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To help ensure that qualifications awarded in Scotland are of a consistently high standard, the Short Life Working Group (SLWG) was established to develop and consider the options and implications of any potential changes to the scope of accreditation.

The SLWG is chaired by the Scottish Government’s Director for Education Reform and all members have a responsibility to share their expertise from their roles within the Scottish qualifications system. This is with a view to developing an evidence base that will support informed decision making on all aspects relating to the scope of accreditation.

The responsibility for quality assurance within the education and qualifications system is a shared responsibility across Scottish Government, a range of public bodies including the SQA, as well as other institutions.

Three of the four planned Short Life Working Group meetings have now taken place, and arrangements are currently being made for the final meeting. The group’s work will then inform advice to Ministers, as per the group’s remit.

National Standardised Assessments produce data at: classroom, school, local authority and national levels.

The primary purpose of NSA is to provide teachers with indicative, diagnostic information about learner strengths and development needs. They provide information directly to teachers on what individual learners can and cannot do in aspects of literacy and numeracy, at a particular moment in time. Data is broken down by curriculum content, for example in literacy, data includes information on “tools for reading” and “finding and using information”.

At school level, assessment data shows how well learners perform in relation to a number of characteristics, for example free school meal entitlement, and provides information about how learners progress over time.

NSA produces aggregated data that can help local authorities by providing information to inform conversations about school improvement. It can also help identify effective practice to disseminate, as well as areas for authority wide professional learning.

At national level, anonymised data is broken down by both curriculum content and learner characteristics, e.g. gender and ethnicity. It allows the Scottish Government to identify trends, strengths, and areas for improvement in literacy and numeracy. This informs national policy, improvement priorities, and the type and level of support provided.

The Scottish Government is clear that NSA and the data they produce represent good value for money. NSA data is also valued by school staff – our 2023-24 survey of school staff who use the assessments found that over 72% agree that NSA data informs teaching and learning in their school.

To support the development of the Strategy since 23 November 2023, we have spent approximately £19k on engagement, and on the publication costs of our analysis of engagement on the Statement of Intent. In addition, staffing costs to develop the Strategy have continued to be met from our operating costs budget for 2023-24 and 2024-25.

During this timescale, the Scottish Government has also continued to provide funding to a number of organisations whose work supports transitions and the development of the Strategy including, but not limited to, the Association for Real Change (ARC) Scotland, Capability Scotland, Enable Scotland, and the Independent Living Fund Scotland.

As part of the Scottish Government's response to the Education, Children and Young People Committee's Inquiry on Additional Support for Learning, I committed to engage with our partners to consider this issue further.

My officials engage with the Royal College of Speech and Language Therapists as well as our wider partners on a regular basis and I will provide an update to the Committee on the outcome of these considerations in due course.

The Royal College will be invited to attend the Scottish Advisory Group on Relationships and Behaviour in Schools to ensure they can contribute to the delivery of our .

We have committed to refresh the Supporting Children’s Learning Code of Practice during this parliamentary term. We have been working collaboratively with a range of education partners and policy areas over the past 19 months, to ensure it continues to fully support schools and local authorities to fulfil their duties under the ASL Act. An update on progress was set out in our , published in November 2024.

In alignment with my response to the Education, Children and Young People Committee, a public consultation will be held in early 2025, providing an opportunity for wider stakeholders with an interest in the Code of Practice to share their views.

The Scottish Government uses a range of data and evidence to measure literacy rates among school pupils.

Achievement of Curriculum for Excellence Levels (ACEL), data, which is based on teacher judgement, provides information on the proportion of P1, P4, P7 and S3 pupils achieving the expected Curriculum for Excellence (CfE) levels in Reading, Writing, Listening and Talking. The was published in December 2023.

Data on the reading skills of 15 year olds is also collected every 3 years as part of the Programme for International Student Assessment (PISA). Scotland’s results from the were published in December 2023.

Annual Summary Statistics for Attainment and Initial Leaver Destinations also contains data on the percentage of school leavers who attained literacy at each SCQF level. , no. 6: 2024 was published in February 2024.

From 2026 onwards, Scotland will join the Progress in International Reading Literacy Study (PIRLS) to gather evidence on the progress in students’ reading achievement of pupils aged 9 to 10 years.

Whilst the recruitment and employment of teachers are matters for local authorities as the employer, the member may wish to be aware that teachers are not employed on zero-hour contracts.

The Scottish Government is making arrangements to publish the requisite Impact Statements for the Student Mental Health Action Plan very shortly.

Delivering sustainable, resilient, accessible and efficient services for the population, as highlighted by myself during the debate on NHS reform, can only be achieved by a significant change in the way we plan, organise, deliver and fund services. In response, we have begun over the past few months to reset and reform our ways of working to ensure coherence across our various levels, nationally and regionally. As a component of reform, this includes development of a new construct for our clinical networks, aligned to portfolios of care.

Our clinically led national and regional networks are an important vehicle in how we meet the challenges of implementing the National Clinical Framework and the wider reform agenda across NHS Scotland. The aims of the refreshed approach to the National Networks in NSD (and other areas which host networks) is to provide a clear and collaborative mechanism for planning and delivery of our services across Scotland and to ensure this valuable resource is supporting delivery of the National Clinical Framework and our wider programme of reform.