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The Herald Scotland
18-05-2025
- Politics
- The Herald Scotland
Scotland education chief post rejected again – what can be done?
More important is the fact that on the first occasion the role, along with the post of chief executive of Education Scotland, did not attract enough candidates for interviews to be held. In the latest round - as TES magazine reports - interviews were held but no-one appointed. This should be a matter of deep concern to all those who care about how Scotland's pupils are taught. Now some might argue the appointment does not matter. There is an interim chief executive, who is getting on with the job. According to a recent freedom of information request, 46 secondary schools were inspected between 1 August 2023, and 11 October 2024, not including 'all through' schools with both primary and secondary provision. The inspectors keep calling. Others might argue there is no need for a chief inspector, or inspectors. Professionals, in this case heads and teaching staff, should be left to be professional. They know what they are doing, the argument goes. It is not a line of thought most would agree with. In any professional setting, particularly one as important as education, scrutiny is vital for progress and accountability. So, if there should be a Chief Inspector who leads school inspections, what has gone wrong, and what might be done to fix this problem? There are a number of possible reasons, and some possible solutions. First, the failed appointments come at a time when the Scottish government has proposed what it claims are major reforms to the education system. After recent controversies, it is planned to create three 'new' organisations, a qualifications body, a national education agency, and an 'independent' inspectorate. Under the education bill, published in June last year, Qualifications Scotland will replace the Scottish Qualifications Authority (SQA). Anyone notice the similarities in the name? HM Inspectorate of Education (HMIE) will formally be created by removing the inspection function from the national education agency, Education Scotland. However, the process has been delayed by the education secretary Jenny Gilruth, and with uncertainty surrounding the reforms - critics draw parallels with those deck chairs and the Titanic - it is understandable why some might be reluctant to throw their mortarboard into the ring. There could also be an accountability problem. It was a scandal a previous SNP administration made the inspectorate part of Education Scotland, directed by ministers - one part of a public body marking another part's homework. Removing HMIE from Education Scotland is a start, though it will still be accountable to Scottish ministers and the Scottish parliament. Then there is a climate around inspections. Teachers in Scotland have in the past been critical of the process, saying it puts too much stress on them, and if there is notice of an inspection a false picture of a school is created as they spend weeks getting matters in order before the inspectors arrive. There is something in this, though it could be contended the process of preparing for the inspection is in itself beneficial to the schools. And after the inspections if there are problems identified, then good education authorities act upon them, or if the report is positive seek to build on achievements. If there is a criticism of this process, it is that the response to an adverse report is sometimes not robust enough. If a school is failing those it is there to serve - the students - then the people in charge must be held accountable. Ideally supported to improve, but if needs be new bringing new leadership may be the only solution. South of the Border there has been a lot of concern over a head teacher who took her own life while waiting for a report by Ofsted, the school standard's body. The inspectorate in England is changing from one word judgements of schools, to a more detailed system, which exists in Scotland already. However, there is always a danger obfuscation obscures the findings. Explaining negatives and positives clearly and succinctly in a way non-education experts (most people) can understand is important. Lastly, there is money. Yes, £117,000 a year is a lot, but you can be paid roughly the same if you are the top level as a secondary head, and much more for being the director of education in a big local authority, like Glasgow, paid more than £170,000 per annum. So, what might be done to improve the situation? First the Scottish government could be bold rather than timid, making HMIE accountable not to ministers but to the Scottish parliament, in the same way Audit Scotland is. That would give the Chief Inspector scope to be critical, when necessary, of the government of the day. Second, while there is a genuine concern over high levels of public sector pay in 'senior' roles, in some cases a high salary is justified by the high level of responsibility. Were HMIE responsible to Holyrood, there would be an added level of scrutiny on the inspector and their staff. There are many other ideas, but one final suggestion: the Scottish government must stop dithering over what it means by education reform, providing clarity over what it expects, and in particular the role, or otherwise, it sees for traditional exams. With an election ahead, those who aspire to government should do the same. What might these changes, proper radical reforms, achieve? Hopefully one, or more, of our many talented, dedicated, rigorous, committed educators will take up this enormous but rewarding challenge. And step forward to serve. Peter MacMahon is a commentator and writer, specialising in politics and public policy. He stood down recently as Political Editor of ITV Border after more than a decade covering Scottish and UK politics.
