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JUSTICE COMMITTEE
HATE CRIME AND PUBLIC ORDER (SCOTLAND) BILL
SUBMISSION FROM MIKE BURLEIGH
To the Justice Committee,
I welcome the fact that as citizens we continue to be invited to contribute our views to proposed changes in the law. With regard to the call for views on the Hate Crime and Public Order (Scotland) Bill my specific concerns are as follows:
1. The proposed 'stirring up of hatred' offences could prevent the teaching and development of discussion skills at primary, secondary and tertiary education phases in Scotland, as well as debate in wider society. By making 'abusive' speech thought 'likely to stir up hatred' criminal, they will contribute to a climate of fear in which people are afraid to share their personal views, even in private. Whilst hatred against others is wrong and should be discouraged, forthright discussion of ideas relating to age, disability, religion, sexual orientation and transgenderism is legitimate. In a free society, this must include discussion that is deemed offensive. The term 'abusive' means rude and insulting. This is much too low a threshold for a criminal offence.
2. The proposed offences undermine freedom of speech. Undermining free speech is a trend common to authoritarian Governments such as the fictitious 'Big Brother' depicted in George Orwell's book Nineteen Eighty-Four, and seen today in China where children are encouraged to denounce the private views of their parents if they run contrary to the ideals of the communist state.
3. Free, respectful and courteous discussion and debate are foundational to any democratic society. When they are limited, society as a whole suffers.
4. The proposed 'stirring up' offences could make differences of opinion on ideas relating to age, disability, religion, sexual orientation and transgender identity liable to prosecution as a hate crime. This would introduce fear into normal daily life and would affect people who produce comedy, art and literature.
5. Legislation is already in place to catch 'threatening and abusive' behaviour. The proposed 'stirring up' offences would encourage wrongful and malicious reporting and impose an impossible and ever-growing demand upon the police to investigate each and every accusation. This would distract them from investigating other serious crimes.
6. Scotland has a strong heritage of free speech. It helped establish our Universities, including St Andrews, Glasgow and Aberdeen, which were founded in 1400s. Any move to undermine free speech would trample on this proud heritage and affect these institutions that have given Scotland and the world so much.
7. Throughout history, and today, Christian believers have laid down their lives in order that freedom to share the Gospel, and freedom of expression, be protected in the UK. Threatening free speech and religious liberty is an affront to these people, and to
Christians like myself living in Scotland today.
With respect, Mike Burleigh 16 July 2020
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Theme 2: Make communication even better
We will continue to:
* Develop practice placement opportunities that help AHP students to learn about person centred approaches and the importance of good communication skills. We will do this by supporting the involvement of service users and/or carers in the education of AHP students through for example The Ryan Harper Legacy: A Day in the Life of Experience
* Work with Communication Forum Scotland and members of the Civic Participation Network to help make communication even better by using the Talk for Scotland Toolkit.
By the end of March 2012 we will:
* Fully establish the NES AHP Advisory Group
* Develop a web based resource called the 'AHP Directory: Connecting You to AHPs in Scotland' that will direct users to the most appropriate groups to support their needs.
* Develop an AHP Communication and Listening strategy
* Provide education that supports AHPs to enhance their skills in relation to communication and human relationships. We will look at how effective this education is by evaluating it in demonstrator sites.
* Work with Talking Mats Career Fellows to test the new online learning programme about how to communicate better with people with communication support needs.
* Develop online resources for staff to enhance and reflect on skills, approaches and behaviours which support self management. By the end of March 2012 we will be able to demonstrate usage of these online educational resources.
* Get better at using technologies for communication e.g. videoconferencing, tele-meetings. We will also look at how we can use social media to make us, the AHP Team and NES resources easier to access.
* Publish our plans and progress
* Update our website
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Support your child's learning – Planning for choices and changes
| English version | Gaelic version |
|---|---|
| Planning for choices and changes | Planadh airson roghainnean is atharrachaidhean |
| Simple ideas to help your child to learn personal planning and decision making skills and raise their awareness of future choices | Beachd-smuaintean sìmplidh gus ur pàiste a chuideachadh gu planadh pearsanta agus sgilean co-dhùnaidh ionnsachadh, agus am mothachadh a thogail do roghainnean teachdail. |
| Early level | Tràth-Ìre |
| Note: children in their early years and Primary 1, as well as some older children, will be working at the Early level1 of Curriculum for Excellence. | Nòta: bidh clann sna tràth-bhliadhnaichean agus Prìomh 1, a thuilleadh air cuid de chloinn nas sine, ag obair aig Tràth-Ìre2 a’ Churraicealaim airson Sàr-mhathais. |
| Help your child to be curious and to explore their world through play. | Cuidichibh ur pàiste gu bhith feòrachail agus an saoghal aca a rannsachadh tro chluich. |
| When out and about with your child, or when watching television, talk about the jobs that different people do (family, friends, postmen/women, doctors, dentists, sales assistants, hairdressers/barbers, police, fire officers, paramedics, farmers, drivers, sportsmen/women, actors). | Nuair a bhios sibh a-muigh còmhla ri ur pàiste, no a’ coimhead telebhisean, bruidhnibh mu na h-obraichean a tha aig diofar dhaoine (teaghlach, caraidean, puist/mnathan- posta, lighichean, fiaclairean, cuidichean bùtha, gruagairean/borbairean, poilis, smàladairean, luchd-eiridinn, tuathanaich, dràibhearan, luchd-spòrs, cleasaichean). |
1 https://education.gov.scot/parentzone/learning-in-scotland/curriculum-levels/
2 https://education.gov.scot/parentzone/learning-in-scotland/curriculum-levels/
- When out and about with your child or watching television, talk about the jobs that different people do (family, friends, postmen/women, doctors, dentists, sales assistants, hairdressers/barbers, police, fire officers, paramedics, farmers, drivers, sportsmen/women, actors). Talk about the similarities and differences between these jobs. How can these people help us?
- Nuair a bhios sibh a-muigh còmhla ri ur pàiste, no a' coimhead telebhisean, bruidhnibh mu na h-obraichean a tha aig diofar dhaoine (teaghlach, caraidean, puist/mnathanposta, lighichean, fiaclairean, cuidichean bùtha, gruagairean/borbairean, poilis, smàladairean, luchd-eiridinn, tuathanaich, dràibhearan, luchd-spòrs, cleasaichean). Bruidhnibh mu dheidhinn na coltachdan agus na diofaran eadar na h-obraichean sin. Ciamar as urrainn do na daoine sin ar cuideachadh?
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A National Statistics publication for Scotland
December 2020 Agricultural Survey
23 March 2021
December 2020 Agricultural Survey
The area of winter planted crops recovered after heavy rainfall in 2019. However, the production of silage and haylage fell over the past year.
An increase in the number of calves saw cattle numbers remain stable, steadying a longer term decline. Sheep numbers remained steady with pig numbers increasing for the first time in 3 years.
Reduced capacity in abattoirs and falling demand due to COVID-19 restrictions may have led to higher numbers of livestock remaining on farms later in the year.
The average rent for agricultural land remains stable in real terms. Rents tend to be highest in the east due to better quality land.
Introduction
Commonly used terms
Hectares (ha): the official measurement of agricultural land. One hectare is 10,000m² or roughly the same size as a full-size rugby pitch.
Ten-year average: this publication compares current values to values over the past ten years. This provides a valuable comparison to previous years and helps set the latest figures in a wider context.
Graphs in this publication show selected categories
Area of winter crops recovers after rainfall
Crops planted in autumn and grown during winter are known as winter-planted crops. The area planted is dependent on weather. For example, heavy rainfall negatively impacts the area sown. The remaining area is generally planted in spring.
The area used to grow winter-planted crops increased by seven per cent compared to the previous year. With areas recovering after poor weather in 2019.
Wheat and oats saw the largest increase. The area used to grow wheat has gone up by 12 per cent and oats by six per cent. Oilseed rape was the only crop that decreased in area, by one per cent.
Decrease in animal feed production
Grass silage is grass cut in the summer which is fermented and has a high moisture content. It is used as animal feed in the winter. Haylage is grass cut in the summer which has a low moisture content. It is mostly used to feed horses.
Hay is grass which has been cut and left to dry, after which it is stored. It is used as animal feed.
Production of grass silage or haylage
7.17 million tonnes
The amount of animal feed produced in 2020 was down compared to 2019. A smaller planting area led to a nine per cent fall in the amount of silage and haylage produced over the past year. The amount produced remains higher than the ten year average.
The decrease in production was partially due to a decrease in yield. On average, farmers produced 22 tonnes of silage or haylage per hectare, a decrease of two per cent. The total area used for silage and haylage reduced by seven per cent.
The production of hay also decreased by 22 per cent. Production of hay is now 12 per cent below the tenyear average.
Increase in calves steadies long term cattle decline
By law all cattle in Scotland must be registered onto the UK Government's 'Cattle Tracing System'. Each animal has a unique tracking number shown on an ear tag. The cattle numbers shown in this publication are taken from the Cattle Tracing System.
Cattle numbers remain steady when compared to the previous year but are five per cent lower than the tenyear average. In December 2020, the total number of cattle was 1.63 million.
Both the dairy and beef cattle herd size declined by one per cent. Male cattle numbers declined by two per cent. The number of calves increased by two per cent to 527,000.
The long term decline in cattle numbers is likely to be related to a number of financial factors that have led to a decrease in their profitability.
Sheep numbers remain steady
Sheep have lambs once per year, during springtime. The number of lambs on farms declines from spring to winter time as lambs are sold for slaughter. This means that lamb numbers recorded in the December Survey are lower than reported in the June Agricultural Census.
Number of sheep in Scotland
5.01 million
The number of sheep has remained constant over the past year, at just over 5 million. The total number of lambs fell by one per cent compared to December 2019.
Sheep numbers are 3 per cent above the ten-year average of 4.89 million.
The number of goats increased by eight per cent over the past year to 5,800. This is the highest amount since data collection started in 2015.
In December 2020, there was a three per cent decrease in poultry compared to the previous year. This was driven by an decrease in both the number of poultry birds for egg production and fowls for breeding.
The number of poultry birds for meat production increased by one per cent.
Pig numbers increased by 15 per cent in 2020 compared to the previous year. This is the first increase in pig numbers after three years of decline from 2017 to 2019.
Pig numbers may have been affected by reduced capacity in pig processing plants due to the Covid-19 pandemic, which may have led to more pigs being kept on farm this year.
Agricultural rents fall slightly in real terms
"Less Favoured Area" (LFA) is land which has a natural disadvantage that makes agricultural production difficult. Over 5.73 million hectares of farmland (85%) is LFA land.
A "real terms" value is a value that has been adjusted for inflation. Inflation is the rate of increase in prices for goods and services from one year to the next.
Average annual rent for agricultural land
£42 per ha
Average rents have increased slightly to £42 per hectare. Farmers pay more rent for better quality land. In 2020, the average rent for non-LFA land was £143 per hectare. In real terms, this is the same as it was in 2019. In areas with poorer quality land, rents tend to be lower. The average rent for LFA land was £28 per hectare, down four per cent in real terms from 2019.
Average real terms rents have fallen from £159 to £143 per hectare for non-LFA farms since 2001. For LFA land, rents have stayed the same.
Farm types which can operate on LFA land, such as cattle and sheep farms, generally have smaller rents. Cereal farms, which require good quality land, have larger rents.
Eastern areas have the highest agricultural rents
Regions with the highest agricultural rents
Regions with the lowest agricultural rents
The median is a measure of average that identifies the middle value, where half the rents are higher and half the rents are lower. It is a better measure of the "typical" average rental value than the mean as it not impacted by extremely high or low rents.
Rents calculated from very low sample sizes (less than five holdings) have been excluded from the graph.
Median rents in Fife
£144
per ha
Median rents vary across the country, mostly due to quality of land and accessibility of the area. Rents are generally higher in eastern areas, where the majority of cereal farms are located, and southern areas, containing the majority of dairy farms.
Areas with the lowest agricultural rents include Na hEileanan Siar, Shetland and Argyll & Bute. These areas contain mainly LFA land, used for rough grazing for sheep.
Slight decrease in machinery levels on farms
Information on machinery is only collected for larger farms. Data on equipment such as field crop or fruit sprayers, drainage and ditching equipment, milking parlours and cattle weighing crushes are also collected.
Wheeled Tractors
40,400
There was a small decrease in machinery levels on farms. The numbers of tractors and machinery for cultivation remained stable, except combine harvesters which decreased by six per cent. Machinery for harvesting remained stable, and transport decreased by 12 per cent.
Over the last five years, whilst the total number of wheeled tractors on farms has remained relatively stable, there has been an increase in the number of more powerful tractors at the expense of mid-engine machines.
December 2020 Agricultural Survey
Data source
This data is collected via an annual December Survey run by the Rural and Environmental Science & Analytical Services Division of the Scottish Government. The December Survey collects various data from agricultural holdings across Scotland. Sheep data are also collected during the annual sheep and goat inventory.
A full quality assurance and methodology report can be found accompanying this report.
www.gov.scot/ISBN/978-1-80004-901-7
Contact : Scott Mcfarlane
Contact Email: firstname.lastname@example.org
ISBN: 978-1-80004-901-7
Data sources and more information
Data tables
A full set of data tables for this publication is available online in the accompanying spreadsheet.
www.gov.scot/ISBN/978-1-80004-901-7
Crown Copyright
You may use or re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. See: www.nationalarchives.gov.uk/doc/open-governmentlicence/
Comparisons
Similar surveys take place each year in England, Wales and Northern Ireland. Full results for the United Kingdom are available via the link below:
https://www.gov.uk/government/collections/agriculture-in-theunited-kingdom
© Crown copyright 2021
This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: email@example.com.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at www.gov.scot
Any enquiries regarding this publication should be sent to us at
The Scottish Government St Andrew's House Edinburgh EH1 3DG
ISBN: 978-1-80004-901-7 (web only)
Published by The Scottish Government, March 2021
Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS841866 (03/21)
w w w. g o v. s c o t
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National Transport Strategy Refresh – Transport Statistics – Change Since 2006
The refreshed National Transport Strategy (NTS) includes a section on Transport Context, which outlines key trends in transport using recent statistics. This document provides more detail on the transport statistics with comparison to the picture in 2006, when the original NTS was published. It expands on the data around emissions (carbon and non-carbon) and then goes on to describe the challenges outlined in the 2006 NTS under the three key strategic outcomes and provide some further analysis for those. It should be read in conjunction with Section 2 of the NTS document: Transport Context.
The table below updates the statistics across transport from 2006, using the same definitions as in 2006, to the most current position.
Table 1: Transport Activity in Scotland
| 2006 | 2014 |
|---|---|
| 2006 | 2014 |
|---|---|
| 2006 | 2014 |
|---|---|
Notes: a: 2006/07; * does not include the Scottish Borders Railway; Sources: Scottish Transport Statistics 2014; Transport And Travel in Scotland 2014; Key Reported Road Casualties Scotland 2014
Further detail on transport emissions
The regular publication of the Carbon Account for Transport 1 meets the 2006 NTS commitment to develop a carbon balance sheet for transport. Its latest edition in 2015 states that transport emissions, including international aviation and shipping, have fallen for six years running and have reduced by 1.9 MtCO2e since the 2007 peak figure of 14.8 MtCO2e. Transport accounts for just under one quarter of Scotland's total emissions but this proportion has increased since 2006 due to a faster rate of decline in overall emissions in Scotland. Transport's share of total Scottish emissions is a matter of record and the Committee on Climate Change, our independent advisors, project that transport emissions will remain a large proportion of total emissions out to 2030. Thereafter car emissions in particular are expected to fall driven by increased take-up of electric and plug in vehicles.
The following two figures illustrate the level of emissions measured in terms of carbon dioxide equivalents (CO2e) for transport and non-transport and emissions of air pollutants since 2006.
1 http://www.transportscotland.gov.uk/report/carbon-account-transport-no-7-2015-edition8685?utm_content=buffer3c6b5&utm_medium=social&utm_source=twitter.com&utm_campaign=buffe r
Since 2006, emissions from transport have fallen (figure 1) by 12% however, during the same period, emissions from other sources in Scotland have fallen by 26% meaning that transport emissions as a share of the total emissions have increased slightly since 2006, from 20.6% to 24.4%.
Source: Carbon Accounts for Transport, 2015 Edition
Looking at non-carbon emissions, both particulate matter and oxides of nitrogen from transport have fallen since 2006 as shown by the steady downward trend in figure 2, however, the overall level of emissions have also fallen and therefore the proportion of all emissions that are from transport has remained similar for both Oxides of nitrogen and particulates. 2006 was a low year for NOx emissions, in terms of transports share, the trend has remained fairly flat over the longer term at around 40%.
Source: National Atmospheric Emissions Inventory - Not National Statistics.
Motorists purchasing a qualifying ultra-low emission vehicle can receive a grant towards the cost from the UK Government. Transport and Travel in Scotland 2014 statistics show that in the last few years there has been an increase in the number of ultra-low emissions vehicles (those with tail pipe emissions below 75g/kg) licenced in Scotland, particularly for cars (see figure 3 below). Some of this may be due to the increased availability and choice of models being manufactured as well as the PlugIn grant scheme, which offers a grant towards the cost of purchase of plug-in electric cars. The number of ultra-low emission cars licenced in Scotland in quarter 3 of 2014 was just over 1000, compared to less than 100 at the start of 2011.
Transport challenges from the 2006 NTS
The statistics provided above support the fact that the challenges faced in 2006 are still relevant today. This section lists those challenges and gives some further supporting data. It should be read with reference to Table 1 above.
The 2006 NTS identified the following transport challenges grouped by the three Key Strategic Outcomes of improved journey times and connections; reduced emissions, and improved quality, accessibility and affordability.
Improved journey times and connections:
- Increasing road congestion: Table 2 below shows national road model network statistics, including annual vehicle kilometres, annual vehicle hours and overall average road speeds slightly worsening between 2005 and 2012.
- Limited freight modal shift: See Section 2 of the NTS document: Transport Context.
- Continuous road safety issues: See Section 2 of the NTS document: Transport Context.
- Increasing air passenger numbers in recent years: This has been somewhat ameliorated by the effects the recession had on the aviation industry, with the level of terminal passengers in 2014 being the same as 2006. However, aviation traffic in Europe is predicted to reach 14.4 million flights in 2035, 50% more than in 2012 3 .
Table 2: Summary of road network performance
| Annual Veh KM | Annual Veh Hours | Average Road Speed |
|---|---|---|
| (millions) | (millions) | (kph) |
Reduced emissions
- Increasing transport demand: The Transport Model for Scotland 2012 shows that at the national level there are approximately 10% more daily car trips on the road network in the current 2012 base year compared with the 2012 STPR forecast year. There are approximately 26% more daily public transport trips in the current 2012 base year compared to 2012 STPR forecast. The increased transport demand is further evidenced through an increase by 2% between 2006 and 2012 of Nitrogen oxide emissions from transport.
- Lack of behavioural change: Overall public and active travel to work has remained at around 30% for the last decade.
Improved quality, accessibility and affordability
- As a proxy for lack of access to public transport, time taken to travel to local services either by public transport or private travel has been illustrated in the following map which shows the areas of Scotland termed access deprived in 2012. The dark areas are areas with the highest travel times to services such as shops, GPs and post offices. The areas most deprived tend to be in the more rural areas of Scotland as might be expected. This differs from other forms of deprivation which tend to be concentrated in more urban
2 Note that the input data and assumptions made in the land-use and transport modelling work undertaken for the STPR and for the above network performance work are very different. These differences will be a contributing factor to the differences shown in the tables below. 3
http://ec.europa.eu/transport/newsletters/2015/12-07/articles/aviation_strategy_en.htm
environments in Scotland. The white areas, around the central belt and major cities are those areas least deprived in terms of access. Given the above and the fact that households in rural areas were more likely to have access to a car (and more than one) than those in urban areas (Source: Transport and Travel in Scotland 2014) we can see that access to public transport is still an issue for rural and remote communities across Scotland. One potential way to alleviate the need to travel and therefore addressing the issue of access to public transport is via digital connectivity. As part of a public and private sector funding package of over £400m to that end, local authorities have invested over £90m.
Source: Scottish Index of Multiple Deprivation 2012
- Ageing population: Scotland's Population 2014 4 reports that the ageing of the population is evident in the rises in the older age groups (+13 per cent in the 45-59 age group and +17 per cent in both the 60-74 and 75 and over age
4 http://www.nrscotland.gov.uk/statistics-and-data/statistics/stats-at-a-glance/registrar-generalsannual-review/2014
groups) and the falls in some of the younger age groups (minus three per cent in the under 16 age group and -11 per cent in the 30 to 44 age group).
- Poor health: The latest Scottish Health Survey 5 states that the proportion of adults (aged 16 and over) self-reporting 'good' or 'very good' general health has been relatively constant since 2008 (between 74% and 77%). 22% of Scotland's population is inactive (relatively constant since 2008).
- Decreasing safety and security on public transport: The majority of Scottish Household Survey respondents had not experienced criminal activity or antisocial behaviour on a bus or train in the previous year. Since 2007 the percentage reporting experiencing this has remained fairly static at around 20%. Women were generally slightly less likely to report experiencing criminal activity or anti-social behaviour on a bus or train, though this was not the case in 2012 or 2013, when more women reported this than men. However, research, as detailed in Equally Safe: Scotland's strategy for preventing and eradicating violence against women and girls 6 , which was produced by Scottish Government and COSLA, has shown that women express much higher levels of fear for their personal security in public places, whether on or waiting for transport, or in the use of car parks, particularly at night. This fear can, in turn, place a constraint on the mobility of women and their participation in public life as they factor personal safety into routine decisions and activities.
5 http://www.gov.scot/Topics/Statistics/Browse/Health/scottish-health-survey
6 http://www.gov.scot/Resource/0045/00454152.pdf
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Summarised inspection findings
Balbeggie Primary School
Perth and Kinross Council
21 August 2018
Key contextual information
Balbeggie Primary School and Nursery Class is six miles outside the city of Perth. There are 56 children attending the school in three composite classes and 31 children access the nursery class across the week. Up to 40% of pupils come to the school after successful placing requests. The headteacher has a shared headship with Collace Primary School, which is three miles away. She has a commitment to Balbeggie Primary School for half of the week. The principal teacher has a 0.8 teaching commitment.
1.3 Leadership of change satisfactory
This indicator focuses on collaborative leadership at all levels to develop a shared vision for change and improvement, which is meaningful and relevant to the context of the school within its community. Planning for continuous improvement should be evidence-based and linked to effective self-evaluation. Senior leaders should ensure the need for change is well understood and that the pace of change is appropriate to ensure the desired positive impact for learners. The themes are:
n developing a shared vision, values and aims relevant to the school and its community
n strategic planning for continuous improvement
n implementing improvement and change
n The school's vision, values and aims have been recently revised in full consultation with children, parents and staff. They have been developed and agreed taking full account of the social, economic and cultural context of the school and relevant national policies. Children designed a visual representation, which defines the school's values as 'LEARN': Learn, Encourage, Achieve, Responsible and Nurture. These values incorporate the wellbeing indicators and are articulated well by children. The school should now consider how children's rights could support the shared understanding of the values, which underpin the life, and work of the school.
n Staff have an awareness of the importance of ensuring equity for all children. This is underpinned by an effective rationale for the use of Pupil Equity Fund (PEF) to support closing the poverty related attainment gap. The school has identified the need to develop writing further, through greater phonological awareness. Robust evaluation of the impact of these initiatives including the analysis of a range of data will help staff to identify gaps in learning and inform the most appropriate next steps to address this.
n The School Improvement Plan contains a manageable range of priorities based on a range of self-evaluation activities. Staff should continue to monitor the impact of these priorities on learning outcomes. There is scope to increase the opportunities for children, their parents and partners to be more involved in the school improvement planning process.
n The senior leadership team reviews teachers' planning and children's work as part of its annual monitoring calendar. The school has identified the need to review its curriculum pathways to ensure these take account of national benchmarks for children's attainment. The senior leadership team observe lessons using an agreed focus. There is scope to increase the frequency of these lesson observations to give more timely feedback on the quality of learning and teaching and to raise expectations. As part of the quality assurance process, staff participate in peer classroom visits. The school should now consider developing this further through more focused observations against aspects of learning and teaching. This will help teachers identify further best practice, which can be shared across the school.
n The headteacher demonstrates a calm and purposeful style of leadership. She is focused on securing improved outcomes for children. She is well respected by learners, parents and the local community and is held in high regard. The headteacher gathers the views of parents, children, partners and staff regularly. They share ideas about what is going well in the school and what needs to improve. This information and the wide range of data collected by the school, now needs to be analysed more systematically as part of the school's self-evaluation. The headteacher is well placed to challenge the views of staff as they move forward. This will ensure that the pace of change increases. There is scope to introduce ways to provide better feedback to parents and children such as 'here is what you asked and here is what we did'.
n The headteacher shows a strong commitment to developing staff and teamwork. In this small staff team, staff take on positions of responsibility linked to their skills, interests and the school's priorities for improvement. This includes developing approaches to literacy and numeracy, and to wider achievement. There is a strong sense of teamwork, with staff striving to secure positive outcomes for children and their families. Career long professional development is linked to the schools and Perth Academy Local Management Group's (LMG) improvement priorities.
n The team works effectively with its partner school, Collace Primary School, and there are opportunities to identify and share practice. Staff share school priorities, plan and assess together and carry out moderation activities with schools in the LMG. This is having a positive impact on developing staff confidence in sharing and agreeing appropriate standards. The headteacher works closely with the principal teacher to promote these very effective partnerships.
n Within the school, there are effective approaches for Personal Review and Development for all staff, which, for teachers, are clearly aligned to the General Teaching Council for Scotland (GTCS) standards. Staff are actively encouraged and supported well to participate in career-long professional learning linked to career aspirations and professional update. Professional learning activities are linked to achieving outcomes in the school improvement plan, meeting the needs of children and addressing agreed personal professional development. In moving forward senior leaders should now plan to encourage and support approaches to practitioner enquiry, which they see as integral to the thinking and practice of staff.
n The school has achieved success in involving all children in contributing to pupil voice groups and children have a good range of opportunities to develop their leadership skills across the school. Children have a voice in organising and leading charity events update news on the school's website and buddy up with other children at playtimes as part of the pupil council. The eco committee enables all children to grow and tend plants in the poly tunnel and the enterprise group collect food for the local food bank. The media group communicate with the school community through their very own newspaper. As a result, children are learning important skills for life and work. In developing children's leadership skills further, there is scope for children to develop and lead lunchtime clubs.
n The headteacher has established very productive working relationships across and beyond the school. She has harnessed successfully the talents of parents and partners to support the work of the school. Community partnerships are having a positive impact on the development of children's citizenship skills. The school is well placed to use rigorous self-evaluation to ensure these positive aspects lead to positive outcomes for children's attainment.
2.3 Learning, teaching and assessment
satisfactory
This indicator focuses on ensuring high-quality learning experiences for all children and young people. It highlights the importance of highly-skilled staff who work with children, young people and others to ensure learning is motivating and meaningful. Effective use of assessment by staff and learners ensures children and young people maximise their successes and achievements. The themes are:
n learning and engagement
n quality of teaching
n effective use of assessment
n planning, tracking and monitoring
n Children at Balbeggie enjoy warm and caring relationships with staff and their peers. The school's vision, LEARN, is displayed around the school and features as a discussion point in some lessons. The majority of children listen well to teachers' instructions and are motivated to complete their tasks. In the middle and upper stages, children work well together in pairs and in small groups. They enjoy group challenges, which require them to report back to the whole class. Staff should ensure all children actively participate in these activities. A few children miss out, as others dominate the learning. As children move through the school, they develop independence and confidence in tackling their learning activities. As they mature, children understand the purpose of their learning and can talk about how learning in school links to skills needed outwith school and in the world of work. Children particularly enjoy sharing information about their parents' jobs. Children have limited understanding of children's rights and there is scope for this aspect of learning to feature more regularly across the school and become embedded in the school's vision and aims.
n Children have access to a range of digital learning tools and activities, including PCs and tablets. Older children use digital templates to design and construct a community newsletter and research examples of sensory gardens on the internet for their class enterprise activity. They use tablets to film, photograph and record their work. However, there is scope to increase the use of digital technology across the school and offer children more choice in how and when they use these devices.
n The quality of teaching across the school is variable. In the best lessons, explanations and instructions are clear and children have quality time for discussion and activities. All staff share what is to be learned, and most offer children information about how they know they will be successful. There is scope for children to be more involved in constructing success criteria. Feedback is used well in most classes to support and motivate learners. In the best practice, it is also used well to support next steps in learning. Most staff use questioning well to check understanding and include all learners. There is scope to make more effective and appropriate use of higher-order thinking skills.
n Staff often begin lessons addressing the whole class. This offers all children the opportunity to be involved, but can also result in children sitting waiting whilst others are given guidance or instruction. We have asked the school team to review approaches to meeting the needs and interests of children across the school. In the most successful lessons, teachers provide appropriately challenging and enjoyable experiences. However, we observed too many children off task, and too many lessons are interrupted by low-level behaviour. Learning activities become fragmented and the focus is lost. There is a need to reach a shared understanding of appropriate differentiation and challenge across the multi-stage classes. Children at early level would benefit from a more play-focused curriculum. Across the school,
staff need to consider the needs and interests of boys in class and in outdoor learning. Children are motivated by active learning opportunities and learning outdoors.
n Staff use a range of assessment approaches to monitor children's learning. Regular spelling and reading assessments provide information about children's progress in these areas. Teachers evaluate the quality of children's learning across the curriculum through their on-going work in class. Children's progress is tracked formally three times each year. Children gather samples of their work in the 'Jigsaw Journal' files. This includes evidence of writing, numeracy and health and wellbeing. We have discussed with staff the need to ensure that assessment is integral to the planning of learning and teaching. There is scope for children to have opportunities to demonstrate their knowledge and skills in unfamiliar settings. Children interviewed had difficulty recalling aspects of learning that had not been covered for some time. Expectations of standards are not yet consistently high enough across the stages and across all curriculum areas. This includes expectations for the presentation of children's work. Staff have begun to engage with national benchmarks. The school should continue to work with its partner school, and the LMG to support robust arrangements for moderation. This includes planning learning, teaching and assessment as a collegiate team to support consistency, progression and shared standards.
n Staff continue to develop and improve their approaches to planning. They have long-term plans to support children's progress in multi-stage classes. This includes three-year cycles for cross-curricular learning to avoid repetition and support children accessing a broad general education. Children are involved in the development of medium term topic plans, where they influence questions to be explored. Staff use short-term plans well to organise children's learning on a weekly basis. Staff should be rigorous in their self-evaluation to ensure children regularly experience learning across all curriculum areas. The school makes use of local authority and in-school tracking processes. These provide clear information on children's attainment, and predictions for future attainment. Staff know the children and their families very well. They monitor the progress of all children across literacy and numeracy, with a clear focus on those facing additional challenges. School leaders meet staff regularly to discuss children's progress. There is scope to ensure this information is used more effectively to ensure gaps in children's learning are addressed promptly.
2.2 Curriculum: Learning and development pathways
n Staff, children and parents have developed an overarching curriculum rationale, which illustrates the school's shared vision, aims and aspirations for how the curriculum supports children's learning and development. The school's LEARN mantra is displayed around the school and children understand that all staff want them to do their best. A next step could be to develop this further to highlight the knowledge and skills children will experience in the unique setting of Balbeggie.
n School staff work with their colleagues in their partner school, and across the cluster to continue to develop the curriculum. Progression pathways are in place to support continuity in literacy, numeracy and health and wellbeing. Staff also make use of well-established guidance for planning across curriculum areas. This includes a three-year rolling context for learning grid to support the selection of topics for cross-curricular learning to ensure breadth of learning for children in multi-stage classes. In discussion with staff, it was acknowledged that this approach needed updated and refreshed. There is scope to review the contexts for learning to offer children more relevant experiences, which better reflect the local area and 21st century Scotland.
n Staff have recently begun a whole school focus on the world of work, with children at all stages engaged in understanding about a range of jobs, and identifying the skills required to be effective in these roles. The school has worked well with parents and partners to make this a meaningful experience at all levels. This has included parents sharing information about jobs and children developing enterprise projects. As they move forward in their development of the curriculum, staff plan to embed the learning of skills for learning, life and work across the curriculum to ensure progression and avoid duplication and repetition.
n Staff have begun to work with the national benchmarks and recognise the contribution this can make to improving progression and shared standards across the school.
n Children experience two hours of PE each week. Staff make effective use of the limited indoor accommodation and outdoors in the playground and local park. In addition, children benefit from sports and cultural festivals including the Perth and Kinross cricket event.
n Children enjoy weekly art lessons from a class teacher and drama from a visiting specialist. Staff plan well together to ensure these activities link to learning in class, and offer children progression in their development of skills and knowledge in these areas. We have asked the school to ensure this extends to ensure children make progress across the music curriculum.
2.7 Partnerships: Impact on learners – parental engagement
n See choice QI
2.1 Safeguarding
n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. Areas for development have been agreed with the school and the education authority.
3.1 Ensuring wellbeing, equity and inclusion
good
This indicator focuses on the impact of the school's approach to wellbeing which underpins children and young people's ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of every individual. A clear focus on ensuring wellbeing entitlements and protected characteristics supports all learners to maximise their successes and achievements. The themes are:
n wellbeing
n fulfilment of statutory duties
n inclusion and equality
n Staff know children, their families and the community well. They know the barriers that a very small number of children face because of the socio-economic context of the school. Staff show commitment to the wellbeing of children and have caring attitudes towards them.
n The school considers children as individuals and has a good understanding of their needs. Children know they can talk to adults in the school and share any worries or concerns about matters affecting their wellbeing.
n Across the school, there is a strong sense of community, and staff have shared values and an understanding of wellbeing. There is a mutual respect between staff and children. Staff model behaviour to promote wellbeing and dignity. Whist there are a few children who find it hard to concentrate in lessons, most children demonstrate a high standard of behaviour across the school and respond positively to staff and visitors. All staff at Balbeggie are proactive in building positive relationships with children and their families. Important information about children's health and wellbeing is shared appropriately. Throughout the school, all adults and children demonstrate relationships, which are supportive, and caring which helps to create a strong family ethos where all children feel safe and valued. Pupil support assistants provide highly effective and sensitive support in a variety of ways and classrooms and the school grounds are calm and purposeful environments for learning and socialising.
n Children engage well in the life of their school and wider community through the inclusive model of pupil committees where they increasingly give voice to decisions that affect them. Participation in these groups, and being part of a vertical house system, is effective in building relationships across the school and gives children a sense of belonging. Children are growing in confidence and self-belief. While there are systems that give children a say in matters that affect them there is still work to be done to ensure all children's views are valued and lead to change for the better.
n Children are knowledgeable about the wellbeing indicators. They can use these to describe the range of ways in which the school supports their wellbeing, and appreciate how these can help them to understand and reflect on their own wellbeing. In developing this further, the school should consider how the wellbeing indicators could be used to support children to develop personal targets. During context learning themes, children are beginning to learn about their rights. There is scope to ensure that the United Nations Convention on the Rights of the Child is fully integrated into the life and work of the school to ensure that children experience their rights on a daily basis.
n Children can discuss a range of learning in health and wellbeing. They can describe ways they can ensure they stay safe online. They have good understanding of different food groups and the need to eat these in different quantities to have a balanced diet. Children in the upper
stages, are aware of substance misuse and the effects drugs can have on the body. Children are learning about different emotions and feelings and beginning to understand how these can affect their behaviours and choices that they make, particularly in the context of relationships.
n Children use the outdoor spaces for energetic activity and to deliver aspects of the curriculum. Children, across the school benefit from planned opportunities to learn outdoors which they enjoy. For example, using the playground to learn about angles in numeracy relating this learning to real life contexts. A range of fruit and vegetables are grown in the school's poly-tunnel. There is scope to do more cooking with the produce and explore how the produce grown can be used in different ways. Children grow flowers as part of the Blooming Balbeggie community initiative. As children transplant these flowers in the school and wider community, they learn how they can contribute to an enhanced environment. Children benefit from the school's proximity to the local park and village hall where there is scope for greater physical activity. The school has recognised the need to develop further outdoor learning.
n During a recent health promotion week, children sampled a wide range of sports including golf, rugby and netball provided by a diverse range of effective partners and parents. These activities supported children's understanding of how to keep themselves fit and healthy.
n The school has sound arrangements in place to comply with statutory requirements. The principal teacher works closely with the support for learning teacher, teaching staff, support staff and other agencies to ensure that they are proactive in fulfilling their legislative duties. Staff engage in professional training which helps them improve the way they support and care for children. The headteacher and principal teacher maintain support for learning records. The information they hold is shared appropriately and used by teaching staff and others to plan learning for individuals. The majority of the tasks and activities, which teachers plan for children who need additional support, are suitably challenging.
n As the school does not have a diverse population itself, staff recognise the need to continue to ensure that the curriculum offers appropriate opportunities for children to learn about and understand diversity.
n The school has procedures in place to identify and support children with additional support needs. The staged intervention approach is used well to consider the needs of children and identify appropriate interventions. The school should continue to collate data relating to the attainment of children with additional support needs. Staff are aware that they now need to review how they use this information so that it shows more clearly the impact of the strategies being used to support identified groups of children.
n There is a clear focus on improving the lives and achievements of children including those facing barriers in their lives. Children's plans are in place. These plans are reviewed regularly and involve children and their families. We have asked the school to review these plans to ensure that both long- and short-term targets are more specific.
3.2 Raising attainment and achievement
satisfactory
This indicator focuses on the school's success in achieving the best possible outcomes for all learners. Success is measured in attainment across all areas of the curriculum and through the school's ability to demonstrate learners' achievements in relation to skills and attributes. Continuous improvement or sustained high standards over time is a key feature of this indicator. The themes are:
n attainment in literacy and numeracy
n attainment over time
n overall quality of learners' achievement
n equality for all learners
n At early and first levels, a majority of children are making satisfactory progress from their prior levels of attainment. By P7, children close to achieving second level are making good progress.
n The analysis of attainment data at Balbeggie takes account of the small and varying numbers of children at each stage year on year. Attainment across the school is variable. However, by P7 most children achieve appropriate levels.
n Data provided by the school illustrates that most children make satisfactory progress year on year as they move through the school. By P7, most children are making good progress. Predictions for June 2018 outline that most children in P7 are on track to achieve second level in literacy and numeracy. Progress is less strong at early and first levels. Inspection activity, including class observations, focus groups, sampling children's work and discussions with staff supports teacher professional judgement for this session. Teacher evaluation of listening and talking is over optimistic.
Literacy and English language
The overall quality of children's attainment in literacy and English language is satisfactory.
n The overall quality of children's writing is too variable across the school. The school has identified writing as an area for improvement and plans to introduce a new writing framework to support teachers in their planning and assessment of writing across the curriculum. By P7, children's attainment in writing is good.
Listening and talking
n Across the school, a majority of children listen well in class. At early level, a few have developed skills in taking turns to listen to each other. They can verbalise simple predictions about texts. As children move through the school, most children listen respectfully to their peers and teachers. At first level, children show understanding of the main ideas of texts and lessons by responding appropriately. At second level, most children work well in groups and can build on the ideas of others by adding suggestions and ideas for group challenges. However, at all stages there is a need to improve children's skills in listening and talking.
Reading
n The majority of children are making satisfactory progress in their reading. By P7, most children are achieving second level. At early level, most children are developing skills in hearing and saying the sounds made by a combination of letters. A few read aloud with confidence and use context cues to support understanding of their core reading texts. The progress of children at early level is too slow. Children at first level enjoy finding key information in their texts, and can answer and ask questions about texts in class. Children close to attaining second level
read with fluency and understanding. Most apply appropriate expression and tone. They can confidently skim books and digital texts to select relevant information to support their research. Older children talk with confidence about their preferred authors and genre. Only a few expressed enjoyment in reading. There is scope to motivate more children to engage with a wider range of texts, in particular boys at all stages.
Writing
n A few children at early level are developing appropriate writing skills. The pace of children's progress at the early stages is too slow. At first level, a few children can write detailed descriptions of photographs using sentences and paragraphs. A few wrote good quality newspaper reports. Most children at second level write good quality texts of appropriate length, for a range of purposes and audiences. They make appropriate choices about layout, and use punctuation and spelling accurately. Most use figurative language well in their poetry writing. Children can order their writing chronologically to offer an account of events on the Titanic. They organised information well in their factual reports about Scottish islands. A few older children present their work very well. There needs to be a consistent expectation of standards of presentation across the school.
n To ensure children moving through the school attain appropriate levels in literacy and English language, we have asked staff to review approaches to learning and teaching.
Numeracy and mathematics
n The overall quality of children's attainment in numeracy and mathematics is satisfactory. By P7, most children achieve appropriate levels.
Number, money and measure
n Only half of the children at early level can count on and back in ones to add and subtract with confidence and accuracy. Most would benefit from support in how to use practical materials better to help them understand number processes. They can link daily routines to time sequences. The majority of children at first level can tell the time correctly using o'clock, half-past and quarter to using analogue clock faces on a worksheet. They were less confident applying this skill in real-life situations. They could draw a line of a given measurement accurately and label in centimetres. Children working at second level applied their knowledge of 24-hour clock when reading flight timetables, and working out lengths of flights. Most can demonstrate skills in calculations with whole numbers and fractions. Across the stages, children need more practice in mental calculation to improve accuracy and speed in their responses.
Shape, position and movement
n At early and first levels, children are becoming familiar with the names and features of simple 2D shapes and 3D objects. By P7, most children can describe a range of angles correctly, using appropriate labels, in class tasks. They understand the link between compass points and angles.
Information handling
n Children working at first level can use tally marks when gathering information about their classmates' favourite drinks, and sports to watch on TV. They can use the data to construct a simple bar graph. They need support to label the graph accurately. Older children lacked confidence in this aspect of mathematics.
n Across the school, there is scope to ensure all children have regular opportunities to demonstrate and apply their skills and knowledge in numeracy and mathematics across the
curriculum, and in unfamiliar settings. Staff should ensure all tasks met the needs of learners in the multi-stage classes.
Achievement
n Children's achievements in and out-with school are recognised and celebrated. Children enjoy a range of wider achievement opportunities across the school year. This includes sporting and cultural events. Children enjoy success in art and music festivals and competitions. They are particularly proud of winning awards in a classic car art competition at Scone Palace. A recent cricket event offered children an opportunity to develop and practise their skills with children from across the local area. Children record their achievements on the 'rainbow link' display in school. These illustrate the rich range of opportunities children have outwith school, including swimming, gymnastics and rugby. Staff monitor children's achievements and experiences to ensure no one is at risk of missing out. Steps are taken to ensure all children can participate in excursions and residential trips. A number of lunchtime activities are planned to offer experiences to children who perhaps cannot attend after school events. Senior leaders should continue to ensure all children have access to appropriate opportunities, and that any barriers to participation are removed. As staff continue their work embedding skills for learning, life and work, and in refreshing curriculum contexts, they should ensure children understand and can articulate the skills they are developing across their wider achievements. Staff are helpfully involved in local authority developments to improve this aspect of school life and have plans to introduce new approaches to promoting, recording and celebrating achievement.
Equity for all learners
n Senior leaders and all staff know children, their families and the community very well. Tracking of children's progress takes account of children's circumstances, including any barriers to learning and economic disadvantage. A small PEF allowance has been used appropriately to increase hours for support staff. This has allowed targeted support for a few children. This is at an early stage of implementation, and there are emerging positive signs of improved literacy skills for a few children. New resources are beginning to be used to support the development of early level numeracy skills. We would now encourage staff to review their understanding of closing the attainment gap and take prompt action to ensure a shared understanding of the unique needs of children and families in their school. Staff would benefit from a deeper understanding of the work of the Scottish Attainment Challenge and ensure they take account of national advice. To improve attainment, all staff should refresh regularly their approaches to learning and teaching to ensure they meet the needs of all learners and their families.
Choice QI: 2.7 Partnerships
n The development and promotion of partnerships
n Collaborative learning and improvement
n Impact on learning
n Almost all parents and carers who responded to inspection questionnaires felt that the school works in partnership with them to care and educate their child. Parents commented on the school's very welcoming ethos. Relationships between staff and families are very positive which supports effective partnership working. Building on the already positive partnerships there is scope to continue to increase family engagement in learning.
n Almost all parents said that they receive information about their child's progress at the right time. The school reports offer comment on how well children are progressing through Curriculum for Excellence levels. Parents' evenings provide an opportunity for parents to meet with staff to discuss their child's progress and next steps in learning. As a next step, the school should consider involving parents in children's groups such as the eco committee.
n Parents are involved in supporting their child's learning through open afternoons, evenings, and curriculum workshops. They talk positively about the work that children are achieving. The school should progress plans to engage parents more fully in learning and monitor the impact of this on raising attainment and achievement.
n There is a range of ways parents and families can be involved in the life of the school. The Parent Council is active in supporting the school through fund raising and providing feedback on school initiatives such as supportive on line numeracy guides. Parents have also been involved in helping children learn about the world of work by visiting classes to talk about skills they need to do their own jobs. They support in classes with art, cooking, reading and numeracy. Parents engage well in school surveys. For example, after the health-promoting week they expressed opinions on what sports children liked. Staff are aware of the need to be creative in how to engage families given the high number of working parents/carers to ensure everyone is empowered to contribute to decisions. The school is committed to improving opportunities for parents to support learning across the primary stages.
n The school communicates well with parents through newsletters and social media. Useful Jigsaw Journals provide parents with examples of children's work and parents are encouraged to comment on children's learning. Parents have opportunities to comment on the progress the school is making towards its priorities. There is scope to provide parents with a summary of the key messages from these surveys so that these are aware of the next steps in the schools development.
n Practitioners have fostered strong supportive partnerships with parents. Parents report that they are very satisfied with the work of the setting and appreciate the level of care and support offered to their children. Parents are encouraged to stay in the nursery to play with their children. At pick up times, a number of parents choose to stay for longer periods to play alongside their children. They are very comfortable to do this.
n Parents of children in the nursery are informed about their child's progress both formally and informally. They value the weekly email they receive which keeps them up to date about learning in the nursery. They also like the social media app where practitioners share
photographs and information about learning. This is reassuring for parents when they are settling new children.
n The school has a range of highly effective professional partnerships which support and enhance children's experiences, within the immediate community and more widely. Working with their partner school, Collace, and the wider Perth Academy LMG, staff share experiences and expertise, work together to develop the curriculum, moderate samples of children's work and take part in professional learning together. This is leading staff to a better understanding of national standards and children experiencing a greater range of learning experiences. There is potential to develop further the scope of partnerships to include more local businesses and third sector organisations such as the successful Blooming Balbeggie group. This will help the school to secure outcomes that are more positive for children in the important skills for life.
n The nursery has developed a number of partnerships. These include the health visitor, speech, language therapist, and colleagues from the early inclusion team. Practitioners make good use of information and advice to support individuals and groups of learners.
Explanation of terms of quality
The following standard Education Scotland terms of quality are used in this report:
Other quantitative terms used in this report are to be understood as in common English usage.
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Briefing for the Public Petitions Committee
Petition Number: PE1232
Main Petitioner: Alasdair Archibald Walker
Subject: Calls on the Parliament to urge the Scottish Government to instigate a national civic award, The Saint Andrews Medal, to recognise those who have given extraordinary or outstanding acts of bravery.
Background
The honours system is a reserved matter under Part I Paragraph 2 of Schedule 5 of the Scotland Act 1998.
The UK honours system is used to reward people for merit, service or bravery. Bravery awards are made in recognition of specific acts by individuals who risk their own lives in order to save, or attempt to save, the life of one of the Queen's subjects. They are also used to recognise similarly selfless brave acts undertaken in the prevention of crime or in the arrest, or attempted arrest, of dangerous criminals.
Anyone may nominate a person for a bravery award, though the majority of nominations are made through official channels (e.g. fire service). All cases are assessed on their own merits and against criteria established by precedent. Awards may be made at any time, although they will usually be published in one of two annual lists. For civilian awards, the Ceremonial Secretariat coordinates the assessment of nominations. The Prime Minister then submits these to The Sovereign for approval.
Currently there are a number of bravery awards. These are organised into different levels to recognise the degree of bravery involved. The civil awards are:
George Cross
This award is granted for acts of bravery of the greatest heroism or of the most conspicuous courage in circumstances of extreme danger. It may be granted posthumously but is restricted to British subjects.
George Medal
This award is granted for gallantry of an extremely high order. It may be granted posthumously and is not restricted to British subjects.
The Queen's Gallantry Medal
This award is granted for gallantry of an exceptional order. It may be granted posthumously and is not restricted to British subjects.
The Queen's Commendation for Bravery, and The Queen's Commendation for Bravery in the Air
These awards are granted for gallantry of a high order entailing risk to life and meriting national recognition. Either award may be granted posthumously and neither is restricted to British subjects.
The George Medal and the George Cross were founded by George VI in 1940 to honour the 'many acts of heroism performed both by male and female persons especially during the present war.'
Scottish Parliament Action
Two relevant motions were laid in the Scottish Parliament in 2008.
S3M-01420 Christine Grahame: St Andrew's Medal— That the Parliament believes that a special award should be commissioned to reward acts of civilian bravery and recognise exemplary acts of gallantry by individuals in, or meriting recognition by, Scotland; notes that the UK Government presently issues its own gallantry medal to its subjects in the form of the George Medal, depicting St George of England slaying a lion, but that the Scottish Government currently has no formal method to recognise acts of bravery and heroism by its own citizens, and therefore urges Scottish ministers to consider instituting an award for bravery, entitled the St Andrew's Medal, as a way to recognise and acknowledge acts of great bravery by individuals in Scotland.
S3M-01440 George Foulkes: The Whole of the UK Should Celebrate the Bravery of Scots— That the Parliament recognises that the George Medal and George Cross were both introduced in 1940 by King George VI to recognise the bravery of civilians during the Second World War; also acknowledges that the George Medal carries the head of King George IV on one side and the name of the awardee on the other; urges SNP MSPs to acknowledge that there are three medals for civilian bravery and gallantry and encourages these MSPs to note the difference between them; believes that attempts by nationalist MSPs to introduce a St Andrew's Medal are an insult to a whole generation of Scots who fought and died to protect the United Kingdom; believes that the sole intention of Christine Grahame's motion, S3M-1420, is to peddle narrow nationalism; remembers that one of the most recent medals for gallantry awarded to a Scot was to John Smeaton, and believes the whole of the United Kingdom is grateful to him for the unflinching bravery and selflessness that he demonstrated during the attacks on Glasgow Airport.
Francesca McGrath Senior Research Specialist 2 February 2009
SPICe research specialists are not able to discuss the content of petition briefings with petitioners or other members of the public. However if you have any comments on any petition briefing you can email us at email@example.com
Every effort is made to ensure that the information contained in petition briefings is correct at the time of publication. Readers should be aware however that these briefings are not necessarily updated or otherwise amended to reflect subsequent changes.
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East Renfrewshire
Title
Exploring the impact of S6 youth mentors on the wellbeing and attainment of S1 mentees: addressing the poverty related attainment and wellbeing gap.
What did we ask? (Research Questions)
- What impact will a youth mentoring system have on the wellbeing of disadvantaged children and young people?
- What impact will a youth mentoring system have on the attainment of disadvantaged children and young people?
- Can a youth mentoring system contribute to closing the poverty-related attainment gap?
What is the evidence base?
A consultation exercise, seeking stakeholder views of local mental health supports, found that most young people preferred to turn to their peers for advice and support, rather than adults (East Renfrewshire Council, 2016). The Educational Psychology Service responded to this consultation by piloting a youth mentoring programme to establish whether this could contribute to improvements in pupil wellbeing, and closing the attainment gap.
Youth mentoring is defined as:
"A program or intervention…to promote positive youth outcomes via relationships between young persons…and specific non-parental adults (or older youth)…acting in a nonprofessional helping capacity" (DuBois, D.L., Portillo, N., Rhodes, J.E., Silverthorn, N. & Valentine, J.C., 2011, p.66).
The features of effective youth mentoring practice include:
- formalised, systematic approaches with training, support and management (Mentoring and Befriending Foundation (MBF), 2010)
- effective mentor-mentee matching processes (Cavell, T.A., & Elledge, C., 2014)
- consistency and regularity of meetings (Gulati and King, 2009; DuBois and Karcher 2014)
- careful consideration of session content, balance of power and decision making within
the relationship (Keller, 2005)
- acknowledgement of risks such as constructive guidance being experienced as invalidating or demeaning (Du Bois & Kercher, 2014)
- time for trust and attunement to develop (Rhodes, 2005)
Evidence suggests that youth mentoring can impact positively on:
- learning and development across social, emotional, and academic outcomes (Houlston, Smith, & Jessel, 2009)
- attainment (MBF, 2010; Nelson, 2003; Parsons et al., 2008)
- confidence and self-esteem (MBF, 2010; Smith and Watson, 2004)
- wellbeing (MBF, 2010)
- transitions (Parsons et al., 2008)
- school climate (MBF, 2010; Smith and Watson, 2004; Stader and Gagnepain, 2000)
- behaviour (MBF, 2010; Parsons et al., 2008; Smith and Watson, 2004)
- exclusions (Parsons et al., 2008)
Youth mentoring is described as a promising but underdeveloped form of prevention (Cavell, T.A., & Elledge, C., 2014) with an evidence base of modest impact (DuBois, Holloway, Valentine and Cooper, 2002). In one randomised controlled study, no statistically significant impact was found on academic outcomes, high risk behaviour or interpersonal relationships (Bernstein, Rappaport, Olsho, Hunt & Levin, 2009). More robust, quantitative, long-term evaluation is needed to assess impact on resilience and future outcomes around attainment and positive destinations (MBF, 2010). Effective youth mentoring relies on the development of mutuality, empathy and trust (Rhodes and DuBois, 2008). As these can take time to develop, quantitative evaluation over a short term may not be sufficient. Youth mentoring is however considered to merit further enquiry to explore whether it can contribute to the supportive, holistic approach that is required for Scotland's most vulnerable young people to successfully close the attainment gap.
What did we do?
Fourteen S1 pupils (6 boys and 8 girls, aged 11-12 years) from areas categorised as SIMD 1-3 or whom were looked after were referred to the youth mentoring programme by Principal Teachers of Pupil Support (PTPS). PTPS referred on the basis that pupils were thought to
be vulnerable and could potentially benefit from youth mentoring.
Fourteen S6 pupils (3 boys and 11 girls, aged 11-12 years) were recruited as mentors following the launch of the programme at an S6 assembly, awareness raising posters displayed around the school and an application process (application forms and interviews).
Mentor-mentee pairings were matched by PTPS in consultation with an EP based on staff knowledge of the pupils' interests, personal qualities, skills, and character traits.
The youth mentoring programme comprised of:
- Two formal training sessions for mentors delivered by EP (aimed at providing awareness of the benefits of peer mentoring, active listening, solution oriented approaches, thought monitoring and unhelpful thinking patterns, resilience)
- 'Meet your Mentor' session (attended by mentors and mentees and consisting ice breakers, introduction of pairings, input delivered by EP on confidentiality)
- Weekly mentor-mentee meetings (arranged by partnerships over a 15 week period). Sessions involved working through specific activities provided by EPS with time for mentor chosen games and activities included)
- Weekly supervision sessions for mentors with EP
To facilitate evaluation of the impact of the programme on attainment and wellbeing, data was gathered from the following sources:
- The Resiliency Scales for Children and Adolescents (Sandra Prince-Embury, 2006) completed by mentees (pre and post)
- Mentor and Mentee Focus Groups
- Mentee Post Intervention Questionnaire
What have we found?
The Resiliency Scales for Children and Adolescents
Comparison of the pre and post resiliency measure found no significant difference in mentee scores.
However, in spite of this, a range of encouraging findings were highlighted via analysis of the focus groups and mentee questionnaire data, as outlined below.
Mentor and Mentee Focus Groups
Mentor and mentee focus groups were held to gather young people's views on the programme. The data gathered highlighted a range of strengths and opportunities.
Mentees reported that:
discussing difficult situations, such as bullying, was often easier with their mentor than with adults;
they would like the programme to continue;
they felt meeting with their mentor had been a beneficial experience;
they would recommend the programme to other S1 pupils.
Mentors reported that:
regular contact with the mentee and structured activities allowed strong relationships to develop, a key difference from the school buddying system;
mentees seemed to have increased confidence over the course of the programme and demonstrated improved social interaction during and out-with sessions;
they themselves developed their communication and interpersonal skills, gained experience of working with individual young people, felt more prepared for careers in helping roles and further education and had increased confidence.
Mentee Post-Intervention Questionnaire
Analysis of the results from mentee questionnaires highlighted a number of encouraging findings:
- 9 of the 13 mentees were able to identify at least one SHANARRI indicator in which having a peer mentor had an impact. Of those, five mentees were able to identify 4 or more wellbeing indicators in which they noticed a positive impact. A selection of positive comments made by the pupils in response to this question are outlined below:
"She helped me feel safe, active, respected, responsible and included. She helps me feel more included in school and I didn't feel included. She always made me feel safe, she never let anyone bully me and she always respected me."
"He would always make sure I felt safe in school and at home."
"When you feel nerves about a test she told me to try my best."
- as a group, Mentees were generally positive about their relationships on a 1-10 likert scale, as the graph below indicates:
- pairings that met more regularly rated the overall experience more positively
- the project had the biggest impact on the wellbeing of mentees who had the most positive relationship with their mentor, specifically where they reported liking and trusting their mentor and where they felt liked by their mentor. A selection of comments made in relation to these areas are included below:
"We didn't really have a lot of things to talk about because we weren't very alike. I trusted him because we got told about how they weren't going to tell anyone anything. So that made me feel like I could trust him."
"I liked my mentor, she was really nice. I trusted her a lot."
"I liked my mentor. She was nice and kind, she was very helpful and never rude. I trusted her lots and lots. She was like a sister to me."
"Easy to talk to and gave good advice."
"I could tell him secrets. That meant a lot to me and he won't spread it."
"It was the way he looked at me and talked. It sounded like he was interested and wanted to hear more."
- there were some partnerships that were not successful, underlining the importance of commitment to the programme. A selection of negative comments included:
"I did not trust my mentor because I never saw her that much."
"Well she never came to see me. She only came to meet with me when she wanted and that was like only 2-3 out of the whole period of time."
- while the matching process was considered to be successful for most participants, the following comment underlined the importance of and the difficulties in the matching process:
"Well we really didn't have anything to talk about because we liked different things so it was hard to talk and find things we both liked."
- Mentees were able to identify a range of areas in which the intervention helped them. Comments in relation to this included the following:
"She helped me be more confident to speak to more people."
"My S6 mentor helped me with all of this stuff. She talked me through the stuff like bullying and high anxiety and dealing with emotions and behaviour and friendships etc. and it has really helped me with the ups and downs in my life and it has made me into a better person and who I am today."
0
12
3
4
56789LearningAttainmentAchievementConfidenceSelf-esteemTransition to…BehaviourSocial situationsFriendshipDealing with…Dealing with bullyingNone of the aboveOther
Did having a peer mentor help you in any of these areas?
- Of the 13 mentees, 9 said they would recommend having a peer mentor to other S1 pupils.
"Because I'm sure it would help them like it helped me to open up about how I was feeling and who I had there for me. There was another person I could trust."
"Other people can have someone to help you and to talk to you when you are down."
"I think that's when the new S1's should have a Mentor because they are helpful and they don't ever be rude. They help with anxiety and depression. They never stop listening to whatever you are saying. They never rush you when you are talking. They are very helpful."
"They should have the same experience like us."
- Of the 13 mentees, 6 said they would like to continue with a peer mentor.
"I would love to have another peer mentor because they are fun and they always have your back no matter what happens, or if you are not (in a) very happy mood they will always talk to you calmly and never get mad at you if you're grumpy. They are awesome and never stop being happy."
"Maybe if I got a peer mentor that cared and came for me and done the helpful stuff like helping me with my wellbeing areas."
- Mentees were asked to indicate how the peer mentoring could be improved for pupils in the future. Responses included the following:
"Maybe to make it someone who has things in common with you so you have someone to talk to."
"If a peer mentor says they should come at a certain day and time then they should keep their word. I think you should get a mentor to last the whole of first year.
"We could improve how many times we go out with our peer mentor, or could have more activities to do instead of doing stuff that is not relevant."
"Add more times a week."
"Have it on longer."
What are the conclusions, limitations and implications?
The number of participants in the study was small therefore making it difficult to achieve significant results and also to generalise our results. We anticipate repeating this project across different schools to increase the sample size and ensure we are achieving as representative a sample as possible.
Mentors and mentees met consistently from October until December, but final evaluation information was not gathered until June 17. The S6 pupils had prelims and exam leave during the term from January until May, which had an impact on the number and regularity of contacts between mentors and mentees, both formal and informal. Therefore, recall of how many times the pairings met, their views of their enjoyment of the activities and impact of meeting with a mentor may have changed. Final evaluation data was largely consistent with interim data but the time lapse in between finishing the project and gathering data must be taken into account when analysing results. It would have been preferable to gather this data earlier or ensure the sessions continued up to the end of the school term at which point more accurate, up to date data could be gathered.
Mentees completed the evaluation survey individually on a computer. Some of the information gathered appears to be inconsistent across factors. In order to ensure the views gathered are accurate and reflect the true opinions of the mentees, it would be helpful to provide additional support to mentees to complete the survey and ensure that they understand each question and have the opportunity to expand on ratings where appropriate.
Information relating to attainment was difficult to obtain and was insufficient to allow us to draw any conclusions about the impact such a project could have on academic performance in such a short space of time. While qualitative results highlight that mentees reported a positive impact on their attainment this cannot be triangulated. This could be monitored
through tracking reports from class teachers over a more prolonged period of time providing a more robust understanding of the interaction between the mentor relationship, enhanced wellbeing and attainment.
The data suggests that efforts to encourage more frequent sessions may yield more significant benefits, as this could increase levels of trust and would support the development of the mentor-mentee relationship. Recruiting mentors in S5 for a 2 year role might improve commitment, opportunities for training and skills development and enhance the mentormentee relationship. It would also allow for more effective capacity building within schools so that the system could become self-sustaining over time. The work undertaken to develop the skills of the mentors would need to be replicated in our pilot school, as the S6 pupils have now left.
A consideration for the future would be to acknowledge the roles of the mentor and mentee through an award system such as the Saltire, Caritas or Duke of Edinburgh Awards. Within the timeframe of this project, this was not possible in the pilot. It would however help to reward and potentially increase the commitment of the mentors in future projects, by making it a higher priority amongst their own competing school demands.
The mentors and mentees attended weekly meetings with the Educational Psychologist and contact out-with these times was maintained with the EP via email. The Senior Management Team and Pastoral Support Team were enthusiastic, welcoming and supportive of the project; however it would have been helpful to increase their day to day involvement. This may have ensured the project continued during a time when the EPS was unavailable to the school due to competing commitments, specifically in February during a Validated Self Evaluation of the psychological service.
A key link-person was initially identified within the school. However, due to staffing changes, this was not a role that could be prioritised within the context of the competing demands that arose for this member of staff. In future it may be of benefit to identify a member of staff who is not in a promoted post to fulfil this role. More frequent contact with, and oversight from, a member of the school staff may have helped to circumvent some of the challenges that arose.
Practical difficulties such as having a suitable location to meet were reported to impact on the smooth running of the sessions on some occasions. In addition, awareness of the project among the wider staff group was low and this, on occasions, led to challenges for the pairs.
Circumstances arose where mentees were not allowed to leave classes for sessions. These were not possible for an EP to address timeously via e-mail correspondence. These challenges will be discussed with the school to consider how to enhance the smooth running of the project in the future. There is an opportunity, for example, to consider developing the project as an extension of the nurture group support structures that exist within the school.
Pairings were created based predominantly on the knowledge of staff. However, only the high school teachers were involved in this process before they had an opportunity to build a good knowledge of the S1 pupils. As a result the quality of pairings may have been compromised. A more robust system to ensure mentors and mentees are matched effectively could have had a positive impact on the success of the project. This could be achieved by spending more time with the group as a whole to see if pairings more naturally emerge, prior to formal matching. The mentor–mentee relationship, particularly in relation to trust, appears to be a particularly relevant factor in enhancing the positive impact of a mentoring relationship. It is crucial that appropriate care and time is taken over this process.
Feedback from mentees and mentors suggest that while the activities were useful for structuring the sessions and as a starter for discussions, at times they encouraged a teacher-pupil dynamic to develop as mentors strived to complete activities or worksheets. This may have negatively impacted the relationship and as such future training should consider the role of activities to encourage discussions rather than the sole focus of the session. Increasing the involvement of mentors and mentees in developing activities may also enhance their relevance and usefulness. In addition, providing opportunities for a variety of activities including access to different school departments could enhance the overall experience of mentors and mentees. However, this requires creativity in activity scheduling and full support from the wider school staff team to utilise different departments, space and resources.
Despite these limitations, this study has identified promising initial findings about the positive impact of S6 youth mentors on the wellbeing of S1 mentees. Our results suggest that the project had the biggest impact on the wellbeing of mentees who had the most positive relationship with their mentor, specifically where they reported liking and trusting their mentor and where they felt liked by their mentor. The results also highlighted that where pairings met frequently and consistently, mentees rated the overall experience more positively.
References
Bernstein, L., Rappaport, C.D., Olsho, L., Hunt, D., & Levin, M. (2009). Impact evaluation of the U.S. Department of Education's Student Mentoring Program: Final Report. Washington, DC: U.S. Department of Education.
Cavell, T.A., & Elledge, C. (2014) Mentoring and prevention science. In DL. DuBois & M.J. Karcher (Eds.), Handbook of Youth Mentoring. Second Edition. (pp29-42). Thousand Oaks, CA: Sage.
DuBois, D.L., Holloway, B.E., Valentine, J.C., & Cooper, H. (2002). Effectiveness of mentoring programmes for youth: A meta-analytical review. American Journal of Community Psychology, 30, 157-197.
DuBois, D.L., & Karcher, M.J., (2014). Youth Mentoring in Contemporary Perspective. In DL. DuBois & M.J. Karcher (Eds.), Handbook of Youth Mentoring. Second Edition. (pp3-13). Thousand Oaks, CA: Sage.
DuBois, D.L., Portillo, N., Rhodes, J.E., Silverthorn, N. & Valentine, J.C. (2011). How effective are mentoring programmes for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest. 12, 57-91.
East Renfrewshire Council. (2016). How Are You? Mental Health Survey.
Gulati ,A. & King, A. (2009). Supporting vulnerable young people in transition: Addressing poverty of wellbeing. InPerspective. UK Ltd.
Houlston, C., Smith, P. K., & Jessel, J. (2009). Investigating the extent and use of peer support initiatives in English schools. Educational Psychology, 29(3), 325-344.
Keller, T.E., (2005). The stages and development of mentoring relationships. In D.L. DuBois & M.J. Karcher (Eds.), Handbook of Youth Mentoring. First Edition. (pp. 82-99). Thousand Oaks, CA: Sage.
Mentoring and Befriending Foundation. (2010). Peer Mentoring in Schools: A review of the evidence base of the benefits of peer mentoring in schools including findings from the MBF Outcomes and Measurement Programme. Author. Retrieved from http://www.mandbf.org/wp-content/uploads/2011/02/Peer_M e nt o rin g_ i n _S c h ools . p df
Nelson, A. (2003). Peer Mentoring: A citizenship entitlement at Tanfield school. Oxford: Blackwell Publishing.
Parsons, C., Maras, P. Knowles, C., Bradshaw, V., Hollingworth, K. & Monteiro, H. (2008). Formalised Peer Mentoring Pilot Evaluation. Canterbury Christ Church.
Prince-Embury, S. (2006). Resiliency Scales for Children and Adolescents. Pearson.
Rhodes, J.E. (2005). A Theoretical Model of Youth Mentoring. In D.L. DuBois & M.J. Karcher (Eds.), Handbook of Youth Mentoring. First Edition. (pp. 30-43). Thousand Oaks, CA: Sage.
Rhodes, J.E., & DuBois, D.L. (2008). Mentoring relationships and programs for youth. Current Directions in Psychological Science, 17, 254-258.
Smith, P.K. & Watson, D. (2004). An Evaluation of the ChildLine in Partnership with Schools (CHIPS) Programme. Goldsmiths College, University of London.
https://www.researchgate.net/publication/266405475_An_Evaluation_of_the_ChildLine_in_Partnershi p_with_Schools_CHIPS_Programme
Stader, D., & Gagnepain, F. G. (2010). Mentoring: The Power of Peers. American Secondary Education, 28(3). (pp. 28-32). Ashland University.
For further information contact
Christopher Atherton (firstname.lastname@example.org)
Jennifer Hunter (email@example.com)
Ainsley McGoldrick (firstname.lastname@example.org)
Christine McGovern (email@example.com)
Educational Psychology Service, East Renfrewshire Council, Glasgow, UK.
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Knowledge Account on Disposable Coffee Cups/ Single-Use Disposable Beverage Cups
(Prepared for the Panel's consideration at its third meeting in November 2018)
Published by the Scottish Government on behalf of the Expert Panel on Environmental Charging and Other Measures
Past drivers
Disposable Coffee Cups
Future drivers
Increasing use of single-use packaging to facilitate 'on-the-go' sales models Increase in coffee consumption and proliferation of coffee shops Disposable Coffee Cups (DCCs) a symbol of consumer convenience BBC's Hugh's War on Waste: The Battle Continues revealed scale of DCC waste The "blue planet" effect has raised awareness amongst consumers and led to growing pressure on industry and government to take action on single-use items
Where are we now?
- UK consumes an estimated 2.5 billion DCCs/year (~200 million in Scotland)
- DCCs are predicted to increase to 310 million per annum in Scotland by 2025
- Ubiquitous 'on-the-go' service models and 'throwaway culture'
- Less than 1 in 400 DCCs are recycled (0.25%); likely less in Scotland
- DCCs generate ~4,000 tonnes waste/year in Scotland (assuming avg. DCC is 20g)
- DCCs production and waste generates ~5,900 tonnes of CO2e/year in Scotland
- Around 40,000 DCCs littered in Scotland annually
- Typical plastic-lined paper DCCs are technically recyclable, but;
o Only 3 plants capable of processing DCCs exist in UK (none in Scotland)
o 'On-the-go' consumption prevents source separated collection
Key evidence gaps
- What are the barriers and drivers to changing consumer behaviour on DCCs?
- Would a charge for DCCs be effective at reducing DCC waste on a national level?
- Is there an optimal charge value for DCCs? Should a Scottish charge take the form of tax ('latte levy'), or simply a retail requirement?
- Do observed reuse rates in DCC charge studies persist over longer periods?
- Does a DCC charge have positive spillover effects on other consumer behaviours?
- What are the optimal conditions for a reusable cup deposit return system?
- What impact would a reusable cup deposit return system have on reuse rates if paired with a DCC charge and other behaviour change measures?
Scottish Government's National Performance Framework The European Strategy for Plastics in a Circular Economy (2018) UK Plastics Pact
DCCs currently considered for inclusion in Scottish Deposit Return Scheme Potential inclusion in future Extended Producer Responsibility scheme
Where do we want to be?
- Comprehensive measures adopted to reduce environmental impact of DCCs, prioritised by life cycle assessment and waste hierarchy
- DCCs sold and charged separately to the hot drink product inside
- Major DCC reduction enabled by convenient access to reusable cups
- Increased DCC recycling rates enabled by on-street recycling facilities and DCCs manufactured from more readily recyclable materials
- Greater public awareness of environmental impact of DCCs and proenvironmental changes in consumer behaviour
- The waste management requirements of biodegradable DCCs (and other packaging) is well understood by public and businesses
- Coordinated activity across whole coffee retail subsector
- Knowledge exchange with wider waste management initiatives
Current initiatives
Reusable cup discounts are offered by most retailers but are ineffective Localised field trials of disposable cup charges have proven more effective
Local and national reusable cup schemes operating in Germany
Scottish Carrier Bag Charge (2014)
Scottish Litter Strategy (2014)
Expert Panel on Environmental Charges and Other Measures (EPECOM)
2
Knowledge Account – Disposable Coffee Cups
A Introduction
1. In recent years there has been a significant increase in the use of disposable cups for consuming tea, coffee and other hot beverages, following common usage we refer to these hot drinks cups as disposable coffee cups (DCCs). Estimates indicate that the UK uses 2.5 billion DCCs per annum, however this figure may be as high as 5 billion 1 . Using the lower bound and Scotland's share of the UK population, this equates to around 200 million DCCs consumed per annum in Scotland.
2. DCCs consist of the cup, as well as a lid and heat sleeve, and environmental impacts result from each of these components. Assuming an average unit weight of 20g (inclusive of cup, lid and heat sleeve), an estimated 4,000 tonnes of DCC waste is generated each year in Scotland 2 . The CO2e emissions associated with producing and disposing of a DCC are approximately 1.5 times the weight of the cup itself, with more than half of this coming from the plastic lid. DCCs in Scotland therefore produce an estimated 5,900 tonnes of CO2e per year.
3. Within the UK, only 1 in 400 DCCs (0.25%) are believed to be recycled 1 , and this number is likely lower in Scotland due to lack of reprocessing capacity. The conventional DCC features a paper structure fused to an internal plastic lining which means that it cannot be recycled in the standard paper waste stream, and instead must be collected separately and sent to a specialised processing plant, of which there are only three in the UK, and none in Scotland.
4. Beyond the technical recycling challenges, DCCs are also consumed and disposed of 'on-the-go'. To effectively capture them for recycling, consumers must have reasonable access to, and be inclined to use, suitable recycling facilities at the point their DCCs are ready for disposal. Providing specialised on-street DCC recycle bins is expensive and impractical while high degrees of contamination can render their contents effectively unrecyclable. DCCs which are not recycled are most likely to go to landfill where they produce methane, a greenhouse gas 25 times more potent than CO2.
5. An estimated 500,000 DCCs are littered in the UK each day (est. 40,000/day in Scotland) making them one of the most littered items. As DCCs are relatively large, these act as 'beacons of litter' attracting disproportionately more littering 3 while contributing to litter-related disamenities and overall plastic pollution.
6. Measures to address DCCs should be prioritised according to the Waste Hierarchy and lifecycle analysis 4 , starting with prevention, then reuse, recycling, and finally residual disposal. Reduction in the number of DCCs used is therefore the optimal outcome followed by increased recycling.
1 House of Commons Environmental Audit Committee (2018) Disposable Packaging: Coffee cups. Second Report of Session 2017–19
2 Calculations conducted by Zero Waste Scotland
3 Keep Britain Tidy (2017) Written evidence to the House of Commons Environmental Audit Committee (Accessed 02/11/2018)
4 Scottish Government (2017) Guidance on applying the waste hierarchy
The Waste Hierarchy 5
7. From an environmental perspective, reusable cups (RCs) are preferred to DCCs. RCs, however, are typically heavier than DCCs, requiring more material and energy to produce and as a result need to be used multiple times before the environmental 'breakeven point' is reached, after which the RC is environmentally superior.
8. Overall, replacing DCC usage with the use of reusable cups will act as a waste prevention technique. This would support more sustainable consumption, improved waste management systems, and reduced littering, however, this will require a major shift in existing 'on-the-go' service models and the way consumers behave and make choices.
B Recent trends
9. The issue of plastic waste has recently grown in public and policy consciousness following the broadcast of television documentaries Blue Planet II, which highlighted plastic pollution in the marine environment, and Hugh's War on Waste: The Battle Continues which revealed the scale of DCC consumption and waste in the UK.
10. In Scotland, a number of groups and organisations are taking initiatives to reduce usage of DCCs and other disposable plastics. For example, the No Single Use Plastics – Shetland 6 campaign is aiming to completely cut out single-use plastics such as straws and cups by the end of 2018 with local businesses pledging to remove these items. The Scottish Parliament and Glasgow City Council have banned plastic straws from their premises.
11. Globally, national and municipal authorities are taking actions to reduce disposable plastics 7 . Santa Monica now prohibits all single-use plastics in the delivery of prepared foods, this includes straws, lids, utensils, plates, bowls, trays, containers, stirrers, cups,
5 Scottish Government (2017) Guidance on applying the waste hierarchy
6 https://www.facebook.com/shetlandagainstsingleuseplastics/ (Accessed 02/11/2018)
7 United Nations Environment Programme (2018) Single-use plastics: A Roadmap for Sustainability
and lid plugs 8 . In France, starting in 2020, most plastic cups, plates and cutlery will be totally banned 9 . The EU has announced draft plans that would, if progressed, see singleuse cutlery, cotton buds, straws and stirrers banned from 2021 10 .
12. In response to growing public concern about the environmental impacts of plastic more generally and DCCs in particular, café retailers and catering companies have undertaken a range of efforts to increase recyclability, and recycling outcomes of DCCs. These include better recycling provision, biodegradable cups, removing DCCs, and offering discounts to customers with reusable cups.
13. In summer 2018, the Scottish Government removed all DCCs from its estates, requiring all customers to use their own RC or one of the ceramic mugs provided. While in June 2018, the English high street coffee chain Boston Tea Party stopped providing DCCs, requiring customers to sit in, bring their own RC or pay a deposit to use the company's "loan cup scheme" 1112 . The supermarket Waitrose also stopped providing DCCs in 2018 13 .
14. In order to encourage customers' usage of reusable cups, a number of coffee retailers, including Costa, Starbucks and Pret a Manger, have offered discounts to customers bringing their own reusable cup. These discounts, typically £0.25-£0.50, are given to customers who take their beverage in their own reusable cup. In July 2018, Starbucks introduced a charge of £0.05 for paper cups, supplementing their £0.25 reusable cup discount, and in doing so became the first major coffee chain to charge customers for DCCs 14 .
15. Many businesses have replaced plastic-lined paper DCCs with 'biodegradable' alternatives, however, these products are in fact, 'compostable' and therefore do not break down during anaerobic digestion or in the natural environment. There are two overarching problems with compostable DCCs, and compostable packaging in general. First, businesses and consumers generally assume 'biodegradable is better', failing to realise that this is only true if items are appropriately disposed of; some studies suggest 'biodegradable' products are littered more often as they are perceived as less harmful to the environment 15 . Second, the existing waste system is not designed to collect and manage compostable packaging which is often indistinguishable from non-compostable products. As a result, nearly all biodegradable packaging is sent to landfill where it too produces methane gas.
8 https://www.santamonica.gov/press/2018/08/15/santa-monica-city-council-approves-expanded-banon-single-use-plastics (Accessed 02/11/2018)
9 https://www.independent.co.uk/news/world/europe/france-bans-plastic-cups-plates-cutlery-energytransition-for-green-growth-a7313076.html (Accessed 02/11/2018)
10
http://www.europarl.europa.eu/news/en/press-room/20181009IPR15501/plastic-oceans-meps-back- eu-ban-on-polluting-throwaway-plastics-by-2021
(Accessed 02/11/2018)
11 http://bostonteaparty.co.uk/blog/post.php?s=2018-04-23-boston-tea-party-bans-single-use-coffeecups (Accessed 02/11/2018)
12 http://www.bbc.co.uk/news/uk-43879019 (Accessed 02/11/2018)
13
https://www.bbc.co.uk/news/business-43709656 (Accessed 02/11/2018)
14 https://www.starbucks.co.uk/promo/5pcup (Accessed 02/11/2018)
15 House of Commons Environmental Audit Committee (2018) Disposable Packaging: Coffee cups. Second Report of Session 2017–19
16. Some café retailers have introduced in-store DCC recycle bins to capture source separated materials and have procured dedicated DCC recycling services from waste management companies. However, these bins are only effective if customers consume their drinks in store (in which case a DCC is unnecessary) or return to store to dispose of their DCC after-use. In-store recycling is therefore unsuited to 'on-the-go' coffee consumption. Other initiatives have involved introducing dedicated on-street DCC bins 16 . A study has shown however, that on-street DCC bins do not collect high volumes of cups and are prone to contamination 17 . The Glasgow Cup Movement, a collaborative project between Keep Scotland Beautiful, waste companies, quick service restaurants and packaging interest groups, aims to improve recycling and reprocessing rates for single-use cups across the Glasgow region
17. To be affordable and recyclable in practice, DCCs should not require a separate collection and recycling system but rather, be made of materials already compatible with existing on-street recycling infrastructure and collection systems.
18. An emerging trend among fast food and café retail chains is the 'zero waste to landfill' concept. Companies can achieve zero waste to landfill by ensuring that all waste produced is either reused, recycled, composted, or sent to energy recovery 18 . Energy recovery through incineration in the UK is typically cheaper than landfill, so this makes good business sense however, it is less preferable in the waste hierarchy than waste prevention. 'Zero waste to landfill' is different from 'zero waste' which involves eliminating waste from all business activities and fundamentally challenges the takemake-waste paradigm that existing business models are built around. There is also a view that 'zero waste to landfill' claims capitalise on low public awareness of waste incineration as a residual treatment option, allowing the public to infer that all waste is being recycled, and may limit further action towards waste prevention at the top of the waste hierarchy.
C Past drivers of change
19. Over the last two decades, consumer demand for coffee in the UK has grown dramatically, surpassing tea as the drink of choice 19 . Growing demand for coffee has led to the proliferation of coffee shops across the UK from 5,000 sites in the year 2000, to an estimated 20,000 in 2018. Today, 1 in 5 people in the UK are believed to visit a coffee shop every day, and approximately one half of all hot drinks are sold in disposable cups.
20. Single-use items have become a defining feature of our economy and consumer culture, transforming the way products and services are provided, and systems operate. In health and personal care, single-use items have become the go-to solution for ensuring hygiene and cleanliness. In the food system, single-use packaging dominates our
16 https://www.hubbub.org.uk/Event/recycle-your-coffee-cup-with-the-squaremilechallenge (Accessed 02/11/2018)
17 Hubbub (2017). #1 Moreshot Coffee Cup Recycling Project: Final Project Report.
18 https://www.carbontrust.com/news/2017/03/what-is-zero-waste-to-landfill/ (Accessed 02/11/2018)
19 https://www.independent.co.uk/life-style/uk-coffee-week-2018-british-people-drinking-millions-cupsday-consumption-rise-a8307206.html (Accessed: 02/11/2018)
supermarket shelves and dictates how products are produced, stored, transported and sold. In the hospitality sector, single use packaging, cutlery, straws, napkins, and sauce pouches have given rise to 'on-the-go' service models. The growing dependence on single use packaging such as DCCs which complement the 'on the go' and 'throwaway' culture has increased the volume of waste generated every day.
21. A major obstacle preventing greater recycling of single-use items has been the pace at which new products, materials and composites are placed on the market by manufacturers, without prior consultation with the waste management sector which is forced to react to new materials after they've already entered the waste stream. Reorienting to process these materials takes time and significant investment, assuming a market for the processed output even exists. The result is companies deploying new products and materials externalise the costs required to ensure they are properly recycled at end of life, which artificially lowers the cost of 'innovation'. It is widely recognised that the sheer number of different materials, particularly plastics, within the waste stream acts as a barrier to higher recycling rates. Were manufacturers and producers required to finance the infrastructure required to recycle their new products and materials, it is likely there would be a shift towards fewer materials and 'innovations', and an improvement in recycle rates.
22. Recent successful efforts to raise awareness of the detrimental effects of marine plastics have resulted in a series of high profile industry announcements; from supermarket Iceland pledging to be plastic free from 2023 and the UK Plastics Pact signed by 42 large UK retailers and food companies which aims to eliminate "unnecessary single-use plastic packaging" amongst other similar pledges by 2025 20 . This flurry of announcements can be attributed to the unprecedented level of public engagement and concern about the adverse effects from waste products and may present a welcome environment for further policy developments on this topic.
D Future drivers
23. Consumer demand for coffee will continue to rise. Estimates suggest that the number of coffee shops will also increase with the number of sites rising from 20,000 at present, to more than 30,000 by 2025, along with a concurrent increase in the numbers of DCCs 21 . Using the lower estimate of current DCC usage in the UK (2.5 billion), this would imply an annual usage of 3.75 billion across the UK, or 310 million in Scotland. Efforts to reduce DCC usage now will accrue significant benefits over this timeframe.
24. In the Programme for Government 2017, the Scottish Government announced the intention to form an Expert Panel to provide advice to the government on a range of problematic waste materials. DCCs were specifically mentioned as a focus 22 . At the same time the Scottish Government made a commitment to introduce a deposit return scheme for recyclable waste materials such as single-use drinks containers.
20 http://www.bbc.co.uk/news/business-43901328 (Accessed: 02/11/2018)
21 House of Commons Environmental Audit Committee (2018) Disposable Packaging: Coffee cups. Second Report of Session 2017–19
22 Scottish Government (2017) A nation with ambition: the Government's Programme for Scotland 2017-2018.
Consultation to inform the design of this scheme and the materials to be included took place during summer 2018 with results expected in 2019.
25. Inclusion of DCCs in the Scottish deposit return scheme was an option considered in this consultation. This would encourage consumers to return DCCs to participating locations to reclaim their deposit. Currently, no jurisdiction is operating a deposit return scheme which includes DCCs and it is unclear whether this will be taken forward in Scotland. If DCCs were included in the deposit return scheme it is likely new DCC reprocessing capacity would be required.
26. In January 2018, the UK Parliament's Environmental Audit Committee issued a report on DCCs which recommended a mandatory £0.25 charge for DCCs across the UK (the socalled 'Latte Levy'). The value of the proposed charge is informed by the widespread £0.25 reusable cup discount offered by major retailers. While a charge and a discount can be interchanged without affecting the price for the consumer, evidence suggests that a charge would be more effective than a discount in encouraging consumers to use a reusable cup – which suggests that retailers may lose more revenue from a charge compared to the current discount. Retailers lose revenue every time that a drink is sold at the discounted price because the value of the discount is higher than the price retailers pay for a DCC 23 . However because very few of their customers take up the offer of a discount, the total revenue lost is quite small. If more customers switch away from DCCs as a result of the charge, then a greater proportion of sales will be at the lower price – possibly resulting in a larger loss of revenue for retailers. This may explain why the proposed £0.25 charge has been opposed by both café retailers and the packaging industry.
27. Several surveys have found high public support for DCC charges. A 2017 YouGov survey commissioned by the Marine Conservation Society found 74% of UK respondents (72% of Scottish respondents) would support a DCC charge 24 . Two surveys conducted by Zero Waste Scotland as part of field trials found a similar level of support among customers exposed to a DCC charge 25 .
23 Market research conducted by Zero Waste Scotland indicated DCCs (including cup, sleeve and lid) can be purchased for <£0.10
24 Marine Conservation Society (2017). (Accessed: 02/11/2018)
25 Middlemass (2018); Zero Waste Scotland (2018) publication pending.
E Current interventions and their impact
28. Changes in consumer behaviour are required if a reduction in DCC usage is to be realised. To date a number of interventions have been implemented aimed at disrupting existing behaviours and nudging consumers to use reusable cups. These interventions are focussed around RC discounts, DCC charges and environmental messaging. Interventions which separate the price into two components, the drink and the cup, make consumers aware that they are purchasing two items and have been shown to be effective at encouraging RC usage.
Reusable cup discounts
29. Most major UK coffee retailers have offered a £0.25 discount (or equivalent) to customers bringing their own reusable cup, however, evidence and testimony from retailers themselves indicates that these discounts are ineffective at driving reuse behaviour, with reuse rates among major retailers consistently around just 1-2% of sales 26 . In 2015, Starbucks doubled its discount to £0.50 but six months later retracted it stating that it had no impact on reuse rates. In 2018, Pret a Manger increased its discount to £0.50 27 .
30. The difficulty in increasing RC use has been underestimated by major retailers, as evidenced by the experience of Starbucks. In 2008, Starbucks set a goal to sell 25% of drinks in reusable cups by 2015. To support this objective, the company sold a selection of reusable cups in store, and offered customers a £0.25 discount, however, by 2011, the reuse rate remained at less than 2%. In response, the company revised its 2015 target to a reuse rate of just 5% and introduced additional measures including the sale of a £1 RC, and a £0.50 reusable cup discount. In 2015 the reuse rate remained less than 2%.
Disposable cup charges
31. The Scottish carrier bag charge is a good illustration of how application of a (minimal) charge can drive behavioural change and a reduction in single-use items. Like DCCs, single use carrier bags were seen as both convenient for the consumer and an environmental problem. In Scotland, a £0.05 charge on all carrier bags was implemented in 2014 and drove an 80% decrease in use in the first year of implementation, equivalent to 650 million fewer bags in circulation 28 . An important difference between carrier bags and DCCs however, is the convenience of their reusable alternatives.
32. A number of studies have shown that a DCC charge, similar to the plastic bag charge, whereby disposable cups are sold separately from the beverage itself, is more effective at driving reusable cup usage than a reusable cup discount. This is attributed to 'loss aversion' or prospect theory which finds people will do more to avoid a perceived
26 House of Commons Environmental Audit Committee report (2018) Disposable Packaging: Coffee cups. Second Report of Session 2017–19
27 https://www.theguardian.com/environment/2018/jan/02/pret-a-manger-doubles-discount-forbringing-reusable-coffee-cups (Accessed: 02/11/2018)
28 Zero Waste Scotland (2015). Carrier Bag Charge 'One Year On'. (Accessed: 02/11/2018)
loss than to obtain a perceived gain of equal value 29 . These studies are summarised below:
a. A field trial in Cardiff applied a range of measures aimed at increasing RC usage across university and business café sites over a 5-week period. A £0.25 DCC charge was applied to a single site alongside other measures while RC discounts were applied to multiple sites. The study found reusable cup discounts had no effect on RC use, while the DCC charge significantly increased the reuse rate, with no impact on sales. The study also found offering financial incentives (+3.4%), reusable alternatives (+4.3%), and clear messaging (+2.3%) all positively affected reuse rates, with a combined net increase of (+12.3%) 30 .
b. Winchester University 31 implemented a £0.25 DCC charge across 3 café sites and issued free reusable cups to new and returning students at the start of term. This increased RC use from 21% to 33% (a net increase of 55%), saving 65,000 DCCs in the first year of implementation, with no reduction in sales.
c. In a 2018 trial with the Hubbub Foundation, Starbucks applied a £0.05 DCC charge across 35 stores in London selected to represent 'typical' demographics. Reuse rates more than doubled from 2.2% to 5.8% (a net increase of 164%) 32 which is notable given the charge was just 20% of the value of the pre-existing reusable cup discount (£0.25). The study found that transient customers such as tourists and shoppers are more difficult to affect (2.7%), whilst regular customers such as office workers (3.8%) and residents (3.7%) were most likely to change to reusable cups. Following the trial, Starbucks announced it would be expanding the charge to all 950 UK stores 33 .
d. Numerous other organisations are known to have applied DCC charging. The University of California (Berkeley) implemented a $0.15 charge and reported a six-fold increase in RC use 34 . Tufts University applied a $0.25 charge, and the reusable cup use rate increased from 3% to 8%, an increase of 163% 35 . Other organisations, including the University of Edinburgh, have implemented DCC charges in the last year (2018) though published data is not yet available.
e. Zero Waste Scotland has undertaken two full field trials in which 'cost-neutral' DCC charges were applied such that there was no net change in the cost of a beverage served in a DCC, the original price simply being split between beverage and cup. For example, under a cost-neutral charge, a coffee previously sold in a DCC for £2.00 would only cost £1.75, with an additional £0.25 charge for the
29 Barberis, N. C. (2013) Thirty Years of Prospect Theory in Economics: A Review and Assessment, Journal of Economic Perspectives, 27 (1), 173-196.
30 Poortinga, W. and Whittaker, L (2018) Promoting the Use of Reusable Coffee Cups through Environmental Messaging, the Provision of Alternatives and Financial Incentives, Sustainability, 10 (3), 873.
