being provided by 88% of primary schools and 70% of secondary schools, meaning more young people are learning languages than ever before.