Daily Record
15-05-2025
- Business
- Daily Record
School libraries across Lanarkshire set to benefit from £150k funding injection
School Library Improvement Fund (SLIF) supports creative and innovative projects in line with the key aims of 'Vibrant Libraries, Thriving Schools'. School libraries across Lanarkshire are set to benefit from a £150,000 funding injection earmarked for projects supporting the development of employability skills, digital literacy and family learning, through the 2025/26 School Library Improvement Fund (SLIF). Administered by the Scottish Library and Information Council (SLIC) on behalf of the Scottish Government, SLIF supports creative and innovative projects in line with the key aims of 'Vibrant Libraries, Thriving Schools' - the national strategy for the development of school libraries. Open to all state-run nurseries, primary schools and secondary schools in Lanarkshire, this year's fund will prioritise project applications which promote the themes of cross curricular working and developing employability skills, delivering digital literacy and exploring digital creativity, and cluster working and family learning. The 2025-26 SLIF brings the total investment from the Scottish Government to £1.87 million over the lifetime of the scheme. Announcing the opening of the fund for 2025-26, Cabinet Secretary for Education and Skills, Jenny Gilruth, said: 'School libraries are a vital part of the learning community across Scotland and we know they can help foster habits of reading for pleasure among our young people from an early age, which can support learning and help close the poverty related attainment gap. 'I am determined to ensure that our school libraries continue to prosper and would encourage all head teachers who think their school could benefit for this important funding to apply for a share of this £150,000 of investment from the Scottish Government. 'This year's fund will support family learning and help deliver more digital literacy and creativity, in line with our ambition to develop an innovation nation and support greater whole family support.' Seventeen projects across Scotland benefited from last year's funding boost of £150,000, which focused on developing literacy and numeracy, information and media literacy, and mental health support. Alison Nolan, chief executive officer of SLIC, said: 'The SLIF supports creative, innovative projects within Scotland's school libraries and every year, we are struck by the ingenuity of the forward-thinking services that drive progress with trailblazing projects that best meet the evolving needs of their school communities. 'With the latest funding pledge of £150,000 for school libraries announced, it's the perfect time for services to reflect on what's possible. "We encourage teams to think boldly about how they can develop and transform their offering, and submit an application that brings those ideas to life in support of pupils, parents and colleagues.' Lanarkshire schools can submit an individual or collaborative application, with SLIC accepting up to two individual applications per local authority and an unlimited number of collaborative applications to ensure equal opportunities across the country. The School Library Improvement Fund 2025-26 is now open; applications will close on August 27. To find out more, and apply, visit .
Scotsman
15-05-2025
- Politics
- Scotsman
Gregor Poynton MP sends clear message to Scottish Government to support students and staff affected by the Scottish Institute closure
Gregor Poynton MP outside the Scottish Institute Gregor Poynton MP has written to the Scottish Government Cabinet Secretary for Education and Skills Jenny Gilruth MSP, asking for clarity on the support available for staff and students affected by the closure of the Scottish Institute of Theatre, Dance, Film and TV. Sign up to our daily newsletter Sign up Thank you for signing up! Did you know with a Digital Subscription to Edinburgh News, you can get unlimited access to the website including our premium content, as well as benefiting from fewer ads, loyalty rewards and much more. Learn More Sorry, there seem to be some issues. Please try again later. Submitting... The Scottish Institute of Theatre, Dance, Film and TV, which is based in Livingston constituency, closed immediately after falling into liquidation on May 6. Staff are now facing immediate redundancy, and students have been left without a path to complete their qualifications. Gregor Poynton MP has said: 'I visited the Scottish Institute last year and was blown away by the dedication and energy from the staff and students. "The Scottish Government must make clear their plans to support those affected by the immediate closure of this much-loved school.'
The Herald Scotland
15-05-2025
- Politics
- The Herald Scotland
How do you solve a problem like SQA reform?
After spending more than £1 million on independent reviews, surveys and other investigations into education reform, the Scottish Government has changed very little about the structure of the country's education system since 2021. Major recommendations have been set aside, and proposing legislation to institute changes continued to be delayed for a variety of reasons. Education Secretary Jenny Gilruth has at times alternated between advocating for change, calling for caution and more time to consult with teachers, and now more recently warning committee members at Holyrood that further delay could mean derailing the processes underway. This, for the most part, refers to changes to the Scottish Qualifications Authority (SQA). The SQA has been the main focal point of discussions about reform. In some ways, it has become a distraction from bigger questions about what education in Scotland should look like and the values it should reflect. In 2021, the government committed to replacing the SQA. It was not until 2024, however, with the presentation of the Education (Scotland) Bill, that it finally set down a plan for doing so. Questions swirl around the bill, its full implications and particularly whether it has enough teeth to force the qualifications body to bring about the changes teachers, students and politicians want to see. One of the challenges is the overall lack of decision-makers who fully understand the SQA's role and the logistics of the Scottish qualifications system more generally. While the education committee discussed a list of more than 350 amendments – an amount one MSP called 'astonishing', and others said illustrated fundamental problems with the bill – it became clear that the person in the room with the qualifications needed to be involved in this kind of discussion was Ms Gilruth. In fact, MSP Willie Rennie stated openly at one point in the discussion: 'I do not think that we all fully understand how the accreditation function within the SQA currently works.' This is at first concerning because this committee is tasked with debating and pushing key legislative aspects of education reform in Scotland. But it may also suggest that the system itself has been allowed to grow into one so complex that it is hard for outsiders – as in those outside of the SQA, Education Scotland, and the core government ministers – to wrap their heads around. During that same committee meeting, there was a constant tension between the inability to find a compromise and the constant threat of running out of time. Teachers, students and the general public have been given to think of the SQA as an organisation has been dead in the water since 2021. It is set to officially close in December. Given how long it has taken to reach this point, it is understandable that the government is eager not to let another promise go unmet. But spare a thought for the 'cost' in the phrase 'reform at any cost.' Amidst the gridlock, opposition parties continue to argue that 'all options are better than the status quo". That attitude is, in itself dangerous, as The Herald's Education Specialist James McEnaney argues. This leaves would-be reformers with the question: is something better than nothing? Is bad reform better than the status quo? For teachers and education experts who have been grappling with the revolving door of powers-that-be to change a system which has become so entrenched it now feels inevitable, it is not really a question.