31 Chew Fancy a Brew? Presentation. University of Winchester (2018) (Accessed: 02/11/2018)
32 https://issuu.com/hubbubuk/docs/hubbub_starbucks_coffee_cup_charge_ (Accessed: 02/11/2018)
33 https://www.starbucks.co.uk/promo/5pcup (Accessed 02/11/2018)
34 https://serc.berkeley.edu/paying-the-price-of-disposable-cups-at-caffe-strada/#_ftn3 (Accessed: 02/11/2018)
35 Fisher, L.E. (2008) Signalling change: Studying the effect of price signals on disposable hot beverage cup consumption, Thesis. Tufts University. (Accessed: 02/11/2018)
DCC. These studies found simply splitting the cost of a cup of coffee between the beverage and the DCC resulted in a significant increase in RC use without negatively impacting sales or raising costs for consumers. They also found strong customer support for cost-neutral charging 36 .
f. In one of these two field trials, cost-neutral DCC charges were put in place of existing reusable cup discounts at four public sector catering locations over a fiveweek period. Baseline sales and reuse data from the five weeks before the trial, as well as the five weeks corresponding with the trial in the previous year were compared against trial data. The study found both £0.05 and £0.10 charges significantly increased reuse rates (average increase of 185% across the four sites) without impacting drink sales. Customer survey data found strong support for the charge and a desire to see DCC charging applied more widely. Many respondents stated the charge encouraged them to buy a RC.
g. In the other study, Zero Waste Scotland and NHS Scotland partnered to implement a £0.10 DCC charge at University Crosshouse Hospital in Ayrshire, reducing the price of hot drinks by £0.10 to ensure cost neutrality. In addition, plastic-lined paper DCCs and polystyrene soup cups were replaced with 100% polypropylene DCCs which could be recycled within the existing waste system, and Crosshouse staff were provided with free, reusable and 100% recyclable cups. In addition to paying £0.10 less for their drinks, staff using any reusable cup also obtained a stamp towards a free 10 th drink. RC use increased from 1% pretrial to 43% during the trial, while the recycle rate increased from 0% (the previous cups being unrecyclable) to 75%. Staff survey results showed strong support for making trial conditions permanent across NHS Scotland sites and for more retailers implementing DCC charges.
h. A 2016 Zero Waste Scotland study 37 explored the importance of convenience in consumer decisions to use a RC, comparing reuse rates at 5 workplace cafés with the average 1-2% reuse rates among major café retailers. The study found the average reuse rate (31%) was significantly higher at the workplace cafes, irrespective of the RC incentives offered. A likely explanation is the increased convenience, since employees can store their RCs on site (in their desk or locker) and avoid the inconvenience of carrying them around, except to and from the café. Workplace culture may also play a role.
33. While charging for DCCs reduces their consumption, it does not address the inconvenience of RCs which is a key barrier to their wider use. Unlike reusable carrier bags which can be easily carried in a pocket or purse, RCs tend to be bulky, require cleaning between uses and come with the risk of leakage and mess. As a result, they are a less convenient solution than reusable bags. To increase RC use, as well as making DCCs less desirable, the accessibility and convenience of RCs must also be improved.
34. If measures are not taken to improve the convenience and accessibility of RCs, financial incentives need to be high enough to compensate for the perceived inconvenience. A
36 Middlemass (2018); Zero Waste Scotland (2018) publication pending.
37 Zero Waste Scotland (2016). Unpublished.
YouGov study commissioned by Keep Britain Tidy found incentives ≥£0.50 would be required to cause a significant behavioural shift towards reuse. Future research to understand the shadow price of convenience in consumer decisions around RC use would help inform future policy.
35. The evidence shows that requiring DCCs to be sold separately to their hot drink contents is an effective way of changing consumer behaviour. More research is needed, however, to better understand the barriers and drivers that lead consumers to change their behaviour, or not, in the face of DCC charges and other interventions. Studies examining the impacts of carrier bag charges suggest that pre-existing intrinsic environmental motivations 38 and socio-economic background 39 are important drivers in reusable bag behaviour change. Studies of plastic bag charges also suggest that whilst the policy has been effective at increasing reusable bag usage, it has had limited 'spillover' to encouraging other pro-environmental behaviours 40 .
Reusable cup schemes
36. Another mechanism for increasing reusable cup usage is a deposit return system. Under such systems, café customers pay a deposit for a reusable cup which they can choose to keep or return to any participating retailer in exchange for their deposit. The returned RC is then washed and reintegrated into the deposit return system. This system provides consumers with most of the convenience of a DCC, while maximising the environmental benefits of RCs by reducing the total number required (through resource sharing) and maximising their reuse. They could also offer environmental benefits over customers bringing their own cup by ensuring that cups are washed in efficient industrial dishwashers. RC deposit return systems are common at German Christmas markets throughout the UK, and are increasingly prevalent in Germany's café retail sector and have recently been introduced in cities in Australia.
37. The City of Freiberg, Germany (pop. 250,000) signed up 105 cafés (60-70% total) to a scheme whereby cafés receive reusable cups issued by the city, then provide these to customers in exchange for a €1.00 deposit. Customers can keep the cup or return it to any participating cafe for washing to re-enter circulation upon which they receive back their deposit. Notably, vendors were reluctant to impose parallel charge on DCCs to encourage customers to use the reusable cup 41 .
38. RECUP is a Germany-wide deposit system for coffee-to-go reusable cups. Users register with an app which shows participating retailers, who pay €1.00/day to be part of the system. Consumers pay a €1.00 deposit to obtain their beverage in a RECUP and can then return the cup to any participating retailer in exchange for their deposit. RECUPs are made of 100% recyclable polypropylene can be washed and reused up to
38 Jakovcevic, A., Steg, L, Mazzeo, N., Caballero, R., Franco, P., Putrino, N. & Favara, J. (2014) Charges for plastic bags: Motivational and behavioral effects, Journal of Environmental Psychology, 372-380.
39Rivers, N., Shenstone-Harris, S., & Young, N. (2017) Using nudges to reduce waste? The case of Toronto's plastic bag levy, Journal of Environmental Management, 188, 153-162.
40 Thomas, G.O., Poortinga, W. and Sautkina, E. (2016) The Welsh Single-Use Carrier Bag Charge and behavioural spillover, Journal of Environmental Psychology, 47, 126-135.
41 https://www.sbs.com.au/food/article/2018/01/24/germany-citys-answer-disposable-coffee-cupsgenius (Accessed: 02/11/2018)
500 times. The RECUP scheme has been highly successful and is now operating across Germany, enabling rail passengers to purchase a coffee in Munich and return the cup in Berlin. RECUP also sells collapsible silicon based lids which customers can carry with them and fit to any RECUP 42 .
F Outstanding Evidence Gaps
* Consumer behaviour:
* What are the drivers behind increasing consumption of 'on-the-go' coffee?
* What are the barriers to increased consumer usage of reusable cups?
* How can consumer habits around acceptable cup behaviour best be disrupted?
* DCC Charges: Evidence suggests that DCC charges affect increased use of RCs however, a number of key evidence gaps are outstanding:
* Would a charge for DCCs be effective at reducing DCC waste?
* Will a DCC charge be as effective on a national level as on a localised level?
* Are reuse rates observed during DCC charge field trials sustained long-term?
* Does a DCC charge have positive spillover effects on other consumer behaviours?
* Is there an optimal DCC charge value? From a behavioural perspective, and in terms of business (both national retail franchises and small independent businesses), what is the best cost-benefit ratio?
* What other policies are needed alongside a charge to maximise cup reuse?
If a DCC charge is implemented at a national scale in Scotland:
* Should a specific charge value be imposed, or left to retailers to decide?
* Should it be a tax, or simply an obligation to sell DCCs separately?
* If a tax, how would it be regulated, managed and revenue spent?
* What would be the equalities implications of a DCC charge?
* Improving the accessibility and convenience of RCs:
* What is the shadow price of convenience with respect to DCC and RC use?
* What are the optimal environments and conditions for RC deposit return systems (e.g. airports, rail networks, shopping malls etc)?
* What are the combined impacts of integrated DCC charging and RC deposit return systems?
* How to minimise the transaction costs for both customers and retailers under an RC deposit return system (e.g. reverse vending and washing machines)?
42 https://recup.de (Accessed: 14/11/2018)
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The 'Story of The Slave'
1. Look at the labour camp ledger from Maryland and the 'Sale of Sugar Plantation' poster to answer the following questions:
* What is slavery?
* Who is enslaved?
* What are the difficulties with these sources in trying to understand slavery?
2. Look at the photographs of Harriet Ann Jacobs and Frederick Douglass and answer the following questions:
* How would you describe the facial expression of Harriet Ann Jacobs and Frederick Douglass?
*
What can you say about the clothes they are wearing?
* Does the background tell you anything about where or when the photograph was or might have been taken?
3. Read the extracts from books by Frederick Douglass, Harriet Ann Jacobs, Josiah Henson, Moses Roper, and Ellen Craft and William Craft to answer these questions:
* What is slavery?
* What happened to enslaved women, children, and men?
Q.3 continued
* How would you talk about the lived experiences of enslaved women, children and men?
* How did it effect family and friends?
* Are there different forms of slavery?
* Does the experience of slavery change depending on gender?
* Does the experience of slavery change depending on age?
* What is it be an enslaved person in the house owned by white enslavers and at the centre of a labour camp?
* What is it to be an enslaved person working in the fields of a white enslaver's labour camp?
* What space is there for enslaved people to express their agency?
* How would you define enslaved people's strategies of resistance?
* How would you explain freedom as defined by these authors?
* What is a white female enslaver and what is a white male enslaver?
* Is slavery different depending on where you live?
* How important is the first-hand testimony by enslaved people to understanding the history of slavery? What does it tell us and what does it not tell us about the experiences of enslaved people?
The History of Black Abolition
1. Read the extracts by David Walker, Nathaniel Turner, Maria Stewart, Sojourner Truth and Frederick Douglass to find examples of the following types of argument in their analysis of slavery:
* moral argument
* religious argument
* philosophical argument
* human rights argument
* existential argument
* political argument
* sectional argument
* anti-racist argument
2. How is the argument different when made by a formerly enslaved person versus a person born into freedom?
3. How would you define resistance to slavery? In what ways did enslaved people fight for freedom? Can you say something about the following strategies:
* Cultural resistance
* Physical resistance
Q.3 continued
* Military Warfare
* Intellectual resistance
* Moral resistance
* Imaginative resistance
* Using these sources, how did Black activists use their arguments to change white racist and white supremacist public opinions?
* How did Black activists fight white apathy to the antislavery cause?
* How did Black activists fight white racism?
* How is violence – physical, sexual, psychological – represented?
* How is language used as a tool of resistance by enslaved people?
4. Read the extract from 'Incidents in the Life of A Slave Girl by Harriet Ann Jacobs', what do you learn about the experiences of women during slavery?
5. Read the speech by Sojourner Truth on 'I am a Woman's Rights'. How would you summarise her arguments on enslaved and free Black women's rights?
The US Civil War
1. Read Frederick Douglass's speeches, 'Men of Color to Arms,' and on 'Abraham Lincoln' and look at the photographs and letters of Lewis Henry Douglass and Charles Remond Douglass and answer the following questions:
* What are Douglass's arguments in favour of Black men having the right to fight as armed combat soldiers in the Civil War?
* How important was it to Black men, enslaved and free, to have the opportunity to fight in the US Civil War?
* How did a white US racist government treat Black men who enlisted?
* What do the letters of Lewis Henry and Charles Remond Douglass tell you about the struggles the men faced? Emotionally? Politically? Physically?
* How important was the Black-led campaign for securing the Black men's right to fight in changing the opinion and practices of the US government in general and of President Abraham Lincoln in particular?
* What view does Frederick Douglass have of Abraham Lincoln and the white supremacist mythology that he is the 'Great Emancipator'? How do these sources tell us a different story?
*
African American Activists in Scotland
Read Frederick Douglass's speech 'Send Back the Money,' the 'Free Kirk and Her Boy Tammy', and the extract of My Bondage and My Freedom to answer the following questions:
1. Read Frederick Douglass's speech 'Send Back the Money'. How is Douglass protesting against the actions of the Free Church of Scotland? What are his arguments? How would you talk about Douglass's power as a speaker and an orator? How does he use a language of protest?
2. Read the 'Free Kirk and her Boy Tammy'. What is it about and how important is Frederick Douglass in this song?
3. Read the extract of Frederick Douglass's 'My Bondage and My Freedom'. What does Douglass say about his life as an antislavery campaigner in the UK? What does he say about the negative and positive aspects of his experiences? What are his white audiences' responses?
4. Look at the interactive maps 'Frederick Douglass in Edinburgh' and 'Frederick Douglass in Scotland. What do these maps tell us about Douglass' antislavery campaigns?
5. Look at the map 'Black Abolitionists in Edinburgh.' What does this map tell us about African American campaigners in Scotland?
The Anna Murray and Frederick Douglass Family
1. Read Frederick Douglass's letter 'To My Old Master'. What does Douglass say about his family? What does he say about his life and the life of his family as lived in slavery? And what does he say about his new life in freedom?
2. Look at the photographs of Anna Murray Douglass, Rosetta Douglass Sprague, Lewis Henry Douglass, Frederick Douglass Jr and Charles Remond Douglass: what do you learn about their lives? What are their facial expressions like? What can you say about their clothing?
3. Read Charles Remond Douglass's 'Some Incidents in the Home Life of Frederick Douglass'. What does this speech tell us about the home life of the Anna Murray and Frederick Douglass family?
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Preparation for Practice Supervisors and Practice Assessors
Supporting Effective Practice Learning
Unit 4 Feedback
Introduction
Feedback is an essential part of the learning process and all practice supervisors (PS) and practice assessors (PA) require the ability to give meaningful feedback. This unit is appropriate for the development of both PS and PA and will review the underpinning theory, models and importance of feedback, taking approximately two hours to complete.
Learning Outcomes
By the end of this unit you will be able to:
Critically analyse feedback models and how they are used in practice.
Critically discuss enablers and barriers to providing constructive feedback.
Appraise methods of giving, receiving and documenting feedback.
Supporting Effective Practice Learning |
Unit 2: Learning theory
Preparing to Feedback
Where are you now?
Take time
Consider your current knowledge and skills in relation to how you give feedback. What has your experience been of receiving feedback has it been helpful or difficult?
Record your thoughts.
The importance of feedback
Feedback
provides helpful information to describe the performance of an activity,
enables the learner to gain insight into their performance and to learn through experience,
must be factual and demonstrated with examples.
Feedback is an important skill, as when delivered well, feedback can be empowering and motivating. However, if delivered carelessly, feedback can be misunderstood or cause distress.
Verbal feedback is offered within the practice learning environment on a routine basis, both informally during the learner's experience and formally (to inform preparation for the assessment process). As a PS or PA, you will also record written feedback.
Supporting Effective Practice Learning |
Unit 4: Feedback
There are different types of feedback
Constructive – reinforcing, improving and developing. This allows growth and development as the feedback offers suggestion or improvement.
An example of constructive feedback - "You used effective communication skills when you completed the pre-operative checklist, however you forgot to ask the question on the second page, remember to always check that you have completed any form fully".
Positive – praise, value (if sincere and deserved – otherwise it is devalued and deemed meaningless).
An example of positive feedback – "I felt that you did well there, you used appropriate language and ensured that you were understood."
Negative – not for improvement, growth or development. Benefits the giver, not the recipient.
An example of negative feedback - "You did not ask the appropriate questions and I have to go back and complete this form for you now."
Feedforward - looks ahead to the next opportunity to perform and offers constructive guidance on how to improve.
An example of feedforward - "For your next placement I think it would be useful to concentrate on the verbal handover, to increase your confidence speaking to larger groups of the multidisciplinary team."
Feedback addresses the progress made towards the goal and focuses on a student's current performance. Whereas feedforward looks ahead to subsequent assessments and offers constructive guidance on how to do better, asking what further improvements need to be made to progress.
A combination of both feedback and feedforward helps ensure that assessment has a developmental impact on learning (Hattie & Timperley, 2007). Feedforward enables expectations to be clarified in advance and includes outlining what good performance is, e.g. goals, assessment criteria, and expected standards and how this could be achieved.
The most common feedforward questions are 'Where am I going?', 'How am I doing?' and 'Where next?'
Please read this article to develop your insight further.
You may also find the following short clips helpful.
Clip 1 – the joy of getting feedback
Clip 2 - try feedforward instead of feedback
Supporting Effective Practice Learning |
Unit 4: Feedback
Why focus on feedback?
Sometimes we can focus more on the negative aspects of feedback and to help us change this we will consider David Rock's model SCARF which is Status, Certainty, Autonomy, Relatedness and Fairness (Rock 2009).
The SCARF model shows that people are commonly motivated to stay away from perceived threats & move toward perceived rewards.
We need to ask for feedback in order to remove the threat element and increase the reward element.
Activity
Watch this clip that discusses the SCARF model, take notes and consider the following:
What might you do to support a more positive feedback culture in your clinical area?
How to give feedback and feedforward
Gather Information (multiple sources – wider team, service users, consider the accuracy, aim for shared experience/your observation, reflective discussion)
Be specific (what is going well, how you feel about the student's progress, refer to student learning outcomes for placement, give detail and examples – to encourage the same behaviour or avoid a behaviour)
Act timeously (students want and need positive and constructive feedback as otherwise they may develop an inaccurate perception of their performance, aim to give feedback as soon as possible)
Choose your words (don't be vague, don't use "kind of, sort of or maybe", use "I noticed, or I am concerned".
As the PS you will be working alongside the student and will be able to offer regular constructive feedback. This constructive feedback will also be documented as part of the interim assessment in their practice assessment documentation.
Supporting Effective Practice Learning |
Unit 4: Feedback
As the PA you will require verbal feedback regarding the students' progress in relation to the learning outcomes for the placement and the level that they are expected to perform at. Further guidance is found in the student's practice assessment documentation with regards to expectations of the level of practice.
Meaningful feedback allows the PA to liaise with the Academic Assessor (AA) within the HEI, to support the progression of the learner within the programme.
In summary
Do not react
Ask questions, gain further information
Consider the feedback
At all times think about your rationale, signposting, examples, impact, student self-assessment, what you wish the outcome to be and make a plan.
NHS Education for Scotland (NES) have produced a useful overview of the principles of giving and receiving feedback. Follow the link to view this and take some notes to support your learning.
Models of Feedback
We are now going to consider a few models that can support you to give effective feedback.
The feedback sandwich is perhaps the simplest and most commonly used model where you:
identify what went well,
suggest something that could benefit from change,
reinforce positive messages.
Another model is CEDAR - Context, Example, Difference, Agree and Review (Wildman, 2003). With this model you:
give the context,
give an example,
discuss the difference between the context and the example,
agree the plan for next time,
then review progress.
Supporting Effective Practice Learning |
Unit 4: Feedback
An alternative to consider is BOOST:
Balanced – focus is on areas of strength and development
Observed – feedback only provided on behaviours you have witnessed
Owned – avoid judgements and relate your feedback to observed behaviours only, not personality
Specific – back up your feedback with specific examples of observed behaviour
Timely – give feedback soon after the activity
The BOOST model encourages you to use a balanced approach and to provide a positive and constructive feedback. Follow this link to watch the short clip attached for more information about the model.
As a PS or PA consider how might you use any of the models described to support you to give effective feedback. Do you know of any other models or have you used other models to support you to give effective feedback in practice? Record your thoughts. To support your learning further pick a model and try it in practice and write up a reflective account and discuss with your colleagues.
Remember you may alternate between models of feedback depending on the situation you are in. In your role as PS or PA you will need to give verbal feedback before any written feedback is given. We will consider this more in the following section.
How to document feedback
In your role as PS and PA you will be required to document feedback to the student within the practice assessment documentation. When writing feedback, it is helpful to consider the language you use and ensure that it is simple, clear and easy to understand.
Does your written feedback match your verbal feedback? Take a few moments to reflect on this.
Some tips to help with this:
Avoid vague statements like "has a lovely manner " or "has done well," or "is well liked by the patients".
Consider phrases such as "settling in well" and "always wellpresented and punctual" these mean little to the student or to any PS or PA.
Be clear about what you mean and articulate exactly what you wish to feedback.
Supporting Effective Practice Learning |
Unit 4: Feedback
Your Practice Education Facilitator (PEF)or Care Home Education Facilitator (CHEF) will be able to support you if you have questions or concerns on providing feedback in practice.
Activity
Self-assessment
Stop and check your knowledge by reviewing the following statements. Then check the answer given below to check your understanding so far.
Feedback is a way to get people to do what I want.
Answer - Feedback allows the learner to clarify their learning needs and their progress so far.
Feedback is optional.
Answer - No. Feedback is essential in the learning process. Feedback allows the learner to clarify their learning needs and their progress so far.
PS and PA can expect feedback from learners
Answer - Yes, all learners may offer feedback to the PS and PA. Indeed, the PS and PA can ask for further feedback via Turas to support revalidation.
Giving feedback is the PA's role.
Answer - Everyone within the learning environment may offer feedback about the learner and to the learner.
PS does not need to document feedback
Answer - Practice supervisors may record written feedback.
Supporting Effective Practice Learning |
Unit 4: Feedback
What could affect your ability to give feedback?
Halo and Horn effects
Being objective when giving feedback is important and sometimes not easy.
There are many factors that may affect your ability to give objective feedback, such as:
The Halo and Horn effect where your impression of another can influence your thoughts and feelings about them negatively or positively. This may be because you had a negative first impression which makes you more likely to judge them in a negative way or conversely you have a good first impression which makes you more likely to overlook any negative characteristics.
The Hawthorn effect where the student may alter their behaviour because they know they are being observed.
Contrasting effects where the student may be compared to others unfairly. The assessment should be individualised against the criteria outlined within the practice assessment documentation not against other students.
Stereotyping where we might have different expectations that may be based on the stage within the programme that the learner is at, rather than the learner's ability or experience.
Activity
Consider what might affect your ability to give feedback:
I really like the learner
I dislike the learner
I don't know the student
I don't have the time
I have no opinion, nothing to say
I don't know what is to be learned – how can I give feedback
Supporting Effective Practice Learning |
Unit 4: Feedback
It is important that you are clear with the learner about the kind of evidence you are looking for and that it aligns with their learning outcomes. This will allow your feedback to relate to and inform achievement of the learning outcomes.
Activity
Choose three of the following scenarios and make notes: Consider how you would respond to the following:
1 Josh is a Year 2 student who has been performing well in placement. You are the PS and are aware that hat he has had consistently positive feedback in previous placements. Lately he has been arriving late and his uniform is not appropriate. Consider which feedback model you will use to support Josh.
2 Shona is a Year 1 student on her first placement in theatres, she is enthusiastic and excited. It is week three of placement, some staff have approached you, as her PS, to voice concern about Shona's ability to grasp basic concepts such as aseptic technique. What do you require to consider and where will you find guidance with regards to the level of learning and dependence for Shona's stage in the programme? What model do you prefer to use and how will you use the model to address your colleague's concerns?
3 Gemma is a Year 3 student on her penultimate placement. You are her PA, and feel that she is performing at a high standard. What do you require to consider in relation to feedback?
4 You are the PS supporting a Year 3 student. You have been approached by the student who is concerned that he is not being given the opportunity to undertake skills at the level he should, he states that he finds your supervision is too much. What will you consider – who can support you in relation to the level of dependence/supervision each student requires, who will you contact for guidance?
Supporting Effective Practice Learning |
Unit 4: Feedback
10
Activity (continued)
5 A colleague has been supervising Year 2 student, Orla, for one shift and has given you negative feedback in relation to her communication skills and conduct. You have not witnessed any concerns in relation to Orla's progress; as her nominated PS, what are you going to do? What will you consider in relation to the feedback models and how to give and receive feedback in practice? Write a reflection to add to your NMC revalidation portfolio.
6 Mary is a post registration student who is studying to achieve a specialist public health qualification, she is already an experienced, registered nurse. Mary has been working alongside her PS, Karen for a week. You are the PA and Karen has approached you to advise that she is concerned about Mary's clinical skills. What questions do you ask? What is your first priority?
7 You have been asked to become the PA for a student who is on their final placement prior to qualification and the PS has expressed concern about the conduct of the student. What are your initial thoughts? Who do you need to speak to?
Some of the scenarios above require you to have an understanding of your professional responsibilities in raising and responding to concerns regarding student performance, conduct and competence. More information is available within Unit 6.
Supporting Effective Practice Learning |
Unit 4: Feedback
11
End of unit summary
Throughout this unit you have explored the importance of feedback to address the following learning outcomes:
Critically analyse feedback models and how they are used in practice.
Critically discuss enablers and barriers to providing constructive feedback.
Appraise methods of giving, receiving and documenting feedback.
This unit links closely to the assessment of learners and creating a positive learning environment.
Helpful resources
David Rock SCARF model. Available at: https://www.mindtools.com/ pages/article/SCARF.htm
Unit 4
Summary of learning
Now you have completed Unit 4, the following is a summary of the information you will have learned.
The student is the most important person to consider when giving feedback
You can decide for yourself on a specific model of feedback
You must document within the practice assessment document - verbal feedback is not enough
The academic assessor must receive feedback from the practice assessor regarding the student
Feedback is always sought from the wider team in addition to the feedback given by the practice supervisor and practice assessor
Supporting Effective Practice Learning |
Unit 4: Feedback
12
References
Hattie J, Timperley H (2017) The Power of Feedback. Review of Educational Research. 77, 81 – 112.
Modic M (2016) Feedforward – Nurturing the Practice of Others. Journal for Nurses in Professional Development. 32, 47 – 48.
Rock D (2009) Managing with the Brain in Mind. Strategy & Business. [online] Available at: http://2uxlo5u7jf11pm3f36oan8d6wpengine.netdna-ssl.com/wp-content/uploads/2016/06/ ManagingWBrainInMind.pdf
Wildman A (2003) The CEDAR model. [online] Available at: https://www. annawildman.com/cedar-feedback-model.html#
Supporting Effective Practice Learning |
Unit 4: Feedback
13
ALTERNATIVE FORMATS
This resource may be made available, in full or summary form, in alternative formats and community languages. Please contact us on 0131 656 3200 or e-mail: firstname.lastname@example.org to discuss how we can best meet your requirements.
NHS Education for Scotland
Edinburgh EH3 9DN
Westport 102, West Port
Tel: 0131 656 3200
www.nes.scot.nhs.uk
© NHS Education for Scotland 2020
You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes if referenced in full. Use of this document for commercial purposes is permitted only with the written permission of NES.
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Developing the Young Workforce Work Placements Standard
September 2015
The standard recognises the rich learning that a young person can experience when they use and develop their skills in a work environment. It recognises that a work placement should help a young person to make informed career choices. The standard sets out expectations for the young person, employer, school and local authority and parent/carer before, during and after work placements. Implementation of the standard will significantly improve the quality of learning undertaken in the workplace.
This document can be downloaded from Education Scotland's website www.educationscotland.gov.uk/developingtheyoungworkforce
This standard is part of the suite of documents that includes:
* Career Education Standard (3-18) (September 2015)
* Guidance on School/Employer Partnerships (September 2015)
The documents will be revisited in March 2017 in light of experience and use.
Contents
Work Placements Standard | 1
Introduction
The Commission for Developing Scotland's Young Workforce was set up to consider:
* how a high-quality intermediate vocational education and training system, which complements our world-class higher education system, can be developed to enhance sustainable economic growth with a skilled workforce;
* how to achieve better connectivity and co-operation between education and the world of work to ensure young people at all levels of education understand the expectations of employers, and that employers are properly engaged; and
* how to achieve a culture of real partnership between employers and education, where employers view themselves as co-investors and co-designers rather than simply customers.
The Commission published its final report, Education Working For All! in June 2014 and, in order to better prepare children and young people for the world of work, made the following recommendation:
A modern standard should be established for the acceptable content and quality of work experience, and guidelines should be made available to employers. This should be developed by Education Scotland in partnership with employer bodies and Skills Development Scotland. This should involve input from young people. Work experience should feature in the Senior Phase Benchmarking Tool and in Education Scotland school inspections.
(Recommendation 3, Education Working for All, Commission for Developing Scotland's Young Workforce Final Report, 2014)
Developing the Young Workforce – Scotland's Youth Employment Strategy was published in December 2014. This strategy and implementation plan is the Government's response to Education Working for All! and sets out milestones over a seven year period with the aim of improving outcomes for all young people by 2021. This included a commitment to developing a new standard for work experience during 2015-16.
The Work Placements Standard is one of a suite of three documents, along with the Career Education Standard (3-18) and Guidance on School/Employer Partnerships, and should be seen as clarifying expectations and providing helpful support and guidance. The standard is built on the comprehensive advice and guidance presented in Curriculum for Excellence (CfE) and throughout the Building the Curriculum series. There is a particularly strong association with key messages contained in Building the Curriculum 4: skills for learning, skills for life and skills for work.
2 | Work Placements Standard
Context and definitions
Ever since the Education (Scotland) 1980 Act came into being, the general interpretation of work experience has been a week-long placement undertaken in S4 in partnership with an employer. Over time, the term 'work experience' has become synonymous with a stand-alone, week-long experience of the workplace. It is now the accepted understanding that within the context of Curriculum for Excellence and underlined by Developing the Young Workforce, this singular opportunity is not sufficient to provide a meaningful experience of work. Improving on the current offer was a priority highlighted by young people during consultation by the Commission for Developing Scotland's Young Workforce.
It is important to recognise that this standard refers to work placements throughout as opposed to the term 'work experience'. This change of terminology reflects the change in approach to one that is more personalised and flexible, with expectations set out before, during and after any placement and a greater focus on project based learning whilst in a workplace setting. Young people will experience the world of work through a range of activities throughout their broad general education leading to a more focused experience of work in the senior phase in the form of work placements.
Definition
Work placements should enable young people to experience a relevant, challenging, enjoyable and appropriate learning experience within the contemporary workplace. A placement should help the young person to make informed decisions about their future careers.
Work placements should adhere to a set of clear expectations for young people, employers, parents/carers, schools and local authorities on what work placements should deliver. The standard will also be used within the school inspection process.
The standard sets out the expectations for the main parties involved in work placements namely the young person, the employer, the parent/carer, the school and local authority, outlining the expectations in advance of, during and after a placement. The standard aims to raise the quality of the learning that a work placement can offer and to motivate and inspire all those involved.
Work Placements Standard | 3
There are currently a number of ways young people can develop skills for work from 3-18. The following list identifies some of these opportunities:
* Learning in simulated work environments
* Enterprise activities
* Mock interviews
* Careers events
* Research tasks
* Employer presentations
* Site visits
* Personal skills analysis activities
* Work placement activities.
The standard builds on the skills, knowledge and capabilities young people will learn and develop throughout their broad general education and senior phase, and provides a platform for further and more focused work-related learning. It should be used along with the Career Education Standard (3-18).
The standard applies to work placements for all young people and should support them to reflect on, and choose, future career pathways. A wide variety of models need to be considered in order to ensure a more individualised approach. This ranges from providing a number of bite-size placements through to extended placements. These may sit within the conventional school week or outwith it as appropriate.
Examples of models currently in use include:
* multiple introductory work placements (half day or single day experiences potentially increasing the exposure to the workplace over time);
* timetabled opportunities to undertake work placements at an agreed time each week within the school week, for a mutually agreed period of time;
* an introductory week-long experience to the workplace followed by additional opportunities; and
* placements undertaken out-with the school day (during term holidays e.g. internship model).
4 | Work Placements Standard
Any young person who is following a vocational pathway as part of his or her senior phase curriculum should have a work placement/placements linked directly to their pathway. For example, a young person undertaking an HNC in Engineering should experience an appropriate placement within an engineering setting. Placements should be planned alongside the particular course being studied and other elements of the pathway to enrich the learner's overall experience. A placement may require to be of a set duration in order to meet the requirements of a specific qualification; otherwise it should take place at a time and be of a duration that benefits the learner.
The young person's school or local authority will be responsible for the organisation of the placement, and will work closely with the college partner, training provider or third sector organisation to identify a suitable opportunity and to prepare the young person for the placement.
Partners should jointly support the young person after the placement to use the experience as the basis for further learning and skills development.
Work Placements Standard | 5
6 | Work Placements Standard
Expectations
Expectations
The expectations for work placements – before, during and after – are set out here for the following groups:
* young people
* employers
* parents and carers
* local authorities and schools.
Equalities
It will be the responsibility of all partners to address the issue of equality. While this standard is expressed as a universal entitlement for young people to gain experience of work, it needs to be clear that not all young people enjoy the same advantages, nor face the same challenges. Their backgrounds and circumstances must never limit their potential and all partners will seek to develop practice which ensures improved outcomes for all young people.
All stakeholders involved in any work placement should provide advice, guidance and opportunities that contribute to:
* eradicating discrimination; and
* promoting mutual respect and equality of opportunity across genders, social background, disabilities, ethnicities, sexual orientation and religions.
Work Placements Standard | 7
Young Person
In advance of a placement I will:
* have the opportunity to participate in work placements at a time that is mutually suitable for my needs, the employer and my school;
* be supported in my work placement in such a way that takes account of any challenges I may face in relation to my physical, social and emotional wellbeing and any specific support needs;
* agree the duration of my work placement with my employer, school and parent/carer. This will be flexible in order to give me maximum value from the experience;
* take ownership of my placement and have the opportunity to consider whether it is appropriate for my studies and my career aspirations, ability and capabilities, and to ask for an alternative if appropriate;
* agree with my school and employer which goals I aim to achieve during the placement;
* understand the conditions of the placement regarding the period of time, the expectations of the employer and the location along with dress and behaviour codes. This information will be available through my school/local authority and my own personal research. I will also know who my main employer contact is; and
* take every opportunity using my main contact within the organisation and with my school, before embarking on my work placement, to acquaint myself with any hazards that may potentially occur when I am there.
During a placement I will:
* complete my workplace learning plan and work toward achieving my agreed goals and targets;
* demonstrate the behaviours and attitudes that my employer would expect to see in an exemplary employee;
* follow training and instructions provided by my employer and will wear any PPE provided http://www.hse.gov.uk/youngpeople/workexperience/students-and-youngpeople.htm;
* take full advantage of the opportunities available to me to develop my skills, gain knowledge and develop a positive attitude; and
* reflect on the support provided by my employer and other partners to allow for adjustments to my participation.
8 | Work Placements Standard
After a placement I will:
* reflect on my learning as I continue with my studies – using my placement experience to support my ongoing learning;
* reflect on feedback from my employer, record it in my workplace learning plan, and agree any improvement action with my school/parent/carer;
* add relevant details of my work placement to my CV and (if applicable) to my social media profile;
* share my placement experience with school staff and my peers, highlighting the skills I have acquired and opportunities that were available to me within my specific work context; and
* take the opportunity to participate in a quality assurance survey of my work placement as a means of influencing local work placement policy.
Work Placements Standard | 9
Employer
We replaced work experience with personalised learning placements with an industry mentor. It works well – we gave ten people personalised placements last year and all of them went on to work for the organisation. This is all in stark contrast to the limited success we ever had with work experience. Media Employer
In advance of a placement we will:
* liaise with the local authority and/or school and the appropriate Regional DYW Group to promote our opportunities;
* ensure that risks are controlled before the placement starts: http://www.hse.gov.uk/ youngpeople/workexperience/index.htm;
* ensure that the placement will take place at a time that is mutually suitable for our organisation and the school and young person;
* identify key member(s) of staff from our organisation to support the young person on our placement;
* know who the school/local authority link person is to support the young person;
* be provided with, and consider, any information relating to age and stage details of the young person undertaking our work placement (in compliance with Data Protection) along with his or her career ambitions, particular interests, skills including any specific support needs; and
* have agreed the targets with the school and the young person for their workplace learning plan and begin to induct the young person into the organisation.
During a placement we will:
* support the young person by providing appropriate training and guidance, including a health and safety briefing, to enable them to both undertake essential tasks and explore areas of particular interest as we would with any new employee;
* provide ongoing feedback to the young person;
* offer a rich and varied experience which enables the young person to both understand our organisation's culture and practices, and to develop practical skills whilst undertaking meaningful tasks;
* take stock of the young person's knowledge and skills, and their views about our organisation in relation to our ethos and the way we work; and
* invite the young person to suggest ways in which our approach to work placements could be enhanced.
After a placement we will:
* take the opportunity to share our views on the young person's performance relating to their personal goals/targets with the school and young person;
* receive and reflect on feedback from the young person and the school regarding the placement and experience; and
* take the opportunity to participate in a quality assurance survey of the work placement as a means of influencing local work placement policy.
Work Placements Standard | 11
Parent/Carer
In advance of a placement I will:
* be invited to give my permission to enable my child to participate in a work placement opportunity which takes account of their physical, emotional and social wellbeing and any specific support needs;
* be fully informed of which organisation is providing the work placement, its duration and location;
* acquaint myself with the purpose of the placement and what my child should expect to gain from it;
* agree along with the employer and the school that the duration of the placement will be tailored to provide the best possible experience for my child;
* communicate, where appropriate, with the school link person overseeing my child's work placement; and
* be aware of my child's goals and targets concerning the work placement.
During a placement I will:
* support my child to complete the work placement and encourage his/her enthusiasm;
* encourage my child to think beyond the specific role they are carrying out to help them gain broad insights about what 'work' means for them; and
* show interest in their experience and discuss it with them.
After a placement I will:
* support my child to reflect on their workplace learning plan and feedback from the employer;
* encourage my child to use the work placement experience to think more about what they want to do in the future, how they will get there and the skills they will need to get a job; and
* take the opportunity to participate in a quality assurance survey of my child's work placement as a means of influencing local work placement policy.
Work placements should be practical, hands on, and linked to career aspirations. Parent of a Student in S6
Work Placements Standard | 13
School and Local Authority
Choosing the time of the placement - needs to be carefully monitored to ensure ALL young people actually have a work placement opportunity. A Secondary School
In advance of a placement we will:
* liaise with the appropriate Regional DYW Group to promote the placement opportunity;
* have robust record keeping in place which monitors and tracks where and when each young person participates in a work placement;
* ensure that the duration and timing of the placement will be mutually agreeable to the young person, the employer and the parent/carer;
* identify how the placement aligns with the young person's studies, career aspirations, abilities, and capabilities;
* ensure we pass on any information on the young person relating to their physical, social and emotional wellbeing and specific support needs (in compliance with Data Protection);
* note that the goals and targets the young person will be working towards during his/her placement are appropriate and productive and liaise with the employer until this is achieved;
* be satisfied that the employer/placement provider has arrangements in place to manage health and safety risks http://www.hse.gov.uk/youngpeople/workexperience/ organiser.htm; and
* prepare young people for their placement including information on health and safety in the workplace and how to deal with any issues which may arise whilst on placement.
During a placement we will:
* monitor and track the success of the placement in unison with the young person, parent/carer and employer, taking account of the length and nature of the placement, and the needs of the young person; and
* work with the young person, employer and the parent/carer to resolve any issues that may hinder a successful placement.
After a placement we will:
* support the young person in maximising the learning from the placement learning and retain evidence from the workplace learning plan for relevant certification;
* ensure the work placement quality assurance process is contributed to by constructive feedback from the young person, the employer and the parent/carer;
* give feedback to the employer on any aspects of the placement that were particularly strong or might be enhanced – from both the young person's view and the school's;
* explore ways for the whole school community to gain maximum benefit from the placement, enabling the young person to continue developing their skills to enhance learning and teaching;
* identify ways of sharing knowledge of the workplace with staff and young people; and
* grow relationships with the employer alongside our school's self-evaluation processes. This will contribute to the Career-long Professional Learning of staff.
Work Placements Standard | 15
Guidance and Support
Education Scotland will work with local authorities, employers, parents and young people to support the implementation of the standard. This will include the co-production and sourcing of toolkits to support schools and local authorities to adopt and test out new approaches to work placements. The toolkits will include resources from different localities across Scotland and are being designed to enable schools and local authorities to source what they need depending on their own context and environment.
The toolkits will aim to include information on:
* duration and type of placements;
* work placements at the core of the learner experience – timetabling case studies;
monitoring and tracking of work placements including management information
* systems;
*
workplace learning plans;
* accreditation and certification;
* improvement planning and policy development;
* professional learning resource – maximising placement for staff and young people;
* insurance;
* health and safety: http://www.hse.gov.uk/youngpeople/workexperience/index.htm;
* child protection;
* equal opportunities including gender and disability participation;
* Investors in Young People Accolade; and
* employer support including developing project-based placements.
Information on the toolkits and other sources of support will be regularly updated on the dedicated Developing the Young Workforce webpage within the Education Scotland website:
www.educationscotland.gov.uk/developingtheyoungworkforce
Appendix: Work Placement Chronology
Education (Scotland) Act 1980
The Education (Scotland) Act 1980, as amended, provides the legal basis to allow students below the statutory school leaving age to participate in work placements from 1 May prior to a young person's statutory leaving year.
Determined to Succeed: A Review of Enterprise in Education 2002
In 2002 the Determined to Succeed Review Group recommended that all pupils over the age of 14 should have an opportunity for work-based vocational learning linked to accompanying relevant qualifications.
Work Experience in Scotland 2008
In 2008, the Scottish Government commissioned a review of work experience to establish the range and nature of opportunities provided across the range of pupils' abilities and needs; to gain a full understanding of these; to highlight examples of good practice in a global context; and to make recommendations for new and improved models.
Building the Curriculum 3: A framework for learning and teaching 2008 (Entitlements for all children and young people)
Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18…Those planning the curriculum have a responsibility to plan, in partnership with others involved in learning … building on prior learning and achievement in a manner appropriate to the learning needs of the individual.
Every child and young person is entitled to develop skills for learning, skills for life and skills for work…Children and young people should have opportunities: to build knowledge and understanding of the workplace, what employers may expect of them and what they should expect from employment.
Work Placements Standard | 17
Building the Curriculum 4: skills for learning, skills for life and skills for work 2009
Curriculum for Excellence offers the flexibility for a more individualised approach to work placements which is relevant and meaningful for young people providing opportunities for them to consider the skills they will need in advance of their placement, to practise and develop their skills and to reflect on their experience post-placement.
Curriculum for Excellence can best be delivered through partnership working. All establishments should work with partners and share a common understanding and language around skills development and application. Together, they should plan and deliver learning and other experiences which meet the needs of individual children and young people.
Commission for Developing Scotland's Young Workforce Interim Report 2013
…the approach to work experience needs to be developed to allow young people to have a richer experience of the workplace.
Education Working For All! Commission for Developing Scotland's Young Workforce Final Report 2014
Recommendation 3: A modern standard should be established for the acceptable content and quality of work experience, and guidelines should be made available to employers.
Recommendation 33: Career advice and work experience for young disabled people who are still at school should be prioritised and tailored to help them realise their potential and focus positively on what they can do to achieve their career aspirations.
Recommendation 37: … Large public and private sector employers should be encouraged and enabled to provide an ongoing package of mentoring, work experience and other employment related support to young people in care.
Developing the Young Workforce – Scotland's Youth Employment Strategy 2014
The key message we have had from young people on our Interim Report is their need for significantly enhanced quality work experience while at school and college.
Sir Ian Wood
Chair of the Commission for Developing Scotland's Young Workforce
Fundamentally, this is about ensuring a work relevant educational experience for our young people. It is about all of us valuing and understanding what a rich blend of learning, including vocational education, can offer. It is about employers playing an active role, both shaping and benefiting from Scotland's education system by helping to create the talent pool they need and recruiting young employees. Ultimately, it is about the future workforce, our young people, making informed and ambitious choices about jobs and careers, ready to take their place in the world as effective contributors.
Rosanna Cunningham MSP
Cabinet Secretary for Fair Work, Skills & Training
Work Placements Standard | 19
Glossary of Terms
DYW Regional Groups – employer led groups whose purpose is to encourage and support more employers to engage with education and to employ more young people.
PPE (Personal Protective Equipment) – protective clothing, helmets, goggles, or other garments or equipment designed to protect the wearer's body from health or safety risks at work.
Investors In Young People Accolade – an accreditation framework that offers recommendation and guidance for organisations recruitment, retention and development of young people. http://www.investorsinyoungpeople.scot/
Timeline
Work placements are an aspect of learning that all young people are entitled to experience as part a coherent curriculum from 3-18. The timeline below outlines the policy landmarks which directly affect experience of work leading up the development of this new national standard.
Education Scotland
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Inquiry into teenage pregnancy
YWCA Scotland
This submission of written evidence is compiled from discussions with and feedback from young parents involved in our Teen Parent Project, own practitioners involved in planning, delivering and evaluating activities for and with young women and girls and representatives of partner organisations who engage with children and young people in their work. It is supplemented by evidence from research and evaluation of YWCA Scotland's own activities.
About YWCA Scotland
YWCA Scotland inspires girls and young women (particularly those experiencing disadvantage,) to achieve their potential through developing skills, confidence and leadership and through challenging barriers they face. As the only national charity addressing gender inclusion to improve the well-being and rights of children and young people, our activities include:
- Direct engagement with young people (primarily 9-19) through evidenceinformed group activities, short life projects and initiatives to support active citizenship.
- Training and support for other organisations to promote Equality and Human Rights and improved gender inclusion in their work with children, young people, families and communities.
- Representing the voices and issues of young women and girls in forming policy at all levels through consultation, partnerships, networking and campaigning.
Do you have any views on the current policy direction being taken at the national level in Scotland to reduce rates of teenage pregnancy?
We believe current policy direction at national level is having limited impact on the rates of teenage pregnancy. Although there are examples of good practice, there are marked variations in availability, accessibility and approach taken throughout Scotland.
Schools have considerable discretion on the content of their sex and relationship education programmes. This means the level and appropriateness of information and support given depends largely on where a young person lives. Out-of-school learning and support opportunities (e.g. NHS led, voluntary sector, etc.) "fill the gaps" for some young people, particularly where they are unable to engage effectively with school-based initiatives. But since this provision also varies locality to locality, many young people are still missing important messages on sexual health and relationships because of where they are and/or challenges they face in accessing existing services (e.g. additional needs, being in care, excluded from school, care responsibilities, etc.)
Young mothers and fathers we spoke to weren't really aware of national policies or approaches to preventing teen pregnancy, although some thought the government tried to discourage teen pregnancy by making it harder for young parents to access housing and benefits. This suggests that messages about the government's aspirations on teen pregnancy are not reaching those young people most at risk.
YWCA Scotland believes a Scotland-wide, holistic, evidence-informed and multi-pronged approach is needed, based on building self-esteem, information on sexual health and active consent and encouraging healthy, equitable relationships. This will enable young people to make informed choices about their lives and relationships, and believe this will contribute to a reduction in unplanned pregnancies amongst teenagers.
Do you have any views on the action being taken at the local level by health boards, local authorities and other relevant organisations to reduce teenage pregnancy, particularly in the under 16 age group?
Although many local areas have active multi-agency partnerships on sexual health, many practitioners felt that they were not always good at disseminating information to organisations that engage with young people, particularly voluntary agencies.
Many respondents suggested much more could be done to share information on work taking place and improve collaboration across agencies to reduce duplication and identify gaps and emerging needs. Also, there is a need to identify and share the most effective models of practice (through drawing in research and robust evaluation of outcomes,) so these can be cascaded and funding invested in work most likely to achieve positive outcomes.
What are your views on the relationship between high levels of teenage pregnancy and socio-economic inequality?
While there is evidence of higher teen pregnancy and parenthood rates in poorer areas, the relationship between levels of teen pregnancy and socioeconomic inequality are complex. Greater economic security and opportunities can contribute to a more positive view of the future, giving young people the sense of having more choice – including the choice to delay having children to a later point in life.
Some young people said they believed being a teen mum was considered more acceptable, or even positive in some areas and not in others. They suggested that young people attending schools in "more affluent" areas were more likely to seek an abortion because having a baby was seen as less acceptable amongst families and communities there. Some related that having a baby can give some people a sense of purpose, particularly when they don't feel they have many other options in life.
What are the barriers and challenges to making progress in achieving positive change in communities that might lead to reductions in the levels of teenage pregnancy?
Young people in particular cited local values, traditions and the views of family and peers as barriers to reducing teen pregnancy in many areas. Where young people felt they didn't have many choices for the future, they may think having a baby will give them a sense of purpose and sense of being "grown up."
Young parents taking part in our evaluation of the Teen Parent Project last year reported that they were reluctant to engage with "mainstream" services (e.g. family planning, ante natal, parenting, etc.) because they felt they would be judged, both by other clients and practitioners. There was a strong theme of the stigma surrounding young people's sexual behaviour and teen pregnancy being a barrier to young people accessing helping services.
From our work with young women and girls, we are concerned that young women in particular may not have fully informed choice regarding their sexual relationships and use of contraception. Our survey of youth workers in 2011 found that 37% had been told by young people that they'd felt pressured to engage in sexual activity that they didn't want. Our partnership consultation with 15-16 year old girls in 2010 found many thought sex was "for the man's pleasure," and not unusual for women to be expected to engage in sex even when they didn't really want to.
This echoes Wight, et. al's (2008) 1 study of sexually active Scottish and English 13-16 year olds. Twice as many young women reported they were likely to have felt pressure to have sex their first time and twice as many young women regretted that experience. Ringrose, et. al. (2012) 2 and Phippen (2012) 3 documented the increasing use of mobile and digital technology for sexual bullying, controlling and blackmailing young women to have sex.
Wood, et. al's (2011) 4 English study of disadvantaged young people (e.g. in care, excluded from school, pregnant teens, etc.) showed disadvantaged young women were at a much higher than average risk of being involved in abusive, controlling relationships. Those in care were especially at risk of sexual violence and 2/3 of pregnant teens had experienced physical violence from a partner.
1 http://www.ncbi.nlm.nih.gov/pubmed/19067936
3 http://www.nspcc.org.uk/inform/resourcesforprofessionals/sexualabuse/sexting- pdf_wdf93254.pdf 4
2 http://www.nspcc.org.uk/inform/resourcesforprofessionals/sexualabuse/sextingresearch-report_wdf89269.pdf
YWCA Scotland is concerned that sex education and teen pregnancy reduction initiatives often fail to recognise that many young women lack agency with regard to managing their intimate relationships. This means initiatives based primarily on providing "biological" information about sex or encouraging use of condoms could be largely ineffective.
We believe a comprehensive and consistent approach across Scotland which is based on encouraging healthy, equitable relationships, including clarity on active consent is needed. This needs to include initiatives in schools, but also within community based activities, which can reach those who do not engage effectively with schools. This should be provided through methods appropriate to the ages, stages and abilities of young people.
To be most effective, these should be coupled with policies and activities that promote Equality and Human Rights and challenge gender stereotyping, sexist attitudes and behaviours and other forms of discrimination (e.g. racism, disablism, homophobia, etc). Practitioners will also require training and support to have the knowledge, skills and confidence to implement initiatives effectively.
We also must ensure there are mechanisms for young people themselves to be involved in shaping policies and planning, delivering and evaluating services both to ensure that they are relevant and to their needs, to encourage self-advocacy and support opportunities for peer learning and peer support on sexual health, relationships, pregnancy and parenting.
What are your views on the current support services available to young parents / young mothers (e.g. range of services, focus of services and whether services are being delivered in the most appropriate settings?
As with initiatives to prevent teen pregnancy, provision and effectiveness of information and support to young parents and children varies between and in Local Authority areas.
Projects to support pregnant teens and young mothers to continue in education were cited by some as important for helping young people achieve positive well-being and future economic outcomes, so beneficial both for them and for their children. However, these are not available in all areas.
Early evidence shows that Family Nurse Partner initiatives which give intensive support to young mothers also contributed to more positive outcomes. However, these are not available in all areas and exclude many young people who do not meet the prescriptive requirements of the model (e.g. presenting late in pregnancy, become pregnant a second time, move out of the catchment area, feel unable to commit to a lengthy programme, etc.)
The YWCA Scotland Teen Parent Project (TPP) provides flexible support to young parents to build their confidence, improve their engagement with existing helping services and encourage positive peer support. Evaluation has shown it contributes to increased self-esteem, sense of well being and improved engagement with other helping services. YWCA Scotland and our partners, Fife Gingerbread, are seeking funds to sustain and develop the work. However the future is uncertain after current funding expires in June 2013.
We believe it is important to recognise that there will never be a "one size fits all "solution to preventing teen pregnancy or supporting pregnant teens. Therefore, a range of evidenced models of practice in varied settings (e.g. youth work, schools, health, etc.) may be required to have the greatest impact. However, we believe it is vital that all agencies work closely together, valuing the contribution each partner can make, and commit to an approach of collaboration rather than competition, or remaining within "professional silos."
Are there specific initiatives that you would wish to highlight to the Health and Sport Committee that you consider indicate good practice with regard to reducing teenage pregnancy rates in Scotland, either in the public sector, voluntary sector or in partnership?
YWCA Scotland engages with disadvantaged young women and girls to build their self-esteem, skills, confidence, leadership and ability to make informed choices. We also provide training and capacity building support to other organisations to "cascade" examples of good practice and embed a genderinclusive approach to work with children and young people. Working within such a framework provides a foundation for building young peoples' selfrespect and respect for others within relationships, enabling them to make more informed choices about sexual activity, relationships and pregnancy.
Are there specific approaches to reducing teenage pregnancy that are not currently getting sufficient attention in order to affect positive change for children and young people?
We believe there is a risk in focussing just on initiatives that aim to reduce teen pregnancy. As stated in the response to Question 9 above, there are a range of wider social, economic and political factors that contribute to teen pregnancy. It is essential to incorporate evidence-informed activities that build self-esteem (particularly of girls and young women) and explore the influence of sexualisation and sexualised messages in popular culture. In addition, activities must challenge gender stereotypes and the "normalisation" of sexual harassment, abuse and control in relationships and encourage healthy, consensual sexual relationships aimed at both young women and girls. Such work is vital to ensure that young people have the knowledge, confidence and support to make more confident, informed decisions about sexuality and sexual relationships.
YWCA Scotland provides activities that embody these principles through direct work with young people. The charity also provides training and support to other organisations to improve gender inclusivity in their work with children, young people, their families and communities. From this foundation, organisations can plan and deliver more effective sexual health and relationship programmes for young people, which we believe in turn will result in fewer unplanned teenage pregnancies.
Do you have any comments on any other aspect of teenage pregnancy policy or examples of good practice that you wish to raise with the committee?
We believe it is important to challenge the assumption that teen pregnancy always results in poor outcomes. This contributes to the stigma that prevents many young people accessing services and impacts on practitioners views of young people themselves.
We would also like to reaffirm the importance of tackling gender discrimination in all support activities, encouraging young people to have healthy, equitable relationships built on active consent to enable fully informed choices on sex, pregnancy and parenthood.
Kim Smith National Co-ordinator YWCA Scotland
7 February 2013
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Interdisciplinary Learning: ambitious learning for an increasingly complex world
A thought paper from Education Scotland, NoTosh and a Co-Design team from across Scotland
```
Introduction Overview COVID-19 What is IDL? Key challenges and suggestions The whole person - knowledge, skills and wellbeing Lifelong breadth in learning Learning with purpose, with partners Suggestions IDL is Learning More than just "engagement": deep thinking and deep learning Collaborative learning, teacher coaches Shared goals, not dictated goals Suggestions Realising ambition, embracing opportunities and building confidence Challenge realises ambitious learning, opens opportunities Build confidence through a shared language Suggestions: References Participants in the Co-design Team
```
Introduction
Overview
Despite being at the heart of Scotland's Curriculum of Excellence (CfE), interdisciplinary learning (IDL) has not yet become a habitual learning approach in all of Scotland's schools. It exists, and it is a way of thinking and learning that can have a significant impact on improving student engagement and performance, but its application and quality is inconsistent. There are still questions for many educators about what it is, what it isn't, how to plan it effectively with colleagues, and where in the learning process it should come.
The Refreshed Narrative on Scotland's Curriculum was launched in September 2019. It aims to
* celebrate the successes of CfE and build confidence for future development;
* maximise and develop opportunities to meet the aspirations of our learners;
* stimulate fresh thinking about Scotland's curriculum;
* engage in professional dialogue in curriculum design and inspire, share and nurture innovation.
Interdisciplinary Learning (IDL) is a vital component to achieve all four of these, and needs a concerted effort from everyone in the profession to understand what it is, and how to engage with the planning, pedagogy and mindset that will open up greater opportunities for learners. The rationale is further amplified by the increasing complexity and interdisciplinary nature of the way the world works: in life, in business and in public affairs. Discipline specialism has been the driving force for centuries of educational effort, but it is polymaths, generalists and 'T' thinkers with interdisciplinary thinking who are required across the board to make sense of ever more complex and global issues.
In January 2020 Education Scotland engaged NoTosh, a design thinking agency, to collaboratively plan a series of creative curriculum co-design events to be delivered in a creative and interactive way, and generate a set of recommendations from the profession, for the profession.
Representatives from local authorities and national partners embarked on three days of curriculum design thinking on two themes: Learner Pathways and Interdisciplinary Learning. This is our paper on Interdisciplinary Learning (IDL).
Our thoughts are focused on three key considerations:
* The whole person - knowledge, skills and wellbeing
* IDL is Learning
* Realising ambition, embracing opportunities and building confidence
COVID-19
Our final IDL engagement session was due to take place the week Scotland went into lockdown. As schools across Scotland closed as a result of the Covid-19 pandemic, we gave time to our codesign partners to lead their communities through challenging times ahead. And yet, the need for learning at home to be as rich and engaging as it could be kept bringing our participants' attention back to IDL: anecdotal and initial research evidence shows that most successful home learning experiences were interdisciplinary in nature, built on children and young people's interests, and gave them the autonomy to work out how to plan their own learning (Huang, R.H. et al. (2020).
We brought our participants together into two short online sessions to bring their input to a head, and the emergent pre-pandemic conclusions seemed to come into even sharper focus.
We are determined that education in Scotland doesn't just go 'back' to whatever was there before. We see the impressive array of material schools and local authorities have exhibited daily during this crisis to show how young people and their practitioners have grasped this challenge, and many young people have visibly thrived. However, we are mindful that this has not been the experience of every young person. Inequities may have reappeared.
At the same time, there have been early anecdotal stories of some young people achieving far more through experiences of learning at home, which have been largely based on more dialogic, collaborative, open-ended IDL practices (Li, 2020). The "old" way doesn't suit every learner, and the "new normal" we've experienced this spring doesn't work for everyone either. So schools may want to consider how programmes work for both extremes.
There is a chance to build on the innovation and positive outcomes some have managed to create in spite of this crisis, and ensure that every young person in Scotland has the opportunity to build the resilience, skill and mindset that empowers them to own more of their own learning.
We have watched how organisations and their staff have had to use their own skills and innovation to adapt to survive. This ability to cope and adapt to the fragility of 21 st century life was a key concept throughout discussions with the IDL group. Now, perhaps more than ever, schools must be places where young people learn and develop a rich knowledge, but also the skills to thrive in a future which is increasingly unpredictable. That learning does not and should not solely sit within the confines and limitations of traditional silo-ed subjects.
Through real-life experience, we have learned the value that each person contributes to our society. We now know for certain that in times of crisis, the resilience, big picture thinking, communication and creativity of a shop assistant or care worker is as valuable to us as our law enforcers or medical professionals: this should be reflected in what we value in Scottish schools today. The learning experience of each child at school today, and their capacity to learn swiftly from deep experiences, will decide how well we cope with future challenges.
'Skills are central to achieving sustainable, innovation-driven economic growth and social inclusion', OECD (2020)
What is IDL?
Defining and agreeing what IDL is has been a source of discussion for some time and has an impact on its implementation in practice. Global influencers such as the OECD, for example, refer to IDL as one form of cross curricular learning. The discussion on definition formed a large part of the work of the co-design group. What follows is the group's definition of IDL.
Interdisciplinary Learning is a planned experience that brings disciplines together in one coherent programme or project. The different disciplines plan and execute as one. These disciplines might fall within one curricular area (e.g. languages, the sciences) or between several curricular areas. IDL enables children and young people to
* learn new knowledge or skills, and develop new understanding of concepts;
* draw on prior knowledge, understanding and skills;
* transfer and apply that collective knowledge to new problems or other areas of learning.
This is different from learning, for example, which takes place when several disciplines or subjects are linked up through a common theme or topic, but the student's experience and educator planning is discreet, or separate in each discipline or subject. This can be referred to as multi-disciplinary learning.
Key challenges and suggestions
The whole person - knowledge, skills and wellbeing
Lifelong breadth in learning
Individual disciplines provide great opportunities for young people to gain depth and specialism, but this can be at the expense of tackling the ambiguity of challenge that they will face in whatever walk of life they enter. Many disciplines have been fragmented by carving the curriculum up into subjects, making broad interdisciplinary learning hard to achieve.
82% of graduate employers would consider graduates across all degree subjects (The Royal Society of Edinburgh, 2019). Disciplines are important, but so, too, is the capacity to apply thinking in different disciplines. Increasing numbers of further and higher education institutions are creating interdisciplinary courses that hope to develop more 'T-shaped' people (Heikkinen, 2018; Saviano et al 2016). The vertical bar of the letter T represents the depth in a single subject or discipline, with the horizontal bar expressing the ability to collaborate across disciplines. In Scotland, the metaphor of pillars and lintels has been used to express the same idea:
Interdisciplinary working requires that all subjects should continue to be founded on deep and coherent pillars of knowledge and understanding. Interdisciplinary understanding will lack rigour and utility if it is not part of a structure in which the disciplines are the pillars with interdisciplinary working as the lintels. Without the pillars, the lintels will fall. These pillars and lintels are supported by foundations – routine competences, aptitudes, knowledge, skills and methods in and across subjects, including basic literacy and numeracy.
Graham, C. (2019)
Creating interdisciplinary experiences that bring together the breadth of disciplines depends on schools creating ample co-planning time for practitioners from across those disciplines, providing the time and expertise for upskilling of those in the profession, and initial teacher education placing greater emphasis on the craft of planning and supporting IDL in the classroom.
Beyond the Broad General Education, from early years to S3, qualifications need to reflect the complexity of interdisciplinary learning: we need more qualifications designed for the experiences young people need, not what is easy to administer and manage. There are a smattering of courses and qualifications which actively pursue an IDL experience. For example, the Scottish Baccalaureate in Expressive Arts, Languages, Science and Social Sciences requires three different courses, two of which have to be at Advanced Higher and one at Higher. It also requires the Interdisciplinary Project unit, which can also be taken as a standalone qualification. And already in colleges and universities, assessment formats have been rethought away from traditional essays to richer, more formative assessments that show student growth. It is not the assessment of discrete subjects alone that will drive the closing of our attainment gap, nor create the heightened skill, empathy and practice at dealing with complex new challenges: rich interdisciplinary learning experiences can help achieve all of this.
There is still a perception in some quarters that an IDL experience may not have the same currency as learners learning in more traditional ways: there is no evidence of this, but the perception may act as a block to practice moving forward faster.
In IDL, there is often an emphasis on learner thinking creating a positive impact on their immediate world, or in the wider community. It has, in their eyes, a real-life purpose.
That real-life purpose needs to be realistic, too - IDL is not about learners solving global poverty. But they will have opportunities to show off their learning, sometimes in public, and as a result their learning has to be tangible and 'worth' showing.
To create learning that's worth showing, we might also question what is worth teaching: Scotland is fortunate to have flexibility in its curriculum, and has had national debate on what a Scottish education is designed to achieve. So merely continuing, unquestioning, to fill up a curriculum with what we used to do decades ago is missing an opportunity to rethink what matters most. Our curriculum should be dynamic and flexible enough to create new experiences that bring disciplines together in creative ways, but we also need practitioners and schools to design, with intention, what knowledge and skills populate the curriculum, at which point.
That kind of relevance will often require partners to lend a helping hand, sharing their ideas and challenges for learners to attempt a solution, for example. Partners might be not-for-profit organisations charities, businesses, or colleges and universities. Practitioners cannot be expected to be experts in all the potential areas an IDL experience might touch, but helping learners make connections, do research, and work with a network of partners can open the doors on a richer context in which to learn.
This kind of experiential learning is not easy for practitioners to organise as learners head into later years of secondary school today - we need to develop a pipeline of learners with the skills, mindset and expectations, while also freeing up practitioners from structures that get in the way of their co-planning. Another assist for practitioners comes from the development of a partnership network. IDL doesn't just need practitioners to collaborate beyond their classroom or their corridor: Developing the Young Workforce (DYW) has already had a significant impact on engagement and positive destinations for young people, but the same partners can continue to enrich what goes on in the classroom, too.
Planning learning with partners takes time, and time with the right people around the table at the same time. It's not just timetabling of learners that needs rethought, but timetabled time for practitioners and partners to co-design experiences needs set aside. However, the impact of these deep, creative and engaging experiences on both learners and practitioners outweigh the real and perceived challenges of planning them. At Abertay University, for example, two afternoons a week are set aside for first and second year undergraduates to undertake compulsory IDL electives. At West Lothian's Inclusion and Wellbeing Service, dedicated collaborative planning time is diaried and integrated to working time arrangements of staff. And the Service also makes use of flexible timetabling of its staff, outdoor and out-of-school locations for learning, all of which build on partnerships formed and reinforced each year in their Partnership Planning Event.
Taking this even further, schools might consider how IDL practice intersects with Learner Pathway choices: work-placed learning, when well structured and co-designed with learners and partners, will often end up a rich IDL experience. This brings value to young people and to the economy, increasing the skills base and economy of the country, if we look towards those in Germany and Switzerland already placing value on workplace learning in this way.
Suggestions
* Qualifications bodies might consider more sophisticated assessment strategies, especially those that help young people show and celebrate their growth. Assessments today are too focussed on summative tests and encourage a fixed mindset about success.
* Qualifications for subjects don't always sit comfortably with approaches that seek mastery of a subject or discipline. While the Scottish Baccalaureate is designed to offer the chance for learners to undertake an interdisciplinary project, qualifications might more broadly include this kind of challenge.
* Where colleges, universities and schools partner on creating new accreditations with the SCQF, the cost of using them is sometimes proving prohibitive. Colleges and universities need to consider the long-term advantage of partnership with co-designers in schools, and ensure accreditation of learning is affordable.
* Initial Teacher Education should include several opportunities for practitioners to participate in quality co-design and planning of IDL, and experience the execution of an IDL experience.
* The worlds of business, public policy and education need to come together to understand what IDL is, what IDL experiences involve, and place a value on those skills - the experience needs to have value, that value needs to be demonstrable, and it needs to be valued by qualifications providers, society and employers. The capital built up by DYW should be a key enabler here.
* Approaches to evaluation of the curriculum need to adapt to reflect the value of IDL. For example, this could be reflected in How Good Is Our School.
* Timetables in school are designed around one practitioner at a time working with 20-30 learners. There is little planned time for practitioners to co-plan and design IDL experiences between disciplines. Timetabling needs rethought, and the right kind of planning time created. Curriculum-based collaboratives with Principal Teachers, practitioners and support workers might centre on a specific grouping of disciplines over time.
* S6 provides an opportunity for some of the richest, deepest and most broad IDL experiences. Schools might set aside time and set expectations for learners to design their own collaborative capstone projects, which have meaning to them beyond getting into college or university.
IDL is Learning
More than just "engagement": deep thinking and deep learning
A common misconception is that IDL is just project work to be done after the 'serious' work of learning knowledge and skills has been done. It is perceived as a consolidator of learning, not a vehicle for learning new knowledge and skills in its own right. It might even be seen as one tool to engage learners, while the real work gets done elsewhere.
Quality interdisciplinary learning is none of that. Interdisciplinary learning is learning - it is a way of learning and thinking, and is challenging for learners. The challenge is personalised, owned by the learner, and so intrinsic engagement is higher than in a more traditional one-size-fits-all experience. Attendance at schools has improved as a result of engaging in this more personalised, more challenging approach to learning. Engagement and attainment have improved, too.
IDL relies on learners developing certain skills over the long haul, if they are to be able to seek out different ways to tackle a project or topic, for themselves, and not one set path defined by the practitioner.
Often, IDL experiences are typified by active learning, learning you can see. There will be elements of any experience that are hands on and practical. There are other experiences which are clearly "brains on": picture whiteboards of student thinking, incomplete works in progress, and learners reflecting through conversation and reflection on where they're going wrong, as well as where they're going next. Classrooms, and schools where IDL is a common planned experience, demonstrate an overriding institutional culture of thinking.
This culture of thinking needs designed and worked on: learners are taught habits of thinking, and given regular opportunities to use their habits; they're encouraged to seek answers beyond the obvious or perceived 'right' answer. Young people don't just learn about history; they learn to think like historians. They don't just do science; they learn to think like scientists.
Collaborative learning, teacher coaches
Collaboration is a key feature of IDL, for practitioners and learners alike. Practitioners need to collaborate on planning - IDL demands co-design and planning around common goals together, or one simply ends up with a ramshackle collection of subjects opaquely working around a theme, with no sense of 'completion' for learners. Learners need to collaborate in order to learn from each other's prior knowledge, peer mentor each other on skills that bring projects to life.
And when they don't know how to overcome their hurdles, it takes a coach rather than a teacher to help them jump: prompting, encouraging, mentoring from the adults in the room, which might mean more creative timetabling and grouping of learners. That could mean larger groups, in larger more flexible spaces, with more adults on hand. Potentially it requires a mix of adults' skills, too: practitioners, assistants, partners from beyond school and volunteers.
So there's less whole-class teacher talk than a traditional classroom, because every actor in the classroom knows how and when to work together, independently, in outdoor settings or remotely. Building the skill set of young people and their teachers to manage learning beyond the physical classroom is an investment of effort that should last beyond any crisis: it can open up the potential for deeper, broader projects for young people over longer periods of time.
Shared goals, not dictated goals
Whether working alone or together, young people need to have a constant picture in their minds of where they're headed, of the learning objective. Where, in a traditional classroom, the practitioner holds the keys to the next step, in an IDL experience every learner can express what they're learning today, and why. That means that planning is less linear than regular unit plans, and more likely resembles scenario planning: "if the learners do this, then we'll probably head in this direction…" In their planning, practitioners need to empathise with learners' motivations within the content, skill development or provocations they're planning, and figure out where the plan may have to pivot.
Therefore, curriculum coverage within an IDL experience may be hard to predict with certainty. In an effort to gain more certainty, we've seen some IDL experiences limited to those Experiences and Outcomes that "go well together", while other areas of curriculum are deemed inappropriate for inclusion in an IDL experience. What might feel 'covered' for the teacher, though, doesn't always translate into 'learned' by the student. As the Scottish system also seeks to empower learners with co-designing their own learning pathway, there is a need to view 'coverage' from the perspective of the student, not the syllabus. The fixed learning objective for a group of 30 learners, which we've been used to for decades, is not compatible with the flexibility of ever more personalised learner pathways. And when learners have both the skillset and opportunity to exercise that personal choice, they thrive. While some of the action required on increasing learner pathway flexibility is systemic, much of it depends on what goes on in the classroom and in the preparation of skills over time.
Suggestions
* There is still scepticism about the quality of learning achieved in secondary through IDL experiences. Colleges and universities might consider partnering with practitioners to measure the impact and requirements of quality IDL experiences.
* The commitment to IDL is unequal across schools and Local Authorities. The time, training, tools and resources need to be put in place locally, regionally and nationally so that practitioners and leaders can gain enthusiasm and understanding for what is
possible. Professional Review and Development programmes need to include detailed analysis of practitioners' needs to improve their practice.
* IDL is not just about structures and set up, nor just about planning: it needs practitioners who are skilled in collaboration and delivery, with approaches that help learners undertake deep learning. We need a strong national programme of upskilling, and stronger emphasis on initial teacher and practitioner education and the first years of practice, including team teaching and cooperative learning.
* The physical environment of school might need rethought, with an increased importance placed on easy access for learners to the provocations and research from the internet. Outdoor learning environments also provide scope for different thinking, different approaches to learning.
* Schools can start increasing non-IDL opportunities for more team-based and collaborative approaches, to raise confidence and skill sets. Leaders need to ensure that there is flexibility through built-in personalisation and choice that allows for creativity.
* Schools have an ongoing job in making parents and partners aware of the benefits of IDL and skills development, and actively seeking engagement from parents and partners during planning.
Realising ambition, embracing opportunities and building confidence
Challenge realises ambitious learning, opens opportunities
Learning is joyful when learners are engaged in an IDL experience. That doesn't mean it's a laugh-a-minute. Joyful learning is hard fun, meaning that practitioners' skill in pitching challenge is key, and questioning skills of practitioners and learners alike are tuned into stretching a little further than the last time. This means that learners and practitioners have to share and negotiate learning goals. Learners can do this when they know how, so from early years through primary and into secondary school, it's vital for schools to build up their own curriculum of thinking as much as their curriculum of content.
Learners at any age need to know how to co-design milestones and measures of success throughout an IDL experience, particularly those projects which grow in depth, breadth and length. Practitioners will find it easier to spot the potential for varied milestones for different learners by planning together ahead of time, and reviewing progress in an IDL experience throughout. Feedback between learners, and between learners and teachers will frame the pace and scope of what comes next. This is the kind of planning that really puts the child at the centre of curriculum development and seizes on the opportunities that learners' interests and discoveries present during learning.
Build confidence through a shared language
How one teaches and plans IDL is a technical question to which there are many answers, depending on the context and experience of the learners and practitioners. There are tried and tested models of planning learning: design cycles, planners, 'double diamonds'. But there are some common values that can guide all this work. In the Glasgow School of Art, for example, IDL experiences are a mainstay of learning, guided by certain core teaching principles: Ambiguity, Shared Space, Dialogue and Making Ideas Tangible. No matter the disciplines involved, all learners and educators apply these principles to their planning and execution of projects.
Suggestions:
* Leaders might reduce bureaucracy that isn't core to the development of skills and the design of experiences that bridge disciplinary silos.
* Leaders might invest professional learning time in creating those shared understandings of how to plan and execute IDL experiences, and in external support if it is required to get things started.
* Education Scotland might co-create tools, resources, principles and pilot and share examples of how schools are realising ambition through the development of bold IDL experiences.
* Individual classroom teachers and practitioners could experiment with and share their learning space, timetable and IDL planning tools with colleagues in similar contexts.
* Local Authorities could identify and amplify creative approaches to timetabling, planning of space and of learning that contribute to bold IDL experiences.
References
Design Council. What is the framework for innovation? Design Council's evolved Double Diamond. Accessed May 1, 2020: https://www.designcouncil.org.uk/news-opinion/whatframework-innovation-design-councils-evolved-double-diamond
Epstein, D. (2019) Range: How Generalists Triumph in a Specialized World. Macmillan.
Graham, C. (2019) Pillars, lintels and foundations: A conference starting paper. The Royal Society of Edinburgh. https://www.rse.org.uk/wp-content/uploads/2018/10/RSE-IDL- Conference_Introduction-Paper-2019.pdf
Heikkinen, K., (2018). Studio-Based Higher Education for T-shaped Knowledge Workers: A Summary of a Doctoral Thesis. Education in the North, 25(3), pp. 123-129.
Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University
Jacobs, H. (1989). Interdisciplinary Curriculum: Design and Implementation. Retrieved from http://files.eric.ed.gov/fulltext/ED316506.pdf
Li, C. and Lalani, F. (2020) The COVID-19 pandemic has changed education forever. This is how., Agenda, World Economic Forum. Accessed April 29, 2020:
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital- learning/
Saviano, M., Polese, F., Caputo, F. & Walletzký, L. (2016). A T-shaped model for rethinking higher education programs. Conference paper: 19th Toulon-Verona International Conference "Excellence in Services", Huelva
Scotland's Curriculum for Excellence (2019). Accessed June 18, 2020: https://scotlandscurriculum.scot/
Scotland Future Forum (2019) Scotland 2030 Future Schooling. Accessed April 12: https://scotlandfutureforum.org/scotland2030-future-schooling
Scottish Government (2020) Scotland's careers strategy: moving forward. Accessed March 12, 2020: https://www.gov.scot/publications/scotlands-careers-strategy-moving-forward/pages/6/
Skills Development Scotland (2019b) A Human Future, Strategic Plan 2019-2022. Accessed April 8, 2020: https://www.skillsdevelopmentscotland.co.uk/media/45753/a-human-future-strategicplan-2019-2022.pdf
Singapore American School. Catalyst Project: https://www.sas.edu.sg/academics/high/catalyst
The Royal Society of Edinburgh (2019) Conference Report Interdisciplinary Learning: Creative Thinking for a Complex World. Accessed March 20, 2020:
https://www.rse.org.uk/event/interdisciplinary-learning-creative-thinking-for-a-complex-world/
The Royal Society of Edinburgh (2020) Advice Paper: Interdisciplinary Learning. Accessed May 16, 2020: http://www.rse.org.uk/wp-content/uploads/2020/02/RSE_IDL_February2020.pdf
Thorburn, M. (2017). Dewey, democracy, and interdisciplinary learning: a Scottish perspective. Oxford Review of Education, 43(2), 242-254. doi:10.1080/03054985.2017.1284657
XP School, Doncaster. About Our School. Accessed May 4, 2020: https://vimeo.com/176282794
Zhao, Y. (2020) Tofu is not Cheese: Reimagine Education without Schools During Covid19 (1). Accessed May 2, 2020: http://zhaolearning.com/2020/04/07/tofu-is-not-cheese-reimagineeducation-without-schools-during-covid19-1/
Participants in the Co-design Team
Sarah Abenheimer, Depute Head Teacher, Nairn Academy, Highland
Jane Arthur, Lead Officer (Curriculum), Glasgow City Council
Kirsty Ayed, Headteacher, King's Park Secondary School
Marie-Louise Brogan, Head Teacher, St. Matthew's PS, Bishopbriggs, East Dunbartonshire Council
Jonathan Christie, The Wood Foundation
David Clifford, Faculty Principal Teacher Art, Music, PE & Dance, Alva Academy,
Clackmannanshire Council
John Cloherty, Headteacher, Southdale Primary, West Lothian
Maxine Cowie, Principal Teacher, Gullane Primary School, East Lothian
Andy Creamer, Depute Head Teacher, Grove Academy, Dundee
Farah Crook, Headteacher, Lanark Primary School & ELC, South Lanarkshire
Lesley-Anne Dick, Head Teacher, Our Lady of Peace Primary School and ELCC Class,
Renfrewshire
Gayle Duffus, Education Scotland
Julia Fenby, Education Officer, Education Scotland
Joanna Findlay, Headteacher, Woodburn Primary, Midlothian
Stewart Gallacher, Student Teacher (Primary), University of Stirling
Hazel Gardiner, Education Officer (STEM), Education Scotland
Katie Gardinier, Acting Depute Head, Inclusion and Wellbeing Service, West Lothian
Seán Hagney, Headteacher, St John's RC Academy, Perth and Kinross
Gaenor Hardy, Headteacher, Heathfield Primary and EYC, South Ayrshire
Sinem Hizli Alkan, Lecturer in Education, University of Stirling
Mark Holden, CLT Technologies, Drummond Community High, Edinburgh
Campbell Hornel, Headteacher, Lasswade High School, Midlothian
Georgea Hughes, The Wood Foundation
Julie Jamieson, Education Officer, Education Scotland
Barbara Jones, Headteacher, Hazlehead School, Aberdeen City
Donna Kirkwood, Curriculum Support Officer, East Ayrshire
Ryan Laird, Depute Head Teacher, Arbroath High School, Angus
Jill Lothian, Headteacher, Kelso High School, Borders
Joan Mackay, Head of Curriculum Innovation, Education Scotland
Graeme Mayes, Depute Head Teacher, Balfron Primary School, Stirling
Elizabeth McGuire, Senior Education Officer, Education Scotland
Ewan McIntosh, CEO, NoTosh
David Miller, Director, NuVu Innovation School, Kelvinside School of Innovation
Doreen Redford, Headteacher, Arbroath Academy, Angus
Scott Ritchie, Student: RMPS/English Teacher, University of Stirling
Alison Robertson, Curriculum For Excellence Officer (Secondary), Aberdeenshire
Rachael Smith, Headteacher, Newmill and Botriphnie Primary Schools, Moray
Liz Sommerville, Education Scotland
Mairi Thomson, Education Officer (STEM), Education Scotland
Mandy Toogood, Skills Development Scotland
Jenny Watson, Senior Education Officer, Education Scotland
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Summarised inspection findings
St Madoes Primary School Nursery Class
Perth and Kinross Council
24 March 2020
Key contextual information
St Madoes Nursery Class is situated within St Madoes Primary School and provides early learning and childcare for children from the village of St Madoes and surrounding areas. The nursery is registered for 20 children aged from three years. The current roll is 32. A few children have full day placements and all afternoon children have lunch at the beginning of the session. Support is provided to the nursery from a peripatetic nursery teacher.
1.3 Leadership of change
good
This indicator focuses on working together at all levels to develop a shared vision for change and improvement which reflects the context of the setting within its community. Planning for continuous improvement change should be evidence-based and clearly linked to strong self-evaluation. Senior leaders should ensure that the pace of change is well judged and appropriate to have a positive impact on outcomes for children. The themes are:
n developing a shared vision, values and aims relevant to the setting and its community
n strategic planning for continuous improvement
n implementing improvement and change
n Nursery practitioners work well as a team and together with the peripatetic teacher, they have led change well. They are reflective and engage regularly in professional dialogue. This shared learning is building capacity within the team and influences improvement. Practitioners feel valued by the senior leadership team. They have opportunities to engage with primary colleagues as part of the whole school community.
n Practitioners promote the school's vison and values. They should develop this further by making them meaningful to children. Nursery practitioners have created a set of relevant aims. They reflect these in the positive practice and ethos within the nursery. In future reviews, practitioners should involve nursery parents and children fully in the process.
n All practitioners have a leadership role. They attend relevant professional learning to support them in their role. This has deepened practitioners' knowledge of early years pedagogy and influenced positive changes within the nursery. The learning environment for children is providing a wider range of open-ended and natural materials for children to explore and investigate. As a result, children's creativity and problem solving skills are developing well. Practitioners should continue to widen their knowledge of current developments within the early learning and childcare (ELC) sector to ensure continuous improvement.
n Practitioners engage in a few self-evaluation activities to identify what is working well and where improvements are required. Increasingly, they use national guidance to take a closer look at particular aspects of practice. Practitioners, along with the peripatetic teacher, identify key priorities for improvement. Progress meetings enable practitioners to measure the progress and impact of the improvement plan. Practitioners need to embed self-evaluation processes, involving all stakeholders, to decide future improvements based on sound judgements. Practitioners need to engage parents and children to be involved in the improvement planning process at a deeper level to inform improvements and celebrate success.
n The headteacher and education authority carry out visits to monitor aspects of learning and teaching. Helpful feedback supports practitioners to improve practice. Annual tracking meetings with the headteacher allows practitioners to discuss children's progress. This should
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
develop further to have a clear overview of progress over time. The headteacher needs to develop a strategic approach to leading the curriculum and managing and guiding the pace of change. Practitioners need this leadership and direction to provide the highest quality of early learning and childcare.
2.3 Learning, teaching and assessment
good
This indicator focuses on ensuring high quality learning experience for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
n learning and engagement
n quality of interactions
n effective use of assessment
n planning, tracking and monitoring
n Relationships between adults and children are positive and encouraging. Practitioners respect and value children and as a result, children feel safe, secure and confident within nursery. Children arrive at the setting eager to learn and engage well with the range of interesting experiences available indoors and outdoors. Increased use of natural and open-ended materials support children to develop creativity. They sustain interest for extended periods as they complete jigsaws and create an obstacle course.
n Children benefit from long periods of time where they play indoors and outdoors with little interruption. Children are confident and make choices and decisions about their play. Practitioners are responsive to children's interests and ideas and provide the right level of support and encouragement to support children to lead their play. Practitioners provide opportunities for children to reflect on their experiences and learning. A few children are confident to share their learning with others.
n Practitioners interact well with children. They engage in discussions with them and make effective use of questions to support and extend learning and deepen thinking. Practitioners need to increase the use of digital technology to support learning and teaching.
n Each child has an e - portfolio, which contains observations and photographs of children's achievements. Practitioners should continue to support children to engage with their journal so that children recognise their achievements. They should work with children to identify what they might learn next and become more aware of themselves as learners. Practitioners continue to develop their skills in recording observations of children's learning. They need a consistent focus to capture significant learning and children's developing skills across the curriculum.
n Practitioners have made important changes to the planning process. They have introduced floorbooks to support a child-led approach to planning. As a result, children contribute confidently to influence their learning. Practitioners need to embed this into practice. There is an appropriate balance of child-led and adult-initiated learning to support children to develop a range of skills.
n Practitioners, track aspects of children's learning using developmental milestones provided by the local authority. They are beginning to make links with the national benchmarks to support their assessment of children's progress. They should improve monitoring and tracking of progress within the early level of Curriculum for Excellence. Practitioners need to know children well as learners. They should use this information to provide children with suitable levels of challenge in their learning.
3 |
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
2.2 Curriculum: Learning and developmental pathways
n Practitioners plan using the experiences and outcomes from Curriculum for Excellence and are beginning to track coverage. Senior leaders and practitioners should be aware of any gaps in learning. Children should have increased opportunities to progress their skills in using digital technology and develop an awareness of diversity. Practitioners need to use the principles of curriculum design more effectively to continue to improve the planning cycle.
n Children develop curiosity, creativity and inquiry through the increased use of open-ended materials indoors and outdoors. Practitioners should continue to develop the outdoor environment to support children to develop and apply their literacy skills.
n Practitioners make occasional use of the local community. This needs to increase to enable children to learn through real-life contexts. To enrich the curriculum further, practitioners should widen the range of partners involved in the nursery.
n Children's transition into the nursery is supportive and flexible to meet their needs. Practitioners provide different activities for children to become familiar with the P1 classroom and routines of school. The P1 teacher and practitioners meet prior to children starting school to discuss progress and any particular support needs. They should develop this further to work collaboratively across the early level to support continuity in the curriculum.
4 |
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
2.7 Partnerships: Impact on children and families – parental engagement
n Practitioners have positive relationships with parents. They communicate informally on a daily basis and share information through helpful noticeboards and newsletters. Practitioners use an e- portfolio to share with parents information on their child's achievements and learning. In addition, they provide parents with a helpful written report twice per year to inform them about their child's learning.
n Parents share their skills and talents by working with children to develop interests and skills in baking, dancing and playing musical instruments. Practitioners should increase opportunities for parents to engage meaningfully in their child's learning. They should use home-link resources more effectively to support families to learn together at home.
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
2.1 Safeguarding
n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. Areas for development have been agreed with the school and the education authority.
6 |
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
3.1 Ensuring wellbeing, equality and inclusion
good
This indicator reflects on the setting's approach to children's wellbeing which underpins their ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of each individual. A clear focus on wellbeing entitlements and protected characteristics supports all children to be the best they can be and celebrates their successes and achievements. The themes are:
n wellbeing
n fulfilment of statutory duties
n inclusion and equality
n Children benefit from positive and supportive relationships with practitioners. Practitioners use praise and encouragement appropriately to support children to be confident and independent learners. Children share their ideas and opinions and know they influence decisions made in relation to learning experiences. They should work with primary school colleagues to increase ways to involve nursery children in the school.
n Almost all children are independent. They take care of their personal hygiene and dress themselves appropriately or with some adult support when getting ready to play outdoors. Children demonstrate skills of sharing and taking turns when playing board games, during group activities and when completing jigsaw puzzles.
n Practitioners are aware of children's health and wellbeing needs and understand the importance of wellbeing in supporting children to develop and learn. They reflect the national wellbeing indicators in their interactions with children and through the ethos of the nursery. This enables children to relate specific indicators to their daily lives such as keeping safe and healthy. Practitioners need to support children to develop an awareness of all of the indicators through developmentally appropriate experiences. In doing so, they should make meaningful links with the school values and children's rights.
n Practitioners have a shared understanding of expectations. They promote positive behaviour in a consistent, respectful and sensitive manner. As a result, children understand the nursery 'golden rules' and demonstrate this through positive relationships and growing friendships with other children. They play cooperatively in small groups and in pairs.
n Practitioners are aware of their roles and responsibilities in relation to legislative requirements for keeping children safe and meeting their care and learning needs. As children begin nursery, practitioners gather important information from parents on children's health and wellbeing and prior experiences. They use this information to meet children's needs and develop their interests further. Practitioners meet regularly with parents to update this information.
n The nursery has an inclusive ethos. Practitioners create a calm, welcoming environment for children, families and visitors. They value individuality and diversity and will challenge discrimination in a developmentally appropriate way. They need to increase children's awareness of the wider world as an integral part of the curriculum. Practitioners should celebrate diversity with children through appropriate resources and meaningful learning experiences. Where barriers to inclusion or learning may exist for children, practitioners ensure children receive the necessary support. They do this in partnership with parents and supporting agencies to enable children to participate in all aspects of the nursery.
7 |
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
3.2 Securing children's progress
good
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
n progress in communication, early language, mathematics, and health and wellbeing
n children's progress over time
n overall quality of children's achievement
n ensuring equity for all children
n Most children are making good progress in health and wellbeing. They know about healthy foods and drinks and understand what they can do to keep healthy. Children recognise the importance of teamwork as they move equipment and transport materials during play. Children demonstrate spatial awareness and balance as a result of a specific programme using bikes. Almost all children demonstrate good fine motor skills as they use scissors, tools and investigate natural materials. Children are confident in helping to organise and prepare snack and undertake daily risk assessments for outdoors. Practitioners should support all children to develop leadership skills through a wider range of experiences within the nursery and school.
n In early language and literacy, most children are making very good progress. Children listen attentively to stories in small groups and on a one-to-one basis. They benefit from hearing stories during paired reading sessions with older pupils. Children retell with accuracy familiar stories using puppets and props. Almost all children are articulate and confidently share and describe their experiences. As a result of a communication programme, children are extending their vocabulary. They ask relevant questions to support their learning. Most older children recognise their name and explore letter sounds of familiar words. They mark make and draw with increasing detail. The majority of children form recognisable letters as they write their name and captions around the nursery. Children are ready to develop their early writing skills outdoors and through meaningful real-life contexts.
n Most children are making good progress in early numeracy and mathematics. They demonstrate skills in counting, ordering and recognising numerals through games, routines and when exploring natural and open-ended materials. A few children explore larger numbers. They name two-dimensional shapes and most are ready to explore three-dimensional objects. Children use mathematical language when making comparisons during block play. They should continue to develop skills in using money through real-life contexts to understand its value and purpose. The majority of children are ready to explore information handling.
n Children demonstrate creative skills as they explore a variety of art techniques such as modelling, collage and painting. They enjoy role-play and creatively use open-ended materials to represent familiar situations and act out stories. Children need to develop skills in using a wider range of digital technology.
n Practitioners capture and celebrate children's individual achievements through wall displays and within electronic journals. Parents are encouraged to share children's achievements from out with the setting. Children recognise their achievements and are proud to share them with
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
adults and their peers. Practitioners should build on this information to support the progression of children's skills. In addition, they should encourage children to contribute to the life of the school and wider community on a regular basis.
n Currently, there is not a clear record of children's progress over time across the curriculum. The headteacher should support practitioners to develop further the systems for tracking children's learning. In doing so, practitioners should use this information to provide levels of challenge to ensure children make the best possible progress. Practitioners are aware of potential barriers to learning. They implement effective strategies to support children to access the curriculum. Practitioners need to evaluate strategies used to make sure they continue to be effective in meeting children's learning needs.
9 |
St Madoes Primary School Nursery Class (5348625)
Perth and Kinross Council
Explanation of terms of quantity
The following standard Education Scotland terms of quantity are used in this report:
Other quantitative terms used in this report are to be understood as in common English usage.
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The Socio-Economic Duty
A Consultation – Easy-read version
INTRODUCTION
The Scottish Government is going to ask councils and other public bodies to do more to tackle poverty and inequality in their local areas.
To do this, we're introducing a new 'socio-economic duty'. This means that important public bodies – like local councils and your local NHS – will have to think carefully about how to reduce poverty and inequality whenever they make the big decisions that are important to all of us.
We need your help to make sure the duty works well in practice – and there are some questions at the end so you can tell us what you think.
WHY DOES THIS MATTER
Scotland is a wealthy country but we know that the wealth in our country is not shared fairly – as you can see in the pictures below and over the page. We know that people living in worse off neighbourhoods are less likely to live long, healthy lives than people in better off neighbourhoods. We also know that children in poverty can find it difficult to get good qualifications from school. Poor qualifications mean it can be hard to get a good job to guarantee a lifetime away from poverty.
Many of our public services in Scotland already do great work to tackle poverty and inequality. But with one in four children now living in poverty, it's clear that we all need to do more.
WHAT DIFFERENCE WILL THE NEW DUTY MAKE?
The new duty means that important public bodies - like local councils and the NHS will have to think about how they can tackle poverty and inequality whenever they make the big decisions that are important to all of us.
In particular, the duty asks that they think about how to make the best decisions possible so they have the best chance of tackling poverty and inequality.
And this is important. It's usually when the big decisions are being made that we can make the biggest difference.
