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The Scottish Government does not anticipate that changes to the funding arrangements for regional improvement collaboratives will have an impact on speech and language leads carrying out their objectives.

The Regional Early Years Speech and Language Leads will work alongside the Regional Improvement Collaboratives and across local services and agencies to encourage the development of a sustainable whole systems approach to improving children’s speech, language and communication outcomes from pre-birth to school entry. They will work together to connect partners, develop and share resources and expertise, and maximise opportunities to support children’s speech, language and communication development.

The total number of Teacher Induction Scheme (TIS) probationers allocated to local authorities in May 2023 on a supernumerary basis was 626.

This is the number for which local authorities have declared there are no specific probation places for. Probation numbers fluctuate due to deferrals and drop-outs etc. To date there are over 500 deferrals and withdrawals from this year’s initial cohort so the 600 “supernumerary” figure as of May 2023 does not mean there are 600 surplus teachers.

The teacher workforce planning model estimates future student teacher intake numbers by rolling forward recent patterns in the school pupil and staff censuses and other data including national population projections and teacher wastage and turnover.

The identification of a host institution can only take place when the co-design process has concluded. This process is currently being set up with key stakeholders, including teachers and professional bodies, with timelines to be agreed as part of that.

The Gender Equality Taskforce in Education and Learning last met in May 2023. At that meeting, members continued to consider and refine the Taskforce’s workplan, with a particular focus on ensuring that its three strategic goals are consistent with its more detailed, thematic workplan. I will be present at the next meeting of the Gender Equality Taskforce, which will take place in early 2024.

Effecting the type of systemic change which the Taskforce aims to do is complex and long term. I am committed to continuing and accelerating such work to ensure that girls and young women do not experience gender inequality in so many aspects of education.

We are currently in discussions with COSLA regarding the distribution of this funding. We will write out to local authorities in due course to set out our expectations regarding the use of the funding.

As set out in the answer to question S6W-23870, the Strategic Board for Teacher Education is looking at issues around the recruitment and retention of teachers in Scotland in detail, including how the Teacher Induction Scheme operates.

All applications for the Teacher Induction Scheme are based on personal choice and the Scottish Government cannot direct probationary teachers to opt for the Preference Waiver Payment.

The employer-led DYW Regional Groups and School Coordinators work with specialist partners and third sector organisations to support young people who are furthest from the labour market, including disabled young people, into positive destinations.

DYW Regional Groups collect data across the 4 DYW Key Performance Indicators. One of these focusses on equalities and captures data on the number of young people from target groups (which includes disabled young people) who have participated in a universal or bespoke employer engagement activity, facilitated by the Regional Group and / or School Coordinator. We are working with Regional Groups to capture more data for this indicator.

As outlined in my previous answer, the Scottish Government has continued to invest an additional £15m per year since 2019-20 to help local authorities respond to the individual needs of children and young people. This investment is monitored via information collected through the annual school staff census. The latest figures show that this funding has helped contribute to the highest recorded number of support staff in schools, 16,606 in 2022.

We are also providing local authorities with £145.5m in this year's budget to protect teacher numbers and support staff.

Any financial decisions regarding these investments are subject to future budgetary processes.

The Scottish Government is working with local government partners through the Additional Support for Learning Project Board to deliver the recommendations of the 2020 additional support for learning review by March 2026.

As outlined in our , published in November 2022, we have committed to a refresh the Supporting Children’s Learning Code of Practice. This will ensure that it fully supports schools and local authorities to fulfil their duties under the Education (Additional Support for Learning) (Scotland) Act 2004. Initial progress on this work was set out in our , published in November 2022. Further progress has been made during 2023 and will continue this year.

A further progress update on the delivery of the action plan, including developments on the code of practice, is due to be published in May 2024.