Daily Record
15-05-2025
- Politics
- Daily Record
Primary pupils ask Education Minister for more maths and play time during visit to North Lanarkshire school
Jenny Gilruth MSP was in Wishaw to see how Pupil Equity Funding from the Scottish Government was benefitting young people. More play times, more school trips, more topics and somewhat surprisingly, more maths and homework were some of the suggestions from pupils when Cabinet Secretary for Education Jenny Gilruth visited St Ignatius' Primary. The MSP, a former teacher herself, met with pupils, staff and parents at the primary school in Wishaw to see and hear first-hand how the Scottish Government's Pupil Equity Funding (PEF) is benefitting children in the community. The visit coincided with the publication of a report on PEF highlighting the direct investment of over £1 billion from the Scottish Government. First introduced by the Scottish Government a decade ago, PEF has the specific aim of closing the poverty-related attainment gap between children from the most and least deprived communities. The extra funding can range from £1225 to £350,00 a year per school, and is being used to drive improvements in attendance and engagement. Around 97 per cent of schools receive some PEF which is directly allocated to schools, who then have the autonomy to use it in a manner best suited to their specific needs. St Ignatius invested the funding in developing a bespoke tracking system, which allows the school to target tailored interventions such as Forest clubs. There were dozens of raised hands, and a few surprising answers, when the Education Minister asked pupils at morning assembly what they would like to see more of in school. 'My favourite suggestion today was 'more sharing' and I think that's the one I'll remember from today's visit,' said Jenny Gilruth. 'It's been brilliant being here today at St Ignatius' and seeing the impact the extra funding has had in supporting an extra depute and extra staff around the school, and supporting the agenda that the school has here. You can feel the ethos as soon as you come into the school and it's fantastic to see the difference it is making. 'It was really interesting to hear a bit more about the school having a specific depute that's involved in leading the work in terms of the Forest School and hearing from the teachers and the kids about the difference that's made to their learning. I was speaking to parents about the importance of that, which compliments the academic work, and having that opportunity to be outside engaging with nature and how that impacts on attainment.' She continued: 'PEF was announced nearly 10 years ago and was meant to be a 10-year funding stream. We'll continue the funding until 2026/27 and then it will be in the gift of the Scottish people and those are elected next year to run the government. "In every school I am in now, head teachers say this funding can't go and that we have to have it continue as it has made such a difference. 'I think PEF needs to continue and the next government will need to consider what else we can do to support our schools. 'It's direct funding going to head teachers and there was some resistance to that, as some thought it should go to councils. 'When we introduced it we trusted head teachers to make a difference in our schools, and that's proven to be absolutely correct. 'Every day they are making a transformative impact and they know the interventions to put in place. They know the needs of their young people. 'Today's visit has been a really heartwarming reminder to me of the importance of trusting the professionals who are at the top face every day to get it right for our young people, and PEF funding really compliments that approach.' Ms Gilruth also took the opportunity to highlight other examples of measures being taken by the SNP government to improve the lives of children. She added: 'We are also taking further steps to tackle child poverty through education, including through funding early learning and childcare, free school meals and the delivery of free breakfast clubs.' St Ignatius' head teacher Anne Marie Pearson, said: 'Pupil Equity Funding has had a transformative impact on our school community. Through the strategic use of data and high-quality, targeted support, we've seen real improvements in attainment, achievement, and engagement – especially among our focus pupils. "These children are now taking pride in their successes, raising their aspirations, and becoming active contributors to our school life.' She continued: 'Families are now more engaged than ever, proactively communicating with us and understanding that support is available to all. 'We've also expanded access to enriching experiences, like lunchtime and after-school clubs, ensuring equity for pupils who might not otherwise have these opportunities." Mrs Pearson highlighted the introduction of the school's innovative tracking system which shows raised attainment across all groups in the school. 'Ultimately, PEF has enabled us to create a nurturing inclusive environment where every child is supported to succeed – and we're incredibly proud of the journey we're on together,' she added. And did you know Lanarkshire Live has its own app? Download yours for free here.