Let's look at an example to show the difference the duty could make.
BEFORE the Socio-Economic duty
A local council is putting together a new plan for low-cost housing. There are two possible sites. The council chooses this one:
* A greenfield site at the far east end of the council area, where it is relatively cheap to lay new pipes and to build houses with gardens which people have said they wanted. This is good as there is a shortage of affordable homes.
* But there are very few bus services, which could make it harder for people to get to work. And there are no plans to build services people need like local shops or a GP practice.
AFTER the Socio-Economic duty
The plan for new housing is an important decision. This means that the council has to think carefully about how the new housing plan will affect poverty and inequality, because the new duty is now in place.
The business plan still considers building new housing at the far east end of the council area, where it is cheaper and easier. They can build houses there too, rather than flats.
But the plan now says that if there is new housing, there will need to be new bus services and shops and other local services. It provides information on these services and the cost of setting them up.
The plan also has another idea - to build low cost flats in an empty site nearer to the centre of the council area instead. The building work will cost more per home. But it would be easier for people living there to get to work and to use the local services that are already there. Some money would still need to be spent on local services and a play area for children.
The local authority doesn't know which idea is best, so it asks local people, including those with experience of poverty.
Local people want the council to build in the centre of the council area because they think it will make it easier to get a job or change jobs.
The local authority thinks carefully about all this information, so that it can make the best decision for the area. It publishes a short report saying why it made that decision.
WHICH PUBLIC BODIES ARE GOING TO BE COVERED BY THE NEW DUTY?
Our plan is that the public bodies in the box below will be covered by the duty. These are the big strategic bodies that we think can make the biggest difference to poverty and inequality in Scotland.
Public bodies covered by the duty
Scottish Ministers – this includes:
The Scottish Government, Accountant in Bankruptcy; Disclosure Scotland; Education Scotland; Scottish Prison Service; Scottish Public Pensions Agency; Student Awards Agency for Scotland; Transport Scotland. It will also cover the new Social Security Agency once it is set up.
Local councils
NHS Health Scotland
Health and Social Care Integration Joint Boards
Regional Health Boards
The Scottish Police Authority
Highlands and Islands Enterprise
Scottish Enterprise
WHICH DECISIONS ARE THE BIG DECISIONS?
Below are some examples of the sorts of areas where public bodies are making big decisions and where we would expect the duty to have an influence. In some cases, a big decision may not involve a lot of money but it will make a big impact on the community. This might mean new plans for:
- housing in a local area
- spending large sums of money on building things like new roads and hospitals
- helping to grow the local economy and create new jobs
- a community woodland
- transport in the region
- helping prevent crime
HOW WILL WE KNOW THAT PUBLIC BODIES ARE TAKING THE DUTY SERIOUSLY?
We are writing a guide just now to help make sure public bodies take the duty seriously. This could include these actions:
Tell us how you've thought about impacts – public bodies will be asked to write down the impacts of any big decision they're making on poverty and inequality.
When they publish information about the decision they've made, we'll ask them to include information about these impacts too.
Tell us how you've thought about inequality when making big decisions about spending – Public bodies' spending plans are very important for tackling poverty and inequality. The Scottish Government already publishes a report looking at how decisions taken on spending affects different groups. But we could do more and we will. We'll also encourage other public bodies to be clear about their spending decisions.
Set up a Fairness Commission. Some local areas have set up Fairness Commissions – groups of people at local level who make suggestions to councils and other bodies about what they can do to tackle poverty better. We strongly support these commissions. These Fairness Commissions show a commitment to the duty and it would be great if all local areas across Scotland had one.
Involve people who have lived in poverty to make the big decisions. One obvious way to make sure big decisions take account of poverty and inequality is to listen to people who have experienced living in poverty themselves. There are already organisations – like the Poverty Truth Commission – that help people with real experience of poverty to make their voices heard. We want to see public bodies listening more to the voices of the people they serve.
YOU CAN HELP US MAKE SURE THE DUTY WORKS IN PRACTICE!
Tell us what you think.
Send us an email before 12th September, with a completed Respondent Information Form, at firstname.lastname@example.org – it's important to include the information form so we know who you are and if you're happy for us to publish your response.
You can just tell us your thoughts about what you've read here or you can answer these questions. It would be great to hear from you.
1. Is there anything you don't agree with in this paper? If there is, tell us about it.
2. Have we missed out any of the important public bodies – perhaps a public body that you've had dealings with?
3. What other actions could public bodies take to demonstrate that they are meeting the duty?
4. What else do we need to think about?
THANKS VERY MUCH FOR YOUR HELP!
© Crown copyright 2017
This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/opengovernment-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: email@example.com.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at www.gov.scot
Any enquiries regarding this publication should be sent to us at The Scottish Government St Andrew's House Edinburgh EH1 3DG
ISBN: 978-1-78851-115-5 (web only)
Published by The Scottish Government, July 2017
Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS271106 (07/17)
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Scottish Parliament Cross Party Group on Cancer
Tuesday 17th th March 2015 17.30-19.00
Minutes
Attendees and apologies noted in appendices. Bold underlined text indicates actions/ agreements
1) Welcome
Nanette Milne MSP ("the Chair") opened the meeting, welcoming all attendees and speakers.
2) The minutes from the last meeting were approved.
3) Childhood Cancer
Laura Courtney & Ellen Finlayson, CLIC Sargent
Laura Courtney (LC) began by noting that there are 112 cases of cancer in children aged 0-15 in Scotland each year, and that cancer is the biggest cause of death in children. The cancers that affect children and young people are different from those that affect adults, and they often need different kinds of treatment. She noted that as children and young people are a small proportion of those diagnosed with cancer, their specific needs and experiences can sometimes be overlooked by policy makers.
With this in mind, she continued by laying out CLIC Sargent's policy priorities for children and young people with cancer in Scotland.
- Improved diagnosis. In general, a GP will only diagnose around one or two cases of childhood cancer in their entire career. It is thus important that they receive training and support to help them spot the signs and make a correct diagnosis.
- Optimum routes to diagnosis. Children and young people are disproportionately diagnosed through emergency routes. She noted that this is not always because of GPs not recognising symptoms, many childhood cancers don't become symptomatic until later stages
- Understanding patient experience. She noted the difficulty of measuring children's and young people's experiences, but that it is just as important as for adults.
- Safe care close to home. She stressed the importance of maintaining family life as far as possible. Children's cancer treatment is primarily delivered in three principal treatment centres in Edinburgh, Glasgow and Aberdeen, which leaves many children having to travel long distances for treatment, far from their friends and families. The Scottish Government's Managed Services Network for children and young people with cancer has committed to the principle of local treatment where possible and where preferable.
- Good quality data to show progress over 3 years.
- Information and support to build resilience. It has been shown that access to good information and support increases self-confidence and helps patients to manage their illness and its challenges better.
- Long term follow up. Once the new cancer plan for children and young people is unveiled we will need to make sure it is being implemented.
Ellen Finlayson (EF) then went on to outline how these policies are put into practice by CLIC Sargent. They fund specialist nurses, social workers and play-specialists to work with children and young people with cancer. The Prinicipal Treatment Centres in Edinburgh and Glasgow provide a home from home on the hospital grounds, allowing families to live close to where their children are receiving treatment. She noted that this allows children and their families to stay together, and helps relieve financial pressure on families. CLIC Sargent also provides holidays for families at Malcolm Sargent House in Ayrshire, allowing them to spend time with other families with similar experiences.
EF went on to outline the clinical support provided by Paediatric Oncology Outreach Nurses (POONS), who are helping to create better links with GPs and community nurses, for instance creating an online education package to help GPs and nurses learn more about children's cancer. She stressed the importance of collaborative working, and gave an example of one young cancer patient who had benefitted as a result of collaborative working between nurses, social workers and other services.
4) Question and answer session led by CLIC Sargeant.
A number of points were raised, including about the length of treatment, which sometimes lasts many years into adulthood. One member asked whether childhood cancer is more difficult to diagnose than adult cancer, it was noted that this varies depending on the type of cancer.
5) Teenage and Young Adult Cancers
Dawn Crosby & Iona MacMillan, Teenage Cancer Trust (TCT)
Dawn Crosby (DC), began by commenting that the Teenage Cancer Trust support young people aged 13-24. She noted that seven young people are diagnosed with cancer every day, but also the positive news that 80% of young people now survive cancer.
Like CLIC Sargent, DC noted that young people with cancer can be overlooked because they are a relatively small group of patients. They also have an added difficulty as young people are often caught between services designed for children and those designed for adults. There is not always adequate recognition of the unique aspects of teenage cancer, and the specific needs of young people themselves. She noted that when surveyed by TCT young people with cancer wanted to be seen and recognised as young people first, not only as cancer patients. They wanted support to maintain as normal a life as possible, and also support for their families.
DC went on to discuss how TCT is working with the NHS to build age appropriate units, of which there are now four in Scotland. She also noted that work is being done to improve outreach support for those who, for whatever reason, cannot attend principal treatment centres.TCT have fifty specialist nurses and support workers, and also run events where young people with cancer can meet up with others in their situation.
DC finished by noting that the third sector cannot do everything, and that the NHS needs to do more to ensure equality and consistency of services for young people. She would like to see more done to include young people in the Scottish cancer patient experience survey. Finally, she would like greater GP awareness of age appropriate care.
DC then passed to Iona Macmillan (IM) to talk about TCT education programme. Working with the University of Stirling, TCT surveyed knowledge of cancer among young people, finding that their knowledge was generally poor. Since 2013 TCT have had the support of the Scottish Government's Detect Cancer Early Programme which has enabled them to conduct a larger survey of cancer awareness, attitudes and behaviours. This found that there are barriers of worry and fear preventing young people from seeing a doctor.
TCT's education programme is designed to equip young people with knowledge about cancer and to encourage early diagnosis of symptoms. It is visiting secondary schools across Scotland, speaking to second year pupils.
She noted that the most common young adult cancer is melanoma. However, TCT has found that 61% didn't know that getting sunburnt as a child was a risk factor for cancer. 51% reported that they had been sunburnt the previous summer, with 38% having been burnt more than once. Having a tan was seen as very desirable. Worryingly, more than half of young people did not know that a change in the appearance of a mole was a cancer symptom. Following on from these findings, IM discussed that TCT has now set up a sun safety working group with the University of Stirling and is working on creating sun safety resources to encourage behaviour change.
She finished by outlining what TCT would like to see from schools:
- Education of young people through statutory health education
- Promotion of awareness of key signs and symptoms
6) Question and answer session led by TCT
One member questioned why young people were not going to the principal treatment centres. TCT replied that although they would prefer young people to attend, patients over the age of 18 are able to make an informed choice about how they wish to be treated. As TCT supports people up to the age of 24, some of whom may have families of their own that they don't want to leave, there are significant numbers of older young people who don't want to travel to the centres in Edinburgh, Glasgow or Aberdeen.
The group also discussed the potential of expanding the education programme beyond schools. IM remarked that she would like to do so, but that there is always the difficulty of resources, and that it is never possible to do as much as they would like. However, she said that they were hoping to work with new partners to expand the programme.
Another issue touched upon by the group was the need for better training for GPs to better recognise symptoms. It was noted that in updated referral guidelines, childhood and young adult cancers formed a much larger part and that primary care was trying to do more. It was also noted that presentation patterns are important for GPs to take into account. For instance, if a young person is going to their GP several times with the same symptom that could be grounds for referral. It was also noted that the Royal College of GPs has called for the extension of initial training, as most GPs currently do not get much paediatric training.
7) Macmillan Cancer Support's Move More Programme Janice Preston & Margaret Greer, Macmillan Cancer Support
Janice Preston (JP) began by laying out Macmillan's long term vision: to reach and improve the lives of everyone living with cancer, and to inspire others to do the same through community engagement and volunteering. She noted that Macmillan's workload is increasing as the number of people living with cancer is set to double by 2030. It was noted that more than half of people living with cancer experience difficulty with everyday tasks such as cooking and shopping.
She went on to describe the benefits of physical exercise. This, she noted, goes against the normal advice for people with cancer, who have traditionally been encouraged to rest. However, being active can also reduce some of the long-term after effects of cancer such as osteoporosis and depression and has been shown to decrease the chance of cancer recurring. She referred to exercise as a 'wonder-drug'.
Macmillan are aiming to lead behaviour changes, with the hope that people living with and recovering from cancer will eventually feel confident enough to exercise in a normal setting. The best time to begin is at diagnosis, before treatment and fatigue kick in. She noted that organised physical activity provides social interaction and helps to build confidence, which combats the isolation which many people with cancer feel, and leads to better physical and mental health.
She went on to discuss the barriers to physical activity. She noted that these can be enormous, and primarily consist of fear and confidence issues. There is rarely anyone to encourage physical activity as doctors tend not to, while family members may discourage exercise, advising loved ones to slow down and relax. Fitness providers also have limited knowledge of the benefits of activity for cancer patients. One of the greatest difficulties is that many people were inactive before their diagnosis, and after diagnosis it becomes even harder to encourage behaviour change. She noted the need to build pathways between leisure providers and GPs.
Margaret Greer (MG) went on to discuss where 'Move More' came from. Macmillan had identified the need for more support to help people living with cancer to exercise. The programme works with leisure providers, councils and health services. Macmillan recognise that different levels of classes are necessary, with some people able to attend normal exercise classes while others will need the support of a specialist class for people with cancer. She concluded by noting economic challenges which mean the programme is dependent on the goodwill of volunteers.
8) Question and answer session led by Macmillan
It was noted that the ideal scenario is for individuals to be already active before a cancer diagnosis, and to maintain activity after diagnosis. Other members questioned whether Macmillan has any power to encourage the NHS to build in a programme of rehab after treatment. It was noted as surprising that there is currently no such programme, while for other conditions these services are provided. It was noted that although this is important it tends to fall by the wayside as doctors, nurses and the NHS in general is becoming busier and busier. Macmillan noted that they are trying to build up the evidence of the benefits of physical activity to encourage this.
It was also noted that patients themselves need to feel confident to get involved in exercise, as cancer can be isolating, and patients may be afraid that physical activity will make their condition worse. Programmes like 'Move More' are valuable in helping to build confidence.
9) Any other business.
A notice of a Fun Day by Brain Tumour Action and the Brain Tumour Charity at Blair Drummond Safari Park, 6 th June 2015. Please contact 0131 466 3116 or email@example.com for more information.
10) The Chair closed the meeting with the next meeting confirmed as Wednesday 17 th June 17.3019.00.
Attendees
Philip
Atkinson
Health Policy Scotland
Lynne
Barty
Brain Tumour Action
Karen
Bell
SCRN
Roger
Black
NHS
Ian
Campbell
NHS
Malcolm
Chisholm
MSP
Ellen
Clark
Boehringer Ingelheim
Laura
Courtney
CLIC Sargeant
Dawn
Crosby
Teenage Cancer Trust
Jeannie
Erskine
Patient
Ellen
Finlayson
CLIC Sargeant
Heather
Goodare
Margaret
Greer
Macmillan
Roseann
Haig
Circle of Comfort
Peter
Hastie
Macmillan
Trisha
Hatt
Macmillan
Peter
Hutchison
Scottish Primary Care Cancer Group
Lesley
Kidd
SCAN
Kate
MacDonald
NHS Lothian (SCAN)
Gregor
McNie
Cancer Research UK
Nanette
Milne
MSP
Angus
Ogilvy
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Cameron
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Technical Annex
Delivering Scotland's circular economy
A Route Map to 2025 and beyond
Contents
Introduction .............................................................................................................. 3
Introduction
Purpose of Route Map
The Scottish Government's Programme for Government 2020-21 1 and Scotland's Climate Change Plan update in 2020 2 set out our intention to accelerate progress and made a commitment to develop a Route Map to reduce waste and meet our waste and recycling targets for 2025 in a way that maximises carbon saving potential. The Route Map is a strategic plan which, working with partners, allows us to identify how the waste and resources sector will contribute to Scotland journey towards net zero in the period to 2030 and beyond.
Purpose of this annex
This Annex sets out the rationale underpinning the Route Map: Delivering Scotland's circular economy, identifying our progress to date and the case for further change to meet our waste and recycling targets. It provides a transparent rationale and evidence base that underpins the proposed actions and measures identified in the Route Map, and signposts to wider information, evidence, and research.
Scotland's existing waste and recycling targets
The waste and recycling targets are:
* 15% reduction of all waste, against a 2011 baseline, by 2025
* 33% reduction of food waste, against a 2013 baseline, by 2025
* Minimum of 60% recycling of all household waste by 2020
* Minimum of 70% recycling of all waste by 2025
* Maximum 5% of all waste to landfill.
Origin of targets
The majority of the targets, based on waste tonnages, were set in the early 2010s along with the publication of the Zero Waste Plan 3 and Safeguarding Scotland's Resources 4 . Over the last decade the acceleration of the climate emergency has intensified the focus on impacts of carbon and we have committed to reducing emissions by 75% by 2030 and to be net zero by 2045. The Route Map will focus on the achievement of the 2025 targets but also consider the longer-term pathway to transform Scotland into a circular economy that will support the vision set out in our Climate Change Plan Update, and EU targets that extend beyond this period. For example in line with our commitment to seek to maintain or exceed EU
1 A Fairer, Greener Scotland: Programme for Government 2021-22
2 Securing a green recovery on a path to net zero: climate change plan 2018-2032 - update
3 Scotland's Zero Waste Plan (2010)
4 Safeguarding Scotland's Resources - A Programme for the Efficient Use of Our Materials: Analysis of Consultation Responses (2013)
environmental standards, we have met EU targets for the amount of biodegradable waste going to landfill, and for recycling of construction & demolition waste.
4
Progress to date and the case for further action
Introduction & Context
This section summarises progress against the five waste targets. Four of the targets are reported by SEPA and the most recent reporting year has been used as of March 2022 5 . The food waste target requires a bespoke methodology which is carried out by Zero Waste Scotland using several distinct data sources and is only updated periodically based on data availability.
At the time of writing, we have relatively limited information on any changes to waste arising and management since the COVID-19 pandemic. The SEPA cyber-attack means that all waste reporting (i.e. the basis of four of the five targets) for 2019 and 2020 is on hold, with only limited data available 6 . Household waste and landfilled waste data is available for 2020 and is used in the relevant sections below.
5 For the household recycling target the most recent data available is 2020. For the three 'all waste' targets, the most recent data available is 2018. SEPA has published 2020 landfill tonnages, but to calculate a landfill rate requires an 'all waste' generation figure, and the latest data is 2018.
6 For further details please see SEPA waste data
In addition to these waste and recycling targets, the 2020 Climate Change Plan update 7 set out emission 'envelopes' for each sector, which reflect the pathway to meeting our statutory targets to reduce emissions by 75% by 2030 (compared with 1990) and to net zero by 2045. In 2019, greenhouse gas emissions from the waste management sector 8 were 1.5 MtCO2e. To achieve our emissions envelopes we must reduce this to 0.9 MtCO2e by 2025 and 0.7 MtCO2e by 2032. These envelopes are built upon achieving our waste and recycling targets, as the foundation for our pathway to 2025 and baseline for future action.
15% Waste Reduction Target
All waste generated since 2011 (blue line) is summarised in Figure 2, expressed as a proportion of the 2011 baseline of 11.96 million tonnes. The amber dashed line represents the 15% waste reduction target (10.2 million tonnes) by 2025.
The 10.2 million tonnes of waste required to meet the 2025 15% reduction target was met in 2012 (10.1 million tonnes) and 2014 (10.0 million tonnes) but has not been met in the four most recent reporting years (2015-18). Since 2015, the amount of waste generated compared to the 2011 baseline has reduced by between 4 and 9% depending on the year. In 2018 there was 11.45 million tonnes of waste generated, which was a 4% reduction on the 2011 baseline.
The trend in waste arisings by waste source type between 2011 and 2018 is summarised in Figure 3. Although there is variation from year to year, both Household waste and Commercial & industrial waste have shown downward trends from 2011 to 2018 with a combined reduction in waste generated for these two
7 Securing a green recovery on a path to net zero: climate change plan 2018–2032 - update - gov.scot
8 Covering waste disposed of to landfill sites, waste incineration, and the treatment of waste water
waste sources of 1.1 million tonnes (17%), Construction and demolition wastes comprised 5.8 million tonnes, or approximately 50% of Scotland's waste in 2018, and shows considerable variability in the quantities generated during the period 2011 to 2018 9 , with an overall increase of 12%. Recent trends suggest Construction & demolition waste (which will be affected by the relative strength of activity in the construction sector) will largely determine whether or not the target is achieved in 2025.
The carbon footprint of Scotland's waste
The carbon footprint of Scotland's waste shows the impacts of the materials through their life (growing/extracting, processing, transporting etc) as well as their end-of-life impacts – effort that is thrown away when the materials become waste. In contrast to the relatively modest changes in the amount of waste generated in tonnage terms, the carbon footprint of Scotland's waste has fallen around 30% since 2011 10 .
Of the 4.6 million tonnes CO2 equivalent reduction in carbon emissions between 2011 and 2018, 3.8 Mt CO2 equivalent (84%) was accounted for by the reduction in the carbon impact of materials production. Improvements in this metric do not therefore all show up in waste sector emissions. These savings contribute right
9 According to SEPA, between 2011-18 the amount of construction and demolition waste generated varied by -26.9% to +26.1%.
10 The Carbon Footprint of Scotland's Waste: Carbon Metric Summary Report 2017 & 2018
across Scotland's economy, and on Scotland's overseas footprint as well. As we pursue a circular economy, and think increasingly about policy targeting material inputs, rather than starting with 'end-of-pipe' waste outputs, this need to think about the carbon impact of waste and resource policies across all sectors will be critical to delivering Scotland's net zero ambitions.
Wastes soils alone made up 4.29 million tonnes or 37% of all waste generated in 2018. Soil is a low-carbon waste stream, and overfocusing on this element of the target may not offer the best returns from waste prevention in terms of Scotland's net zero ambitions, with smaller tonnage materials having far greater carbon impacts.
In recent years we have also invested in several waste prevention actions to tackle problems other than weight or carbon impacts of waste. Specifically, this includes measures that target very high frequency items (such as single-use plastics) that frequently reach our shared environment as litter pollution on land or in the sea. The tonnage and carbon benefits from these changes are relatively small, but these measures help us avoid other social and ecological impacts.
33% Food Waste Reduction Target
Food waste generated in Scotland in 2013 and 2018 is summarised in Figure 4 , expressed as a proportion of the 2013 baseline of 987,890 million tonnes. The amber dashed line represents the 33% waste reduction on the 2013 baseline by 2025. Food waste tonnage is very difficult to measure, as discussed below, and robust, annual data is not currently available. The 2018 data point in Figure 4 is not directly comparable with the 2013 baseline hence there is an element of uncertainty regarding progress against this target.
The 2019 Food Waste Reduction Action Plan (FWRAP) laid out the actions required to help Scotland deliver the ambitious target of a 33% reduction in per capita food waste below 2013 levels by 2025. To support monitoring progress, an estimate was calculated for the baseline line year of 2013.
Food & Drink manufacturing generated 25% (248,230 tonnes) of the 2013 baseline (987,890 tonnes), other sectors (hospitality, public sector, retail) generated 14% (140,714 tonnes), with the remaining 61% (598,946 tonnes) generated by Scotland's 2.4 million households.
An update to the baseline was published in 2016 11 , this built on the original baseline calculation 12 , and the scope of the original estimate 13 . Unlike the other targets, not all elements of this target are separately measured and reported each year. In particular household food waste estimates are dependent on bespoke waste compositional studies, plus an estimate of sewer disposal and home composting (which is out of scope for waste data recording systems altogether). For commercial waste streams, an estimate must be made of which material is food, and which is other waste, for many waste streams.
The household food waste to sewer and composting studies have not been updated since the original baseline estimate so are now out-of-date. The household waste composition analysis studies used to produce the baseline estimate were carried out during 2013 to 2015. New estimates of household waste composition analysis, including food waste should be available in early 2023. This makes any current assessment of progress highly uncertain until the various contributing studies are updated.
Ahead of a full analytical assessment of progress towards the FWRAP target as part of the updated FWRAP, our best estimate of progress against the 2013 baseline comes from voluntary reporting submitted to the EU food waste platform as part of the EU Delegated Act to the Waste Directive and common methodology for reporting food waste 14 . The data reported to the EU was from 2018.
The EU reporting differs from the Scottish baseline methodology in several ways. The EU allows for direct and indirect measurement of food waste, includes primary production, but excludes food waste to sewer and home composting from the household estimate. EU estimates are broken down into 5 sectors: primary production (excluded from Scottish baseline); processing and manufacturing (direct mapping to Scottish baseline); retail and other distribution of food (a subsection of other sectors in the Scottish baseline); restaurants and food services (a subsection of other sectors in the Scottish baseline); households (Scottish baseline includes food waste to sewer and home composting).
11 Safeguarding Scotland's Resources - A Programme for the Efficient Use of Our Materials: Analysis of Consultation Responses
12 Report: How much food and drink waste is there in Scotland?
13 Report: Detailing the scope of Scotland's food and drink waste prevention targets
14 See Commission Implementing Decision (EU) on a format for reporting of data on food waste
Processing and manufacturing maps directly on to the Scottish baseline and can be estimated from direct measurement using data reported to SEPA 15 . Retail and other distribution of food and restaurants and food services were estimated from UK level data from WRAP 16 and scaled to the number of businesses in each sector located in Scotland using ONS data 17 . Household waste was estimated by scaling the stratified per capita food waste for the UK 18 to the population of Scotland in 2018 19 and adding an estimate of food waste to sewer and home composting by scaling the UK estimates to the Scottish population in 2018. This is not sufficiently accurate to use this estimate as anything other than an approximate indicator of progress. Updated household data, and updated composition estimates, are required to produce a comparable estimate to the 2013 baseline that factors in changes in behaviour within households.
This data is summarised in Figure 5. Although the two estimates are not directly comparable due to the methodological differences described above, the percentage of waste generated by each sector is broadly similar between both time points. The overall estimate for 2018 was 96% of the 2013 baseline, which is not sufficient progress to achieve the 2025 target.
2018 data was used as the most recent source of data due to the cyber-attack on SEPA, and because COVID-19 significantly disrupted all food waste producing sectors, meaning we lack much of the data we need to assess progress beyond 2018. The most up-to-date data on UK food waste showed a reduction of 4.8% in UK food waste between 2015 and 2018 20 . There is also evidence that the COVID-19 lockdown in March 2020 led to a 43% reduction in household food waste across the UK 21 , but this appears to have rebounded as restrictions have eased 22 .
The carbon footprint of food waste
The method of generating food waste estimates also makes it difficult to estimate the carbon footprint of the food waste that is comparable to other targets and Scotland's overall carbon footprint.
Scotland's carbon metric 23 reported that in 2018, food waste was 5% of the total waste by tonnage, but 25% of the total carbon footprint of Scotland's waste. Food waste from Scottish households produced 1.887 million tonnes CO2eq, while non-
15 See SEPA's waste sites and capacity data tool
16 Courtauld Commitment 2025 food waste baseline for 2015
17 ONS UK Business Activity Workbook available for download here.
18 WRAP synthesis of household food waste compositional data
19 National Records of Scotland Population Estimates Time Series Data
20 UK progress against Courtauld 2025 targets and UN Sustainable Development Goal 12.3
21 WRAP: Life under Covid-19: Food waste attitudes and behaviours in 2020
22 WRAP: Food waste trends survey 2021
23Zero Waste Scotland : The Carbon Footprint of Scotland's Waste, Carbon Metric Technical Report 2017 & 2018, https://www.zerowastescotland.org.uk/sites/default/files/2017-
18%20ZWS%20Carbon%20Metric%20Technical%20Report%20V02.00.pdf
household food waste was responsible for a further 0.762 million tonnes CO2eq 24 . This represents 2.7% and 1.1%, respectively, of Scotland's total carbon footprint 25 . The carbon metric does not measure food waste as a distinct material stream (for similar reasons to the ones outlined above) so the tonnage used to generate the food waste estimate is likely to be an underestimate. Regardless, this demonstrates that food waste has a much higher carbon impact that other waste materials.
There is very strong alignment between food waste prevention and Scotland's net zero ambitions. Upstream prevention eliminates not just waste management emissions, but also the emissions involved in growing, harvesting, processing, and transporting items that ultimately go to waste. There are also significant financial savings opportunities (primarily from avoided purchase) for organisations and individuals. Downstream prevention activity – such as diversion to bioeconomy applications – have smaller carbon benefits, but still avoids disposal emissions and offers additional economic opportunities. This downstream activity will never be fully eliminated as some food waste is an unavoidable by-product (e.g., inedible parts) and cannot typically be prevented upstream.
60% Household Recycling Target
Progress against the target to recycle, compost and reuse 60% of household waste in Scotland by 2020 is summarised in Figure 6. Following significant progress from 2004 to 2014, between 2015 and 2019 the household recycling rate plateaued around 45% and fell back to 42% in 2020 (impacted by COVID-19 restrictions); we have missed our target to recycle 60% of household waste by 2020.
24 See table 3.3 in The carbon footprint of Scotland's waste technical report.
25 Scotland generated 70.4 Million tonnes of CO2eq in 2018, according to Scotland's Carbon Footprint. This assumes the carbon impacts of Scotland's food waste are included in Scotland's carbon footprint.
In terms of absolute tonnages recycled since 2011, 2013 was lowest at 1 million tonnes, and 2016 the highest at 1.12 million tonnes. In 2019 1.09 million tonnes of household waste was recycled. More recently, 2020 was an exceptional year due to the COVID-19 pandemic and it is important to view the reduction in recycling rate in 2020 in that context. People spent most of their time at home, transferring significant waste producing activities, such as food consumption, back to the household. There were also significant disruptions to kerbside and household recycling centre services in some areas. The extent to which changes in how we live, and how we work will persist beyond the pandemic period is unknown. It is possible that the household waste stream will increase in importance if some economic activity has permanently shifted from the workplace to the home.
The most significant driver of household recycling performance is how much recyclable waste is thrown away in the non-recyclable kerbside bin. The last time Zero Waste Scotland delivered a comprehensive programme of kerbside waste composition analysis was between 2013 to 2015 26 . The work showed that approximately 670,000 tonnes, or just under 60% of kerbside residual waste, is made up of waste types that could have been recycled with existing kerbside recycling services.
Since completing that study, using 2019 as a comparator year, the overall quantity of kerbside residual waste collected has reduced by approximately 10% 27 , reflecting further recycling service roll outs. While the 670,000 tonnes and 60% estimate above will have reduced to some degree, a very large quantity of recyclable wastes continues to be thrown away in the non-recyclable bin. Zero Waste Scotland is currently undertaking a new two-year programme of kerbside waste composition
26 The composition of household waste at the kerbside in 2014-2015, Zero Waste Scotland, 2017
27 In 2019 local authorities collected 1.01 million tonnes of kerbside residual waste, compared to approximately 1.13 million tonnes used in the original waste composition analysis project.
analysis with local authorities and new national estimates should be available in early 2023.
The carbon footprint of household waste
In 2018 household waste comprised approximately 21% of Scotland's total waste by weight, but 55% of the total whole life carbon emissions associated with Scotland's waste 28 .
The carbon emissions associated with Scotland's household waste have been steadily falling since 2011 29 , reflecting changes in the amount of waste generated and how waste is managed. In 2019 the amount of household waste generated was 7% below that reported in 2011; approximately 185,000 tonnes. The reduction in waste arisings between 2011 and 2019 has led to carbon savings of approximately 1.1 million tonnes (-16%).
In 2019 the embodied carbon impacts from material production (i.e., impacts of producing the material in the first place before they become waste) were the largest contributor (5.78 million tonnes CO2 equivalents) to household waste carbon impacts. Landfilling household wastes remained the second largest carbon contributor (307,600 tonnes CO2 equivalents), followed by incineration (129,700 tonnes CO2 equivalents), which was an increase of nearly 78,800 tonnes when compared to 2018. Recycling reduced Scotland's household waste carbon impacts by 545,100 tonnes CO2 equivalents in 2019.
The scale of emissions associated with producing the material in the first place before they become waste highlights the importance of preventing waste, particularly for carbon-intensive materials such as food waste, textiles, metal, plastic, paper, and card. Those top five most carbon intensive materials accounted for under half (45%) of all household waste in 2019 by weight, but 82% of household waste carbon impacts.
70% Recycling of all wastes
The all-waste recycling target comprises all wastes managed, including waste from households, construction and demolition activities, and commerce and industry. Figure 7 summarises recent trends for the target.
Between 2011 (5.8 million tonnes) and 2018 (7.0 million tonnes) the amount of waste recycled has significantly increased, but also shown marked year-on-year variability, reflecting the large variations in the arisings and subsequent management of soils, sludges and mineral wastes from the construction and demolition sector.
The trend since 2016 has been a plateauing, or reduced rate of increase, in recycling performance, with the recycling rate for 2018 being around 61%. The current trajectory suggests it will be challenging to meet the 70% 2025 target without further interventions. For example, for the 2025 all waste recycling target to be met, there
28 The Carbon Footprint of Scotland's Waste: Carbon Metric Summary Report 2017 & 2018 The Carbon Footprint of Scotland's Waste: Carbon Metric Summary Report 2017 & 2018 29 The Carbon Footprint of Scotland's Household Waste: 2019 Household Carbon Metric Brief The Carbon Footprint of Scotland's Household Waste: 2019 Household Carbon Metric Brief
would need to be an annual increase in the recycling rate of 1.3 percentage points, for each year between 2018 and 2025. The historical annual increase between 2011 and 2017 has been approximately 1 percentage point.
Like the waste generation target, the variation in construction and demolition waste generated (principally soils and mineral wastes), and the ability to recycle those wastes, drives much of the variation in the reported recycling rate. This variation seems likely to continue. As with the waste generation target, the largest tonnage wastes do not represent the highest value area to focus on in carbon terms. The long-term impacts of Covid-19 on this target are not yet known.
In addition to household recycling, the mixed waste portion of commercial and industrial arisings represents a significant opportunity to improve both recycling rate and reduce carbon emissions, though there is significant uncertainty regarding the exact composition. There may also be opportunities for construction waste – including options for higher value recycling or reuse for material that is already counted as recycled.
5% Landfill Target
The all-waste landfill rate is the proportion (%) of all waste managed that is landfilled and the target set a maximum of 5% by 2025. Figure 8 summarises the trend in landfill rate since 2011, against the 2025 target.
In 2011 4.7 million tonnes of waste was landfilled, or 42.8% of all waste managed. By 2018 this had reduced to 3.7 million tonnes, or 32.1% of all waste managed. Following a clear decline between 2011 and 2016, the landfill rate has plateaued at around 32% between 2016 and 2018 (the most recent landfill rate published by SEPA).
According to more recent data, the absolute quantity of waste landfilled has significantly reduced from 3.7 million tonnes in 2018 to 2.6 million tonnes in 2020. 30 This reflects the expansion of incineration as an alternative to landfill for some wastes 31 and COVID-19 restrictions may also have impacted the 2020 figure. The ban on landfilling Biodegradable Municipal Waste (BMW) will be implemented in 2025. The ban is driving investment in the incineration of combustible wastes. In 2020 691,000 tonnes of biodegradable municipal waste was landfilled, half that reported in 2011.
In 2020 four waste types comprised 94% of all landfill tonnage: soils (834,000 tonnes, 32% of total landfilled); household and similar wastes (736,000 tonnes, 28% of total); sorting residues (689,000 tonnes, 26% of total); and mineral wastes (208,000 tonnes, 8% of total).
Despite the rapid growth in the incineration of waste, the 5% landfill target will be very challenging to meet by 2025. It is not technically or economically feasible to divert all currently landfilled wastes to incineration (e.g., soils and stones, mineral wastes, some sorting residues, and incinerator outputs). Assuming the 2025 waste generation target (15% reduction on 2011) is met, approximately 10.2 million tonnes of waste will require management 32 . Assuming a 5% maximum landfill rate on that amount, this equates to 508,000 tonnes, when soils and mineral wastes landfilled alone comprised over 1 million tonnes in 2020.
30 Waste landfilled in Scotland, SEPA waste data, 2020
31 In 2011 incineration accounted for approximately 400,000 tonnes of waste, by 2020 this had increased to over 1.25 million tonnes.
32 For clarity no assumption is made regarding the food waste prevention target, which in practice will also be subject to the ban on landfilling BMW.
Rationale for the Proposed Interventions
Need for system-wide approach
Systems thinking is a holistic approach to analysis that focuses on the way that a system's constituent parts interrelate and how systems work over time and within the context of larger systems. This allows the development of a package of measures where "the sum is greater than the parts" i.e., the collective impact of proposed policies and measures is greater than individual implementation. This drives systemwide change which is not possible through a 'cherry picking' of individual measures.
This approach was used to develop appropriate interventions and measures which could address 'broken incentives'; these are the things which make it easier to do the wrong thing with materials and as a result it is more challenging to make progress towards the waste and recycling targets. Figure 9 is an example of the incentives associated with waste prevention. The intention for the Route Map is to identify packages of interventions which will 'fix' these incentives through a systems approach and align behaviours of all actors required with the desired outcome of achieving the waste and recycling targets and delivering a circular economy.
For individual actors, at each stage of the supply chain, incentives were mapped on a per target basis for those waste streams or product categories that were identified as having a substantial contribution to achievement of each of the targets. These were then qualitatively assessed to determine the direction (positive or negative) and strength of their influence on the actor's decision making. By looking at all the positive and negative incentives influencing an actor it is possible to then form a view of how aligned the behaviour of that actor is towards the delivery of the target.
Interventions were identified to introduce new positive incentives to one or many actors to better align those actors to the target. The interventions had one of three aims:
a. to directly reduce the influence of an existing negative incentive,
b. to strengthen the influence of an existing positive incentive, and/or
c. to introduce a new area of influence to the actor.
Policy interventions have been selected within the policy categories to fulfil the function required to influence the identified behaviour, as per the Behaviour Change Wheel model (see figure 9).
Finally, the systems thinking approach was applied to the proposed package of interventions, again per target, to ensure that the incentives carry through the entire supply chain to deliver the desired outcome i.e. doesn't move or create a disincentive either up or down the supply chain. In addition, actors frequently have many incentives that are not concerned with waste prevention or recycling, as waste is one of many considerations. Therefore, a lessening in negative alignment is just as important as a strengthening of positive behaviour. This ensures that the package of interventions proposed in this consultation document "fixes the incentives" and aligns behaviours of all actors required with desired outcome of delivering a circular economy.
Figure 9: Incentives associated with waste prevention
Behaviour Change
Almost all Route Map activity requires someone to do something differently. Our focus when we talk about 'individual behaviour change' is on people (householders, service users, or consumers), and not organisations 33 . We are considering situations where individuals can be encouraged, compelled, or enabled to choose, consciously or unconsciously, to do something in a more environmentally friendly way.
Behaviour change is often equated with communications and engagement activity. This definition is too narrow. Table 1 gives examples of other behaviour change interventions include.
Behaviour change interventions can occur at different scales from the hyper-local to the national and international, and hopefully these scales would be mutually reinforcing. Whilst it is tempting to focus heavily on scalability, this may lead to an over-expectation that a 'one-size fits all' approach exists, or that 'top down' approach is better. Diversity of interventions may be a key feature in reaching a diverse population. This is something we should seek to understand better. There is no doubt multi-method approaches have the strongest track record overall.
33 Behaviour change in organisations can be individual level (e.g., "turn off the lights"), but can be reinforced or undermined by policies, procedures, and organisational hierarchies. It is likely to be complex, involving organisational decision-making structures, formal upskilling, and / or explicit costbenefit calculations. While some learning is transferable, we focus here on non-work situations.
Table 1: Example of Behaviour Change Interventions 34 :
34 This list is adapted from House of Lords, Science and Technology Committee -Second Report Behaviour Change, Chapter 2. The items and examples in the list are not wholly distinct but give a good sense of the range of options.
35 Lower value deposits, expected to be quickly redeemed, should make little or no difference to demand, but in other contexts may shape purchasing choices and encourage end of life behaviours.
Our own conceptual framework for considering behaviour change explicitly highlights the individual, social, and material factors that constrain or encourage individual behaviours and provides a framework to consider them in the context of a specific policy or intervention objective 36 .
Finally, it is also useful to distinguish broad types of behaviour changes we might target as some may be more rewarding to deliver than others:
* Very regular behaviour that is part of day-to-day life (e.g. packaging recycling, food shopping, switching off lights, commuting choices).
* Infrequent behaviour, which locks in an ongoing benefit. We see this with energy infrastructure investments (e.g., choosing a new boiler, fitting insulation) where it has been successful. Circular economy service models might also qualify in some contexts (e.g., car sharing models, leasing).
* Infrequent behaviour, with a one-off benefit (e.g., furniture purchase/disposal). For bigger decisions, people may think choices through more consciously (if not, in practice, more "rationally"), but getting the environmental impacts to be part of this decision framework may still be very difficult. An added challenge is that any effort to intervene may need to be done afresh every time, as infrequent behaviour is unlikely to become automatic.
Package Focus
Package 1: Promote responsible production, consumption and reuse
This section sets out in more detail the rationale for the proposed interventions to support progress towards the waste targets as a result of better resource management through waste prevention, reduction, and reuse.
The scale of the challenge
Beyond climate change, material consumption and waste are also the primary driver of nearly every other environmental problem currently faced, from water scarcity to habitat and species loss 37 . In the last 30 years, global material extraction has increased 60%, and today, humanity's material footprint covers a third of earth's landmass. In Scotland it is estimated that we use on average 18.4 tonnes of resources per person 38 ; UN research has indicated that a sustainable level of consumption is around 6-8 tonnes per person 39 . Current levels are clearly unsustainable and to help manage resource use globally and ensure equitability we would need to more than half our resource use overall, with even more significant
36 See Scottish Government's User Guide for the ISM Tool
37 Making Peace with Nature, United Nations Environment Programme (2021)
38 Scotland's Materials Flow Accounting, Zero Waste Scotland (2021)
39 Managing and conserving the natural resource base for sustained economic and social development, UNEP International Resource Panel (2014)
reductions required for some materials. In addition, it is estimated that around four fifths of Scotland's carbon footprint is caused by the production, consumption, and all too often waste, of goods, services, and materials 40 . This means that despite the considerable carbon saving benefits, recycling can never eliminate the majority of waste carbon impacts. Preventing the need for new products and maximising the life of existing products would bring significant environmental and carbon benefits to Scotland and beyond.
Scotland has recognised the importance of waste prevention, in both Safeguarding Scotland's Resources 41 and Making Things Last 42 , and a number of waste prevention policies and interventions are in place or planned, including targeting single use plastics, Extended Producer Responsibility and providing direct technical and financial support to organisations operating in this space. However, we know current policy does not go far enough given our net zero ambitions, and the critical role reducing both waste and material consumption can play. Waste and material consumption reduction initiatives should be central to climate policy progress, as recognised in Scotland's Climate Change Plan and in alignment with EU and UN priorities. However, designing interventions and measures to target a reduction in the significant volumes of 'household type wastes' which account for some of the biggest carbon potential, requires an understanding and assessment of the existing incentives and their ability to impact on and influence producer, seller, and buyer behaviour in relation to the consumption and disposal of products. The buyer in this context could be households, businesses, or the public sector.
Factors impacting on consumption behaviour
According to the Reuse Network 10 million household items are sent to landfill every year across the UK 43 . Of these, around 3 million could be reused by people in need, rising to more than 5 million if small repairs were carried out. However, it is all too often cheaper and/or easier to replace than repair. The quantity and complexity of short-life products around the home and work environment grows each year. In many cases these products are designed and priced in a way that precludes them from being repaired or reused at end of life. Where repair is possible, often the cost and/or availability of a repair service (or parts) or a second-hand replacement means that it is simply easier, more convenient and/or cheaper to purchase a new replacement product instead. However, notably, where products are expensive, as for example with vehicles and more recently, smart phones, repair services arise. Overall, this presents challenges in tackling waste arisings in relation to many common household goods such as furniture, electrical goods, and clothing.
40 Scotland's Carbon Footprint report 1998-2017
41 Safeguarding Scotland's Resources - A Programme for the Efficient Use of Our Materials: Analysis of Consultation Responses (2013)
42 Making Things Last: A Circular Economy Strategy for Scotland
43 For example, see Why #Every2ndcounts this May
There has been much research into why consumers behave a certain way, and what impacts on their consumption choices; knowing the cause (which can be multiple reasons of varying significance) ensures that measures proposed to drive more sustainable behaviour are appropriate 44 . Consumers can lack sufficient knowledge of what sustainable choices are available and while they may desire to make the 'right' choice, they are often limited by time and knowledge to assess the 'best' option for them. Convenience can be a significant factor, particularly with time stressed consumers; the pace of adoption for alternative systems such as reuse will depend very much on how easy it is to make the change 45 .
The consumer faces a marketplace with a propensity of choice within many common household product groups and often purchasing choices are primarily price driven. Whilst choice architecture, which describes the presentation of choices to consumers and the impact that presentation has on consumer decision-making, can help endusers adopt, low carbon options, including sustainable consumption 46 , the cost of purchasing a more sustainable product, such as one designed for repair/upgrade (and hence durability and longevity), or accessing a product as a service, can often be considerably higher at point of sale even if the lifetime cost is lower; this can be prohibitive for some consumers.
Producers are not always compelled to design sustainable products. While producers and retailers are, to an extent, incentivised to minimise their own waste arisings and hence costs, a focus on maximising sales can encourage them to drive consumption at an individual level. Tackling waste prevention is therefore a challenge where there is a lack of sufficient incentives in place to ensure that the design and production of products placed on the market facilitates economical viable repair and long-term reuse.
Labour costs and skills shortage present barriers in market development 47 . Shifting to a greater emphasis on repair and remanufacture is challenging as labour costs are higher in the UK than many of the countries from which we import; reuse and repair services are often operating at small scale and hence are unable to compete on a cost basis with primary production. This is coupled with a recognised skills shortage in terms of repair and remanufacture.
Large scale procurement activities are not placing sustainability at the forefront of purchasing decisions. The weak demand for sustainable products and services in the business-to-business marketplace also has an influence on, and impacts, producers and service providers offer. Developing sustainable products and services requires considerable time and investment, and carries considerable risk, particularly
44 White, K., Habib, R., Hardisty, D., (2019), How to SHIFT Consumer Behaviours to be More Sustainable: A Literature Review and Guiding Framework, Journal of Marketing
45 World Economic Forum (2021), Future of Reusable Consumption Models: Platform for Shaping the Future of Consumption, Insight Report
46 Intergovernmental Panel on Climate Change (2022), Climate Change 2022 – Mitigation of Climate Change, Working Group III, Sixth Assessment Report of the IPCC
47 Consultation on the Waste Prevention Programme for England: Towards a Resource-Efficient Economy
when it involves a step change from an established product or service to something as yet unseen. By identifying target products and services and procuring sustainable solutions, large private sector organisations and public bodies can provide the baselevel demand required to give businesses the confidence needed to invest in sustainable innovation. Once proven, these solutions can then generate demand more widely in the private sector, and scale to meet it.
Changing consumption behaviour
When considering where to target interventions and measures there are a number of further considerations. This includes whether there is a degree of 'unavoidable' wastes, such as certain fractions of food waste, and excavation materials from building projects, which are more challenging to prevent, versus those wastes which are 'potentially' avoidable such as surplus food, single use packaging and textiles. In considering our journey to net zero, focussing on the reduction of specific carbon intensive materials such as textiles and plastics should also be considered a priority for targeted interventions. For example, textiles made up just 4% of waste arisings by weight in 2020 but accounted for 32% of the carbon impact of waste 48 . The 2019 ClimateXChange 49 evidence review also highlights the need for "a range of prescriptive/regulatory instruments and infrastructure actions". We have already acted in this way to address material pollution from single-use plastic items and may need to consider interventions more widely to achieve change in consumption patterns elsewhere at the speed and scale necessary.
The proliferation of cheap disposable products is a key challenge if we are to reduce consumption. Applying a charge to products which are unnecessary, or which have an environmentally preferable alternative, has long been shown to incentivise more responsible consumption choices, as long as the financial stimulus is set at a level to engage the consumer 50 . In Scotland we have already successfully introduced the single use carrier bag charge which reduced usage by 80% in the first year 51 by applying a small charge at the point of purchase. There is scope to extend this approach to other materials to consolidate consumer awareness of consumption, particularly where wider policy measures, such as DRS and EPR, are driving change in product design and use. Research has shown that all ages, genders, and income groups have responded positively to the carrier bag charge by changing their behaviour and there is a suggested "spill over" effect 52 . We have also conducted research on charging measures through the Expert Panel on Environmental Charges and Other Measures (EPECOM) which recommended introduction of a charge on disposable cups as part of a range of measures to reduce consumption. The Panel noted evidence has shown that a disposable cup charge is more effective in generating a positive behaviour change than an equivalent reusable cup discount. Taking account of EPECOM's recommendations, we have committed to introduce a
48 The Carbon Footprint of Scotland's Household Waste - 2020 Household Carbon Metric Brief
49 Black, I, and Eiseman, D, 2019, Climate Change Behaviours -Segmentation Study
50 OECD (2008), Promoting Sustainable Consumption: Good Practices in OECD Countries
51 Scotland's Carrier Bag Charge One Year On report, Zero Waste Scotland (2015)
52 The English Carrier Bag Charge Changed Behaviour and Increased Support for Other Charges to Reduce Plastic Waste, Thomas et al, Frontiers in Psychology (2019)
charge on single-use disposable beverage cups and to establish an Advisory Group to inform implementation plans.
The primary aim of any charges will be to reduce consumption, moving away from single-use consumerism whilst avoiding unnecessary purchases of reusable items which have a longer environmental payback period. It is noted that any measures will need to consider the likelihood of material switching and the whole-life impact of alternatives against the baseline.
It is widely reported that individual consumption patterns are affected by a number of factors, including affordability and accessibility of more or less sustainable choices on markets. Alternative options must provide equal convenience, quality and availability to the linear buy-new options that currently dominate the marketplace. Reducing individual ownership and increasing leasing or subscription business models, will help reduce resource demand, and help shift behaviours and attitudes towards ownership of products. These models have additional benefits in that retained ownership by businesses incentivises upgradeability and repair, as well as clearer routes to improved recycling when products reach their end-of-life. However, at present leasing and subscription business models tend to target specific sectors or markets such as high value, niche products, higher socio-demographic customers, or have restricted reach. There may be higher start-up costs which makes it more difficult to enter the marketplace competitively, and whilst EPR schemes will increasingly incentivise reuse models for select products, more support to encourage greater diversity and innovation in products may be required.
We have already committed to support the growth of sharing libraries over the next three years 53 , however we are interested in considering what other measures are required to further develop and maximise the impact of alternative business models and support their growth.
Significant progress has been made in improving accessibility and raising the profile of reuse opportunities in recent years, specifically as a result of community based operations and collaborations and partnerships between various public sector organisations and associated networks. In addition, specific support tools, such as Revolve certification 54 , have raised standards and ensured enhanced in-store measure are place. To date 120 stores in Scotland have been awarded the Revolve certification, representing around 10% of all third sector and high street charity shops. However, we do not have the evidence to demonstrate the impact of certification on normalising or mainstreaming reuse by providing the consumer with confidence; more work is required in this area to ensure the most appropriate support tools are in place.
In addition, we recognise that international examples of alternative ways of presenting reuse operations could give us a clearer sense of what could be achieved
53 See Network of sharing libraries and repair cafes
54 For further information see Zero Waste Scotland information on the Revolve Certification
with sufficient planning, collaboration, and clarity of objectives 55 . Again, the application of similar approaches in Scotland is not fully understood in terms of the potential benefits and contribution to mainstreaming reuse but we recognise the need to work together to continue to explore opportunities.
We recognise that there is a need for further evidence and research to support progress towards more sustainable consumption. The latest IPPC report 56 details a wide range of research and evidence in relation to consumption behaviour and the changes which can be made as a result of action and interventions, however there is also clear acknowledgement of the limitation of research in some areas and quality of data in terms of its credibility and application. Further specific research into waste prevention activities is required, considering where success has been achieved in eliminating waste and changing behaviour of the local community, and its application in Scotland.
Package 2: Reduce Food Waste
This section sets out in more detail the rationale for the proposed interventions to support progress towards the food waste reduction target.
Factors impacting on progress
Zero Waste Scotland undertook an exercise to review the current actions detailed in the FWRAP and identify updates required to achieve the target. The exercise combined aspects of benefit and logic mapping.
Considering how enablers 57 can deliver benefits that in turn lead to an objective allows the exploration of why actions are undertaken and how benefits are realised and measured. Combining the two approaches and applying them to the FWRAP target led to a map that details the sequence of benefits that arise from types of enablers that will ultimately result in the FWRAP target but also realise intermediate benefits and objects that are important to other stakeholders.
This analysis of progress towards the existing actions in the Food Waste Reduction Action Plan (FWRAP) revealed the following insights that have helped to inform the interventions and measures proposed in this consultation document, and include:
55 ReTuna in Sweden is a globally recognised example of a reuse superstore which covers 5,000 square feet, 3,600 of which can be leased by individual organisations, and which is funded and operated by the local municipality who own the building. There is a collection and sorting facility integrated into the building, and around 15 stores sell a diverse range of products including sportswear, furniture, fashion items and toys. In 2020, Ikea opened a 'pop up' second-hand furniture store within ReTuna, selling products returned by customers and providing an outlet for damaged furniture. The stores all pay rent which includes access to the donated goods and the administrative costs of the supply of goods. There was an initial subsidy in years 1 to 3 but all are expected to operate a financially viable business model. ReTuna also hosts events, exhibitions and workshops, a one-year education programme and a café on site. The aim of these additional services is to both attract visitors and raise awareness of the concept of reuse. ReTuna employs over 50 people on the site and welcomes between 250,000 and 300,000 visitors per year.
56 Intergovernmental Panel on Climate Change (2022), Climate Change 2022 – Mitigation of Climate Change, Working Group III, Sixth Assessment Report of the IPCC
57 Enablers are projects, outputs, outcomes, capabilities, or activities that lead to benefits.
* The structure and demographics of a sector significantly influence how to achieve the greatest reach and impact within that sector, requiring a differentiated approach; there is no one size fits all solution.
* Although the majority of food waste is generated in the household, individuals are strongly influenced by the wider environment (e.g., how food is marketed, sold, packaged). This influencing role means that other food system stakeholders must be involved in the solution even though they themselves generate smaller volumes of food waste.
* Interventions are inter-dependent, and need to be designed to address systemic change; individual interventions will not achieve sufficient impact to meet the 33% target.
* Embedding sustained change across the system can be considered a 5-stage process: we need to engage with businesses and individuals to raise the issue of food waste; this will then provide the opportunity to raise awareness of the impact of food waste and create intentions to act; the first step in taking action is to measure how much food waste there is and set a target; then we can implement actions that attempt to reduce food waste; and finally, successful actions will result in a reduction in food waste.
* The above process will only be effective if it occurs in an environment that enables action to be taken, otherwise the process stalls at awareness.
* Existing data and systems for capturing data are not sufficient to monitor or assess progress towards the FWRAP.
Mainstreaming food waste prevention behaviours
The review also highlighted that there are very few policy incentives that directly target reducing food waste for businesses or for individuals. This is true for most countries. In the UK messaging has typically focused on food waste as an environmental or food poverty issue. While individuals are aware of food waste as an environmental issue and recognise the need for change at a societal level, this does not appear to resonate in the same way as other environmental issues or always translate into behaviour change at an individual level 58 . Scottish Government have sought to highlight the importance of food waste by running two phases of a national food waste awareness campaign since 2019 59 . The campaigns focused on food waste's link to climate change and the best ways households can prevent and reduce food waste, while recycling the food waste they cannot prevent.
Understanding the reason why individuals don't consider food waste an environmental issue, and why awareness does not always translate to action 60 is fundamental to designing and delivering effective interventions that move beyond traditional awareness campaigns through communications.
58 WRAP survey data suggests that 81% of people are concerned about climate change, but only 32% see a link between food waste and climate change.
59 Eating Greener | Net Zero Nation
60 Christiano, A., & Neimand, A. (2017). Stop Raising Awareness Already. SSIR, 15(2), 34–41.
While progress has been made to incorporate behaviour change into intervention pilot studies, more work is needed to better understand the existing behaviours and attitudes and other barriers in the food environment that prevent people adopting new behaviours that are aligned with reducing food waste.
Behaviours and attitudes will vary across different groups, as will the knowledge, skills and opportunities required to implement change. We need to understand the composition of the audience, and the common features (e.g., behaviours, attitudes, knowledge, skills, and opportunities) within each segment of the audience 61 . We then need to design interventions that are most likely to engage each audience segment and provide them with tools that align with the common features of the group 62 .
Applying behaviour change theories to existing behaviours and attitudes can help determine the best ways of initiating the desired behaviour changes, but it is also necessary to provide the environment in which an intention to act can be transformed into action and become a sustained behaviour.
This step-change in approach will require a significant programme of research to understand all the aspects described and develop a body of evidence that can then inform and underpin all other aspects of the FWRAP.
This has to take in to account the current societal and legislative landscape and also work within the situations in which individuals interact with food. This requires an understanding of the motivations and incentives of all the actors in each situation. For example, what are the motivations of a food retailer and how well do these align with the motivations of the individual when purchasing food to be prepared and consumed in the home? What are the motivations of a hospitality business when an individual purchases and consumes food on the premises and do these change when the food is ordered to go? How can producers, manufacturers, retailers, and hospitality influence individuals and vice versa? We need to take a holistic approach to designing interventions that account for all these factors, and we need to invest in research that informs our approach to all aspects of the food waste reduction journey.
Alternative uses of food surplus
Beyond behaviour change, we also need to understand where food surplus and waste is generated across the whole supply chain. We can then optimise the outcomes for the surplus or waste according to the food waste hierarchy and attempt to rebalance a system that produces too much food to accommodate down-stream waste while simultaneously having to support people experiencing food insecurity 63 .
Preventing food waste is always the priority: food businesses should be following the food waste and surplus hierarchy to prevent or reduce food waste. However, food
61 See The Principles of Behaviour Change Communications
62 See Influencing behaviours: ISM technical guide
63 Intergovernmental Panel on Climate Change (2022), Climate Change 2022 – Mitigation of Climate Change, Working Group III, Sixth Assessment Report of the IPCC
surplus can arise due to many reasons. These include over supply, incorrect labelling, supply chain management issues, inadequate forecasting, and seasonal fluctuations (both weather and demand related) 64 .
Current data on food surplus is sparse, potentially inaccurate, or inconsistent, and may be sensitive and therefore not publicly available. Better food surplus data would help to address this issue and potentially allow for greater volumes of food surplus to be redistributed either for human consumption or, if not suitable, to animal feed before it enters the waste stream. Without monitoring of both food waste and surplus we may not be able to identify potential feedback loops or unintended consequences of food waste prevention actions or assess any improvement in supply chain efficiencies and resilience to extreme events.
If food surplus cannot be eliminated and is still fit for human consumption, then it should be redistributed to humans. Redistribution of food surplus has grown rapidly in recent years with a 65% increase in the tonnage of food fit for human consumption redistributed between 2018 and 2020 across the UK 65 . This has huge benefits in terms of preventing food from becoming waste. However, this rapid increase puts pressure on infrastructure and human capacity, particularly for the charitable sector.
Covid-19 increased the number of individuals and households who were reliant on food banks 66 and similar community support mechanisms 67 , and highlighted issues around the logistics of getting high quality surplus food fit for human consumption from producers and retailers to organisations and charities that could distribute the food within communities. The initial increase in food bank usage is clearly linked to the Covid-19 pandemic, and that increase appears to have been sustained during 2021. The cost of living crisis is now also contributing to sustained levels of food insecurity 68 .
We need to undertake research to understand the demand, legal implications, barriers, nature, and geographical distribution of existing services. This would allow us to establish best practice and the most appropriate support to facilitate interactions between producers and distributers of food surplus. It would also ensure our redistribution evolves beyond addressing food insecurity to providing high quality surplus food as an attractive choice for everyone, while also improving efficiency and effectiveness of the redistribution ecosystem in Scotland.
Redistribution to humans, and for animal feed will result in a reduction of food waste, as the food will never be classed as waste, and has the potential to displace food and feed from the supply chain. It is important to recognise that there will always be a component of inedible food waste that is not suitable for human consumption. This could be diverted to animal feed if suitable, but there are biorefining processes that
64 Jeswani, Harish K., Gonzalo Figueroa-Torres, and Adisa Azapagic. "The extent of food waste generation in the UK and its environmental impacts." SPC 26 (2021): 532-547.
65 Surplus food redistribution in the UK 2015-2020
66 House of Commons Library: Food Banks in the UK
67 See IFAN's latest figures collated from Scotland's independent food banks
68 See The Food Foundation: New data shows food insecurity major challenge to levelling up agenda
extract components of food surplus and waste that can then be used to create high value materials that would otherwise be made from virgin materials or fossil fuels. This may not directly result in reduced food waste, but it could result in a reduction in overall material consumption and overall waste and displace materials with high carbon costs.
The need for a circular bioeconomy
This highlights the connections between activities to improve redistribution to humans, and circular bioeconomy activities that seek to extract additional value from food surplus before it is used as animal feed, and to convert food surplus and waste to feedstocks for high value bioeconomy processes.
Developing better redistribution infrastructure and legislation, and understanding what technologies are available and how they can be integrated in technology cascades will be crucial to ensuring the system does not create unintended consequences that do not follow the waste hierarchy, as is happening with anaerobic digestion (AD).
Historically, AD has been treated as a renewable energy technology, and benefited from subsidies such as the Feed-in Tariff and Renewable Heat Incentive. These subsidies have seen a large increase in facilities across the UK. Farms and businesses that generate by-products that could provide a feedstock for AD, such as distilling and brewing, have invested heavily in the technology in Scotland. However, recent evidence suggests 69 that the economic benefits of diverting food surplus to AD are displacing traditional routes to disposal of food waste and surplus. Distillery waste is being diverted from animal feed to AD in Scotland. This has resulted in the importation of animal feed from England, and projections suggest that if the trend continues then feed will have to be imported from abroad. AD is a better outcome for waste than incineration or landfill 70 , but the carbon impacts of importing virgin animal feed from abroad 71 could outweigh this benefit 72 and should not be further facilitated without careful consideration of the impacts.
Continuing with the subsidies based on energy production may lock-in AD as the dominant technology, at the expense of new technologies and processes that can extract components from food surplus and waste for high value biorefining processes while still preserving the components that are required for AD. This means designing an environment that has AD as the final stage of processing food waste, with redistribution and bioeconomy/biorefining as the primary and secondary destinations for food waste, respectively, before AD.
There is also a need for technology and logistical infrastructure so that those with a feedstock can supply it to those with the technology to process it and extract
69 Scottish Government: Distillery by-products, livestock feed and bio-energy use: report
70 Zero Waste Scotland Carbon Metric
71 Schestak, I., Styles, D., Black, K. and Williams, A.P., 2022. Circular use of feed by-products from alcohol production mitigates water scarcity.SPC, 30, pp.158-170.
72 Report for ClimateXChange: Whisky by-products in renewable energy
maximum value. This is only possible if we fully understand and can track the amount of material that can be diverted to these outcomes, which offer significant environmental benefits over current disposal methods like AD, incineration, or landfill 73 .
Creating an environment that encourages research into new technologies 74 that can process food surplus and waste and supports the creation of businesses that employ these technologies and process is essential to support the effective and efficient use of the food surplus and waste that cannot be fed to humans or animals and extract the significant value that is contained in it.
The outputs of research need to be supported as quickly as possible to ensure that commercially viable technologies are operationalised by businesses. Businesses also need investment and incentives to take up new technologies through fiscal mechanisms. How quickly the research and technology development can occur will dictate the impact on the 2025 target, but this is likely to have a bigger impact beyond 2025.
Considering all organic materials for the circular bioeconomy, and not just food surplus and waste, would impact on the overall waste reduction target as well as reducing food waste and improving recycling rates for food waste that cannot be prevented or redistributed to humans or to animal feed.
If food surplus and waste is available and technologies are able to process it, then there needs to be infrastructure in place to ensure that materials can be efficiently transported and processed. This will require an understanding of where particular feedstock are being produced and considering localised infrastructure that has the ability to process the feedstock. If the output of that processing is a feedstock for subsequent processes, then the subsequent processes should be either co-located or within the same geographical location to minimise transport.
At present, large amounts of food surplus and waste are transported from across Scotland to large AD facilities in the central belt 75 . Smaller, localised facilities that can process food surplus and waste with a final AD stage and distribution of the digestate to land improvement could potentially maximise value and minimise transport emissions of the original feedstock and the outputs.
This requires research into the amount and location of: existing feedstocks; availability of processing technologies; matching of feedstocks to processes; optimal design and location of physical infrastructure to transport, store and process the feedstock; and efficient integration with subsequent uses for the processed materials. The benefits of creating a strong circular bioeconomy extend beyond
73 Stegmann, P., Londo, M. and Junginger, M., 2020. The circular bioeconomy: Its elements and role in European bioeconomy clusters. Resources, Conservation & Recycling: X, 6, p.100029.
74 Scotland CAN DO: an innovation action plan for Scotland
75 This map shows the location of AD facilities in Scotland with a clear cluster across the central belt:. SEPA waste site return data shows that organic waste is transferred from across Scotland to the central belt.
waste reduction. A correctly functioning circular bioeconomy will create green jobs, economic opportunities, and high value materials that can displace fossil fuel-based products. The climate change mitigation opportunities provided by a circular bioeconomy are also considerable, and well aligned with the latest IPCC report 76 .
Supporting Scottish Businesses
There is considerable ongoing work to support food businesses to voluntarily report their food surplus and waste in Scotland through Zero Waste Scotland's activities and, at the UK level, the Food Waste Reduction Roadmap (launched in 2018). Based on the 'Target, Measure, Act' principles, the Roadmap is facilitating voluntary food waste and surplus reporting towards the Courtauld 2025 target of 20% reduction in food waste by 2025 and the UN Sustainable Development Goal (SDG) 12.3 goal of a 50% reduction by 2030. The latest Roadmap progress report shows that 171 UK businesses have implemented 'Target, Measure, Act', 138 businesses have reported their food surplus and waste in confidence to Wrap, and 60 businesses have made the data publicly available 77 . The combined turnover of the 171 businesses now implementing 'Target, Measure, Act' is around £234bn, representing 56% of the overall turnover for UK food manufacture, retail and hospitality and food service, and includes the UK's large grocery retailers and 155 other businesses. This shows a clear trend among food businesses towards greater measurement and openness, particularly among the large retailers. However, very few Roadmap signatories submit Scotland specific data and some sectors, such as hospitality, are underrepresented.
By 2020, Over 80% 77 of businesses who committed to the FWRR have provided evidence of implementing Target, Measure, Act, and those that have publicly reported food surplus and waste have delivered a 17% reduction in food waste. This demonstrates that the process of monitoring food waste is effective at reducing food waste, but the current Courtauld 2030 signatories do not cover enough of the food supply change to deliver the reductions needed to meet the 2025 FWRAP target.
In Scotland, Zero Waste Scotland has delivered a Food Waste Reduction Business Support Service to work directly with SMEs to audit and recommend interventions to reduce food waste. Between 2016 and 2020, the Business Support Service identified over £4m cost savings, 15,000 tonnes of food waste savings, 31000 tonnes of CO2eq savings, and almost £2m of potential revenue across ~250 audits. This represents between 5% and 10% 78 of Scottish SMEs involved in food-related activities. The audits identified potential savings of 15,000 tonnes of food waste, which is 12% of the reduction required from manufacturing and other sectors.
76 Intergovernmental Panel on Climate Change (2022), Climate Change 2022 – Mitigation of Climate Change, Working Group III, Sixth Assessment Report of the IPCC
77 The Food Waste Reduction Roadmap Progress Report 2020
78 The total number of food-related businesses is known, but existing data cannot provide a specific number of SME food businesses. The range quoted represents the minimum and maximum based on several methods of estimating the number of businesses classes as micro, small, medium and large.
However, the actual implementation rate of audit recommendations is a maximum of 50%. This means that the Support Service has helped SME businesses reduce food waste at a maximum of 1.5% 79 per year between 2016 and 2020. If a similar level is maintained between 2020 and 2025, then this would result in an additional 7.5% reduction against the required reduction, resulting in SMEs contributing 13% of the required reduction from manufacturing and other sectors by 2025 through direct interventions recommended by Zero Waste Scotland.
SMEs account for between 12% and 22% of all food-related businesses in Scotland, with large businesses between 0.4% and 1.7%. Micro businesses make up the remaining 77% to 88%. We don't know what percentage of the total waste is generated by micro, small, medium and large enterprises, but it is likely that despite a significant majority of food businesses being classed as micro, the bulk of food waste will be generated by medium and large enterprises. In this context, 13% from SMEs is not enough.
Given these issues and Scotland's ambitious food waste reduction target (33% by 2025), the voluntary approach to food waste and surplus reporting is not expected to meet our demands for food waste and surplus data or to drive business behaviour change, and its subsequent benefits, sufficiently.
Considering legislation that requires mandatory reporting of food waste, along with the planned implementation of electronic waste tracking, is a potential solution to the problems associated with lack of Scottish specific data to drive targeted food waste prevention, redistribution, and the circular bioeconomy. The legislation would require careful implementation to encourage positive engagement with food waste recording and reporting and should also be linked to the interventions designed to engage households and members of the public with food waste reduction.
Package 3: Improve Recycling from Households
This section sets out in more detail the rationale for the proposed interventions for improving recycling from households.
Factors driving the current national recycling performance
There are several different factors which impact on recycling performance 80 . To achieve recycling performance levels of 60% and above most households will have to recycle most wastes most of the time. Evidence from previous waste composition analysis and waste and recycling tonnages reported by SEPA suggests this is not the case currently. The complexity 81 of short-life household products (e.g food,
79 Assuming a simple linear relationship.
80 Previous research by WRAP described barriers to recycling broadly as situation, behaviour, knowledge and attitudes. See Jesson, J.K., Pocock, R.L. Stone, I. (2014) Barriers to Recycling: A review of evidence since 2008, M-E-L Research, for WRAP
81 Complexity refers to both the range of materials used in products (e.g composite packaging, electricals) and how they are designed, constructed and marketed, and the subsequent ability to recycle and repair products.
packaging, paper and card, clothing, electricals) grows each year. A significant portion of household products placed on the market do not have technical or economic options for reuse or recycling 82 .
Household participation in recycling grew significantly from the early 2000's until the middle part of the last decade, as evidenced from improving recycling rates. Participation is reliant on goodwill and a social norm to 'do the right thing', and whilst goodwill has produced good progress in the early years, progress has since plateaued. Other options are required for those not motivated by goodwill alone.
It is usually cheaper and easier for individuals to dispose of waste than to reuse or recycle. Cheaper refers to the time and cost to recycle when compared to disposing in the non-recyclable bin. Recycling requires for example the additional washing of packaging, segregation of food waste in kitchen caddies and temporary storage before collection.
Greater cognitive and physical effort is also required to recycle. We are required to make judgements on each item before they are separated, whereas placing everything in the non-recyclable bin promotes cognitive ease. Ideas and actions that induce a sense of cognitive ease are judged more favourably. Those that induce cognitive strain make us more vigilant and suspicious 83 . Individuals are expected to be knowledgeable and make relatively complex daily decisions on the fate of wastes they produce; our expectations may be unrealistic for many. Where people do the wrong thing there is currently little or no feedback provided by the waste collector. The findings from a wide range of citizen surveys and data on the contamination of dry recycling collections 84 would suggest approaches to date have not been particularly effective.
Shared or communal waste and recycling services represent a significant challenge to further improving recycling performance in urban areas 85 . Service users tend to be more transient, subject to higher levels of multiple deprivation, and subject to physical restrictions for storing recycling prior to collection. Providing high performing services in more complex urban environments is likely to require different approaches (e.g changes to physical infrastructure, more transient populations will require more regular communication) 86 .
Food waste incurs high overall 'costs' of participation due to well-established attitudes and behaviours around hygiene 87 , which is reflected in the relatively poor
82 For example, only 64% of plastic packaging was classed as "recyclable", see The UK Plastics Pact Annual Report 2019-20, WRAP
83 Daniel Kahneman, Thinking, Fast and Slow, 2011,
84 During previous waste composition analysis non-target materials (which are items that could be recycled in current services, but which have been placed in the wrong container – e.g. glass in a paper collection) and non-recyclable wastes (which are items that cannot be recycled in current kerbside services) typically make up 19% of the overall recycling bin.
85 Increasing recycling in urban areas, WRAP
86 Making recycling work for people in flats
87 WRAP report: Barriers to recycling: A review of evidence since 2008
recycling performance for household food waste. In a high performing system, it needs to be easier and cheaper to reuse or recycle than to dispose of waste, particularly for those waste types where we know current performance is lacking.
There is currently significant variation in recycling performance between local authorities in Scotland. This is reflected in the national household recycling rate calculated and reported by SEPA 88 which shows widely varying performance between local authorities in Scotland. In 2019, local authority household recycling rates ranged from 17% to 68%, in 2020 between 18% and 58%. Between 2011 and 2019, variation in performance has remained consistently high (27% and above). Significant variation in recycling performance between local authorities is therefore the norm, despite significant increases in the performance of individual local authorities. The diverse nature of Scotland's geography presents very different challenges (e.g islands, remote rural, dense urban) when further improving recycling performance.
Figure 10 plots local authority recycling performance (vertical axis) and proportional circles representing how much household waste is generated by each local authority on a national share basis. Local authorities with lower household recycling performance also tend to manage the largest national shares of household waste. Further improving national recycling performance is therefore disproportionately weighted towards improving the performance of those local authorities.
Figure 10: Local authority household recycling performance in 2019 (%, vertical axis) and corresponding proportional circles representing the national share of household waste generated for each local authority
Household waste services are currently delivered by thirty-two unique organisations, with very different operating contexts. Each organisation must balance a much wider
88 SEPA Household Waste Data
range of local priorities (e.g., social care, education). In previous analysis 89 a higher level of deprivation (percentage of social grade D&E), the presence of a subscription (paid for) garden waste collection, higher residual waste bin capacity and a lack of food waste collection have all been found to be associated with lower recycling rates.
Most households in Scotland have access to common recycling services, with Scotland's 2012 Waste (Scotland) Regulations placing requirements on Local Authorities to provide a comprehensive recycling service to their householders, and establishing the minimum recycling service.
To build on this, in partnership with the Convention of Scottish Local Authorities (COSLA), the Scottish Government created the voluntary Scottish Charter for Household Recycling 90 , which seeks to deliver more consistent recycling collections across Scotland. It has an associated Code of Practice which provides guidance and best practice to support the design of recycling services and promote reuse. 31 of 32 local authorities have currently signed up to the Charter, and around a third of councils have aligned their services with the guidance provided in its supporting Code of Practice. Through our Programme for Government, we have committed to evaluate the Charter and review its supporting Code of Practice to ensure that it aligns with Scotland's forthcoming deposit return scheme, and reforms to extended producer responsibility (for example, packaging).
To help support alignment with the Charter, and modernise Scotland's recycling infrastructure, in 2021 we launched the Recycling Improvement Fund 91 , a five-year £70 million fund designed to support local authorities to improve recycling and reuse infrastructure. The first investments are funding a range of improvements, including more frequent recycling collections, the extension of food and garden waste collections, new capacity to recycle problematic materials like plastic films, and local service redesigns to align with Scotland's Household Recycling Charter.
Tackling the Current Challenges
In developing the rationale for the proposed interventions for household recycling, we have looked globally to better understand the types of policies and practices that support high-performance.
The implementation plan developed by the European Commission to support the revised waste directives 92 describes a wide range of policies and practices to support waste prevention and recycling, including the examples below:
* "Promote the use of economic instruments at national level to provide adequate financial incentives to ensure better implementation of the waste hierarchy (in particular, landfill/incineration charges, EPR schemes, direct variable charging schemes)".
* "Expand systems for door-to-door separate collection schemes as soon as possible and undertake pilot projects on separate collection to develop solutions for local circumstances".
89 WRAP (2015), Analysis of recycling performance and waste arisings in the UK 2012/13
90 Zero Waste Scotland: Charter for Household Recycling
91 Scottish Government: £70 million fund to improve recycling
92 EU Implementation Plan for the Revised Waste Framework Directives
* "Introduce and gradually increase charges on landfill/MBT/incineration. Revenues from these charges should be used to support separate collection, awareness raising and the creation of modern infrastructure, focusing on prevention, re-use and recycling".
* "Reform administrative structures and procedures to simplify administration of waste management, e.g. bundle capacities via inter-municipal associations".
In 2019 Zero Waste Scotland and Eunomia carried out detailed qualitative comparative analysis of the policies and practices associated with high household recycling rates 93 . No single policy or practice was sufficient on its own to fproduce household recycling rates of 65% and above. For those with a 65% household recycling threshold, a stretching local target, comprehensive collections, direct charging for residual waste collections and other incentives to recycle were present in all four cases. Extended producer responsibility schemes and comprehensive communication were in place for three of the four cases over the 65% threshold. The findings suggest that high household recycling performance occurs when a range of complementary measures are in place.
In 2021 we commissioned Eunomia 94 to look in-depth at the types of policies and practices associated with high recycling performance, focusing on case studies from urban and rural areas. It found that providing as many households as possible with access to a full range of recycling services is a common feature of successful systems; Communal collections should be minimised as far as possible and restricting access to shared containers may be required (e.g swipe cards); Services should be complemented by recycling centres or other provision (e.g mobile recycling centres, especially in dense urban and highly rural areas); Steps should be taken to disincentivise the production of residual waste, for example restricting residual waste capacity by reducing collection frequency or container size, or restricted access to communal bins (e.g swipe cards); Binding targets may be applied to the waste collector and in the case of packaging wastes a performance uplift is often driven by a financial incentive built into extended producer responsibility schemes.
Supporting the desired behaviours
There is no single 'type' of recycling service that will meet the needs of all households in Scotland. A more useful way to approach this topic is to ask how the regular, desirable recycling behaviour can be supported in different contexts. For example, the challenges of supporting effective recycling behaviour in remote rural areas are very different from those in dense urban areas. Examples of sharing good
93 Williams, P., (2019), Comparative Analysis of the Policies and Practices Associated with High Household Recycling Rates, Zero Waste Scotland
94 Eunomia, (2021), Review of High Performing Recycling Systems, research for the Scottish Government
practice in designing and delivering recycling and reuse services in different contexts are readily available 95 .
More recently Zero Waste Scotland has carried out a structured COM-B analysis 96 of three key recycling behaviours:
* Putting food waste into food bins
* Separating out, rinsing, and putting only the correct items in recycling bins
* Putting recyclable items into recycling bins.
This analysis, which highlighted the importance of the design and operation of recycling services and associated communication activities, will be vital to inform work to boost future recycling rates, along with other key research highlighted in this consultation, and collected through consultation responses. For example, it highlighted that a good recycling service should be reliable and easy to use; with clear, consistent, and joined up communications to make the connection between material and bin.
Use of economic instruments to promote recycling behaviour
Economic instruments such as landfill/incineration charges, EPR schemes, and direct variable charging are established policies in other countries to further incentivise waste prevention and improved recycling 97 .
Scotland is already implementing two such economic instruments, a deposit return scheme for drinks containers and extended producer responsibility schemes for key waste types. Both policies are explicitly based on the idea that the waste producer contributes to the costs of managing those wastes for environmental benefit. Further research is required to better understand the potential application of economic instruments in Scotland.
Regarding charging in Scotland, fourteen local authorities apply a direct charge (typically less than £50 per year) for the collection of garden waste. Many councils also charge for uplift collection of bulky items in Scotland. Charging households to do the 'right thing' could be argued to send a confusing signal on the relative value of recycling.
The Eunomia Review of High Performing Recycling Systems 98 , outlined above, set out the importance of taking steps to disincentivise or reduce residual waste production and collection as part of boosting recycling rates. In other countries this has been achieved in multiple ways, for example through restricting effective weekly residual waste capacity (via smaller bins and/or less frequent collections), enforced
95 Waste Management Intelligent Systems and Policies, Interreg Europe: Good Practice Projects
96 Refer to: The Behaviour Change Wheel: A guide to designing interventions
97 EU Implementation Plan for the Revised Waste Framework Directives
98 Eunomia, (2021), Review of High Performing Recycling Systems, research for the Scottish
volume limits (as in Wales), or other fiscal measures such as direct variable charging 99 .
Package 4: Improve Recycling from Commercial Businesses
This section sets out in more detail the rationale for the proposed interventions for improving recycling from businesses and commercial operations.
Understanding the challenges
All business activity generates a volume of materials that are considered waste by the producer; the choice businesses are making is whether to dispose of the material (to landfill or incineration) or recycle or reuse it. However, we recognise that commercial waste is the least understood part of the waste stream with a very large stakeholder base of over 350,000 businesses operating in Scotland and engaged in a wide variety of activities, including agriculture, forestry and fishing, manufacture of chemicals, plastics and pharmaceuticals, manufacture of food and beverage products, manufacture of wood products, mining and quarrying, power industry, waste management and the water industry.
SEPA estimates that the commercial and industrial recycling rates in Scotland are currently 53% (2018 data) 100 , and waste has steadily reduced year on year with a 22.1% decrease between 2011 and 2018. The changes in commercial waste management are significant and highlight the success of the waste industry in supporting their customers to recycle more and dispose of less. The most significant changes between these periods include:
* Separately collected food waste more than doubling from 123,904 to 329,787 tonnes. 101
* An increase in separately collected glass (79%) and plastics (36%).
* Mixed municipal waste nearly halving from 1.35 million to 721,797 tonnes.
Changes in how we use some materials has had a significant impact on the waste requiring management 102 .
Recycling performance in the business and commercial sector is not well understood internationally. There are few comparators for recycling rates and where they exist different methodologies have been used. This is due to several factors including the
99 Direct Variable Charging (DVC) is measure to incentivise source-segregation and waste prevention for producers of household and municipal waste. DVC is also used to provide a stable revenue to support overall service delivery, and is employed as a policy to incentivise waste reduction and increased recycling in other countries. For example, in a study from 2012, seventeen EU member states employed schemes for municipal waste. For more see Skumatz, L.A., Freeman, D.J., 2006. Pay as you Throw (PAYT) in the US: 2006 Update and Analyses and Watkins et al, 2012, Use of economic instruments and waste management performances
100
SEPA estimate
101 SEPA waste data
102 For example, there have been significant decreases in paper use in recent years.
co-collection of household and commercial materials and the need to make assumptions on the split of the material collected and end-destination.
The clearest opportunity for C&I waste to further contribute to the 'all waste' recycling target is in the segregation of municipal-type commercial wastes, rather than industrial waste; approximately 700,000 tonnes of residual municipal waste is produced, however we do not have any robust compositional data. Assuming a similar composition to residual household waste, 60% of this material could be readily recycled using existing services; as much as 420,000 tonnes. The significant tonnage combined with the source of the material merits further investigation to establish the potential opportunity contained within this material stream.
Better understanding of the composition of commercial waste streams will provide essential insights to as to how we can maximise prevention, reuse and recycling.
It is worth noting that the COVID-19 pandemic had a significant impact on waste generation with some estimates showing reductions in collected C&I waste tonnage of around 50%. 103 According to SEPA recovery has been a mixed picture with some trade waste collectors continuing to report tonnages less than pre-pandemic levels while others report a return to normal.
Factors impacting on recycling behaviours
In terms of incentives to move up the waste hierarchy, currently, the Waste (Scotland) Regulations, introduced in 2014, place a requirement on producers of waste to separate out their recyclable materials (paper, card, metals, plastic, glass and food). A summary of inspections by SEPA and local authorities following the implementation of the Waste (Scotland) Regulations concluded that 60% of businesses had the correct recycling infrastructure and were using it, 20% were at least attempting to recycle and 20% did not have the necessary infrastructure. There is an opportunity therefore, to optimise recycling collections from this 80% of businesses who have the correct infrastructure or are attempting to recycling, ensuring recycling performance is maximised.
SEPA's inspections of compliance with the regulations highlights those least likely to have a compliant waste service being businesses that tend to have high staff turnovers and can be time and resource poor, such as small independent food businesses. Total waste management costs can be relatively small and as a result do not always incentivise good recycling practices.
Other incentives to recycle more, such as consumer demand creating competition on sustainability grounds and reducing costs of their waste management to increase profitability, are significantly weaker than the drive to maximise profit/sales for businesses. In addition, for the majority of businesses in Scotland their waste management costs will be minimal in comparison to the costs of operating their business, and the variability in the recycling market does not create certainty for
waste collectors to significantly incentivise recycling behaviour through differential charging.
As a result, businesses can comply with the regulations but not be making active changes to systems which could drive a change in the composition of their waste and increase recyclability. The waste collectors are ultimately reliant on the goodwill and correct use of the recycling facilities provided to businesses to maximise recycling.
Mismanagement of waste as a consequence of criminal activities has seen a reported increase during COVID-19 pandemic, according to SEPA, with an increase in waste services being advertised via Facebook and other informal channels. Criminals continue to operate in the waste sector in Scotland, undercutting legitimate operators for collections and impacting on performance and progress towards waste targets.
Commercial waste service provision is highly competitive and there may be a tension between downward pressure on operating costs and efforts to maximise recycling performance. High performing services require significant ongoing investment and the certainty to make that investment.
Collection options for difficult to manage but low frequency commercial wastes – lightbulbs, batteries etc. – are limited. Drop off points for business wastes are rare.
There are opportunities to invest in technology (e.g., smart card access containers, the siting of containers underground, fill sensors) that are not being realised in Scotland.
Improving performance
To bring more businesses into compliance and maximise capture of quality materials from all premises requires greater insights to the barriers to participation and optimisation. The potential to co-design commercial waste services is evident, bringing together enabling and support mechanisms to address knowledge gaps and identifying and responding to emerging issues as other policy measures come online, such as EPR schemes.
Businesses can be challenged with the array of commercial waste services available, which can also vary in terms of engagement, awareness raising of optimal practice and enforcement measures taken. The variety of providers, operating different collection infrastructure and uplift times also impacts on the local environment in terms of air quality and emissions from multiple vehicles entering the same area to service different clients with similar waste arisings. Zoning could reduce vehicle movements and optimise efficiency of collections as well as providing a measure of consistency. A single provider in an area also assists enforcement since that provider will be able to monitor participation by all businesses who should be receiving a service.
Zoning has been utilised in a number of locations including Los Angeles, New York, Waregem (Belgium), Barcelona and London to encourage collaboration and reduce local environmental impacts, such as a reduction in local air quality. Analysis by
WRAP has suggested that businesses could save up to 40% by collaborating on service procurement 104 . Collaboration could also improve service consistency and improve recycling performance through optimised efficiency of collections. Commercial waste zoning has not been tested in Scotland, and we do not yet have evidence on the administrative burden to define zones and manage contracts, the impact on waste service providers, implications of reduced competition, and overlap with local authority services, therefore further research is required.
Package 5: Embed Circular Construction Practices
This section sets out in more detail the rationale for the proposed interventions to reduce resource needs, reduce waste, and encourage refurbishment and reuse in construction.
Factors impacting on arisings
Construction and demolition (C&D) accounts for around half of all waste produced in Scotland, with 5.8 million tonnes of construction and demolition waste generated in 2018 105 . Every year, a relatively small number of sites can be responsible for a significant share of the overall C&D waste arisings, with arisings varying greatly year to year due to differences in construction and wider economic activity. The origin of the waste is often uncertain, with different construction activities (excavation, construction, refurbishment, demolition) and project types (infrastructure, residential or commercial new builds etc.) posing specific waste-related requirements and challenges which can require bespoke interventions and measures to prevent the generation of waste and divert waste from landfill.
Of the 5.8 million tonnes of waste, approximately 70% is recycled although this figure rises to 97% 106 if soil and stones are excluded as per the reporting under the Waste Framework Directive. With soil as the majority material in this sector it is worth noting that this term covers a wide spectrum of quality, from high value top soil to low value contaminated material requiring disposal.
Soil and stones accounted for 38% of all waste send to landfill in 2018 107 , although some material is used to infill quarry and landfill sites to bring them back into economic use or meet licensing requirements; there is a need for sufficient volumes of the soil and stones waste stream to fulfil closure conditions and ensure infilling of landfill sites and quarries can be completed, otherwise alternative, likely virgin materials will be required for these purposes. However, as infilling of major quarry sites is completed in the coming years, there will be a need to find alternative uses or locations for some of this material.
Use of secondary and recycled aggregate in construction whilst desirable can be much more challenging than using primary aggregate. Primary aggregates can be
104 Extended Producer Responsibility for Packaging consultation (2021)
105 SEPA informatics – waste from all sources
106 SEPA informatics; key figures: recycled C&D waste, excluding soil and stones
generated to a consistent output at a location that is convenient to the end user of the material. Sites generating secondary and recycled aggregates for use in the construction sector have an inconsistent input material which leads to a less uniform output material. They are also generally less convenient for the end user and transport costs combined with the potential for a reduced consistency do not incentivise the end user to use secondary material, as their priority is to complete their project to a defined standard. In addition, the cost differential for secondary and recycled aggregates compared to primary aggregates is too small to incentivise their use where less convenient.
The majority of C&D waste arisings could be prevented through better design and handling practices. Despite progress by the sector, poor planning, design and handling practices still exist, leading to unnecessary waste arisings.
There are other factors which impact directly or indirectly on arisings such as a lack of financial incentives to improve performance when operating within very tight margins. There is a lack of demand from clients to do things differently, especially if more sustainable concepts and practices impact on cost and timescales for delivery, although this is starting to be addressed in the National Planning Framework 4, Standard 7, and the Route Map outlines that we will be considering the possibility of mandating 'design for deconstruction' through building standards.
Supporting changes in behaviour 108
With the sector exposed to tight margins and a high reliance on public sector clients, the economic viability and cost implications on public spending are important considerations. Regulatory requirements, such as building standards, planning permission and procurement clauses, strongly influence the practices and culture that ultimately determine the amount of waste generated and how it is managed.
It is recognised that soil is an important natural resource, and there are high value uses for some of this material, if well managed 109 . However, construction activity will continue producing high volumes of low impact low value soils. Finding nearby uses for this material is essential to keeping transport costs low and maximising any carbon savings available. A soil symbiosis service which anticipates large volumes of soil and identifies nearby uses for it (e.g., on another construction site) have been successful in the north of England, France and Canada.
A fundamental principle of the circular economy is to keep materials and products in productive use for as long as possible. This extends to larger products and goods, such as buildings, where structural integrity and compliance with regulations have been maintained. Research shows that extending building life reduces the generation of low-value, high-tonnage construction and demolition waste, and significantly reduces embodied carbon emissions 110 . However, there is a prevalence
108 See Zero Waste Scotland information on circular construction for additional information
109 For example, see New Community of Practice for construction soil management (ciria.org)
110 For example Hybrid Input-Output Analysis of Embodied Carbon and Construction Cost Differences between New-Build and Refurbished Projects, Langston et al (2018) Sustainability 10(9), AECOM
of practice where buildings are demolished and downcycled into aggregate when they could be refurbished. It is not clear what incentives and measures would drive prioritisation of refurbishment and further evidence is required. The draft NPF4 requires refurb and reuse (where appropriate), but this will depend on how this is interpreted.
The construction industry has a number of voluntary and mandatory standards in place to ensure efficient, effective and safe working practices 111 . These include project-based waste reduction and reuse targets or benchmarks, site waste management plans and waste generation reporting at project level. There are numerous examples of best practice which has demonstrated significant impact on waste reduction, reuse and higher value recycling. Detailed sector guidance also exists but is not always followed. Small and medium sized enterprises also face significant barriers to adoption of voluntary practices such as cost, time, and awareness; however small and medium sized enterprises make up the largest share of the sector by some margin 112 . Site Waste Management Plans would provide a means to evaluate total waste arisings by category, identify opportunities to prevent arisings, evaluate the merits of retrofits and refurbishments and create an audit trail to provide compliance with waste regulation 113. . Considering existing practices and mechanisms and exploring the most impactful approach may support progress in this area.
Providing a platform for construction companies to store, reprocess, certify, source and utilise used materials and products could prevent significant waste arisings and divert material to reuse. There are many examples of salvage and reuse of construction materials in the UK and overseas 114 , however activity is often ad hoc and relies on stakeholders to drive the market. The practice remains relatively niche and faces challenges of supply, geography, specifications, and certification. Under current conditions, it is thought unlikely that reuse of construction materials will become commonplace, therefore without intervention the environmental benefits will remain largely unrealised.
