 dobre? First item of business on this afternoonאפ is portfolio questions, my portfolio on this occasion during the relevant question. to ask the Scottish Government what measures it is taking to encourage the uptake of education maintenance allowance among fineble pupils? includes among stay eligible pupils"? It is vital in supporting young people from lower income households to overcome financial barriers and to, say in Education, a central component that opportunities will be in supporting young people from economically disadvantaged backgrounds. The specific promotions and awareness raising of the programme locally remains the responsibility of our delivery partners, local authorities and the Scottish funding council, as well learning centres such as colleges gyda gyda'r colegau ac i gyda'r gyllidegau yn gyllidegau anioedd. Ond yr�� Y Government yn cael ei gynhyrchu'r ystai'r gynnwys i gyd ymgyrch gael y gynhyrch a chyfrifoeddau cysylltu wedi cyfrifio. Rydw i rydyn ni'n gallu i'n cyfrifio'r pereiswn gwaith i liel i gynnwys i'ch gynhyrch i'r ddefnyddiaeth I thank the cabinet secretary for that answer. School attendance can be a huge challenge for pupils with additional support needs and flexibility is key, with many young people requiring reduced timetables to best meet their educational needs. I am hearing recently that some of those pupils are told that they are not eligible for education maintenance allowance, and this seems unfair with a part timetable as a reasonable adjustment to meet an identified support need. Can I ask what steps will the Scottish Government take to ensure that additional support needs pupils are encouraged to remain in education without compromising access to critical financial support, and whether accurate data and part-time timetables is routinely available? I thank Stephanie Hallhan for raising this really important issue, and I very much share her concern if young people with additional support needs find themselves in that position. Given the reported increase in relation to additional support needs pupils towards the end of last year nationally, our EMA guidance makes clear the need for flexibility when administering the EMAs for our young people with additional support needs, because we recognise that they very much often find themselves requiring non-standard attendance patterns that might fall short of the full-time criteria. We know that institutions are also encouraged to be flexible when they are agreeing on attendance patterns for ASM pupils, and that should be agreed and written into the pupils' learning agreement. However, we will continue to reiterate to delivery partners the need for this flexibility. In the meantime, if the member has any particular cases where pupils with additional support needs have found themselves ineligible, I am very happy that she writes to me with details on those matters. To ask the Scottish Government whether it has evaluated the extent to which swimming lessons are a part of the school curriculum for primary school aged pupils. Schools in Scotland have the flexibility to decide upon the content of their own physical education lessons, so the Scottish Government does not specifically evaluate the extent to which swimming lessons form a part of those decisions. However, we know that some local authorities offer swimming lessons as part of their physical education, and in other cases schools may take account of a range of factors, including travel time required to a swimming pool in deciding against offering swimming lessons as part of PE. However, the Government has however been working with the Scottish Swimming Organization, Education Scotland and other stakeholders to develop interventions and approaches to give opportunities for children to become confident, safer and competent swimmers. Learning how to swim is a life skill that has numerous physical, social and mental health benefits. I and others fully believe that every child should leave primary school having had the opportunity to learn to swim. Does the cabinet secretary agree that teaching our young people how to swim is an important skill that must be easily accessible to all across Scotland? Does she advise whether the Government has had any thoughts on how swimming lessons can be more embedded into the primary school curriculum? He raises an extremely important point. I agree with Mr MacGregor that learning to swim gives many physical and mental wellbeing benefits additionally, and we should be mindful of that in terms of curriculum for excellent entitlements. That is why, following the publication of the evaluation of the 2223 pilots, the Government and Education Scotland are going to work with Scottish Swimming and Sport Scotland to look at the best approach for maximising the uptake of swimming among children and young people of school age. I am happy to ensure that the member has kept up to date on that work and would welcome any further input that he may wish to provide on that matter. Access to things like swimming, sport, culture, languages and arts is essential for young people to enjoy learning and be fit for the future. Some are worried that there is a lack of opportunity in those areas. I asked the Government about young people's participation in cultural activities and it said that it tracks sporting but not cultural activity. Is she confident that all young people have equal opportunity to experience those things and will she commit to gathering