A summary of discussions at the summits can be found at: Health and wellbeing in schools - Schools - gov.scot (www.gov.scot) . The findings from the summit will inform the national action plan which we expect to be published early in the new year.

The estates of independent schools are for those building owners to manage, however, the Registrar for Independent Schools wrote to all independent schools on 15 September 2023 to receive assurances that managers were aware if and where RAAC was present in their schools and, where present, to confirm that the appropriate mitigations were in place. The Scottish Government continues to monitor the numbers of independent schools who have completed surveys of their estates via engagement with the Registrar.

The Scottish Government has published guidance for local authorities and schools – Included, Engaged and Involved Part 1: Promoting and Managing School Attendance – as well as guidance for parents, which reinforces the message that they should support children to attend schools. The guidance sets out how to promote engagement and motivation, including among those who may be at risk of poor attendance.

The Scottish Government conducts a biennial collection of attendance data from local authorities for the purposes of producing accredited official statistics. Management information on attendance is collected from local authorities more frequently, currently fortnightly, and reported on the school attendance dashboard.

From 2023-24 to 2025-26 all 32 Local Authorities have set stretch aims for improving attendance and/or engagement. These aims are built into local authority improvement plans and their progress will be monitored locally using local processes. As with all efforts to support improved outcomes and tackle the poverty related attainment gaps, local authorities will be supported and challenged by Education Scotland Attainment Advisors as they implement their local plans.

Earlier this year I asked Education Scotland to undertake work to better understand the current barriers and challenges experienced by schools, children and young people and their families which influence school attendance. Education Scotland published this report on 28 November.

We are currently reviewing the findings of this report, together with the findings of the Behaviour in Scottish Schools Research, and will consider the recommendations for any future work on addressing attendance in schools.

The Headteacher Taskforce met on 27 June with a focus on school exclusions. Discussions from this meeting informed the development of the approach to the relationships and behaviour summits. Headteachers from the Taskforce also attended the summits where their views have been captured as part of the process and will subsequently inform the national action plan.

Following a competitive invitation to tender process, a contract for the Education Workforce Modelling and Research work was awarded to WPI Economics on 13 October 2023.

It is encouraging that the Summary Statistics for Schools in Scotland published on 12 December reported a slight increase in the number of post probationers securing a teaching post in the year following their probation.

The Teacher Induction Scheme provides a one year probationary placement to allow teachers to meet the Standard for Full Registration. This does not provide a guarantee of future employment with a particular local authority. Teaching posts should be advertised and filled in a fair and transparent manner.

The Scottish Government is committed to supporting all young people to achieve their potential through Developing the Young Workforce (DYW). Although no specific data is available on the number of disabled young people supported through DYW, 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 into positive destinations, including young disabled people.

A recent example of this is in DYW Edinburgh, Midlothian and East Lothian. Enable and Action For Children provided ASN training for their School Coordinators and management staff. As a result, the Regional Group now work closely with Pilrig Park School, who deliver education for secondary school pupils experiencing complex long-term additional support needs. Through this collaboration they ensure that every pupil has flexible, personalised pathways to develop knowledge, understanding and skills for learning, life and work. In addition, DYW Fife have dedicated School Coordinators to increase support and opportunities for ASN Schools, Pupil Support Service Students and care experienced young people. Through collaboration with key partners, a more inclusive approach is adopted for these young people.

a) Enable Works Stepping Up programme, to date, has been delivered in 75 schools across Scotland, achieving a 98% positive destination rate for young people with learning disabilities. In financial year 2022-23, 2,974 young people were supported through the Stepping Up programme.

b) Stepping Up is an innovative school transitions programme that supports young people who have a learning disability, autism or additional support needs. The programme is delivered in partnership with Education Providers, stakeholders and other third sector organisations. It works collaboratively with Careers, Information, Advice and Guidance (CIAG) and Developing the Young Workforce (DYW) to provide joined-up careers experience, advice and guidance, and aims to support young people into positive destinations.

Operational decisions about the provision of childcare services within Scotland’s colleges are the responsibility of each individual college. Colleges must determine how best to secure their own sustainability, for instance through providing childcare services, while continuing to deliver provision to meet regional needs.

The Scottish Government provides funding to local authorities to deliver 1140 hours of high quality early learning and childcare (ELC) to all eligible children. Our ELC delivery model is provider neutral, recognising that decisions about ELC service delivery remain for local authorities to make based on their understanding of local demand. Under this model, college childcare services can apply to deliver funded ELC provided they meet the conditions set out in the National Standard for funded ELC and meet the usual requirements.

The Scottish Government is currently working with our partners at COSLA and the Scottish Refugee Council to refresh the New Scots strategy and we are undertaking a series of engagement events to enable both refugees and people seeking asylum to inform the strategy refresh. The first phase of the engagement work began in November and involved refugee leaders and organisations with expertise in supporting people seeking asylum and refugees. A representative from LGBT Health and Wellbeing attended one of these events.

The second phase, focused on those with lived experience, is currently underway and is being coordinated by Scottish Refugee Council on behalf of New Scots partners. It will run until the end of February 2024. This phase includes providing funding to enable local groups to run events which can be tailored to the needs of their specific groups and communities, for example to enable groups to run an event in their community language or to ensure that vulnerable groups have a ‘safe space’ to speak openly. LGBT Health and Wellbeing are liaising with the Scottish Refugee Council to contribute to this lived experience work.