Potential for economic instruments
The Scotland Act 2012 devolved, to the Scottish Parliament, the power to tax disposals made to landfill. This power is exercised through the Landfill Tax (Scotland) Act 2014 which provides for the setting of tax rates and bands, qualifying materials, administration and reporting requirements 115 . The Aggregates Levy is an environmental tax designed to discourage the extraction of virgin aggregate and encourage the recycling of construction and demolition waste. The Scotland Act
The carbon and business case for choosing refurbishment over new build and Refurbishment & Demolition of Housing. Embodied Carbon: Factsheet, University College London
111 For example, see SICEF white paper
112 Statista, Number of construction firms in Scotland in 3rd quarter 2019, by size
113 See Zero Waste Scotland guidance on creating a site waste management plan
114 For examples see Materialrest24, Retrovius, FCRBE, Buildings As Material Banks, New Horizon
115 Scottish Landfill Tax - Taxes - gov.scot (www.gov.scot)
2016 gave the Scottish Parliament the power to introduce a devolved aggregates levy. The Scottish Government continues to progress work to introduce the necessary enabling legislation 116 . Both taxes provide an opportunity to drive better environmental outcomes for Scotland.
The Scottish Landfill Tax has meant residual waste has long been subject to one of the most direct interventions to change incentives to divert waste away from landfill. It comprises two rates - a standard rate and a lower rate for qualifying materials, including inert waste such as soil and stones. 117 There is a significant difference between the rates (currently £3.15 per tonne at the lower rate, and £98.60 per tonne at the standard rate). Currently, as stated the use of secondary and recycled aggregates faces challenges of quality and location. Construction companies must be confident in the quality of material grades to ensure construction projects meet stringent regulatory requirements. Similarly, the cost of materials and transportation must make economic sense therefore aggregate markets must be close to the construction locations to minimise transport fees for heavy material. At present, primary aggregates have a high confidence of quality and are often closer to the sites required, making them often a cheaper option with less perceived risk.
As with amendment of any economic measures, it is important that the impacts of any change are fully understood to avoid unintended consequences such as worse environmental outcome, disproportionate economic impacts on the construction sector and opportunities for waste crime.
Bonds are another fiscal tool, that are commonly used in the construction industry to protect against poor contractor performance or non-competition, guard against default of the company, secure use of plant or materials stored off-site, or provide for dispute resolution. There is the potential to further develop the use of bonds, imposing a recycling bond which would require construction projects over a threshold, to post a proportionate monetary value, returnable when specific reuse or recycling performance targets are met. The bond would be returned on completion of the project accompanied by evidence of performance. Further research is required to ensure recycling bonds achieve the objective of greater recycling of materials without having a disproportionate financial impact, administrative burden or monitoring requirements.
Package 6: Minimise the Impact of Disposal
Other packages set out measures that will help to reduce the amount of residual waste produced, recognising that this is ultimately the best way to minimise the impact of residual waste. As Scotland moves to an increasingly circular economy model, we will see reducing amounts of materials going to disposal, with a focus instead on supporting optimised use, reuse and then recycling of materials. Where
116 Scottish Government: Aggregates Levy
117 Scottish Landfill Tax - Taxes - gov.scot (www.gov.scot)
materials must be disposed of, we want to focus on the best environmental outcome for different material streams.
This section sets out in more detail the rationale for the proposed interventions to minimise the impact of disposal of unavoidable residual waste.
Understanding the challenge
We sent around 2.6 million tonnes of material to landfill in 2020, less than half of what we sent in 2005. The proportion of waste sent to landfill has decreased from 43% in 2011 to 32% in 2018 118 . This trend has been driven by a number of factors, including increased landfill taxes, a marked shift from landfill to incineration 119 , improved recycling rates and upstream management of waste, and the upcoming ban on sending biodegradable municipal waste (BMW) to landfill.
Nevertheless, achieving the 5% to landfill target set in 2010 represents a significant challenge, since much of the waste we landfill cannot easily be recycled or disposed of by other means. In addition, actions taken to drive tonnage away from landfill to achieve the 5% to landfill target may not align with ambitions to reduce carbon and other environmental impacts in the long term. In particular, the current policy framework for the sector is focused on weight and, therefore, does not account for the carbon impact of materials sent for disposal, either through full life cycle assessment or at end of waste treatment. We recognise there is support for driving the best environmental outcomes by balancing further progress towards the current landfill target with steps to align to our net zero targets.
In reducing the amount of waste sent to landfill, the number of landfill sites across Scotland has decreased. There are now around 41 operational landfill sites compared to 129 in 2005. While there will ultimately be a reduction in the required capacity for residual waste treatment as Scotland moves towards a circular economy, this needs to be a planned reduction to ensure that there is sufficient capacity to treat Scotland's residual waste in a way which minimises environmental impacts while avoiding unintended consequences.
Factors impacting on disposal
The Scottish landfill tax escalator has played a significant and positive role in reducing the volume of waste being sent for disposal since introduction in 1996 and is one of the most direct interventions to divert residual waste away from landfill. An escalator was applied, so the standard tax rate increased from £15 per tonne in 2005 to £98.60 per tonne in 2022. This was effective in making alternatives to landfill more attractive for investment.
However, whilst the Scottish landfill tax has been successful in driving change, further increases in landfill tax alone are likely to be insufficient to influence reductions in carbon emissions of waste management, given the weight based approach to measuring and monitoring residual waste, nor changes in behaviour
118 See page 14
119 Incineration accounted for approximately 400,000 tonnes of waste in 2011 and 1.25 million tonnes in 2020. See Waste Incinerated in Scotland Data Tables
since individuals and businesses producing the waste rarely experience any direct impacts of increases in disposal cost.
The Waste (Scotland) Regulations 2012 prevent separately collected materials, such as firm plastics, from being incinerated or landfilled. However, as the report on the review of the role of incineration into the waste hierarchy in Scotland 120 notes, there is still a large proportion of recyclable materials in the residual waste stream 121 .
Driving change
The size of investment required in any residual waste solution requires a stable commercial environment to give investors confidence of a viable and profitable operation, and waste producers/collectors a reliable solution to their residual waste needs. There is a critical need to allow for research, development and innovation in the waste and resources sector, while accounting for the need for medium to longterm disposal contracts to ensure financial viability of necessary treatment infrastructure at the required scale, and the significant changes that will occur across the economy which will influence how waste materials need to be managed, as we drive to net-zero by 2045.
Stakeholders have also raised the need for a more strategic approach to waste infrastructure. The recent independent report into the role of incineration in Scotland's waste hierarchy 120 highlights this and recommends that a more strategic approach to planning and deploying waste collection, reprocessing and management facilities.
The review of the role of incineration into the waste hierarchy in Scotland 127 concludes that that incineration in a properly regulated and operated facility remains the most appropriate treatment route for residual biogenic and biodegradable municipal waste, especially once everything that can be extracted for recycling has been taken out and where waste prevention and reuse have been maximised.
Evidence suggests that the best residual management for some other materials might well be landfill 122 . Examples include some contaminated soils, sorting residues 123 and asbestos. Sorting residues have steadily increased in landfills as more municipal and construction waste is processed to recover useful material rather than being landfilled directly. Very little mixed construction and demolition waste is directly landfilled anymore - a significant change from 10 years ago.
The review into the role of incineration in Scotland's waste hierarchy has commissioned further research into the decarbonisation options for existing residual waste infrastructure, with a focus on incineration. Pending the outcome of this
120 Stop, Sort, Burn, Bury - incineration in the waste hierarchy: independent review
121 The composition of household waste at the kerbside in 2014-15,. Zero Waste Scotland. (2017).
122 See The climate change impact of burning municipal waste in Scotland Technical Report and The 2017-18 ZWS Carbon Metric Technical Report (Annex 2a)
123 Sorting residues aka 'trommel fines' are difficult to deal with and a major focus of non-compliant activity in the waste industry. There is very limited use of this fraction as it stands and, depending on the source and composition it may be only suitable for further sorting, incineration, or landfill.
research, the recent report from the independent review suggested that one decarbonisation option is to recover more of the recyclable material from the residual waste stream 124 .
We are aware that the cost of removing material from mixed waste streams could be prohibitive, the secondary markets for such material may be very limited and that there is a balance to be found between material removal and ensuring optimal efficiency of plants. A sector-led plan to reduce fossil carbon sent for incineration could ensure economic and environmental viability, and identification of the measures required to implement the optimum solutions. This work would be strongly aligned with the development of the Residual Waste Plan, building particularly from the long-term policy objectives identified and utilising the research outputs that help assess future arisings and composition.
The importance of making further progress to decarbonise the sector suggests there is a need to consider what additional fiscal measures could be introduced to reduce the carbon emissions associated with disposal of waste. This is particularly true for incineration facilities 125 and we are working with UK Government to consider the potential expansion of the UK Emissions Trading Scheme to include incineration 126 . The proposed expansion of the UK ETS could provide an incentive for the development and uptake of decarbonisation technologies or practices to reduce emissions from waste incineration and Energy from Waste, principally by strengthening long-term investment incentives. For example, by enhancing the pretreatment of waste before it is incinerated to reduce fossil plastic in the waste stream (a costly and intensive process). However, it is important that other fiscal incentives are also considered and that these are considered alongside other measures that are in place, or proposed in this Route Map. There are international examples of such practices that can inform further discussions with industry, such as the coregulation approach taken by Denmark 127 .
124 The report makes a provisional recommendation that "The Scottish Government should immediately strengthen existing requirements for pre-treatment and work with local authorities and industry to apply them to all existing and future incineration facilities to remove as much recyclable material as feasible, with a particular focus on plastics."
125 The Climate Change Committee recommended in a report to UK Government that government needs to "address with urgency the rising emissions from, and use of, Energy from Waste" 126 Developing the UK Emissions Trading Scheme
127 Denmark's Integrated National Energy and Climate Plan: The Danish model takes a dual approach of taxing the energy generated and the quantity of fossil carbon utilised in the production of that energy
Process for Developing the Route Map
Scoping
The Scottish Government's Programme for Government 2020-21 128 and Scotland's Climate Change Plan update in 2020 129 set out our intention to develop the Route Map. The process to develop the Route Map was initiated in 2020, with the development of a scoping document in partnership with Scottish Government, Zero Waste Scotland and SEPA, setting out key challenges in meeting the waste targets. We utilised SEPA waste data, previous research by the Scottish Government, Zero Waste Scotland, and other parties, and were supported by experienced policy and research analysts, to develop the scoping content.
Diagnosis
Throughout 2021 we analysed our current performance and considered our trajectory towards achieving the targets and undertook an initial diagnosis of the incentives/disincentives (e.g., economic, regulatory, behavioural) that affect all actors in the design, production, consumption, and waste lifecycle stages. We identified those interventions that we consider are working and their likely effect on performance and focused on the identification of other potential interventions which would support progress towards the 2025 targets and beyond. In addition, we identified areas where we considered there was a good range of evidence available, and areas where there were gaps in our collective knowledge.
Pre-consultation Stakeholder Engagement
A long list of possible measures was developed for consideration and this was used as the basis for discussions in a pre-consultation stakeholder engagement process, which was undertaken from October 2021 to January 2022. This provided the opportunity to sense check and validate the diagnosis to date and support the development of proposed interventions for consultation. This process was initiated with an introductory webinar and was followed by a series of group presentations and workshops focusing on the following themes: Product Design and Stewardship; Consumption; Food Waste; Household Recycling; Business and Commerce; Construction and Demolition; and Disposal.
In total 87 stakeholders attended the series of themed sessions, representing 45 unique organisations. As delivery was remote, numbers for the themed sessions were limited to 15-20 participants and priority was given to representative bodies, networks, research groups and membership organisations across the value chain and waste and resource management sector, in order for multiple views to be captured and considered.
Stakeholders were provided with pre-reading for each of the themed sessions and were asked to undertake an offline task. The discussions were focused around
128 A Fairer, Greener Scotland: Programme for Government 2021-22 129 Securing a green recovery on a path to net zero: climate change plan 2018-2032 - update
considering the challenges to target delivery and opportunities to address these challenges and stimulate progress. The group presentations and workshops were independently facilitated and outputs from the discussions were collated and used to support development and refinement of the interventions for consultation.
An internal review process by Scottish Government, Zero Waste Scotland and SEPA then took place to refine the proposals, taking into consideration the requirements for specific actions to support delivery and seeking clarity in terms of appropriate timescales. Specific expertise in relation to each theme was sought to test the thought processes and justifications for each of the interventions. This included further pre-consultation engagement with key stakeholders, including local government and COSLA.
Intervention Impact Estimation Process
The inter-dependency and early stage of development of some of the proposed interventions and measures made it difficult to estimate their potential impact in relation to the targets. Therefore, an approach was taken to set up a Panel 130 of experts to seek their views and provide an estimation of impact either in terms of the reduction of arisings or the increase in recycling rate, at three points in time (2025, 2030 and 2035) to give an idea of how quickly impact would be achieved. Interventions were grouped into packages reflecting where dependency between them was highest, and the method for estimating was based on the Sheffield Elicitation Framework 131 . This information was used to support content development and review the interventions and measures proposed. Qualitative information was also secured from the Panel and again, this was used to help inform content development.
Next stage
Following this consultation process, further refining, consideration and assessments of the proposed interventions and measures will take place, based on the feedback from the consultation, before publication of the final Route Map document.
Island Community Impact Assessment, Fairer Scotland Duty Assessment, Equality Impact Assessment, and Business and Regulatory Impact Assessment have all been undertaken and will be reviewed post consultation. In consultation with statutory consultees, it is our view at this stage that the cumulative environmental effects from the Route Map are likely to be significant and a Strategic Environmental Assessment would therefore be required. Through this consultation we ask for further evidence regarding the environmental impact of proposals, which will help inform the strategic environmental assessment process for the Route Map, in line with legislative requirements.
130 The Panel consisted of twelve experts with experience of working with waste data or currently working in the waste management industry, and included consultants, representatives from the waste management industry, academics, and researchers.
131 Oakley J. E. and O'Hagan, A. (2019). SHELF: the Sheffield Elicitation Framework (version 4). School of Mathematics and Statistics, University of Sheffield, UK.
© Crown copyright 2022
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Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at www.gov.scot
Any enquiries regarding this publication should be sent to us at
The Scottish Government St Andrew's House Edinburgh EH1 3DG
ISBN: 978-1-80435-480-3 (web only)
Published by The Scottish Government, May 2022
Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS1091182 (05/22)
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Appendix 3 (b): Observation Profile – the playroom
Background
This Observation Profile is designed to be used to support self-evaluation of a nurturing approach in a playroom and should be used alongside Applying Nurture as a Whole School Approach: A Framework to support the self-evaluation of nurturing approaches in early learning and child care (ELC) settings. The features contained in this Observation Profile have been developed through research into Nurture and nurturing approaches as well as through extensive discussion and focus groups with practitioners and learners who have had some experience of a nurturing approach. It is divided into two categories for ease of implementation:
n Environment and Relationships
n Learning and Teaching
Implementation
This Observation Profile can be used in several different ways. Staff should always familiarise themselves fully with the profile before using it. It can be completed by a member of staff who is observing practice in a playroom that is not their own, (for example, member of SMT/SLT) and would be followed up by a learning conversation with the practitioner with a focus on feedback from the observation as well as a shared discussion about next steps. It can be also be used as self-completed task to direct self-evaluation by a practitioner in their own room. They may then choose to discuss this with colleagues to support their own next steps. A recording sheet is provided to allow practitioners focus on their individual strengths and areas of development if they choose to.
It also links practice to each of the Nurture Principles which are outlined below in a colour coded key for your convenience.
Observation Profile: the playroom
Date of Observation
Date of feedback and agreed next steps
Name of Observer
Classroom Observed
Environment and Relationships
Environment and Relationships
Attunement Profile: Recording Sheet
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Money Talks: Family Finances Introduction
What is this resource
Money Talks: Family Finances is an interactive financial education resource for primary and secondary pupils. It introduces children and young people to the Christie family from 82-yearold granny, Jill, to the youngest family member, Sally.
The resource gives an insight into the finances of: mother, Janet Christie, a dental receptionist; father, John Christie, an IT specialist; their children Jenni, Kenny and Sally; grandmother, Jill Christie; and Auntie Barbara.
A detailed bank statement and personal profile is provided for each family member, including qualifications, skills and characteristics, allow children to analyse how the family spends its money, whether any savings are made and how the members of the family and their finances are interconnected.
The case of the financially excluded Barbara (who is described as 'unemployed, finds life difficult') enables the introduction of issues around debt, benefits and financial dependency.
How can this resource be used?
The resource addresses the numeracy across learning experiences and outcomes from the money organiser and the skills development in Building the Curriculum 4. It provides support for all those involved in the financial education of children and young people working at second, third and fourth levels of Curriculum for Excellence.
Read the background information which describes how this financial education resource sits within the curriculum. The resource encourages interdisciplinary learning and the development of skills and attributes that children and young people need to be successful as lifelong learners in their adult, social and working lives. Then move on to the getting started section.
Getting started
Money Talks: Family Finances is a financial education resource which uses one document - a bank statement - as the 'hook' for a range of inter-connected, progressive activities which develop financial capability. It has been designed to be as versatile as possible, offering the option of delivery in a linear or non-linear way; by individual teachers, teams of teachers and business partners. It could be used as part of an inter-disciplinary programme, as the basis for a money week, or it could even be used as a transition resource involving both primary staff, secondary staff and other partners. The suggested activities will not only support numeracy, literacy and health and wellbeing, but will also contribute towards experiences and outcomes in other curriculum areas. The following activities are suggestions of how the resource may be used. It is expected that practitioners will develop their own activities around the resource to meet the needs of their learners.
Suggested activities
'Playing Detective'
Character traits can be deduced from the family's bank/building society/Post Office/credit union account statements.
What information can be found about the lifestyles of the Christie family from their bank, building society, Post Office or credit union statements? This activity gives children and young people the opportunity to 'play detective' using their analytic and creative thinking skills to describe the characters. Learners can analyse the statements and, draw conclusions about the spending and saving habits of the characters, character needs and wants and the time of year affecting transactions. Writing skills can be enhanced, using this information to write descriptions of the characters. This activity supports the development of higher order reading and thinking skills (Building the Curriculum 4), for example, inference/using contextual clues, selecting, sorting, summarising information; all allowing learners to explore text and information and use it purposefully. Making and organising notes, using supporting detail and specialist vocabulary are also some of the skills covered in this activity.
All financial statements are available for download Zip file: Financial statements
Job Seekers
Qualifications and personal skills needed for employment.
What technical, professional and interpersonal skills will (for example) Kenny Christie need for his job?
This PowerPoint activity offers opportunities to consider the employability or lifelong learning skills of the members of the Christie family, and links to their character descriptors
and individual bank, building society, Post Office or credit union statements. The activity integrates financial education, IT/research skills, for example job specs, CVs, and Building the Curriculum 4
skills. The text boxes on each slide can be completed by individuals, groups of young people working collaboratively in class, or by the teacher/community partner during whole class money
activities.
The Money Talks: Family Finances character can be replaced by a photo/drawing of the individual pupil. Pupils will research their ideal job and note what they have to achieve/attain to qualify for
an interview and get the job. Work ethic, aspirations and achievement can be addressed with this activity.
See
PowerPoint file: Job Seeker skills - The Christie family (974 KB) Download Zip file: Additional materials.
Big Questions - Money transactions
Income and expenditure transactions.
These are expansive lists of opportunities for the young learner to lead her/his own learning.
PDF file: Income transactions - Money Talks: Family Finances (727 KB)
PDF file: Expenditure transactions - Money Talks: Family Finances (836 KB)
Download Zip file: Additional materials
Wild Cards
Dealing with unexpected income or expenditure.
The
'wild cards'
offer opportunities to look at the Christie family's individual current financial situations and how changes in their financial circumstances - positive and negative – can 'impact
on the individual's budget. This activity can be expanded further to develop the children's/young people's writing and higher order thinking skills by getting the pupils to write their own bank of
'wild cards' and sharing them as tasks for peers.
Meet the Christie family
The Christie family all live in Aberness.
Granny, Jill Christie, is 82 years old and lives in the house she bought with her late husband. She receives her state pension and income from a private pension scheme. See her building society
statement.
All financial statements in Zi p file: Financial Statements
See Excel file: Building Society - Jill Christie (36 KB)
Janet and John Christie have three children, Jenni (23), Kenny (19) and Sally (9). Janet and John
are buying their house. John works in IT and Janet is a part-time dental receptionist. See their joint bank account statement.
See
Excel file: Bank statement - Mr and Mrs Christie (37 KB)
Jenni Christie
(23) lives at home, works for Stronger Life plc, a large insurance company, and is saving up to buy her own house. Her job is well paid and she can afford to save every month and
also run a car. See her bank statement.
See
Excel file: Bank statement - Jenni Christie (35 KB)
Kenny Christie
(19) is an apprentice plumber and rents a room in a shared flat. He chooses to use a mobile phone rather than pay for a landline in his flat. His phone contract includes an internet
connection. See his bank statement.
See
Excel file: Bank statement - Kenny Christie (34 KB)
Barbara Christie is the daughter of Granny, Jill Christie, the older sister of John Christie and aunt of
Jenni, Kenny and Sally. Barbara lives by herself in a small housing association flat. She receives
Employment and Support Allowance (ESA)
from the
Department for Work and Pensions and needs
regular help from her mum to make ends meet. Although she has an illness that makes her unable to work, when she feels well enough, she volunteers for light jobs in the local Oxfam shop and helps
out in the local care home, serving the residents their afternoon cuppa. See her Post Office card account statement.
Due to the sensitive issues surrounding the character and lifestyle of Barbara Christie, practitioners may wish to use their own discretion in choosing whether to analyse this family
member with learners.
Excel file: Post Office card account statement - Barbara Christie (36 KB)
Sally (9) helps collect and record deposits during collection times of the pupil-run credit union in her school. She does jobs around the house to earn extra pocket money so she can buy treats for
herself and birthday presents for her family. She visits the care home with her Auntie Barbara and plays board games with the residents. See her credit union statement.
See
Excel file: Credit Union statement - Sally Christie (45 KB)
Support material
Also see the Job Seekers Skills PowerPoint presentation for character traits and skills for all family members.
See
PowerPoint file: Job Seeker skills - The Christie family (974 KB)
Download Zip file: Additional materials
Big questions – Money transactions
Income money transactions
A wide selection of possible income
transactions are listed in this downloadable document. This does not claim to be an exhaustive list but provides examples of the most common money
transactions to act as prompts for discussion and further work to develop financial capability. You may choose to select particular transactions to form a tailored statement which acts as the
scaffolding for activities to develop pupils' skills. Ideally, you could allow the young people you are working with to select the transactions they would like to know more about and construct their own
learning plan in the form of a statement as a basis for further investigation. This approach should be used to maximise opportunities for challenge and enjoyment, personalisation and choice.
Within the 'big questions' column of the Income transactions document (see below), there are possible activities and experiences which could be undertaken to explore the issues around each
individual transaction. There are many options and, again, you are not expected to use these suggestions as a checklist, but to pick and choose (or encourage young people to choose) the
most valuable and relevant issues in your context.
A list of suggested resources has been added for each transaction, including both pupil resources and sources of advice and information for teachers to draw on when constructing their own
activities. Where possible, the pupil resources have been colour-coded (see key) to indicate the
Curriculum for Excellence level of the activities contained within them. Again, this is not an exhaustive list and if you have any additional suggestions and comments about the quality of
these links you are welcome to share your views via the
Glow Financial Education Blog page.
N.B. Websites can be a good source of up-to-date information on financial issues, also providing opportunities for learners to develop higher-order reading and IT skills through keyword searches.
See
PDF file: Income transactions - Money Talks: Family Finances (727 KB)
Download Zip file: Additional materials
Expenditure money transactions
A wide selection of possible expenditure
transactions is listed in this downloadable document. This does not claim to be an exhaustive list but provides examples of the most common money
transactions to act as prompts for discussion and further work to develop financial capability. You may choose to select particular transactions to form a tailored statement which acts as the scaffolding
for activities to develop pupils' skills. Ideally, you could allow the young people you are working with to select the transactions they would like to know more about and construct their own learning plan
in the form of a statement as a basis for further investigation. This approach should be used to maximise opportunities for challenge and enjoyment, personalisation and choice.
Within the 'big questions' column of the Expenditure transactions document (see below), there are possible activities and experiences which could be undertaken to explore the issues around each
individual transaction. There are many options and, again, you are not expected to use these suggestions as a checklist, but to pick and choose (or encourage young people to choose) the most
valuable and relevant issues in your context.
A list of suggested resources has been added for each transaction, including both pupil resources and sources of advice and information for teachers to draw on when constructing their own
activities. Where possible, the pupil resources have been colour-coded (see key) to indicate the
Curriculum for Excellence level of the activities contained within them. Again, this is not an exhaustive list and if you have any additional suggestions and comments about the quality of
these links you are welcome to share your views via the
Glow Financial Education Blog page.
N.B.
Websites can be a good source of up-to-date information on financial issues, also providing opportunities for learners to develop higher-order reading and IT skills through keyword searches.
See
PDF file: Expenditure transactions - Money Talks: Family Finances (836 KB)
Download Zip file: Additional materials
Wild cards
The 'wild card' option allows children and young people to understand how an unexpected income/expenditure can affect the financial security/budget of the individual. There are positive
and negative 'wild cards' for all Christie family members.
This section includes staff notes which give ideas for discussion points and the 'wild cards' which can be downloaded, printed and laminated for use with pupils. The 'wild cards' scenarios link to the
character traits elicited from analysing the bank, building society, credit union and Post Office account statements of the individual family members.
See the
Getting started page for other ways to use/further develop the wild cards.
See
PDF file: Wild cards - Money Talks: Family Finances (306 KB)
See
PDF file: Wild cards - Staff notes (289 KB)
Download Zip file: Wild cards
Hints and tips
The 'hints and tips' section provides suggestions and ideas for discussions around issues that might arise from analysing the account statements. The 'hints and tips' raise awareness of financial challenges and the effective/ineffective management of money. Discussions around such issues will also support the development of the learners' higher order thinking and problem-solving skills. The financial aspects cover: income; expenditure; food; mortgage/rent; debit/credit cards; transport; leisure; insurance; savings; need/wants and 'other'.
See PDF file: Hints and tips - Money Talks: Family Finances (322 KB)
Resources
The Money Advice Service
The Money Advice Service was set up by the Government and gives free, independent money advice.
The Financial Capability of the UK (August 2013)
The report shows how millions of people are adapting, to deal with tough economic times, and working hard to manage their money.
Financial Education in Scottish Schools: Guide for Teachers and Managers
Guide for teachers and managers on financial education across the curriculum in schools. Focuses on why 'education for financial capability' is worthy of particular attention, key issues in the management of financial education, auditing provision, and possible learning activities.
Dundee Guide to Financial Education
This document provides guidance for schools and early years' establishments on embedding financial education into the curriculum.
On the Money
On the Money is a collection of four stories by Theresa Breslin, Jonathan Meres, Nicola Morgan and Alison Prince, exploring issues of financial responsibility for children.
Spending Sense (Young Money resource)
The resource aims to develop students' understanding of buying and selling, sources of income and problem-solving money issues.
Financial Education Partnership (FEP)
The Financial Education Partnership (FEP) offers workshops in financial capability to schools throughout Scotland.
Young Money
The Young Money website provides resources and training to anyone teaching young people money management skills.
RBS MoneySense
This programme was developed to help secondary schools develop personal finance and enterprise skills.
Mycro-Tyco
Micro-Tyco is a national enterprise challenge that fosters entrepreneurial thinking and creativity.
Made of Money
Video clips featuring Radio 1 Newsbeat journalist Adina Campbell, who helps young people take control of their cash by creating a budget, finding a bargain, understanding debt and APR, and starting to save.
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Recipe for Success: Scotland's National Food & Drink Policy
Becoming a Good Food Nation
Discussion Document
WEALTHIER & FAIRER
SMARTER
HEALTHIER
SAFER & STRONGER
GREENER
Photo credits
Acknowledgement to Amber Restaurant at the Scotch Whisky Experience, Edinburgh (Fish processing Image). From front cover and page 10.
Acknowledgement to Greenspace Scotland/Scottish Natural Heritage (SNH), (Community allotment image). Front cover.
© Crown copyright 2014
You may re-use this information (excluding logos and images) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: firstname.lastname@example.org.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This document is also available from our website at www.scotland.gov.uk.
ISBN: 978-1-78412-528-8
The Scottish Government St Andrew's House Edinburgh EH1 3DG
Produced for the Scottish Government by APS Group Scotland DPPAS31090 (06/14)
Published by the Scottish Government, June 2014
Contents
1. Foreword
I am delighted to introduce this discussion document on the next stage of Recipe for Success, Scotland's first National Food and Drink Policy.
Since Recipe for Success, our food and drink industry has taken great strides forward. We've seen unprecedented economic growth in the sector. Targets on turnover and exports have been smashed years early. This success has been coupled with an increasing interest in local food and a growing desire amongst consumers to know where their food comes from. People at home and abroad are recognising more and more that food and drink from Scotland stands for quality.
But I am also struck by the paradox that, alongside this fantastic larder, Scotland continues to have an uneasy relationship with food. We have one of the poorest dietrelated health records globally; we waste a fifth of the food we buy and we remain disconnected from where our food comes from and how it is produced. In short, there is work to do to improve our food culture if we are to become the kind of nation we aspire to be.
This is not surprising given the beautiful unspoilt landscapes, clear air and pristine waters that our produce comes from and the dedication and skill of those who are engaged in the sector. As I travel the length and breadth of Scotland I am always impressed by the commitment of everyone in the sector to producing food and drink of the highest quality that meets the needs of consumers.
4
That is why we must build on the successes of Recipe for Success and tackle head-on these areas of unfinished business. In this document we commit ourselves to doing just that, setting out our aspiration that Scotland should become a Good Food Nation where it is second nature to serve, sell and eat fresh, healthy food. We also describe the Scottish Food Commission we are establishing to advocate the importance of food and drink to Scotland's health, environment, economy and quality of life.
This new aspiration for Scotland comes in a historic year for our country. With the Commonwealth Games, the Ryder Cup and Homecoming, 2014 is putting Scotland on the map as never before. The referendum in September will give the people of Scotland the chance to choose a new future. Delivering the aspirations set out in this document will be much easier with the full powers of an independent state.
But our plans also go well beyond this autumn. Our aspirations as set out in our proposed vision will take at least a generation to deliver and will need the support of everyone in Scotland.
I am delighted that we are setting out on this journey towards being a Good Food Nation. I invite you all to join us on the journey, each of us playing our part to the full.
RICHARD LOCHHEAD, MSP Cabinet Secretary
Becoming a Good Food Nation
Our Vision
By 2025, people from every walk of life, will take pride and pleasure in the food served day by day in Scotland. An increase in Scottish food exports will attract overseas visitors and the quality of the food we serve will become one of the key reasons to travel to Scotland. Everyone will know what constitutes good food and why. All players in Scottish life – from schools to hospitals, retailers, restaurants and food manufacturers – will be committed to serving such food. Its ready availability will have contributed to improvements in children's wellbeing and hence outcomes. Scottish suppliers will have developed their offering so that local increasingly equals fresh, healthy and environmentally sound. The most intractable dietary-related diseases will have begun to decline as will the environmental impact locally and worldwide, of our food consumption. The food industry will be a thriving well-known feature of local and national economies, with each part of Scotland rightly proud of its culinary heritage, past and present.
2. Executive Summary: becoming a Good Food Nation
Recipe for Success, Scotland's first ever National Food and Drink Policy, was ground breaking when it was launched in 2009.
There has been huge progress in the sector ever since, for example:
* An explosion in the local food movement with 150 new local food initiatives.
* Growth in turnover of 14.4% between 2008 and 2011, the strongest growth of all growth sectors in Scotland. Targets on turnover and exports have been exceeded years early, with a 51% growth between 2007 and 2013 in the value of food and drink exports.
* A 32% rise between 2007 and 2013 in retail sales of Scottish food and drink brands in Great Britain.
* A step change in collaborative working both within the sector and between industry and the public sector.
6
* Food education initiatives evolving, the Food for Thought Education Fund reaching 333 schools and an increase in those taking school meals.
* Significant strides in relation to diet, including reformulation of products.
Nevertheless, significant challenges remain. These include:
* Amongst children and adults some of the highest levels of diet-related poor health in the world. Almost two thirds of adults are overweight in Scotland.
* Deep-seated attitudes to food leading to poor habits and low expectations.
* Serious threats to global food security due, in part, to population growth rates and climate change.
* Disengagement from where food comes from.
* A lack of diversity in exports and supply chains which lack resilience.
This document reaffirms the Scottish Government's commitment to promoting the sustainable economic growth of the food and drink industry.
But it also articulates a new aspiration, that Scotland should become a Good Food Nation, a Land of Food and Drink not only in what we as a nation produce but also in what we buy, serve and eat. The Scottish Government wants food to be a key part of what makes the people of Scotland proud of their country – food which is both tasty to eat and nutritious, fresh and environmentally sustainable.
This is a big undertaking. It will not happen overnight. This document sets out:
* A proposed 2025 vision for what we, as a country, should be aiming to achieve.
* Plans for a Food Commission and local champions to drive change.
* Proposed priority areas such as food in the public sector, children's food and local food.
* A commitment to a variety of approaches.
YOUR RESPONSE
For Scotland to be a Good Food Nation there must be wholehearted participation from people in all walks of life, from throughout the country. This document asks you to play your part by:
* giving us your views on the propositions made; and
* deciding what it is that you, can contribute to take us further on the journey towards being a Good Food Nation.
3. Our Future in Our Hands
This is an exciting time to live in Scotland. At the referendum in September the nation will answer the question "Should Scotland be an independent country?" The debate about the future of our country is unprecedented. In all areas of our nation's life, people are exploring what could be possible in the years to come; food is no exception.
Ever since our first National Food and Drink Policy, Recipe for Success, launched in 2009, there has been a clear consensus on the growing importance of food issues. This has focussed both on food's impact on policy at local, national and international level and its centrality to the wellbeing of individuals and communities. A burgeoning local food movement has emerged, considered by some to be one of the most important social movements of our times. There is a food revolution going on right here, in Scotland.
This should come as no surprise. Food is, after all, the stuff of life.
So, as we debate the future of our country, it is only right that our hopes and aspirations for food and drink should be centre stage.
YOUR RESPONSE
Crucially, for Scotland to be a Good Food Nation there must be wholehearted participation from people in all walks of life, from throughout the country. That is why this document asks you to play your part by:
* Giving us your views on the propositions made; and
* Deciding what it is that you, or your organisation, can contribute to take us further on the journey towards being a Good Food Nation.
This document aims to open up a platform for conversations around the country on how Scotland will become a Good Food Nation. There will be opportunities for individuals, schools and businesses to make food related pledges with short and long term goals. We look forward to hearing your food stories, inspiring pledges, and how you think Scotland can become a Good Food Nation.
4. The Story of Success 1: Scotland's Food & Drink Industry
Scotland enjoys superb assets in the food and drink sector. Our pristine, productive waters; our rich pastures; our worldwide reputation and our highly skilled and dedicated business people are the envy of many.
Since 2008, a number of steps have been taken by; food companies, farmers, the public sector, Scotland Food and Drink (the industry-led body responsible for driving sustainable economic growth), and many individuals to ensure Scotland realises the economic benefits flowing from those assets.
Companies the length and breadth of Scotland are seeing the fruits of their labour.
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CASE STUDY
THE STOATS STORY
From small beginnings in 2005 selling fresh porridge at music festivals and local farmers markets, Stoats has become a real food and drink success story in Scotland. Blending a healthy mix of locally sourced Scottish oats with their own blend of magic, the business has been growing rapidly. Big events play a major part in Stoats story: in 2010, 10,000 bars were enjoyed by runners in the New York marathon; thousands of porridge pots were supplied to the Olympic Village in 2012; and they even broke the Guinness World Record for the largest ever bowl of porridge! But beyond these flagship events lies real commercial success. Engaging with Scotland Food and Drink and public sector agencies, their growth has led to their products being stocked by major retailers in this country and overseas. Stoats' success is down to many factors: a passion for what they do; great ingredients culminating in a healthy product; innovative marketing and brand development; and growth across a whole range of different markets. A great model to follow.
RAMSAY OF CARLUKE
Like many farm-based businesses, Ramsay of Carluke has diversified over the years since their establishment in 1857. Today, Ramsay of Carluke embraces modern technology when it comes to processing its product, many of their methods remain traditional and little has changed in terms of service, quality and recipes. The firm has seen great success over the past 10 years in developing its brand in supermarkets, speciality retail and food service and can boast it is a Rick Stein Food Hero and lists a plethora of celebrity chefs among its admirers. Their success has been a combination of hard work, attending events that helped them build their business and winning awards such as a Scotland Food & Drink Excellence Awards and Great Taste Awards, which they have then publicised to help market their products. Fifth-generation Ramsays – Andrew and John – are now at the helm of a firm that is a major local employer committed to moving with the times, while keeping alive the traditional bacon-curing skills that have been passed down through the generations.
SCOTTISH FARMED SALMON A PROTECTED FOOD NAME
In 2014 Scottish farmed salmon celebrates 10 years from being granted a Protected Food Name under the Protected Geographical Indication (PGI). In this time it is estimated that well over £2.3 billion of exports of Scottish farmed salmon have been recorded. The PGI status underlines the fact that Scotland produces high quality, healthy and delicious farmed salmon. It is clear that in many international markets, such as in the USA and the Far East, Scottish provenance is important to our customers. The designation of PGI provides an international guarantee of origin for the salmon Scotland produces. This is especially important in emerging markets such as China who will pay a premium for imported food products that are seen as safe to eat and healthy. This is demonstrated in the strong demand for Scottish farmed salmon in the Far East, where exports to the region almost doubled to £85 million last year.
SCOTTISH RAPESEED OIL COLLABORATION
Scottish Rapeseed Oil is a new group of the Scottish producers of cold-pressed rapeseed oil. Collectively they have created a vision to grow the Scottish rapeseed category through higher levels of awareness, targeting both consumers and trade buyers. With the help of Scotland Food and Drink and Interface Food and Drink, the group, which comprises Summer Harvest, Black and Gold, Cullisse, Stark Oils, Supernature, Mackintosh of Glendaveny, Borderfields and Ola Oils, is undertaking a concerted marketing campaign to help drive overall sales of the Scottish cold-pressed rapeseed oil category. Whilst a relatively small but important part of the Scottish food and drink industry the category still underperforms in Scotland and the group will initially use their collective voice to raise awareness in their home market. In the UK, rapeseed oil is the fastest growing sector of the oils category worth £7.2m. This new collaboration group will work together to grow and contribute greater value to the overall Scottish food and drink industry and drive increased sales for all eight producers over the longer term.
Taken together, the story of growth, development, and success in the Scottish Food and Drink sector since 2008 is remarkable.
* Unprecedented industry growth, one of the fastest growing domestic sectors, outstripping other parts of the UK food and drink sector. It is estimated that retail sales of Scottish brands in GB retail have risen by 32% between May 2007 and May 2013.
* Greatly improved collaboration between all parts of the industry – as embodied in the highly successful new body, Scotland Food and Drink – and between the industry and public sector.
* Over the period 2008 to 2011, the food and drink growth sector experienced the strongest growth in turnover (14.4%) of all the growth sectors in Scotland, worth £13.1 billion in 2011, surpassing the industry target of £12.5 billion by 2017.
* Between 2008 and 2011, turnover in Scotland's food and drink manufacturing grew by more than three times (13.4%) UK food and drink manufacturing (4.0%).
* Huge export growth of over 50%, with new markets opened up in the Far East, Asia and the Americas.
* An increase in the number of Protected Food Names in Scotland by 50% since 2007, adding, for example, Scottish Farmed Salmon, Scottish Wild Salmon, Orkney Cheddar Cheese, and Stornoway Black Pudding, with more on track to be registered in the future.
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* Proactive focus on public procurement, including the creation of a Sustainable Food Charter for the Commonwealth Games. For education and social services, 34% of food was from Scotland in 2007; for all public services, the figure was 48% in 2009 to 2010.
* Farmers' Markets have increased by around 50%. Farmers Markets Direct Sales are also estimated to have risen by 38% since 2007.
* Support for the highly successful celebration of Scottish Food and Drink at successive Food and Drink Fortnights, with over 300 events anticipated for 2014 alone.
These examples – and there are many more – show just some of the successes the Scottish Food and Drink industry has achieved. All the signs are this success story will run and run. Recent forecasts, such as those made by the Bank of Scotland, suggest continued growth with more than 5,600 extra jobs by 2018 as companies expand. The Scottish food and drink industry has the opportunity to confirm its position alongside oil and gas as the premier sectors of Scotland's economy.
5. The Story of Success 2: Scotland's Food & Drink Culture
Recipe for Success aimed to promote Scotland's sustainable economic growth by ensuring that the Scottish Government's food and drink policies address quality, health and wellbeing, and environmental sustainability, whilst recognising the need for access and affordable healthy food.
There has been considerable activity since then in all of these areas, including those which relate to our wider food culture as much as to economic growth. A change in food culture will mean changing behaviours and national attitudes toward food.
People throughout Scotland are seeing how their contributions are bringing about this change.
CASE STUDY
THE WEST DUNBARTONSHIRE PICTORIAL MENU INITIATIVE
The West Dunbartonshire pictorial menu initiative ensures that pupils with additional support needs across the council's Early Years Centres and primary and special schools are not disadvantaged in their school meal choices. The project meets a range of local and national objectives around providing personal support for children and young people, and the vision of the health promoting school as outlined in documents such as, Scotland's National Food and Drink Policy and Getting it Right for Every Child. It ensures that every child has the opportunity to make independent personal choices and has resulted in children showing a greater interest in their food choices.
EAST AYRSHIRE COUNCIL FOOD FOR LIFE
The impact of school food procurement decisions have been assessed in one local authority, using a Social Return on Investment (SROI) approach, as providing wider value in terms of health, social benefit and environmental outcomes. The study commissioned by East Ayrshire Council on primary schools working with the Food for Life Catering Mark suggested that, using a set of assumptions, the SROI index was at least 1:3 meaning that every £1 invested returned £3 in social, economic and environmental value. The research also recognised that behavioural change, at a collective and individual level is key to delivering long-term social, economic and environmental benefits.
CHALMERS BAKERY REFORMULATION SUCCESS
In 1956 Chalmers Bakery, a traditional Scottish Bakery, was established in Aberdeenshire. Chalmers Bakery manufactures and sells products including; breads, savouries, and cakes in 12 shops via wholesale. Chalmers Bakery has been part of Scottish Food and Drink Federation's Scottish Government (Health) Funded Reformulation Programme, which has helped to improve the healthiness of their recipes. One of the reformulated recipes has resulted in the pie shells used for meat pies now containing 56% less salt and 30% less fat. Positive feedback has shown that Chalmers' customers continue to enjoy these products and this has encouraged the company to proceed with the substitution of the old recipes with the newly reformulated ones.
THE LANARKSHIRE COMMUNITY FOOD AND HEALTH PARTNERSHIP
Established 22 years ago, the Lanarkshire Community Food and Health Partnership (LCF&HP) is a charitable organisation which supports healthier diet initiatives in local communities. LCF&HP sells high quality fresh produce at low cost to individuals, families and communities. The organisation has been running and supplying more than 40 community food co-ops where people have access to high quality food and can receive healthy cooking advice. The partnership supports people in deprived areas to improve health inequalities in relation to the effects of poor diet on health. Within the past year alone 3.5 million portions of fruit and vegetables have been distributed by the partnership. LCF&HP are one of a number of community initiatives across the country who provide immediate, appropriate and constructive responses at the coalface and also inform and inspire others both locally and nationally in a collective effort to deliver a fairer, healthier Scotland.
Taken together, these amount to a great deal of activity and investment.
* Significant increase in school activity, with the prominent place which food now has in the Curriculum for Excellence is a powerful lever for change.
* In the last two years, there has been the creation of more than 135,000 individual opportunities for pupils to learn about food; which enabled 8,000 school pupils to visit food and drink industry-related premises; trained over 2,000 teachers to deliver quality food education and generated nearly £1 million of private funding to support these initiatives.
* Since 2008, the Healthier Scotland Cooking Bus has taught over 164,000 pupils and over 6,500 teachers and community members about healthy cooking practices.
* The number of caterers with the Food for Life Catering Mark has trebled in the last year. Now, 1 in 3 primary schools in Scotland are certified, ensuring menus offered are fresh, seasonal and better for animal welfare, with progress towards more healthy, local and ethical choices.
* Scottish Government support contributes to Crofting Connections reaching over 2,500 thousand pupils in 131 schools across the Highlands and Islands. Students and their communities learn about the role of food in shaping their crofting heritage past, present and future, and to make vital connections with health, culture, the environment, and rural economy.
* The Scottish Government has funded an annual Eat in Season marketing campaign since 2011 which has increased consumer awareness of in-season produce and the benefits of eating seasonal produce (such as taste, value for money, and variety).
* Since the introduction of the Climate Challenge Fund (CCF) in 2008, over £19 million has supported 219 projects which include a component of foodrelated activity. Shettleston Community Growing Project in Glasgow have received CCF grants to run a resident-led
Becoming a Good Food Nation
initiative to grow locally and improve diets, while raising awareness of food miles, food waste, recycling, and energy consumption.
* The food and drink supply chain – from the farm or sea to the plate – is one of the most resource and carbonintensive business sectors in Scotland. Zero Waste Scotland is working closely with Scotland Food and Drink and other industry bodies to design and deliver industry-wide sustainability strategies, encompassing reductions in waste and energy and water use.
* We are continuing to support Community Food & Health Scotland to deliver community health based initiatives. This has allowed community organisations to deliver food related community projects across all National Health Service (NHS) board areas in the last year alone.
* Leading food retailers have committed to reducing household food and drink waste by 5% by 2015 against a 2012 baseline having already helped to reduce household food waste by 3.7% since 2009. The new target, if met, will translate into a 20% reduction in household food waste (2005–2015).
* Joint investment between Scottish Grocers Federation and the Scottish Government of £1.5 million has led to a growth in sales of fruit and vegetables by up to 6%, often in the most deprived areas of our country.
* The Scottish Government is funding the Healthy Living Award with £1,690,380 in 2012 to 2014, leading to more than 650 sites with the Award, including 100% of NHS food outlets and all prisons.
* The Supporting Healthy Choices Voluntary Framework will invite retailers, caterers, food and drink manufacturers and the public sector to take action to encourage and support the Scottish population to make healthier food choices. It has been developed jointly by the Scottish Government and the Food Standards Agency in Scotland.
6. Unfinished Business
The progress we as a nation have made is heartening. Scotland's food and drink is a genuine success story. But we must not rest on our laurels. There is much more to do if we are to ensure continued economic growth and transform our food culture.
In terms of economic growth. Serious on-going challenges remain.
* Lack of market diversity, turnover figures, and especially exports, are dominated by whisky. Food exports are still too reliant on a few, mature markets, with excellent opportunities elsewhere going a-begging.
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* Some supply chains are hampered by low investment in raw material supply or by what many see as a lack of genuine competition or resilience in different parts of the chain.
* The excellent productivity figures of the whisky industry tend to mask the performance of many other parts of the sector.
But the most stark challenges lie elsewhere.
* Poor diet contributes significantly to the main causes of death and poor health in Scotland, including heart disease, diabetes and obesity. Children's diets are particularly poor, and the proportion of adults in Scotland that are overweight or obese is 64% and rising. Scotland has the fifth highest prevalence of obesity compared to other countries worldwide Fruit and vegetables consumption in the poorest 20% has fallen by 20% since the recession. Diet-related disease contributes substantially to healthcare costs in Scotland. The total cost to Scottish society of obesity alone is upwards of £457 million (2008) and set to rise, if unchecked, to around £3 billion by 2030.
* Many people in Scotland are disconnected from their food. There are considerable efforts being made in schools and elsewhere, to engage with children. Nevertheless, many people of all ages in Scotland remain profoundly unaware of how and where the food they eat – and its ingredients – are produced.
* Food, in all its stages, is estimated to account worldwide for 31% of greenhouse gas emissions. Not all of this can be tackled in Scotland but Scotland must play its part on this and on the wider environmental impact of food production.
* There are serious world-wide threats to global food security over the next 50 years with the world population expected to rise from 7 billion today to 9 billion by 2050. Food represents one of the biggest challenges facing Governments today. There is overwhelming evidence that the food system will be increasingly vulnerable to climate change and other global threats. For example, a study conducted by a leading retailer showed 95% of its entire range of fresh produce currently sold is already at risk from climate change.
* Food culture, we have deep-seated poor dietary habits and low expectations of consumers in Scotland. These attitudes develop from a very early age. They are often as evident in affluent suburbia as in city centres and can manifest themselves in many ways, from unhealthy purchasing and consumption to an unhelpful reluctance to challenge poor standards in catering, whether institutional, hospitality or other.
* As a nation, we waste one fifth of the food we buy every year – most of which could have been avoided. It's expensive and it's bad for our environment; 630,000 tonnes of food and drink is thrown away annually – costing Scots over £1 billion and creating harmful greenhouse gases.
These facts point to a profound paradox: a nation renowned worldwide for producing high quality food and drink and yet with world beating levels of diet-related disease and an uneasy relationship with its food.
This needs to change. We need a Scotland that recognises, at all levels, the strategic importance of food so we can move towards a healthier, resilient and sustainable food system.
7. Towards a Good Food Nation: our vision
Scotland can and will become a Good Food Nation. We want food and drink to be one of the key reasons why the people of Scotland take pride in their country.
It needs to become second nature that Scots eat and serve good food – food which has sound health and environmental credentials as well as being delicious to eat.
This is a very big undertaking and will take time. It is achievable if pursued systematically and with determination.
Whilst there is, as yet no agreed definition of a Good Food Nation, there is consensus on the key concept areas; health and wellbeing, environmental sustainability, local economic prosperity, resilient communities, and fairness in the food chain. We, for our part, intend to set a clear, demanding but realistic vision, along the lines of the following:
By 2025, people from every walk of life, will take pride and pleasure in the food served day by day in Scotland. An increase in Scottish food exports will attract overseas visitors and the quality of the food we serve will become one of the key reasons to travel to Scotland. Everyone will know what constitutes good food and why. All players in Scottish life – from schools to hospitals, retailers, restaurants and food manufacturers – will be committed to serving such food. Its ready availability will have contributed to improvements in children's wellbeing and hence outcomes. Scottish suppliers will have developed their offering so that local increasingly equals fresh, healthy and environmentally sound. The most intractable dietary-related diseases will have begun to decline as will the environmental impact locally and world-wide, of our food consumption. The food industry will be a thriving well-known feature of local and national economies, with each part of Scotland rightly proud of its culinary heritage, past and present.
YOUR RESPONSE:
Please email your views to email@example.com by Friday 17 October 2014.
1. How important do you think it is that we aim to be a Good Food Nation?
2. How would we know when we had got there? What would success look like?
3. Do you agree with the proposed vision? How would you improve it?
4. How would your life be better? What does being a good food nation mean in your locality?
8. Setting out on the Journey
This section describes some of the preparations which will be made from the outset.
EVERYONE ON BOARD
Becoming a Good Food Nation will not just happen. It needs focus, drive and, perseverance; especially because habits around food are deep-seated within our culture.
Above all, everyone needs to be involved.
This project will stand or fall on the extent to which it builds on the energy of the existing food movement. The Commission will, therefore, have a role of maintaining and deploying a network of local food champions, charged with ensuring that our journey towards becoming a Good Food Nation is fuelled by all that's good about Scotland's food and drink movement the length and breadth of the country.
We shall shortly be appointing a Scottish Food Commission. Its remit will be to advocate for the importance of food to Scotland's health, environment, economy and quality of life, and to identify and champion those measures which taken together, will contribute the most to making Scotland a Good Food Nation. It will advise on broad spending priorities, for example on food grants or the Strategic Research Programme. It will involve 15 or so members chosen to achieve a public/private mix, covering, amongst others, the economy, health, environment, and education.
Becoming a Good Food Nation
Food impacts on almost every aspect of our daily lives. It is, therefore, of interest to not only every individual but to many organisations, public or otherwise. It will be important to ensure, wherever possible, that there is alignment between the activities of these bodies. The Scottish Government is taking steps to ensure its own house is in order and will work closely with other public bodies, including local government and the NHS to ensure effective coordination.
We shall pay particular attention to ensuring productive linkages between the new Commission and Scotland Food and Drink which will continue to lead on driving sustainable economic growth in the sector.
ENSURING WE'RE ROAD-WORTHY
It is crucial that attempts to improve Scotland's food culture have as their starting point continued focus on food safety and standards. Whilst there has been real improvement in recent years, there is no room for complacency. We shall take the opportunity of the creation of Food Standards Scotland to ensure that we continue to operate world class food safety and surveillance systems, effectively tailored to Scottish circumstances.
CLARITY ON WHERE WE'RE GOING
For every journey you need to be clear about where you are going.
In the previous section we posed a vision. An early task for the Commission will be to agree high-level indicators – or milestones – to show us how we are doing. There will need to be enough of these to reflect the range of issues we are concerned with, for example;
diet, the environment, and communities, alongside the two high profile existing targets on turnover and exports – but not so many that we lose focus and attention. They will need to be challenging whilst recognising that this journey will take time. The commission will be able to draw on the considerable groundwork done for the Recipe for Success.
CONSENSUS ON HOW TO GET THERE
This is not the first attempt to improve Scotland's relationship with its food. Previous efforts have made progress but have, on occasion, arguably stumbled because of the approach adopted. No single approach will guarantee making serious progress on a deep seated issue. We shall therefore adopt a range of approaches. In particular, we believe we stand a better chance of success if we:
* Put as much energy into celebrating all that's good and exciting about food and drink as we do into education; and
* Seek to counter the perception that caring about food should only be for those who can afford to do so. Healthy, sustainable and delicious food should be accessible to everyone.
YOUR RESPONSE
Please email your views to firstname.lastname@example.org by Friday 17 October 2014.
5. Are there any other essential steps we need to take before setting out on this journey?
6. How do you think a Food Commission could best help?
7. In what areas should indicators be set to check we are on track towards achieving our goals?
8. What are your views on the different approaches that could be taken to help us become a Good Food Nation?
Scotland: becoming a Good Food Nation | Recipe for Success phase 2
9. Setting Priorities
Being a Good Food Nation will have an impact on many parts of Scottish life. This agenda will need to be pursued systematically and with perseverance. But not everything can be done at once. Priorities need to be set, taking account of what matters most, the availability of resources and people's ability to cope with change.
It will be for the Commission to recommend priorities. However, the Scottish Government intends to propose early action in the following areas:
1 FOOD IN THE PUBLIC SECTOR
It is vital that the public sector leads by example. Whilst in stark economic terms the impact of public sector food may be relatively low, public food has enormous symbolic importance. Society rightly has high expectations for the quality and provenance of public food. Equally, stable public sector contracts can offer a predictable demand which provide opportunities for Small and Medium Enterprises (SMEs) to consolidate their businesses and scale up activity
Leadership will be key. The NHS and local authorities will, alongside the Scottish Government, be key to progress. They will be building on successes such as the food and nutrition standards introduced in schools, the Healthy Living Award Plus in hospitals and the Food for Life Catering Mark which focusses on fresh, seasonal and local food.
We should be ambitious for public food by:
* Championing fresh, seasonal, local and sustainable produce.
* Celebrating provenance and ethical sourcing.
* Ensuring food in public settings provides affordable access to good nutrition, and exemplifies the Good Food Nation ideal.
* Inspiring future generations who are proud of, and contribute to, Scotland's ambition as the 'Land of Food and Drink'.
Becoming a Good Food Nation
More than ever there is a strong awareness in all parts of the public sector about the significance of sustainable purchasing. The procurement reform agenda gives scope to harness the full potential. The Procurement Reform (Scotland) Bill will establish a national legislative framework for the new Scottish model of procurement, which looks at outcomes not outputs. It aims to use the power of public spend to deliver genuine public value by achieving the best balance of cost, quality, health, and sustainability.
The reform agenda recognises that public sector expenditure on food has the potential to unlock benefits for community health, well-being and social justice through access to good nutrition and that It can also bring market opportunities in a sector where there are a high number of SMEs. The 2011 guidance Catering for Change – buying food sustainably in the public sector is now a key part of the landscape for the procurement of food. Future guidance will include the promotion of sustainable, healthy, authentic food standards with high standards of traceability.
There is a need to go beyond simply applying requirements to public bodies and make it attractive for suppliers to play their part too. We need to go further in 'unbundling' contracts into smaller lots, offering improved opportunities for food producers and SMEs. Procurement Centres of Expertise need to play a vital role in maximising opportunity, calibrating supply capacity and demand in the regional Scottish supply chain and fully exploring opportunities for collaboration on food procurement.
However despite huge strides there is still a perceived complexity in tender processes and the required food safety and quality safeguards for food and drink that are asked for in contracts. We must create a thriving and resilient food and drink industry in Scotland so there is a real need to ensure Scottish food and drink businesses can step up to compete successfully for public food contracts. Independent supplier accreditations give due diligence assurance to pubic bodies, food service distributors, the retail and hospitality sectors are vitally important for maintaining Scotland's outstanding reputation for quality.
Public food can and must be at the core of our journey to becoming a Good Food Nation.
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2 A CHILDREN'S FOOD POLICY
There is a strong case for focusing much of our attention on Scotland's children, from pre-school onwards. The impact of food on the health of young people is relevant for their own eating habits, development and their ability to influence wider societal issues for generations to come. If we are serious about addressing children's wellbeing and ensuring Scotland is the best place to grow up, we must be serious about addressing issues around the food which affects them.
Food and health is now part of the broad general education that all children and young people will experience through Curriculum for Excellence, with teachers encouraged to embed food as a topic for interdisciplinary learning. Additionally, on the back of significant public sector funding, school and nursery food – in terms of nutrition, ambiance and indeed attractiveness – is much better than a decade ago. Initiatives like Better Eating Better Learning (BEBL), Beyond the School Gate (BTSG) and Food for Life are driving real change.
To maintain this momentum there is a need to put a concerted effort into driving this agenda forward, not just in schools but in all the different areas of life where food is important to children's wellbeing. This may mean seeking to accompany recent policy initiatives with a tangible aspiration for all schools in Scotland and developing a bespoke Children's Food Policy. This new food policy would build on progress from policies such as BEBL, BTSG, and Getting It Right For Every Child, identifying gaps and working across the range of sectors to ensure every child has access to healthy sustainable food understands its importance and has a stronger connection with where it has come from and how it was made. In taking this forward, we shall need to recognise the full complexity of the issues at stake including the many factors which drive children's behaviour. We shall want to work in tandem with those seeking to address these factors, for example, working in close partnership with those seeking to increase levels of physical activity.
3 LOCAL FOOD
There is a burgeoning interest in local food. Local food initiatives are thriving the length and breadth of the country. A key to our aspiration will be working with communities, seeking to embed change relevant to their circumstances. In achieving this, one of the key assets will be the energy and creativity behind local food.
This is in part about encouraging the production and sale of locally grown food in all its shapes and sizes. This enriches our lives, promotes local economic growth and helps reconnect us with our food. In many ways this movement has a life of its own. Any national activity should focus on finding ways to make the most of that energy. This is partly about giving the movement a focus, celebrating frequently its success and, crucially, extending its reach beyond the middle classes.
4 GOOD FOOD CHOICES
Long-lasting behavioural change is the key to becoming a Good Food Nation. This will apply to farmers, fishermen, food processors and producers, public bodies, caterers in all their guises and communities as a whole. Retailers, whose reach impacts on almost every aspect of food and drink – sometimes controversially – will have a particular role to play. Their support will be a powerful force in helping us on our journey.
There is much we can do to help ensure that everyone in Scotland has the opportunity, skills and confidence to access an affordable, healthy and balanced diet for themselves and their families. Part of the solution may lie in increasing significantly in scale programmes such as the Healthy Living Programme and community food hubs which have been a success in tackling inequalities through food. It also lies in ensuring other existing initiatives, such as integrating health and social care, take full account of the potential benefits of nutritious local food. There are also new possibilities here. The provisions in the Community Empowerment (Scotland) Bill relating to allotments and local food growing strategies set an important new framework, we need to use the momentum behind this new aspiration to help drive our partnership with local authorities and others to make these policy intentions a reality in every locality.
But the key to real progress will be all to consumers. Without their buy-in, others simply will not follow. This highlights the importance of education, information and maintaining the food conversation. We should prioritise our implementation of 'Supporting Healthy Choices', showing that we are serious about steady material progress, whether by reformulation, marketing or other means. But we need also to develop – and stick with – more sophisticated ways of achieving changed behaviours. Culture and behaviour are, according to all the evidence, very difficult to change in this area. The evidence suggests that poor diet can often be as much about a lack of empowerment to make choices as about a lack of available (and affordable) choices.
The Scottish Government will ask the Commission for advice on how best to do this, building on global knowledge and the evidence base and where necessary expanding that evidence base for Scottish circumstances. There is a case for simplifying the key messages and the range of delivery mechanisms; reducing radically the current plethora of definitions of what constitutes sustainable food. We should stick closely to an approach based on celebration and class neutrality.
5 CONTINUED ECONOMIC GROWTH
This focus on improving Scotland's relationship with food and drink will not be a threat to the economic health of the sector. On the contrary, we shall begin to enjoy the following virtuous cycle. The more progress we make on our domestic food culture, the more our reputation will be enhanced as a Land of Food and Drink in every sense, to the clear benefit of the sector's economic performance.
Nevertheless, it is vital that the Scottish Government and others continue to support the economic pillar of the policy. The food and drink industry employs over 350,000 people in Scotland and its continued success will be a key component of Scotland's economic wellbeing and continued sustainable growth. However, some parts of the sector are either fragile or slow to make the most of the opportunities ahead; some of the steps we need to take are:
* Implementing the new, more ambitious export strategy developed in partnership with the industry, including new dedicated resources overseas.
* Ensuring that the exciting new market opportunities feed through to confidence in primary production, especially beef, dairy, poultry, and seafood. This will include the implementation of an ambitious beef improvement scheme, designed to secure a sustainable future for Scotland's beef sector following reform of the Common Agricultural Policy.
* Supporting the continued development of the Scotland Food & Drink partnership which has created clarity of purpose for the industry and forged a unique partnership between the sector and the Scottish Government.
* Ensuring training is available which is fit for purpose to deliver the skills required for the 5,600 new employees the sector is predicted to need by 2018.
* Encouraging increased levels of research, contributing to increased and more effective innovation.
* Taking the opportunity of the new EU funding round to ensure the sector benefits from clear, streamlined sign posting to sources of support.
* Strengthening the local food economy and shortening supply chains.
YOUR RESPONSE
Please email your views to email@example.com by Friday 17 October 2014.
9. Do you agree with the proposed initial focus on:
* Food in the public sector
* A children's food policy
* Local food
* Good food choices and
* Continued economic growth?
10. Which other areas would you prioritise?
11. What other steps toward achieving a Good Food Nation would you recommend?
12. What else should be considered?
24
10. Your Role
Scotland must be a Land of Food and Drink in the quality not only of what we produce, but also of what we buy, serve and eat. We need to increase our focus on dietary, environmental, and community priorities. It is about bringing activity together, prioritising, and giving a much higher profile to these aspects of food. Above all, it is about having strong ambitions to drive change in our food culture.
We all have a part to play.
YOUR VIEWS
We are keen to hear your views. Below are the questions asked throughout this document. Please email your views to firstname.lastname@example.org by Friday 17 October 2014. Tell us your food stories, inspiring pledges, and how you think Scotland can become a Good Food Nation. Please tell us if you want your views to be confidential. There will also be opportunities over the months ahead to feed in views in discussions locally and nationally. Comments will go to the Food Commission so that their work from the very outset is informed by the widest possible range of views, gleaned here, under the original Recipe for Success and elsewhere.
YOUR PERSONAL RESPONSE
The only way that Scotland can become a Good Food Nation is with everyone's active input. We invite you to think about how you, your family or organisation will play your part and then answer this final question:
13. What steps do you plan to take to help Scotland on the journey toward becoming a Good Food Nation – in the next month and in the next 12 months?
QUESTION SUMMARY
1. How important do you think it is that we aim to be a Good Food Nation?
2. How would we know when we had got there? What would success look like?
3. Do you agree with the proposed vision? How would you improve it?
4. How would your life be better? What does being a Good Food Nation mean in your locality?
5. Are there any other essential steps we need to take before setting out on this journey?
6. How do you think a Food Commission could best help?
7. In what areas should indicators be set to check we are on track towards our goals?
8. What are your views on the different approaches that could be taken to help us become a Good Food Nation?
9. Do you agree with the proposed initial focus on:
* Food in the public sector
* A children's food policy
* Local food
* Good food choices and
* Continued economic growth?
10. Which other areas would you prioritise?
11. What other steps toward achieving a Good Food Nation would you recommend?
12. What else should be considered?
13. What steps do you plan to take to help Scotland on the journey toward becoming a Good Food Nation – in the next month and in the next 12 months?
26
© Crown copyright 2014
ISBN: 978-1-78412-528-8
This document is also available on the Scottish Government website:
www.scotland.gov.uk
APS Group Scotland DPPAS31090 (06/14)
www.scotland.gov.uk
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Summarised inspection findings
Chesters Nursery School
Glasgow City Council
23 April 2024
Key contextual information
Chesters Nursery School is based in a self-contained building in the grounds of Camstradden Primary School in Drumchapel, Glasgow. Children attend nursery from the age of two until they start school. 96% of children reside in households designated as within Scottish Index of Multiple Deprivation (SIMD) deciles one and two. There are three large playrooms with direct access to two fenced outdoor spaces in the grounds of the school. Regular use is made of nearby woodlands. The nursery provides early learning and childcare (ELC) for a maximum of 75 children between the hours of 8.00 am and 6.00 pm. Children attend on a variety of attendance patterns. The current roll is 82 children.
There is a large team of full and part time staff, including a head of centre, depute, lead practitioners, child development officers (CDOs), support worker and administrative staff. The experienced head of centre works in close, effective partnership with families to link them with a wide range of community groups and agencies. The leadership team, staff and families work together to ensure swift practical and educational support for children and their families, often in times of crisis. Recently, more children and families access Chester's for short periods of time while they, for example, await rehousing or apply for asylum.
2.3 Learning, teaching and assessment
very good
This indicator focuses on ensuring high quality learning experience for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
n learning and engagement
n quality of interactions
n effective use of assessment
n planning, tracking and monitoring
n Practitioners sensitive, caring interactions create a loving and calm atmosphere where children are involved and respected. Children and their families are greeted warmly by patient, attentive and welcoming staff. Practitioners know children's talents, strengths and challenges in detail and use these to sensitively respond to individuals. Children are engaged, resourceful and creative as they learn indoors, outdoors and in their local community. Almost all children are frequently absorbed, particularly in imaginative play and problem solving, for extended periods of time. Practitioners have worked thoughtfully alongside children to establish and maintain more accessible spaces. The team have improved children's ability to influence and direct their own play. This supports children to make choices, develop their interests and practice new skills very well.
n Practitioners use open-ended questions, commentary, well-chosen vocabulary, and images to support children to share and extend their learning. Practitioners and children make good use of digital technology to enhance communication. Children use computers and tablets effectively to access stories in their home language or document their learning in the construction areas. Children are highly motivated by the increased access to technology offered by staff.
n Practitioners use a mix of formal and informal observation methods to inform planning for children's learning and to set realistic individual next steps for each child. The team make good use of developmental milestones, a range of appropriate assessments and early language and
communication trackers to assess children's progress. Senior leaders, practitioners and visiting specialists work very well together to identify strategies to support children. Frequent communication, family support and regular reviews inform strategies for children. Effective tracking processes and assessment procedures, alongside very good partnerships with visiting specialists, ensure children with additional support needs make very good progress.
n Practitioners make good use of daily observations and focus on responsive planning to extend children's interests for children under three. Short term planning in the three to five rooms takes good account of children's interests and planned events. Practitioners make well considered links to experiences and outcomes across the early level. Practitioners pay careful attention to children's achievements in nursery, during home learning activities and activities in the local community. Staff and children notice and celebrate when children are successful. As identified through self-evaluation, the team should continue to reflect on the skills developed during additional planned learning experiences. This will ensure all planned experiences take full account of, and build effectively on, children's existing skills and prior learning.
n A local authority online system for tracking literacy, numeracy, health, and wellbeing is implemented well by the team. The head of centre, depute and lead practitioner collate comprehensive tracking data with practitioners. This captures children's progress in learning. Practitioners contribute well to planning and tracking meetings. The team continue to upskill their knowledge and skills in collating and interpreting data. The senior leadership team have in-depth knowledge about families, the local context and the progress of individual children and families. The team should continue to develop the skills and confidence of all staff in linking their use of data to their daily work with children and families.
2 | Summarised inspection findings
Chesters Nursery School (8409013)
Glasgow City Council
2.1 Safeguarding and child protection
n The setting submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. At the time of the inspection, there were no identified areas for development.
3.2 Securing children's progress
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
n progress in communication, early language, mathematics, and health and wellbeing
n children's progress over time
n overall quality of children's achievement
n ensuring equity for all children
n Almost all children are making very good progress appropriate to their age and stage of development. Children who require additional support with their learning make very good progress appropriate to their stage of development and specific, often complex, needs.
n Almost all children make very good progress in communication and early language. Younger children communicate their ideas, needs and preferences using single words, short sentences, and gestures. Almost all older children are confident communicators who narrate, ask questions, and explore the meaning of words in their imaginative play and when playing outside. Children frequently seek out, explore, and listen to stories and rhymes independently and with support from practitioners. Children can identify and discuss favourite books and songs with enthusiasm and enjoy recalling and predicting events in familiar stories. A few children enjoy following instructions to make soup for their friends to enjoy. A few children now need to write for a purpose in real life activities that motivate them to apply their skills.
n Almost all children make very good progress in numeracy and mathematics. Children accurately identify, order and match numerals to quantities. Most children explore volume and capacity for extended periods in the interesting sand and water areas. Groups of children extend their mathematical language as they explore height, symmetry, and balance. They identify, categorise, and use three-dimensional shapes in the block play area. Children are creative and curious as they make connections to other areas of learning in literacy and science as they build and test their structures.
n Almost all children are making very good progress in health and wellbeing. Children develop their gross motor skills as they challenge themselves to balance and climb and touch the tarp in the outdoor trail they helped create. Children are joyful, they challenge themselves to overcome unfamiliar sounds and try new experiences in the local woods. They develop their independence and fine motor skills very well as they help to set up their camp and use natural materials in their play. Almost all children share very well, they are patient and understanding with their friends and work very well together to complete tasks and challenges. Children show empathy and understanding to one another appropriate to their stage of development. All children would benefit from continued support to name and explain their feelings and emotions.
n Overall children make very good progress across their learning. Families, practitioners, and children frequently notice and celebrate everyday achievements, in addition to what children and families achieve at home and in the local community. Home learning, including literacy,
numeracy and cooking activities are shared using an online platform and social media. Children are proud of their achievements and seek out staff to discuss and share these. The senior leadership team should continue to work with staff to use data to ensure the information they have about children's achievements influences the planning of learning.
n Practitioners demonstrate a very good understanding of the importance of promoting equity across all aspects of their work. Practitioners and children are inclusive and welcoming to everyone. Children who require extra support are identified and supported well through effective personalised planning. This includes timely referrals to speech and language therapists and social workers and well-planned targeted interventions. Partners spoke very highly of the nursery and the tangible difference they make for families. The team understand their role in promoting equity and provide sensitive and valued support and advice for families. Practical support includes, maximising children's attendance, a nursery food bank and help with housing and benefits. Useful translation tools support families cultural, socio-economic, and linguistic backgrounds. The team should continue to explore and raise the profile of how they learn more about and celebrate the diverse cultures of children and their families.
Explanation of terms of quantity
The following standard Education Scotland terms of quantity are used in this report:
Other quantitative terms used in this report are to be understood as in common English usage.
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A Fairer Scotland for All:
An Anti-Racist Employment Strategy
Home
Forward
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your
Workforce through Data
Section 2: Action
Representation on Recruitment and
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy
Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Contents
3
2
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Ministerial Foreword
Addressing inequality in the workplace involves everyone that contributes to and makes decisions within our labour market and economy. Commitment to diversity and inclusion will not only help us to build a wellbeing economy, but it will also help us towards becoming a leading Fair Work nation, benefiting employers, workers and wider society. The Scottish Government wants Scotland to be a place where every person has the same opportunities to enter, sustain and progress their careers in a safe, diverse and inclusive labour market.
Richard Lochhead, Minister for Just Transition, Employment and Fair Work
Recognising the potential, skills and experience of current and future workers should apply to everyone who is part of the working age population of Scotland. We have in Scotland seen continued and steady improvement in addressing the gender pay gap and the disability employment gap and we will continue our efforts on these important issues. We have however sadly seen less progress in addressing racial inequality in the work place with, for example, the employment gap for 'minority ethnic' workers remaining stubbornly high.
That is why this strategy is needed to make greater strides in addressing racial inequality in the workplace. We need to understand what can be done to make progress and to challenge our thinking on how systemic inequalities exist and operate that prevent our fellow Scots from racialised minorities from reaching their potential in securing and succeeding in the work place and in turn from our economy benefitting fully from that potential.
This strategy recognises that there are many good examples of employers taking forward work to address institutional racism and challenge the systems and processes in the workplace that can embed and perpetuate inequality. Much of this is offered in more detail within the accompanying appendices. In order to make progress, it will be necessary for us all, government, employers, workers representatives and fellow colleagues and workmates to understand the issues, learn from others about what works and what can be done.
3
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Ministerial Foreword
To do that effectively we need also to approach and learn about issues and lived experience in a safe and trauma-informed way, and to be comfortable with what may be new or uncomfortable. Without understanding what institutional racism is and how it can drive labour market inequality, we will not effectively address all forms of racism in the workplace.
Addressing institutional racism through a commitment to diversity and inclusion benefits everyone. It can help recognise and attract the potential and skills of hidden talent pools and drive productivity and can enable more people to contribute to the economy through active labour market participation. 1
We recognise the economic challenge and uncertainty of recent years following the pandemic and now with the current cost crisis and financial pressure on households and businesses. There will always be variables that affect our economy but addressing inequality should always remain a constant. For us to deliver on our aim for Scotland to become a leading Fair Work nation by 2025, we must collectively and constantly look at the multiple barriers that affect experiences of work for racially minoritised people, how these can be addressed and how we measure the impact of our actions.
1 Delivering growth through diversity in the workplace | McKinsey
I look to employers to demonstrate bold, transparent leadership; to be the agents for change; actively challenging and addressing structures of inequality in our institutions. The actions, support, and advice in this strategy, aligned with and incorporated into our wider refreshed Fair Work Action Plan, provide a means to help deliver this. I look forward to working with you as we implement this strategy.
I wish to thank the members of our Short-Life Working Group for their input to date and whose range of expertise helped to shape the strategy, as well as stakeholders from a range of other backgrounds through the related process to refresh the Fair Work Action Plan. They have helped us to understand the impact of racism on people and communities who are marginalised in the labour market and the anti-racist approach that employers can take to address institutional racism. Going forward, we will continue to engage with our stakeholders and those that represent the voice of lived experience to ensure this strategy helps shape a fairer Scotland.
4
Home
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Executive Summary
A Fairer Scotland for All: An Anti-Racist Employment Strategy is a call for action and a guide to address the issues and disadvantage experienced by people from racialised minorities 2 in the labour market in Scotland. It is a key component in achieving our ambition to become a leading Fair Work Nation by 2025 and in turn an important element in our National Strategy for Economic Transformation with its emphasis on growth, opportunity, productivity, and inclusivity.
The disadvantages and barriers that affect racialised minorities are so entrenched that we need to take an anti-racist approach. This means proactively challenging the systems and processes that create racial inequality in the workforce.
Labour market data shows that:
* The employment rate for the minority ethnic group aged 16 to 64 was estimated at 62.1 per cent in 2021, lower than the rate for the white group (73.9 per cent), resulting in an employment rate gap of 11.7 percentage points (p.p.).
* While this gap is narrower than the gap in each year from 2012 to 2019, it is wider than the gap in 2020 (9.7 p.p.) and also wider than the gap ten years earlier (9.4 p.p. in 2011). 3
* Racial inequality affects some racially minoritised groups more than others. Disaggregated data from the 2011 Census showed higher rates of unemployment among African, Gypsy/Traveller, Arab and Caribbean or Black ethnic groups. 4
Levels of pay are lower too, with minority ethnic workers earning less on average than white workers, as reflected in the 'ethnicity pay gap'. The ethnicity pay gap represents the difference between the average hourly earnings of white workers and minority ethnic workers as a proportion of white workers average hourly pay. Estimates from the Office for National Statistics show that Scotland's ethnicity pay gap was 10.3% in 2019 and 10.2% in 2018. 5
2 We are using the terms "adversely racialised communities", "racially minoritised/racialised minorities", and "racialisation" to show that it is systems and structures that do not work for those who are categorised on the basis of "race", and because of this are sometimes treated differently or disadvantaged. These terms are becoming more widely used across Scottish Government, in line with our acceptance that racism is a structural issue. We support everyone's right to self-identify according to the term they relate to or are most comfortable with. Terminology changes as societal and systemic understanding grows. It should be noted that in labour market data analysis, the term minority ethnic is used and in reserved legislation such as the Equality Act (2010), the term "race" is used . These terms are not helpful to understand how racialised inequity impacts on those who experience systemic, institutional or interpersonal racism.
4 5. Employability, Employment and Income – Race equality framework for Scotland 2016 to 2030 – gov.scot (www.gov.scot)
5
3 Annual Population Survey, Jan-Dec datasets, ONS
5 Ethnicity pay gaps – Office for National Statistics (ons.gov.uk)
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Executive Summary
Further, evidence continues to show over-representation of racialised minorities in work that is low paid or precarious in terms of contracts and conditions, while under-representation is seen at senior levels. There is evidence that racially minoritised groups are more likely to be employed on zero hours contracts. 6 Further evidence comes from the Parker Review report in 2020, which shows that 37% of FTSE 100 companies surveyed (31 out of 83 companies) do not have any ethnic minority representation on their boards. 7
Bias in recruitment processes are apparent where a study by the Department of Work and Pensions has shown that 74% more applications needed to be sent from racialised minority applicants in order to generate the same success rate as applicants with a white-sounding name. 8
Whilst there are many examples of good practice across employers in Scotland, and these are included as case studies in the appendices, we believe that persistent inequality across the labour market for racialised minorities is a reflection of the existence of institutional racism.
In 2020 the Scottish Parliament Equalities and Human Rights Committee employment inquiry highlighted that there are different levels of understanding of the term institutional racism. Its existence was documented extensively in the Stephen Lawrence Inquiry report. 9
The Committee's inquiry report stated that the way an employer interprets or understands institutional racism can have an impact on the experiences and opportunities of racialised minorities in the workplace. 10 It is therefore important that there is a shared understanding of institutional racism if we are to address it.
Racism, in its different forms, affects and influences how our workplaces operate, the systems and processes that are used and workplace cultures – such as how we recruit, develop and promote staff. It can be experienced as traumatic and have long-term, negative impacts on the mental health and wellbeing of people affected. The disadvantage experienced by racially minoritised people leads to poor outcomes in terms of job and career goals and a loss of opportunity to contribute economically. It is also a loss for employers faced with the increasing challenge of raising productivity and filling skills gaps in a fast changing and wider competitive environment.
6 Fair-Work-in-Scotland-Report.pdf (fairworkconvention.scot) BME workers on zero-hours contracts | TUC
8 Race in the workplace: The McGregor-Smith review (publishing.service.gov.uk)
7 Ethnic diversity of UK boards: the Parker review – GOV.UK (www.gov.uk)
9 The Stephen Lawrence Inquiry – GOV.UK (www.gov.uk)
10 Race Equality, Employment and Skills: Making Progress? (azureedge.net)
6
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Executive Summary
The Scottish Government recognises its role in demonstrating leadership in advancing activity to address inequality. Meeting our aim to become a leading Fair Work Nation by 2025 means going beyond minimum statutory employment obligations and looking at what more can be done.
The strategy includes guidance, advice, and examples of good practice for employers and sets an expectation of leadership by the Scottish Government and public sector in line with our wider approach to Fair Work. We want to see positive changes in data such as seeing employment and pay gaps narrowing and evidence showing inequalities being proactively addressed. This will require long-term effort and on-going commitment to diversity and inclusion that is explicit in how racial inequality in the workplace is being addressed.
The strategy is developed around 4 key areas of focus:
* Knowing your workforce through data
* Driving cultural and attitudinal change
* Action on recruitment and representation
* Fair Work policy context and legislation
There are gaps in data in terms of how racialised minorities are represented in the workforce and their experience of work. This is both at a national and organisational level. Data is a key theme that runs through a number of our actions we intend to take forward for the strategy.
With this strategy, we want to see a change. A change in workplace culture, where trauma-informed approaches are embedded throughout; a change in our systems – how policies are developed; and a change in attitudes of staff at all levels. We want to see this change through challenging and changing the disadvantage experienced by racialised minorities as well as the multiple barriers that can be associated with other aspects of people's identity such as gender, religion, disability, and age.
The role of public sector leadership is key in this. The Scottish Government will demonstrate this by monitoring progress against our own Race Recruitment and Retention Action Plan, 11 and developing and building capability of employers by sharing and learning from effective practice.
Racialised minorities are not a homogenous group. Different racialised minority groups will have different experiences in the workplace. As part of this strategy, we are looking at how we can increase the data and evidence base available to policy makers and employers to help identify and respond better to specific issues.
11 The Race Recruitment and Retention Action Plan (RRRAP) uses the term 'minority ethnic', reflecting the Scottish Government's position on terminology at the time of its publication in 2021, and which is in line with the Office of National Statistics' terminology. This position is under review and may change as our understanding of racism and racial inequality develops.
7
Home
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Executive Summary
Through the Public Sector Equality Duty review, we will shape how the reporting requirements under this can be used to drive change. We will also encourage and support local authorities in their work to improve data disclosure on ethnic background. We will also disseminate, and raise awareness among employers, of national data.
Ensuring that recruitment, retention and progression overcome the embedded disadvantages and barriers for racialised minorities is a key element in the strategy. Specific actions include:
There is greater awareness among employers of the benefits to business in having diverse and inclusive workplaces and of having workforces that are representative of the population. For example, Business in the Community's Race at Work 2021 Scorecard Report notes that the number of organisations voluntarily capturing their ethnicity pay gap data has increased from 11% in 2018 to 19% in 2021. 12 Diversity and inclusion was also a key theme which was identified in responses to the Fair Work Consultation. 13 Our Fair Work First criteria for organisations seeking public sector grants and contracts will also continue to encourage and support this further.
* Taking account of the review of a community engagement pilot project to inform future policy interventions on recruitment, retention and progression.
* Reviewing and promoting the use of the Scottish Government's Minority Ethnic Recruitment Toolkit.
* Disseminating learning and best practice from the delivery of the Workplace Equality Fund in 22/23-23/24.
* Supporting work within the public sector and to take a targeted approach on the recommendations of the Equalities and Human Rights Committee's inquiry report into race equality, employment and skills. This will include our work to engage with the public sector focussing on different aspects of recruitment and retention practice.
12 Race At Work 2021: The Scorecard Report – Business in the Community (bitc.org.uk)
13 Supporting documents – Becoming a Fair Work Nation: consultation analysis – gov.scot (www.gov.scot)
8
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Executive Summary
There is a unique role for senior leaders to lead on changing workplace culture and attitudes. In the Scottish Government as part of our own Race Recruitment Retention Action Plan, 14 we want senior leaders to have confident and anti-racist mindsets to be able to change systems, culture, and attitudes. We recognise that this capability needs to be built and we will facilitate that through engaging with employers on the strategy.
Employers across the economy can use their understanding of institutional racism and how it can affect those who are racially minoritised such as when accessing jobs and trying to stay or progress in jobs or a sector. This understanding will support them to take an anti-racist approach to their policies and practices to ensure that racialised minorities are not disadvantaged or face unintended consequences when accessing, staying in or progressing in employment.
Actions we have to facilitate this:
* Work with partners to establish senior leadership networks across the economy to build capability and understanding of racism and racial inequality and intersectionality.
Equality law is a matter reserved to the UK Government. However, we will use the levers within our devolved competence to support the implementation of the strategy and deliver the actions within our Fair Work Action Plan.
Through the Scottish Government's review of the Public Sector Equality Duty, we will look to improve the Scottish Specific Duties, which includes extending the existing gender pay gap duty to ethnicity and disability for public bodies.
The new multi-treaty Human Rights Bill to be introduced in this parliamentary session will strengthen legal protections for racialised minorities by making these human rights enforceable domestically and embed human rights culture across Scotland.
Through our Fair Work Action Plan, and as we continue to make the wider case for independence as set out in our Building a New Scotland series, 15 we will:
* Update the Fair Work First criteria to better reflect priority action required to address labour market inequalities experienced by women, racialised minorities and disabled people, and ensuring people can enter, remain, and progress in jobs.
* Build capability by developing jointly with stakeholders, an intersectional and anti-racist workplace training framework.
* Continue to press for the full devolution of employment powers to the Scottish Parliament and push for changes to reserved legislation to advance the Fair Work agenda in Scotland including mandating ethnicity pay gap reporting.
14 Race recruitment and retention – an instigation for change: action plan – gov.scot (www.gov.scot)
15 Building a New Scotland
9
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Executive Summary
It is of course not enough to provide guidance and support; real impact needs to see delivery and implementation. The strategy sits alongside the refreshed Fair Work Action Plan which sets out actions under the themes of public sector and the role of leadership; expectations of and support for employers; and building the evidence base from an anti-racist perspective to support the implementation of this strategy.
The refreshed Action Plan will be subject to regular monitoring and reporting. The actions from the strategy will be incorporated in to the action plan and will focus on achieving the following outcomes:
* The number of people entering the labour market and staying in and progressing in an organisation is closer to and representative of that organisation's local population.
* The number of employers taking action to remove intersectional barriers in their workplaces has increased. This means more actions to prevent the compounded disadvantage experienced by people with multiple protected characteristics e.g. race, gender, and disability.
* The number of employers proactively creating safe, diverse and inclusive workplaces has increased. This means more safe spaces such as staff networks, where staff do not experience discrimination, bullying or harassment and feel safe and supported to challenge inappropriate behaviour.
* An increase in the number of employers taking evidenced based actions to improve fair work conditions for workers from all backgrounds. This means an increase in the number of employers assessing the impact of policies and processes on recruitment, retention and progression to ensure equal outcomes for all members of staff.
These outcomes will be measured through a measurement framework, which will monitor and evaluate the actions from the strategy and refreshed Fair Work Action Plan.
The strategy and its actions have been informed by the following impact assessments.
* Business and Regulatory Impact Assessment (BRIA)
* Child Rights and Wellbeing Impact Assessment (CRWIA)
* Data Protection Impact Assessment (DPIA)
* Fairer Scotland Duty Assessment (FSDA)
* Equality Impact Assessment (EQIA)
* Islands Communities Impact Assessment (ICIA)
* Strategic Environment Assessment (SEA)
These assessments will be kept under review, with new data analysed and continued stakeholder engagement planned for post publication, to ensure we improve the evidence base for continuous learning and development to monitor the impact of the strategy on workers, employers and wider context in which they operate.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Introduction
This strategy has been developed in response to the persistent inequality that exists within the labour market for racialised minorities. There is recognition that more needs to be done to address this and the systemic and structural issues that reinforce it.
The strategy takes an anti-racist and intersectional approach. An anti-racist approach means it is no longer enough to be just against racism, but to be active in taking steps to challenge and address it. This applies to both people and organisations. It means challenging and changing organisational structures, policies, practices, and attitudes so that nobody is discriminated against in the workplace. Taking an intersectional approach means people recognise, and policies reflect, that racism does not sit in isolation and that other inequalities can exist which make entering and progressing in the workplace more difficult.
An anti-racist approach is the reason for the strategy adopting terms such as racialised minorities when referring to those impacted negatively because of their race or ethnicity. It recognises that our systems and processes in society, including the labour market, are structured in a way that disadvantages certain groups. This disadvantage affects those from different ethnic backgrounds.
"Racialisation is the process by which groups of people are given racial identities and placed within the hierarchy based on their presumed superiority or inferiority to one another." 16
It is this process within society and in our systems which have historically created and reinforced racial inequality. We see racial inequality in the labour market through the employment gap and the ethnicity pay gap, which indicate a variety of issues experienced by racialised minorities in the labour market.
We recognise this terminology will be new to some. We are using it because it is important to highlight this process of racialisation and how it impacts and affects different groups in our society. Through highlighting it, and encouraging other employers to understand it, it forces the onus on systems, institutions, policies and practices to change to address inequality rather than on those impacted by it.
Using these terms within our strategy does not change our position of respecting everyone's right to self-identify according to the term they relate to or are most comfortable with, such as minority ethnic or black and minority ethnic or a person of colour.
Employers should use the terms that work for all staff in their organisation and be able to explain the reason for the terms they use (e.g. it's what their staff feel is most appropriate). This is likely to differ across employers and their workforces.
16 Fields, Barbara, 2001 "Whiteness, Racism and Identity," International Labor and Working-Class History: p.48).
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Introduction
The evidence base for this strategy
There is substantive labour market data which shows inequality for racialised minorities.
It should be noted that the term 'minority ethnic' is used in labour market analysis, equality analysis and statistical indicators such as the ethnicity pay or employment rate gaps, and not 'racialised minorities'.
The ethnicity pay gap and employment rate gap are useful high level indicators of inequality and a reminder of the persistent disparities that exist between white workers and 'minority ethnic' workers.
Ethnicity pay gap and median hourly pay by ethnicity, Scotland
Source: Annual Population Survey, Jan-Dec 2012-2019
Employment rates (%, 16-64), white and minority ethnic, and minority ethnic employment rate gap (percentage points), Scotland
Source: Annual Population Survey, Jan-Dec 2011-2021
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Introduction
The importance of addressing racial inequality
Employers should see the benefits of addressing racial inequality in many ways. In becoming a leading Fair Work Nation, it will not just mean employers taking forward fair working practices in terms of pay and job security but also having workplaces that are truly inclusive and reflective of Scotland's diverse population. It is right that the labour market should have the conditions that mean everyone is treated fairly and equally.
There will always be a moral imperative to ensuring everyone in Scotland is treated fairly in the labour market. That should always be the first and most important consideration.
In doing this employers are also making good business choices that lead to better outcomes. This includes:
* Greater profitability
Research has shown that companies in the top-quartile for ethnic/cultural diversity on executive teams were 33% more likely to have industry-leading profitability. A diverse workforce makes good business, economic and societal sense. 17
* Reduced economic loss because there is the full participation of racialised minority individuals, including better staff retention and engagement.
17 Delivering growth through diversity in the workplace | McKinsey
19 Changing attitudes to business - why millennials matter - Blog post
18 Race in the workplace: The McGregor-Smith review (publishing.service.gov.uk)
"The potential benefit to the UK economy from full representation of BME individuals across the labour market, through improved participation and progression, is estimated to be £24 billion a year, which represents 1.3% of GDP [Gross Domestic Product]." 18
* Improved corporate reputation
Research has shown that people want to work for employers with good employment practices. In a UK survey by the Institute of Business Ethics, 85% of female millennials say that an employer's policy on diversity, equality, and workforce inclusion are important factors when deciding whether or not to work for them. 19
Our aim
The aim of this strategy is to:
* Address issues experienced by racialised minorities that lead to inequality in the labour market
* Increase the number and impact of actions that employers are taking to address racial inequality in their workplace.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Introduction
We will do this by:
* Establishing a suite of actions for the Scottish Government, supported by employers across the economy.
* Providing employers with practical steps, guidance and resources to take a proactive approach on this agenda.
What success will look like:
* The number of people entering the labour market and staying in and progressing in an organisation is closer to and representative of that organisation's local population.