data to ensure that they are? I thank the member for her question. I think that she raises an important point. Of course, as she will know, we are looking at what more we can do through the education reform agenda to ensure that those entitlements are met. Curriculum for excellence provides a curriculum nationally, which is not prescriptive—one of the reasons why I cannot dictate, for example, to local authorities that they must deliver swimming lessons in the context of the member's previous questions. However, in relation to cultural activity, I will speak to officials on that specific point to ensure that we are meeting those entitlements. That was one of the key recommendations to come from the Hayward review and I am very keen that we look again at those entitlements nationally to ensure that equality of access to our curriculum. In island communities like Shetland, the dangers of water are well understood. When I was a young child, I fell into Larwick Harbour and almost drowned. With that in mind, does the Scottish Government think that it is acceptable that 11-year-olds are leaving primary school without the life skill of being able to swim? I thank the member for her question and for sharing some of her personal experience of that. I recognise particularly in island communities the importance of having the skill to be able to swim. Of course, as I intimated in my response to Mr Uncan Glancy, I cannot mandate local authorities to deliver swimming education, but through the work with Education Scotland, more broadly, I am keen that we look at those entitlements. I think that the member's point is hugely important, so I would be keen to work with her and others who might have an interest in the subject to see what more we might be able to do to support schools. We also need to recognise that not all schools will be an island community, so we need to be mindful of the local context and availability and accessibility of swimming pools, for example. It is important in that regard. When I was at school many years ago, we had a swimming pool in the school. That is not always the case in many schools in Scotland, so we need to be mindful of availability of swimming pool access to ensure that equitability point that Mr Uncan Glancy made is met. Question 3, Alex Rowley. To ask the Scottish Government how it is working with universities and colleges to address the reported skills gap across the economy. As I confirmed to Parliament last month, as per the recommendation of the Withers report, the Scottish Government will take on skills planning at the national level and support the development of skills planning at the more regional level, in so doing, recognising that we must better align the education and skills system offering with the strategic skills of the needs of the economy in mind. We are developing those approaches in close collaboration with colleges and universities, along with others, specifically employers. Alex Rowley, I thank the minister for that answer. Over the last year I have met many employers, and the key issue that they consistently raise is the lack of availability of skilled labour. What is the Government doing to encourage and support more development of skills, of training and apprenticeships? Given the cuts to the Scottish Funding Council's budget, will that result in less college places? It is important that Alex Rowley knows that it is to differentiate between skills and labour shortages and to determine what we are doing and the specifics around the skills. That is why I have asked portfolio ministerial colleagues to carry out an exercise to identify the exact nature of current and likely future skills needs, in so doing engaging directly with colleges and universities and to determine what resource and capacity currently exist to meet such tasks and how we can bring all of that together. Certainly, from my direct conversations with the HE and FE sectors, there is a strong appetite to develop that better alignment, which is, of course, in everyone's interests. On the apprenticeship point in particular, the assurance that I could offer Alex Rowley is, again, that it is our intention to seek to better align that with the economic needs of the country. Thank you, Presiding Officer. I have fallen up on that point. Ensuring that there is alignment between the needs of employers and skills provision in our colleges and universities is essential, of course, to tackling skills shortages across the economy. In that light, I can ask what work the Government is doing on a sexual basis with employers to ensure that skills requirements now and in the future are identified and to ensure that funding of colleges and university provision is aligned to support employers' needs. Business and employers will have a crucial role to play in helping to shape the provision within the system. The Government is already engaging with a wide variety of employers looking at the practicalities and options for delivering a more aligned offering. Of course, we have the skills planning team at SDS at the forefront of that work. However, I have the keys right to highlight the need to approach us on a sectoral basis. It is already clear to me from my direct engagement with employers that some sectors are more progressed than others when it comes to having the detail and specifics that we require to move forward. It may be that we pilot approaches as much on a sectoral level as a geographical one. All