* The number of employers addressing intersectional barriers in their workplaces has increased. This means an increase in the number of employers implementing or improving policies and processes across recruitment, retention and progression, to prevent the compounded disadvantage experienced by people with multiple protected characteristics e.g. race, gender and disability.
* The number of employers proactively creating safe, diverse, and inclusive workplaces has increased. This means an increase in the number of employers creating workplaces where racialised minorities have safe spaces such as staff networks, where they do not experience discrimination, bullying or harassment and where they can feel safe and supported to challenge inappropriate behaviour.
* The number of employers taking forward informed and evidence-based actions, that lead to improvements in pay, commitment and conditions for the entire workforce, has increased. This includes seeing an increase in the number of employers impact assessing policies and processes across recruitment, retention and progression to ensure equal outcomes for all members of staff.
The strategy will complement existing activity by employers across the UK who are working to address racial inequality, such as reporting and acting on their pay gaps to increase representation and support progression and retention.
For employers who operate across the UK, we encourage and expect them to take the Fair Work approach for operations in Scotland. Fair Work principles and supporting guidance should be taken account of when bidding on public contracts, for example. This will be actioned through our commitment to strengthen Fair Work First criteria.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 1: Knowing Your Workforce through Data
Knowing your workforce and the community it is drawn from is the first step in ensuring that your workforce is representative. It can also identify gaps in representation, including across pay bands and responsibilities in the organisation.
Data is therefore a key theme that runs through a number of the actions we intend to take forward for the strategy. This is because better data can inform more effective action. Yet there are gaps and limitations with the data that exists.
Scotland's minority ethnic population is a relatively small group. In 2021, minority ethnic groups accounted for around 5% of Scotland's population (16-64 years) compared with around 15% for the UK as a whole. This means that sample sizes are small, leading to a high degree of variability in national-level estimates over time.
The ethnicity pay gap is a statistical measure which shows the difference in the average pay between white employees and racialised minority employees in the workforce, expressed as a percentage. It is indicative of a variety of factors such as occupational segregation, underrepresentation in senior roles, overrepresentation in lower paid/entry level roles; inflexible work; the lack of quality part-time work; racialised minority women's experiences of gender-based violence, and pay discrimination. The pay gap relies on self-reported pay and is based on a survey sample, rather than being collected through more accurate pay systems.
The ethnicity pay gap is different from the employment gap:
Pay Gap
The difference in the average pay between minority ethnic employees and white employees.
Employment Gap
The difference in the employment rate of the 16-64 minority ethnic group and the 16-64 white group.
Organisations that report their pay gap use their analysis to:
* Understand inequalities that exist in their workforce; drive strategies for recruitment, retention, and progression.
* Demonstrate their organisation's commitment to, and accountability for, equitable employment outcomes.
* Understand the extent of occupational segregation in their workforce where one demographic group is overrepresented or underrepresented among different kinds of work or different types of roles.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 1: Knowing Your Workforce through Data
Pay gap reporting can also be limited in terms of what it shows.
* It does not show who is most affected by the gap and the term ethnicity is a homogenous categorisation that will not show pay disparities that may disproportionately affect particular ethnic groups more than others.
All employers can take steps in relation to their data, but these steps can vary according to the size or location of the organisation, for instance those in rural and island communities.
* A small or negative gap can be misleading if representation is low in an organisation and that representation falls within higher paid positions. Low representation is far more likely in rural and lower population centres. If a gap is based on a small sample size, the data is more easily skewed. The gap is therefore not always a clear indication of the experience of racialised minorities in the workplace or the organisation's commitment to equality and diversity.
There are instances where a short-term widening of the gap is reflective of positive changes in an organisation, such as in cases where a greater number of racialised minority workers have entered the workforce on entrylevel pay grades, in comparison to those who have been in the organisation longer and who are on a higher pay grade within the same salary range.
As a starting point, all employers can look at how they are collecting and analysis data on their workplace profile. They can also look at whether their data shows representation of racialised minority staff. This information could contribute to an employer's further work on reporting the pay gap, but it can also be used to understand where there are gaps in representation and to take action to address those gaps. Data actions will be proportionate to the size and experience of the employer and may differ between micro/small and medium employers, and large corporate or public sector employers.
Gathering and analysing data can be done in different ways:
Quantitative data can be gathered to understand the staff profile according to ethnicity category, e.g. the number of staff who are Asian and where they are represented across roles in the organisation.
Qualitative data can tell you about staff experiences of the workplace and this could be gathered through staff surveys or focus groups.
Both data types will provide insights that help to improve policies and practices.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 1: Knowing Your Workforce through Data
The Scottish Government as an employer collects pay gap information but it is only one part of the picture that helps us determine how we can address structures and processes that enable and embed institutional racism. Alongside this we analyse data from other sources, including our annual Civil Service People Survey, which helps us understand workers' workplace experiences.
It is important that employers across all organisations begin to build their evidence base in order to take actions that are informed by data. Within our refreshed Fair Work Action Plan we will be pushing for the UK Government to mandate ethnicity pay gap reporting across the economy. This in itself will help to build evidence both nationally and at organisational levels.
A key theme in the refreshed Fair Work Action Plan is around building the evidence base. This acknowledges that data gaps exist. Activity is underway both at a Scotland and UK level to improve the data quality of labour market statistics including improved estimates for protected characteristic groups. 20 In 2021 the Equality Data Improvement Programme was launched by the Scottish Government, setting out our approach to improving Scotland's equality evidence to support inclusive policy design and delivery.
To help improve the evidence base at an organisational level, we are taking forward the following:
* Encouraging and supporting local authorities in their work to improve data disclosure.
* Disseminating and raising awareness among employers the availability of national data.
* Demonstrating use of data in positive action measures through guidance that will be developed with partners and stakeholders.
20 Labour market transformation – update on progress and plans
Within these actions, we will also focus, as far as possible, on intersectional analysis of data to understand workers that face multiple intersectional barriers and where barriers are presented for different people. This includes within the Scottish Government's workforce, and that is why another of our actions includes conducting an equal pay audit examining pay gaps by race which will inform Scottish Government's recruitment and retention policies to address workplace inequalities.
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Ministerial Foreword
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 1: Knowing Your Workforce through Data
Actions for employers
All employers can start somewhere on data. Below is one approach that can be taken.
Assess – Plan – Action – Review
Assess – what data can you collect?
* Collecting whatever data you can is better than collecting none at all.
* Consider available sources of quantitative (e.g. ethnicity workforce data) and qualitative data (such as anonymised surveys or focus groups) to get a comprehensive picture of how staff are represented and how they feel about working in the organisation.
Review – monitor and evaluate your actions
* Review and evaluate the effectiveness of actions.
Plan – how will you collect it?
* Ensure there is anti-racist messaging tailored for the whole workforce to support any mechanisms put in place for collecting both quantitative and qualitative workforce data and that these mechanisms are accessible and can be used in safe spaces.
Action – what do you do with the data? • Gather the data.
* Analyse the data you receive. Keep it proportionate: start by looking at white versus non-white groups, and disaggregate all groups where the data allows.
* Conduct intersectional analysis that takes account of other characteristics (such as gender, disability, age and religion) where the data allows.
* Determine what action you can take based on the data you have collected and impact assess policies and practices to identify barriers for equalities groups.
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Ministerial Foreword
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 1: Knowing Your Workforce through Data
All data should be collected and used in line with data protection legislation. Data protection is not a barrier to collecting data, but offers a framework for how data can be used, and helps to protect individuals who could be harmed by the misuse of their data. The Information Commissioner's Office is the regulatory body for data protection in the UK, and provides extensive guidance for organisations on how to follow data protection legislation. 21
Further information including case studies can be found in the Knowing Your Workforce Through Data Appendix.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 2: Action on Recruitment and Representation
Employers' recruitment, retention, and progression policies and practices are key to changing representation in a workplace. Changing the practices in each of these areas can in turn change what a workforce looks like across the whole organisation. It can potentially change what a workplace culture feels like if there are more racially minoritised staff represented across the organisation including at senior level.
"Research has shown that companies in the top-quartile for ethnic/cultural diversity on executive teams were 33% more likely to have industry-leading profitability. A diverse workforce makes good business, economic and societal sense." 22
Greater awareness and emphasis is being placed on creating diverse and inclusive workplaces as both moral and economic imperatives. Employers can begin to consider what kind of anti-racist practice could be taken forward in their organisation and measures that could be implemented at each stage of the employment journey.
22 Delivering growth through diversity in the workplace | McKinsey
Employers should focus on practice that challenges and changes policies and processes that disadvantage and create barriers within their organisation. Policies and processes can be reviewed and challenged at each stage of the employment journey. This includes for example:
* Branding and communication in advance of a recruitment campaign
* Accessible language in advertised vacancies
* Targeted marketing
* Flexible working
* Commitment to diversity and inclusion
Employers that ensure equality and diversity training has been undertaken by interviewers, which includes an understanding of the impact of trauma, can help to reduce bias at interview stage. Bias can also be removed if applications are anonymised. Research has shown that racialised minorities have to send 74% more applications in order to generate the same success rate as applicants with a white-sounding name. 23 Diverse interview panels and reviewing interview questions for cultural bias/knowledge and assumptions can ensure a more equitable interview process.
23 Race in the workplace: The McGregor-Smith review (publishing.service.gov.uk)
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Ministerial Foreword
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 2: Action on Recruitment and Representation
Inclusive employers use a number of ways to ensure they retain their staff and that their staff feel supported and able to develop and progress. This includes:
* Establishing and supporting staff networks, taking steps to learn to be an inclusive employer, and to develop an anti-racist culture.
* Raising awareness of the harms of racism, including hate crime; supporting and promoting anti-racist campaigns such as National Hate Crime Awareness week.
* Increasing leadership messaging that challenges discrimination and racism.
* Implementing flexible working.
* Providing relevant training to deal effectively with incidents of bullying and harassment.
* Embedding trauma-informed and responsive practice in the workplace, which promotes the principles of safety, trust, choice, collaboration, and empowerment.
The role of lived experience
The voice of lived experience can help to identify barriers and challenges for racialised minority workers. Embedding this into every policy, process, and decision made in the organisation will ensure that these processes are informed.
Employers who have feedback from those with lived experience use this to inform and influence organisational decisions. Those who give feedback will have a clear overview of how their information will be used to inform action.
Responsibility is therefore placed on employers, leaders, and institutions to address issues and inequality, not on racialised minorities.
Organisations that engage with each other to determine whether information is already available can help avoid making repeated asks of those with lived experience or their representative organisations.
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Ministerial Foreword
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 2: Action on Recruitment and Representation
To support employers improve the recruitment and representation of racialised minorities and as part of our actions in the Fair Work Action Plan, we will:
Key actions for employers
* Review our Minority Ethnic Recruitment Toolkit to ensure it remains useful and relevant for employers. 24
* Use the learning from a pilot project to improve engagement of employers and employability services with racialised minority communities to inform policy interventions.
* Disseminate learning and best practice where employers have shown improvement in their processes to increase representation of racialised minorities. This relates to the delivery of our Workplace Equality Fund where projects focus on improving workforce diversity and positive action on progression in the workplace.
* Continue to support work within the public sector and to take a targeted approach based on the findings of the Scottish Parliament Equalities and Human Rights Committee's inquiry report into race equality, employment and skills.
24 Scottish Government's Minority Ethnic Recruitment Toolkit
* Analyse and assess data gathered to determine where there is inequality in outcomes between different groups according to race. This includes pay disparities and disparities in the number of staff recruited, retained, and progressed in the organisation. It also includes disparities in workplace experiences such as bullying and harassment and discrimination.
* Assess what measures could be taken in your organisation against the examples given in the Appendix 2: Action on Recruitment and Representation and adapt to suit your organisation.
* Use positive action measures as per the Equality Act 2010 to address under-representation in your organisation. Look at ways in which you can target your recruitment campaigns to attract racialised minorities.
* Work across your sector/locale to share and learn practice.
* Assess the impact of any action you have undertaken to understand its effectiveness.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 3: Driving Cultural and Attitudinal Change
Racism is a sensitive and complex issue. For many, it is a difficult topic to discuss. Institutional racism is a term that can generate a visceral reaction when the topic is broached or, as we have seen through the Scottish Parliament Equalities and Human Rights Committee's inquiry, it can be dismissed as not being an issue in a workplace.
At a national level institutional racism is evidenced by inequalities in employment and pay gaps and other employment outcomes such as over and underrepresentation across the labour market.
The Scottish Government uses the following definition of institutional racism from the Stephen Lawrence Inquiry Report:
"The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness, and racist stereotyping which disadvantage minority ethnic people" 25
It is the unwitting behaviour that makes the issue problematic to discuss and we need to move towards being aware of the ways in which actions, values, and beliefs can perpetuate institutional racism. It can be confused with deliberate and intentional individual racist behaviour, but it is more about the policies and processes in organisations that lead to unintended consequences and disadvantage for racialised minorities.
25 Paragraph 6.34 of the Stephen Lawrence Inquiry Report
One of the key messages for this strategy is that everyone has a part to play, and that includes understanding what institutional racism is. Senior leaders have a key role in this as they are in positions of power and can make decisions that could lead to changing workplace culture and attitudes. Senior leaders that understand how institutional racism operates and how it impacts on racially minoritised people, will proactively challenge and interrogate their organisation's processes and practices.
As part of the Fair Work Action Plan, we have committed to establishing senior leadership networks to build capability and understanding of racism and racial inequality in the workplace whilst also considering how other characteristics such as gender, age, disability, and religion can worsen inequality.
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Ministerial Foreword
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 3: Driving Cultural and Attitudinal Change
Organisations that understand how institutional racism operates will:
* Work to ensure that policies and processes are impact assessed and considered in terms of the impact on racially minoritised staff and service users.
Employers looking at addressing racial inequality and institutional racism are likely to ask key questions of themselves such as:
* Work to ensure that their workforces are representative of the population they serve.
* Invest in the work to make their workplaces inclusive and trauma-informed.
* Focus on addressing occupational segregation where there is high representation of racialised minorities in entry level jobs.
* Call out racism and racist behaviours in the workplace including microaggressions and casual remarks that may go unchecked.
* Consider ways to support racially minoritised staff so that they can share and voice their concerns and experiences and be confident that something will be done about it.
* Is my organisation diverse and inclusive? How do I know this? Is it representative of the local population?
* Are all policies and practices across the organisation assessed for the impact they have on all current and future employees and service users? What is the impact on racialised minorities? How do I find this out?
* Do I know what the experiences of racialised minorities are like in the organisation? Is there bullying and harassment? How do I know this? What action has been taken to address it and how do I know the action is leading to a reduction?
There is a unique role for senior leaders to lead on changing workplace culture and attitudes. Leaders can use their power to influence and act as a driver to shape the culture of an organisation.
The Scottish Government has a responsibility to lead employers to address racial inequality in the workplace. We recognise that as an organisation we are not immune to the processes and policies that enable and embed it. In the Scottish Government, we want senior leaders to have confident and anti-racist mindsets to be able to change systems, culture and attitudes and we recognise that this capability needs to be built.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 3: Driving Cultural and Attitudinal Change
The Scottish Government has two published Employer Equality Outcomes in its Equality Outcomes and Mainstreaming report 2021: Mainstreaming Report:
* Outcome 1: By 2025, our workforce will have increased in diversity to reflect the general Scottish population.
"It is not just about one barrier, there could be others such as disability and age. This can make it really difficult. It's important that the work environment enables concerns to be addressed."
* Outcome 2: By 2025, workforce culture will be more inclusive with employees from all backgrounds and characteristics and experiences reporting they feel increasingly valued.
What we have learned so far:
* Identifying actions is the easy part. Measuring the impact of these actions is much harder.
* Decisions as to whether to stick with actions that are not showing notable impact in timescales anticipated can be difficult.
* This is a journey; it is not about the quantity of actions but the impact they have. Some actions may be more slow burning and not evident until further passage of time. But the fact of their existence is both positive in itself and an indicator of attempts to deliver positive change.
With each equality issue, consideration is given to other equality issues. Intersectionality is a term used to describe how ethnicity, socio-economic background, gender, and other characteristics intersect with one another and overlap. A single individual may have more than one protected characteristic that affects their experience of work.
(Member of the Minority Ethnic Disability Network, Glasgow Disability Alliance)
An intersectional approach "requires thinking about the lived experience of those experiencing compounding, multiple discriminations, it collects and analyses disaggregated data about those experiences; and designs and delivers systems which are non-hierarchical and respond to the needs of those often ignored." (Talat Yaqoob, Independent Consultant)
Employers with an awareness and understanding of intersectionality will be more informed in developing more diverse and inclusive workplaces that acknowledge the diverse characteristics and traits that one person will bring to their workplace. They will also have an understanding of the impact that the experience of trauma, including discrimination, may potentially have on their day-to-day lives.
The Scottish Government's Race Recruitment and Retention Action Plan, for example, aims to address barriers, including intersectional barriers, facing racialised minority groups. Where the data allows, we conduct intersectional analysis and we take an intersectional approach to the delivery of the Plan.
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Ministerial Foreword
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 3: Driving Cultural and Attitudinal Change
Figure 1: The Diversity Wheel demonstrates how personal characteristics intersect with systems and structures to shape a person's experience. 26 (For more information on the terms within the diagram, please refer to the report footnoted below.)
26 Using intersectionality to understand structural inequality in Scotland: evidence synthesis
Organisational
Social/Cultural
Personal
Seniority
Language
Military
Experience
Ethnicity
Personality
Disability
Neurodiversity
Sexual Orientation
Age
Race
Gender
Sex
Thinking Style
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Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 3: Driving Cultural and Attitudinal Change
As part of the Fair Work Action Plan, we will:
* Work with partners to establish senior leadership networks to build capability and understanding of institutional racism and racial inequality in the workplace, whilst also considering how other characteristics such as gender, age, disability, and religion can also affect inequality.
* Break down any data collected as far as possible. If it is limited, consider at least one intersection e.g. ethnicity and gender. Once broken down, see what the data is telling you about your workforce and its composition (numbers and roles/responsibilities) in terms of race and where it overlaps with other characteristics.
* Work with equality organisations and employers to develop an intersectional and anti-racist workplace training framework for employers by which to assess their training needs.
What employers can do to change workplace culture and attitudes:
* Consider every decision taken and check how it will affect different people with particular protected characteristics (race, sex, age, disability for example) and where these might overlap.
* Enable space for senior leaders to talk about issues and issues that are seen as taboo.
* Support the establishment of staff support networks (such as an allies network) or networks of organisations for learning and sharing.
* Establish mutual and reverse mentoring schemes between senior leaders and racially minoritised staff to build knowledge and understanding.
* Take action to address under-representation and over-representation.
* Undertake focus group sessions with staff and consider how the evidence will inform policies and practices to address racial and other inequalities that are experienced.
More information including case studies can be found in the Driving Cultural and Attitudinal Change Appendix.
Home
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
This strategy contributes to the Scottish Government's agenda on Fair Work as well as the wider policy landscape. As well as the many voluntary commitments we are making and showing how employers across the economy can help, there are a number of specific opportunities to address racial inequality. This will be through updating existing Fair Work First conditionality attached to government funding, through wider government policy that has a bearing on anti-racist and fair work outcomes, and through legislative measures.
Effective Voice
Addressing racial inequality through Fair Work
The strategy sits within the broader context of our ambition to be a leading Fair Work Nation. Addressing racial inequality contributes to being a Fair Work employer and this is set out below in relation to the five dimensions of Fair Work.
The COVID-19 pandemic highlighted, and in many ways exacerbated, the inequalities which are experienced by racialised minorities. 27 Effective voice is central to Fair Work. As a dimension of fair work it can include approaches to trade union recognition and collective bargaining; direct and indirect involvement and participation; and communication and consultation arrangements and procedures that give scope to at both an individual and collective level for views to be aired, listened to and outcomes influenced. Ensuring an effective voice for workers can help to mitigate wider societal impacts and can provide a way for employers to understand intersectional and compounding barriers.
Fair Work is defined in the Fair Work Convention's Framework as work that offers effective voice, fulfilment, opportunity, respect and security. Each of these dimensions are considered for their potential to address racial inequality in the workplace.
Decision-making processes in the workplace should take account of the views of all workers. Channels for effective voice both collectively and individually, can ensure workers are able to express their concerns, raise and help resolve issues. Experiences and concerns will differ across all workers – where there is targeted support available, workers should be supported and encouraged to participate through these channels. Good employer practice would be to have a route for flagging workplace issues early, inclusively, and informally where appropriate.
27 Coronavirus (COVID-19): economic impact of labour market effects – gov.scot (www.gov.scot) Inequalities by ethnicity in the context of COVID-19 (slide-pack) – gov.scot (www.gov.scot)
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Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
There is also a statutory requirement for a formal grievance procedure, but where voice channels are effective, valued and genuine, there should be less usage of such procedures, which can be daunting for all concerned. Fostering a traumainformed environment where workers' views are actively sought, listened to and acted upon will demonstrate an employer's commitment to providing effective voice and lead to a happier and inclusive working environment.
Opportunity
Fulfilment
Work that is fulfilling will impact on a worker's well-being, sense of job satisfaction and commitment to a job. This dimension would not be realised if a worker's experiences fall short of this aspect of fair work due to underemployment i.e. not being employed in jobs that maximise their skills and qualifications. This has been highlighted as an experience faced by racialised minorities 28 and that racialised minorities feel overlooked for development opportunities. 29 Work that is fulfilling builds on knowledge and qualifications and give workers an opportunity to use their skills effectively. Employers that apply this dimension in practice will ensure that racialised minorities are benefitting from Fair Work.
Fair opportunity allows people to access and progress in work and employment. 30 Employers that address the bias and discrimination experienced by racialised minorities that are looking to enter, sustain, and progress in employment, will be embedding this dimension in practice. This could include anonymising applications. Studies have shown that job applications with a name associated with a racialised minority group are less likely to be successful at getting to the shortlist stage of recruitment. 31 This dimension relies on the effectiveness of recruitment practices and policies. Where positive action is used, employers can consider this in the context of this dimension and build capability among their workforce to understand opportunity in terms of equity.
28 Race in the Workplace: The McGregor-Smith Review
30 Opportunity – The Fair Work Convention
29 Policymakers (closethegap.org.uk)
31 Race in the Workplace: The McGregor-Smith Review
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
Respect
Security
A Fair Work employer will advertise and have jobs that incorporate the characteristics of secure work, e.g. contracts should be fair and not one-sided; wages should be stable and predictable; and hours should be agreed and predictable and should allow people to earn a decent living. This will benefit racialised minorities who have experienced lower incomes, higher risks of poverty, and insecure work. 32 Employers that take an intersectional approach in the jobs they advertise will have considered flexible working policies, workplace adjustments and accessibility.
Addressing racial inequality in the workplace is consistent with the Fair Work objectives for supporting employers to provide accessible, fair, flexible and inclusive workplaces. Fair Work policies and practices are critical for achieving equality, inclusion, and diversity.
"Fair work is work in which people are respected and treated respectfully, whatever their role and status. Respect involves recognising others as dignified human beings and recognising their standing and personal worth." (Fair Work Framework) This dimension resonates strongly with the outcomes we want to see for racialised minorities. Microaggressions, discrimination, bias, cultural and language assumptions, and assumptions on job roles are all connected to the absence of respect for racially minoritised workers. Proactively challenging these behaviours will support this dimension of Fair Work and will impact positively on mental health and wellbeing.
We will continue to lead this agenda and through our refreshed Fair Work Action Plan; we will update Fair Work First criteria to better reflect priority action required to address labour market inequalities.
This strategy is also aligned to our continuing work to meet other equalities targets such as halving the disability employment gap and reducing the gender pay gap. This work has also been brought into the refreshed Fair Work Action Plan.
30
32 Poverty and Income Inequality in Scotland 2016-19 – gov.scot (www.gov.scot)
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
Wider policy and legislative context
The strategy supports the National Performance Framework (NPF) outcome to "Have thriving and innovative businesses, with quality jobs and fair work for everyone" 33 and contributes to a number of policy agendas.
The strategy also supports wider Scottish Government work to develop and implement an equality and human rights mainstreaming strategy to be in place by the end of 2024.
It supports the aims set out in the Covid Recovery Strategy to address the systemic inequalities made worse by COVID-19' and also the need to take account of the impact of COVID-19' including on racialised minority groups, women and disabled people. 34 The Covid Recovery Strategy also highlights the worsening of poverty levels among equality groups, including racialised minorities:
"We know that many people were living in poverty before the pandemic: more than one million people were living in poverty, including around 240,000 children (two thirds of children in poverty living in a household where at least one person works), and people from Black, Asian, and Minority Ethnic backgrounds were more than twice as likely to be living in poverty than people from a White British background."
33 What it is | National Performance Framework
34 Covid Recovery Strategy
It also contributes to the vision in the Race Equality Framework for Scotland 2016-2030 that states:
"Minority ethnic people have equal, fair and proportionate access to employment and representation at all levels, grades and occupation types in Scotland's workforce and experience fewer labour market, workplace and income inequalities."
This strategy recognises the link between employment, income and poverty, and that some racialised minority communities experience the highest rates of poverty in Scotland.
Work continues to support the Race Equality Framework for Scotland and its vision for employment. Work to realise this vision is detailed in the Immediate Priorities Plan which reflects work across the Scottish Government to ensure a fair and equal recovery from the COVID-19 pandemic. Recommendations provided by the Expert Reference Group on COVID-19 and ethnicity shape and inform our recovery, which also covers our ongoing anti-racist work.
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
We recognise that addressing systemic inequality in employment will potentially impact on racialised minority families, and in particular racialised minority women, who experience higher levels of poverty. Increasing income from employment – be that moving into employment, progressing in employment or securing employment commensurate with skills, experience and qualifications – is one of the key drivers of reducing poverty, and supports our commitment to tackle child poverty. This strategy contributes to the vision in Best Start, Bright Futures, 35 the tackling child poverty delivery plan 2022-2026. Data shows that 38% of children in racialised minority families, one of the plan's six priority groups, are in relative poverty, significantly higher than the average 24% for all children in Scotland. The actions that employers can take in this strategy are critical to tackling poverty in racialised minority families.
with a great number of low-paid roles, than the national average – 5.3% of all workers compared to 4.3% nationally.
Workforce diversity is also the focus for Scotland's teaching profession. Teachers from a racialised minority background are chronically underrepresented across the profession, and particularly within promoted posts. Data related to this can be found in the Scottish Government's annual data report. 38
This strategy is also aligned to the Scottish Government's retail strategy – Getting the Right Change, 36 which has Fair Work at its core. Embedding Fair Work in retail, one of the largest workforces to our economy with around 10% of Scotland's total employment, 37 will be an important contributor in addressing racial inequality in the workplace as there are more minority ethnic workers in the retail sector, one of the sectors
In November 2018 the Diversity in the Teaching Profession Working Group, chaired by Professor Rowena Arshad CBE, published its report entitled 'Teaching in a Diverse Scotland', 39 with a follow up report published in March 2021. 40 The Scottish Government fully accepted the report's recommendations and the commitment to more than doubling the number of racialised minority teachers by 2030.
The Scottish Government remains committed to addressing this important issue and work is underway, as part of the Race Equality and Anti-Racism in Education Programme (REAREP) and the Diversity in the Teaching Profession and Education Workforce subgroup, to increase diversity within the teaching profession and wider education workforce.
35 Best Start Bright Futures: Tackling Child Poverty Delivery Plan 2022 to 2026
37 Business Register and Employment Survey 2021 Data
36 Getting the Right Change – Retail Strategy for Scotland (March 2022) – gov.scot (www.gov.scot)
38 Diversity in the teaching profession: annual data report – May 2022 – gov.scot (www.gov.scot)
40 Teaching in a Diverse Scotland – increasing and retaining minority ethnic teachers: 3 years on
39 Teaching in a diverse Scotland: increasing and retaining minority ethnic teachers
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
The Scottish Government is also working in collaboration with NHS Education Scotland and others to design and deliver the Leading to Change Programme which was launched on 3rd October 2022 to support compassionate and collaborative diverse leaders at all levels across health, social work and social care in Scotland. This work will deliver the commitments made in the upcoming Scottish Government's Improving Wellbeing and Workforce Culture Strategy.
While this strategy aims to address the systemic issues that drive labour market inequality for racialised minorities, this sits within a wider societal equality issue of racism and its associated harms.
The Scottish Government's ambition, shared with COSLA, is for a trauma-informed workforce and services across Scotland, supported by our National Trauma Training Programme. Scotland was one of the first countries in the world to publish a knowledge and skills framework for psychological trauma, developed by NHS Education for Scotland (NES). This framework sets out the knowledge and skills needed by everyone in the Scottish workforce to be able to recognise where an individual may be affected by trauma, such as experiences of racism either in or outside the workplace, and to adapt their practice accordingly in order to minimise distress and support recovery through a safe and compassionate response.
Research into recorded hate crime in Scotland shows that 64% of race aggravated hate crimes in 2019-20 had "a victim from a visible minority ethnic group". 41 Hate crime is defined as both criminal and rooted in prejudice, which has a hugely damaging and corrosive impact on victims and communities. The Scottish Government has committed to publishing a new Hate Crime Strategy, which will set out our key priorities for tackling hatred and prejudice in Scotland. The strategy will build upon the Tacking Prejudice and Building Connected Communities Action Plan 42 and will support the implementation of the Hate Crime and Public Order (Scotland) Act 2021.
Legislative context
41 Police Recorded Hate Crime in Scotland
Human rights are the foundation for this strategy and is consistent with the United Nation's Universal Declaration of Human Rights, which includes: the right to work, to free choice of employment, and to just and favourable conditions of work.
42 Tackling Prejudice and Building Connected Communities Action Plan Overview of Implementation December 2021 (www.gov.scot)
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
A new multi-treaty Human Rights Bill will be introduced in this parliamentary session. This Bill will incorporate the following four United Nations Human Rights treaties into Scots Law, as far as possible within devolved competence:
* The International Covenant on Economic, Social and Cultural Rights
More specific legislative context within the public sector is the Public Sector Equality Duty (PSED). The purpose of the public sector equality duty is to ensure that public authorities and those carrying out a public function consider how they can positively contribute to a more equal society through advancing equality and good relations in their day-to-day business, to:
* The Convention on the Elimination of All Forms of Racial Discrimination (CERD)
* The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)
* The Convention on the Rights of Persons with Disabilities (CRPD)
Incorporating CERD, alongside these other human rights treaties, will strengthen legal protections for racialised minorities by making these human rights enforceable domestically.
* Take effective action on equality
* Make the right decisions, first time around
* Develop better policies and practices, based on evidence
* Be more transparent, accessible and accountable
* Deliver improved outcomes for all
This Bill will be a high-level framework Bill, and also aims to help embed a human rights culture across Scotland. It is envisaged that it will help to support and complement the aims of the strategy.
It requires equality to be considered in all the functions of public authorities, including decision-making, in the design of internal and external policies and in the delivery of services, and for these issues to be kept under review. 43
43 essential-guide-public-sector-equality-duty-scotland.pdf (equalityhumanrights.com)
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 4: Fair Work Policy Context and Legislation
The Public Sector Equality Duty (or general duty) in the Equality Act 2010 came into force in 2011. It means Scottish public authorities must have 'due regard' to the need to:
* Eliminate unlawful discrimination
* Advance equality of opportunity
* Foster good relations
bodies not listed in Schedule 19 of the Equality Act 2010 and private organisations, but only in relation to any public functions they exercise. For private and voluntary sector employers (and certain specified public sector employers) with a workforce of 250 or more employees, gender pay gap reporting is mandatory under the Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017. Although evidence continues to build in support of ethnicity pay gap reporting, it is currently not mandatory.
In 2012 Scottish Ministers used their powers to make regulations that place specific duties on Scottish public bodies to help them meet the general duty. These are also known as the Scottish Specific Duties.
The Scottish Government is currently reviewing the operation of the Public Sector Equality Duty in Scotland with a view to improve the Scottish Specific Duties.
We have consulted on proposals which include extending the existing gender pay gap duty to ethnicity and disability for public bodies, and creating a more cohesive and action-focussed regime where the public bodies are required to report on how they have implemented the duties they are subject to.
Extending the duty to report on ethnicity and disability pay gaps will further emphasise the role of data that we have highlighted in our strategy.
The PSED applies across Great Britain to public bodies listed in Schedule 19 of the Equality Act 2010, and to any other persons or organisations when they are carrying out public functions. Accordingly, the PSED can cover public
However, other legal requirements on employers include:
* Ensuring they comply with the equal pay for equal work provisions of the Equality Act 2010 i.e. they pay men and women the same for doing the same (or equivalent) jobs.
* They do not discriminate against job applicants or staff when it comes to recruitment, benefits, promotion, and other workplace matters.
Building a New Scotland: A stronger economy with independence was published in October 2022. The paper sets out the Scottish Government's proposals for the economy of an independent Scotland, including a range of significant measures aimed at establishing a new, fairer labour market model. In the absence of powers to realise this ambition, we will continue to press for the full devolution of employment powers to the Scottish Parliament and push for changes to reserved legislation to advance the Fair Work agenda in Scotland, including mandating ethnicity pay gap reporting.
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 5: Resources for Employers
Recruitment and Retention
Scottish Government Minority Ethnic Recruitment Toolkit
Skills Development Scotland Guides to Diversifying Your Workforce
This toolkit is for recruitment managers in the public sector looking to improve the diversity of their workforce by recruiting more racialised minorities. This toolkit includes a range of suggestions and ideas for organisations who will appreciate some initial guidance. It is not intended to be prescriptive and some of the guidance will depend on the specific context in which organisations are working. While a lot of the content has been drawn from practice that is used in parts of the public sector, the information in this toolkit may be equally useful to employers in other sectors.
Minority Ethnic Recruitment Toolkit (www.gov.scot)
Skills Development Scotland Guide to Engaging with BME Communities
This resource guide has been developed to help Skills Development Scotland training provider partners attract applicants from racialised minority communities and identify the support available to enable entry and progression on Scottish Apprenticeships.
Guide to Engaging with BME Communities
In these guides there are practical and free/low-cost measures to source, attract, and retain employees that might have been otherwise overlooked. The guides offer tips on how to widen the search for candidates and ensure that selection processes are fair to all applicants. They also give examples of the resources available to help make the most of a new hire's abilities.
Diversify your workforce: Equality and diversity guidance for employers
Scottish Government Race Recruitment and Retention Action Plan
Our Race Recruitment and Retention Action Plan details the action we will take to deliver our vision to be a worldleading diverse employer where racial equality is achieved. The Plan's anti-racist approach covers five priorities to redistribute power and foster cultural change. We hope that this will prove a helpful reference point when considering action within your organisation.
Race Recruitment and Retention Action Plan
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Ministerial Foreword
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 5: Resources for Employers
Anti-Racist and Intersectional Approaches
BITC – Toolkit – Mental Health and Wellbeing for Ethnically Diverse Women
Close the Gap – Research into black and minority ethnic women's experience of employment in Scotland
A self-care toolkit, this guide aims to contribute towards the growing effort to educate and support managers with practical techniques to build authentic relationships and foster a deeper appreciation of the unique mental health challenges that may be faced by the racialised minority employees in their teams. BITC – Toolkit – Mental Health and Wellbeing for Ethnically Diverse Women
CIPD Anti-racism Hub
As a means of addressing the barriers to change, CIPD, the professional body for HR and people development, has set out its anti-racism policy, supported by a new anti-racism hub, which includes a host of webinars, FAQs, and practical guides. Tackling racism in the workplace | CIPD
Social Mobility Commission – Social Mobility Toolkit
This Toolkit offers practical help and ideas. It's been created with and for cross-industry, larger employers. It supports those addressing a new frontier in their diversity and inclusion agenda to find, attract, and develop employees from all socio-economic backgrounds. Social Mobility Toolkit
This research provides a range of lived in experiences to inform employer practice. A summary of their research findings can be found on page 3, section 2).
Close the Gap's research into Black and minority ethnic women's experience of employment in Scotland
Close the Gap – Guidance on Taking an Anti-Racist Approach to Tackling Women's Workplace Inequality
This guidance supports employers to take an anti-racist approach to addressing racism and sexism in the workplace, and the barriers faced by racially minoritised women. Guidance for employers on taking an anti-racist approach to tackling women's workplace inequality.
Glasgow Disability Alliance – Ending Poverty and Removing Barriers to Work for Disabled People in Glasgow beyond COVID-19
The report highlights the intersectional barriers that disabled people from minority ethnic groups face that are reflected in the lower employment rates and their thoughts on the actions that employers need to take to address these barriers. Ending Poverty and Removing Barriers to Work for Disabled People in Glasgow beyond COVID-19 • Glasgow Disability Alliance (gda. scot)
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Ministerial Foreword
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 5: Resources for Employers
Fair Work
Fair Work First Guidance
Pay Gap Reporting
This guidance outlines the Scottish Government's Fair Work First approach and exemplifies the Fair Work First criteria in practice. It should be used by those involved in awarding public sector grants, sponsorship and other funding, and contracts, and those seeking to access/ accessing such funding and/or contracts. Fair Work First Guidance.
Employers are also encouraged to use theFair Work Employer Support Toolto understand their Fair Work' practices and access support to enable them to strengthen their approach. Similarly, employers should encourage their employees to use the Fair Work Convention'sEmployee Self-Assessment Toolto assess their own experience of Fair Work and be willing to engage with workers and unions in responding to the findings of these assessment tools.
Close your Pay Gap Tool
This resource helps employers take steps to reduce the Gender Pay Gap. It also has a guidance section with topics such as flexible and part-time working, and recruitment and promotion. Close your Pay Gap Tool
CIPD – Ethnicity Pay Gap Reporting Guide
This guide seeks to encourage more employers to publish their ethnicity pay data voluntarily; facilitate this process by recommending the most appropriate and effective approach to categorising and reporting their data; and support analysis and use of the resulting information to produce effective action plans to address the ethnicity pay gaps and inequalities revealed.
Ethnicity Pay Gap Reporting Guide - CIPD
PricewaterhouseCoopers – Ethnicity Pay Gap Reporting This short guide provides an overview of how employers can prepare for mandatory ethnicity pay gap reporting. Ethnicity Pay Gap Reporting Guide PricewaterhouseCoopers
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 5: Resources for Employers
Positive Action
Positive action | Equality and Human Rights Commission (equalityhumanrights.com)
Trade Union Engagement
Employment Statutory Code of Practice
Skills Development Scotland – A Guide to Positive Action This Skills Development Scotland guide provides an overview of what positive action is, with examples and suggestions to increase diversity in the workforce.
A Guide to Positive Action
Private Sector
Representative organisations such as CBI, Federation of Small Businesses (FSB) and Institute of Directors (IoD) have various resources on their websites and share learning from their work on addressing racial inequality.
CBI – Bridge the gap: practical ways to close your ethnicity pay gap | CBI
FSB – Small Business Skills Hub | Articles, Guides, Training | FSB | FSB, The Federation of Small Businesses
IoD – Institute of Directors | Business Networking, Events & Training (iod.com)
Trade Unions play a key role in addressing racial inequality in the workplace and on building diverse and inclusive workplaces. Employers should work actively with Trade Union representatives. More information on how employers can get involved can be found here:
TUC Anti-Racism Taskforce | TUC
Training
Equality and Human Rights Commission: Unconscious Bias Training – An Assessment of the Evidence of Effectiveness
This report looks at the effectiveness of unconscious bias training. It makes recommendations for employers, policymakers and HR professionals to use the training effectively in the workplace to create more inclusive workplaces. Unconscious bias training:
An assessment of the evidence for effectiveness
Coalition for Racial Equality and Rights
This report outlines standards to provide the consistency and solid foundations needed to ensure anti-racist training within organisations can make a real difference in addressing racism and racial inequality. Ten standards for training from an anti-racist perspective
Ministerial Foreword
Executive Summary
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 5: Resources for Employers
Trauma
The National Trauma Training Programme provides accessible, evidence-based trauma training resources developed by NES and informed by experts by experience, including a trauma-informed leaders component. Support for training and implementation, across all sectors of the workforce, is provided by a team of Transforming Psychological Trauma Implementation Co-ordinators (TPTICs).
Further references
The Runnymede Trust – a race equality think tank (publications include a focus on employment)
https://www.runnymedetrust.org/
Diversity UK
Think Business, Think Equality (thinkbusinessthinkequality.org.uk)
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 6: Glossary and Abbreviations
The glossary compiled for key terms that are used in the strategy have been drawn from published sources and external sources with specific expertise. This has been provided as a reference of the terms that are used in this document, accompanying appendices and sources that are referenced.
Anti-racist/anti-racism
One who is supporting an antiracist policy through their actions or expressing an antiracist idea.
"The opposite of racist isn't 'not racist'. It is 'anti-racist'. What's the difference? One endorses either the idea of racial hierarchy as a racist, or racial equality as an anti-racist. One either believes problems are rooted in groups of people, as a racist, or locates the roots of problems in power and policies, as an anti-racist. One either allows racial inequities to persevere, as a racist, or confronts racial inequities, as an anti-racist. There is no in-between safe space of 'not racist'. 44
"Anti-racism is a process of actively identifying and opposing racism. The goal of anti-racism is to challenge racism and actively change the policies, behaviours, and beliefs that perpetuate racist ideas and actions. Anti-racism is rooted in action" Kendra Cherry
44 How to be an Anti-racist, p9, Kendi, Ibram X.
45 Equality Act 2010: Explanatory notes Section 9: Race paragraph 49, p15
BAME
Black, Asian and Minority Ethnic
BME
Black and Minority Ethnic
Caste
Caste is defined in the Explanatory Notes of the Equality Act 2010 as a "hereditary, endogamous (marrying within the group) community associated with a traditional occupation and ranked accordingly on a perceived scale of ritual purity. It is generally (but not exclusively) associated with South Asia, particularly India, and its diaspora." 45
This form of social stratification is found across Hindu, Muslim, Sikh, Christian and other religious communities, and is referred to in some communities as a 'jati' or 'biradari', the latter literally translating as 'brotherhood'. Communities considered to be of low caste status are known as Dalit. In Scotland, caste stratification can be observed in how South Asian communities and places of worship are organised, as well as through marriage practices, including prevalence in South Asian matrimonial services and dating apps. Caste pride, predominantly driven by people with caste privilege, is also highly present in popular culture in the South Asian diaspora.
(Provided by Sikh Sanjog)
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Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 6: Glossary and Abbreviations
Caste discrimination
Ethnicity
A large group of people with a shared culture, language, history, set of traditions, etc., or the fact of belonging to one of these groups. 47
Ethnicity pay gap
A statistical measure for the difference between the median hourly earnings of the white workforce and the minority ethnic workforce as a proportion of the median hourly earnings of the white workforce. 48
Equity/Equality
Equity refers to the manner in which individuals are treated that is just and fair. Equality is defined as the state where everybody will be on the same level playing field. Equity is a process or procedure, whereas equality is the end result. Equity is person-centred; it is not about treating everybody the same, but fairly, so that everyone can achieve the same outcomes. Inequities cause inequality and are avoidable.
Discrimination based on one's caste and is manifested similarly to discrimination based on belonging to a racialised minority; it is based on prejudiced views and is targeted at those considered belonging to a lower or inferior caste.
Direct discrimination
When you are treated worse than another person or other people because:
* you have a protected characteristic
* someone thinks you have that protected characteristic (known as discrimination by perception)
* you are connected to someone with that protected characteristic (known as discrimination by association). 46
Gender pay gap
A statistical measure for the difference between the median hourly earnings (excluding overtime) of men and women as a proportion of the median hourly earnings (excluding overtime) of men. 49
46 What is direct and indirect discrimination? | Equality and Human Rights Commission
48 Ethnicity pay gaps – Office for National Statistics
47 https://dictionary.cambridge.org/dictionary/english/ethnicity
49 Annual survey of hours and earnings 2022, ONS
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 6: Glossary and Abbreviations
Indirect discrimination
Being treated in what is seen as neutral but which disadvantages someone with a protected characteristic. 50
Intersectionality
Individual racism
A term used to describe how ethnicity, class, gender, and other characteristics intersect with one another and overlap.
Individual racism refers to an individual's racist assumptions, beliefs, or behaviours, and is "a form of racial discrimination that stems from conscious and unconscious, personal prejudice." 51
Institutional racism
Discrimination or unequal treatment on the basis of membership of a particular ethnic group (typically one that is a minority or marginalized), arising from systems, structures, or expectations that have become established within an institution or organization. 52
Islamophobia
The Scottish Parliament's Cross Party Group on Tackling Islamophobia refers to the All-Party Parliamentary Group's definition of Islamophobia -
"Islamophobia is rooted in racism and is a type of racism that targets expressions of Muslimness or perceived Muslimness" (All-Party Parliamentary Group, 2017: 11)
ME
Minority Ethnic
In relation to this strategy we are looking at institutional racism as the policies and processes that can disadvantage, discourage, and create obstacles that inhibit racialised minority jobseekers and employees.
Microaggressions
A statement, action, or incident regarded as an instance of indirect, subtle, or unintentional discrimination against members of a marginalized group such as a racial or ethnic minority. 53
50 https://www.equalityhumanrights.com/en/advice-and-guidance/what-direct-and-indirect-discrimination
52 https://www.lexico.com/definition/institutional_racism
51 Henry & Tator, 2006
53 https://www.merriam-webster.com/dictionary/microaggression
Home
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 6: Glossary and Abbreviations
Minority ethnic employment rate gap
A statistical measure for the difference between the employment rate of minority ethnic people and white people aged 16 to 64 years. It is calculated as the white employment rate minus minority ethnic employment rate. 54
Race
One of the main groups to which people are often considered to belong, based on physical characteristics that they are perceived to share such as skin colour, eye shape, etc.
Proselytising
To induce someone to convert to one's faith; to recruit someone to join one's party, institution, or cause; to recruit or convert especially to a new faith, institution, or cause. 55
In the context of this strategy, the term is used for where it is being complained about i.e. the act of attempting to or trying to convert/recruit.
Protected characteristics
The idea that people can be divided into different groups based on physical characteristics that they are perceived to share such as skin colour, eye shape, etc., or the dividing of people in this way
A group of people who share the same language, history, characteristics, etc. 57
Race discrimination
Being treated differently because of your race either directly or indirectly, in one of the situations covered by the Equality Act 2010 protections against discrimination. 58
The Equality Act 2010 56 specifies nine characteristics that are protected under that Act, including against discrimination. These are known as the "protected characteristics" and they are as follows: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.
Racial inequality
Racial inequality is a disparity in opportunity and treatment that occurs as a result of someone's race. 59
54 Scotland's Labour Market: People, Places and Regions – Protected Characteristics. Statistics from the Annual Population Survey 2021 – gov.scot (www.gov.scot)
56 https://www.legislation.gov.uk/ukpga/2010/15/part/2/chapter/1
55 https://www.merriam-webster.com/dictionary/proselytize
57 RACE | English meaning – Cambridge Dictionary
59 https://www.yourdictionary.com/racial-inequality
44
58 Race discrimination | Equality and Human Rights Commission
Home
Back
Forward
Ministerial Foreword
Executive Summary
Introduction
Section 1: Knowing Your Workforce through Data
Section 2: Action on Recruitment and Representation
Section 3: Driving Cultural and Attitudinal Change
Section 4: Fair Work Policy Context and Legislation
Section 5: Resources for Employers
Section 6: Glossary and Abbreviations
Section 6: Glossary and Abbreviations
Racialisation
A process of assigning race to a group. It involves categorising, marginalising or regarding according to race. 60
Structural inequality
Racialised minority
Structural inequality refers to a system where prevailing social institutions offer an unfair or prejudicial distinction between different segments of the population in a specific society. 64
A term used to reflect the process of placing people in set categories and who subsequently experience negative effects from being in a certain category because of the way different groups are assigned different identities as decided by society. 61
Racism
Treating someone unfairly because of their race, colour, nationality, or ethnic or national origins. 62
Religious discrimination
This is when you are treated differently because of your religion or belief, or lack of religion or belief, in one of the situations covered by the Equality Act 2010 protections against discrimination. 63
60 https://www.merriam-webster.com/dictionary/racialization
62 equalityhumanrights.com
Structural racism
Structural racism shapes and affects the lives, wellbeing and life chances of people of colour. It normalises historical, cultural and institutional practices that benefit white people and disadvantage people of colour. Structural racism refers to wider political and social disadvantages within society which shapes and affects the life chances of people of colour. 65
Unconscious bias
Unconscious (or implicit) biases, unlike conscious biases, are the views and opinions that we are unaware of; they are automatically activated and frequently operate outside conscious awareness and affect our everyday behaviour and decision making. Our unconscious biases are influenced by our background, culture, context and personal experiences. 66
61 The Canadian Encyclopedia - Racialised Minorities
63 https://www.equalityhumanrights.com/en/advice-and-guidance/religion-or-belief-discrimination
65 https://theconversation.com/structural-racism-what-it-is-and-how-it-works-158822
64 Arctic Centre Toolkit for Structural Inequality
66 Unconscious bias training: An assessment of the evidence for effectiveness
Home
© Crown copyright 2022
This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: email@example.com
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at www.gov.scot
Any enquiries regarding this publication should be sent to us at
The Scottish Government St Andrew's House Edinburgh EH1 3DG
ISBN: 978-1-80525-288-7 (web only)
Published by The Scottish Government, December 2022
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On 1 April 2011 a new independent scrutiny and improvement body replaced the Care Commission – Social Care and Social Work Improvement Scotland (SCSWIS).
Contact SCSWIS on 0845 600 9527 or visit www.scswis.com national
standards adoption agencies care
revised march 2005
dignity safety
privacy realising potential
choice equality and diversity
dignity safety
realising potential
equality and diversity
choice
privacy
nationalcarestandards adoption agencies
© Crown copyright 2002
ISBN 978 0 7559 4541 2
The Scottish Government St Andrew's House Edinburgh EH1 3DG
Produced for the Scottish Government by RR Donnelley B57227 12/08
First published by the Scottish Executive, March 2002 Revised March 2005
Reprinted by the Scottish Government, December 2008
Further copies are available from Blackwell's Bookshop 53 South Bridge Edinburgh EH1 1YS
The text pages of this document are printed on recycled paper and are 100% recyclable
Contents
Introduction
nationalcarestandards adoption agencies
4
Introduction
The Scottish Commission for the Regulation of Care ('the Care Commission') has been responsible for the registration and inspection of a range of services, including adoption services provided by adoption agencies, since April 2002. The term 'adoption agency' means local authorities acting as adoption agencies, and registered adoption services (previously approved adoption societies). Section 2(11)(b) of the Regulation of Care (Scotland) Act 2001 ('the Act') refers to these agencies and they are registered under Part 1 of the Act.
The national care standards for adoption agencies have been developed to ensure that the services they provide are of high quality.
Adoption services
Children and young people are entitled to grow up as part of a loving family that meets their needs through childhood and beyond. In most circumstances, this will be the child's birth family and may include extended family members. For other children this may be achieved through adoption. Adoption is for life and adoptive parents have full parental responsibilities for their child.
Adoption is changing. For example, more children who are adopted are older and have more complex needs; a number of adoptions are of children from other countries; step-parents may adopt their partner's child; and more adopted children stay in contact or continue to receive information about members of their birth family.
If children cannot live with their birth parents or extended family members, plans to meet their long-term needs must be made without delay. If adoption is the chosen plan, the time taken to complete the adoption process should take account of children's needs and individual characteristics. There should be no unnecessary delays.
Evidence suggests that when children are placed with their brothers and sisters, placements are more likely to succeed. Usually, steps should be taken to find a placement that can meet the needs of all the children in the
national care
standards adoption agencies
family group together. Placing agencies must also try to meet children's ethnic, cultural, faith and language needs. Individual agencies may not have a wide enough range of families available for all children and must work together to share resources.
Careful preparation of children can help make an adoption successful and children's views should be well represented at each stage of the adoption process. Article 12 of the United Nations Convention on the Rights of the Child states that children and young people have a right to express a view about the things that affect them.
Services that are identified as being needed prior to placement should be available. Children and young people may need the opportunity to share experiences with others who are adopted. Services such as children's groups, talklines and newsletters can be valuable. Some families and children need long-term support. Others may need help at a particular stage. Support should be readily available when the family needs it. Adoption agencies have a duty to provide post-adoption support services to children, adopters, anyone else with a problem related to adoption such as birth parents, and services to adopted adults.
5
6
The national care standards
Scottish Ministers set up the National Care Standards Committee (NCSC) to develop national standards. The NCSC carried out this work with the help of a number of working groups. The adoption agencies standards have been prepared by representatives of local authorities, voluntary adoption agencies, adoptive parents, birth parents, adults adopted as children and the Scottish Executive. Many others were also involved in the consultation process.
Using the national care standards
Services for children, young people and adults who were adopted as children (standards 1 to 12)
These standards are for children and young people who are adopted or are going through the process of being adopted. There are also standards for adults who were adopted as children.
Services for birth families (standards 13 to 17)
These standards are for relatives of children who are being adopted or who have been adopted. The standards are primarily for birth parents but are also for brothers and sisters and other relatives.
Services for adoptive parents and prospective adoptive parents (standards 18 to 31)
These standards are for parents of adopted children and for people who wish to adopt. They also set out how agencies should work to recruit families for children.
Management and staffing arrangements – the adoption agency (standard 32)
The standards in this section reflect the importance of knowing that the people who are responsible for the agency have the necessary experience, skills and training.
The principles behind the standards
The standards are based on a set of principles. These principles are the result of all the contributions made by the NCSC, its working groups and everyone else who responded to the consultations on the standards as they were being written. They recognise that services must be accessible and
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standards adoption agencies
suitable for everyone who needs them, including people from black and ethnic minority communities. They reflect the strong agreement that your experience of receiving services is very important and should be positive, and that you have rights.
The main principles
The principles are dignity, privacy, choice, safety, realising potential and equality and diversity.
Dignity
Your right to:
* be treated with dignity and respect at all times; and
* enjoy a full range of social relationships.
Privacy
Your right to:
* have your privacy and property respected; and
* be free from unnecessary intrusion.
Choice
Your right to:
* make informed choices, while recognising the rights of other people to do the same; and
* know about the range of choices.
Safety
Your right to:
* feel safe and secure in all aspects of life, including health and wellbeing;
* enjoy safety but not be over-protected; and
* be protected from exploitation and abuse.
Realising potential
Your right to have the opportunity to:
* achieve all you can;
* make full use of the resources that are available to you; and
* make the most of your life.
7
8
Equality and diversity
Your right to:
* live an independent life, rich in purpose, meaning and personal fulfilment;
* be valued for your ethnic background, language, culture and faith;
* be treated equally and be cared for in an environment which is free from bullying, harassment and discrimination; and
* be able to complain effectively without fear of victimisation.
The Scottish Commission for the Regulation of Care
The Regulation of Care (Scotland) Act 2001 ('the Act') set up the Care Commission, which registers and inspects all the services regulated under the Act, taking account of the national care standards issued by Scottish Ministers. The Care Commission has its headquarters in Dundee, with regional offices across the country. It will assess applications from people who want to provide registered services. It will inspect the services to make sure that they are meeting the regulations and in doing so will take account of the national care standards. You can find out more about the Care Commission and what it does from its website (www.carecommission.com).
The Scottish Social Services Council
The Act created the Scottish Social Services Council ('the Council') which was established on 1 October 2001. It also has its headquarters in Dundee. The Council has the duty of promoting high standards of conduct and practice among social services workers, and in their education and training. To deliver its overall aims of protecting service users and carers and securing the confidence of the public in social services, the Council has been given five main tasks. These are: to establish registers of key groups of social services staff; to publish codes of practice for all social services staff and their employers; to regulate the conduct of registered workers; to regulate the training and education of the workforce; to undertake the functions of the National Training Organisation for the Personal Social Services. The Council has issued codes of practice for social service workers and employers of social service workers. These describe the standards of conduct and practice within which they should work. The codes are available from the Council website (www.sssc.uk.com).
national care
standards adoption agencies
Comments
If you would like to comment on these standards you can visit our website and send a message through our mailbox:
www.scotland.gov.uk/health/standardsandsponsorship
You can also contact us at:
Care Standards and Sponsorship Branch Community Care Division Pimary and Community Care Directorate St Andrew's House Regent Road Edinburgh EH1 3DG
Tel: 0131 244 5387
Fax: 0131 244 4005
9
1-12
Services for children, young people and adults who were adopted as children
1 Choosing adoptive parents
2 Your adoption plan
3 Getting your views across
4 Being sure of what's happening
5 Choosing your new family
6 Moving in
7 Keeping in touch
8 After you move in
9 Getting help
10 Accessing records
11 Getting information about your birth parents
12 Contacting your birth family
national standards adoption agencies
care
Choosing adoptive parents
Standard 1
Your adoptive family will be chosen only after a full and thorough assessment of their suitability to care for you and to promote your interests throughout your life.
1 You can be confident that the agency carries out a full and thorough assessment of how suitable the adopter will be.
2 You know the agency makes all necessary checks about the adopter, including local authority, criminal records, health checks and references.
Your adoption plan
Standard 2
You can be confident that the agency makes sure your adoption plan is put into practice as soon as possible.
1 You can be confident that your report for the adoption panel is completed within 12 weeks of a formal care review recommending adoption.
2 You know that the agency will search for a new family quickly. A local authority agency will look outside its own area if necessary.
3 You know that the agency will look at all available families who have been prepared and can meet your needs, to find the family that is most suitable.
national care
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Getting your views across
Standard 3
Your views about adoption are discussed with you and you are involved as much as possible, and as your age allows, in the process of finding an adoptive family.
1 You can say how you feel about adoption as an option for you and your views are recorded and taken into account.
2 You can talk about what kind of family you want and your views are taken into account when the agency looks for a family.
3 If you have difficulty communicating, skilled and experienced staff will help you to use specialist equipment if you need it and to express your views. You can have help with interpreting, if you need it.
4 If you have brothers and sisters the adoption agency will try to place you together, unless this is not in your interests. If separation is necessary, you are told the reasons and these are clearly recorded.
national
Being sure of what's happening
Standard 4
You are helped to understand what is happening during the adoption process and you can talk about how you feel.
1 Adoption agency staff answer your questions fully so that you understand what is happening now and what will happen in the future. You should feel that you are being listened to and involved in the adoption process, as much as your age allows.
2 If the agency does not act in line with your expressed views, you are told the reasons and these are clearly recorded.
3 You receive information about your new family, for example photos, to help you ask questions.
4 You can go to the adoption panel if you wish, and if it is in your best interests.
care standards
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Choosing your new family
Standard 5
You are confident that the agency goes through a proper decisionmaking process in choosing your new family.
1 The decision about your new family is based on good quality information about your needs. This includes your family background, health, education, social and emotional development, culture and heritage.
2 The family that is chosen for you reflects as closely as possible your ethnic and cultural background and your faith. Other important things that are taken into consideration are where the family live, family composition, lifestyle, qualities of your prospective adopter and your views.
3 You know that the adoption agency will look thoroughly at your health needs and make sure that your prospective adopters have the information to help them understand what effect these may have on you. If you need any equipment, the agency makes sure your prospective adopters know this and how to access it.
4 You can be confident that the adoption agency works effectively with services such as social work, education and health.
5 You can be confident that any decisions about adoption and matching children with families are in line with up-to-date research and best practice.
6 At an appropriate age, you receive from the adoption agency (as far as possible) your full birth history and genetic history to make sure that you have the information you need for a healthy adult life and possible future parenthood.
Moving in
Standard 6
Your move to your new family will be properly planned and will be completed as soon as possible and at a pace that takes account of your age and needs.
1 You can use information, meetings and discussion so that you begin to know your new family quite well before moving to live with them.
2 You meet your new family in a place that is familiar to you and with someone you feel comfortable with.
3 Once your new family is found, the agency works to make sure that you move to your new family as quickly as possible. The agency will do everything possible to make sure that there are no unnecessary delays in court.
national care
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Keeping in touch
Standard 7
You have contact with people who have been important to you in the past, if this is in your interests.
1 If it is in your interests, and with your adoptive parent's consent, the agency makes arrangements for contact (direct or indirect) between you and your birth family, and other significant people from the time before you were adopted. Your views, and the views of your birth family and your adoptive family, are considered over the years, as they may change over time.
2 If you have brothers or sisters living elsewhere, the agency arranges for you to keep in touch with them and, where appropriate, maintain direct contact.
After you move in
Standard 8
The agency involved in planning your adoption will support you after you have moved in with your new family.
1 After you start to live with your new family, the adoption agency continues to support you or makes arrangements for you to be supported.
2 You can be confident that, if there are difficulties with your new family, the agency will make sure that help is available without delay and for as long as it is needed.
3 You know what support the agency can offer you in the future and how to contact the agency.
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Getting help
Standard 9
You can be confident that the agency will identify any extra help that you or your adoptive family might need so that you can realise your potential. If you have difficulties arising from your adoption, the agency will advise you where you can get help.
1 You know that the agency will work to make sure that your adoptive family receives help when they need it, including specific financial help.
2 You know that the adoption agency provides and arranges a full range of adoption services for you after you have been adopted.
3 You know that the agency, working in consultation with your adoptive parents, gives you information to help you to understand why you are separated from your birth family and why you are adopted.
4 The agency provides you with continued access to a range of services, including counselling.
5 Where appropriate, the agency provides you with access to services, in addition to the help and support given by adoptive parents, such as information, advice and financial support. These may also include counselling and specialist services that understand and take account of adoption issues.
6 If you can no longer live with your adopted family, the agency works to find the most satisfactory solution as quickly as possible, taking account of your views.
7 If you no longer live with your adopted family and it is in your interests to stay in contact, the agency arranges this, if you and your adoptive family wish it.
Accessing records
Standard 10
If you are aged 16 or over, you can have access to agency adoption records (with the exception of confidential information provided by or about others).
1 You know that agency records have accurate and full information in line with regulations and guidance.
2 If there are no records available, the agency will tell you why.
3 You have relevant information available about your birth family, including information about your birth family's ability to meet your needs, and where possible medical information and advice.
4 You know that your family history, including photographs and letters, is gathered and stored carefully by the agency (including any health information that is available). You can be confident that this information is kept private.
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Getting information about your birth parents
Standard 11
You have help and advice (including counselling) available to support you in finding out about your birth family and other adoption issues.
1 You receive a written acknowledgement of your enquiry and information within five working days. Information provided includes the services offered and the level of agency fees, contact numbers for other agencies and services and a copy of the agency's complaints procedure.
2 You are offered an interview by the agency within 14 days of the agency receiving a request for written information about your birth family. You are given information about your other rights to access records, including your original birth certificate, and the court records.
3 You can negotiate with the agency about how a search is carried out if you want.
4 You are offered a choice of contact by the agency, for example with a specialist social worker or a counsellor with specialist knowledge and skills. If you want, the agency may put you in touch with volunteers who were adopted and who can share their experiences. The agency may also put you in touch with your birth family if you want.
5 You know that the agency's social worker and the social worker's manager are available to meet you if you want.
Contacting your birth family
Standard 12
If you want to make contact with your birth family, you will be able to get advice and support as soon as possible.
1 When you make an enquiry, you are treated sensitively, with respect and dignity.
2 You receive advice, mediation and support from the adoption agency so that you get the help you need from relevant services.
3 You receive access to support groups and organisations from the agency.
national adoption agencies
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13-17
Services for birth families
13 Making decisions
14 Being heard
15 Getting help and advice
16 Gathering information
17 Contact arrangements
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nationalcarestandards adoption agencies
Making decisions
Standard 13
The agency treats you with respect, listens to you and makes sure that you have access to full information.
1 You receive counselling and other services from the agency, even if you do not agree with the plan or sign an agreement.
2 You are helped by the agency to understand the emotional and legal effects of adoption and of the alternatives to adoption.
3 You are told by the agency about your right to make representations and complaints and who can help you do this.
4 Wherever possible, the agency puts you in touch with a social worker with specialist skills and knowledge who is not the social worker for your child.
Being heard
Standard 14
When adoption is identified as the plan for your child, your views about your child's future will be taken into account.
1 You are helped to record your views or to have someone speak on your behalf.
2 Where your views differ from the plan for your child, these views are recorded accurately and in full.
3 You are given information about which adoption panels and review meetings you are able to attend and their purpose.
4 If possible, the agency takes account of your views in the choice of a new family.
5 Your views on the placing of your child's brothers and sisters or the nature of contact between them are taken into account.
6 Your views regarding the religious and cultural upbringing of your child are taken into account.
7 You may continue to have direct or indirect contact with your adopted child if this is in the child's interests.
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Getting help and advice
Standard 15
You receive help and advice when you need it.
1 The agency offers you help and counselling before you sign any formal agreement. You are made aware of how you can get help at a later date.
2 The agency makes sure that you have access to information, counselling, advice and mediation services.
3 The agency advises you about support services and information exchanges (including messages, updates, photographs and school reports) that are available to you once an adoption order is made. It also gives you information about how to get advocacy and legal advice.
4 You know that any brothers and sisters of your adopted child have access to the full range of counselling, advocacy and practical supports.
Gathering information
Standard 16
You have access to all relevant information and records that form part of the adoption process and can choose to be involved in gathering information for your child.
1 The adoption agency gives you full information as soon as possible, in a language and format that is easy for you to use. You are told what is happening at each stage of the process.
2 You see the reports that the adoption panel considers (with the exception of confidential information provided by or about others).
3 You will normally have the chance to meet your child's adoptive family unless it has been clearly established that it is not in the child's best interests to do so.
4 You know that the information gathered by the agency before the adoption is full and comprehensive. The agency gathers such information, for example photographs, medical and family histories, in a sensitive way.
5 You can play a part in making sure that the information gathered before and after adoption is full, accurate and balanced and kept up to date.
6 You know that the agency may ask other members of your family for information before adoption and in order to keep it up to date after your child is adopted.
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Contact arrangements between you and your child
Standard 17
You can be confident that all contact arrangements will be based on the best interests of your child.
1 You have a written agreement made at the time of the placement. This shows what information is available, how it is exchanged and the form of future contact.
2 The adoption agency makes sure that your wishes are taken into account when contact arrangements are made.
3 If it is consistent with the best interests of your child, and agreed by the adoptive parents, you are offered written information about your child's progress regularly, as agreed between you and the adopters.
18-31
Services for adoptive parents and prospective adoptive parents
18 Getting information
19 Getting a response
20 Dealing with your application
21 Being prepared
22 Being assessed
23 Completing the adoption process
24 The adoption panel – how it works
25 The adoption panel – its decision
26 The matching process
27 Preparation to adopt a child
28 Financial information
29 At the point of placement
30 Support after adoption
31 Adopting a child from another country
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Getting information
Standard 18
The adoption agency will tell you about the full range of adoption services and the processes involved in adopting a child.
1 The agency makes sure you are aware of the range of needs of children who are waiting for families, locally and across the UK.
2 You can be confident that the adoption agency publishes details of adoption services in a variety of ways, including libraries and online.
3 You know that the information published is accessible, in plain English, and in a language and format you can understand.
4 You have the opportunity to gather information in a way which does not commit you to further involvement with the agency.
5 You are given information about the agencies recruitment strategies, including the way in which it makes sure it recruits from a wide range of adoptive parents.
6 The information you receive includes details of the costs involved in adopting and any financial help that may be available.
Getting a response
Standard 19
You receive a quick and thorough response when you enquire about adoption.
1 You receive a response with an information pack about adoption within seven days. The information includes:
* the agency's conditions for accepting applicants;
* the preparation and assessment process;
* information about children who need to be adopted in Scotland;
* support services after a child has been adopted;
* charging and payment policies and financial help that may be available to adopters;
* representation and complaints procedures;
* the appeals process; and
* policy on criminal record checks on adoptive parents.
2 You receive written information about step-parent and other family adoption within seven days.
3 If you are a potential adopter of a child from overseas, you learn from the agency where you can obtain information on the criteria of other countries.
4 You know that the agency has details of services on the Internet and responds to e-mail enquiries.
5 You can be confident that the agency tries to make information available in the language that you choose and other formats such as audio tape, Braille and large print.
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6 You are offered a first interview with a social worker who knows about adoption within four weeks. You are told about the assessment that is carried out if you decide to go ahead, and the responsibilities you have in addition to those normally expected of birth parents, such as dealing with the child's history and possible links with the child's birth family. You know about the help available to meet these responsibilities.
7 You are confident that agency social workers have knowledge of domestic, inter-country and step-parent adoption.
8 A social worker is identified who speaks your first language, or an interpreter is provided.
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Dealing with your application
Standard 20
You are dealt with openly and sensitively if your application cannot be taken forward.
1 You receive a written explanation from the agency if, following your enquiry and first interview, your application cannot be accepted.
2 You receive information about procedures for reconsidering applications.
3 If the agency considers that your application could be accepted by another agency, it will provide you with information about that agency.
Being prepared
Standard 21
You are confident that the adoption agency will use the most effective preparation and assessment methods available.
1 You are confident that, where possible, preparation arrangements include hearing directly from social workers, adoptive parents, birth parents, foster carers and people who are adopted.
2 The agency helps you to understand:
* children's health, education and developmental needs;
* the effects on children over time of separation and loss, abuse and neglect;
* the implications of contact with birth families; and
* legal issues.
3 You are confident that the adoption agency meets regulations and guidance in recruiting and preparing families.
4 You are confident that the agency social worker has specialist knowledge of adoption and the effect that adoption has on everyone involved.
5 You have your own social worker who contacts you regularly and is readily available.
6 You have access to your social worker's manager and can discuss the assessment with him or her.
Being assessed
Standard 22
You take part fully in the preparation and assessment process, and are told about any specific issues that must be dealt with before the application can continue.
1 You receive regular feedback on how the assessment is progressing.
2 If any difficulties arise during the assessment, there is an early opportunity to discuss the issues with the adoption panel.
3 You contribute to the assessment and sign it. Any disagreements are recorded.
4 If you have children the agency consults them to find out what they think about your intention to adopt.
5 You are treated with sensitivity, respect and dignity throughout the preparation, assessment, approval and matching process.
6 You can provide written feedback on the process.
7 You know that the final report will clearly show whether the content relates to a domestic (Scottish or UK) or overseas adoption.
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Completing the adoption process
Standard 23
You are confident that the agency will do everything it can to make sure the adoption process goes ahead as soon as possible.
1 You are confident that, from the date of the initial interview until the recommendation to the adoption panel, the agency will aim to complete the assessment process within six months.
2 You know that the court report from the adoption agency social worker in relation to a step-parent or family member adoption is submitted to the court within 12 weeks of statutory notification.
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The adoption panel – how it works
Standard 24
You can be confident that the agency's adoption panel and decisionmaker work in a way that is legal, open and fair.
1 You know that the agency's adoption panel and decision-maker work in line with relevant statutes, regulations and guidance.
2 You know that the adoption panel is made up of people with a range of knowledge and experience of adoption, including representatives who use or have used adoption services.
3 You know that adoption panel members undergo local authority and police checks, and sign a confidentiality agreement.
4 You know that the agency's procedures and practice show a clear distinction between the adoption panel's duty to recommend and the agency's responsibility to decide.
5 If you choose to attend the agency adoption panel, you will be supported to prepare for it.
6 You are told by the agency what the panel will entail and that going to the panel is not part of the assessment process but that you are entitled to do so if you wish. You know about the adoption panel's procedures beforehand, including procedures for reconsidering recommendations.
7 You are supported to contribute fully to the adoption panel discussion. You may be accompanied by a friend.
8 You know that the agency's social worker goes to the panel and what their role is.
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The adoption panel – its recommendations
Standard 25
You are told about the recommendation as soon as possible and how you can ask for a reconsideration if you disagree with it.
1 You are told about the panel's recommendations to the agency decisionmaker within 24 hours of the panel meeting.
2 You receive written notice of the decision about your application within 21 days. The letter makes it clear whether you have been approved for a domestic or overseas adoption and the range of children you are approved for.
3 If you are not approved as an adoptive parent, the reasons are given to you in writing.
4 The adoption agency provides you with clear information about the process of making an appeal against a decision.
5 You can be confident that the appeal process is independent of the decision-maker that made the original decision.
6 You know that the adoption panel will review your registration within two years if you have not adopted a child.
The matching process
Standard 26
You are confident that the process of matching children and families is published and that it is consistently applied by the agency.
1 You know that the agency has clear criteria for matching each child with a family.
2 The adoption agency makes sure that you have full information about the child, in writing. You will also have the opportunity to meet a range of people involved in the care of the child including professionals, foster carers and, in some circumstances, members of the birth family. You are shown photographs, and perhaps a video of the child if possible, and as long as the child's rights to confidentiality are protected.
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Preparation to adopt your child
Standard 27
You are fully prepared for your role as an adoptive parent.
1 You know about a child's ethnic, cultural, faith, language, emotional, health and developmental needs and potential future needs.
2 Care is taken to protect you from becoming too involved with a child you may not be matched with.
3 If you decide that you are not the right family for a child, the agency respects your views.
4 You can make an effective contribution, spoken or in writing, to the matching panel.
5 You know that, if a match is not made, the agency will offer you an explanation without breaching confidentiality about other applicants or parties.
Financial information
Standard 28
You are told about relevant financial matters.
1 You can be confident that the matching panel recommends what legal expenses and allowances should be paid and whether adoption allowances will be paid or considered for the future.
2 You know that when allowances are agreed, they are paid from the time when a child moves in. If a commitment is made for payment of allowances in the future, this is recorded by the agency.
3 You can be confident that payments will be reviewed annually in accordance with regulations.
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At the point of placement
Standard 29
You are consulted and fully supported during introductions.
1 Your views are taken into account about the format and speed of introductions and whether the child is ready to move.
2 You are supported in making sure that your child's health, education and other needs are met at the point of placement and will be met in the future.
3 You know that the agency will ensure that all statutory notifications are made, and that written information about your child is given to the GP with whom she or he will be registered.
4 The agency keeps you up to date with the legal process, what legal costs are to be expected and how these will be paid.
Support after adoption
Standard 30
You have access to a full range of support services after your child has been adopted.
1 The adoption agency makes sure that you have written information explaining about adoption as children grow up and about your adopted child's rights when he or she is an adult.
2 The adoption agency provides you and your child with access to independent counselling.
3 You are offered opportunities to widen your knowledge of adoption. This may be through meeting other adoptive families or going to relevant groups or meetings.
4 You know that the adoption agency makes sure that there is access to a range of support services to any member of your family, after your child has been adopted.
5 You can be confident that the agency has clear criteria for allocating adoption allowances. Where an ongoing package of financial support (including adoption allowance) is agreed, a written agreement is drawn up between you and the agency, which will be reviewed every year.
6 Wherever possible, you receive from the agency copies of photographs and letters and any other significant items about your child, such as a life storybook. The agency also helps you to keep them safe.
7 When you ask for support, a social worker will visit you within two weeks.
8 You know that, if at any time, the agency receives information about a health condition in a member of the birth family that could affect your child the adoption agency's medical adviser will tell you. Similarly, if your adopted child develops a hereditary health condition, you know to tell the agency, so that they can inform the birth family.
9 You know that the agency will assist at any future time in any review of the adoption.
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Adopting a child from another country
Standard 31
You receive a quick and full response to any requests for placements of children from another country.
1 You know that the adoption agency will respond quickly to enquiries, telling you what is involved and about any charges that may be made.
2 You are offered a meeting with a social worker to discuss your interest, the needs of a child being placed from overseas and any conditions that apply. These conditions may be the agency's conditions as well as those imposed by the country where the child comes from.
3 You can attend a preparation programme.
4 Your assessment is undertaken by an experienced social worker. The agency explains what will happen at the adoption panel and that going to the panel is not part of the assessment process. You know about the adoption panel's procedures beforehand, including procedures for reconsidering recommendations.
5 Your application is dealt with as soon as possible. From the date of the initial interview until the decision of the adoption panel, the process normally takes no more than six months.
6 You have access to your social worker while you are waiting to be matched.
7 You have access to agency staff, including the medical adviser, at the time of matching.
8 You know that, if your child is to be adopted in Scotland, the agency will undertake or arrange supervision and support services and reports for the court.
Management and staffing arrangements – the adoption agency 32 Providing a good quality service nationalcarestandards adoption agencies
Providing a good quality service
Standard 32
You experience good quality support from the agency. This is provided by management and staff whose professional training and expertise allows them to meet your needs.
1 You know that the agency managers, staff and volunteers are recruited and selected through a process that takes account of safe recruitment practices. This includes:
* criminal records checks;
* checks with previous employers;
* taking up references; and
* cross-reference to the registers of the Scottish Social Services Council or other professional organisations.
2 You know that agency staff are suitably qualified and trained for their roles. There is a staff development strategy and an effective yearly training plan for all staff.
3 You can be assured that all the staff use methods that reflect up-to-date knowledge and best-practice guidance, and that the management are continuously striving to improve practice.
4 You can be assured that staff are supervised and appraised. They have access to advice and support when they do their jobs. The roles and responsibilities of the management and staff of the agency are clear to you.
5 You can be confident that the agency asks for and gets feedback from adopted adults on the quality of service it provides.
6 You can be confident that the agency gives you the information you need to make a suggestion or complaint to the agency or directly to the Care Commission.
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7 You can be assured that the agency has effective recording and information systems. All significant contacts and incidents are recorded.
8 You can be assured that a system of quality improvements based on reviewed practice is in place. Plans to improve the quality of service involve those who use the services provided by the agency. Information (for example, annual reports) is produced describing the performance of the agency.
9 You can be assured that the finances of the agency are properly managed. The accounts are audited and reported on every year. When agency staff are involved in any financial transaction it is carefully recorded. This is in a way that can be checked by the Care Commission.
10 You know that external managers monitor the service you receive from the agency.
11 The external manager or board makes sure the manager is suitable for the role.
Annex A
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Annex A
Glossary
Adoption agency
A local authority, voluntary or independent service responsible for the recruitment, assessment, approval and training of adopters. Local authorities acting as adoption agencies and registered adoption services (previously approved adoption societies) as mentioned in section 2(11)(b) of the Regulation of Care (Scotland) Act 2001 and registered under Part 1 of that Act.
Adoption panel
A panel to consider plans for children, to consider whether or not to approve prospective adopters and to match children with prospective adopters.
Advocate
A person assisting children in putting forward their views or making their case on their behalf.
Agency decision-maker
The person in an agency who makes the final agency decisions about plans for children, approval of adopters and matching after the adoption panel has made its recommendations.
Assessment
Work to determine the needs of a child and/or their family. Also, work to determine whether a person should be approved as an adopter.
Child
A child can be 'looked after' or adopted until the age of 18.
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Contact
Arrangements to allow someone, for example a birth parent, to keep in touch with a child. It can be direct – meeting face to face – or indirect – by post or telephone or through another person. If a court makes a formal order for contact, this is called a contact order.
External manager
The person or group of people, sometimes a board or committee, responsible for the work of the agency but not involved in day-to-day management.
Freeing
An optional court application by a local authority before an adoption. If granted, it removes all parental responsibilities and rights from birth parents and gives them to the authority.
Matching
The process of linking an individual child or children with a particular adoptive family who can best meet their needs.
Placement
A child may be placed away from home by a local authority or adoption agency. For example, a child must have a placement with a relative, a foster carer, prospective adopters, or in a residential home or school. In adoption, placement is the stage when an adoption agency places a child with the prospective adopters.
Post-adoption services
Services available to the adopted child, the adoptive family and birth families after a child has been placed.
Prospective adoptive parents
Individuals who have expressed an interest in adoption or who are in the process of application, assessment or approval.
Relinquishing parents
Birth parents who give their child up for adoption.
Annex B
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Annex B
How the standards will work
How standards and regulations work together
The Act gives Scottish Ministers the power to publish standards which the Care Commission must take into account when making its decisions. It also gives Ministers the power to make regulations imposing requirements in relation to care services.
The standards will be taken into account by the Care Commission in making any decision about applications for registration (including varying or removing a condition that may have been imposed on the registration of the service).
All providers must provide a statement of function and purpose when they are applying to register their service. On the basis of that, the Care Commission will determine which standards will apply to the service that the provider is offering.
The standards will be used to monitor the quality of care services and their compliance with the Act and the regulations. If, at inspection, or at other times, for example, as a result of the Care Commission looking into a complaint, there are concerns about the service, the Care Commission will take the standards into account in any decision on whether to take enforcement action and what action to take.
If the standards were not being fully met the Care Commission would note this on the inspection report and require the agency to address this. The Care Commission could impose an additional condition on the agency's registration if the agency persistently, substantially, or seriously failed to meet the standards or breached a regulation.
If a voluntary or independent agency does not then meet the condition, the Care Commission could issue an improvement notice detailing the required improvement to be made and the timescale for this. Alternatively, the Care Commission could move straight to an improvement notice. The Care
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Commission would move to cancel the registration of any voluntary or independent agency if the improvement notice does not achieve the desired result. In extreme cases, for example where there is serious risk to a person's life, health or wellbeing, the Care Commission could take immediate steps to cancel the registration of a voluntary or independent agency without issuing an improvement notice.
If the Care Commission determines that the services provided by a local authority adoption agency are consistently failing to meet the standards, the Commission will bring this to the attention of the Scottish Executive.
Regulations must be followed. In some cases not meeting a regulation is an offence and the provider may be prosecuted. Breaking or not meeting any regulation is a serious matter.
Decisions by the Care Commission on what to do when standards or regulations are not met will take account of all the relevant circumstances and be proportionate.
Annex C
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Annex C
Useful reference material
Legal
The Adoption (Scotland) Act 1978
This is the main adoption law in Scotland.
The Children (Scotland) Act 1995
The Act puts children first. Each child has the right to:
* be treated as an individual;
* form and express views on matters affecting him or her and to have these taken account of; and
* be protected from all forms of abuse, neglect or exploitation.
Parents and local authorities have rights and responsibilities in achieving the balance of care.
The Act is accompanied by four volumes of regulations and guidance, Scotland's Children (1997).
The Data Protection Act 1998
The Act covers how information about living, identifiable people is used. All organisations that hold or process personal data must comply.
The Disability Discrimination Act 1995
This wide-ranging Act, which came into force in 1996, makes it illegal to discriminate against disabled people in employment, access to goods, services, transport and education.
The Human Rights Act 1998
The Act incorporates the European Convention on Human Rights into Scots and English law in relation to the acts of public bodies. Its purpose is to protect human rights and to maintain and promote the ideals and values of a democratic society. The Articles of Convention include:
national
* freedom of thought, conscience and religion;
* freedom of expression;
* freedom of assembly and association;
* the right to have respect for private and family life; and
* the right to marry.
The Police Act 1997
Part V of the Police Act 1997 was implemented in April 2002. This provides for the Scottish Criminal Record Office to issue criminal record information certificates to individuals and organisations.
The Public Interest Disclosure Act 1998
The Act protects workers who 'blow the whistle' about wrongdoing. It mainly takes the form of amendments to the Employment Rights Act 1996, and makes provision about the kinds of disclosures which may be protected; the circumstances in which such disclosures are protected; and the persons who may be protected.
The Race Relations Act 1976
The Act makes racial discrimination illegal in employment, service delivery, training and other areas.
The Race Relations (Amendment) Act 2000
The Act makes racial discrimination illegal in public activities that were not previously covered. It puts a general duty on public organisations to promote race equality.
The Regulation of Care (Scotland) Act 2001
The Act establishes a new system of care service regulation including the registration and inspection of care services which takes account of national care standards. The Act also creates two new national, independent bodies, the Scottish Commission for the Regulation of Care, to regulate care services, and the Scottish Social Services Council, to regulate the social service workforce and to promote and regulate its education and training.
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You can visit these websites for information:
* Regulation of Care (Scotland) Act 2001 www.scotland-legislation.hmso.gov.uk/legislation/scotland/acts2001/20010008.htm
* Regulation of Care (Scotland) Act 2001 Statutory Instruments www.scotland-legislation.hmso.gov.uk/legislation/scotland/s-200201.htm
The Rehabilitation of Offenders Act 1974
The Act enables some criminal convictions to become 'spent' or ignored, after a rehabilitation period. The rehabilitation period is a set length of time from the date of conviction.
The Sex Discrimination Act 1975
The Sex Discrimination Act 1975 makes it unlawful to discriminate on grounds of sex or marital status in recruitment, promotion and training. The Act also covers education, the provision of housing, goods and services and advertising.
Policy
Aiming for Excellence: Modernising Social Work Services in Scotland 1999
The White Paper sets out the proposals to strengthen the protection of children and vulnerable adults and to make sure high quality services are provided. The Scottish Commission for the Regulation of Care is an independent regulator set up for this purpose.
The Way Forward for Care
The Scottish Executive Policy Position Paper of July 2000 develops the proposals set out in Aiming for Excellence. It includes proposals for regulating independent healthcare.
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Our National Health 2000
The health plan aims to improve Scotland's health and close the health gap between rich and poor, restoring the NHS as a national service and improving care and standards.
The UN Convention on the Rights of the Child
The Convention is not a law but a code that the Government signed up to in 1991. It recognises that young people under 18 in Scotland do have rights. These rights must be given fairly, and children and young people must be kept safe and well, and able to take part in society.
Other useful references
The Children (Scotland) Act 1995 Regulations and Guidance Volume 3. Adoption and Parental Responsibilities Orders (1997).
Department of Health (1999) Adoption Now, Messages from Research, Chichester, Wiley.
Fahlberg V. (1999), A Child's Journey Through Placement, London, BAAF
Lowe N., Murch M., (2000)Supporting Adoption, Reframing the Approach, London BAAF.
Triseliotis J., Shireman, Hundleby M., (1999), Adoption; Theory, Policy and Practice, London, Cassell.
Valuing Diversity – having regard to the racial, religious, cultural and linguistic needs of Scotland's children, The Scottish Office (1998).
© Crown copyright 2002
First published March 2002 Revised March 2005
This document is also available on the Scottish Government website: www.scotland.gov.uk
RR Donnelley B57227 12/08
Further copies are available from Blackwell's Bookshop 53 South Bridge Edinburgh EH1 1YS
Telephone orders and enquiries 0131 622 8283 or 0131 622 8258
Fax orders 0131 557 8149
Email orders email@example.com
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MSP Briefing
Personal and Social Education (PSE)
My role as Children and Young People's Commissioner Scotland is to promote and safeguard the rights of children and young people in Scotland with particular reference to the United Nations Convention on the Rights of the Child (UNCRC).
The following briefing is informed by the UNCRC and in particular articles 28 and 29 of the UNCRC which outline the aims of education, laying particular emphasis on the development of the child; and the UNCRC's overarching articles 2 (best interests), 3 (non-discrimination), 6 (right to life and maximum development) and 12 (the right to have an opinion, express that opinion and for due weight to be given to it) 1 .
In my experience, Personal and Social Education (PSE) describes classes which are used to cover a broad range of important topics, including:
- financial literacy;
- personal safety;
- road safety;
- sexual health and healthy relationships;
- alcohol and drug awareness;
- grooming and online safety;
- bullying;
- citizenship and human rights, including the United Nations Convention on the Rights of the Child.
These topics include skills that are vital to the health and wellbeing of children and young people. They address experiences and outcomes across the curriculum and provide important skills for learning, life and work and in exploring these children learn important deeper learning skills such as critical thinking, problem solving and both written and oral communication.
Children have a right to receive good quality information on all these topics. They are as important to children's lives as literacy and numeracy – indeed Health and Wellbeing is the third pillar of Curriculum for Excellence. Yet what is covered within PSE and the amount of time given to each topic varies significantly between local authorities and even from school to school.
Curriculum for Excellence allows schools to develop their own curriculum, but a lack of specific guidance on PSE means that children are not consistently receiving the learning
opportunities they should be able to expect and PSE is not always given sufficient importance within school curricula.
In some cases, particularly the area of Relationships, Sexual Health and Parenting (RSHP) education, the lack of specific guidance can lead to deficits in a child's education with the potential to have a negative impact on their health and wellbeing.
The concept of evolving capacities balances the recognition of children as active agents in their own lives, entitled to be listened to, respected and granted increasing autonomy in the exercise of rights, while also providing them with protection in accordance with their relative immaturity and youth. This provides the basis for an appropriate respect for children's agency without exposing them prematurely to the full responsibilities normally associated with adulthood. PSE is an important area through which children can explore important and at times controversial issues in a supportive environment, preparing them to be active contributors to society.
PSE presents an excellent opportunity for secondary schools to use the cross-curricular approaches which should be at the centre of Curriculum for Excellence. Schools have the opportunity to deliver this part of the curriculum with more flexibility than certificated courses and should be utilising the expertise of staff from across the school, from within the education authority and making use of the expertise that exists in partner agencies from across the public, private and third sectors. Aspects of PSE can also be delivered in conjunction with other subject areas, such as PE, English, maths, sciences and social subjects as part of the Broad General Education.
I support the Time for Inclusive Education (TIE) campaign which calls for education, particularly PSE and RHSP, to be inclusive of LGBTI identities and relationships.
Research by TIE, Stonewall and LGBT Youth Scotland shows that in many cases children do not receive LGBTI inclusive education, nor are teachers delivering PSE confident in addressing this issue. It is therefore vital that teachers are properly trained and have access to appropriate resources to support them in delivering this and all aspects of PSE. This must include resources appropriate for use in primary schools, where RSHP education is usually the responsibility of the class teacher. Education Scotland must ensure that their website clearly signposts appropriate materials and resources, as well as highlighting best practice in this area.
Likewise, anti-bullying education needs to be rights-based and focussed on positive relationships, as outlined in the National Approach to Bullying. It must include identitybased bullying and be LGBTI inclusive. It must recognise that no young person should be bullied for any reason and encourage children to appreciate and value differences.
PSE is central to preparing children and young people for the adult world and children have a right to receive the information they need to live in the modern world and to keep themselves safe and healthy. However, in the absence of explicit guidelines of what PSE should cover, not all children currently receive this. Curricular flexibility should not mean children miss out on knowledge and skills so essential to realising their rights.
PSE, and in particular RSHP, is the one area of curriculum where more explicit guidance of what should be covered is required and I would encourage the development of this. It is also essential that the delivery of PSE within individual schools is monitored, to ensure all children receive their entitlements.
For further information relating to this briefing, please feel free to contact my Policy Officer, Megan Farr, in the first instance via firstname.lastname@example.org.
Tam Baillie Children and Young People’s Commissioner Scotland
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Parentzone Scotland
A unique website for parents from early years to beyond school
" . . . we want our nation's parents to feel confident in their ability to educate their children and also to be reassured that help is available when they need it" (National Parenting Strategy 2012)
Parentzone Scotland provides information on a range of topics including:
Learning in Scotland
Health and Wellbeing Curriculum for Excellence
Learning through play Schools in your local area
Supporting your child's learning and how to get involved
Additional Support Needs
Performance data about secondary school leavers
It is well proven that children do better when parents and educators work together
"The more engaged parents are in the education of their children, the more likely their children are to succeed in the education system"
(Goodall and Vorhaus 2011)
For further information:
Email: firstname.lastname@example.org
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SCOTTISH SCHOOLS ADOLESCENT LIFESTYLE AND SUBSTANCE USE SURVEY (SALSUS) 2018
YOUNG CARERS FACTSHEET
Who are young carers?
10%
old girls of 15 year
9%
old girls
10%
In our survey:
of 13 year
14%
of 15 year old boys
of 13 year old boys
Young carers are more likely to live in more deprived areas than non-carers
Young carers are more likely to be in single parent or 'other' family situations than non-carers
Most to least deprived areas
Non-carers
Carers
School, friendships and caring
Carers are less likely to say they
like school than non-carers, but there is no significant difference in feeling pressured by schoolwork.
Carers are more likely than non-carers to have no close friends, however they are also more likely to say they spend 3 or more nights a week out with friends.
Future aspirations and caring
Carers are less likely to see themselves going to university than non-carers* (39% compared to 53% respectively).
Carers Which one of these do you think you are mostly likely to be doing when you leave school?
* This may also be linked to socioeconomic circumstances.
SALSUS collects information on smoking, drinking, drug use, mental wellbeing and other lifestyle factors from young people all over Scotland. It is part of an important and long established series of national surveys which allow comparisons to be made between over time, between different parts of Scotland and internationally. In 2018, 23,365 pupils in S2 (around age 13) and S4 (around age 15) participated. More information is available at: https://www.gov.scot/publications/scottish-schools-adolescent-lifestyle-substance-use- survey-salsus-technical-report-2018/
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PE1711/M
Deputy First Minister and Cabinet Secretary for Education and Skills submission of 3 June 2019
Thank you for your letter of 19 February 2019, regarding consideration of Petition PE1711. I note this petition has two aims, namely urging the Scottish Government to ensure that all primary schools in Scotland incorporate basic first aid as an integral part of their curriculum, and, provide funding in order to develop high quality teaching materials on what to do in common emergencies, as well as to establish training and support for teachers to enable them to deliver these skills during short, interactive first aid workshops.
Under Curriculum for Excellence, schools already have the flexibility to provide first aid training. It is therefore up to individual schools and local authorities to decide if they wish to provide first aid training and, if they choose to do so, how best to deliver it taking into account the needs and circumstances of all pupils in attendance. Within this context, the Scottish Government cannot prescribe on the content of what should be taught within lessons in schools.
The Education Scotland website currently hosts a learning resource for primary and secondary practitioners who are looking to deliver first aid training as part of the curriculum. This resource teaches all children about what to do in an emergency, how to perform cardiopulmonary resuscitation (CPR) and instruct adults on what to do. This resource contains 14 videos and an information booklet. This resource also provides resources and videos for CPR training for children from primary 1 upwards.
In respect of first aid training support for teaching staff in schools, COSLA has confirmed that schools already have their own arrangements in place for handling incidents by ensuring that sufficient numbers of school staff are trained in line with local requirements and that incidents are escalated as necessary in line with local protocols.
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REVIEW OF GENDER RECOGNITION ACT 2004
Trans people
Q. What is gender identity?
A. Gender identity is a person's own experience of their gender. Some people's gender identity doesn't match the sex they were assigned at birth.
Q. What does " transgender" or "trans" mean?
A. These are umbrella terms used to describe people who find that their gender identity does not correspond with the sex they were assigned at birth.
Q. What does non binary mean?
A. A non-binary person does not identify as a man or a woman but has a gender identity somewhere between or beyond those categories. Non-binary people can also be included under the trans umbrella, although some may not consider themselves as trans.
Q What is transitioning?
A. Transitioning is a term used to describe the process and steps an individual takes in order to live in the gender they identify as. Transitioning can involve dressing differently, telling friends and family, changing some documents such as their name and sex shown in their passport or their name and title on utility bills, or telling friends and family.
For some people transitioning also involves medical intervention, such as hormone therapy and surgery, but not all trans people want or are able to have this.
In NHS Scotland, gender reassignment services are provided in terms of the Gender Reassignment Protocol, at www.sehd.scot.nhs.uk/details.asp?PublicationID=4759.)
Transitioning and gender reassignment medical treatment are distinct from the legal process of gender recognition, which is explained in the next section. Our consultation concerns only the legal process of obtaining gender recognition of the gender in which a person lives.
The existing legislation
Q. What legislation is currently in place?
A. A transgender person's gender identity does not correspond with the sex shown on their original birth certificate.
The Gender Recognition Act 2004 meant that for the first time a transgender person could apply to a tribunal for a "gender recognition certificate" which would allow the recipient to be legally recognised in the gender they live in.
When a person is issued with a full gender recognition certificate, this has the effect of changing their sex for legal purposes.
The Act applies across the UK, and where the person's birth was registered in the UK, they are also issued with a new birth certificate reflecting this gender.
The full terms of the Gender Recognition Act 2004 are available at: www.legislation.gov.uk/ukpga/2004/7/introduction.
Q. How does legal gender recognition currently work?
A. Applications are considered by the Gender Recognition Panel, which is a UKwide tribunal.
Applicants must be at least 18 years old. The vast majority of applicants use the standard track which means that they must:
- Satisfy the Gender Recognition Panel that they have, or have had, gender dysphoria by producing two medical reports.
- Satisfy the Gender Recognition Panel that they have lived in the acquired gender throughout a period of two years.
- Make a statutory declaration before a person authorised to take oaths that they have lived in their acquired gender throughout the period of two years.
It is not necessary for a person to have had medical treatment such as hormone treatment or gender reassignment surgery in order to obtain legal recognition under the 2004 Act. However, if an applicant under either the standard or alternative track has had such treatment or surgery, then details of that treatment must be provided in a medical report submitted with their application.
If the Panel is content that an application meets the requirements of the 2004 Act they will issue the successful applicant with a full gender recognition certificate.
Q. How many people living in Scotland have been issued with a full gender recognition certificate?
A. In 2016-2017, the Gender Recognition Panel issued a total of 318 full gender recognition certificates but do not provide statistics on where people live.
From information held by National Records of Scotland that up to the end of 2016, the total number of people born or adopted in Scotland who have been recognised in their acquired gender is 287.
The consultation
Q. What does this consultation propose?
A. Key areas covered by the consultation are whether:
- Scotland ought to adopt a new streamlined administrative process for legal gender recognition.
- The minimum age of applicants should be reduced. Currently applicants must be at least 18. It also considers various options for applicants under 16.
- Scotland should legally recognise non-binary people.
Q. Who does the Scottish Government want to hear from?
A. To help develop well-informed policy and legislation, it is important that we receive responses reflecting the range of views held on this subject.
We strongly encourage anyone interested in the issues in this consultation to respond.
Self-declaration
Q. How would self-declaration work?
A. The Scottish Government proposes that, subject to views expressed during the consultation, Scotland should adopt a self-declaration system for legal gender recognition.
We propose that trans men and women aged 16 and over would be able to apply and there would be no medical requirements.
People would have to supply a statutory declaration confirming that they understand what they are doing and intend to live in the acquired gender for the rest of their lives.
.
The consultation also seeks views on possible options for people under 16 and for non-binary people.
Q. Who else has a self-declaration system?
A. A number of countries have recently adopted a 'self-declaration' process for legal gender recognition where the applicant's declaration of their gender identity is key and no medical or other evidence is necessary.
One example is the Republic of Ireland, which adopted a self-declaration process in 2015.
Age
Q. Why do you propose reducing the minimum age of applicants from 18 to 16?
A. There is clear evidence that people aged 16 live full time in their acquired gender and want this to be legally recognised, for example before they go into full time work or further education.
The proposed change would also be consistent with the age at which young people can exercise other rights under the law in Scotland without parental involvement or consent, such as getting married or entering a civil partnership, voting in Scottish elections or recording a change of name.
Q. What about people younger than 16?
A. The Scottish Government has not yet reached a view about whether it is appropriate to allow people under 16 to apply for legal gender recognition.
The consultation notes that there is a careful balance to be struck in relation to people under 16.
On the one hand, children must be treated with dignity and respect, and their views and wishes should be given weight in line with their individual capacity.
On the other hand, we must ensure that children have the right protection and care.
Non-binary people
Q. What are the proposals on non-binary people?
A. The consultation sets out some possible options for advancing the recognition of non-binary people in Scotland and seeks views on those options.
The Scottish Government is aware that some countries offer legal recognition of the gender identities of non-binary people, or offer alternatives to identifying as either a man or woman for the purposes of official records and identity documentation.
The consultation sets out the Scottish Government's understanding of the approach taken in a number of other countries and territories.
Women
Q. What do the Scottish Government proposals mean for women's services?
A. In Scotland, women's services like refuges are often already inclusive of all trans women, whether or not they have a full gender recognition certificate.
Q. Does the consultation propose any changes to exemptions in the Equality Act 2010 in relation to single sex services?
A. No.
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Organic Farming in Scotland 2017
An official statistics publication
Organic Farming in Scotland 2017
Introduction
The amount of organic farmland in Scotland has slightly increased in 2017, the first increase since 2008. A total of 123,000 hectares was certified as organic farmland in Scotland.
Two per cent of the total amount of Scottish farmland is certified as organic, an increase of 1,000 hectares compared to the previous year.
In the whole of the UK there was also an increase in organic land, of two per cent, taking the total amount to 517,000 hectares.
The EU has been consistently increasing the amount of organic land. The latest figures
1
for 2016 showed 6.7 per cent of agricultural land across the EU was certified as organic.
In Scotland grassland and rough grazing make up most of the organic land.
Cereal farming, though much smaller, is the second biggest sector of organic farming in Scotland. It has remained relatively constant since 2013.
Organic livestock numbers have fluctuated in recent years, with about two per cent of cattle and sheep being registered as organic.
Organic Land in Scotland
The area of organic land farmed in Scotland and the UK has risen slightly
The total area farmed organically in Scotland is 2.1 per cent of the total area farmed, which is a slight increase of 1,000 hectares
Scotland accounted for 58 per cent of the total amount of UK organic land in 2002. This has now fallen to 24 per cent, just under a quarter of the total.
In contrast, over the same period, the amount of EU organic farmland has been rising to nearly double the rate of 2005.
Organic Certified Land
Organic land is certified by one of the UK Organic Certification Bodies.
The data in this publication are from the most upto-date inspections rather than a snapshot in time.
Total area of organic land in Scotland 123,000 Hectares
Certified Organic Businesses in Scotland
The number of organic producers and processors has been constant since 2013
The number of processers and producers who are certified as organic fell from 2008 following a peak in 2006.
This trend is similar to the experience in the rest of the UK. A small number of producers are
also processers of organic food.
The number of organic producers in Scotland
1 371
212 The number of organic processers in Scotland
Organic Land in Scotland by Use
Organic land is mostly used for livestock to produce meat or milk
Organic Land In Conversion
Only food that is produced with standards set out by EU regulation may be sold as "organic" in the EU. In most cases land must be managed organically for at least two years before it becomes eligible for organic status. The data in this publication generally include land still within the two year conversion period.
Total organic pasture land 112,000 Hectares
In Scotland grassland and rough grazing (called pasture) makes up most of the organic land.
Cereal is the next largest contributor to organic farming in Scotland, with other crops such as vegetables and potatoes making up the rest.
The soil quality in Scotland is generally not as good as in the rest of Europe. This limits what crops can be grown, in most areas, to pasture.
Livestock on Pasture Land in Scotland
Pasture land is most commonly used for grazing cattle and sheep
Only 1.6 per cent of cattle in Scotland are registered as organic but this makes up 11 per cent of the total UK's organic cattle.
Number of organic cattle 29,000
2.2 per cent of sheep in Scotland are registered as organic. This accounted for 17 per cent of the UK's organic sheep.
Organic Farming in Scotland 2017
Data Sources and More Information
Data source
These data are compiled by the UK Organic Certification Bodies who certify farms and food processors. The data are then sent to DEFRA each year to form the annual return required under European Commission Regulations (889/2008). The data do not represent a snapshot on a particular date, but reflect the farms which have either been inspected or re-inspected during that year.
More information is available at www.gov.uk/government/organisations/depart ment-for-environment-food-ruralaffairs/series/organic-farming
Data tables
The data used to create the charts in this publication are available online in the accompanying spreadsheet at www.gov.scot/agricstats
If you have any questions or comments about this publication, please e-mail email@example.com or phone 0300 244 9716
Crown Copyright
You may use or re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. See: www.nationalarchives.gov.uk/doc/opengovernment-licence/
© Crown copyright 2018
This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: firstname.lastname@example.org
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at www.gov.scot
Any enquiries regarding this publication should be sent to us at The Scottish Government St Andrew's House Edinburgh EH1 3DG
ISBN: 978-1-78851-910-6
Published by The Scottish Government, May 2018
Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS414706 (05/18)
w w w. g o v. s c o t
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How to use the overnight urine bottles
You have been given three urine bottles. These bottles are essential for further assessment of the way your child's kidneys are working.
It is important that these instructions are followed, otherwise the tests will have to be repeated.
The test is to be carried out over 3 consecutive nights. A different bottle should be used each night.
1. Your child should use the toilet as normal during the day.
2. They should empty their bladder in the toilet before going to bed. Write the time and date that they do this on one of the bottles where it says 'Collection started at __:__ on __/__/__'.
3. If your child has to get up to pass urine during the night then they should collect this in the bottle.
4. In the morning, when they pass urine for the first time, they should do so into the bottle.
5. Close the bottle. Write the time and date on the bottle where it says 'Collection ended at __:__ on __/__/__'.
6. Repeat steps 1 to 5 with the next bottle on the following night until all three bottles have some urine in them.
7. Return the bottles to the Diabetes Service. We will contact you with the results when we have them.
If you have any questions about these instructions, please do not hesitate to call a member of the Diabetes Service on 0141 201 0331.
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Sugar Detectives
Free sugars
The type of sugar that we need to cut down on is called free sugar. This doesn't include sugars that naturally occur in milk or in whole fruits and vegetables. Free sugars are any sugars added to food or drinks or naturally found in honey, syrups and unsweetened fruit juices.
Maximum recommended intake of free sugars
Consumed in single serve container**
*Assumption that there is 5.0g of lactose per 100ml of milk with milk drinks. Already deducted from free sugar quoted.
**Figures are based on commonly available brands.
Consumed diluted
Considerations – lactose in milk
The term 'free sugars' does not include the sugar that naturally occurs in milk, lactose. This is why the semi skimmed milk contains 0g of free sugar. However the milkshake contains 4.8g of free sugars per 100ml as additional sugar has been added to fl avour the milk. Please note that the amount of naturally occurring sugar in the milkshake (lactose), has already been deducted from the free sugar values provided in the table.
Additional important information
1 sugar cube = 4g
1 teaspoon of sugar = 5g
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Biodiversity report
December 2017
Introduction
As a Scottish public body we have a statutory duty to further the conservation of biodiversity:
"It is the duty of every public body and office holder, in exercising any functions, to further the conservation of biodiversity so far as it is consistent with the proper exercise of those functions" Nature Conservation (Scotland) Act 2004
The biodiversity duty is about connecting people with the environment and managing biodiversity in the wider environment all around us, not just in protected sites.
The Wildlife and Natural Environment (Scotland) Act 2011 places a duty on us to make a report publicly available every three years on our compliance with the biodiversity duty. This publication is our report of our activities to December 2017.
Our role
We operate under the Housing (Scotland) Act 2010. This legislation sets our functions. We monitor, assess and report on local authorities' and registered social landlords' (RSLs) performance in delivering services and RSLs' financial well-being and standards of governance. We have powers to intervene where necessary.
We are a risk-based regulator, and we target our resources at addressing the issues that present the greatest risk to tenants' and service users' interests.
Biodiversity: our approach
Our context
Our role means that we link to biodiversity in an indirect rather than a direct way. Our statutory role is not linked to biodiversity. We do not own land and we have no direct role in the management and use of land or natural resources. We do not have a role in the promotion of sport, recreation, tourism, education, healthcare, social services or any of the other core activities set in out in the Scottish Government's guidance on the biodiversity reporting duty.
As such, we are best placed to carry out a smaller, proportionate set of activities for biodiversity. So this is where we have focused our efforts.
Our contribution
During the period of this plan we have focused on two types of biodiversity activities: awareness-raising and practical staff volunteering.
We have raised our staff's awareness of the importance of biodiversity by using the Residence, our staff intranet, to:
- signpost staff to schemes promoting:
- highlight the importance of biodiversity;
o quick wins
o home composting
- share practical examples showing the benefits of growing vegetables at home and encouraging staff to consider this.
We set up a biodiversity working group to develop ideas to help us learn more about biodiversity and conservation, and to consider how we could make a practical difference.
This group organised one significant biodiversity activity in 2017. Ten of our staff spent a day volunteering to increase biodiversity in ugdock ountry ark . The group dug out new ponds, and cut and moved rhododendron trees in the park.
This was an extremely successful initiative. We took the opportunity to promote our volunteering because we wanted to maximise its impact and help spread the message about the importance of biodiversity. We tweeted to our 1000+ followers:
Our news release showcased the importance of biodiversity, explained how we are able to contribute and also gave a platform to a Mugdock countryside ranger, who described the impact of the work. It featured in Scottish social housing news e-zines and social media. You can read it at appendix 1.
We will continue to seek opportunities to promote biodiversity in ways that are relevant, meaningful and proportionate to our core statutory role.
Appendix 1: Volunteering day at Mugdock Country Park News Release
Housing Regulator Digs Deep for Biodiversity 12 October 2017
group of staff from the Scottish ousing Regulator spent a day this week helping to increase biodiversity in ugdock ountry ark . The group of ten dug out new ponds, and cut and moved rhododendron trees in the park.
Ross Williamson, Regulation Manager, organised the volunteering day. e said t was really rewarding and we ve helped in a small way to increase biodiversity at ugdock . We all learned a bit more too about the habitat all around us and how we can make a small difference. And we'll be able to come back next year to see wildlife in the ponds we dug.
"As a public body we have a duty to further the conservation of biodiversity. Our day job doesn't have an obvious biodiversity link, so this was a great way to get involved. I'd encourage everyone to think about carrying out a local volunteering initiative and raise awareness".
aggie Ferguson, countryside ranger at ugdock ountry ark, added: "Digging ponds is good fun and great exercise, many thanks to Ross and the group for enthusiastically adding to the network of clean water ponds in Mugdock Country Park. Excavating new ponds and helping to reverse a century of pond loss is important for biodiversity as, when at their best, ponds can be the most species rich habitats in the UK. These new ponds will ensure there are homes and breeding sites for dragonflies, damselflies, water beetles, frogs, toads, newts, water snails, pond skaters and beautiful pond plants, as well as providing a drinking place for birds and mammals."
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Briefing for the Public Petitions Committee
Petition Number: PE01812
Main Petitioner: Audrey Baird and Fiona Baker on behalf of Help Trees
Help Us
Subject: Protect Scotland's remaining ancient, native and semi-native woodlands and woodland floors
Calls on the Parliament to urge the Scottish Government to deliver worldleading legislation giving Scotland's remaining fragments of ancient, native and semi-native woodlands and woodland floors full legal protection before COP 26 (UN Climate Change Conference of the Parties) in Glasgow in November 2021.
Background
Ancient woodland is defined as land that has been continually wooded since at least 1750. Its age means that it is especially important for biodiversity and our cultural identity. 1
The Native Woodland Survey of Scotland (NWSS) published in 2014 found 120,305 hectares of woodland to be present on ancient woodland sites, of which 65% was native woodland. Of this, the woods that are on ancient woodland sites and are both native and highly semi-natural in composition are probably the most important category for nature conservation. These woods totalled 64,130 hectares, which was 20.6% of native woods and just 4.6% of all woodlands in Scotland. 2
The petitioner seeks greater legal protection for Scotland's ancient native and semi-native woodland and woodland floors. The petitioner draws attention to the issue using an example of damage caused to ancient woodland by the construction of a new mountain bike trail. The trail was built with permission of the landowner and did not require planning permission as it was of mud and timber construction, however, the petitioner is concerned about:
* the destruction of bluebell carpets and removal of tree branches;
* disturbance of nesting birds;
* the trail not conforming to guidance around safe construction of mountain bike trails;
* collapse of a boundary wall that protected the woodland from intensive grazing of livestock and deer;
* wind-blown debris entering the woodland from a demolition of a large estate.
The petitioner claims that the mountain bike trail did not conform to guidance around the safe construction of mountain bike trails and suggests there is no effective legislation in place to protect ancient woodland where the landowner has given permission for its construction.
Scottish Government Action
The Scottish Government has a number of policies aimed at protecting and enhancing ancient and native woodland.
National Biodiversity Strategy
Scotland's Biodiversity Route to 2020 lists a number of 'Priority Projects' to meet international Aichi Targets for biodiversity and improve the state of nature in Scotland. It includes the following project regarding native woodland:
"Priority Project 2: Restoration of native woodland
Aim: Improve the condition and extent of existing native woodlands and further increase new woodland planting.
Target:
* Increase the amount of native woodland in good condition (upwards from 46% as identified by the Native Woodland Survey of Scotland).
* 3,000 to 5,000 ha of new native woodland creation per year.
* Restore approximately 10,000 ha of native woodland into satisfactory condition in partnership with private woodland owners through Deer Management Plans.
On-going work
* Provision of grants, information, promotional events and training
* Conservation management on the National Forest Estate.
* Development of deer management plans with public interest targets to contribute to the overall aim of native woodland restoration.
Planned work
* Implement Scotland's Wild Deer: A National Approach.
* Establish further mechanisms for lowland deer management.
* Atlantic oakwood restoration - through rhododendron removal and conservation management (LIFE funding bid in progress).
* Atlantic hazelwood conservation and management (LIFE funding bid in progress)."
National Forestry Strategy
Scotland's Forestry Strategy 2019-2029 contains aims and objectives for sustainable forest management. The strategy says:
"We will ensure that Scotland acts as a good 'global citizen' by upholding the international principles of sustainable forest management, ensuring harvested sites are replanted appropriately; preventing inappropriate woodland losses, particularly of ancient woodland; mitigating the risk of possible negative impacts from forestry activity; and protecting the credentials of Scottish timber as a sustainable product."
Scottish Government policy on control of woodland removal
The Scottish Government's policy on woodland removal provides the following guidance:
"There will be a strong presumption against removing the following types of woodland: ancient semi-natural woodland; woodland integral to the value of designated or special sites (Special Areas of Conservation {SACs}; Special Protection Areas {SPAs}; Sites of Special Scientific Interest {SSSIs}; Ramsar sites; National Nature Reserves {NNRs}; areas supporting priority habitats and species listed in the UK Biodiversity Action Plan; Scheduled Monuments; National Scenic Areas; and woodlands listed within the Inventory of Gardens and Designed Landscapes); woodlands critical to water catchment management or erosion control; or woodlands listed as 'Plantations on Ancient Woodland Sites' (PAWS). There will also be a strong presumption against woodland removal where it would lead to fragmentation or disconnection of important forest habitat networks."
Scottish Parliament Action
Some recent parliamentary questions on this issue are listed below:
Question S5W-24878: Finlay Carson, Galloway and West Dumfries, Scottish Conservative and Unionist Party, Date Lodged: 22/08/2019
To ask the Scottish Government how many hectares of ancient woodland have been restored since September 2017.
Answered by Fergus Ewing (19/09/2019):
Restoration of ancient woodland is a long-term and ongoing activity. It can take decades to achieve the final restored state. So far, interventions aimed at restoring around 60% of ancient woodland on Scotland's national forests and land have been undertaken. This includes around 1160 hectares on which interventions have been undertaken since September 2017.
Question S4W-28752: Liam McArthur, Orkney Islands, Scottish Liberal Democrats, Date Lodged: 01/12/2015
To ask the Scottish Government what it is doing to end the loss of woodland, in light of a reported 14% loss of woodland in the last 40 years.
Answered by Aileen McLeod (10/12/2015):
The Native Woodland Survey of Scotland identified that a 14% reduction may have occurred in ancient woodland cover over a 40 year period in unenclosed upland areas. The survey also identified that the current native woodland condition is moderate overall, with 46% of the area in satisfactory conditions.
The Scottish Government is taking action to protect ancient woodland as outlined in Scotland's Biodiversity – a Route Map to 2020. The actions identified aim to improve the condition and extent of existing native and ancient woodland, through reducing browsing pressure and controlling nonnative species, and new woodland planting.
In addition, the Scottish Government has implemented a policy on the control of woodland removal for all types of woodland. The policy is adopted within Scottish Planning Policy and provides guidance to planning authorities on how to minimise inappropriate woodland loss. With regards to ancient woodland, the policy places a strong presumption against removal.
Damon Davies Researcher 30 July 2020
SPICe research specialists are not able to discuss the content of petition briefings with petitioners or other members of the public. However, if you have any comments on any petition briefing you can email us at firstname.lastname@example.org
Every effort is made to ensure that the information contained in petition briefings is correct at the time of publication. Readers should be aware however that these briefings are not necessarily updated or otherwise amended to reflect subsequent changes.
Published by the Scottish Parliament Information Centre (SPICe), an office of the Scottish Parliamentary Corporate Body, The Scottish Parliament, Edinburgh, EH99 1SP
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Inquiry into teenage pregnancy
NHS Lothian
We support the view that a national policy shift towards a more holistic approach to tackling the complex issue of teenage pregnancy is required, one that is rooted in tackling health inequalities, rather than a narrow focus on sexual health issues. Policies and services aimed at tackling inequalities and deprivation may have the greatest long-term impact in terms of teenage pregnancy rates.
Teenage pregnancy refers to all conceptions in young women under the age of 20, however, most of the policy discussions taking place are concerned with conceptions under the age of 16, the legal age of consent for young people in Scotland. Scotland has one of the highest rates of teenage pregnancy in Western Europe. In Scotland, as in other countries, high teenage pregnancy rates are associated with high levels of deprivation and socio-economic inequality. UNICEF notes that countries with the highest rates of teenage births, particularly the US and the UK, are "less inclusive societies as measured by high levels of income inequality and the proportion of older teenagers not in education" i .
In those aged under 20, the most deprived areas have approximately ten times the rate of delivery as the least deprived (64.7 per 1000 compared to 6.2 per 1000) and nearly twice the rate of abortion (25.8 per 1000 compared to 14.4 per 1000) ii . Higher numbers of teenage conceptions overall means that the numbers of abortions in the most deprived populations are higher. However, when the proportion of abortions is examined, more young women in SIMD 5, the most affluent, (70%) go on to termination rather than delivery compared to SIMD 1, the least affluent (29%). These data imply a distinct social gradient in teenage pregnancy, whereby young women in Scotland's most affluent communities are much less vulnerable to teenage conception and whom will make the decision to terminate a pregnancy rather than go on to delivery.
The focus on teenage pregnancy should be considered for those 18 and under, as young people should still have the opportunity to continue their education until this point, rather than just a focus on under 16s. However it should be acknowledged that some young women may choose pregnancy as a positive choice for them and where this is the case, intensive support services should be provided.
This broad policy context is generally agreed and sits within Getting it Right for Every Child (GIRFEC). The tools are there to support it but the economic climate makes it a challenge to raise the aspirations of young people when there may be limited options for some living in deprived areas.
It is important to look at the inter-related issues of young people's health including self-esteem, alcohol and risk-taking behaviours. We need to consider gender issues, promoting equality and respect and to tackle issues of gender-based violence. Addressing stigma and the negative press around teenage pregnancy should be addressed at a national level.
It is equally important to give young people a voice; to make them feel like part of society and that their opinion counts. It is important to have good role models and attachment figures, e.g., parents, teachers, police and youth workers. Work in promoting resilience and protective factors focuses on young people and their feelings of connectedness to a family, their school and their community. Opportunities for achievement and engagement in activities both through school and out with education are crucial, e.g., sports, arts, awards.
For some young people, teenage parenthood is very much a planned and a positive experience. In spite of this, such young people are often still vulnerable. Planned or unintended, for many young people the decision to embark on parenthood is likely to continue a cycle of deprivation and lack of familial and parental support.
There are a number of reasons why we would want to delay pregnancy at a young age:
- Young mothers have poorer health and economic outcomes
- Young mothers are, in most cases, unable to complete their education and participate in further education
- Young women who fall pregnant are at higher risk of premature labour, preterm delivery and low birth weight babies
- Babies born to very young mothers are more likely to have poorer attainment than babies born to mothers in their twenties
a. Do you have any views on the current policy direction being taken at the national level in Scotland to reduce rates of teenage pregnancy?
It is positive that there is a multi-agency approach being taken which is embedded in local strategies. In Lothian there is a strong direction and leadership for the Lothian Sexual Health & HIV Strategy (2011-2016) iii and reducing teenage pregnancy is included in the action plan as part of the implementation of the Reducing Teenage Pregnancy guidance and toolkit (LTS 2010) iv . There is a need to recognise that reducing teenage pregnancy is not simply an issue for health professionals, however, and that good partnership working across sectors and organisations is required to make an impact.
The Early Years Framework (Part 2) says: "Motivations for pregnancy are complex and there is evidence that raising aspirations, reducing the number of people with low or no qualifications and enhancing life skills are more important than sex and relationships education in preventing vulnerable pregnancies." v
As set out above, it is important to note that teenage pregnancy is not about sex, per se, but the effects of socio-economic deprivation, lack of connectedness with education, few prospects of meaningful employment and lack of skills to negotiate sexual relationships based on mutual respect and cultural barriers. It is also linked to the other substantial challenges that Scotland faces across public health such as health inequalities, socioeconomic deprivation and alcohol / substance misuse.
There is a positive move towards all those working with young people using the GIRFEC model of assessment. The forth coming legislation requiring that each child/young person has a named person will be invaluable when gathering information and making assessments, if the focus is not determined by child protection issues only.
The GIRFEC National Practice Model should support the early identification of young people disengaging from education and the timely putting in place of support for groups of young people known to be more at risk of pregnancy, e.g. looked after children. This would require better communication across agencies and agencies knowing how and where to access support for the young person. It would also require that there are good alternatives / supports in place for young people for whom school is just not working. If a young woman decides to continue a pregnancy there must be good support in place to enable her to continue education. Currently there may be some gaps in this area. More attention needs to be paid to reducing coercion and violence within young people's relationships so that young women and young men are able to experience good relationships, sexual health and wellbeing.
Curriculum for Excellence may offer young people increased opportunity to focus upon life / employability skills and the opportunity to build confidence and self- esteem. It should also recognise the wider achievements of young people.
The Family Nurse Partnership (FNP) has been delivered in the City of Edinburgh with plans to roll it out across Lothian.
There are a number of multi-agency training opportunities in Lothian to support those who work directly with young people in schools and community settings (see further info in section f).
NHS Lothian is in the process of developing a care pathway for teenage pregnancy prevention and for those who go on to be teenage parents. This is a multi-agency approach and a current logic modelling process is also in progress.
Following a Review of young people's sexual health services in Lothian (2012) it is positive that there is a focus on the provision of different levels of services for young people, ranging from local, easy access drop-ins (providing information and interventions on smoking, alcohol, self, esteem and drugs as well as sexual health) to more specialised services and the promotion of long acting reversible contraception (LARC).
In Lothian, sexual health outcomes including pregnancy, abortion and Chlamydia have been mapped against SIMD areas to support the focus of resources in these areas. This information has been shared with local planning groups to consider and implement.
b. Do you have any views on the action being taken at the local level by health boards, local authorities and other relevant organisations to reduce teenage pregnancy, particularly in the under 16 age group?
It is important to remember that teenage pregnancy rates have seen a consistent decline over the last 4 years and that we now have the lowest rates in <18s since 1994. The notable decline since 2007 could be attributed to the impact of Respect and Responsibility's publication in 2005 and the greater commitment to improving sexual health – including teenage pregnancy – across Scotland.
NHS Lothian Board now offers high quality integrated sexual health services. Quality Standards for sexual health services have been developed by NHS Quality Improvement Scotland (now Health Improvement Scotland) and all Boards inspected. All Boards met the standard for teenage pregnancy ("Targeted interventions are demonstrated for young people at greatest risk of teenage pregnancy and poor sexual health, including looked-after children.") In many areas of Scotland young people also now have access to general health advice, pregnancy testing and condoms in or within walking distance of schools. High quality sexual health services for young people should continue to be developed and provide effective contraception – including Long Acting Reversible Contraception (LARC). There is also improved availability of sexual health and relationships education in schools and other settings, although this is variable across the country and there is still room for improvement.
The Reducing Teenage Pregnancy Guidance and self-assessment tool viii was published in 2010 and is being implemented. As a result, some NHS Boards and local authorities have agreed joint action plans for teenage pregnancy prevention and in some cases for the provision of support for teenage parents. However, in many areas, particularly within local authorities, teenage pregnancy is viewed as a sexual health rather than a young people's issue. This sometimes prevents action being taken as it is seen as a role for 'health'. This needs to change and prevention of teenage pregnancy needs to be embedded into local children and young people's plans if we hope to see any significant reductions in teenage pregnancy rates.
c. What are your views on the relationship between high levels of teenage pregnancy and socio-economic inequality?
There is a clear correlation between socio-economic inequality and teenage pregnancy. Not only is there a clear difference in pregnancy rates, but a clear difference in the ratio of live births / termination between different socioeconomic groups. It is likely that the reasons for high teenage pregnancy rate in low socio-economic groups are complex, including parenting, access to contraception, aspiration, education and unemployment. There are identified groups of young people that are more at risk of teenage pregnancy including some of those living in areas of deprivation and those who are homeless, looked after and accommodated and those with poor educational attainment. Targeted programmes / services / planning are required for each of these groups.
We know from the evidence that the children of teenage mothers often go on to experience early parenthood. It is recognised that teenage pregnancy limits young women's opportunities to complete their education, which leads to them leaving school with limited qualifications and subsequently has an impact on their future employment prospects. This creates what is often referred to as a 'cycle of deprivation'. If we want to break that cycle we need to find ways of increasing young people's engagement in education after they become a teenage parent in order to increase their likelihood of obtaining meaningful employment in the future. A key part of this approach will be the need to consider the provision of affordable locally based childcare, which is tailored and flexible to the needs of young mums, enabling them to take up local employment opportunities which may not adhere to a '9-5' or regular working pattern. The possible impact that programmes such as Family Nurse Partnerships and key worker programmes may have particularly in enabling young first time mothers to develop their confidence in parenting, establishing the foundations for the long term health and wellbeing of both mother and child and in reducing the incidence of subsequent teenage pregnancies is an important consideration.
d. What are the barriers and challenges to making progress in achieving positive change in communities that might lead to reductions in the levels of teenage pregnancy?
Teenage pregnancy can be considered as a symptom of much larger public health problems that many health boards are tackling through policies around public health and inequalities e.g. Equally Well and the Early Years Framework. Work to support the Early Years and promote resilience / aspiration in our children and young people will achieve change, but requires a long-term approach that has to be embedded in universal services.
While it is undeniable that teenage pregnancy is more prevalent in deprived areas, in some communities it is maybe less about the deprivation than ingrained social norms around the acceptability of having a family when you are young (though often these two things are present, i.e. deprivation and acceptability of teenage pregnancy). Young people may face pressure to continue a pregnancy and it may seem a positive choice. The difficulties that young people face, are often intergenerational and long standing therefore it is unlikely that transformational change can occur quickly.
There is need to take a look at social/cultural norms in all communities and how this shapes a child's view of their world and their place within it i.e. media, social networking and health challenges. It appears that pregnant teenagers have a series of vulnerability factors, which may include having been exposed to domestic violence, sexual abuse, parental drug use and /or family breakdown. It is a challenge to focus upon and address the sexual health and wellbeing of teenagers who are facing such issues, and also to support families experiencing difficulties so that the impact on young people is minimised.
Some groups of children are particularly vulnerable and known to be more at risk of early unintended pregnancy – these include children who are looked after or accommodated and children with fetal alcohol spectrum disorders. Particular attention needs to be given to these groups to ensure they are provided with and utilise (as they will not know to access or use without consistent ongoing support) the practical advice and support to aid them to make the best choices for themselves.
We need to recognise that for a small group of particularly damaged children / young people, greater intervention is required at a one to one level. This group are unlikely to be able to engage with or utilise education on resilience and self-reliance and, for them, particular support is required.
There is a challenge to provide accessible, young person friendly services, alongside consistent and effective sexual health and relationships education in schools and other educational settings. We know that poor school attendance has been a common feature in those who find themselves pregnant at a young age. It is therefore a challenge to provide those who are not attending school with appropriate information and access to sexual health services. It is often the most vulnerable young people that are the hardest to reach.
Young people are often labelled at a very young age and this can create barriers to allowing professionals to see their strengths and abilities.
Hopefully Curriculum for Excellence, delivered well in all settings young people attend, and excellent youth work approaches, can help raise aspirations for young people.
e. What are your views on the current support services available to young parents / young mothers e.g. range of services, focus of services and whether services are being delivered in the most appropriate settings?
Young parents must be given opportunities to remain in education / training / employment. Affordable childcare provision has a part to play here and often schools want to 'offload' young mothers. There is still discrimination faced by young parents, which should be tackled. Intensive support to help ensure good attachment and early development is crucial which should be available to all teenage parents.
Throughout Lothian there is a range of services from all sectors that can support young parents including:
Family Nurse Partnership: offers a targeted home visiting programme to first time teenage parents from early pregnancy until the child reaches 2 years of
age. This service uses a strengths based approach and builds strong therapeutic relationships with the clients and their families.
Health Visitors: offer an important contact point with parents and potentially at a crucial intervention point, however this service appears to be limited in its capacity to deliver further prevention work particularly in the antenatal care period.
Wester Hailes Education Centre (WHEC) Young mums unit: is a good example of assisting mothers to continue their education during and after pregnancy.
www.tes.co.uk/article.aspx?storycode=2427776
Sure Start, Stepping Stones, Circle and One Parent Families: offer promising early interventions working with parents including one-to-one work with fathers around parenting issues, training and employment, domestic violence, drug and alcohol misuse and outreach and respite care.
www.edinburgh.gov.uk/downloads/file/4483/surestart_projects_information
www.steppingstonesnorthedinburgh.co.uk/Services.html
Other programmes for parents include Speakeasy, Incredible years, and Triple P. Waverley Care is currently working with partners to develop a programme of work with Black African parents in Lothian.
Some local services such as Sure Start are well regarded by young parents and viewed by many as their main source of support beyond their family. Health Visitors also play a key role, as do young mum's groups that operate within many local youth and community settings.
It is essential that local services take on the views and needs of young mums themselves. Feedback from young mums in one health board area suggested that they would like health visitors to identify local support groups that are specifically for young mums and to perhaps accompany young women to these groups when they attend for the first time. There was also a suggestion that specific ante natal groups for young parents could be established as many identify the stigma of being a young parent as a deterrent for engaging with ante natal groups.
f. Are there specific initiatives that you would wish to highlight to the Health and Sport Committee that you consider indicate good practice with regard to reducing teenage pregnancy rates in Scotland, either in the public sector, voluntary sector or in partnership?
In Lothian this work is embedded at a strategic level. The Lothian Sexual Health & HIV Strategy was developed in consultation with key partners and included a wide- ranging public consultation. It includes four main outcomes linked to the National Sexual Health & BBV Framework (SG).which are that there is reduced harm from sexual ill health and HIV; that people with HIV live long and healthy lives; that there are fewer unintended pregnancies; and that people make confident and competent decisions about sex. The Lothian Strategy provides the strategic framework for service development in Lothian. The Reducing Teenage Pregnancy guidance and self-assessment tool (LTS 2010) was developed as a key national resource and included current evidence on multi-faceted approaches. A Briefing Paper to support implementation of this guidance was launched by NHS Health Scotland in December 2011 and was included within the Lothian Strategy and Action Plan. While local authorities have a lead in this work it is also embedded within a multi-agency young person's sub group of the Strategic Board.
There are specific initiatives within the field of sexual health which have increased young people's use of sexual health services and the increased the provision of sex and relationships education (SRE) in a range of settings including schools. However, there are still some barriers to the delivery of effective SRE and this should be a matter for consideration by HMI and policy leads within education and community learning and development.
Education and Training
Some of the evidence behind the education, information and services approach in Lothian is supported by the Reducing Teenage Pregnancy guidance and self-assessment tool (LTS 2010) and is listed below in the context of effective interventions.
Workforce development plays a key role in reducing teenage pregnancy. There are a range of programmes being run in Lothian including the SHARE programme (sexual health and relationships education) in all secondary nondenominational schools which is supported by multi-agency training. The Zero Tolerance Respect programme, a primary prevention pack aimed at reducing gender-based violence, is delivered across Lothian to P7 pupils with staff supported by a training package.
A SHARE Special course is also offered to those who work with young people with a learning disability and has been highly valued by those staff. Young people in this group are at higher risk of teenage pregnancy and there is a need to ensure that they receive appropriate sexual health and relationships education that meets their needs.
The Health Promotion Service offers a range of courses in its Capacity Building programme including: Boys and Young Men: Self-esteem, confidence and emotional wellbeing; Group work skills; Introduction to domestic abuse and Health behaviour change. New training includes a Sexual Health Motivational Interviewing programme at three different levels which is open to a range of staff including reception staff and youth workers.
"Are you ready for sex?" is a one-day course offered by the Health Opportunities Team (HOT) and supported by Healthy Respect which delivers the 'delay sexual activity' message to professionals and young people. HOT also deliver an innovative programme called Turnaround which supports the emotional health and wellbeing of vulnerable young people.
A good example of a holistic approach to young people's health behaviours is City of Edinburgh Council's Risk Taking Behaviour policy. Part of this policy includes training for youth workers, which brings together a range of health topics over a number of weeks. This has been very well received.
The Speakeasy programme was aimed at involving parents in their child's learning about sexual health and relationships. There is good evidence that 'family connectedness' can improve outcomes for young people (Fullerton, 2005) vii and programmes which promote this should be developed and sustained.
Edinburgh Council offers the Growing Confidence programme which provides learning opportunities for teachers, parents and young people around emotional health and wellbeing. Good mental and emotional health is a protective factor for young people.
The Junction and MYPAS, both third sector partners in Lothian, offer a young people's drop-in service, with a youth counsellor, and have been well evaluated.
Information
Comprehensive, accurate and up-to-date information for young people is essential and this can be provided though SHARE in schools and non-school settings. This in turn can be supported by access to online websites, phone lines and more innovative developments in technology. In Lothian the Healthy Respect website, the Get the Lowdown website and the Young Scot phone line are promoted to all young people.
Healthy Respect co-ordinates three Lothian networks which aim to bring together those working with young people from a range of settings and sectors. The purpose of the networks is to share evidence, resources and good practice, through network events and a quarterly e-newsletter. The three networks are for Healthy Respect strategic partners; practitioners working with vulnerable young people and those working with young people with learning disabilities.
A challenge in this area is to provide helpful information to young people in a world of changing technology, where there are risks, as well as benefits, for young people in terms of sexting, cyber bullying, exposure to pornography and meeting people they encounter online. CEOP (http://ceop.police.uk/) has provided some very good training and resources to support professionals, parents and young people.
Services
Healthy Respect manages a network of 24 drop-ins for young people across Lothian based in areas of high SIMD offering a holistic, easy access service delivered by local staff, including a youth worker. These services operate under the All I want-LIVE Standards which include a built in self-assessment process. An annual satisfaction survey gathers the views of young people about their experience of the service and is used to improve drop-ins wherever possible.
The provision of a c:card (free condoms) service in Lothian has helped link education sessions in schools and community settings with services. c: card provides a network of 70+ access points across Lothian, offering a preventative intervention which attracts a high proportion of young men into services.
A recent development has been to increase pregnancy testing to young women in local areas of high SIMD by youth workers, who may have a trusted relationship with young people in their community and offer continuity of care and appropriate interventions.
Many of the above services are delivered by statutory and third sector organisations. NHS Lothian also currently commissions drop-in services through Caledonia Youth and MYPAS in Midlothian. These services are well known to local populations and provide easy, youth-friendly access and services, adding value to the Healthy Respect network of 24 drop-ins.
g. Are there specific approaches to reducing teenage pregnancy that are not currently getting sufficient attention in order to affect positive change for children and young people?
A greater focus should be placed on early years and youth development programmes within universal services such as health visiting and youth work. There is currently a gap in research on the applicability and potential success of youth development and early intervention programmes in the Scottish context. This gap may limit policy makers' ability to fund similar programmes due to the lack of Scottish, or indeed UK-based evidence. The only successful examples of such interventions to date have been as a result of projects or studies conducted in the US.
Attempts could be made to develop some of these programmes in Scotland, however, we are starting from a different place to the US and could take a different approach. It is important that all staff working with children and young people recognise the need to ensure that all children and young people are supported to achieve all that they can – to widen their horizons and the range of opportunities available to them in order to support them into future meaningful endeavours. Universal services such as education and youth work are key to addressing these issues in a way that is non-stigmatising. Some children and young people will of course require additional support and this can be provided alongside universal services in an approach known as proportionate universalism. This will require a change in the way that some professionals work and in the range of support available to children and young people but fits well with the current approach to reducing inequalities and getting it right for every child.
Involvement in the EYC will help NHS Lothian close that gap by creating a structure in which we can work with partners to learn from each other and from recognised experts in areas where they want to make improvements. The EYC will provide a coherent approach to allow Community Planning partners to come together, help children, families and communities to secure outcomes for themselves, break cycles of poverty, inequality and poor outcomes in and through early years, focus on engagement and empowerment of children, families and communities, use the strength of universal services to deliver prevention and early intervention, put quality at the heart of service delivery, provide services that meet the needs of children and families, improve outcomes and children's quality of life through play and simplify and streamline delivery of these services.
Interventions which address the upstream causes of teenage pregnancy, such as income inequality, deprivation, lack of school connectedness are known to be the most effective. The US evidence referred to above illustrates the effectiveness of these approaches on teenage pregnancy – and other – outcomes.
Youth Development programmes have demonstrated themselves to be effective interventions. Such programmes promote overall personal development and address issues such as self-esteem, positive education/career aspiration and good relationships with adults in order to promote motivation to avoid negative/social outcomes. Such programmes are aimed particularly at vulnerable young people.
It is worth noting that these programmes are untested in Scotland although some areas are taking youth development 'approaches'. In addition, such programmes do not address issues at a population level.
Early intervention programmes that address the Early Years have also been shown to be effective – again much of the robust evidence comes from the US, e.g. the Abecedarian Project and the Seattle Social Development Project ix
Mentoring could offer young people the opportunity to build supportive / therapeutic relationships with a view to focusing upon life course development issues.
Peer education in schools and non-school settings: there may be opportunities for this to be developed further, although the evidence for this approach is not clear.
The role of youth work: youth workers can engage young people in positive activity, offer a trusted relationship, develop self-esteem, and raise aspirations; the role and status of youth work should be strengthened.
Recognising young people's achievements outside school: activities for young people at primary school level that give them a sense of achievement are very important. One example would be JAS Scotland, (Junior Award Scheme Scotland,) which recognises the wider achievement of children, like to a junior
Duke of Edinburgh award. Another is Dynamic Youth Awards which are being used with looked after children in West Lothian. This approach could be targeted in areas of deprivation. Transition to high school and S1-2 is a key time to ensure young people do not disengage from education and interventions could be targeted at this age group – there is some evidence of promising practice in this area from agencies in Edinburgh.
There is a need for coordinated work to support young parents, in particular to work with young pregnant women or newly delivered young women to consider their contraception needs, encourage the use of LARC and consider spacing of future pregnancies in order to prevent an increase in inequalities experienced by those young women having two or more children in their teenage years.
h. Do you have any comments on any other aspect of teenage pregnancy policy or examples of good practice that you wish to raise with the Committee?
Motivations for pregnancy are complex and there is evidence that raising aspirations, reducing the number of people with low or no qualifications and enhancing life skills are more important than sex and relationships education in preventing vulnerable pregnancies. This is where our focus should lie alongside maintaining our high quality work in sexual health.
It is important to note that sexual health and relationships remain a core issue, and particularly how those young people at greatest risk of poor outcomes access good quality contraception and family planning advice. This will assist them with the timing of pregnancies and thus the best outcomes for them and their child. In terms of sexual health, there are three critical areas that we need to focus on: [1] more engaging skills-based sexual health education and services for young people provided through easily accessible drop-in services at times which are appropriate to the lives of young people; [2] integrating sexual health advice and treatment into services for high risk groups such as looked after children and substance misusers; and [3] improving the way that contraception advice is offered at key points such as post-birth and in abortion services.
The evaluation of the Healthy Respect demonstration project (2008 )xii provided evidence of effective interventions and these have been developed in Lothian, in partnership with local authorities and third sector partners in delivering education, information and services, with an increasing focus on reaching those most at risk of poor sexual health outcomes.
There is a need to move the focus away from preventing teenage pregnancy to reducing inequalities and the building of communities that are resourceful, resilient and able to support young people to have aspirations, emotional wellbeing and self-efficacy. In doing so this may prevent teenage pregnancies.
While good progress has been made in Lothian on the implementation of the national Reducing Teenage Pregnancy guidance and toolkit, the wider determinants of poor sexual health should be at the forefront of interventions and need to be addressed at strategic level in partnerships including in Children's Services Planning.
Julie Deegan Wood
Assistant Programme Manager
Directorate of Strategic Planning, Performance Reporting & Information
Contributions from:
Family Nurse Partnership
Healthy Respect
NHS Lothian Public Health Department
Directorate of Strategic Planning, Performance Reporting & Information
Approved by:
Sally Egan
Child Health Commissioner/Associate Director
Directorate of Strategic Planning, Performance Reporting & Information NHS Lothian
7 February 2013
References
i UNICEF (2001) Innocenti Report Card 3, p20
iii NHS Lothian (2011) The Lothian Sexual Health and HIV Strategy (2011 – 2016)
ii Information Services Division (ISD) (2012) www.isdscotland.org p4
iv Reducing Teenage Pregnancy guidance and toolkit (LTS 2010)
vii Fullerton D (2005) More than Words: A Review of Programmes that Involve Parents to Promote Positive Sexual Health among Young People
v Scottish Government (2009) Early Years Framework Part 2
viii NHS Lothian (2009) Healthy Respect Demonstration Project evaluation report
vi NHS Health Scotland (2010a) Reducing teenage pregnancy; Guidance and Self-Assessment Tool
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Cross Party Group on Children and Young People
Minute
Topic: Is the Scottish Parliament doing enough to support children and young people with additional support needs?
Date: 20.02.2018
Time: 13:00 – 14:30
Venue: Committee Room 2
Chair: Brian Whittle, MSP
Attendees:
| Brain Whittle, MSP | Alison Johnstone, MSP |
|---|---|
| Aiden Duffy | Annie McGovern |
| Cherie Morgan | David Johnson |
| Eilidh Currie | Elizabeth Barbour |
| Emma Rogan | Gill Westwood |
| John Loughton | Karin Tirevoll |
| Lisa llari Fallon | Lizzie Morton |
| Patricia Hutchison | Rachael Le Noan |
| Sally Cavers | Susan McKellar |
| Tim Rogerson | Yaritza Santos |
| Anne-Marie Fleming | Sam Petrie |
1. Welcome from Chair
2. Confirmation of Previous Minutes – including update on previous actions. This were agreed to.
Previous Actions Update
- A letter to the Minister for Childcare and Early Years has been drafted as well as to Equalities and Human Rights Committee. It was agreed that the conveners would sign off these letters and the secretariat would send them out.
- No progress yet made on how we will use the 2018 report on Children and Young People (Scotland) Act as a programme for action for CPG. We have not yet had update on when the contents will be or how we can engage with the report. This action will be carried forward.
3. Sally Cavers – Manager of Enquire, The national advice service for additional support for learning.
- Enquire provide support to children, young people and parents to ensure they get the support they need. The helpline receives calls from parents regularly, while their Reach website, provides peer support for children and young people with additional support needs.
- Enquire are well placed to identify whether Scotland is meeting the needs of children and young people with additional support needs. They know about national challenges and also any emerging themes.
- Sally outlined findings from the helpline and discuss where we are and where we need to go.
- Enquire are hearing that Co-ordinated Support Plans are being phased out in some areas.
- Sally discussed the Extension of Rights for children and young people with additional support needs and the new service being provided by Enquire and partners from across the children's sector.
4. Susan McKellar, Parents perspective
- Susan McKellar talked about her perspective as the parent of a child with Autism Spectrum Disorder (ASD). Susan has spent the 9 years her children have been education ensuring their rights have been met.
- She outlined the both positive and negative experiences she has had throughout this process. Susan has received support from Parenting Network Scotland and now provides support to other parents.
- Susan has set up a parent support group in her child's school and also have been involved in the Glasgow City Council additional support for learning forum.
- Susan's aim is to empower parents to be part of the process and support children and families to reach their fullest potential.
- Susan identified that it is vital that parents feel listened to.
5. Aqeel Ahmed former MSYP & Member of Haggeye Youth Forum
- Aqeel talked about his experiences of school as a young person with additional support needs and of additional support for learning. Aqeel will also discuss the campaigning he has been doing to improve the situation for children and young people with additional support needs.
- Aqeel spoke about the Don't Stop & Stare Campaign.
- Aqeel identified that he feels there is a lack of awareness among teachers about additional support needs.
6. Katie Rafferty – RespectMe
- Katie spoke about new anti-bullying guidance, Respect for All. This was influenced by the findings of the Equalities and Human Rights Committee enquiry, which raised significant concerns about prejudicebased bullying.
- Prejudice-based bullying is explicitly addressed in the resource and Katie would like to see a commitment to addressing prejudice-based bullying embedded in Local Authority and school policies.
- Katie also highlighted the importance of supporting children who display bullying behaviour.
- Katie would like to see a whole-school approach to anti-bullying, with an emphasis on prevention and a culture of inclusion and respect. Bullying should not be seen as isolated incidents.
- Katie would encourage the response to bullying to be led by the impact the bullying has had on the child. We have a unique definition of bullying in Scotland which highlights the impact on the person and the loss of control.
7. Floor Debate
Anne Marie Fleming, RNIB Scotland
- Marie highlighted the importance of specialist training for teachers who have to support children with a range of Additional Support Needs. Marie would like to see incentives for teachers to go on training as there are none currently.
- Marie is concerned about governance and how ASN will be funded in the future – while headteachers will have control over budgets and staff, responsibility for ASN will remain with the Local Authority
Brian Whittle, MSP
- Brian believes that funding for ASN currently sits with the local council. With regards to staff, headteachers will be responsible for staff and need to be asking the question, are staff equipped to meet the needs of pupils?
Susan McKeller, Parenting Network Scotland
- What Susan hears is that teachers do not feel equipped to deal with ASN. There are also challenges for teachers with how to engage with parents, especially around difficult conversations.
Patricia Hutchison, Clic Sargent
- Patrician reflected on Susan's presentation and the importance of parents being listened to.
- Patricia supports young people who have been diagnosed with a brain tumour and would like to know if Parenting Network Scotland work with families with children aged 16-25.
Susan McKeller, Parenting Network Scotland
- Usually Parenting Network Scotland works with families with children up to 18 but can go up to 25.
Aqeel Ahmed, Haggeye
- Aqeel added that Haggeye also works with parents
- Regarding teacher training, which Aqeel is currently undertaking, Stirling University offers a longer course which builds in ASN. For teachers who are qualified and working, they have less and less time to take to go on training.
Salena Bagely, Family Fund
- At Family Fund, they hear similar things from parents that the panel have spoken about.
- Salena spoke about being aware of bullying that happens in communities and the impact not only on the child but the wider impact on family members.
- Salena is concerned that children with ASN are often seen as a homogenous group who are seen as a "difficulty".
- Salena recalls that at a previous CPG, John Swinney spoke about making more space for teachers to go on training.
Sally Cavers, Enquire
- Sally agrees with the importance of information being available in a range of ways.
- Sally raised the issues on Educational Psychologists, the bursaries for whom have been removed leading to a reduction in numbers.
- There is a need to ensure that nurturing professions are being nurtured.
- The National Inclusion Framework, last reviewed in 2014, addressed how we equip teachers to teach. The Doran Review also raised issues with teacher training and this was 6 years ago. This is perhaps something that we need to do some campaigning on.
Dinah Aitken, The Salvesen Mindroom Centre
- Dinah agrees that all the issues raised so far have been important.
- Dinah drew attention to the resource, It Takes All Kinds of Minds which was distributed via the GTCS to all teachers. While it will not solve the problem, it can offer a starting point for knowledge.
- From the points everyone has made so far, Dinah pulled out three key issues:
- Time- we don't necessarily need more equipment, but we do need to invest time to support children and their families
- Children out of school – it is very concerning that some children are missing significant amounts of school. The legislation with regards to this is not being implemented.
- Communication – this is one of the biggest issues for families accessing support for children and young people.
Susan McKeller, Parenting Network Scotland
- There is often no record of part time timetables or informal exclusions. There is no accountability for this and parents do not feel empowered to challenge it.
- There is a financial burden on the family when a child is on a reduced timetable.
- There is a mental health impact on children who are not being properly supported at school – they are suffering trauma through their experiences.
- There are some fantastic teachers who do listen to parents and provide support.
Susan Wallace, Contact
- Returning to the question for today's meeting, is the Education Committee asking enough questions about ASL.
- Susan was disappointed that no one from Education Scotland or COSLA was present to answer questions or participate in the discussion.
- Susan also reiterated the need for teachers to have specialist training.
- Susan feels that parents are going to charities for support and advice when they should be going to the public sector. This is because it is not clear who is making decisions, the Local Authority or Headteachers.
Brian Whittle, MSP
- Brian's understanding is that Headteachers are going to be taking on more of the decision making.
Lizzie Morton, Celcis
- Lizzie is concerned about how the ASN of looked after children are met. Birth parents are not always able to ensure they are, are corporate parents doing enough?
Brian Whittle, MSP
- Thanked all for their contribution to the discussion.
- Brian reflected on his experience of coaching a care experienced young person who has Additional Support Needs as an example of good practice.
8. Actions
- Gill Westwood would like children in Kinship placements to have the right to be assessed, liked looked after children.
- Brian Whittle recommended that the group writes to the Cabinet Secretary, with a focus on GIRFEC, to ask if we are equipping teachers through teacher training.
- Sally Cavers recommended that we could ask for the call for training from the Education and Skills committee to be progressed.
- Brian Whittle agreed, we should be asking what progress has been made with regards to recommendations.
- Brian also suggested that we write and engage with the Education Committee and COSLA and consider targeted invitations for furture meetings.
- Helen Sykes underlined the importance of any actions being rightsbased.
9. AOB
- No additional business
10. Dates of Future Meetings
- Tuesday, 17 April, 13:00 – 14:30 – Children and Young People's Mental Health
- Tuesday, 12 June, 13:00 – 14:30 – Year of Young People (Date subject to change). This will also be the group AGM.
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Appendix A15.1
Cultural Heritage Gazetteer
Table of Contents
Chapter
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
i
1. Cultural Heritage Gazetteer
1.1.1. Site numbers in bold refer to sites which will be impacted by the Proposed Scheme.
- LB = Listed Building
- SM = Scheduled Monument
- HER = Historic Environment Record
- HES = Historic Environment Scotland
Table A1.1: Archaeological Remains and Historic Buildings
| Site Number | | Highland | | Grid | Site Type | Designation | Site Name | Description | Period |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| 1 | MHG2820 | | NGR 283270 826200 | | Clearance Cairn (Archaeological Remains) | HER | Clearance cairn, Carn Na Doire Leathain | Two small groups of stone clearance heaps located on a ridge. | Prehistoric (Neolithic) |
| 2 | MHG2821 | | NGR 282700 826500 | | Field System (Archaeological Remains) | HER | Field system, Carn Na Doire Leathain | Field system, comprising stone clearance and lynchets located on a SE-facing hillside. There is no evidence of settlement or field walls, however, its form suggests an Iron Age date. | Prehistoric (Iron Age) |
| 3 | MHG23808 | | NGR 282480 826320 | | Road (Archaeological Remains) | HER | Carn A’Gharbh- Choire | A section of the Old Coach Road from Perth to Inverness. The road was abandoned in 1897, however an excavation across its course in 1974 discovered that the road surface still survives, as well as an associated drainage ditch. | Post Medieval |
| 4 | HES number SM11673 MHG2822 | | NGR 281980 826850 | | Hut Circle (Archaeological Remains) | Designated (scheduled) and HER | Drumbain Cottage, hut circles | The monument comprises the remains of three hut circles which are visible as low circular banks in | Prehistoric (Late |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-1
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | heather moorland. Each hut circle measures c.10m in diameter. The scheduled area comprises three separate circular areas centred on each hut (all three of which have same HES number). | Bronze Age or Iron Age) |
| 5 | HES number SM11806 MHG2835, MHG43329, MHG3330, MHG 43328, MHG43331 & MHG26460 | | NHR 281510 827830 | | Hut Circle (Archaeological Remains) | Designated (scheduled) and HER | Soilsean, deserted township and hut circle | This monument comprises the remains of a late prehistoric hut circle and the site of Sheanevall, a deserted rural township of post medieval date which survives as a series of upstanding rectangular and sub rectangular building plots. The prehistoric hut circle lies immediately north of the township and comprises an earthen bank measuring c.10m in diameter which survives to a height of c.1m. The deserted township included the remains of building plots, earthen banks, dykes and a corn drying kiln. | Prehistoric and Post Medieval |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-2
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| 7 | MHG2839 | | NGR 281470 827390 | | Field System | HER | Creag an Tuim Bhig Field System | The remains of a field system marked by stone clearance heaps, lynchets, traces of stone walls, delineating fields measuring between 40 m and 20 m by 10 m. | Post Medieval (18th 19th century) |
| 8 | MHG2802 | | NGR 281240 827040 | | Bridge | HER | Drumbain Bridge | Concrete bridge over the Allt Cosach, replacing the Type 3 Thomas Telford Parliamentary Bridge. The old Parliamentary bridge is illustrated in Curtis 1978- 80, plate 32b. | Post Medieval (19th century) |
| 9 | MHG2798 | | NGR 280900 827140 | | Burial Ground | HER | Raigmore Burial | A circular enclosure consisting of turf covered wall footings, situated on the top of a small wooded knoll around the base of which are traces of walling and ruined buildings. There seems to be no archaeological evidence to suggest that this was a prehistoric burial ground. | Prehistoric |
| 10 | HES number LB14895 | | NGR 280682 827579 | | Church (Historic Buildings) | Designated (Category C Listed) | Former Moy Free Church, Findhorn Bridge, near Tomatin | The former Moy Free Church was constructed in c.1844-48, with later additions and alteration added in 1853 and 1900. It is a shallow, rectangular plan, single storey church building of plain classical design. It is a good example of an early Free Church building | Post Medieval (19th century) |
| 11 | HES number LB14892 | | NGR 806830 275850 | | Manse (Historic Buildings) | Designated (Category B Listed) | Former Moy Parish Manse (Church of Scotland) | Manse dating to 1765, with a front wing of 1839. The older rear portion is built of harl pointed rubble with ashlar margins, and the front | Post Medieval (18th century) |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-3
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | portion is built of squared tooled rubble. | |
| 12 | HES number LB14896 | | NGR 806630 275960 | | Manse (Historic Buildings) | Designated (Category C Listed) | Findhorn Bridge, Old Free Church Manse | Built in 1861 of harled rubble. It is of two storeys with an attic. | Post Medieval (19th century) |
| 13 | HES number LB14885 MHG15637 | | NGR 804170 277410 | | Bridge (Historic Buildings) | Designated (Category B Listed) & HER | Findhorn Bridge | 2-span shuttered-concrete girder bridge built in 1926 by Sir Owen Williams and Maxwell Ayrton. This is the largest and most expensive bridge constructed by Williams and Ayrton along the route of the old A9 in the Highlands. The road deck is suspended from deep vierendeel girders. The bridge replaced an earlier bridge which was built by Thomas Telford in 1833. | Modern |
| 14 | MHG49448 | | NGR 280410 827740 | | Bridge (Historic Buildings) | HER | Findhorn Bridge, Old Bridges | Predecessor of the current listed Findhorn Bridge (site 9 above) which was built by Thomas Telford in 1833 to carry the old route of the A9 over the River Findhorn. | Post Medieval (19th century) |
| 15 | MHG2825 | | NGR 280420 828080 | | Cross Slab (Historic Buildings) | HER | Cross slab, Gallowhill | A stone bearing an incised cross was found at the foot of Gallowhill. The carving appears relatively ‘fresh’ and therefore is likely to not be of an early date. | Undated |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-4
| Site Number | | Highland | | Grid | Site Type | Designation | Site Name | Description | Period | Value |
|---|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | | |
| | | Reference | | and | | | | | | |
| | | Number | | Location | | | | | | |
| 17 | MHG2788 | | NGR 280166 828324 | | Clearance Cairn, Field System, Lynchet (Archaeological remains) | HER | Field System, Tomatin | This site was found in relatively recently felled woodland and was found to comprise a prehistoric field system marked by stone clearance heaps and an occasional lynchet. Part of the site was surveyed in 2009 (in advance of the construction of a house) when it was noted that the area was little disturbed by the previous woodland. | Prehistoric | Medium |
| 18 | MHG32711 | | NGR 280830 828110 | | Byre | HER | Soilsean Byre | The 1st edition OS map depicts a roofed rectilinear building here, within a rectilinear enclosure system with a larger structure to the south. The settlement is annotated “Soilshan” | Post- medieval (19th century) | Low |
| 19 | MHG2800 | | NGR 281080 828040 | | Stone Circle | HER | Soilshan Wood Stone Circle | The site of this so-called 'stone circle' is a low knoll strewn with large and irregularly-shaped boulders, and not as stated by Walker, a saucer-shaped depression. There are as many boulders lying on the knoll and in the surrounding area, that numerous natural circles of stones are formed. Doubtful antiquity. | Prehistoric | Low |
| 20 | HES number LB14893 MHG2801 | | NGR 280720 828818 | | Viaduct (Historic Buildings) | Designated (Category B Listed) | Tomatin Railway viaduct over River Findhorn | 9 span steel lattice-girder bridge by Fowler and Paterson dating to 1897. The viaduct is carried on tall slender tooled rubble piers, a pair of which are in the River Findhorn. Historic Scotland notes this as a fine example of a lattice-girder | Post- medieval (19th century) | Medium |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-5
| Site Number | | Highland | | Grid | Site Type | Designation | Site Name | Description | Period | Value |
|---|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | | |
| | | Reference | | and | | | | | | |
| | | Number | | Location | | | | | | |
| | | | | | | | | railway bridge with similar construction to the Forth Rail Bridge (which Fowler was also involved with). | | |
| 21 | MHG22654 | | NGR 281100 828900 | | Enclosure (Archaeological Remains) | HER | Raigbeg | Site of a possible enclosure to the south of Raigbeg Farm. The date of this feature is unknown. | Unknown | Low |
| 22 | MHG52663 | | NGR 280885 828962 | | Farmstead, House, Sheep Fold (Historic Buildings) | HER | Site of farmstead, Dalnahoin | A farmstead is depicted on the 1st edition OS map of c.1876 which consisted of a roofed building (labelled Dalanhown) and an attached sheepfold. By 1973 the farmstead has been extended and had further sheep pends attached. | Post- medieval (18th century, possibly earlier) | Low |
| 23 | MHG4323 | | NGR 280822 829037 | | Bridge (Historic Buildings) | HER | Tomatin Bridge | Bridge carrying the current A9 over the River Findhorn. It dates from the mid-1970s. | Modern | Low |
| 24 | MHG2797 | | NGR 281150 829030 | | Burial (Archaeological remains) | HER | Burial, Raigbeg | It has been suggested that the name ‘Raigbeg’ suggests the site of a prehistoric burial ground, although so physical evidence of this has been uncovered. | Prehistoric? | Low |
| 25 | MHG24635 | | NGR 281080 829090 | | School (Historic Buildings) | HER | School, Raigbeg | School building which went out of use in 2000. Probably dates from the late 19th century. | Post medieval (19th century) | Low |
| 26 | MHG47442 | | NGR 281022 829096 | | School (Historic Buildings) | HER | Tomatin, Raigbeg, School | School building by Alexander Ross, built in 1875 | Post Medieval (19th century) | Low |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-6
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| 27 | MHG29946 | | NGR 281070 829160 | | Commemorative Monument | HER | Raigbeg | Memorial erected to the Rev Edwin Leece Browne who dies in 1933. | Modern |
| 28 | MHG3001 | | NGR 280760 829230 | | Clearance Cairn | HER | Bridgend | A mound of stones adjacent to a 19th century wall. The HER ascribed a prehistoric date to this cairn, however, the record also states that is probably a modern clearance heap associated with a quarry scoop. The modern date seems most likely. | Modern |
| 29 | MHG2786 | | NGR 280830 829340 | | Stone | HER | Prince Charles’ Stone | A large stone c.4 1/2ft high and about the same in diameter with a fairly flat top, where, it is alleged, Prince Charles and his staff dined on their way to Culloden. | Post- medieval (18th century) |
| 30 | HES number LB14894 MHG15533 | | NGR 280261 829062 | | Viaduct (Historic Buildings) | Designated (Category B listed) | Tomatin Railway Viaduct over old A9 Road | 9 span viaduct dating to 1897 with tall round arch rings and constructed of tooled rubble with tooled rusticated ashlar dressings. | Post- medieval (19th century) |
| 31 | MHG2824 & 40345 | | NGR 280570 829379 | | Hut Circle and Field System (Archaeological remains) | HER | Bridgend | Two poorly preserved circular stone-walled houses, one measuring c.14m, and the other 12.5m in diameter. The huts occupy a strip of relatively undisturbed moorland and are surrounded by evidence of contemporary cultivation in the form of clearance heaps, lynchets and field walls. | Bronze Age |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-7
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| 32 | MHG23807 | | NGR 280490 829339 | | Military Road (Archaeological remains) | HER | General Wade’s Military Road, Perth to Inverness | Two sections were excavated across General Wade’s Military Road near Tomatin in advance of the upgrading of the A9. It was discovered that the road had been destroyed in this location by the existing A9 road. | Post- medieval (18th century) |
| 33 | MHG49453 | | NGR 279902 829247 | | Cottage (Historic Buildings) | HER | Tomatin Station Cottages | Station cottages, no further information | Post- medieval (19th century) |
| 34 | MHG2838 | | NGR 280199 829399 | | Field System (Archaeological remains) | HER | Field System, Tomatin | Settlement of three circular stone walled huts and a contemporary field system. The field system is marked by stone clearance heaps and occasional lynchets but details of the plots are obscured by heather. All of the huts are c.15m in diameter. | Prehistoric (Bronze Age?) |
| 35 | MHG23806 | | NGR 279999 829468 | | Military Road (Archaeological remains) | HER | General Wade’s Military Road, Perth to Inverness | Two sections were excavated across General Wade’s Military Road near Tomatin in advance of the upgrading of the A9. It was discovered that the road had been destroyed in this location by the existing A9 road. | Post- medieval (18th century) |
| 36 | MHG24070 | | NGR 279524 829359 | | Railway Station (Historic Buildings) | HER | Tomatin Station | Tomatin Station was an intermediate station on the Aviemore-Inverness main line of the former Highland Railway which opened in 1897. The station closed to regular traffic on 3rd May 1965 although the line remains in use, | Post- medieval (19th century) |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-8
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | apparently the station building was built of wood | |
| 37 | MHG38853 | | NGR 279629 829432 | | Curling Pond (Archaeological remains) | HER | Tomatin Curling Pond | Curling pond situated in a boggy hollow below the station yard, fed by natural springs with the water level controlled by a sluice, the wooden remains of which could be seen in 2010. Banking for spectators could view the contests still survives but it is overgrown. The first documented reference of it dates to 1905, but it may be older. Curling stones which were used on the pond still survive at the site, each is shaped of polished granite with a wooden handle and brass fittings. | Post- medieval/ Modern (19th/20th century) |
| 38 | MHG32440 | | NGR 279840 829697 | | Military Road (Archaeological remains) | HER | Dunkeld- Dalnacardoch- Ruthven- Aviemore- Inverness Military Road | Well defined stretch of General Wade’s Military Road. | Post- medieval (18th century) |
| 39 | MHG49447 | | NGR 279197 829677 | | Railway Viaduct (Historic Buildings) | HER | Railway Viaduct over the Allt Na Frithe | Allt na Frithe viaduct by John Fowler and Murdoch Paterson in 1894-7. The railway viaduct has nine semi-circular arches and carries the Aviemore-Inverness main line of the former Highland Railway and still carried regular passenger traffic. | Post medieval (19th century) |
A9P12-AMJ-EHR-Z_ZZZZZ_ZZ-RP-EN-0002
A.15.1-9
| Site Number | | Highland | | Grid | Site Type | Designation | Site Name | Description | Period | Value |
|---|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | | |
| | | Reference | | and | | | | | | |
| | | Number | | Location | | | | | | |
| 40 | MHG2841 | | NGR 279519 829798 | | Bridge (Historic Buildings) | HER | Frithe Bridge | No description on HER. This site was visited during the walkover survey where it was noted that this bridge appears to be a modern concrete bridge which may have replaced an earlier bridge over the Allt na Frithe at Tomatin. | Post- medieval/M odern (19th/20th century century) | Negligible |
| 41 | MHG55423 | | NGR 280099 830099 | | Aerial Ropeway (Archaeological remains) | HER | Site of Rope Bridge below Lower Inverbrough | Remains of rope box bridge (known locally as a ‘Pulley-Hauley) below the settlement of Lower Inverbrough. Exact grid reference and current condition unknown. | Modern (20th Century) | Negligible |
| 42 | MHG30320 | | NGR 279860 829939 | | Observation Post (Historic Buildings) | HER | Tomatin Observation Post | The Tomatin bunker (Inverness 62 Post) was part of a countrywide network of monitoring posts which provided data via telephone. The one roomed concrete shelter is accessed down a narrow ladder shaft. The bunker was constructed of brick and concrete in the 1950s | Modern (20th Century) | Low |
| 43 | MHG32441 | | NGR 279699 829999 | | Bridge (Historic Buildings) | HER | Allt Na Frithe Bridge | Apparently there are traces of a bridge over the Allt na Frithe in this location which may be associated with General Wade’s Military Road. | Post- medieval (18th century) | Medium |
| 44 | MHG24071 & 43033 | | NGR 279549 830049 | | House (Historic Buildings) | HER | Freeburn Hotel, Tomatin | Hotel which was probably built in 1745 and was reputedly one of the stopping places of Bonnie Prince Charlie on his way to Culloden. It was re-built and refurbished in 1895 and patronised at the time by ‘the Nobility and Aristocracy’ (according to an advertisement). | Post medieval (18th Century) | Negligible |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | The building is recorded as ‘destroyed’ in 2011. | |
| 45 | MHG2872 | | NGR 279290 830429 | | Bridge (Historic Buildings) | HER | Dubhaig Bridge | This is listed on the HER as a bridge, but a when it was visited during the walkover survey it appeared to be more of a culvert carrying the Allt Dubhag under the road. | Post medieval (19th century) |
| 46 | MHG2863 & 40267 | | NGR 279100 830798 | | Field System & Rig and Furrow (Archaeological remains) | HER | Tigh an Alt | Centred on this grid reference is a field system which is marked by denuded grass-covered heaps in heather with occasional lynchets and traces of walls. The area has been partly overlain by rig and furrow cultivation. | Prehistoric? |
| 47 | MHG2865 | | NGR 279680 831080 | | Findspot (Archaeological remains) | HER | Findspot of Pictish Slab, Invereen | A Pictish symbol-stone made of light red sandstone was found at Invereen in 1932 by a farmer while ploughing. The slab measures 1m x 0.8m x0.15m and is inscribed with a crescent and V-rod symbol. At the top left are the remains of what appears to be a penanular brooch. | Pictish |
| 48 | Walkover | | NGR 279612 831093 | | Cairn (Archaeological remains) | N/A | Uaigh nan Saighbear | A cairn, constructed c.2004 which apparently marks the grave of two Highland soldiers who were killed at Invereen in 1746 following the battle of Culloden. | Post- medieval (18th century) |
| 49 | MHG25826 | | NGR 279848 831497 | | Township (Archaeological remains) | HER | Invereen | A township, comprising seven roofed buildings and one unroofed building is depicted on the 1st edition OS map (1875). Four roofed buildings and two enclosures are | Post- medieval (18th century, |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | shown on the current OS map (1982) | possibly earlier) |
| 50 | MHG23811 | | NGR 279420 831638 | | Military Road (Archaeological remains) | HER | Perth- Inverness, General Wade’s Military Road | An excavation was carried out on a section of section of General Wade’s Military road near Dalmagarry. The excavation revealed the road construction was made of hard packed gravel with stones. | Post- medieval (18th century) |
| 51 | HES number LB14888 MHG15899 | | NGR 279686 831979 | | Bridge (Historic Buildings) | Designated (Category C listed) | Bridge over Funtack Burn by Milton of Moy | Bridge dating the earlier 19th century (possibly 1832). Single span and slightly hump backed, built of roughly tooled rubble. | Post- medieval (19th century) |
| 52 | MHG2807 | | NGR 280000 832000 | | Hut circle (Archaeological remains) | HER | Hut Circle, Milton of Moy | Two hut circles have been noted in the grounds attached to this house, both appear to be c.11m in diameter but the one south of the house has been partially destroyed by the access drive. | Prehistoric (Bonze Age) |
| 53 | MHG49474 | | NGR 280045 832069 | | Farmstead (Archaeological remains) | HER | Milton of Moy | Site of farmstead which may be 18th/19th century in date, or possibly earlier. | Post Medieval (18th /19th century (or earlier) |
| 54 | MHG14253 | | NGR 279820 832280 | | Township (Archaeological remains) | HER | Milton of Moy | A township comprising four unroofed buildings and two enclosures is depicted on the 1st edition OS map. Two enclosures are shown on the current edition of the OS map. | Post medieval (18th century, possibly earlier) |
| Site Number | | Highland | | Grid | Site Type | Designation | Site Name | Description | Period | Value |
|---|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | | |
| | | Reference | | and | | | | | | |
| | | Number | | Location | | | | | | |
| 55 | MHG2873 | | NGR 278698 832198 | | Bridge (Historic Buildings) | HER | Dalmagarry Bridge | No description on HER, but on the walkover survey this appeared to be a culvert carrying the Dalmagarry Burn under the current A9. It may replace and earlier bridge. | Post medieval (19th century) | Negligible |
| 56 | MHG34350 | | NGR 278780 832305 | | Inn (Historic Buildings) | HER | Dalmagarry Inn | Farmhouse which was originally a kingshouse or inn. Built in 1732 as a two storey building with 4 rooms. It was partially destroyed by fire in 1746 during the aftermath of Culloden (this site is marked in the wrong location on the HHER). | Post- medieval (18th century) | Low |
| 57 | MHG2861 | | NGR 277999 832498 | | Cairnfield (Archaeological remains) | HER | Cairnfield, Dalmagarry | Poorly defined field system marked by peat-covered stone clearance heaps. | Prehistoric (Neolithic?) | Medium |
| 58 | MHG2862 | | NGR 278309 832718 | | Hut Circle (Archaeological remains) | HER | Hut Circle, Dalmagarry | A circular stone walled hut, c.15m in diameter between the centres of a heavily peat covered wall. Entrance in the SE. Contemporary clearance cairns were located around the hut. The site was destroyed by the re-alignment of the A9, but contemporary features may survive in the vicinity. | Prehistoric (Iron Age?) | Medium |
| 59 | MHG1253 | | NGR 278418 833547 | | Pit Trap (Archaeological remains) | HER | Wolf Trap, Moy | A wolf trap is depicted in this location on the 1875 OS map and was identified during investigation in 2004 | Post- medieval (18th/19th century) | Low |
| 60 | MHG2853 | | NGR 278300 833700 | | Dam | HER | Loch Moy Dam | Engineering operations from 1884- 5 at the SE corner of Loch Moy, (where the Funtack issues from it) | Medieval | Low |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | revealed an obstruction in the form of an accumulation of large stones mixed with clay. It is thought to be possibly the remains of a dam built c. 1410-20 by the clan Cummings, in an abortive attempt to drown the Mackintoshes who inhabited Castle Moy. ISSFC 1888 | |
| 61 | MHG51252 | | NGR 277940 833605 | | Pit Trap (Archaeological remains) | HER | Wolf Trap, Moy | A wolf trap is depicted in this location on the 1875 OS map and was identified during investigation in 2004 | Post- medieval (18th/19th century) |
| 62 | MHG51251 | | NGR 277810 833671 | | Pit Trap (Archaeological remains) | HER | Wolf Trap, Moy | A wolf trap is depicted in this location on the 1875 OS map and was identified during investigation in 2004 | Post- medieval (18th/19th century) |
| 63 | MHG51254 | | NGR 277298 833821 | | Pit Trap (Archaeological remains) | HER | Wolf Trap, Moy | A wolf trap is depicted in this location on the 1875 OS map and was identified during investigation in 2004 | Post- medieval (18th/19th century) |
| 64 | HES number SM11447 MHG2868 & 44811 | | NGR 277698 834051 | | Crannog (and possible prison) (Archaeological remains) | Designated (scheduled) | Eilean nan Clach Crannog | A scheduled monument which comprises a crannog (artificial island) at the south end of Loch Moy. The crannog is composed of well-compacted stones, although 19th century investigations recorded that the stone rested on wooden piles. On top of the island is a rough pile of stones (cairn). Crannogs were constructed in the later prehistoric period, the early medieval and the 17th century. It is thought to have been used as a | Prehistoric (Iron Age?) |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | temporary prison or place of execution by the can chiefs, and apparently housed gallows in the 19th century. | |
| 65 | HES number SM11446 MHG2869 & 42157 | | NGR 277586 834323 | | Fortified Island and Laird’s House (Archaeological remains) | Designated (scheduled) | Isle of Moy, fortified Island and Laird’s House | Scheduled monument which comprises a largely artificial island in Loch Moy which was fortified during the Middle Ages and which supported a Laird’s house (and service buildings) by the 17th century. Since its last occupation, the surrounding loch has been drained and considerably lowered, and much of the island is covered in low vegetation and trees. The draining of the loch exposed the natural rise of what was once the loch bed but which originally may have formed a natural island with gently sloping sides. This island was then highly modified, with the higher elements of it cut back to create near vertical edges rising steeply around the circumference of the interior. There is also evidence to suggest there was an outer ring-work or castellated wall. The enclosure wall may have been contemporary with occupation in the 14th century, with local tradition suggesting the Island to the chiefs of the Mackintosh lineage. Documentary sources start in the 17th century, and consist of | Medieval |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | documents from a contemporary local writer and from the Old Statistical Accounts. These describe the island as comprising an abandoned house containing four fire-rooms, the remains of a street running the length of the island with the foundations of buildings visible on either side, and a garden with a gate bearing an inscription dating its construction to Lochlan, the 20th laird of Mackintosh, in 1665. The gate no longer survives, but the ruined remains of the house remain on the southern half of the island. | |
| 66 | HES number LB14889 | | NGR 277590 834313 | | Obelisk (Historic Buildings) | Designated (Category B listed) | Isle of Moy Obelisk | Granite obelisk dating to 1824. Erected by Dame Margaret Mackintosh in memory of her husband, Sir Aeneas Mackintosh (died 1820) who is eulogised in a long poetic inscription on a plaque on the base. | Post- medieval (19th century) |
| 67 | MHG2874 | | NGR 277219 834029 | | Bridge (Historic Buildings) | HER | Eaglais Bridge | No detailed information on HER, however on the recent walkover survey this was found to be a post medieval bridge/culvert carrying the Na h-Eaglais under the current A9. | Post medieval (19th century) |
| 68 | MHG31461 | | NGR 277171 834190 | | Watch House (Historic Buildings) | HER | Watch House, Moy Church of Scotland | Watch House built in to the south wall of Moy Church Burial ground (see above). | Post- medieval (18th century) |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| 69 | HES number LB14891 MHG15476 | | NGR 277195 834195 | | Burial Ground (Historic Buildings) | Designated (Category B listed) & HER | Cemetery, Moy Church (Church of Scotland) | Burial ground of Moy Church (above) has enclosing rubble wall of varying heights with a glat or roughly shaped rubble cope. Square gate piers flank the entrance opposite the former church doorways. The burial ground contains a variety of stones from the late 18th century to modern, there is also a mort/watch house in the south wall. | Post- medieval (18th century) |
| 70 | HES number LB14891 MHG2864 | | NGR 277192 834207 | | Church (Historic Buildings) | Designated (Category B listed) & HER | Moy Church (Church of Scotland) | Church of 1765, repaired in 1793 and 1929, and re-cast in the later 19th century. It is a simple rectangular building with a small rear wing containing the Minister’s room. Constructed of harled rubble with tooled ashlar margins and dressings. Simple interior with late 19th century fittings. A building survey carried out at the church in 1993 revealed that the rafters of the church date to 1680-1700, predating the present structure and suggests that the church was built on the site of an earlier structure (possibly pre-Reformation) using materials from it. | Post- medieval (18th century) |
| 71 | HES number LB14892 MHG15495 | | NGR 277136 834191 | | Manse (Historic Buildings) | Designated (Category B listed) & HER | Former Moy Parish Manse (Church of Scotland) | Incorrectly identified on the HER, true location at Site 11 (see Site 11 for description). | Post- medieval (18th century) |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| 72 | MHG25831 | | NGR 276900 834099 | | Township (Archaeological remains) | HER | Moy | A township comprising six roofed and three unroofed buildings is depicted on the 1st edition OS map (1871-5). Five roofed buildings are shown on the current edition OS map (1982) | Post- medieval? (18th century, possibly earlier) |
| 73 | HES Number LB19216 MHG43956, 43955, 38753, 11438 & 43954 | | NGR 276489 834575 | | Lodge, Gate, Gate Pier and Wall (Historic Buildings) | Designated (Category B listed) & HER | Moy Hall, Porters Lodge (South Lodge) including gatepiers, gate and boundary walls. | The porters lodge was probably built by John Rhind in 1869-70. It is a single storey building with an attic. It has an L-shape plan with a tall octagonal machicolated and crenelated entrance tower with tiny mock arrow-slit windows. 4 gatepiers (2 giant piers to centre gates with a smaller pair flanking with a pedestrian gate). All piers of polished granite ashlar, with a square plan, deep plinths and machicolated and crenelated caps. Elaborate cast-iron gates by William Smith of Ness Iron Works comprising spearhead and axe head uprights. | Post- medieval (19th century) |
| 74 | MHG21687 | | NGR 276480 834439 | | Bridge (Historic Buildings) | HER | Meallmore Bridge | No details on the HER however, on the recent site visit this was found to be a 19th century bridge carrying the Highland Mainline over the Allt na Loinne Moire. | Post medieval (19th century) |
| 75 | MHG25529 | | NGR 276418 834498 | | Railway Station (Historic Buildings) | HER | Moy Station | Moy railway station was an intermediate station on the Aviemore-Inverness ‘direct’ main line of the former Highland Railway which opened in 1897. The station closed to regular passenger traffic | Post- medieval (19th century) |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | on 3rd May 1965, but the line itself remains in use. | |
| 76 | HES Number LB19219 | | NGR 276740 835238 | | Cottage (Historic Buildings) | Designated (Category C listed) | Moy Hall, Gardeners Cottage | Picturesque gardener’s cottage dating to c.1860-70. It is 2 storeys, with 3 bays and built of squared and snecked rubble with ashlar dressings. It has a notable survival of all the gable finials and the weather-vane. | Post- medieval (19th century) |
| 77 | MHG2875 | | NGR 276049 834949 | | Bridge (Historic Buildings) | HER | Bheithin Bridge | Bridge which carried the former line of the A9 public road (now the B9154) across the Allt Creag Bheithin to the west of Loch Moy. | Post- medieval (19th century?) |
| 78 | HES number LB14887 MHG2871 | | NGR 276010 834937 | | Railway Viaduct (Historic Buildings) | Designated (Category A listed) & HER | Aultnaslanach Viaduct | 5 span wooden trestle bridge that carries the single track Aviemore- Inverness railway across the Allt Creag Bheithen just north of the former station at Moy. The line was opened by the Highland Railway Company in 1897, and the bridge is now the only surviving structure of its type on a main-line railway in Scotland (and possibly Britain). | Post- medieval (19th century) |
| 79 | MHG2843 | | NGR 275999 834999 | | Findspot (Archaeological remains) | HER | Findspot, Moy Hall Eatate | A stone axe head found on the Moy Hall Estate. It is highly polished, possibly flint, and in a very good condition. The closest parallel is an axe head from Craggie Nairn which dated to 3800-3000BC. | Neolithic? |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | prior to a proposed windfarm development. It was heavily disturbed by was rectangular in plan. | |
| 81 | MHG47175 | | NGR 275890 835170 | | Railway Bridge (Historic Buildings) | HER | Aultnaslanach | A skewed single-span steel railway bridge with lattice-steel parapet and rubble-faced abutments, carrying the Highland Railway over the old A9 trunk road. | Unknown, but probably 19th or 20th century. |
| 82 | NA | | NGR 275400 835700 | | Bridge | HER | Auchnagalt Old and New Bridge | The remains of the old bridge are about 10metres downstream from the current bridge which carries local traffic and the bike route, since this section of road was replaced by the new A9 in the 1980s | 20th century |
| 83 | MHG25832 | | NGR 276200 833910 | | Farmstead (Archaeological remains) | HER | Lynemore | A farmstead comprising one roofed, two roofed buildings and an enclosure is depicted on the 1st edition OS map (1871-5). One un- roofed and two roofed buildings (though not at the same locations) and a field are shown on the current OS map (1982). | Post- medieval (18th century) |
| 84 | MHG2870 | | NGR 276000 833999 | | Findspot (Archaeological remains) | HER | Findspot of arrowhead, Moy | Two barbed and tanged arrowheads found in Moy. Exact findspot is unknown. | Bronze Age |
| 85 | MHG2866 | | NGR 276000 833999 | | Hut Circle (Archaeological remains) | HER | Hut Circle, Loch Moy | An ‘ancient circular dwelling’ situated near the north side of Loch Moy. It has an interior diameter of 11 yard and is one of 118 similar structures found in Strathnairn. It is possible that this site is in the | Bronze Age |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | wrong location as the description in the HER states it to be near the north side of Loch Moy. | |
| 86 | MHG32442 | | NGR 275340 834160 | | Culvert (Historic Buildings) | HER | Aultnaslanach culvert | Single span square stone Wade culvert, 4.4m wide. In 1997 it was described as being in a poor state of repair. | Post- medieval (18th century) |
| 87 | MHG23810 | | NGR 275000 834320 | | Military Road (Archaeological remains) | HER | Perth- Inverness General Wade’s Military Road | Section of General Wade’s Military Road which is currently used as a forestry track. | Post medieval (18th century) |
| 88 | MHG25830 | | NGR 275090 834620 | | Farmstead (Archaeological remains) | HER | Aultnaslanach | A farmstead comprising one unroofed, four roofed buildings (of which the largest building has two wings) and two enclosures is shown on the 1st edition OS map of 1871-5. Two unroofed, three roofed buildings and two enclosures are shown on the current 1982 map. | Post- medieval (18th century or earlier) |
| 89 | MHG49942 | | NGR 274900 834700 | | Event (Archaeological remains) | HER | Inverness Moy, Farr Windfarm | A watching brief was carried out in 2004 in 4 areas of archaeological interest during the construction of an access track for a windfarm. These areas included a walled enclosure, a farmstead and field system, the site of the Rout of Moy and sections of General Wade’s military road. Evidence of the military road and the Rout of Moy were not found. | N/A |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| 90 | MHG32443 | | NGR 274000 834360 | | Military Road (Archaeological remains) | HER | Dunkeld- Dalnacardoch- Ruthven- Aviemore- Inverness Military Road | Section of General Wade’s Military Road. This section is walkable and traverses forestry land. It crosses the Allt-na-Slanaich, although there are apparently no traces of a bridge. Due to the low water level in the burn it is likely that there was a ford at this point. | Post- medieval (18th century) |
| 91 | MHG48893 | | NGR 273534 834351 | | Military Road (Archaeological remains) | HER | Moy, Farr Windfarm | Proposed route of General Wades Military Road. Although a watching brief in 2005 did not find any evidence of the road. | N/A |
| 92 | MHG48892 | | NGR 273110 834551 | | Military Road (Archaeological remains) | HER | Moy, Farr Windfarm | A culvert was cut across an existing forestry track as part of works associated with a new wind farm and access road. The forestry track follows the recorded route of General Wade’s Military Road along this stretch, however, no evidence of the road was found under the layers that made up the forest track | N/A |
|---|---|---|---|---|---|---|---|---|---|
| | | HER/HES | | Reference | | | | | |
| | | Reference | | and | | | | | |
| | | Number | | Location | | | | | |
| | | | | | | | | Inverness, believing that all the clans were assembled at the spot. | |
| 94 | MHG25824 | | NGR 272870 834940 | | Farmstead (Archaeological remains) | HER | Badachreamh | A farmstead comprising two unroofed buildings, one of which has an attached enclosure, is depicted on the 1st edition OS map but not on the 1982 edition. | Post- medieval (18th century or earlier) |
| 95 | MHG30203 | | NGR 272731 834816 | | Burial (Archaeological remains) | HER | Uaigh an Duine-bheo | Cairn located near the old Highland Road from Moy Hall to Inverness, on the Estate of Lairgs. Its Gaelic name translates as ‘Living Man’s Grave’ and it is thought that the body of a man who was buried alive for having perjured himself lays here. | Post- medieval (late 17th century) |
| 96 | HES number SM11525 | | NGR 271400 836200 | | Bridge (Historic Buildings) | Designated (scheduled) | Mid Lairgs, bridge and military road | Section of the Dunkeld to Inverness military road which consists of a length of the road and a bridge over the Midlairgs Burn. The bridge is well preserved and has a single arch. Little of the any parapet survives and it has a modern metalled surface. The road to either side of the bridge survives as a clearly defined grassed over hollowed track. | Post medieval (18th century) |
Table A1.2: Historic Landscape
| Site number | Historic Landscape Type | Historic landscape unit | Designation |
|---|---|---|---|
| HL1 | Agriculture and Settlement | Rectilinear Fields and Farms | None |
| | | Unenclosed Improved Pasture | None |
| | | Later prehistoric settlement | None |
| | | Medieval and Post Medieval settlement | None |
| HL2 | Built-Up Area | Urban Area | None |
| | | Industrial and Commercial Area | None |
| HL3 | Moorland and Rough Grazing | Rough Grazing | None |
| HL4 | Transport | Motorway | None |
| HL5 | Water Body | Freshwater Area | None |
| HL6 | Woodland and Forestry | Plantation | None |
| | | Managed Woodland | None |
| HL7 | Designed Landscape | Designed Landscape (17th to 20th century) | None |
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Exemplar of an outdoor kindergarten in Norway
How and why to 'get the bairns oot' into nature
For Scotland's learners, with Scotland's educators
Transforming lives through learning
Document title
Exemplar of an outdoor kindergarten in Norway:
How and why to 'get the bairns oot' into nature – reflective questions
Turid Boholm, owner/manager of Bukkespranget Natur Barnhage
The following reflective questions should be used in conjunction with the series of 10 short video clips. You can access the links to the clips by clicking on the titles of each question slide.