that will be looked at in detail and employers around the table that we are putting together in the coming months. Of course, learning provided us will also be in the room, because we need all-size directly involved if we are to deliver an agile, aligned and responsive skills in the learning system. According to research by the Fraser of Allander Institute Scotland, colleges boosted the Scottish economy by over £8 billion, so more than a 10-fold return on investment. What impact will last year's £26 million cut and the proposed £58.7 million cut to the net college resource proposed in the Government's draft budget have on that £8 billion contribution? I think that £26 million that Liam Kerr refers to is a transition fund, so it will have no direct impact. The £58 million that he refers to was in line with the monies that were reduced in the year. The monies that the colleges had in reality or have in this current year will match almost entirely with the substance of their budget next year. Of course, in an ideal world, we would like to be able to better fund our colleges, and if Mr Kerr has any constructive ideas as we go through the budget process, we are all yours. With regard to the school gap that is currently being faced, I ask the Scottish Government how it is working with universities and colleges to promote the uptake of modern languages. The governance is clear that access to early modern languages is vital at all stages of education to equip children and young people with the skills that they need in an increasingly globalised world universities. However, there are autonomous institutions and such are responsible for their own course provision, and it is for them to decide how to distribute the allocation of funded places between faculties and courses. Similarly, operational decisions, including resourcing and course provision, are matters for individual colleges, but in both instances we would look for that to be done in line with the needs of learners and the local economy. Question 4, 5 or not large, question 6, Ben Macpherson. To ask the Scottish Government what action it is taking to tackle violence in schools and the impact that it is having on pupils and staff. No teacher, member of staff or pupil should have to suffer abuse in our schools. The series of summits that I held with a wide range of stakeholders on behaviour in schools concluded in November. The behaviour in Scottish schools research was also published, and that provides the accurate national picture in relation to behaviour in Scotland schools. In my statement to Parliament on 29 November, I confirmed that a multi-year plan is in development to tackle instances of challenging behaviour, working with local authorities, trade unions and others. That plan will be published as soon as possible. I welcome that update and the different points that the cabinet secretary talked about in terms of the progress. I fully agree that no one in our schools should feel unsafe or suffer abuse of any kind. I am pleased that the final stage of the series of behaviour stakeholder summits has taken place. Cabinet Secretary, what particular attention is being given to tackling gender-based violence in our schools, which is again affecting pupils and staff? What engagement has there been with expert organisations such as Zero Tolerance, White Ribbon and She Scotland, in my constituency? I am very concerned by the findings in the BISSAR research regarding increased misogyny in our schools, which, as has been pointed out, was found to affect both pupils and staff. In the coming weeks, we will publish a national gender-based violence framework for schools that will support them in preventing and responding to gender-based violence. We will also continue to work very closely with some of our key stakeholders that the member alluded to on the gender-based violence in schools working group, which we jointly chair with Zero Tolerance and also with Rape Crisis Scotland. That is really to ensure the framework supports schools in tackling gender-based violence and sexual harassment, but it also supports everyone in our schools to be protected, cared for and have their rights and needs respected. I have a number of supplementaries on that. We have a little time in hand over the afternoon, so I will take them all, but that is not an invitation to go on overly long brevity again. First of all, Ross McCall. I have been inundated with correspondence from constituents raising concerns about the widespread violence in five schools. In five, 71 per cent of teachers who responded to a recent EIS survey reported experiencing violence on a daily basis, while officials said that members have been hospitalised due to physical attacks. It is also concerning now to see that we have teenagers and infirmum engaging in attacks outside the school grounds. That kind of violence, including gender-based, has to stop. I am sure that the cabinet secretary accepts that any time delay on this matter is allowing violence to escalate and embed. When will the Government's plans be implemented to support our teachers and parents? I thank the member for her question. I think that she raises a number of important points. She has commented on some specific cases that I am not cited on, if she wants to share any further detail with me. I would be keen to see that. We are going to use the national research that has been published through the BISA research to help to inform our