The questions should encourage you to reflect upon your current outdoor learning provision to consider what's working well and what can be improved.
Clip 1: Get the bairns oot!
'To take a leap into the unknown'
Turid explains the importance of a shared understanding of the 'how and the why' of her setting's approach between children, staff and parents.
Consider:
* Why is it important to 'get the bairns oot'?
* How do you currently do this in your setting?
* Is there a shared understanding across your team of what rich outdoor learning experiences are in practice?
* Do all children have the opportunity for outdoor learning every day?
* How much consideration do you give to developing associated skills for children to support their learning in the outdoors?
* Do you consider the level of challenge your children require when outdoors?
Clip 2: Tromsø
'Our neighbourhood invites us to play outdoors'
Turid describes the context of her setting.
Consider:
* How does the context of your setting influence your approaches to outdoor learning?
* What is unique about your context for outdoor learning?
* Are there any barriers and how can these be approached?
* In what ways do you use your wider community for outdoor learning?
* Do you give your children enough time to practice the skills they are learning when outdoors?
Clip 3: Norwegians and outdooring = true
'What is your best childhood memory?'
Turid explains childhood experiences are important for later activity. In her approach pride is taken in loving nature and being outdoors. She finds that parental values make them want the same for their children.
Consider:
* What are your own memories of being outdoors as a child?
* How do your experiences and opinions influence your thoughts about outdoor learning experiences for children?
* What are the feelings of parents towards outdoor learning?
* How do you communicate with parents about, and involve parents in, outdoor learning?
Clip 4: Inherit
'They are going to inherit the earth so we have to make them capable'
Turid explains the Norwegian policy framework context of her approach.
Consider:
* In what ways do children in your setting experience the vast diversity of nature and the outdoor environment?
* How aware are you of the policy context for outdoor play and learning in Scotland?
* Does your outdoor curriculum approach link with specific research and theory?
* In what ways are children developing skills and attitudes that will last them a lifetime?
Clip 5: You just had to explore!
'Children need to play, with some risk involved'
Consider:
* What kinds of learning opportunities provide children with ways to challenge themselves and explore risk?
* How do you explore and discuss attitudes to risk within the team to ensure a shared approach?
* How do you share this with parents and work together?
* How do you ensure practitioners are clear about their roles in the outdoors?
* How much consideration do you give to ensuring children have a variety of experiences in the outdoors (for example, rest, adventure, excitement)?
Clip 6: Healthy food, both in and outdoors
'Food has been one of the most difficult things because food is so private'
Turid talks about overcoming the difficulties around ensuring children are eating healthily. 'It's like reading a book… you have to involve the children… we have to figure it out together.'
Consider:
* How do you support children and families to make healthy choices about food?
* Are your outdoor food options available to children as healthy as indoors?
* How can you use the skills of parents and practitioners to support healthy cooking and food choices both indoors and outdoors?
Clip 7: And then we rest
'Time to think, to talk and sleep… when sleeping the learning consolidates'
Consider:
* Do you consider the importance of children having rest/sleep during their session?
* How can this be improved in your setting?
Clip 8: Learning science through first-hand experience
'We can't teach children about chickens and eggs and baby lambs from indoors'
Turid discusses how the children learn biology through outdoor experiences at Bukkespranget nature kindergarten.
Consider:
* Do you provide real-life experiences for your children to help them learn about planting/growing/life cycles?
* Do you provide opportunities for children to interact with and learn about living creatures in their natural habitats?
Clip 9: Stuff
'We need stuff to make it happen'
In Bukkespranget nature kindergarten children and practitioners make things from what they have. They are also taught how to use tools such as sharp knives made especially for children to enable them to develop skills.
Consider:
* In what ways do you provide children with real life contexts to bring your curriculum to life?
* How do you support children's investigation and curiosity?
* How do you support your children to develop the appropriate skills to use real-life tools?
Clip 10: Success criteria
'How do we measure?'
In Bukkespranget nature kindergarten success is measured in two ways:
* When the child asks for more
* When the parents tell stories
Consider:
* How do you know you are making a difference to children's learning over time?
* How can the stories of parents and carers be captured and used in a meaningful way to enrich your children's experiences?
Education Scotland
Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA
Document title
For Scotland's learners, with Scotland's educators
Transforming lives through learning
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7 ENVIRONMENTAL OVERVIEW
7.1 Introduction
7.1 This section provides an overview of the environment in which the Project will be developed. More detailed descriptions of specific aspects of the environment are detailed in individual topic specific sections of the Environmental Statement (ES) (Sections 9 to 24).
7.2 Physical Characteristics
7.2.1 Offshore
7.2 The Pentland Firth is characterised by strong tidal currents, up to 5m/s with widespread and highly energetic tidal races, eddies, overfalls and areas of general turbulence. Water depths in the Project area range from 31.5 to 38m Lowest Astronomical Tide (LAT).
7.3 The wave climate in the area is dominated by the passage of low pressure systems from west to east across the North Atlantic. In general terms the highest waves approach the area from westerly directions. Wave periods of 4 seconds are typical of the Pentland Firth. Significant wave heights throughout the year are typically within the range of 1.75 to 2m and 1.25 to 1.5m within the Pentland Firth.
7.4 Mean sea surface temperature throughout the Pentland Firth is 7°C in winter to 12.5°C in summer. There is little evidence of thermoclines as there is strong mixing of currents.
7.5 The Pentland Firth represents the most extensive example of UK Biodiversity Action Plan (BAP) Priority Habitat 'tidal rapids'; consisting of sand-scoured bedrock and boulders. Despite this, the faunal communities are of low diversity and composed of common widely distributed scour tolerant species meaning the habitat is of low conservation importance.
7.6 The offshore Project area is underlain by rock of the Middle Old Sandstone which is Devonian in age.
7.7 The seabed in the vicinity of the Project consists of exposed rock with some crevices where sediment collects. There are pockets of shelly gravel, but none present in the actual proposed turbine deployment area. Between the turbine deployment area and the shore, kelp park/forest dominates. There are larger areas of sand deposits to the east and west of Stroma. The west of Stroma was surveyed and described as shelly medium sand with no infauna.
7.2.2 Onshore
7.8 From Cape Wrath to Duncansby Head the north coast of Scotland is comprised mainly of sea cliffs with pockets of sandy beaches, although these are usually small. In the vicinity of the Project along the coast of Gills Bay (Scottish mainland) and the south coast of the island of Stroma there is little evidence of littoral drift or sediment accretion. Beach and cliff erosion is minor, as is longshore drift.
7.9 The onshore Project area is underlain by the same Middle Old Red Sandstone as found underlying the offshore Project area.
7.10 The John o' Groats Site of Special Scientific Interest (SSSI) is located approximately 1.6km southeast of the Project. The SSSI is within the intertidal area and designated due to an exposure of sedimentary rock containing fossilised fish.
7.11 The majority of watercourses in the vicinity of the Project are small and many have been modified for drainage purposes. The two largest watercourses in the vicinity of the proposed onshore infrastructure are the East and West Burns of Gills. In their lower reaches both these burns are deeply incised with steep banks.
7.2.3 Landscape and seascape
7.12 The landform in the area is typical of the north Caithness zone; gently rolling with the vast majority being less than 100m above sea level. There is relatively little containment and views are both panoramic and extensive.
7.3 Biological Characteristics
7.3.1 Marine mammals
7.13 The Pentland Firth is utilised to varying degrees by a number of whale and dolphin species, 10 such species are either casual or regular visitors to the area, all of which are considered of conservation importance. Site surveys show that the Inner Sound is only visited regularly by one of these species (the harbour porpoise), although three other species were observed on occasions during the 2 year Project specific bird and marine mammal survey (minke whale, killer whale and Risso's dolphin). In terms of seals, two species use the Pentland Firth area and both of these (grey seal and harbour seal) are frequently recorded in the Inner Sound, although grey seals make up the majority of seal sightings.
7.14 No protected areas have been designated for marine mammals in the vicinity of the Project, although a number of important haulouts have been identified on the Caithness coast and island of Stroma for both grey and harbour seals.
7.15 Otters are present along the Caithness coastline, including the island of Stroma, and occur locally in both freshwater and marine environments. The Caithness and Sutherland Peatlands Special Area of Conservation (SAC) is located approximately 4km from the Project and is designated for supporting an otter population representative of northern Scotland. As European Protected Species (EPS), otters are afforded a high level of legal protection; otters and otter habitat are protected against disturbance. Additionally, otters are a Priority UK BAP species and are listed as a local species in the Caithness and Highland Local Biodiversity Action Plan (LBAP).
7.3.2 Birds
7.16 A number of nationally and internationally important seabird populations, consisting of a large number of species are found within the vicinity of the Project.
7.17 The North Caithness Cliffs Special Protection Area (SPA) which is designated for breeding populations of peregrine falcon, razorbill, northern fulmar, kittiwake, puffin and guillemot overlaps the offshore Project area.
7.18 The habitats affected by the onshore infrastructure are largely grassland and dry heath, with smaller areas of woodland, scrub and wet heath and bog. These habitats may provide important breeding and foraging habitats for terrestrial bird species, protected species and sites.
7.19 The Project area is within the Orkney to Shetland Important Bird Area (IBA). Whilst IBAs are not afforded any statutory protection, they provide a useful indication as to which areas of the UK are important to seabirds. Within the area, and in addition to the species mentioned above, shag, gannet, great skua, herring gull, great black-backed gull, cormorants, grebes, seaducks and tern are also present at some point during the year. The herring gull is listed as a UK Biodiversity Action Plan (UKBAP) priority species.
7.3.3 Fish
7.20 Scottish waters are estimated to support 250 fish species, with 166 species of commercial and noncommercial species recorded from the north-eastern coast of Scotland. Of the species expected to be present within the Inner Sound, herring, common skate and basking shark are all listed as UKBAP species, whilst, cod and haddock are listed on The World Conservation Union (IUCN) Red List of Threatened Species. No protected areas have been designated for finfish or shellfish species within the study area.
7.21 A number of species are known to use the Pentland Firth for spawning and nursery activities including spurdog, tope, thornback, sandeel and herring. The area has also been identified as part of a main nursery
area for blue whiting and anglerfish; and is also part of the nursery grounds for hake, mackerel, ling, sandeel, saithe, herring, haddock, lemon sole, whiting and cod. The specific location of nursery and spawning grounds may change from year to year depending on a number of environmental variables including the seabed conditions within specific areas.
7.22 The nearest salmon migration river is believed to be River Thurso which enters the sea at Thurso, approximately 21km from the Project. The River Thurso is a designated Special Area of Conservation (SAC) for Atlantic salmon, an Annex II species under the Habitats Directive. Migration routes for Atlantic salmon are not well understood and it is possible that salmon from rivers on the east and north coast of Scotland use the Pentland Firth as a migratory route.
7.4 Protected Sites and Species
7.23 There are a number of sites in the vicinity of the Project that are designated under national and international conservation law because of the presence of protected habitats or species. Details of these sites are considered in relevant sections of the ES (Section 9 to Section 24).
7.24 The entire area of the Project is located within the boundary of the North Caithness Cliffs SPA. The Caithness and Sutherland Peatlands SAC is located approximately 2km from the onshore Project area.
7.25 Under Annex IV of the Habitats Directive, all cetacean species have been identified as species of European Community interest and are afforded protection as European Protected Species (EPS). All EPSs are also fully protected under the Wildlife and Countryside Act (1981). For any EPS it is an offence to deliberately or recklessly capture, kill, injure or disturb any such animal. The EU Habitats Directive (1992) lists two species in Annex II: bottlenose dolphins and harbour porpoises, and requires that SACs are set up for their protection. Harbour porpoises are present in the study area, although the site is not covered by a formal designation for this species. Bottlenose dolphins from the Moray Firth SAC may occasionally be present within the study area. Otters, grey seal and harbour seal are also listed under Annex II and all are expected to be present in the Project area.
7.26 The UK Biodiversity Action Plan (UKBAP) also offers a level of protection for habitats and species. For many species, actions plans which set out priorities, actions, targets and reporting targets, have been created. Where relevant, the UKBAP has been discussed in the sections above.
7.27 Basking sharks, which are listed as 'vulnerable' on the IUCN red list are occasionally seen in the waters off the northern Scottish coastline and have been recorded in marine mammal surveys carried out in the Project area.
7.28 Under the Marine (Scotland) Act, Marine Scotland is in the process of establishing Marine Protected Areas (MPAs) for the protection and enhancement of marine biodiversity. Scottish MPA Selection Guidelines setting out the approach that will be taken when selecting MPAs in the seas around Scotland have now been published.
7.29 The Scottish Government is currently consulting on suitable areas for Nature Conservation MPAs. This has resulted in 30 locations identified for possible designation as MPAs. None of these include, or are adjacent to the Project; the closest is over 20km away, off the west coast of Hoy.
7.5 Human Environment
7.5.1 Settlements and transport network
7.30 The area is dominated by agricultural land composing mostly of grazing with some arable and peat moorland. Settlements are sparse and relatively scattered. The two main settlements in the vicinity of the Project are John o' Groats and Canisbay. John o' Groats is a dispersed village with an approximate population of 300. The hamlet of Canisbay is located approximately 2.5 miles south west of John o' Groats and has a population of less than 100.
7.31 The main road in the vicinity of the Project is the A836 which links Thurso to the A99 at John o' Groats via a number of small settlements including Castletown. The road provides the only access to the harbour at Gills Bay. A number of minor roads link the A836 to settlements dispersed throughout the area.
7.5.2 Socio-economics
7.32 The Highland area contains a growing population with the greatest increase in population anticipated to be in the over 65s. The most significant employment sectors are distribution, hotels and restaurants indicating the economic importance of tourism to the area. There are over 150 hotels and 48 visitor attractions located within a 30km radius of the onshore Project area. The Dounreay nuclear reactor located approximately 40km away is a large employer in the area, and although currently being decommissioned employs 1,900 people directly as well as numerous others through the supply chain.
7.5.3 Commercial fisheries
7.33 The inshore fishing fleet in the Orkney and Caithness region is made up of small creeling vessels targeting shellfish such as crabs, lobsters and scallops. The fishing fleet in the Inner Sound consists of four small local creeling vessels, which also fish in areas outwith the Inner Sound. Although larger vessels are known to transit through the Inner Sound they do not fish in the vicinity of the Project. Mariculture is not an active industry in the vicinity of the Project, the closest sites are salmon fish farms located in Scapa Flow, Orkney.
7.5.4 Cultural heritage
7.34 The onshore cultural heritage displays a late 18 th to early 19 th century historical landscape dominated by farming and crofting and rectilinear fields. Dominant buildings in the historic landscape include derelict Huna House, the B listed West Canisbay House and the A listed Canisbay Kirk and graveyard. Although outwith the Project area, the A listed Castle of Mey is included on the Historic Scotland inventory of designed landscapes and gardens and the castle and its gardens make a significant contribution to the local scenery. Sites earlier than the 18 th century are known to exist, but few are prominent and the majority are not or are hardly visible on the surface.
7.35 Within the wider Pentland Firth, especially around Orkney, there are a number of coastal archaeological remains and submerged archaeology of interest. Within the vicinity of the Project, admiralty chart 1954 shows that there is one wreck off Mell Head, Stroma. Geophysical data available for the Project area indicates a large number of anomalies that may be of cultural heritage interest but are not yet proven.
7.36 Under the Marine (Scotland) Act, Marine Scotland is in the process of establishing MPAs some with the purpose of preserving of marine historic assets.
7.5.5 Shipping and navigation
7.37 The Pentland Firth is a busy sea lane regularly used for international navigation. The main shipping channel lies to the north of Stroma, between the island and Orkney. Larger cargo vessels and tankers transit the region using this route and so do not pass through the Inner Sound.
7.38 Ferries regularly traverse the Project area between Orkney and the Scottish mainland. There is a ferry port at Gill's Bay that provides a regular catamaran service to South Ronaldsay, with ferries passing through the Inner Sound to the east and west of Stroma.
7.39 To the west of the Project is the port of Scrabster which is frequented by fishing vessels, ferries and some cargo vessels. Although the ferries and cargo vessels using the port at Scrabster tend not to transit the site of the Project, fishing vessels en route to and from North Sea fishing grounds do transit through the Inner Sound.
7.40 There are two small harbours on the coast of Caithness adjacent to the Project. Gills Bay, as mentioned above, is the mainland port used by the Pentland Ferries service to Orkney. A small harbour at John o' Groats is used by boat tour operators, a number of small fishing vessels and a summer passenger service. There is also a small harbour on the southern coast of Stroma which is used for occasional island tour boats and the transport of cattle and sheep that are grazed on the island.
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Submission from Ms Isabelle Gall, Carnoustie High School
The European Schools' Model and Scottish Modern Language Learning
I would like to expand on my experiences in language education to inform the discussion on the development of Modern Language teaching in Scotland, especially the '1+2' proposals. I will draw mainly on my 13 years teaching in the European Schools system, but also on what I have learned as an examiner for the Cambridge English Speaking Exams and on my recent experience as Principal Teacher Curriculum Group Modern Languages in Carnoustie High School, Angus.
1. The European School system
Why should Scottish educators be aware of the European School System?
If Scottish education aims to improve the level of language skills of Scotland's young people, we can learn a great deal from the European Schools' model.
1. The system produces exceptional linguists and learners, many of whom go on to international studies and careers.
2. The pupils in the European Schools learn another language from the start of primary school to the European Baccalaureate level.
3. The pupils of the European Schools learn other subjects through their target language.
1.1 What are the European Schools?
The European Schools are official educational establishments controlled jointly by the governments of the Member States of the European Union. In all these countries they are legally regarded as public institutions.
The mission of the European Schools is to provide a multilingual and multicultural education for nursery, primary and secondary level pupils. The European Schools were established in 1957 to educate the children of employees of European institutions such as the European Commission, and nowadays include the European Patent Office and various European Research Organisations. The children of these employees are entitled to a place in a European School. In addition, a number of organisations have contracts with the European Schools which guarantee entry and private pupils are also admitted in some of the schools.
There are currently 14 European Schools, in six EU countries, with a total of approximately 24,000 pupils on roll. These schools are administered by the European Schools' Board of Governors and these are known as Type I schools.
In addition, a number of Type II and Type III schools have been established or are in the process of being established.
Type II and type III schools are administered and financed by the national education systems of the individual Member States of the EU and accredited by the Board of Governors. They have been established to support some of the smaller European Agencies by offering the European style of education to their employees' children They will typically have a large number of pupils drawn from other backgrounds whose parents want this type of education for their children. The European Baccalaureate is available to pupils in Type II and Type III schools as well as those in Type I schools.
1.2 The Objectives of the European Schools
- to give pupils confidence in their own cultural identity – the bedrock for their development as European citizens;
- to provide a broad education of high quality, from nursery level to universityentrance;
- to develop high standards in the mother tongue and in foreign languages;
- to develop mathematical and scientific skills throughout the whole period of
- schooling;
- to encourage a European and global perspective overall and particularly in the study of the human sciences;
- to encourage creativity in music and the plastic arts and an appreciation of all that is best in a common European artistic heritage;
- to develop physical skills and instil in pupils an appreciation of the need for healthy living through participation in sporting and recreational activities;
- to offer pupils professional guidance on their choice of subjects and on career/university decisions in the later years of the secondary school;
- to foster tolerance, co-operation, communication and concern for others throughout the school community and beyond;
- to cultivate pupils' personal, social and academic development and to prepare them for the next stage of education.
from the European Schools' official website: http://www.eursc.eu/
1.3 The importance of linguistic skills
To foster the unity of the school communities and encourage genuine multi-cultural education, there is a strong emphasis on the learning, understanding and use of foreign languages. There are a variety of ways in which this goal is supported.
- The study of a first foreign language (known as L II), is compulsory throughout the school, from the first primary class to the Baccalaureate.
- All students must study a second foreign language (L III), starting in the second year of secondary school.
- From the fourth class of secondary school, students may choose to study a third foreign language (L IV).
- Language classes are composed of mixed nationalities and are taught by native speakers
- In the primary school, a weekly "European Hour" brings children together from all language sections for cultural, artistic and games activities.
- In the secondary school, classes in art, music and physical education are always composed of mixed language sections.
- From the third class of secondary school, history and geography are studied in the LII, also called "the working language".
- Finally, everyday interaction in the playground, the corridors and the recreation rooms enhances the acquisition of other languages and the realisation that using them is not only vital but natural.
1.4 Structure of the languages teaching
1.4.1 Primary Section (Pupils start at around age 6)
| | | Years 1+2. Number of 30 minute periods | | Year 3,4,+5. Number of 45 minutes periods | |
|---|---|---|---|---|---|
| | L1 (First Language) | | 18 | | 9 |
| Mathematics | | 8 | | 7 | |
| | L2 | | 5 | | 5 |
| Exploring our world | | 2 | | 4 | |
| Art | | 4 | | 1 | |
| Music | | 3 | | 1 | |
| Physical Education | | 4 | | 1 | |
| Religion/ethics | | 2 | | 2 | |
| European Hours | | - | | 3 | |
| Recreation | | 3.5 | | 2.5 | |
| Total hours | | 25.5 | | 27.5 | |
1.4.2 Secondary Section Years 1-3
Number of 45 minute periods
| Subjects | | Year 1 | | Year 2 | | |
|---|---|---|---|---|---|---|
| | L1 | | 6 | | 5 | 4 |
| Maths | | 4 | | 4 | | |
| | L2 | | 5 | | 4 | 4 |
| PE | | 3 | | 3 | | | 3 | |
|---|---|---|---|---|---|---|---|---|
| RE/Ethics | | 2 | | 2 | | | 2 | |
| Human Sciences | | 3 | | 3 | | in L II | 3 | |
| Integrated Sciences | | 4 | | 4 | | | 4 | |
| | Latin (optional) | | - | | - | | | 4 (b) |
| Art | | 2 | | 2 | | | 2 (b) | |
| Music | | 2 | | 2 | | | 2 (b) | |
| ICT | | 1 | | 1 | | | - | |
| Complementary activities | | - | | 1 | | | 2 (c) | |
| Total | | 32 | | 33/4 | | | 31,33 or 35 | |
(b) Pupils who take Latin may discontinue art or music
1.4.3 Secondary years 4-5
| Core subjects | | | | |
|---|---|---|---|---|
| | L1 | | 4 | |
| Maths | | | | |
| | L2 | | 3 | |
| | L3 | | 3 | |
| Biology | | | | |
| Chemistry | | | | |
| Physics | | | | |
| Geography | | 2 | | in L II |
| History | | 2 | | in L II |
| PE | | | | |
| RE/Ethics | | | | |
| Elective subjects | | |
|---|---|---|
| L4 | | |
| Economics | | |
| | Latin/ Ancient Greek | 4 |
| Art | | |
| Music | | |
1.4.4 Secondary years 6 and 7
| Core subjects | | |
|---|---|---|
| | L1 | 4 |
| Maths | | |
| | L2 | 3 |
| Physics | | |
| | | in LII |
|---|---|---|
| History | 2 | in LII |
| Philosophy | | |
| PE | | |
| RE/Ethics | | |
Plus Electives
Including L3 and L4 Latin and Ancient Greek Advanced Language L1 and L2
More details of the syllabi and methodology of the languages teaching can be found on the official European Schools' website: http://www.eursc.eu/
1. 5 The levels of language reached by pupils in the European Schools if they complete the European Baccalaureate
(This information is taken from The European Schools and the European Baccalaureate – Guidance for Universities and Schools DfES 2009 and refers to English as the target language.)
Language 1
This examination is taken by mother-tongue pupils. Teaching is to A level standard or International Baccalaureate Higher level.
Language 2
This examination is taken by pupils whose mother tongue is not English, although they may in some cases have followed almost all their subjects in English (i.e. those without a language section for their own mother tongue who have therefore been in the English section of the school).
The basic pass level (grade 6.0) of the L2 exam equates approximately to level B2 in the Common European Framework of Reference for Languages, but most candidates are at C1 level and above. A candidate with this level or higher should not be required to take a supplementary English test.
Language 3
This examination is taken by pupils who have been studying English for 6 years. Pupils opt to take either the Written or the Oral exam. The basic pass level (grade 6.0) of the L3 exam broadly equates to between level B1 and B2 of the Common European Framework of Reference for Languages, but most candidates are above B2.
Language 4
This examination is taken by pupils who have been studying English for 4 years. The basic pass level broadly equates to level B1 of the Common European Framework. Note: in a study made by the European Parliament of European School alumni, the vast majority of respondents to the survey said that their level of English was high enough for their academic career.
2. Developments in other European Member States
As a speaking examiner for the Cambridge International English exams over the last 12 years I have been able to note the following in Germany and the Netherlands.
- Many secondary schools, both state and independent, are opening 'bilingual' courses, where pupils learn at least one subject through the medium of their L2, which is almost always English. In certain parts of Germany, such as Baden Württemberg, teachers are trained to become 'bilingual teachers'.
- Senior pupils are encouraged by their schools to sit the Cambridge CAE (Level B2+) and the CPE (level C1+) in their final years. This provides internationally recognised proof of their English levels.
- Across Europe, many universities are now offering courses in English to attract an international student population. This means that the young people going to these universities are fluent enough in English to complete the degree. This is the calibre of candidate that Scottish student would be competing against for places or posts.
3. My recent experience as Principal Teacher Curriculum Group in Carnoustie High School, Angus
Carnoustie High School has only 5 associated primary schools and we are able to send out our specialist Modern Language teachers to support French and Spanish teaching in these. This is an ideal situation for the following reasons.
- The primary children are learning the language with the support of a language specialist (in some cases a native speaker). As ever younger children begin to learn a second language, it will be more important to expose them to the language in a playful, stimulating, near immersion type situation in order to engaged their innate language acquisition abilities. A primary teacher who may only have a limited knowledge of the target language would not be in the best position to do this.
- Transition between primary and secondary Modern Language teaching is assured.
- We expect to see a reduction in a number of Modern Language classes in S4. This is because almost all S3 pupils were strongly encouraged to take a modern language till last year. Now with the Curriculum for Excellence and option choices in our school reduced to 6 columns, we expect fewer classes in S4 and therefore fewer teaching hours. Ideally, we hope to be able use this surplus time to teach more classes at younger stages in primary schools.
4 The conclusions I would like to draw
In most Scottish schools, it would be difficult to create the international atmosphere that exist in a European school which creates a transformational alchemy where children are completely open to learning languages and do so from an early age with relative ease. However we can consider what it is be possible to create within Scottish schools. I would suggest the following important elements which we can see in the European schools.
Both primary and secondary schools should raise awareness of all the languages used by children and adults in their school community, so that monolingualism is not seen as the only norm.
Where possible the Modern Language teachers at every stage should be native speakers or, at least, language specialists.
In the early years, the teaching in primary schools should take place in playful, creative contexts where the language is not formally taught, but used as a means of communication in other activities. This allows the younger children to acquire the language in a more naturalistic way. The immersion in the language should take place frequently, even if it is for shorter periods.
As children begin to learn languages from earlier stages in the primary schools, progression and transition must be assured in the secondary education they move into. This will require close liaison between associated primaries and the secondary school.
In Carnoustie, children are learning Spanish and French in tandem from primary stage through to S3. Some of them find this confusing, while others take it in their stride. From my own experience, I consider that focusing on one language for a longer period might result in more proficient use of the L2.
Despite the European School focus on language learning, the commencement of L3 begins at S2 level. It is felt that the L2 should be well embedded as a vehicular language before another language is added. This focus on the L2 for 6 years, does in many cases allow the pupil to become almost bilingual. On the other hand, by the time they begin the L3, many have lost their natural ability to acquire a language. Some find it difficult to learn a language in a more structured way, as they had absorbed their L2 in a more naturalistic way.
Most of the European language learning providers use the CEFR as an internationally recognised benchmark for their courses. The CEFR is mentioned briefly in some of the CfE literature, however, I think it would be positive to make pupils aware, perhaps by using the self-assessment grid, of the level of their skills in relation to the CEFR. We could also encourage them to complete the Europass languages passport, or create a Scottish equivalent.
In a secondary school, using the target language to learn elements of the curriculum (IDL) should be widespread if the pupils are to reach the levels of communication of their European counterparts.
If we genuinely wish young Scottish people to compete linguistically with their European neighbours, we must aim higher. In some of the literature it is suggested that being a 'basic user' is a useful skill. Indeed it would be wonderful if all Scottish pupils could achieve basic user level in a language and we should aim for this breadth. However, if a young person wishes to use their language in the global marketplace, they need to aim for depth of learning. They must be able to function at least at level B2 and many Higher candidates or even Advanced Higher candidates would not be able to do this at present. Hopefully, as the children begin to learn earlier and naturally acquire skills when they are still able to do so, the standard of L2 performance in Scotland will rise.
I strongly believe that there is place in Scotland for a European-style school, or at least, a flagship state school with a multi-lingual learning as a key aim.
February 2013 Isabelle Gall MA MSc TQ (Secondary) Dip.Ed SQH firstname.lastname@example.org
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Delivering Scotland's circular economy – A Route Map to 2025 and beyond
Fairer Scotland Duty Summary
Fairer Scotland Duty
Summary
| | | Delivering Scotland’s circular economy – A Route Map to 2025 and beyond |
|---|---|---|
| | Title of Policy, | |
| | Strategy, Programme | |
| | etc | |
| Summary of aims and expected outcomes of strategy, proposal, programme or policy | | The Scottish Programme for Government 2020-21 and the Climate Change Plan update 2020 committed to: develop a Route Map to reduce waste and meet waste related targets for 2025; and work with partners to develop a post-2025 Route Map to identify how the waste and resources sector will contribute towards Scotland’s journey towards net zero in the period to 2030 and beyond. The Route Map will be a strategic plan we develop to provide the basis to consolidate action, refocus efforts and ensure greater policy coordination. It will propose packages of measures which address the challenges which reinforce the linear economy where we take, make then dispose of goods and materials, in order to deliver the change required both to achieve the targets and prepare for the net zero goals. The Route Map is a continuation of our Circular Economy Strategy ‘Making Things Last’ published in 20161, alongside other policy work to embed the principles of a circular economy in Scotland and take action to make good use of our planet’s finite resources. The Route Map will support progress towards the national outcomes for economy (we have a globally competitive, entrepreneurial, inclusive and sustainable economy) and environment (we value, enjoy, protect and enhance our environment). The Route Map consultation proposes a range of additional legislative and non-legislative measures that can positively contribute to the delivery of the targets and make progress towards carbon reduction. Proposals have been grouped into six packages, which span action across the whole circular economy, plus an additional package of cross cutting measures. The packages of measures contained within the Route Map are: |
Package
Background and objectives
| Promote responsible production, consumption and reuse | Material consumption and waste are the primary drivers of nearly every environmental problem we currently face, and around 90% of the carbon impact of Scotland’s waste is produced before disposal. We want to challenge the current approach to production and consumption by improving product design, mainstreaming reuse and repair, and incentivising sustainable choices. |
|---|---|
| Reduce food waste | Almost one million tonnes of food and drink is thrown away every year in Scotland. Not only does this cost Scottish households an average of £440 per year, but household food waste alone accounts for 2.7% of Scotland’s total carbon footprint. We want to reduce food waste from all sources, building on our Food Waste Reduction Action Plan. |
| Improve recycling from households | Up to 60% of what households put into general waste bins can be recycled using existing recycling services, helping to conserve our natural resources and keep valuable materials flowing through our economy. We want to improve and optimise the performance of household recycling collection services to make the right choices the easier choices for households, ensure high standards across Scotland and maximise diversion of waste from disposal. |
| Improve recycling from commercial businesses | Commercial and industrial waste accounted for 28% of Scotland’s waste in 2018. We want businesses to have the information and support they need to reduce waste and maximise recycling, with clear incentives in place to ensure that the most sustainable choices are the easiest choices. |
| Embed circular construction practices | Construction and demolition accounts for around half of all waste produced in Scotland. We want to embed circular construction practices and increase awareness to reduce resource needs, reduce waste and carbon, and encourage refurbishment and reuse. |
| Minimise the impact of disposal | While our goal is to continue to reduce the amount of residual waste we produce, until we move to a fully circular economy there is a need to consider how to minimise the impact of residual waste. We want to achieve the best environmental outcomes for materials that can’t been captured for reuse or recycling, and ensure environmental and economic value of |
Summary of evidence
| | wasted resources and energy is harnessed efficiently. |
|---|---|
| Cross-cutting measures | We have taken a whole-system approach to developing a Route Map to our 2025 waste and recycling targets. We want to ensure the right structures and support are in place to enable action across the Circular Economy, including strategic interventions and governance, research, data and evidence, sustainable procurement, and skills and training. |
The specific policy detail for each intervention will not be fully defined at this stage. It is intended that the Route Map will enable the Scottish Government to articulate a strategic approach which will contribute towards existing targets and ambitions.
Publishing the Route Map will not in itself result in impacts on those experiencing socio-economic disadvantage, however it is possible that the subsequent implementation of interventions may have an impact. This will depend on how interventions are developed and implemented.
A Fairer Scotland Duty Summary has also been completed for the consultation on proposals for a Circular Economy Bill.
Evidence has been gathered at this early stage in relation to factors that should be considered in the development of individual interventions which are likely to impact directly on people and their communities. It will be used as a basis for the development of detailed Fairer Scotland Duty Assessments where they are required.
The poverty premium and affordability of living costs
Available evidence identifies the existence of a 'poverty premium', where low-income consumers tend to overpay for goods and services. This can result in a lack of access to lower priced, better quality and more durable goods. This is noted in the main for energy, communications and insurance, but also for food. 23 These issues may also impact those living in remote rural areas of Scotland.
In the case of food, this is a result of being unable to access large supermarkets to get multi-buy deals or facing higher delivery charges for small shopping baskets. It has also been noted that foregoing
2 The poverty premium: a customer perspective, Personal Finance Research Centre, University of Bristol, 2020
3 Paying more to be poor: the poverty premium in energy, telecommunications and finance, Citizens Advice Scotland and Consumer Futures Unit, 2016
quality goods can be used as a coping strategy for those on low incomes. 4 This implies a reliance on cheaper, potentially less durable goods. This may mean that low-income households face budget pressures if they are unable to avoid environmental charges (for example, by purchasing a reusable coffee cup) or if retailers respond to the introduction of a ban on the destruction of durable goods by moving away from stocking entry-level or bargain products.
Whether these issues occur will depend on the design of individual measures and should be considered further prior to the design of measures. It is possible that measures may be needed to support households purchasing long-lasting goods that will be more costeffective in the longer term but are initially unaffordable.
Within Scotland, 9% of households reported that they did not manage well on their incomes, with the proportion being higher for those on benefits (including the state pension). 5 Levels of perceived financial difficulty were also higher in more deprived areas, as measured by the Scottish Index of Multiple Deprivation, with 17% of households not managing well in the most deprived decile. 6 There are also connections to protected characteristics, with higher poverty rates for some groups. 7
Those living in remote rural areas of Scotland also experience higher costs to achieve the same standard of living when compared to those in urban areas of Britain. 8 This may mean that those on an equivalent income in a remote rural area may be more likely to face financial difficulty.
All of these groups have the potential to be particularly impacted positively or adversely if the charges related to household waste services change as a result of the proposed review of waste and recycling service charging, or for example if they receive a fine for littering. It is not yet possible to assess the likelihood or extent of any impact on those experiencing socio-economic disadvantage, as this would depend on how powers are implemented at secondary legislation stage.
Care will be needed to ensure that any changes to the way in which household waste collections (for example, garden waste) are charged for or incentivised, do not have an adverse impact on those experiencing socio-economic disadvantage and take account of any stigma around means testing in cost reduction for low-income groups.
4 Life in low income families in Scotland, Centre for Research on Families and Relationships, University of Edinburgh, 2003
5 Scotland's people annual report, National Statistics Publication, Scottish Government, 2019
6 Scotland's people annual report, National Statistics Publication, Scottish Government, 2019
7 Poverty & income inequality in Scotland: 2016-2019, Scottish Government, 2020
8 A minimum income standard for remote and rural Scotland, Highlands and Islands Enterprise, undate
It is not yet possible to assess the likelihood or extent of any impacts on those experiencing socio-economic disadvantage, as this would depend on what interventions are developed and how they are designed at later stages.
In addition, low-income households may currently qualify for reduced, or no cost at all, household waste collections (eg garden waste or bulky item uplifts). When developing interventions, any changes in which the way household collections are paid for or incentivised could have a positive or adverse impact on those experiencing socioeconomic disadvantage.
Implications for those supplying or using redistributed foods
Evidence indicates that those experiencing socio-economic disadvantage face greater challenges regarding access to affordable, nutritious food and that there is a stigma associated with accessing emergency food provision. Furthermore, evidence shows food banks can struggle to provide nutritionally balanced food to their beneficiaries and there have been issues with the shelf-life of food provided 9,10 . Just under half of organisations providing food parcels in Scotland reported supplying fresh food 11 , suggesting that access to fresh food is currently limited for those reliant on these settings. However, this is not always the case 12 .
Recycling rates
Recycling rates are variable across Scotland, varying both by geography, but also by housing type and levels of deprivation.
In particular, 2019 data indicated that the percentage of household waste recycled was substantially lower in the council areas of Glasgow, Dumfries and Galloway, Orkney, Shetland and Highland. 13
Households living in flats, maisonettes or apartments are reported as having a lower rate of recycling for all materials, with the difference most marked for glass, based on 2017 data. 14 Recycling rates also show correlation with the Scottish Index of Multiple Deprivation, with recycling rates for all materials being below average in the 20% most deprived areas, and above average in less deprived areas, based on
9 Evaluation of the application of the provisions of the law of 11 February 2016 on the fight against food waste, and the implementing decree of 28 December 2016
10 Nutritional adequacy and content of food bank parcels in Oxfordshire, UK: a comparative analysis of independent and organisational provision
11 Mapping organisations responding to food insecurity in Scotland
12 More than meals: making a difference with FareShare food
13 Scottish household waste – summary data 2019, Scottish Environment Protection Agency, undated
14 Scotland's people annual report 2017, National Statistics Publication, Scottish Government, 2018
2017 data. 15 The data does not show whether recycling rates vary by household income.
It is not yet possible to determine if these differences would mean that those experiencing socio-economic disadvantage are affected by changes to household recycling differently from those who are not disadvantaged, either in terms of the materials collected or the way that services are delivered or funded (eg garden waste collections).
It will be important that interventions focused on making changes to household recycling services are designed to ensure all communities have equitable access to recycling. Proposed interventions include the proposed recycling co-design project, and statutory guidance on recycling service standards.
As individual measures are designed, it will be important that changes to household recycling collections are designed to ensure that they are appropriate and accessible for households regardless of geographical location, housing type or the level of deprivation of a community. For example, this will be particularly critical if the duty of care on households to recycle is strengthened, or additional measures to incentivise positive behaviours (eg waste reduction or increased recycling) are identified.
Impact on jobs
The introduction of some interventions may provide training and skills development as well as job opportunities. This may impact positively those in precarious or low-paid jobs. Consideration is also needed if low-income or insecure employment might be negatively impacted. When the relevant interventions are developed, there is a need to consider re-skilling to access new jobs and access of disadvantaged groups to opportunities.
Reuse and socio-economic disadvantage
There are already examples of reuse projects targeted at improving life for those experiencing socio-economic disadvantage, for example Circular Communities Scotland 16 and the UK-wide Reuse Network, who estimate they helped 1.5 million households in the UK in 2020 17 .
The introduction of some measures which would increase the access to affordable goods via secondary markets may have the benefit of normalising second-hand and reused goods. The socio-cultural
15 Scotland's people annual report 2017, National Statistics Publication, Scottish Government, 2018
16 Circular Communities Scotland website
17 Social impact report 2020, Reuse Network, 2021
Summary of assessment findings
complexities around using second-hand or reusable goods is something that should be considered when developing relevant measures. For example, quality, style and cleanliness of clothing all play a role 18 , and perceived contamination in particular has consequences for rental services and second-hand exchange 19,20 . However, care would be needed to ensure that organisations supporting communities experiencing socio-economic disadvantage are able to benefit from any measures. This should include ensuring communications considered to ensure they are effective through existing networks using methods that are tried and tested.
For all of these issues, further consideration will be needed via Fairer Scotland Duty Assessments prior to the development of specific interventions where appropriate.
This assessment has not identified the need for any changes to the proposals, because publication of the Route Map will not directly impact on those experiencing socio-economic disadvantage. However, this assessment will be updated following the public consultation to ensure that any issues raised there are considered and captured.
In addition, this assessment has identified that there is the potential for there to be impacts once specific individual interventions are implemented. Further Fairer Scotland Duty Assessments should be completed where appropriate when specific interventions are being developed to ensure that any issues are fully considered and any changes necessary can be made to the proposals.
It is worth highlighting that this may apply in particular to interventions within the packages that seek to promote responsible production, consumption and reuse, including application of environmental charges; to reduce food waste, including those that relate to the supply or use of redistributed surplus food; and to improve household recycling, including those that relate to co-designing future services or reviewing the current approach to service charging.
18 Hur, E., 2020. Rebirth fashion: Secondhand clothing consumption values and perceived risks. Journal of Cleaner Production, 273, p.122951
19 Ackerman, D.S. and Hu, J., 2017. Assuring me that it is as 'Good as New' just makes me think about how someone else used it. Examining consumer reaction toward marketer‐provided information about secondhand goods. Journal of Consumer Behaviour, 16(3), pp.233-241
20 Clube, R.K. and Tennant, M., 2020. Exploring garment rental as a sustainable business model in the fashion industry: Does contamination impact the consumption experience? Journal of Consumer Behaviour, 19(4), pp.359-370
© Crown copyright 2022
This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/opengovernment-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: email@example.com.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at www.gov.scot
Any enquiries regarding this publication should be sent to us at The Scottish Government St Andrew's House Edinburgh EH1 3DG
Published by The Scottish Government, May 2022
Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS 1088922 (05/22)
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Logo and Key messages
February 2019
The logo
Using a strong Sans Serif font delivers the message to the intended viewer confidently and clearly. The use of the heavier weight draws attention to the main focus of the concept, which is 'ideas'.
The lightbulb icon in synonymous with ideas and is an easily recognisable symbol, the addition of the arrow represents that new ideas are continuous. Using familiar iconography ensures that the logo is accessible to a wide audience.
Scotland - science nation is a call to action that encourages everyone to get involved at a national level.
Key messages
Here are our main messages to help you talk, write or tweet about Aye for Ideas.
If you say one thing, say this…
Aye for Ideas supports activity happening across the country, which brings STEM to everyone, celebrates and nurtures the next generation of innovators and encourages our nation to explore the world around them.
How to say it in 100 words
Aye for Ideas is a call to action – explore ideas, question ideas, discuss ideas. We want to support everyone in Scotland to think differently, to discover the world around them through STEM activity and develop a nation of curious minds.
Aye for Ideas gives everyone a voice to put STEM at the forefront of their mind; it gives people the opportunity to engage with STEM no matter their age, or level of comfort with these disciplines.
Activity is happening across the country and Aye for Ideas will support it, to spread a unifying message that STEM is for everyone.
Background messages
Why is this happening?
The Scottish Government STEM strategy sets the scene for a Scotland that values, understands and participates actively in science and STEM learning.
"Our vision is of a Scotland where everyone is encouraged and supported to develop their STEM skills throughout their lives, enabling them to be inquiring, productive and innovative, in order to grow STEM literacy in society and drive inclusive economic growth."
Aye for Ideas shines a light on the fantastic ideas being brought to the fore, or just bubbling under the surface across the country. These Ideas do not need to come directly from the STEM sector and the campaign is keen to support activity carried out by heritage, educational, youth, community and grassroots organisations to help reinforce the message that STEM is relevant to everyone.
Background messages
What's the purpose?
Aye for Ideas is the central consumer/partner-facing message which underpins the government's STEM strategy and hopes to badge activity across the country and create a buzz around STEM which is accessible and open to all.
What activity is happening?
Events are taking place across the country for a huge variety of audiences.
Alongside this, there are cultural dates of significance that Aye for Ideas can highlight. These events can interact with the Aye for Ideas twitter/hashtag (#AyeForIdeas) and together build a coherent and exciting picture of activity happening across Scotland. The government team can interact with these larger cultural programmes to ensure that we're current and relevant across the campaign.
EG. The Year of the Periodic Table: Providers and partners across Scotland will be holding activities around this 'year' and the activities can all be communicated inclusive of the #AyeForIdeas hashtag to create a swell across the country.
Aye for Ideas is a forum for people to share their thoughts, ideas and experiments.
We want to encourage people to share their experiences with us. We can ask scientists questions, we can debunk myths and we can bring science to the everyday, breaking down barriers.
Background messages
Who can get involved?
We want partners across Scotland who are providing or facilitating STEM based activity to get on board with the campaign. From science centres, festivals and schools, to communities and businesses, we want to harness the collective power of the nation to engage everyone in Scotland with STEM. Use the logo, use the resources and let's shout about science in Scotland.
We also know various cultural partners have STEM underpinning or included in activity they run and we are keen to support and collaborate with partners across all sectors to bring this important message to life.
@AyeForIdeas #AyeForIdeas #STEMStrategyScotland #ScotlandScienceNation
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Evidence: Scottish Elections (Reduction of Voting Age) Bill
Dr Jan Eichhorn University of Edinburgh School of Social and Political Science (Social Policy)
Contact: email@example.com
1. Background to evidence base for this submission
1.1. Political attitudes of young people, in particular those aged below 18 are rarely investigated in a representative way. While some surveys include 16-year olds in general polling efforts, the sample of young people is then usually too small to conduct meaningful analyses. This submission largely draws on data from two survey projects that have been unique in providing a comprehensive, and representative sample of under-18 year olds respondents for surveys of political attitudes in the Scottish and UK context.
1.2. The first project took place in advance of the Scottish independence referendum and was funded by the Economic and Social Research Council (ESRC) under its Future of the UK and Scotland programme. Researchers from the University of Edinburgh's School of Social and Political Science carried out two surveys (with over 1000 respondents each) of 14-17 year olds' political attitudes in Scotland in the referendum context (first in April/May 2013, and again in the same period in 2014). The project provides the only source of this type of data in relation to the referendum. 1
1.3. In the aftermath of the referendum a substantial process of change in the constitutional setup of Scotland, but also other parts of the UK has been taking place. A team from the University of Edinburgh's School of Social and Political Science has been conducting a major research project to investigate both elite and mass attitudes in this process, in Scotland, as well as England, Wales and Northern Ireland. A key instrument was a survey of over 7,400 adults (carried out in February 2015), however in addition, a representative survey of about 800 16-17 year olds was carried out with half in Scotland and half in the rest of the UK to allow for an examination of whether we can see long-run changes in Scotland following the reduction of the voting age in the referendum. The data uniquely allows for a comparison of young people in these age groups in Scotland and the rest of the UK (in a quasi- natural experiment). 2
1.4. While based on this evidence, the content of this submission is the sole interpretation and expression of views of the author.
2. Lowering the voting age to 16 is the right thing to do
2.1. The author welcomes this bill and the reduction of the voting age as well as the efforts made to enable young people to take part in elections from an early stage. As argued in previous research 3 , worries about lowering the voting age could not be verified in the context of the Scottish independence referendum. Under-18 year olds showed similar average levels of political interest as adults, were not simply following their parents' lead (over 40% held a different view on the referendum question than
1 The project team consisted of Dr Jan Eichhorn, Prof Lindsay Paterson (both Social Policy), Prof John MacInnes and Dr Michael Rosie (both Sociology). Details about the methodology and a summary of key results can be found here: https://www.aqmen.ac.uk/referendum/youngpeople
3 For details see: http://politischepartizipation.de/images/downloads/dpart_Eichhorn_16VotingAge_Briefing.pdf
2 The project team consisted of Dr Jan Eichhorn, Dr Daniel Kenealy, Prof Lindsay Paterson, Richard Parry (all Social Policy) and Alexandra Remond (Politics). Details about the project can be found here: http://www.aog.ed.ac.uk/news/last_3_months6/presentations_and_briefings_from_new_research. A detailed briefing about young people will be published in early June. Details on the figures used in this briefing can be obtained from the author in the meantime upon request.
a parent who was also interviewed) and were engaging with a wide range of diverse media and information sources, not simply social media. 4
2.2. However, arguing that lowering the voting age would not do harm, is not sufficient. We also need to be able to demonstrate positive effects on political attitudes and practice, which indeed was the case. Although the referendum was arguably less party-political than normal elections, after the referendum the number of under-18 year olds who did not feel close to any political party declined, suggesting that the relevance of political actors increased after the early enfranchisement experience. 5 Furthermore, we were able to observe more confident attitudes in the understanding of and engagement with politics and crucially, saw the likelihood to vote increase amongst youngest voters (who traditionally were the least likely to take part in any elections). The referendum actually saw 1617 year olds turning out to vote in greater numbers than 18-24 year olds. 6
2.3. As details about all these analyses can be found in the cited publications they will not be replicated here in full to allow for space to focus on the post-referendum context. In summary, the findings have led to the conclusion that earlier voter enfranchisement can have positive effects, when certain conditions are met (in particular through the role of schools, as will be discussed in section 4).
3. Applicability to the post-referendum and General Election context: A lasting effect
3.1. The research from the pre-referendum projects obviously had to be read with some caution. The referendum was a special occasion and several commentators have voiced doubts whether the positive effects would last much beyond the vote on 18 September and in particular would hold for the context of a general election. Our research now shows that indeed, we find a continuation of the positive effects – and particularly strongly pronounced for the youngest age groups.
3.2. Voting likelihood proves to be higher in all age groups in Scotland, with 76% saying they were certain to vote in February, compared to other parts of the UK (on average 65%). However, the difference is distinctively most pronounced for younger age groups. While 63% of 18-19 year olds in Scotland say they were certain to vote in the General Election, only 27% of their English peers say the same. 7 In no other age group is the gap as substantial, suggesting that in particular the youngest age group (who were 16-17 at some point during the two-year referendum campaign) saw a substantial change, implying that there may be more than a general referendum effect, which we would have seen across all age groups with the same magnitude.
3.3. Most crucially, all measures of increased political engagement have outlasted the referendum itself and apply to the general election context, even for the 16-17 year olds in Scotland. Comparing them with their English counterparts we found that 61% say they had talked about "how the UK is governed" with members of their family in the last three months (roughly mid-November to mid-February at the time of the survey), while only 37% of their English peers report the same. The higher level of engagement with political issues applies not just to concerns about Scottish independence, but UK politics more widely. The gap is even more pronounced when asked whether the 16-17 year old respondents had talked with their friends about this in the same time period, with 62% of Scottish respondents answering positively compared to only 35% in England.
3.4. These findings are consistent with research from one of the few countries that has implemented voting at 16 at all elections in 2007 – Austria. Studies have shown an initial boost amongst the newly enfranchised voters in terms of positive political and civic attitudes and voting participation, but also, most crucially, a sustained nature of this effect in the longer run. This lasting effect, however, is strongly attributed to a successful combination of early enfranchisement (which has to be genuine, as young people do not react well to tokenistic, small scale approaches, as demonstrated by a trial study in
4 For details see: https://www.aqmen.ac.uk/node/1706
6
5 For details see: https://www.aqmen.ac.uk/node/1707
referendum-Public-Opinion-survey-ICM-Report-WEBSITE.pdf
For details see:
http://www.electoralcommission.org.uk/__data/assets/pdf_file/0005/179807/Scottish-
7
_Democratic_engagement_and_the_process_of_constitutional_change.pdf
For details see:
http://www.aog.ed.ac.uk/__data/assets/pdf_file/0011/172010/UPDATED_Briefing_-
Norway 8 ) together with substantial changes in the school curriculum that created an explicit space in the classroom for political education and the discussion of politics. 9
4. The crucial role of schools and concerns about political inequality
4.1. Whether politics should and can be discussed in classrooms is a highly contentious issue. Fears about undue politicisation and students being inappropriately influenced by teachers are widespread. However, using our data we were able to show that there was no biasing effect of discussions in the classroom in the context with the referendum leading to school students being more likely to vote yes or no respectively. 10
4.2. Beyond our survey, we engaged with teachers in many different schools through public events we organised as outreach activities for students as well as in a range of schools that invited us to talk to their students. What we found was that teachers discussing the referendum and political issues were incredible cautious and responsible. The vast majority of teachers felt a strong sense of scrutiny and were looking for external support, for example from our team (amongst many other civic society groups and academics). In addition to our direct engagement we developed a set of teaching materials to support classroom activities which were downloaded by several hundreds of schools. 11
4.3. We have demonstrated that young people do not treat information in school uncritically – the function discussions in class have is different to, for example, talking about politics with parents. Classroom political engagement, for example leads to higher levels of political confidence and understanding, discussions with parents do not. 12 School can fulfil certain functions that parents or friends cannot.
4.4. The role of political engagement in the classroom is essential and, given our findings, should be extended in conjunction with the lowered voting age. Importantly, the positive effects we are able to observe are most pronounced for actual discussions of political issues in the classroom. It is not enough to teach a so-called "civics class" in which the electoral system is explained. That has certain benefits, however, the positive effects on young people's political attitudes are most strongly pronounced when they actively discuss political issues (which again, as pointed out above does not result in inappropriate biasing effects).
4.5. Our research in the context of the 2015 General Election shows that those 16 and 17 year olds who had recently (in the last three months) discussed political issues in the classroom were significantly more likely to
[x] Say they would vote, if they were allowed to vote in the election
[x] That how the UK is governed made a difference to their own lives
[x] Say that it made a difference which party got elected
[x] That 16-year olds should be allowed to vote in all elections
[x] Have used a greater number of information sources
[x] Have taken part in a form of non-electoral political participation 13
8 Bergh, J. 2013. Does voting rights affect the political maturity of 16- and 17-year olds? Findings from the 2011 Norwegian voting-age trial. Electoral Studies 32(1): 90-100.
Zeglovits, E. and M. Zandonella. 2013. Political interests of adolescents before and after lowering the voting age: the case of Austria. Journal of Youth Studies 16(8): 1084-1104.
9 Zeglovits, E. and A. Aichholzer. 2014. Are People More Inclined to Vote at 16 than at 18? Evidence for the FirstTime Voting Boost Among 16- to 25-Year-Olds in Austria. Journal of Elections, Public Opinion and Parties 24(3): 351-361.
10
http://politischepartizipation.de/images/downloads/2014.03.04_ScottishReferendum_Key%20Insights_vf.pdf
For details see:
11 For details see: https://www.aqmen.ac.uk/Resources/IndyRef/TeachingMaterials
13 Either writing to an MP, participating in a demonstration, signing a petition or taking part in a boycott
12 For details see: http://politischepartizipation.de/images/downloads/dpart_Eichhorn_16VotingAge_Briefing.pdf
Note: These results originate from regression modelling and include controls for social class and gender, whether they took a civics-style class and whether they had talked about political issues with friends and family.
4.6. No other independent variables were associated with as many positive outcomes. There was a positive effect of students who had taken a civics-style class (such as Modern Studies) irrespective of whether they discussed political issues in class, but it affected fewer outcomes. One was distinct to the discussion in class issue: Those who had taken a civics-style class (mandatorily or by choice) were more likely to say that they did not find politics too complicated to understand. Those who had to take the class also were more likely to have participated in non-electoral forms, but there was no association with any of the other positive outcomes that we observed in 4.5. for active discussions in the classroom. For those who chose to take the class there also were positive associations for the number of information sources used and whether they thought who got elected mattered. But there was no distinguishable positive effect on voting likelihood, whether they thought how the UK was governed mattered to their life and whether 16-year olds should be allowed to vote.
4.7. Talking to members in the family had a positive effect on voting likelihood (if they were allowed to vote), the question on whether they thought it made a difference who got elected, non-electoral participation and information source usage. But there were no associations with the other positive factors outlined in 4.5. and 4.6.
4.8. There are multiple pathways through which positive attitudes towards political participation and engagement more widely are achieved in young people. The family for example, still is a strong provider of the notion that voting is the right thing to do, establishing voting as a positive norm. Having a civicsstyle class (even if it is mandatory) helps to increase factual knowledge and the self-confidence of young people in politics. But neither has as extensive and comprehensive an effect as actively discussing politics in the classroom. When we cannot observe the negative effects feared, but do observe the many positive effects outlined, we need to conclude that discussing politics in the classroom setting should become part of every school student's experience.
4.9. These findings have an important implication: If the voting age is lowered in Scotland, people will engage at an earlier stage in their life with the political process. The evidence cited above suggests that this earlier political socialisation may have positive long term effects on political engagement in these new generations and the positive effects described are amplified substantially by certain mechanisms in schools. If a school student then does not get the chance to experience i. civics-style education and, more importantly, ii. a qualified space to discuss politics (the classroom), they are at a disadvantage to other students in terms of political socialisation and knowledge.
4.10. Interestingly, our findings show that differences by social class in political and civic attitudes/practices of interest, cited above, are small. Existing stratification patterns we can observe for adults are not fully replicated for young people at this age. However, differential access to i. political education and ii. the safe and meaningful space for political discussions that the classroom can provide in a qualified way, may result in new inequalities.
4.11. This is worrying in the Scottish context considering the referendum experience. The approach schools were allowed to take varied greatly by local authority. While some prohibited any engagement with the referendum in the classroom at all, in particular in the final phase of the campaigns, others permitted discussions, but only about the system itself, not the actual issues. Some authorities allowed for external guests to be invited, but only if they were non-partisan, while others allowed guests to be invited, even if they were partisan, as long as a balance of views was presented. Young people were exposed to a postcode lottery of access to political education.
4.12. Based on our findings, those who did not get to discuss political issues in the classroom lost out. They have a lag compared to peers whose political socialisation, knowledge, confidence and engagement have increased more speedily. If this is allowed to continue, the lowering of the voting age to 16 will ultimately result in an increased stratification in politically better educated and equipped young voters in some places compared to others who do not get the same experience.
4.13. If higher political participation and stronger civic attitudes in young people are deemed desirable, an equity principle for Scotland has to imply that all young people should get the same level of support in reaching these goals to avoid new forms of stratification. If this goal applies to Scotland a decision has to be made that schools should not only be allowed to discuss political issues in the classroom, but have to create space for students to do so. Crucially, this cannot be constrained to only Modern Studies, as not all schools offer it, and it cannot be taken as equivalent to saying that young people need to simply learn about the functioning of politics. In order for this lowering of the voting age to have the desired effects, it requires a policy change that would see all young people in schools being given the chance to have discussions about political issues in the classroom with the moderation of a teacher.
4.14. Obviously, there should be support for teachers in providing materials for this purpose. A lot is already available, from a variety of organisations, such as universities (including our own materials), bodies like Education Scotland, and professional networks, such as the Modern Studies Teachers Association or the Five Nations Network.
5. More than a referendum effect: Validity beyond Scotland
5.1. Some critical observers may argue that the conclusions drawn above do not have general validity as all we are observing are still particular post-referendum effects that will soon disappear. That is not true however. As mentioned above, when we asked about discussions in school, with family or friends or the use of information sources in the project focussed on the General Election, we asked about the period from mid-November to mid-February (with some variation depending on the exact interview date of course). Thus, first of all, the questions are asking about a post-referendum context.
5.2. However, more crucially, the modelling of which factors influence 16-17 year olds positively applies not just for a Scottish context, but across the UK. If we were seeing a referendum-only pattern, we would not be finding the relationships described in section 4 for respondents in the UK-wide sample (in which we of course control for whether a respondent is Scottish or from elsewhere). So crucially, our findings are applicable across the UK – and then conversely imply that the essence of the findings for Scotland is generalizable beyond the referendum context.
5.3. If the patterns of what can influence young people's political and civic attitudes and behaviour positively apply across the UK, one might ask why we then find greater levels of expressed hypothetical likelihood to vote amongst young Scots with 67% of 16-17 year old Scots saying they would be very or fairly certain 14 to vote in the General Election if allowed to, compared to only 39% of their counterparts in the rest of the UK. The reason of course is that the level of positive influences, such as discussions with parents and friends (see 3.3.) are substantially higher in Scotland. This includes the likelihood to have discussed politics in class with 67% of 16-17 year old Scots saying they did that in the last three months, compared to 57% in the rest of the UK.
5.4. So we can observe a referendum effect in Scotland in terms of heightened levels of influencing factors being prevalent at the moment. But the mechanisms that actually lead to greater civic engagement and more positive civic attitudes in young people are generalizable and transferrable beyond the referendum. This means they require attention and a strong role of schools (amongst other avenues of course) in order to avoid the otherwise likely development of substantial inequalities in political knowledge, confidence and ability described in section 4.
14 Ranking their hypothetical likelihood to vote as 9 or 10 on an 11-point scale ranging from 0 to 10.
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United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
Summary of Responses
Easy Read
About
The Scottish Government had a consultation on their plan for the work of the United Nations Convention on the Rights of Persons with Disabilities. This is also called the UNCRPD.
Disabled people took part in the consultation on the plan. Events were held by Disabled People's Organisations (DPOs) and Independent Living in Scotland (ILiS).
This is a summary of what we were told at the events.
A summary is something that tells you about the main points.
Most people agreed with parts of the plan and some people disagreed with parts of the plan.
A list of the main points of the discussions are listed underneath.
Main Points
- People want the Scottish Government to get more involved with disabled people and Disabled People's Organisations.
- The Scottish Government also want to engage more with people. But people thought that the Scottish Government had not planned enough engagement with other people and they could do more.
- People want more inclusive communication. People want more than just braille or British Sign Language or Easy Read.
- People thought the deadlines were not clear and should be set.
- Some parts of the plan were focussed at certain things. Examples were internet safety for children or violence against disabled women and girls. Other parts of the plan were focussed on towns or rural areas. Some examples of these were transport in the countryside or a para sports centre in Inverclyde. People wanted the plan to cover all disabled people everywhere in Scotland and not to exclude anyone.
- People thought that the plan was mostly around physical barriers. People thought that attitudes and stigma of other people should be dealt with as these are bigger barriers than physical ones.
- People want all government departments and organisations to work together to make the plan work.
- People thought that all the links between UN treaties had to be made as many of the government's plans were linked. Some examples were access to transport or accessible housing.
- People want services to support them and look after their needs. People want to be treated with dignity and respect.
- All staff should be trained on disability and equality awareness.
- Employers should also get training on disability and equality to help them gain confidence in employing disabled people.
- Disabled people are not all the same. Some have other barriers too. Some examples of this are skin colour or religion or sexuality.
- Some people thought that human rights should be an important part of the plan.
- Discussion took place about the model of disability that it used in the plan. The plan used the social model of disability. Some people were confused about the wording because it sounded like the medical model. Other people did not like social or medical model and wanted other models to be used.
- People spoke about how records could be kept to make sure the plan is working as it is supposed to.
- People discussed how unhappy they were about the lack of support given to disabled
people in everyday situations. This was everything from access to health and social care to access to work.
Gaps
People were concerned that the plan did not look at some other disabilities or problems disabled people may have.
These are on the list below.
- The plan did not do enough to help people with mental health or hidden disabilities.
- The plan did not do enough to help vulnerable disabled children and young people. People thought that dealing with problems that they have at a young age might help them when they are older.
- The plan did very little to improve education available for both disabled adults and children. Some people thought that children should be taught disability awareness at school. This might stop discrimination against disabled people.
- Some people thought that there was not enough focus on the joining up of social care and health care. Some people thought that health would be the most important part of the 2 services and social care would be less important. People thought that services given by social care would be affected. This could mean less importance is given to support from social care that disabled people get to live independent lives.
- The plan did not do enough to improve transition services for disabled children and adults. This was most important for vulnerable children.
- The plan should focus more on the right to a social and family life.
- The plan did not do enough to promote social inclusion.
- The plan made no mention to access to civic and political life for disabled people.
- The access to justice section should include civil justice.
Outcomes
Section 2 of the plan sets out the 4 Outcomes that the Scottish Government and Disabled People Organisations agreed on to achieve the rights of disabled people.
Disabled people should have equal and inclusive access to the following 4 everyday matters.
Not all of the people who attended the consultation agreed with the outcomes because of the gaps in section 1.
Outcome 1
Disabled people should have equal and inclusive access to everyday needs. Some examples of the everyday needs are listed below.
Transport Housing
Tourism Culture Sport
Most people felt that the commitments in this part of the plan would help.
There was agreement that a disability awareness campaign is needed. This is to raise public awareness of barriers that disabled people face. This was not just physical barriers. It is to include other peoples' attitudes towards disability too.
Some people also spoke about the need for more training about disability and equality.
Some also thought the commitments were not enough.
Outcome 2
Disabled people should get equal and inclusive access to healthcare provision and support for independent living. Disabled people should have control over support for disabled children.
Most people felt that the commitments in this part of the plan would help.
Some people thought that parts of the plan were focussed on people with certain disabilities when it should include all disabled people.
There were some parts of the plan that were focussed on people who worked for the NHS. Some people thought this should be everywhere people worked.
Child Internet Safety plans should include vulnerable adults too.
The learning and development framework for foster carers of disabled children should include all parents and carers of disabled children.
Some parts of the plan for outcome 2 are not clear in what the commitments are.
Some people wondered why only this outcome made mention of children. Some thought that children should be included in other outcomes too.
Outcome 3
Disabled people should get equal and inclusive access to education or work.
Most people felt that the commitments in this part of the plan would help.
Disabled people who are unemployed should get equal and inclusive access to support and the maximum money they are entitled too.
People thought that school leavers should be supported in getting into college or university. Support should also be given to school leavers who are trying to find a job. The Disability Employment Service in Scotland should focus on individual support needs of disabled people get into work.
People were unhappy with the way the Department of Work and Pensions (DWP) deal with benefit claims people make now. People were unhappy with cuts being made to their disability benefits. People wanted the Scottish Government to keep protecting them from benefit cuts made by the UK Government.
People made suggestions for the future Scottish social security system.
Outcome 4
Disabled people should be able to access the justice system without discrimination. Disabled people are also entitled to their personal and private rights being protected.
Most people felt that the commitments in this part of the plan would help.
Most people spoke about hate crime and how people can be educated and made aware of it. Some people thought the public do not know what hate crime is and how it can affect disabled people. Other people thought that disabled people should know how to report hate crime and who to report it to.
Part of the plan was about violence against disabled women and girls. Some people thought that this should include disabled men and boys too.
People spoke about inclusive communication and information being available in accessible formats. They agreed that there was not enough information available in accessible formats.
People also spoke about accessibility of sites and services. Some people said there was too much focus on people who use wheelchairs. Barriers that disabled people who do not use wheelchairs face should also be included in the plan.
Three ways on how the plan can be delivered
Each of the 4 outcomes focus differently on what the plan wants to achieve. Most people thought that there are 3 ways on how the plan can be delivered.
The 3 ways are
1. Disabled people are empowered to participate fully
2. Communication is accessible and inclusive to all
3. Raising awareness of the barriers disabled people have every day.
Comments
Some people thought that the plan could have been easier to read and more user friendly.
Some people thought that more importance should have been made on engaging and listening to disabled people.
The most important points people made were about the lack of focus on some areas. These included social care and mental health.
Conclusion
Most people agreed with parts of the plan but wanted more in it.
These most common comments made were about:
- Engaging with and listening to disabled people
- Raising awareness of barriers faced by disabled people
- Other peoples' bad attitudes towards disability
- Stigma and discrimination disabled people face.
What next?
The Scottish Government want to make sure it is possible to deliver the plan. The Scottish Government want to make the final plan open to the public before the end of the year.
Contact Us
If you would like more information about our work, you can contact:
Email
firstname.lastname@example.org
Telephone
0300 244 4000
18001 + 0300 244 4000 (Text Relay Service)
contactSCOTLAND-BSL (http://contactscotland- bsl.org)
Twitter
@ScotGovEquality
© Crown copyright 2016
This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/opengovernment-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: email@example.com.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at www.gov.scot
Any enquiries regarding this publication should be sent to us at The Scottish Government St Andrew's House Edinburgh EH1 3DG
ISBN: 978-1-78652-566-6 (web only)
Published by The Scottish Government, October 2016
Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS82030 (10/16)
w w w. g o v. s c o t
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[
2.078125
] | 1
| 0
|
| 1.1 | | | Project reference | |
|---|---|---|---|---|
| | | | Number | |
| 1.2 | | | Name of | |
| | | | organisation | |
| 1.3 | | | Lead partner(s) | |
| | | | organisation | |
| 1.4 | | Project title | Project title | Empowering Resource-Poor Rural Communities in |
| | | | | Central Province (Kumena Project) |
| 1.5 | | Reporting period | | From: 01/04/2019 |
| | | | | To: 31/03/2020 |
| | 1.6 | | Reporting year | Year 3 |
| | 1.7 | | Project start date | 01-10-2017 |
| | 1.8 | | Project end date | 31-03-2022 |
| 1.9 | 1.9 | Total project budget* | Total project budget* | |
| 1.10 | | | Total funding from | |
| | | | Scottish | |
| | | | Government* | |
| 1.11 | | Provide a brief description of the project’s aims, highlighting which of the Sustainable Development Goals (SDGs) your project is working towards? (200 words) | Provide a brief | The project is working with 1,082 resource-poor |
| | | | description of the | farming families in three areas of Kabwe, Central |
| | | | project’s aims, | Province, to sustainably increase their household |
| | | | highlighting which of | income and food resources. This is done through the |
| | | | the Sustainable | adoption of Sustainable Organic Agricultural (SOA) |
| | | | Development Goals | practices which increase crop and vegetable yields, |
| | | | (SDGs) your project | and value addition e.g. processing groundnuts into |
| | | | is working towards? | peanut butter and oil. The project will also pilot the use |
| | | | (200 words) | of bio-gas energy for cooking and providing lighting in |
| | | | | 30 homes. |
| | | | | The project focuses on the well-being of women and |
| | | | | girls, and will work to reduce child marriage in the |
| | | | | project sites. This project seeks to contribute to UN |
| | | | | Sustainable Development Goal 1 No Poverty through |
| | | | | agricultural livelihoods development, Goal 2 Zero |
| | | | | hunger through increasing yields and farm levels of |
| | | | | production, Goal 5 Gender Equality through |
| | | | | promoting respect for women’s rights and their full |
| | | | | participation in all project activities, Goal 7 Affordable |
| | | | | and Clean Energy through piloting domestic bio-gas |
| | | | | units, Goal 13 Climate Action through reducing |
| | | | | charcoal making and burning, Goal 15 Life on Land |
| | | | | through promotion of sustainable soil and livestock |
| | | | | husbandry practices, and Goal 17 Partnership for the |
| | | | | Goals through working with Zambian partners. |
2. Project progress and results
Please use this section to give an update on the progress the project has made during this reporting period.
2.1 Provide an update on the progress your project has made over the past 12 months. Use this space to update us on what has gone well and any challenges you have experienced, detailing how you have overcome these. (Max 500 words)
Progress continues to be made towards project objectives, however external factors such as drought and COVID-19 have caused plans to be reviewed, interventions amended and relief measures to be implemented over the reporting period.
Successes:
Households and farmer groups have been very active in adopting SOA principles in Year 3. Kumena farmers participated in agricultural shows, exhibiting organic produce and demonstrated SOA practices such as organic pest control, and compost manure preparation, winning top prizes.
345 kitchen gardens have been successfully established; these households no longer need to buy vegetables, providing some stability in times of crisis.
Gender mainstreaming training proved positive. The number of women in leadership positions increased, ensuring women are involved in decision making at household and community levels. Men and women openly discuss gender issues together and roles previously confined to one gender are being filled by both.
Challenges:
The major challenge has been the severe 2018/2019 drought which caused significant harvest losses for approximately 90% of Kumena farmers. This resulted in household food insecurity causing serious hunger in many project areas, families walking over 10km to access water and poor participation in project activities. Field facilitators also reported an increase in early marriages (based on anecdotal evidence in the communities) as parents sold their daughters into marriage in exchange for food. Crops that did survive the drought were then hit by severe frost in May-June which caused further damage.
An outbreak of Foot and Mouth Disease in April 2019 claimed 60% of Kumena participants' animals. Government efforts to control the disease were unsuccessful. Surviving livestock were subsequently immunised to prevent future losses. COVID-19 has also impacted the project: Government restrictions in March 2020 led to activities involving community gatherings being cancelled. The project team continues to monitor the situation and carry out activities that can be done safely.
28 shallow wells due to be constructed using exchange gains were hampered by the rainy season. The request was approved in October and only four wells in Liteta
could be constructed before the rain began. This activity has been rescheduled for May, COVID-19 restrictions permitting.
Key activities implemented:
- 160 households received maize, beans, soya and salt from October 2019March 2020.
- Sexual and gender-based violence (SGBV) desks have been established in all 8 project areas.
- 60 Farmer Field Days were held focussing on rain-fed crops and gardening.
- 595 goats were vaccinated and distributed to 30 societies for pass-on.
- 8 literacy centres were established with 117 registered students (10M/107F)
- Saving and Internal Lending Communities (SILC) training was provided to 16 groups. In total the groups have saved 15,274 ZMW (£1,320) to date.
- SRUC Soil Analysis Report completed and results shared.
- Mentoring of farmers ongoing through the 64 Study Circles and 71 Farmer Field Schools.
- 851 participants (428F/231M/187youths/5PWD) attended Leadership Training
- 801 participants (370F/279M/143youths/9PWD) attended Entrepreneurship Skills and Finance training
- 846 participants (235M/443F/164youths/4PWD) trained in Disaster management and contingency planning.
2.2 Has the focus or plans for delivery changed significantly during the last year? Please highlight what issues or challenges prompted this change and how you anticipate any changes in focus will impact on the previously agreed outcomes (Max 500 words)
The drought experienced in Zambia during the 2018/2019 season affected approximately 90% of Kumena farmers. They had significant harvest losses which impacted on household food security and resulted in serious hunger in many project areas. Households were forced to scavenge for wild fruits and small rodents to survive, and increased the distance travelled to access (not always clean) water. This resulted in poor attendance at training/project activities and field facilitators reported an increase in early marriages as parents married off daughters in exchange for food.
In light of the challenging context, some project milestones were reduced (approved 22 July 2019) and activities to support the most vulnerable households developed. With Scottish Government approval to utilise exchange gains (9 October 2019), support was provided to 160 households. The following activities were carried out:
- Relief food was provided to 160HH from October to March 2020. Target households received a 25kg bag of mealie meal (maize) and 5kg of beans or 5kg soya and salt each month. The initial target was 190 households but food prices increased meaning only 160 households could be supported.
- Four shallow wells were constructed in Liteta to support communities lacking water for domestic use, gardening and livestock. The new wells have proven a lifeline for the communities. Early rain set in (mid-October) unexpectedly delaying construction of the remaining 24 wells. Construction in other sites is scheduled to
commence ASAP as the 2019/2020 rain was not sufficient for irrigation and household usage in a number of project sites. The wells have been constructed with the support of district water staff, and follow both SPHERE and Government of Zambia's regulations for quality and quantity of water. Local communities contributed bricks and supporting labour. Each well is being managed by a water committee for usage and maintenance.
- Kitchen gardens were introduced to cushion food insecurity for affected households. 345 participants have established their own kitchen gardens, which are easy to manage using waste water from kitchens. In addition, all 30 societies established nurseries from which households have been transplanting to establish their own vegetable gardens.
- Training in disaster management and contingency planning was carried out, resulting in contingency plans being developed for each project site.
The 2019/20 rainy season was better than the previous year in terms of quantity of rainfall received. However, some project sites received insufficient rainfall, and the remaining 24 wells will be constructed in these areas. The prolonged dry spells in these areas have had a negative impact on crops; yields are yet to be determined.
It is anticipated that 132 farmers in Liteta will be affected the most by poor yields, further impacting household food security. Only 2 farmers have irrigation systems. This area, close to Lusaka, is also expected to be impacted by COVID-19 restrictions, and markets and farmer incomes will be affected. Support for these farmers is being reviewed and mitigating actions discussed. The Kumena team continues to closely monitor the COVID-19 situation in Zambia and across all Kumena communities.
2.3 Taking into consideration what you have achieved during the last 12 months, along with any challenges you have experienced, please highlight to us what lessons you have learned, and how these will be applied in the project in the future. (Max 500 words)
A number of lessons have been learned during implementation as detailed below.
It is acknowledged that building partnerships and strengthening collaboration with stakeholders, and other like-minded organisations, is essential to deliver a successful project. The project is collaborating with traditional leaders, NGOs, Civil Society Organisations (CSOs), farmer organisations and the Ministry of Agriculture, at both national and local levels. They complement the project work, and assist in providing relevant information and technical support, which strengthens the messaging and quality of support provided to project participants. This was evident during the community forums held to raise awareness of SOA in the communities, as the invited stakeholders (District Council Secretary, Agricultural Extension Officers, Deputy District Agricultural Officer and District Education Officer) encouraged farmers to embrace the concepts of SOA and practise them for sustainability. Multiple voices delivering the same message improves uptake. Going forward, the project will replicate this.
Scottish Government International Development Programme End-Year Report
The ongoing involvement of traditional leaders in project implementation has been vital in achieving continued support to the project, and has made it easier to work towards achieving targets. Traditional leaders participate in every activity e.g. food distribution, farmer field days, community forums, quarterly community planning.
Knowledge enhancement and skill development led by the farmers themselves has proved extremely valuable. The impact stories of lead farmers and other 'leading' farmers have helped to get farmers on board and start adopting SOA practices, since participants trust and respect the lead farmers and are impressed with the progress made. Furthermore, farmers are impressed to hear from those already practising about reduced input costs when using SOA. More widely, all project participants practising SOA act as examples to those not engaged with the Kumena project, who depend on government inputs which can be costly and unreliable. As a result, 15 households outwith the project have now adopted SOA techniques.
Another lesson has been that farmers appreciate activities that get to them to work together as a team, ensuring they motivate and support each other as a group. Farmers reported that they enjoyed the opportunity to share knowledge at the farmer field schools, farmer field days and within the study circles. Farmers are able to share experiences from their own farms/gardens, which has proven to motivate everyone involved. Platforms for farmers to share their experiences will continue to be developed.
The past three years have demonstrated that involving participants in the planning process is imperative. The project team has been listening to farmers' voices and asking for their engagement in seed procurement, scheduling of meetings/training/events and on areas of capacity building. Field Facilitators hold monthly meetings with Lead Farmers and quarterly meetings with each Society to ensure participants can contribute to the planning processes and share ideas. Participants themselves know when the best time is for different activities, and this in turn helps with attendance. Working in a participatory manner also enhances community ownership.
3. Partnerships and collaboration
This section allows you to discuss how partnership working is progressing on the project, as well as wider collaboration and sharing of learning.
3.1
Provide an update on how partnership working has gone in the past 12 months. Let us know about any highlights, challenges or changes to roles and responsibilities. (Max 350 words)
Partnership between the implementing partners has been productive, with Caritas Zambia providing comprehensive support to Caritas Kabwe, and Caritas Kabwe's capacity ever increasing. The Caritas Zambia Programme Specialist and Head of Finance and Administration have continued to carry out visits to provide technical support.
3.2
Scottish Government International Development Programme
End-Year Report
During the reporting period, SCIAF, Caritas Zambia and Caritas Kabwe have been working closely on project implementation, reviewing the impact of the drought in the Kumena project communities, and revising the project where necessary. All partners worked together to develop appropriate responses for the most vulnerable households in the communities within the available resources.
In May 2019, the SCIAF Programme Manager (PM) and Programme Officer (PO) changed. The former PO continued to provide support to the new programme team, which was valuable in reviewing the impact of the drought and establishing an action plan. The former PO travelled to Zambia with the new programme team in August 2019 to provide insight, overview and fully hand over the project. The new PO has been working closely with Caritas Zambia and Caritas Kabwe since May 2019, holding regular calls to discuss progress, changes in context and resolve any challenges being faced.
In December 2019, SCIAF held a meeting with Dr Paul Hargreaves from the SRUC, to review the Soil Analysis Report and his recommendations. Based on the results of the analysis, a plan has been established and dates for further testing have tentatively been agreed. Further testing will take place in the final year of the project.
Have any Scotland-based staff visited the project in the past 12 months? Give details including key activities and outputs of these visits.
As mentioned above, a SCIAF programme team field visit took place in August 2019. The participants were as follows:
Mark Adams, SCIAF Programme Manager for Zambia Aisling Gallacher, SCIAF Programme Officer for Zambia Stephen Martin, Former SCIAF Programme Officer for Zambia Geraldine Hill, SCIAF Advocacy Manager Sarah Freeman, SCIAF Advocacy Officer
The purpose of the visit was to hand over the project to the new programme team, review project progress, monitor the implementation of the Kumena project, review organisational and financial procedures at Caritas Kabwe, and assess the impact of the drought on the project participants. Stephen Martin, the former SCIAF Programme Officer for Zambia also held a session for the Kumena project staff on the findings of the SRUC soil analysis and detailed the on-farm follow-up work required.
The SCIAF Advocacy Manager and Officer held a workshop with the Caritas Kabwe staff, taking them through SCIAF's advocacy strategy manual, and supported them to identify the primary advocacy objective (combatting deforestation) of the communities they are working with. Advice, insights and
Scottish Government International Development Programme End-Year Report
tools on how to advocate were shared with Caritas Kabwe. This advocacy support is ongoing and complements the work of the Kumena project.
The Zambia Programme Officer reviewed the progress of the Kumena project against SCIAF RAG criteria; the project was scored green on SCIAF's "traffic lights" monitoring system, with an acknowledgement that this status will be subject to the impact of the drought and the performance of the 2019/2020 rainy season. The financial systems of Caritas Kabwe were reviewed using SCIAF's Partner Finance Questionnaire. This focused on compliance against grant conditions, financial procedures and tracked expenditure. Project expenditure was as planned and in line with the latest financial report, and there were no issues of concern. The activity plan for the remainder of 2019 was reviewed. Caritas Zambia requested that some flexibility be applied due to the hunger levels project participants were experiencing as food sources had run out.
The actions from the trip were as follows:
- Develop exchange gain request for emergency response, submit to the Scottish Government.
- Review capacity building requests and develop an action plan to provide support.
- Develop an advocacy activity schedule, budget and timetable.
[REDACTED], the Zambia and Rwanda Development Programme Manager from the Scottish Government, also visited the project sites in Kabwe on 20 October 2019. The trip focused on visiting project sites, assessing project progress and witnessing interventions and initiatives. He also observed the impact of the 2018/2019 drought on the livelihoods of the communities.
A further field visit had been planned for the SCIAF Programme Officer in March 2020 but was cancelled due to COVID-19.
| Date of visit | | Key achievements / outputs | Follow-up actions |
|---|---|---|---|
| | | of visit | |
| | 19/08/2019 to 23/08/2019 | Collective review of the | Programme team to |
| | | progress of the project, | assess and advise on |
| | | challenges and further | emergency response. |
| | Mark Adams | insights on the areas | Submit request to SG |
| | SCIAF Programme Manager | affected by the drought | to use exchange |
| | | from the 2018/2019 | gains for the |
| | Aisling Gallacher | farming season. | emergency response. |
| | SCIAF Programme Officer | Partner Finance | Follow up on |
| | | Questionnaire completed. | advocacy project and |
| | Stephen Martin | Review of assets, financial | finalise project |
| | SCIAF Programme Officer | documentation, vehicle | activities, budget and |
| | | logbooks etc. All up-to- | timetable. |
| | Geraldine Hill | date and in order. | |
Scottish Government International Development Programme End-Year Report
| SCIAF Advocacy Manager Sarah Freeman SCIAF Advocacy Officer | | | Plan developed for | Arrange financial |
|---|---|---|---|---|
| | | | underspend and | training for the |
| | | | emergency response | partners’ non-finance |
| | | | priority activities identified. | managers. |
| | | | Handover completed for | Develop capacity |
| | | | the Programme Officers. | building project for all |
| | | | Advocacy strategy drafted | Zambia partners. |
| | | | and action plan agreed. | |
| 20 October 2019 [REDACTED] Zambia and Rwanda Development Programme Manager Scottish Government | | | Project progress, | Need for constant |
| | | | interventions and initiatives | communication on the |
| | | | shared, and also the | progress of the project |
| | | | impact of the 2018/2019 | and accumulated |
| | | | drought on the livelihoods | impacts of the |
| | | | of the communities | 2018/2019 drought. |
| | | | appreciated. | |
| | 15/3/20-18/3/20 | | Field trip postponed due to COVID-19. Visit to be | |
| | Aisling Gallacher | | rescheduled for later in the year when travel is permitted. | |
| | SCIAF Programme Officer | | | |
| 3.3 | 3.3 | Please tell us about any dissemination and learning throughout this reporting | | |
| | | period. How have you promoted effective learning across the project? Please | | |
| | | explain what processes you have used both internally and externally to share | | |
| | | learning from the project so far, and how this learning is being used. (Max 500 | | |
| | | words) | | |
| | | The Kumena project participated in a number of learning and dissemination | | |
| | | opportunities in Year 3. | | |
| | | Three project participants and two staff members attended two field days | | |
| | | organised by Kasisi Agricultural Training Centre (KATC) where they learned | | |
| | | how to establish and manage kitchen gardens. Following the training, all project | | |
| | | staff were then trained and shared their learning with project participants. This | | |
| | | was highly successful as 345 farmers (32% of participants) have since adopted | | |
| | | and are benefiting from the kitchen garden concept. | | |
| | | Three farmers (2F/1M) participated in the National Seed and Food Festival, | | |
| | | gaining knowledge on the importance of local foods, and seed | | |
| | | multiplication/preservation. Knowledge gained was disseminated to other | | |
| | | participants and supported training on indigenous seed management and | | |
| | | establishment of community seed banks provided by Kumena project staff and | | |
| | | Society leaders. | | |
| | | Due to the drought experienced by project participants, Caritas Kabwe | | |
| | | organised a learning session on simple water harvesting techniques in Kapiri, | | |
| | | Mposhi District. Farmers visited different sites in the district practising water | | |
| | | harvesting technology and learned how best to apply on-farm and off-farm | | |
3.4
Scottish Government International Development Programme
End-Year Report
simple technology in the communities. Farmers will be supported to implement their learning in Year 4.
Caritas Zambia and Caritas Kabwe held three networking and collaboration meetings with stakeholders including PELUM, ZAAB, OXFAM, Action Aid, KATC and government departments. These focused on SOA, showcasing the Kumena project, and developed policy position papers to enhance wider adoption of SOA. The meetings focused on the following:
i. Consultative meeting with the government Climate Change Department to review progress on implementation of the climate change policy and lobby for inclusion of agroecology in the national priorities and Nationally Determined Contributions (NDCs).
ii. Meeting with Ministry of Agriculture and Seed Control and Certification Institute (SCCI) on seed legislation in the agriculture sector.
iii. A national symposium with stakeholders from the agroecology seed sector and academia, to share various papers and best practices.
An engagement meeting took place (July 2019) with the Parliamentary Committee on Agriculture, Land and Natural Resources and Education, Science and Technology to discuss the current review of the Biosafety and Biotechnology Policy and its impact on the agriculture sector and farmers' rights.
The Tukutane group of Scottish Government funded Zambia partners, formed to share learning and collaborate on advocacy, was due to meet in March 2020. This was cancelled due to COVID-19. An exchange visit to learn from the Scottish Government funded ZYCALA project was also postponed. Both will be rescheduled.
In August 2019, SCIAF held a partner workshop for its seven Zambia partners, an opportunity for all partners to come together to showcase the work they have been undertaking, discuss priorities for the next five years and share learning and challenges experienced. The workshop highlighted commonalities across the projects and was valuable in highlighting where they could collaborate over the next five-year period. Since most partners focus on delivering Sustainable Organic Agriculture projects, the Kumena project was able to disseminate lessons learned, as well as gain from the experience of the other partners.
Has the project completed a mid-term project evaluation in the past 12 months (or is one planned for the next 12 months)? Please provide detail of the outcome of the evaluation. (Max 500 words)
A mid-term project evaluation was planned for the period under review. However, it could not take place due the accumulated effects of the drought from the 2018/2019 season, which resulted in the introduction of new emergency response activities.