decision making about the national action plan. We need to be cognisant, too, that we need to trust our teachers and our classrooms in delivering the type of learning and teaching and the behaviour that we expect in our schools. I visited a school—two schools in Glasgow yesterday—who were working to embed strong relationships to support better behaviour across the board. We are working at pace with the Scottish advisory group on relationships and behaviour in schools, and with those wider partners that I mentioned in my response to Mr McPherson on the plan itself. I also met with the teaching unions in December, following the update to Parliament to discuss our response. We expect to publish the plan early this year. I am more than happy to write to the member with more detail specifics on that. She will understand that I require, as Cabinet Secretary, to have the buy-in and also the co-production of COSLA in that regard, given that they run our schools. However, I recognise the urgency around this issue, as she is intimated in her question today. In just the last few weeks, I have met a pupil support assistant with a broken wrist, and I have met a teacher who is off on long-term sick because of stress, as a result of violence in the classroom. The education secretary knows that there is some disappointment and a degree of anger that the message from the statement in December was that teachers needed better training. That cannot be the answer. They need more in-class support and more specialist support. However, can I urge the education secretary to look again at the issue of boundaries and consequences? I think that we have got that out of kilter, and would she look at that again to make sure that we get this right? I thank the member for his question. He made similar suggestions in a debate at the end of term. At that time, I tried to intervene on him. He did not allow me to do so, if he will recall, but that was not the message from my statement to Parliament at the end of term. My statement to Parliament recognises the challenges here, but we also need to be cognisant as a Government. The Government does not run our schools directly. We trust our local authorities, such as Fife Council and the member's constituency, to support their school staff on the ground. I think that the Government has a responsibility here, which is why I have brought forward the national plan, but that has to be done in conjunction with local authorities. He has given a number of examples there. He has talked again about consequences, and I have been very clear about that national action plan. We will look to set out some of that in more detail. Actually, some of the feedback from the BISSAR events from head teachers directly has been a call for more of that to be set out at national level. I am keen that we give that clarity so that head teachers understand that they have these options at their disposal. However, I say to the member that we need to be careful not to patronise the profession, who very much recognise how to develop and deliver good quality learning and teaching and to set boundaries for our young people. However, in that process, they also need support from their local authorities. That is why local authorities and COSLA have to be key to the development of the national action plan and to the sagrapus work that I responded to the previous member in relation to our action. To get in the next supplementary, I will need a bit more brevity in both the questions and the responses. Pam Duncan-Glancy. The cabinet secretary will know that non-contact time is crucial to addressing the conditions in schools. Does the cabinet secretary have the report that she commissioned on delivering that? If she does, when will she be able to share some of the detail with Parliament? I very much agree with her on this issue. I do not yet have that report from my officials, but I am happy to write to the member as soon as I have received it, because I recognise the ask here around that additionality in relation to class contact time. To ask the Scottish Government what support it could offer to Northfield academy within my Aberdeen-Donside constituency, where Education Scotland inspectors recently stated that more needs to be done to make pupils feel safe. As the member will know, I visited Northfield academy back in August to understand the action that they were taking in relation to some of the concerns at that school. They undeniably remain a number of challenges, but I am advised that the leadership team at the school is committed to driving improvements for pupils and staff alike. While it is a matter for local authorities and schools to decide on specific support that might be needed, as part of our commitment to ensure that schools are safe and consistent environments for all, we are working on that national action plan that I have mentioned in previous responses today. On the specific issue of Northfield academy, I have requested an update from my officials, from the interim chief inspector, in terms of any additional support that we may be able to provide the school and the local authority at this time. Given the extent of the problem, would the cabinet secretary think that it would be worthwhile encouraging schools to get the debate going at a local level, involving parents, pupils, teachers and staff in the schools, to try to come up and resolve the issue at a local level and to engage people in the problem? The member makes a really interesting and positive suggestion. There have been a number of different pieces of research published over the last few months in relation to behaviour in Scotland schools, but at the turn of the year there was research published around attendance and integration between home and school over the pandemic. I think that that is part of the challenge that the member has suggested about a local approach to how we re-engage the family with the school would be a really worthwhile thing to pursue, and I would be more than happy to work with the member on that issue. Thank you, Deputy Presiding Officer. To ask the Scottish Government what it is doing to address any challenges in relation to the accessibility of traditional skills programmes to ensure that young people have access to career opportunities. Historic environment Scotland continues to champion traditional skills and is working with stakeholders across the country to address traditional skills gaps to help to ensure that our historic buildings can thrive as part of the country's sustainable future. Additionally, skills development Scotland delivers careers, information, advice and guidance in all state secondary schools, dedicated centres and community locations nationwide. It is all age, service and powers people from all communities to make their own learning and career decisions based on the best available career intelligence. The closure of Edinburgh College's stone masonry programme has raised serious concerns about the future of stone masonry here in the capital and across Scotland. A recent stone masonry survey report found that over 200,000 of all buildings in Scotland are pre-1919 and stated that we will need a healthy supply of stone masons to adapt those and make sure that they are fit for purpose in decades to come. Can I ask the minister what work is the Scottish Government doing to provide for future generations of stone masons and what work has been undertaken to develop new models to deliver national courses and apprenticeship schemes? I associate myself with the importance that Miles Briggs places on this matter. As he does, I recognise the need to ensure that stone masonry, like other traditional skills, are prioritised within our apprenticeship and training offering. The Minister for Culture, Europe and Environment and I have tasked the Historic Environment Scotland with developing proposals for a sustainable future model, which ensures that we continue to be able to access the skills required to maintain our historic buildings. However, it has to be recognised that delivery of stone masonry apprenticeships is costly and that the numbers involved do not produce sufficient critical mass to allow for course provision to be delivered across a multitude of locations. Without wishing to prejudge matters, it may be that a centre or centres of excellence model might be the best way forward. We currently have three colleges, City of Glasgow, UHI Elgin and Fourth Valley, engaged in such delivery. However, I hope that I have provided Miles Briggs with some reassurance. Given his long-standing and genuine interest in the topic, I would be happy to continue to engage with him on that. To ask the Scottish Government what steps it is taking to ensure that teachers are fully equipped to safeguard the wellbeing of pupils. The wellbeing and safety of children and young people in Scotland is a key priority for the Government. Our national guidance for child protection in Scotland describes the responsibilities and expectations for everyone who works with children and young people and emphasises the key role that the education workforce has in support and protection for children. Education Scotland's safeguarding and education national network brings together leads at local authority level to share safeguarding and education practice. The professional standards for Scotland's teachers also set out the role of teachers in ensuring the wellbeing and safety of children and young people. I thank the cabinet secretary for that response. Last month, the UK Government published comprehensive guidance for teachers on how to support pupils questioning their gender in schools. The guidance acknowledges the critical role that biological sex plays in maintaining safety and promoting equality in schools, while also recognising the profound psychological effects that the social transitions have on young people and the need for parental involvement in those life-changing decisions. Can I ask the cabinet secretary, does she agree that the teachers should be fully equipped to discuss those issues with the pupils and will the Government introduce the same guidance for Scottish schools? As she may be aware, we are reviewing our relationship sexual health and parenthood guidance. The consultation closed back at the end of November last year. We received more than 4,000 responses to the consultation. My officials are currently analysing responses, and our report on that consultation will be produced shortly. The initial findings suggest that the guidance needs to give more clarity, and the guidance will be updated in light of the feedback. Other findings are the consultation in due course. I have been more than happy to write to the member with an update as soon as we publish that consultation data. Thank you, cabinet secretary. That concludes portfolio questions. There will be a brief pause before we move to the next item of business.