The mid-term project evaluation is being planned for the second quarter of Year 4; timing will be confirmed when COVID-19 restrictions in Zambia have been lifted.
| 3.5 | With reference to Q39a & 39b in your original application form, please |
|---|---|
| | highlight how you are maintaining an awareness of others working in this |
| | region, giving details of collaboration, joint working or partnerships with others. |
| | (Max 500 words) |
| | The project has been working to implement project activities with the support of |
| | existing government structures, specifically the Ministry of Agriculture, Ministry |
| | of Livestock and Fisheries, and local Camp officers. They have been supportive |
| | in providing technical expertise, especially for activities focusing on agricultural |
| | production and livestock rearing. The support has mostly been during field days |
| | where district officials share information with farmers on agricultural innovations |
| | and best practice. The district officials have been valuable in providing advice |
| | on prevention and response to outbreaks of diseases and pests affecting crops |
| | and livestock. These stakeholders have also been supportive in ensuring that |
| | appropriate knowledge and innovations are being implemented by the Kumena |
| | project in order to obtain best results with regard to sustainable production. |
| | The project has also been networking with other organisations working in the |
| | project sites including One-Acre Fund, Plan International, and a World Vision |
| | Conservation farming unit by collaborating and holding joint engagements on |
| | community activities that aim to achieve similar objectives. The purpose of this |
| | networking is to ensure that participants involved in the different projects |
| | interact to share ideas, challenges and lessons learned in agriculture and |
| | livelihoods activities. One lesson learned from the networking is that different |
| | agriculture projects complement each other when it comes to contributing to |
| | rural development within a community. |
| | Over the past 12 months, SCIAF has had numerous discussions with Gaia |
| | Education to share learning and challenges experienced with each |
| | organisation’s Scottish Government Zambia project and the Zambian drought. |
| | This resulted in arranging an exchange visit to the ZYCALA Project in Serenje |
| | for March 2020. Although unfortunately this was cancelled due to COVID-19, |
| | it would have allowed the Kumena team to see good examples of value |
| | addition and marketing. The visit will be rescheduled for Year 4. |
| | The Tukutane Group unfortunately did not meet in Year 3. SCIAF and Gaia |
| | Education worked to re-establish the group with support from Caritas Kabwe |
| | and WWF Zambia. A meeting scheduled for all members in March 2020 was |
| | also postponed due to COVID-19 but will be rescheduled. |
| | As mentioned in Section 3.3, Caritas Zambia and Caritas Kabwe have held |
| | networking and collaboration meetings with various stakeholders that include, |
| | among others, PELUM, ZAAB, OXFAM, KATC and government departments, |
| | in order to lobby and push for the adoption of agroecology through SOA. |
Scottish Government International Development Programme End-Year Report
| 4. Safeguarding and fraud Please ensure you complete questions 4.1 and 4.2 even if you have no incidents to report. | | | | |
|---|---|---|---|---|
| 4.1 | Have there been any safeguarding incidents, either relating to staff/volunteers or beneficiaries of the Grant or the Project, in the last 12 months? | | | |
| | The project has not recorded any safeguarding incidents. | | | |
| 4.2 | Have these incidents reported at 4.1 been reported to relevant authorities, and if | | | |
| | so, to whom? | | | |
| | N/A | | | |
| 4.3 | Describe what action has been taken, and highlight any lessons learned. | | | |
| | N/A | | | |
| 4.4 | Have there been any incidents in the last 12 months of financial | | | |
| | mismanagement, theft, fraud etc, either relating to the Grant or the Project or | | | |
| | which affects the organisation? | | | |
| | The project has not had any incidents of financial mismanagement, theft of fraud. | | | |
| 4.5 | Have these incidents reported at 4.1 been reported to relevant authorities, and if | | | |
| | so, to whom? | | | |
| | N/A | | | |
| 4.6 | Describe what action has been taken, and highlight any lessons learned. | | | |
| | N/A | | | |
| 5. Risk assessment | | | | |
| 5.1 | Have any issues materialised during this reporting period? If so, how were they | | | |
| | addressed? | | | |
| | Please refer to risk assessment provided at application stage. | | | |
| | | Risk | Action taken | Was this included in |
| | | | | the Risk Assessment |
| | | | | Table in your |
Scottish Government International Development Programme End-Year Report
| Good rainfall accumulation & frequency | Poor rainfall | Poor rainfall in 2018/19 rainy |
|---|---|---|
| | total and | season, all harvests impacted. |
| | intermittent | Project targets reduced, |
| | rainfall | approved by Scottish |
| | patterns | Government. |
| | | Additional funds approved to |
| | | provide food rations to those |
| | | most vulnerable, wells |
| | | constructed and kitchen |
| | | gardens introduced. |
| | | Contingency plans developed |
| | | in each community. |
| | | Farmers supported to establish |
| | | kitchen gardens to grow |
| | | vegetables, utilising kitchen |
| | | waste water. |
| | | Liteta received poor rainfall in |
| | | the 2019/2020 rainy season, |
| | | kitchen garden support and |
| | | shallow well construction will |
| | | continue in this area. |
| There is no incidence of Foot and Mouth Disease in project area | Outbreak of | There was an outbreak of FMD |
| | Foot and | in the project areas. A number |
| | Mouth | of purchased animals were not |
| | | distributed at the time and |
| | | were held at the breeder’s farm |
| | | until the all clear was given, to |
| | | reduce deaths. Subsequent |
| | | livestock have been |
| | | immunised. |
| | US$ | Exchange gains kept aside. |
| | exchange rate | Request approved by Scottish |
| | changes | Government to utilise |
| | affecting | approximately 50% of gains as |
| | Zambian | at the end of Year 2. 50% |
| | Kwacha | retained as precautionary |
| | | Further gains have accrued | |
|---|---|---|---|
| | | from Year 3 funds. | |
| | | The timing of funds sent | |
| | | internationally will take into | |
| | | account the increased | |
| | | exchange rate volatility due to | |
| | | COVID-19. | |
| The project is implemented as planned | COVID-19 | Continue to regularly review | |
| | stops | the government advice and | |
| | activities from | updates within the UK and | Please find further |
| | being | Zambia. | detail in Annex 1 |
| | implemented | | |
| | | If confirmed cases arise within | |
| | due to | | |
| | | the project area, planned | |
| | enforcement | | |
| | | activities will be reviewed and | |
| | of government | | |
| | | may be suspended to limit the | |
| | restrictions | | |
| | | spread of the virus. Continue to | |
| | and negatively | | |
| | | implement activities that can | |
| | impacts on | | |
| | | be carried out safely. | |
| | food security | | |
| | and | | |
| | agricultural | | |
| | food systems | | |
6. Inclusion & accountability
With reference to question 38 in section E of your original application and thinking specifically about the past 12 months, please use this section to tell us how you are mainstreaming through your project, ensuring that you are aware of and actively working to reach vulnerable and marginalised groups.
6.2
Scottish Government International Development Programme
End-Year Report
reinforced the value for her community of practising SOA, which remains the best option for SSFs facing climatic shocks.
Participants are encouraged to engage in planning project activities through their Lead Farmers. Questions/ideas/concerns are raised by the Lead Farmer at monthly meetings with Field Facilitators. Participants are key to developing the activity schedule and are fully encouraged to participate in this process with their Lead Farmers and designated Field Facilitators.
Participants also engage in project monitoring and evaluation, and received training to do this effectively. Society leaders have monitoring tools they use with their members to capture key information, which is then shared with Field Facilitators. Field Facilitators meet the Societies on a quarterly basis and with each Lead Farmer on a monthly basis. This offers a platform for participants to review the work undertaken, and give feedback/comments or ask questions. Farmers are also encouraged to ask questions within their Study Circles and to raise concerns as they arise.
The Field Facilitators also hold regular community meetings with participants. These serve as a platform for them to give feedback on the project's progress or any other issues pertaining to participation or project implementation.
Additionally, the Project Coordinator and Agricultural Officer interact with participants in focus group discussions on a quarterly basis. This is carried out to get more feedback regarding general project implementation and monitoring by field staff. These approaches have been very useful in decision making and resolving problems which have arisen.
Do you have an awareness of particularly vulnerable or marginalised groups within the community in which your project is working? Please give details on how you are disaggregating data to recognise these groups across the project. (Max 350 words)
When the project began, a criterion for vulnerable groups was developed with the communities; this focused on physical, social and economic components. Since then, the Kumena project has been committed to supporting vulnerable individuals to participate in all aspects of the project, particularly People with Disabilities (PWD) and female-headed households. This project is currently supporting 32 PWD to engage in the activities implemented, and the monitoring and evaluation of the project. Adjustments are made to all activities to ensure they are accessible to all. This includes locations and timings of trainings e.g. accessible sites are selected for training and time set which permits time to travel, and carry out other duties in the household.
Data on participation is collected by Lead Farmers, Society Leaders and Field Facilitators through their monitoring tools. In each tool there is a column to collate information on the agreed vulnerable groups, which helps to track their participation in each activity carried out. Furthermore, all data gathered is disaggregated by gender.
6.3
6.4
Scottish Government International Development Programme
End-Year Report
The performance of women, youths and PWD is tracked and monitored by project staff. This information is collected separately in order to ensure that the project is able to assess how the project is impacting these groups and how individuals are being empowered by the project. This is done through observations, discussions with individuals and focus group discussions. One-toone mentoring with Field Facilitators allows additional information to be gathered.
In addition, all training sessions are conducted in a way that is sensitive to the needs of the vulnerable groups, ensuring that they also benefit from the project. As mentioned above, locations and timings are carefully considered to allow full participation, and Field Facilitators and Lead Farmers have been informed of how to ensure they are inclusive and to support vulnerable individuals to fully participate.
How is your project working to actively meet the needs of these vulnerable and marginalised groups, ensuring they are benefiting from the project? Please outline any mechanisms you are using. (Max 350 words)
The Kumena project targets households, as opposed to individuals, so that all household members participate in the project activities, which in turn benefits those who are identified as vulnerable within the household. In addition, households of people with disabilities have been deliberately targeted by the project. All project activities are carried out in a way that includes vulnerable and marginalised groups so they are not left out or disadvantaged. All necessary spaces are made accessible and comfortable so people with disabilities can fully participate. Sites for training and demonstrations are carefully selected to ensure they are accessible for PWD. As detailed above, times of training are also carefully selected to ensure participation of people with disabilities and female-headed households.
People with disabilities and female-headed households are represented in all meetings, training and community activities. They are encouraged by the project team to engage fully with the project, to share their views and opinions, and raise concerns they may have. This can be done at group meetings or privately through their Field Facilitator. The Field Facilitators provide more support to vulnerable and marginalised individuals on a regular basis to ensure they are not left behind, and are supported to carry out different activities. In addition, the Field Facilitators carry out activities in a participatory manner so vulnerable and marginalised groups have the opportunity to join in. The one-to-one work with the Field Facilitators allows vulnerable individuals to ask questions and raise any concerns they may have confidentially, which the team them works to address.
The project has not been collecting data on people living with HIV and AIDS, as it did not want to ask people to disclose their status. The project team want to support PLWHA to fully participate in the project and receive the support they require, so are discussing how this could be introduced in a sensitive and confidential way.
Taking into consideration some of the challenges of mainstreaming, please describe any challenges you have faced in reaching vulnerable and marginalised
groups, how you have overcome these or plans you have developed to support inclusion on the project. (Max 350 words)
Two challenges the project has faced, in relation to people with disabilities in particular, is a lack of confidence and stigmatisation within communities. This makes individuals with disabilities instinctively shy away from meetings and trainings. The project team were aware of these challenges and, at the beginning of Year 2, began to mainstream issues related to disability in all of the training provided and worked to create positive attitudes within the communities towards individuals living with disabilities.
Positive messaging on disability has been shared at the community level by the Field Facilitators, Traditional Leaders, Parish Priests, Lead Farmers and Society Leaders.
This approach has proved to be successful, as people with disabilities' self-esteem and confidence have improved. Stigmatisation of people with disabilities within the communities has reduced; communities now embrace the challenges they face and support them to resolve them.
Positive messaging on HIV and AIDS would also prove valuable for people living with HIV and AIDS within the target areas. This has not been incorporated into the project as yet, but is part of the wider thinking around supporting people with HIV and AIDS to fully engage with the project.
The increase in the number of Lead Farmers has also enhanced the support provided to vulnerable and marginalised groups. Previously, participants had to, on occasion, travel quite long distances for training which could be very challenging and could restrict their opportunity to participate. The increase in Lead Farmers now offers vulnerable individuals training which is closer to their homesteads, more one-to-one time and enhanced support to carry out activities and learning. Lead Farmers now support 18 farmers as opposed to 26 each.
7. Financial information
This section will be reviewed alongside your budget report, which should be included alongside your narrative and logframe. Please ensure this spreadsheet is completed with both a detailed breakdown of expenditure for this financial year, along with your projected spend for the next financial year.
Please note carry-over of funds to the next financial year should have been agreed with the Scottish Government by January 31 st of the current financial year.
7.1 With reference to your budget spreadsheet, please give a detailed explanation of any variances between planned and actual expenditure, including reasons for the variances and whether these are as a result of timing issues, price achieved, quantity etc. If these are temporary variances, please outline plans for expenditure. (Max 500 words)
Total Scottish Government funds available for Year 3 were the grant amount agreed at the start of the year of £311,003 plus exchange gains of £34,164. Scottish Government approval was given on 9 October 2019 for the exceptional use of exchange gain to fund drought response activities.
Actual spend to 31 March 2020 was £237,925. Significant exchange gain of £80,829 resulted from an actual exchange rate of 15.89 ZMK to GBP compared to the budgeted rate of 11.50. Exchange gain funds are held by Caritas Zambia in a separate Kwacha bank account.
In addition, the completion of the following activities were delayed. It is proposed that the spend be carried forward to Year 4:
- International Travel £1,538 – SCIAF PO's visit in March 2020 was postponed due to COVID-19.
- Analysis of soil data (SRUC) £1,975 – soil testing cost less than anticipated. Funds to be ring-fenced for future work with SRUC, plan developed.
- Digging 28 shallow wells £10,256 – activity is part of the drought response but had to be halted due to rain. Activity to be completed in Year 4 in Liteta as rainfall was not sufficient to ease drought conditions.
- Conduct mid-term review £1,609 – delayed from Year 2 due to impact of drought on workload.
- Training in biogas production £1,913 – training delayed to Year 4 when units are due to be purchased.
Permission was given by the Scottish Government on 4 November 2019 to bring forward the interim external audit as part of the response to allegations of financial irregularities received from an anonymous source. The audit was completed in April 2020; neither the audit nor the other investigations carried out by SCIAF found any grounds for the allegations. The overspend of £2,020 relates to the first instalment of the audit fee, the balance having been paid in April 2020.
The remaining underspend relates to:
- Caritas Kabwe Agricultural PO (£4,016), Field Facilitators (£1,551) and Driver (£529). Caritas Zambia Programme Specialist (£624). Current organisational pay scales are less than the budgeted amounts.
- Activities disrupted by the introduction of Zambian Government COVID-19 restrictions in March 2020: Engage the Parliamentary Committee on Agriculture on SOA (£741 under); Monitoring of activities on women's empowerment (£685 under); Trainings in marketing (£833 under); Facilitate short trainings relevant to the project (£645 under); Track and gauge the performance of female and youth participants (£679 under). Funds are available in year 4 to complete these activities.
Scottish Government International Development Programme End-Year Report
| | | There continue to be some small overspends in relation to Caritas Kabwe office |
|---|---|---|
| | | costs and vehicle maintenance. This reflects the difficulty in establishing budgets |
| | | for these new operations. |
| | | Projected spend for Year 4 includes reprofiling requests to: increase running |
| | | costs for the Caritas Kabwe office (cleaning and internet); increase vehicle |
| | | running costs and subsistence for field staff; fund dissemination documentary |
| | | (Output 1) and Quarterly programme and financial reviews (M&E&L). These are |
| | | in line with reprofiling approvals in previous years. Implementation costs have |
| | | also been reduced where activities have already been carried out early. |
| 7.2 | | Please give details of any capital expenditure in this reporting period. (Max 350 |
| | | words) |
| | | There was no capital expenditure in this reporting period. |
| 7.3 | | Please explain how you have worked to ensure cost effectiveness on the project |
| | | in the past 12 months, whilst maintaining the quality of delivery. (Max 350 words) |
| | | Strict ring-fencing of exchange gains allowed the project to undertake specific |
| | | interventions to alleviate the impact of the drought conditions experienced in this |
| | | reporting period. This has necessitated careful management of wage inflation |
| | | and other price pressure increases to ensure that these funds could remain |
| | | intact. |
| | | The project employs local staff, avoiding the expense of expatriate field staff |
| | | salaries. It also makes use of existing church structures. |
| | | Efforts continue to be made to seek economies in relation to the cost of providing |
| | | technical, mentoring and monitoring support to the communities. Where possible, |
| | | these activities have been undertaken by staff when they are already visiting to |
| | | conduct training activities. |
| | | Robust procurement procedures are in place with formal quotes being obtained |
| | | for all major purchases and decisions taken by the procurement committee taking |
| | | into account both cost and quality. |
| | | Engagement with other local actors is ongoing, ensuring that duplication is |
| | | avoided and that the project activities are integrated with existing government |
| | | strategies. |
| | 8. Any other information | |
| | Use this section to tell us any other relevant information regarding your project. (Max 500 | |
| | words) | |
Drought
During the 2017/2018 rainy season, Zambia experienced prolonged dry spells, meaning farmers entered the 2018/19 season with limited stocks and assets. The 2018/2019 rainy season was drier, severely affecting Kizito and Liteta project areas, which respectively experienced 4 and 3 days of light rainfall (<9.54mm) over 60 days (January-March 2019). The average is usually 68-75 days. The drought significantly impacted Southern and Western Zambia, adversely affecting livelihoods in the target communities and resulted in serious food and water shortages. In August 2019, Michael Njuvu and Wilson Mbuzi from Simoni village told SCIAF staff that they were consuming three meals a week due to poor harvests. Their meal consumption dropped further as food reserves reduced. By the end of September, Field Facilitators were reporting that most households could no longer afford daily meals, with many consuming only three meals a week and surviving on small rodents and wild fruits.
The food relief activity, approved by the Scottish Government to utilise exchange rate gains, reached out to 160 households providing a lifeline to them at a challenging time and feeding over 900 individuals. Maize, beans, soya and salt was provided to each household over a six-month period.
The activity helped those most vulnerable following the drought in Chibombo, Chisamba and Kapiri District who were surviving on very little food and had no income opportunities during the lean period. Particular focus was put on households containing elderly members, people with disabilities, child-headed households and those with members who were sick (the vulnerability criteria was developed with input from village headmen).
The image below shows Caritas Kabwe staff delivering food to Maleba Village.
Scottish Government International Development Programme End-Year Report
The Kumena project has been working to empower communities to enable them to challenge attitudes, systems and institutions to respond to climate shocks which greatly impact on agricultural production and food security. Project staff engaged with the Government of Zambia in a discussion on climate shocks and the drought in Zambia. The team presented recommendations to the Government of Zambia which would support households dependent on agriculture who had been impacted by the drought. This was coupled with a press conference, a statement by the Bishop President of Caritas Zambia and followed by a campaign involving like-minded organisations. Project participants also raised the issue with their Members of Parliament.
The above activities resulted in massive media attention and a strong demand from different stakeholders for the Government of Zambia to respond to the drought. This advocacy allowed dialogue to take place across the country and influenced the Government of Zambia to respond to the drought.
Communications
The Kumena project team has been innovative in the way they report the work being carried out and how they capture learning; a project Facebook page is updated daily, detailing activities being implemented, including interviews with project participants. This is a useful monitoring tool and an effective way of sharing learning with SCIAF and other organiasions in Zambia who are implementing similar work.
https://www.facebook.com/Caritas-Kabwe-Kumena-Project-113326790033037/
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Inquiry into teenage pregnancy in Scotland
The Highland Council and NHS Highland
a. Do you have any views on the current policy direction being taken at the national level in Scotland to reduce rates of teenage pregnancy?
Overall the Highland Council and NHS Highland support the direction taken at national level to reduce rates of Teenage pregnancy in Scotland. It has resulted in a modest long-term reduction in teenage pregnancy rates in Scotland in all three teenage age bandings (<16, <18, <20) between 1994 to 2010 (ISD Scotland).
Whilst biologically the late teens are a good time to have children the negative aspects of lack of experience and maturity and impact upon lifelong family income could be seen to negate this benefit. There are significant problems in relation to the extent of unintended pregnancies and the very strong associations between unintended teenage pregnancy, unintended teenage parenthood and deprivation, both as causes and as consequences.
The efforts over the last ten to fifteen years have been made to improve sexual health outcomes including those for young people are welcomed. Evidence of effective practice has been sought out, nationally and internationally. Good, well-researched policies and strategies have been produced. There has been some modest provision of additional resources and multi-agency groups have been formed at local level. Evidence-based, stateof-the-art Sex and Relationships Education programmes have been developed. Health, including Sexual Health, has been incorporated into the national curriculum for the first time.
NHS Healthcare Improvement Scotland's Quality Standards (NHS Quality Improvement Scotland, 2008) task services with encouraging young people to move towards longer-acting methods of contraception. This has the potential to reduce rates of unintended pregnancy resulting from forgetting to take daily pills.
The National Sexual Health Strategy, Respect and Responsibility, prohibited the provision of Emergency Contraception in schools (The Scottish Executive, 2006). This led to local attempts to introduce GP drop-ins in schools being abandoned, as GPs are independent contractors and neither NHS Boards nor Local Authorities can require them to depart from the practice of prescribing according to medical need, regardless of setting.
Young people place a high value on confidentiality within sexual health services. These services are crucial to reducing teenage pregnancy. NHS Highland and The Highland Council views Child Protection as important in all services which deal with children and young people, including sexual health services. However it is recognised that in some young people who are being abused deliberately exclude themselves from the services which are there to
protect them due to concerns over confidentiality and child protection procedures. Further research could be undertaken to identify to what extent Child Protection procedures within sexual health services acts to protect young people or, as an unintended side-effect, acts to prevent them from accessing services thereby placing them at additional risk and driving sexual abuse further from view.
It is clear that further, significant reductions in rates of unintended teenage pregnancy are achievable. We must strive to maintain the advances in combating unintended teenage pregnancy that have been made over recent years. Things have changed for the better and we need to recognise this and maintain our direction of travel, embedding the gains we have already made and improving on them in future.
Sex and relationships education
NHS Highland works with Highland Council and Argyll and Bute Councils to encourage schools to provide comprehensive sex and relationships education. However nationally there is little requirement to do more than a bare minimum, mostly work around friendships and relationships. Even so, parents may still opt their children out of receiving sex and relationships education.
Primary school sex and relationships education, in particular, is vulnerable to strong complaints from individual parents or small groups of parents. Parental objections appear to focus largely on children being introduced to the correct names for body parts, as specified within Outcome HWB 0-47b/HWB 1-47b of Curriculum for Excellence. Where this happens, there is a natural tendency for schools to back away from dealing with what they see as a difficult subject fearing that they may otherwise end up as the target of media campaigns.
Both state and Independent schools should be required to demonstrate that they provide robust comprehensive sex and relationships education as should parents who home educate their children.
Within Curriculum for Excellence Sexual Health and Relationships education is conflated with Parenthood and the only section where discussion of sexual intercourse is required reads: "I am able to describe how human life begins and how a baby is born," implying that the main function of sexual intercourse is procreative. Sexual intercourse does not usually occur in the context of procreation; it occurs in the context of enjoyment and mechanisms are often used to ensure that procreation does not occur. Young people are likely to be aware of this. Therefore sex and relationships education should taught in the context of enjoyment and should be decoupled from parenthood.
Sexual Health and Relationships Education tends to be delivered to school classes at a set time in the year. Classes tend to be organised by year group. Young people often reflect that the information and opportunity comes "at the wrong time" for them. There is no easy answer to this, but a clear need to review the how and when of SHARE in schools.
We do, to some extent, recognise that young people make choices around sexual relationships. We talk the language of choice and empowerment but, in reality, our efforts are directed at trying to ensure young people "choose" not to have sex. We are largely unwilling to accept that some young people will take rational decisions to have sex and that others will, like adults, simply make mistakes in the relationships they choose to pursue.
We try to dissuade young people from being involved in sexual relationships by talk of "maturity" and "readiness" for sex. This may be misguided. Many teenagers aspire, above all else, to be considered mature. If we use some concept of "maturity" or "readiness" as a pre-requisite for sex, we create a situation whereby becoming sexually experienced enables young people to demonstrate their maturity.
Much – and, perhaps, an increasing level – of our focus on sex and relationships is on the negative aspects; abusive or exploitative relationships, unintended pregnancy, sexually transmitted infections. Sex and relationships Education should be strengths-based rather than fear-based and should concentrate more on the positives (such as enjoyment and positive relationships) than the negatives (such as unintended pregnancy, STIs and stranger danger). It should cover a wider range of topics including condom use and contraception.
There is a fear that if children know about sex, they will try it out for themselves. We know from a range of well-constructed studies that this is definitely not the case. Knowledge about sex and relationships does not lead to earlier sex or to more sex. A small study carried out in the Highlands examined children's exposure to sexualised media. Children in Primary 4 and Primary 7 were asked to identify their three favourite TV programmes, computer games, music artists, DVDs/videos/films, magazines, books and websites. These were analysed these for sexual content:
- 17% of Primary 4 girls and 30% of Primary 4 boys listed media with sexualised content as being amongst their favourites.
- By Primary 7 these figures had risen to encompass 57% of girls and 68% of boys.
- Levels of sexualisation varied: many videos featuring favourite artists were, effectively, soft porn while some scenes in video games could be regarded as more extreme (Mann, 2009).
The levels of sexual "knowledge" acquired in this way make it very likely that sexual knowledge is ubiquitous within playground settings and permeates the entire cohort. However Curriculum for Excellence does not require children to learn about sexual intercourse until the end of Primary 7. Therefore the sexual component of sex and relationships education should be introduced earlier, in line with children's pre-existing level of media and playground-gained knowledge.
b. Do you have any views on the action being taken at the local level by health boards, local authorities and other relevant organisations to reduce teenage pregnancy, particularly in the under 16 age group?
In terms of services, NHS Highland and its partner organisations currently provide high quality sexual health services to young people through:
- GP services (attendance is not restricted to the GP service with which a young person is registered; it can be delivered by any GP who is willing to provide the service)
- Brook Highland
- Community Pharmacies
- Highland Sexual Health
- School Nurses
- Drop-in clinics providing pregnancy testing, Chlamydia testing and condoms
If we are to reduce rates of unintended teenage pregnancy it is important that these services are maintained, enhanced and extended. In the Highland Council area the NHS contract with Brook's Inverness –based service requires three after-school sessions a week and a 12.00 – 3pm session on Saturdays (timed to coincide with bus timetables), promoting accessibility for almost every young person in North Highland requiring the service. Brook is tasked with increasing rates of attendance by young people in the lower SIMD quintiles and by other marginalized groups, for example, young people with learning disabilities.
However, for many young people – particularly those living in rural areas – service provision is patchy. There are particular access difficulties for young people who are bussed to school. Demographic issues also result in an inability to secure sufficient appropriately-qualified staff to make service sustainable. Demands on School Nurse time led to difficulties in maintaining some school based services. We must maintain and reinforce our efforts to ensure that accessible services are provided for young people and that young people, particularly those in lower socio-economic groups or living with other marginalising factors, are encouraged to attend.
In Argyll and Bute young people's sexual health services are augmented by drop-in clinics providing pregnancy testing, Chlamydia testing and access to condoms. There has been a recent decline in attendance which is thought to be related to GPs providing more youth-friendly services.
It is important to work towards a position where young people feel that they openly access services to support their sexual health. Again, this will require robust political leadership and significant work with parents, practitioners and others.
c. What are your views on the relationship between high levels of teenage pregnancy and socio-economic inequality?
There are significant problems in relation to the extent of unintended pregnancies and the very strong association between unintended teenage pregnancy and deprivation, both as a cause and as a consequence. Therefore measures to tackle poverty and disadvantage are likely to have more impact in reducing teenage pregnancy rates in Scotland than measures which are badged as "sexual health".
Teenage girls (<20) in the most income-deprived quintile are 4.4 times more likely to become pregnant than teenage girls in the least income-deprived quintile (ISD Scotland). It is important to recognise that, though a significant proportion of these are likely to be unwanted and unplanned, this will not always be the case. The position in relation to young people under the age of sixteen – where pregnancy is unlikely to be planned or wanted – is even more stark. Young women under the age of 16 in the most income-deprived quintile are just over five times more likely to become pregnant than those in the least income-deprived quintile. (ISD Scotland)
Where teenage women (<20) become pregnant those in income-deprived areas are less likely than others to terminate the pregnancy. In the most income-deprived quintile only 28% of teenage pregnancies (<20) end in termination while, in most affluent quintile, 70% of such pregnancies are terminated. (ISD Scotland). The rate of births to teenage mothers (<20) in the most income-deprived quintile is, therefore, 10.4 times that in the least income-deprived quintile. (ISD Scotland) This represents an extraordinarily steep inequalities gradient which is unlikely to explained by differentials in sex education and access to sexual health services.
There is a view, often expressed in the press, that young women may become intentionally pregnant in order to access welfare benefits and/or housing. We believe this is more likely related to low self-esteem, lack of belief that circumstances can be improved , a search for a role in life and someone to love/be unconditionally loved by. Babies born to teenage mothers are much more likely to be born into poverty.
d. What are the barriers and challenges to making progress in achieving positive change communities that might lead to reductions in the levels of teenage pregnancy?
Scottish cultural attitudes towards women and sex are still unhealthy and unacceptable. Over recent years much has been done to address this but much more needs to be done.
There are many ways in which cultural attitudes related to gender manifest themselves including the sexual objectification of women and girls in advertising, the media and popular culture.
The culture around boys and men is also unhelpful, with macho and competitive stereotypes prevailing. In particular, there is little or no reflection of men in nurturing, caring roles and, in practice, few boys and men enter nurturing and caring professions. This may be compounded by In Highland the fact that only a handful of approximately 600 childcare workers are male. Toy advertising in the UK, in contrast to some other European countries, consistently shows girls playing with toys that emulating nurturing roles in play and and boys playing with toys that are traditionally seen as "macho".
Work to fundamentally change society's view of gender is a matter of urgency if unintended teenage pregnancy is to be reduced. This should be robustly pursued with clear political leadership.
Attitudes to forced, coerced and exploitative sex
Our culture is still one where high levels of ambivalence in relation to consent and sexual autonomy prevail. Of particular concern were the findings of a 2007 study which illustrated gendered attitudes to forced sexual intercourse amongst 5 th year school pupils in Scotland:
- 14.7% of boys and 8% of girls agreed (or agreed strongly) that they might force someone to have sex if they were so turned on they couldn't stop. A further 19.2% of boys and 17.4% of girls were unsure
- 21.5% of boys and 18.4% of girls agreed (or agreed strongly) they might force someone to have sex if they'd both been drinking. A further 27% of boys and 24.4% of girls were unsure.
- 10.6% of boys and 8% of girls agreed (or agreed strongly) they might force someone to have sex if they thought no-one would find out. 20.3% of boys and 18.8% of girls were unsure
- 21.9% of boys and 17.7% of girls agreed (or agreed strongly) they might force someone to have sex if they had had sex before. 22.5% of boys and 21.3% of boys were unsure (Elliott et al, 2010).
Though the level of agreement for girls is lower than that for boys, the extent of cultural acceptance or forced or coerced sex across genders is likely to lead to a position in which victims of sexual abuse do not, themselves, perceive what has happened to them as anything out of the ordinary or in any way unacceptable.
In 2010 the Scottish Government introduced new legislation which provided much greater clarity around issues of consent and sexual autonomy (The Scottish Government, 2010). It is to be hoped that this change will have started a shift in attitudes to sexual violence.
The sexual culture within Scotland must change to a position where forced sex, sexual exploitation and sexual coercion become completely unacceptable and where consent is fully understood and respected. This should be robustly pursued with clear political leadership.
Our cultural view of children and young people
Times have changed considerably from the Victorian and Edwardian eras where children "should be seen and not heard". Today's children have a rights and a voice both of which are underpinned by the UN Convention on the Rights of the Child.
However, there remains a great deal of ambivalence in the way our culture views children. In Scotland children can become almost fully autonomous at the age of sixteen. At this age they can leave home, leave school, have sex, marry or get a job, though it is a further year before they can drive and a further two before they can vote or drink alcohol. Partial autonomy is achieved earlier than this with rights to consent in a variety of settings including medical treatment from the age of twelve. The age at which children in Scotland are considered mature enough to be held criminally responsible for their actions has recently risen from eight to twelve.
Between infancy, when all decisions are made on a child's behalf by adult carers, and the age of sixteen, when most young people are entitled to make almost all of their own decisions, one of the main tasks of parents, carers, teachers and society at large is to support children to the stage where they are capable of being fully autonomous. This is achieved by building a child's resilience and self-efficacy and encouraging the child to take increasing levels of responsibility for him/herself.
Work to build resilience, beginning as early as possible in a child's life, are vital in providing the foundations for developing resilience. If we wish young people to take good decisions as they grow up, including good decisions around their sexual health, it is important to develop their resilience and selfefficacy and to allow age-appropriate exposure to risk. Strategies to develop resilience and self-efficacy should be built into all work with children and young people.
Our cultural view of underage sex
Over many years there has been heated political and cultural debate around adult and teenage sexual orientation, abortion, teenage sexuality, teenage sexual health and teenage pregnancy (intended and unintended). The debate centres around two fundamentally different views:
- On one hand there are those who perceive their view as pragmatic: sexual desire is biologically driven through the action of hormones during and following puberty; a proportion of young people do engage in sexual activity before the age of sixteen and, for most, this is unproblematic; good, comprehensive sex and relationships education which includes discussion of the benefits of sex within relationships, delaying sexual activity and limiting partners, as well as contraceptive/condom use should be provided; sexual health services should be available to young people and so on.
- On the other hand there are those who see their view as primarily moral: having sex before the age of 16 (or, sometimes, outwith marriage) is wrong; young people should be required to abstain (sometimes until marriage); sex education should be restricted to abstinence as the only reliable way of preventing pregnancy and the acquisition of STIs; parental consent should be required for young people accessing sexual health services, abortion should not be permitted (or should be restricted), and so on.
There is a plethora of evidence which would tend to support the first position (Kohler et al 2008, Kirby 2008). The second position, particularly in relation to Sex and Relationships Education and service provision has been used extensively in the United States but has evaluated poorly by comparison to more pragmatic approaches (Kirby 2008, Isley et al 2010, Stranger-Hall & Hall 2011, Yang & Gaydos 2010)
In addition, the first approach is that generally adopted by Western European neighbours where, following implementation of the approach many years ago, teenage pregnancy rates fell significantly and are now much lower than Scottish rates, while the second approach has been extensively adopted in the United States where teenage pregnancy rates are significantly in excess of ours.
In Scotland we have, to some extent, adopted the first approach, while our culture simultaneously clings to strong elements of the second. It is now time to take a clear and unambiguous stand.
Our society's culture around young people, sex and relationships must change to one which is more overtly accepting of the realities of teenage sexuality. This change should be robustly pursued with clear political leadership.
Scotland's alcohol culture
Scotland's unhealthy relationship with alcohol has been clearly demonstrated and the Scottish Government has proposed measures (such as minimum pricing) in an attempt to shift cultural attitudes. Many people in Scotland do not set out merely to have a few drinks, or even to get drunk. A good night is not a good night for some unless they can get completely "wasted".
Alcohol misuse diminishes people's ability to make rational choices and this applies in sexual health as in other areas of life.
There may well be similar issues in relation to both illegal drugs and "legal highs", but, from a sexual health perspective, these are dwarfed by alcohol related sexual health problems.
Shifting culture in relation to alcohol misuse is key to improving young people's sexual health and reducing teenage pregnancy. The Scottish
Government's proposals in its ambition to achieve this are to be welcomed and should be maintained.
Judgmental attitudes in young people's services
Scotland's culture around issues such as gender, sexual orientation, young people, forced and exploitative sex and so on do not simply represent a direct problem in the way they influence young people. We all live in our society and we are all affected by its mores, helpful or otherwise. This applies with equal weight to those who provide services for young people.
While it has long been clear in public policy terms that services for young people should be non-judgemental, it is nevertheless the case that staff working in these services carry with them their own personal package of values and prejudices. We all do.
Most teachers, doctors, social workers, nurses, receptionists and other practitioners have the capacity to differentiate between their personal values and their occupational values. Sometimes these will coincide; sometimes they will differ. But there are still those who cannot make the leap between their cultural and personal values and the non-judgemental nature of the work in which they are engaged.
Training can help, but only up to a point. The only way to move towards services that are truly non-judgemental at every level is to make the shifts in culture required at a population level so that the difference between personal belief and occupational values are diminished or eliminated.
e. What are your views on the current support services available to young parents / young mothers, e.g. range of services, focus of services and whether services are being delivered in the most appropriate settings?
Teenage parents
Where parents are still in their teens and, particularly, the earlier in their teens they are, they are more likely than most parents to benefit from additional help and support. There are several reasons for this:
- Being young, they are likely to lack the life experience that comes with age
- Being disproportionately poor they may struggle to make ends meet and face frequent financial crises. This can also have an impact on their mental health and, through this, ability to cope.
- Early pregnancy likely to be indicative of a lack of resilience in some young women.
There is evidence that supportive parenting – particularly parental supervision of children and open discussion between parents and children is protective of health (Wight & Fullerton, 2013). Providing supportive parenting becomes
much more possible if the parent(s) is/are able to cope with their own situation.
The "Getting it Right for Every Child" approach has enhanced partnership working across a range of core services making progress in supporting teenage mothers. This will become targeted through investment in Family Nurse Partnerships in some areas to provide exactly this sort of support to young people in the greatest need. Key features of the programme are:
- A strengths-based approach
- Built-in support for staff
- Low caseloads
In order to reduce their own susceptibility to further teenage pregnancies and, particularly, to reduce their children's susceptibility to become teenage parents themselves, it is important that effective additional support is provided to young parents. Access to services must be made easier in remote and rural areas as well as urban settings, with appropriate recognition of the additional costs incurred in delivering such intensive, specialist interventions.
f. Are there specific initiatives that you would wish to highlight to the Health and Sport Committee that you consider indicate good practice with regard to reducing teenage pregnancy rates in Scotland, either in the public sector, voluntary sector or in partnership?
A focus on prevention in the early years is essential to tackling many of the issues highlighted earlier in this response. The Highland Council and NHS Highland have long recognised the critical importance of the Early Years in establishing a strong foundation for life. Long term iterative planning and review between partners for children in their early years and their families is essential to ensure that the quality of early years services continues to improve and better value for money is achieved.
Highland Council's Early Years Collaborative sets out to accelerate the conversion of the high level principles set out in the Early Years Framework (The Scottish Government, 2008) into practical action. Plans are ambitious and analyse how the use of total resources will change over time to enable resources to be more readily directed towards meeting the needs of vulnerable children and their families through preventative approaches.
The Family Nurse Partnership (FNP) programme, which has been piloted in Lothian, is a licensed preventative programme which aims to improve outcomes for young first time mothers and their children. It does this through a structured programme of home visits delivered by specially trained Family Nurses from pregnancy until the child is two years old. Key features of the programme are:
- A strengths-based approach
- Built-in support for staff
- Low caseloads
Though the programme is too recent for statistical evidence of its efficacy to be available, those involved, including Family Nurse Practitioners and clients reported a wide range of areas in which FNPs were perceived as having positive impacts in relation to both the sexual health of the teenage mother and the future sexual health of her children, thus breaking the intergenerational cycle of poverty.
FNPs can currently be implemented in urban and semi-urban settings. However, the nature of these programmes is such that they will be difficult to replicated, with sufficient fidelity, to rural settings within the current financial envelope.
Because FNPs require that each nurse works intensively with a lower than normal caseload, this appears, at first sight, as an expensive intervention. However, in weighing up the costs we also need to look at benefits, which have the potential to be very substantial.
g. Are there specific approaches to reducing teenage pregnancy that are not currently getting sufficient attention in order to affect positive change for children and young people?
These are covered in other sections above
h. Do you have any comments on any other aspect of teenage pregnancy policy or examples of good practice that you wish to raise with the Committee?
No
Dr Margaret Somerville, Director of Public Health NHS Highland Bill Alexander Director of Health and Social Care The Highland Council
7 February 2013
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Summarised inspection findings
Haysholm School
North Ayrshire Council
25 June 2019
Key contextual information
Haysholm School is a an all-through special school for children and young people with severe and complex needs situated in Irvine, North Ayrshire. The school roll at the time of the inspection was 25. The education authority plans to make changes to its provision for children and young people requiring additional support needs with the opening of a single new school. It is anticipated that the children and young people currently attending Haysholm School will move into a new school sometime after October 2020.
2.3 Learning, teaching and assessment
very good
This indicator focuses on ensuring high-quality learning experiences for all children and young people. It highlights the importance of highly-skilled staff who work with children, young people and others to ensure learning is motivating and meaningful. Effective use of assessment by staff and learners ensures children and young people maximise their successes and achievements. The themes are:
n learning and engagement
n quality of teaching
n effective use of assessment
n planning, tracking and monitoring
n Relationships between children, young people and adults across the school are very positive. The learning environment is nurturing, caring and highly supportive. All staff fully understand the unique needs of children and their families. All staff evidence their commitment to ensuring each child's and young person's rights through their sensitive and respectful interactions with children and young people. The total communication environment developed across the school supports children and young people very well to develop their independence.
n Teachers plan learning activities which are relevant and interesting. Planned learning is highly motivating and offers appropriate levels of challenge for each child and young person. Children and young people have a very good understanding of what is expected of them. The very effective use of well-established routines, structure and visual aids helps children and young people settle well into school at the beginning of each day. Learning activities are very well matched to each individual child's or young person's needs. Children and young people are able to exercise choice by choosing from a range of resources during many learning activities. Children and young people have opportunities to enhance further their learning by attending classes at local mainstream schools.
n Children and young people are highly engaged in their learning. In the few incidences where children go off-task, staff are highly skilled in re-engaging them. They do this through the use of intensive interaction or via an appropriate learning activity. Children and young people play an active part in the life of the school through participation in school shows and the pupil council, and running a school tuck shop. All children and young people experience effective learning in the wider community through a range of planned learning for sustainability. Children's and young people's personal achievements are recognised and celebrated very well through a range of school awards and certificates. Talking mats are used well to gather children's and young people's views. Outdoor learning is used effectively to support and enhance learning. The outcomes and experiences gained through outdoor learning are clearly recorded in individual children's and young people's log books.
n The school's vision to develop children's and young people's independence is evident in all planned learning. The school's vision and values inform the work of the school very effectively.
1 | Summarised inspection findings
Haysholm School (8217742)
North Ayrshire Council
All staff have very high expectations of themselves, children and young people. They ensure all children and young people receive the right level of support they need when they require it. As a result, children and young people are developing their skills to be as independent as possible. High quality, well differentiated learning activities ensure children and young people access their learning and make very good progress. Digital technology is used very effectively to enhance children's and young people's learning. The school should continue with their plans to introduce virtual reality into learning activities. Staff explain to children and young people the purpose of their learning very well. Feedback is used to very good effect to support children and young people to know when they have done well. Staff across all stages use a wide range of relevant, active, real-life contexts to develop children's and young people's skills for life, learning and work. Staff use the school building, wider campus and local community very well to enhance children's and young people's learning experiences.
n Staff have a clear, shared understanding of the school's curriculum rationale and approaches to assessment. Assessment is integral to the planning of learning and teaching. The school contributed to the development of Education Scotland's 'milestones to support learners with complex additional support needs' pilot programme. Staff are implementing this guidance into their assessment practices with increasing confidence. The use of high quality, evaluative language has increased, better describing children's and young people's progress. Professional dialogue and participation in structured moderation activities in school is increasing the accuracy of teachers' professional judgements. Plans are in place to extend moderation activities further in partnership with another school where children have similar additional support needs. As planned, staff should continue to develop further their shared understanding of what quality assessment looks like and how this is used to inform learning.
n 'Learning journey' files include a range of assessment evidence, demonstrating progress over time. Children's and young people's progress across the four contexts for learning is captured in learning journeys well. Individual educational plans (IEPs) include very effective long-term and short-term targets. These are tracked rigorously throughout the session and are subject to a formal annual review. Parents, children and young people are integral to the planning and review process of IEPs. Their views fully inform next steps. This strong partnership working with parents and carers ensures the development of shared goals, and enables important achievements at home to be captured. Robust gathering of assessment evidence as children enter P1 provides a clear baseline against which to measure children's progress.
n As part of the school's quality assurance procedures, termly meetings between the headteacher and teachers' enables children's and young people's progress to be closely monitored. This ongoing professional dialogue enables staff to be responsive to the needs of individual children and young people. Tracking systems have been revised to monitor learners' engagement and the level of support they receive. This has resulted in the tracking of progress being more robust and has subsequently led to an increase in the level of academic challenge offered to children and young people. Bi-annual reporting to parents clearly describes specific aspects of children's and young people's progress and identifies next steps.
Haysholm School (8217742)
North Ayrshire Council
2.1 Safeguarding and child protection
n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. At the time of the inspection, there were no identified areas for development.
3 |
Haysholm School (8217742)
North Ayrshire Council
3.2 Raising attainment and achievement
very good
This indicator focuses on the school's success in achieving the best possible outcomes for all learners. Success is measured in attainment across all areas of the curriculum and through the school's ability to demonstrate learners' achievements in relation to skills and attributes. Continuous improvement or sustained high standards over time is a key feature of this indicator. The themes are:
n attainment in literacy and numeracy
n attainment over time
n overall quality of learners' achievement
n equity for all learners
Attainment in literacy and numeracy
n Overall children and young people are making very good progress in both literacy and numeracy across all stages of the school. Data presented by the school demonstrates that almost all learners are attaining very well, taking account of their individual additional support needs. Parents and partners report very high levels of satisfaction with the school and the outcomes children and young people achieve. Inspectors have confidence in the accuracy of the attainment data and the systems in place for tracking children's and young people's progress.
Literacy and English
n Overall, most children and young people are making very good progress in achieving their literacy and communication targets. The total communication environment provided enriches learning and is enabling almost all children and young people to be more able to understand what is expected of them. The development of literacy and communication skills is embedded in all aspects of the school's work.
Reading
n Taking account of children's and young people's additional support needs, overall, progress in reading is very good. The highly effective and consistent use of visual timetables across the school is enabling almost all children and young people to develop functional literacy skills. As a result, almost all children and young people can read or recognise symbols and written word timetables.
n Almost all children and young people are developing an awareness of the relevance of texts in their life. They enjoy choosing stories and other texts to watch, read or listen to. The awareness and conventions of handling books is reinforced through regular visits to the local library. Whole school events, such as literacy week and the celebration of World Book Day, extend this further. Children and young people can anticipate or react to parts of a rhyme or story. For example, through the use of a switch to repeat lines. The use of story texts as the context for interdisciplinary learning is enabling children and young people to recognise characters and objects. They can also respond to simple questions about the plot of a story. A few children and young people can read aloud familiar text. During cookery tasks, children can follow the step-by-step recipe guide. At senior phase young people can recognise signs in the local community.
Writing
n Almost all children have made very good progress in their development of fine motor skills to support writing. Pre-writing skills are developed in motivating, relevant, sensory and functional contexts. Where appropriate, staff make creative use of technology to improve writing skills. Children and young people enjoy exploring and playing with patterns and sounds of language.
Haysholm School (8217742)
North Ayrshire Council
Warm-up activities help prepare children and young people for writing tasks. Inspectors observed children being actively engaged during mark-making activities using a range of media. Through the careful selection of tasks and resources, potential physical barriers to writing are overcome. A minority of children and young people are making good progress in their ability to create, write and type words to produce simple sentences in a range of contexts.
Listening and talking/communication
n Overall, almost all children and young people are making very good progress in the development of their communication skills. The provision of detailed communication planners is increasing the effectiveness of planned learning to support this progress. Staff employ a range of strategies skilfully to support communication. As a result, almost all children and young people engage very well with learning experiences and activities. Almost all children and young people are developing early language skills appropriate to their stage of development. They are able to use first words and phrases to communicate choices and express their wants and needs. A minority are able to join words and ideas together and can take part in simple conversations. A few children and young people express themselves through signing. Intensive interaction is enabling children with more complex development needs to develop fundamental communication skills and build positive relationships. At senior phase, almost all young people can respond to, and engage in, communication with another person.
n Commendably, the school's high quality approaches to developing communication skills has increased the skill and confidence of parents and the wider staff team in their use of communication strategies.
Numeracy and mathematics
n A recent focus on enriching the quality of learners' experiences in numeracy and mathematics is having a very positive impact. As a result of improved learners' experiences, almost all children and young people are making very good progress appropriate to their stage of development and additional support needs. Teachers' use a range of creative approaches to engage children and young people within real and relevant contexts to develop practical numeracy and mathematical skills. This includes creative use of digital technology, the outdoors and local community. As planned, teachers should continue to plan numeracy across the curriculum, to ensure appropriate personalised pathways and breadth of experience for all learners across the BGE.
n Children and young people working within pre-early level foundation milestones show an understanding of a sequence of activities. Almost all take responsibility for putting up their own visual timetables on arrival to school in the morning. A few children can order their timetable symbols correctly without an exemplar and most are able to identify morning and afternoon. Almost all children are learning to make choices using symbols and pictures. A multi-sensory approach is helping children experience the colours, temperatures and smells associated with the different seasons.
n Almost all children and young people working within pre-early level recognise familiar numbers and can order numbers up to 10, with a few able to do this beyond 20. They understand the sequence of 1, 2, 3 to lead into or out of an activity. Almost all can identify items by size or amount and have an understanding of simple positional language. Children and young people working within early level can measure familiar items with non-standard units and have an understanding of basic two-dimensional shapes. They enjoy collecting and matching objects, such as leaves and berries, from the school playground.
5 | Summarised inspection findings
Haysholm School (8217742)
North Ayrshire Council
n Children and young people across all stages of the school are developing their awareness and understanding of money. The close proximity of a range of shops is enabling regular opportunities for them to learn about the use of money. Children and young people are able to make choices and, with support, can compile shopping lists. They are developing an understanding of exchanging money. Most children and young people are making very good progress in being able to identify the days of the week, the months of the year and the seasonal weather. A few can use calendars effectively. Children and young people are also developing a good understanding of directional language through fitness and dance routines, and almost all can follow sequences when trampolining.
Attainment over time
n The school has very effectively supported children and young people across all stages of the school to make very good progress in their attainment over the past six years. Children and young people are clearly developing important communication and independence skills, and their attendance and engagement in learning is very good. Over the course of the past six years, there has been a significant increase in the number and range of National Qualifications unit awards which young people achieve before they leave school. This includes a very good variety of National 1 unit awards including, for example, literacy, mathematics, personal development, information technology, food preparation and creative arts. Older children who experience the world of work are attaining a National 2 unit award in employability skills.
n Very effective systems are in place to check the progress of learners over time. As a result, the school has strong evidence that shows all children and young people are making very good progress in their learning. Close monitoring of targets in IEPs provides clear evidence of children and young people making very good progress in literacy, numeracy and health and wellbeing. Evidence from learning journeys and review meetings demonstrates that children and young people are successfully developing skills to be as functionally independent as possible.
Overall quality of learners' achievement
n At all stages, staff provide a range of rich learning activities to promote skills for learning, life and work. Children and young people, with appropriate support, are experiencing success, developing confidence, and taking on responsibility. They enjoy taking part in a variety of physical activities and trips in the community. For example, all children and young people develop their motor skills and improve their confidence through participating in very good learning experiences such as trampolining. The school's partnership with the Three Towns Growers supports children and young people in the BGE to experience the world of work. All young people in the senior phase participate successfully in work placements. They are also developing responsibility through, for example, delivering mail and showing visitors around the school. Led by children's and young people's dedication to sustainability, the school has successfully renewed its eco-school green flag for the fifth time. Children's and young people's understanding of their rights is a very strong feature at Haysholm, and the school has achieved a Rights Respecting Schools bronze award. Children and young people at all stages contribute regularly to local and national charities. As a result, they are developing their citizenship skills and are contributing to the local and wider community as global citizens.
n Commendably, achievements are accredited in a wide range of nationally recognised awards. Learners' achievements, both in and out of school, are celebrated regularly in a range of ways. This includes weekly class star awards, termly certificates and the headteacher's special awards. Achievements of staff and parents are also acknowledged and celebrated. Children and young people respond very positively to the genuine celebration of their achievements at weekly assemblies, on noticeboards, through social media and at individual review meetings.
Equity for all learners
n All staff have a clear understanding of the complex additional support needs and socio-economic background of their learners. They work closely with parents and partners to provide very effective support, tailored to the needs of each individual. Pupil Equity Funding has been targeted at improving communication and wellbeing strategies. A significant aspect of this has been the development of the school's communication hub which is clearly having a positive impact for children and young people, staff and parents. Children, young people and their families are now more able to communicate effectively with each other. This supports children and young people to experience a consistent model of communication between school and home. The school should more effectively track and monitor which families access this support to ensure that those most affected by deprivation do not miss out.
n Staff work closely with parents and partners to support young people leaving school to move onto positive post-school destinations. As planned, senior leaders should track these destinations and continue to strengthen and build upon existing partnership links..
7 |
Haysholm School (8217742)
North Ayrshire Council
3.1 Ensuring wellbeing, equality and inclusion – wellbeing
n Improving children's and young people's wellbeing lies at the heart of the work of the school. This commitment is reflected in the school's vision and is evident in everything the school does. All staff are highly skilled in establishing very positive relationships with children and young people, their parents and partners of the school. The school has extended training in communication approaches to include parents and partners, such as transport escorts and drivers. There is a strong sense of community across the school based on shared values and high expectations. A few parents, whom inspectors spoke to, compared the support the staff in the school provide to that of an extended family. As a result of support from staff, families are now able to communicate more effectively with their child or young person. They can now access a wider range of community facilities which their child or young person previously found challenging. All staff, partners and parents have a shared understanding of the principles of Getting It Right For Every Child (GIRFEC). All staff model positive interactions very well and this supports children and young people to know they are valued and cared for. Staff's very effective use of de-escalation strategies supports children and young people when they are distressed and helps them re-engage quickly with their learning.
n Children's rights are evident across the school and staff ensure these are protected at all times. Children's rights are promoted throughout the school and at review meetings. This ensures children and young people are put at the centre of planning and are treated with very high levels of dignity and respect. The respectful learning environment supports children and young people to feel safe and secure. As a result, children are calm and treat each other with courtesy and respect. The wellbeing indicators are used effectively as a tool to review children's and young people's wellbeing and to highlight any concerns staff may have. Children's and young people's views are sought at planning and review meetings. This supports children and young people to know they are listened to and are involved in decisions regarding their future.
8 |
Haysholm School (8217742)
North Ayrshire Council
Practice worth sharing more widely
The school's very strong practice in developing children's and young people's communication skills and independence.
Staff have commendably developed a range of approaches to ensure children and young people are supported and challenged effectively. This helps children and young people to undertake as many tasks as possible with only the minimum necessary level of support. As a result, children and young people are learning to do a number of things for themselves which their parents did not think possible. Staff's very high expectations of what children and young people can do is tempered with a realistic understanding of each child's and young person's additional support needs. This balance of support and challenge is tailored very well to each individual child and their family.
Haysholm School (8217742)
North Ayrshire Council
Explanation of terms of quantity
The following standard Education Scotland terms of quantity are used in this report:
| All | 100% |
|---|---|
| Almost all | 91%-99% |
| Most | 75%-90% |
| Majority | 50%-74% |
| Minority/less than half | 15%-49% |
| A few | less than 15% |
Other quantitative terms used in this report are to be understood as in common English usage.
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Physical Intervention Working Group
Terms of reference
January 2020
Background
The Children and Young People's Commissioner Scotland's (CYPCS) first investigation was on 'physical restraint and seclusion' in schools. 'No Safe Place' 1 was published in December 2018, and listed a number of recommendations, a number of which were applicable to the Scottish Government. The CYPCS executive summary is attached at Annex A.
Following engagement between Scottish Ministers, CYPCS and the Equality and Human Rights Commission during 2019, it was agreed that the Scottish Government would implement the following asks:
1. The development of a piece of human rights based guidance to minimise the use of restraint and seclusion, as part of a suite which ensures the appropriate links with Included, Engaged and Involved part 2: A positive approach to preventing and managing school exclusions 2 : and with other policy areas including ASN, Trauma-informed Practice, Child Protection and Safeguarding, Positive Relationships and Nurture.
2. The involvement of children, young people and their families, as well as other key stakeholders, in the development of this guidance
3. The involvement of children, young people and their families, as well as other key stakeholders in the one year review of the policy.
4. A commitment to consider the restraint and seclusion data collected by local authorities as part of the one year review, and to publish this alongside the other evidence collected by the Government, to inform its assessment of the success of its preferred voluntary approach. At the same time, to reconsider the benefits of collection and analysis of local data at a national level on an ongoing basis.
5. A commitment, should that review not clearly demonstrate improvement against an agreed set of indicators, to take action to place the guidance on a statutory basis, and to include specific requirements to record incidents of restraint and seclusion.
1 https://cypcs.org.uk/wpcypcs/wp-content/uploads/2020/02/No-Safe-Place.pdf
2 https://www.gov.scot/publications/included-engaged-involved-part-2-positive-approachpreventing-managing-school/
Objectives
The group will:
- consider and take action on the 5 asks as listed above;
- collate and share examples of best practice within local authorities which can be considered by the working group;
- collectively contribute to and develop new, robust, rights based guidance;
- consider the current approach taken by local authorities on recording and monitoring incidents, and make recommendations to take forward, which will include the introduction of a standard dataset that will ensure robust information is collected at a local authority level to support improved policy and practice; and
- a review one year from the publication of the new guidance to assess its effectiveness.
Scope
The working group will develop new guidance on physical intervention and seclusion, that will sit within a suite of documents in the 'Included, Engaged and Involved' series that places at its core positive relationships and behaviour, early intervention, de-escalation techniques and minimisation of the use of physical intervention and seclusion.
It is expected the new guidance will be published in early 2021.
Chair
The group will be chaired by Caroline Amos as the Association of Directors of Education in Scotland representative on the Scottish Advisory Group for Relationships and Behaviour in School.
Membership
Membership of the group will comprise of key stakeholders and Local Authorities. The following organisations will be represented:
- Scottish Youth Parliament
- Highland Council
- British Institute of Learning Disabilities (BILD)
- Positive and Active Behaviour Support Scotland (PABSS)
- CALM Training
- Association of Directors of Education in Scotland (ADES)
- Angus Council
- Mental Welfare Commission Scotland
- University of Glasgow Adverse Childhood Experience Centre
- Fife Council
- University of Edinburgh
- Scottish Government
- Stirling Council
- Westwater Advocates
- Enable Scotland
- Fife Council
- Education Scotland
- School Leaders Scotland
- Centre for Excellence for Children's Care and Protection
- First-tier Tribunal, Health and Education Chamber
- Society of Local Authority Lawyers & Administrators in Scotland (SOLAR)
- South Lanarkshire Council
- Convention of Scottish Local Authorities (COSLA)
- Children and Young People's Commissioner Scotland
- Association of Scottish Principal Education Psychologists
- Educational Institute of Scotland (EIS)
- The Association of Headteachers and Deputes in Scotland (AHDS)
- NASUWT
- UNISON
- National Parent Forum of Scotland
Meeting frequency
The first meeting was held on 20 January 2020. Frequency to be agreed during working group meetings.
Recommendations for the Scottish Government from CYPCS report, December 2018.
- The Scottish Government should publish a rights-based national policy and guidance on restraint and seclusion in schools. Children and young people should be involved at all stages of this process to inform its development. The policy and guidance should be accompanied by promotion and awareness raising.
- The Scottish Government should analyse and publish data as part of its official statistics
- The Scottish Government should ensure that national policy and guidance is clearly set within a human rights framework, including specific reference to the relevant articles of the European Convention on Human Rights, the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities, and other relevant international human rights instruments.
- The Scottish Government should ensure that the practical impact of respect for rights on practice is explained through the use of examples and case studies in national policy and guidance.
- The Scottish Government should develop clear rights-based definitions of both restraint and seclusion as part of national policy and guidance.
- The Scottish Government should ensure that the national policy and guidance sets out clear criteria on the use of restraint and seclusion, linked to the rights framework to ensure that children's rights are not breached, using examples to help staff understand appropriate and lawful use of these techniques.
- The Scottish Government should ensure that the national policy and guidance on the use of seclusion in schools draws a clear, well understood and wellcommunicated distinction between the use of a supervised, separate space as a planned response to a child's individual needs and placing a child in a room on their own where they are unable to indicate and receive an immediate response to discomfort or distress.
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Appendix A40.1 – Terrestrial Habitats
B1033200 July 2007
Jacobs U.K. Limited95 Bothwell Street, Glasgow G2 7HX
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Appendix A40.1 – Terrestrial Habitats
Contents
Appendix A40.1 – Terrestrial Habitats
Tables
Appendix A40.1 – Terrestrial Habitats
1 Introduction
1.1 General Background
1.1.1 This report is one of the appendices supporting Chapter 40 (Ecology and Nature Conservation) of the AWPR Environmental Statement. This report considers the potential impacts on terrestrial habitats and flora associated with the Fastlink section of the proposed scheme. The results of the surveys carried out for the purposes of this assessment are also presented and are shown on Figures A40.2a-f.
1.1.2 The three component route sections in this report for the Fastlink study area of the proposed scheme are as follows:
* Section FL1: Stonehaven to Howieshill (ch0-3200);
* Section FL2: Howieshill to Cookney (ch3200-6300); and
* Section FL3: Cookney to Cleanhill Junction (ch6300-10200).
1.1.3 All tables and figures are structured in this manner.
1.1.4 The Ecological Impact Assessment (EcIA) was undertaken in accordance with the Design Manual for Roads and Bridges (DMRB) Volume 10 and 11 (Highways Agency, 2001) and the Environmental Impact Assessment (Scotland) Regulations 1999, along with cognisance of Institute of Ecology and Environmental Management (IEEM) guidelines (2002).
1.1.5 These studies included desk-based consultation to collate existing information about terrestrial habitats in the study area for the proposed scheme and field surveys to provide current data about the terrestrial habitats and flora wthin the study area.
1.1.6 Cumulative impacts are assessed in a separate report combining the predicted impacts for all habitats and species over the proposed route (refer to Part E of the Environmental Statement ES).
Aims of Assessment
1.1.7 The purpose of the extended Phase 1 Habitat survey and the assessment of potentially affected terrestrial habitats and flora was to:
* identify and map all areas of semi-natural habitat within the area to be affected by the proposed scheme;
* provide a botanical description of the semi-natural habitats surveyed;
* identify areas or habitats within the study area that are of particular ecological interest for nature conservation and which require more detailed investigation; and
* provide supplementary information from incidental observations of fauna to assist other surveys.
1.2 Background to Phase 1 Habitat Survey
1.2.1 An extended Phase 1 habitat survey was conducted using the standard methodology as described in the Handbook for Phase 1 Habitat Survey (JNCC, 1993). This has become a widely accepted method for surveying semi-natural habitats and is regarded as an essential part of the environmental impact assessment (EIA) process whenever ecological receptors are likely to be affected by a development (Institute of Environmental Management and Assessment (IEMA), 1995; IEEM, 2006).
1.2.2 The Phase 1 Habitat survey methodology was developed for the purpose of mapping terrestrial and freshwater habitats within Special Sites of Scientific Interest (SSSIs), nature reserves and for larger scale strategic surveys. The classification has since been adopted by IEMA and IEEM as one of the
Appendix A40.1 – Terrestrial Habitats
standard methods used in EIA and the preparation of Environmental Statements under the Environmental Impact Assessment Regulations 1999.
1.2.3 Phase 1 Habitat Surveys have been further recognised as a standard ecological assessment tool in the DMRB and is recommended as an essential part of the assessment of ecological impacts associated with road construction (DMRB, 2005).
1.3 Legal Status
1.3.1 Semi-natural habitats are conferred legal protection through international and national statutes. These recognise the ecological value of the habitats and provide protection or promote policies that guide their conservation.
1.3.2 The EU Habitats Directive 1992 aims to promote the maintenance of biodiversity by requiring Member States to take measures to maintain or restore natural habitats and wild species at a favourable conservation status. In applying these measures, Member States are required to take account of economic, social and cultural requirements as well as regional and local characteristics.
1.3.3 These habitats and species are to be protected by the creation of a series of 'Special Areas of Conservation' (SACs) (Article 4) and by various other safeguard measures for particular species. Annex 1 of the Habitats Directive lists 189 habitats, 76 of which occur in the UK. In addition, a series of Annex 1 habitats are afforded 'priority' status as these are judged to be in particular danger of loss (Article 1). Twenty-three of these priority habitats occur in the UK.
1.3.4 Nationally important sites are designated as Special Sites of Scientific Interest (SSSIs) in England, Scotland and Wales and conferred protection under various statutes including the Wildlife and Countryside Act 1981 (as amended) and the Nature Conservation (Scotland) Act 2004.
1.3.5 The Nature Conservation (Scotland) Act 2004 requires Scottish Ministers to publish a list of habitats and species considered to be of principal importance for biodiversity. In addition the Act requires that all public bodies have an obligation to further biodiversity in the course of carrying out all their public duties.
1.4 Biodiversity Action Plans
1.4.1 The UK Biodiversity Action Plan (UKBAP) (1994) is the UK government's response to the Convention on Biological Diversity. The UKBAP sets out a programme of action to conserve and enhance biological diversity throughout the UK. Local Biodiversity Action Plans (LBAPs) integrate these measures at the local or regional level (see below).
1.4.2 The UK Biodiversity Steering Group has published individual action plans for 45 priority habitats and 400 of our most threatened and endangered species. These Habitat and Species Action Plans (HAPs and SAPs respectively) have been developed to guide conservation action for the ecological feature concerned. The presence of a HAP or SAP reflects the fact that the habitat or species concerned is in a sub-optimal state and requires conservation action. It does not imply any specific designation or level of importance, but establishes a framework for the conservation of the habitat and identifies current factors causing loss and decline of that feature. The implementation of BAPs, whether at the UK or local level, is perceived as a fundamental requirement for public bodies to meet their obligations under the relevant national legislation.
1.4.3 UKBAP Priority Habitats are distinct from Annex I Habitats listed in the EU Habitat Directive. Priority Habitats include those identified by the UK Steering Group as being particularly important or that are vulnerable to habitat loss and damage and for which conservation action should be targeted.
1.4.4 In order to set priority habitats requiring conservation action in context, a classification of broad habitat types has been developed (UK Steering Group, 1995). In the most recent classification (Jackson, 2000), 37 broad habitat types have been identified, 20 of which occur in Scotland.
Appendix A40.1 – Terrestrial Habitats
North East Scotland LBAP
1.4.5 The North East Scotland (NES) LBAP is implemented through the North East Scotland Biodiversity Partnership, involving local authorities, environmental, forestry, farming, land and education agencies, businesses and individuals involved in biodiversity across North East Scotland. The NES LBAP includes areas of Aberdeen, Aberdeenshire and Moray and is a locally driven process working towards action to conserve important species and habitats.
1.4.6 Most of the North East Action for Biodiversity is addressed through Local Habitat Action Plans (LHAPs), which incorporate action for associated priority species. In addition, a series of Local SAPs have been developed to aid conservation of local priority species. Local SAPs have been implemented for red squirrel (Sciurus vulgaris), water vole (Arvicola terrestris), Aspen hoverfly (Hammerschmidtia ferruginea) wych elm (Ulmus glabra) and Daubenton's bat (Myotis daubentonii). The LHAPS and SAPs include targets and objectives that incorporate habitat management actions. Further details of impacts on animal species are included in the relevant appendices accompanying Chapter 40 (Ecology and Nature Conservation). Impacts on local wych elm populations are included in this report.
1.4.7 Local Habitat Action Plans have been broadly grouped under a series of habitat types that include: Coastal and Marine; Farmland and Grassland; Woodland; Montane, Heath and Bog; Wetland and Freshwater; and Urban Habitats. Local HAPs that have been implemented to date and that are relevant to the current study are listed in Annex 2, which includes a summary of national and local targets and objectives where relevant.
1.5 Wet Woodland
1.5.1 Willow carr is defined in the Phase 1 Habitat Manual as woodland where the willows are more than 5m tall (although Salix cinerea should always be classed as scrub when all willow carr are less than 5m tall and all Salix cinerea carr). This contrasts with National Vegetation Classification, which describes willow carr as woodland, as does the UK BAP Wet Woodland Priority Habitat. For the purposes of mapping, willow carr, where present in abundance with a well developed ground layer, has been categorised as woodland to reflect it being assessed as having higher conservation value. Scrub, therefore, signifies habitats of a lower conservation value such as scattered willow and birch, or dense/scattered gorse/broom.
2 Approach and Methods
2.1 Consultation
2.1.1 Existing survey data was sought as it provides evidence of habitats and species present in the study area and provides a basis for updating records of known populations. In addition, consultation with statutory organisations provided information on the presence of designated sites, such as SACs and SSSIs, as well as the existence of HAPs or SAPs relevant to the study area, as specified in the UK BAP or a Local BAP.
2.1.2 Consultation was undertaken with several organisations to identify issues relating to habitats and plant species present in the study area:
* Scottish Natural Heritage (SNH);
* Scottish Environment Protection Agency (SEPA);
* North East Scotland Biological Records Centre (NESBReC);
* University of Aberdeen;
* Royal Society for the Protection for Birds (RSPB);
* Aberdeenshire and Aberdeen City Councils;
Appendix A40.1 – Terrestrial Habitats
* Scottish Wildlife Trust (SWT);
* Noth East Scotland LBAP Co-ordinator; and
* Forestry Commission
2.2 Survey Methods
2.2.1 In May to July 2006, all habitats encountered within 500m either side of the centreline of the proposed scheme were assessed and coded according to the survey methods outlined in the Handbook for Phase 1 Habitat Survey (JNCC, 1993).
2.2.2 Additional target notes were made to record key habitat features too small to be mapped (less than 100m2) and to provide greater detail on other features of ecological interest. Botanical taxonomic
nomenclature follows that of Stace (1997).
2.2.3 Hereafter, the area surveyed is referred to as the 'study area'. It should be noted that urban areas dominated by housing were not subject to detailed survey. However, urban areas with public green space such as industrial estates and parkland were surveyed. Existing curtilages and active railway embankments were not surveyed directly although roadside verges of botanical interest were target noted.
2.2.4 In localised areas, the study area extended beyond 500m either side of the proposed scheme where the route corridor incorporated several potential alignment options at the time of survey, at junctions where the road layout was not finalised or in areas where ecologically important habitats overlapped the boundary of the study area.
2.2.5 To aid description of the semi-natural habitats present in the study area, each section of the route has been sub-divided into Habitat Areas. These were defined a posteriori, following analysis of the Phase 1 Habitat Survey data and aerial photographs. This formed the basis for the ecological evaluation of the habitats.
2.3 Evaluation of Nature Conservation Value
2.3.1 The value of each site with nature conservation interest was determined by reference to any designations and the results of the consultations, literature review and field surveys. Sites and features were classified according to the criteria identified in Table 1.
2.3.2 The criteria used were based on the Ratcliffe Criteria (Ratcliffe, 1977) used in the selection of biological Sites of Special Scientific Interest (SSSI). Habitat areas of interest in terms of their ecology and nature conservation value have been evaluated using criteria suggested by the IEEM Guidelines for Ecological Impact Assessment (2002). These criteria assign a level of importance to the habitat area based on whether the ecological value is important at a range of geographical scales, from being important at a local, parish level to being of international importance. The full details of the general evaluation criteria used are included in Table 1.
Appendix A40.1 – Terrestrial Habitats
Table 1 – Evaluation of Ecological Receptor
| | Value/ | | Criteria |
|---|---|---|---|
| | Importance | | |
| International (European) | | Habitats An internationally designated site or candidate site, i.e. Special Protection Area (SPA), provisional SPA (pSPA), Special Areas of Conservation (SAC), candidate SAC (cSAC), Ramsar site, Biogenetic/Biosphere Reserve, World Heritage Site,or an area which would meet the published selection criteria for designation. A viable area of a habitat type listed in Annex I of the Habitats Directive, or smaller areas of such habitat that are essential to maintain the viability of a larger whole. Any river classified as Excellent A1 and likely to support a substantial salmonid population. Any river with a Habitat Modification Score indicating that it is Pristine or Semi-Natural or Obviously Modified. Species Any regularly occurring population of internationally important species, threatened or rare in the UK, i.e. a UK Red Data Book species categories 1and 2 of UK BAP or of uncertain conservation status or of global conservation concern in the UK BAP. A regularly occurring, nationally significant population/number of an internationally important species. | |
| National (Scottish) | | Habitats A nationally designated site Site of Special Scientific Interest (SSSI), Areas of Special Scientific Interest (ASSI), National Nature Reserve (NNR), Marine Nature Reserve (MNR) or a discrete area which would meet the published selection criteria for national designation (e.g. SSSI selection guidelines). A viable area of a priority habitat identified in the UK Biodiversity Action Plan (UK BAP), or of smaller areas of such habitat essential to maintain wider viability. Any river classified as Excellent A1 and likely to support a substantial salmonid population. Any river with a Habitat Modification Score indicating that it is Pristine or Semi-Natural or Obviously Modified. Species A regularly occurring, regionally or county significant population/number of an internationally/nationally important species. Any regularly occurring population of a nationally important species that is threatened or rare in the region or county (see local BAP). A feature identified as of critical importance in the UK BAP. | |
| Regional (North East Scotland) | | Habitats Sites that exceed the County-level designations but fall short of SSSI selection criteria. Viable areas of key habitat identified in the Regional BAP or smaller areas of habitat essential to maintain wider viability. Viable areas of key habitat identified as of Regional value in the appropriate Scottish Natural Heritage SNH Natural Heritage Future area profile. Any river classified as excellent A1 or good A2 and capable of supporting salmonid population. Any river with a Habitat Modification Score indicating that it is significantly modified or above. Species Any regularly occurring, locally significant population of a species listed as being nationally scarce which occurs in 16-100 10km squares in the UK or in a Regional BAP or relevant SNH Natural Heritage Future area on account of its regional rarity or localisation. A regularly occurring, locally significant population/number of a regionally important species. Sites maintaining populations of internationally/nationally important species that are not threatened or rare in the region or county. | |
| Authority Area (e.g. County or District) (Aberdeenshir e/ City of Aberdeen | | Habitats Sites recognised by local authorities, e.g. District Wildlife Sites (DWS) and Sites of Interest for Nature Conservation (SINS). County/District sites that the designating authority has determined meet the published ecological selection criteria for designation, including Local Nature Reserves (LNR). A viable area of habitat identified in County/District BAP or in the relevant SNH Natural Heritage Future area profile. A diverse and/or ecologically valuable hedgerow network. Semi-natural ancient woodland greater than 025 ha. Any river classified as Good A2 or Fair B and likely to support coarse fishery. Any river with a Habitat Modification Score indicating that it is Significantly Modified or above. Species Any regularly occurring, locally significant population of a species listed in a County/District BAP due to regional rarity or localisation. A regularly occurring, locally significant population of a County/District important species. Sites supporting populations of internationally/nationally/regionally important species that are not threatened or rare in the region or county and not integral to maintaining those populations. Sites/features scarce in the County/District or which appreciably enrich the County/ District habitat resource. | |
| Local (immediate local area or village importance) | | Habitats Areas of habitat that appreciably enrich the local habitat resource (e.g. species-rich hedgerows, ponds). Sites that retain other elements of semi-natural vegetation that due to their size, quality or the wide distribution within the local area are not considered for the above classifications. Semi-natural ancient woodland smaller than 0.25ha. Any river classified as Fair B or Poor C and unlikely to support coarse fishery. Rivers with a Habitat Modification Score indicating that it is Severely Modified or above. Species | |
Appendix A40.1 – Terrestrial Habitats
| | Value/ | Criteria |
|---|---|---|
| | Importance | |
| Less than Local (limited ecological importance) | | |
2.3.3 Each Habitat Area has been defined based on the habitats present and its geographical location within the study area. In any given part of the study area, several Habitat Areas may occur representing, for example, a network of agricultural fields, areas of woodland and other habitats that may be present.
2.4 Impact Assessment
2.4.1 In the assessment of significance of impact, consideration has been given both to the magnitude of impact and to the sensitivity of the receiving environment or species. The sensitivity of a feature was determined with reference to its level of importance although other elements have been taken into account where appropriate. Methods of impact prediction used indirect measurements, correlations, expert opinion, and information from previous developments. Impacts include those that are predicted to be direct, indirect, temporary, permanent, cumulative, reversible or irreversible.
Impact Magnitude
2.4.2 The magnitude of an impact has been assessed for each element of the development. A definition of the magnitude impacts is presented in Table 2 and includes positive impact criteria in accordance with IEEM guidance (2002). The magnitude of each impact was assessed independently of value or statutory status.
Table 2 – Impact Magnitude
| | Magnitude | | Criteria |
|---|---|---|---|
| High negative | | The change is likely to permanently, adversely affect the integrity of an ecological receptor, in terms of the coherence of its ecological structure and function, across its whole area that enables it to sustain the habitat, complex of habitats and/or the population levels of species of interest. | |
| Medium negative | | The change is not likely to permanently, adversely affect the integrity of an ecological receptor, but the effect is likely to be substantial in terms of its ecological structure and function and may be significant in terms of its ecological objectives. Likely to result in changes in the localised or temporary distribution of species assemblage or populations but not affect the population status at a regional scale or permanently. | |
| Low negative | | The change may adversely affect the ecological receptor, but there will probably be no permanent effect on its integrity and/or key attributes and is unlikely to be significant in terms of its ecological objectives. Impacts are unlikely to result in changes to the species assemblage or populations, but core species more vulnerable to future impacts | |
| Negligible | | The change may slightly adversely affect the receptor but will have no permanent effect on the integrity of the receptor or its key attributes. There are no predicted measurable changes to the species assemblage or population and the effect is unlikely to result in an increased vulnerability of the receptor to future impacts. | |
| Positive | | The change is likely to benefit the ecological receptor, and/or enhance the biodiversity resource of the receptor. | |
Appendix A40.1 – Terrestrial Habitats
Impact Significance
2.4.3 The significance of an impact was determined according to the matrix of importance and magnitude as illustrated in Table 3.
2.4.4 The level of significance of impacts predicted on ecological receptors is an important factor in influencing the decision-making process and determining the necessity and/or extent of mitigation measures. Impacts can be beneficial or adverse, either improving or decreasing the ecological status health or viability of a species, population or habitat. In general, an impact significance greater than or equal to Moderate would require specific mitigation to be undertaken to ameliorate the impact significance to acceptable levels.
Table 3 – Impact Significance
| Magnitude | | High | | Medium | | Low | Negligible | Positive | | High |
|---|---|---|---|---|---|---|---|---|---|---|
| Importance | | Negative | | Negative | | Negative | | | | Positive |
| International | Major | | Major | | Moderate | | Negligible | Moderate | Major | |
| National | Major | | Major | | Moderate | | Negligible | Moderate | Major | |
| Regional | Major | | Moderate | | Minor | | Negligible | Minor | Moderate | |
| County | Moderate | | Moderate | | Minor | | Negligible | Minor | Moderate | |
| Local | Minor | | Minor | | Minor | | Negligible | Minor | Minor | |
2.5 Limitations to Assessment
2.5.1 The survey was undertaken from May to July 2006. This is an optimal time of year to carry out botanical and habitat surveys as flowering plants are in leaf and flower and thus misidentification is minimised. However, surveys of wildlife cannot guarantee that all biological cues are recorded and early or late flowering species may be under represented.
3 Baseline
3.1 Consultation Information
3.1.1 SNH provided records of ancient and long-established woodlands from their Semi-natural and Ancient Woodland Inventories, with peatlands listed in the Lowland Raised Bog Inventory (LRBI) (refer to Figures 40.1a-b).
3.1.2 Aberdeen City Council provided details of statutory and non-statutory designated sites of ecological importance including SSSI, District Wildlife Sites (DWS) and a list of NES LBAP priority habitats. The NES LBAP Coordinator confirmed locally important species and priority habitats.
3.1.3 The North East Scotland Biological Records Centre (NESBReC) provided Phase 1 Habitat Survey results undertaken by the Scottish Wildlife Trust (1992 to 1997 and 2002), a plan showing DWS and the results of the Grampian Natural Habitat Survey (1988).
3.1.4 The Forestry Commission provided data about forest/woodland areas and their management.
3.1.5 Additional data concerning rare flora was received from the Botanical Society of the British Isles (BSBI) County Recorder for Aberdeen and Kincardine.
Appendix A40.1 – Terrestrial Habitats
Designated Areas
3.1.6 There are no internationally, nationally or locally designated areas of conservation concern within the study area. The internationally important Red Moss of Netherley SAC lies approximately 1km to the west of the proposed scheme.
3.1.7 Limpet Wood, Megray Wood and Slicewells Wood are listed in the Ancient Woodland Inventory as being of long-established of plantation origin (Figures 40.1 a-b).
3.1.8 Habitat types within the study area include boundary and linear features, arable and horticultural land, improved grassland, fen, marsh, coniferous, broad-leaved and mixed woodlands.
3.1.9 Several priority UK BAP habitats are present in the study area including lowland heath, lowland raised bog, cereal field margins, lowland meadows, wood-pasture and parkland and wet woodland. The NES Biodiversity Audit (Alexander et. al. 1998) identified that Aberdeenshire holds 44 listed habitats. The habitats are well represented in North East Scotland in a UK or Scottish context. Those of relevance to the study area are planted coniferous woodlands, acid grassland, lowland raised bogs and fens. In addition, six locally important habitats were identified. Of these, scrub, riparian woodland, birch woodlands and serpentine grassland/heath mosaic are relevant to the study area. Birch woodlands and serpentine grassland/heath mosaic are considered to be of national significance.
3.2 Survey Results
3.2.1 The results of the Phase 1 Habitat survey are presented in Figures 40.2a-f. Target note (TN) numbers are presented on Figures 40.2a-f and are detailed in Annex 1. On the basis of these results, further boundaries were drawn around groups of Phase 1 Habitat Areas where they formed an obvious ecological unit. Results have been described on this basis.
3.2.2 The following paragraphs briefly describe the main habitats found along the proposed route with Habitat Area numbers provided.
Section FL1
3.2.3 This section is dominated by arable farmland with occasional species-rich cereal margins. In general, biodiversity around these farming sites is concentrated in shelterbelts and fragments of plantation woodland. Limpet Burn is bordered in some areas by wet woodland (Limpet Burn Wood), which stretches into the conifer plantation woodland of Megray Wood. A number of wetland habitats are present in Fishermyre Wood including wet woodland, heath, fen and marsh. Details on individual Habitat Areas are provided in Table 4.
3.2.4 Within this section, there are fragments of plantation woodlands, shelterbelts and areas of seminatural habitat:
* Woodland – Plantation: Megray Wood (F6) is the largest block of conifer plantation. A much smaller coniferous plantation is present at H Ram Wood (F4).
* Woodland – Semi-natural: Many of the shelterbelts can be classed as semi-natural as they contain ancient woodland indicator ground flora. This does not necessarily imply the woods are ancient, but suggests prolonged shading consistent with long-established woodland. Limpet Wood (F7) is a mature mixed plantation woodland (registered on the AWI) that grades into a seminatural riparian birch (Betula sp.) wet woodland along the line of Limpet Burn. Other semi-natural woodland is associated with Slicewells Wood (F5) (registered on the AWI), which appears to be of ancient plantation origin but has since regenerated. To the west, this consists of birch-dominated wet woodland (F11), whilst a more mixed wood containing a variety of broadleaves and Scots pine conifers (Pinus sylvestris) is present to the east.
Appendix A40.1 – Terrestrial Habitats
* Semi-improved Grassland: Semi-improved grassland is mostly confined to West Fishermyre Wood (F11). Mesotrophic grassland occurs on a small hill in this section, whilst in the lower areas near conifer plantation woodland and gorse (Ulex europaeus) scrub, acid grassland is the dominant semi-improved grassland habitat. Acid grassland is occasional within the drier areas of Fishermyre Wood.
* Bracken and Scrub habitats: Gorse scrub is frequent throughout the area. Dense gorse is particularly notable around Fishermyre Wood (F12), lining both heathland and birch wood. A richer willow carr (Salix sp.) occurs across the heathland. Scattered gorse and hawthorn (Crataegus monogyna) scrub occurs occasionally in field boundaries, roadsides and lining the railway line to the south. Bracken (Pteridium aquilinum) is relatively limited within the area. Dense patches are only present at Fishermyre Wood (though this occurs outside the study area) and on the northern slopes of Limpet Burn (F7).
* Heathland, Fen and Marsh habitats: Extensive heather (Calluna vulgaris)/bell heather (Erica cinerea) dry heath is present around Fishermyre Wood (F12). The value of this area is increased through linkages with carr, dense scrub, fen and semi-natural mixed woodland. This grades into acid fen, characterised by rushes overlaying abundant Sphagnum moss. Rich marsh developing into wet birch woodland occurs along Limpet Burn.
* Invasive Species: Japanese knotweed (Fallopia japonica) is present at the edge of the wooded roadside border of the agricultural fields of New Mains of Ury (F2).
* Stream habitat: Limpet Burn (F7) is a heavily vegetated stream. This flows through the valuable habitats of wet woodland and marsh, as well other habitats such as scrub and grassland. A species rich wet woodland is situated near Megray Burn and Limpet Burn, though this eventually degrades into conifer plantation to the north. Fishermyre Burn is largely a field drainage system, though it borders marsh in the northern section. Green Burn supports a fen and wet woodland, as well as a more species poor marsh.
Appendix A40.1 – Terrestrial Habitats
Table 4 – Habitat Areas Found in Section FL1
| F1 | Agricultural fields between the A90 and Stonehaven | 1 |
|---|---|---|
| F2 | Agricultural fields west of New Mains of Ury | 2 3 4 5 6 7 8 10 |
| F3 | Agricultural fields to the north of Megray Farm | 9 |
| F4 | H Ram Wood | |
| F5 | Slicewells Wood | 11 12 13 |
| F6 | Megray Wood | |
| F7 | Limpet Burn | 14 15 16 17 18 19 20 |
| F8 | Agricultural fields surrounding Coneyhatch and Wyndford Farm | 21 23 41 |
| F9 | Kempstone Hill | |
| F10 | Fishermyre Wood south | 22 |
| F11 | Fishermyre Wood west. | 24 25 26 27 28 |
| F12 | Fishermyre Wood. Wet habitats to the south of Allochie Croft | 29 30 31 32 33 34 35 36 |
Appendix A40.1 – Terrestrial Habitats
Section FL2
3.2.5 Improved and arable fields comprise most of the habitat in this section. Most of the fields have dry stone walls along the boundaries, with occasional hedges. Small pockets of scrub are rarely present, as are marsh/marshy grassland habitats. Most of the wooded environment is limited to the riparian zone of the Burn of Muchalls which contains young mixed plantations in the west and semi-natural wet woodland in the east. Details on individual Habitat Areas are provided in Table 5.
3.2.6 Habitats within this section include:
* Woodland – Plantation: Plantation woodland is largely limited to the immediate surrounds of the Burn of Muchalls (F15). This is a young mixed plantation containing Scots pine and a variety of broad-leaved species. Other plantation is to be found at Elrick Wood (TN49 and 50). This is composed of Sitka spruce plantation. The north is mature, whilst the south is relatively recently planted.
* Woodland – Semi-natural: As with the plantation woodland, the semi-natural broad-leaved woodland is a riparian habitat feature comprising of rowan/willow/alder (Alnus glutinosa) wet woodland.
* Marsh/Marshy Grassland: This habitat was found surrounding a pond (F16), along with goat willow scrub.
* Heathland habitats: The area within F14 contains a mix of dry and wet heath combined with acid grassland and peat underneath. Heather is the dominant ericoid, with the moss layer welldeveloped and containing frequent Sphagnum spp.
* Semi-improved Grassland: This habitat is limited in this section but does occur as a mesotrophic assemblage in F13 and F16.
* Standing water: A small pond in the eastern section of F16 supports a surround of willow scrub and marshy grassland. There are also several ponds in the F15 area surrounded by marshy grassland and young mixed plantation woodland. The marshy grassland is comprised of frequent tufted hair grass (Deschampsia cespitosa) and yorkshire fog (Holcus lanatus) and marsh thistle (Cirsium palustre) with occasional marsh marigold (Caltha palustris), wild angelica (Angelica sylvestris), marsh valerian (Valeriana dioica), meadowsweet (Spiraea almaria) and ground elder (Aegopodium podagraria).
* Stream habitats: The Burn of Muchalls is lined with semi-natural wet woodland and young mixed plantation (F15), while Back Burn influences a mesotrophic grassland community.
* Hedgerows: The area including and surrounding the Burn of Muchalls (F13, F15 and F16) are planted with young fenced off largely broad-leaved species. These hedgerows are approximately 2-5 years old and are comprised of traditional hedgerow species such as hawthorn, beech (Fagus sylvatica), hazel (Corylus avellana) and sweet briar (Rosa rubiginosa) with the occasional holly (Ilex aquifolium).
Appendix A40.1 – Terrestrial Habitats
Table 5 – Habitat Areas Found in Section FL2
| Habitat Area | Feature/Asset | | Target |
|---|---|---|---|
| | | | Note |
| | | | Number |
| F13 | Agricultural fields surrounding Hill of Muchals | 37 42 45 46 | |
| F14 | Heath by Allochie | | |
| F15 | Burn of Muchalls | 43 47 | |
| F16 | Agricultural fields from north of the Burn of Muchalls to Cookney | 44 48 49 50 51 52 53 | |
Section FL3
3.2.7
Improved grassland is dominant with arable land abundant. Wetter habitats are frequent and include bog, heath, marsh, acid grassland and riparian mesotrophic grassland. Many of the fields are lined with dry stone walls, hedges and/or shrubs/trees. Pockets of dense scrub are frequent within the mid-section particularly. Woodland is limited, being largely confined to a young plantation. Details on individual Habitat Areas in this section are provided in Table 6.
3.2.8 Habitats within this section include:
* Woodland – Plantation. A very young conifer plantation is present within F25. Many of the trees present are still in tubes and the ground flora is indistinguishable from the wet heath/acid grassland to the south (F23).
* Wetland habitats – Habitat Areas F23, F24 and F25 appear to be hydrologically connected. F23 is a wet heath acid grassland mix that continues into the young plantation in F25. These habitats drain to the lower level of F24. Bog has developed along with pools of standing water in the west, while the environment is more modified in the east, with tracks and planted birch and Scots pine drying the ground underneath. The hydrological connection can also be traced to marsh land in the south, leading to an acid grassland/dry heath complex (F21). Aside from the marshy grassland connecting the peatland habitats described above, marsh also occurs in the south of this section (F19 and F17), In the west, the marsh connects to a dry modified bog, merging into acid grassland and dense scrub. The eastern section contains a species-rich marsh with willow carr developing. In the north, marshy grassland is associated with poor field drainage.
* Semi-improved Grassland – Mesotrophic semi-improved grassland occurs in the floodplain of the Crynoch Burn (F27). Although variable, the high moisture element can be determined by the presence of Yorkshire fog, rushes and tufted hair-grass. Other semi-improved grassland is of a more acidic nature and is present close to the wet habitats of bog and heath (F17, F23 and F25).
* Bracken and Scrub habitat – The presence of bracken is relatively infrequent across the section with only Crynoch Burn (F27) having dense pockets. Many areas of dense scrub are present, the vast majority of which is dominated by gorse.
Appendix A40.1 – Terrestrial Habitats
* Linear habitats – Dry stone walls occur across much of the section but are a particular feature in the south of this section. Hedgerows are limited, however many of the scrub lined fields provide a similar wildlife habitat/corridor.
* Stream habitats – Cookney Ditch and Stoneyhill Burn form the limits of wet willow wood and marshy grassland (F19). Strannog Burn, Cairns Burn, Crossley Burn and Whiteside Burn influence the formation of a number of wet habitats (F21, F23, F24 and F25).
Table 6 – Habitat Areas Found in Section FL3
| Habitat Area | Feature/Asset | | Target |
|---|---|---|---|
| | | | Note |
| | | | Number |
| F17 | Wet habitats north of Cookney | 54 | |
| F18 | Agricultural fields from Cookney to East Rothnick Wood | 58 59 60 61 | |
| F19 | Stoneyhill | 55 56 57 | |
| F20 | Agricultural fields around Berry Top | | |
| F21 | Wet habitats around East Crossley | 62 | |
| F22 | Agricultural fields from Quoscies to Strannog | 64 65 | |
| F23 | Dry heath/acid grassland mosaic to the west of Wedderhill | 73 | |
| F24 | Bog/heath to the immediate west of Wedderhill | 67 68 69 71 | |
| F25 | Plantation woodland south of Strannog | 72 | |
| F26 | Agricultural fields to the south of Polston Farm | | |
| F27 | Floodplain and immediate surrounds of Crynoch Burn (south) | 74 75 | |
AppendixA40.1 – Terrestrial Habitats
4 Evaluation of Habitat Areas
4.1.1 The evaluation was carried out following the criteria outlined in Table 1. Each Habitat Area has been assessed in terms of its overall ecological value. The paragraphs below give a brief summary of the habitats of value within each section. Individual evaluations of Habitat Areas are presented in Table 7.
Section FL1
4.1.2 In this section, five Habitat Areas are assessed as being of regional importance covering two ecologically and geographically linked areas. Slicewells and Fishermyre Woods (F5, F10, F11 and F12) are noted for their variety of wet habitats, including wet woodland, fen and heath.
4.1.3 Megray Wood (F6) is assessed as being of county value due to it containing a viable area of LHAP habitats, which are plantation woodland and burn. However, this Habitat Area has been upgraded to regional value due to its close proximity and connectivity with Limpet Burn (F7), which contains both willow and birch UK BAP wet woodland.
Section FL2
4.1.4 The Burn of Muchalls fulfils the criteria for the LHAP Burns and Rivers, while the wet woodland located along the flood plain is a UK BAP priority habitat. However, the limited extent of this habitat reduces the value. The burn extends outside of the Habitat Area, with a capacity to affect riparian and wetland habitats outside the study area, making this of county value.
Section FL3
4.1.5 There are five Habitat Areas of county value in this section. The areas of county level value (F17, F19, F21, F23, F24) are assessed on the basis that they contain the UK BAP priority habitats of lowland raised bog, lowland heathland or willow carr. However, their modified and fragmented nature lead to these area being downgraded in value.
4.1.6 Crynoch Burn (F27) is part of the River Dee SAC. As the designation of the SAC does not relate to terrestrial riparian habitats specifically, this Habitat Area is assigned as being of regional value.
| | Habitat | Feature/Asset | Description | Evaluation |
|---|---|---|---|---|
| | Area | | | |
| F1 | | Agricultural fields between the A90 and Stonehaven | Series of agricultural fields with scattered scrub. The Aberdeen – Stonehaven railway line contains semi-natural habitats of limited importance, however, this is part of a larger linear habitat. | Local |
| F2 | | Agricultural fields west of New Mains of Ury | Extensive area of arable farmland, with shelterbelt woodlands that are features of local ecological value. | Local |
| F3 | | Agricultural fields to the north of Megray Farm | Very large arable fields with a small occasional scattered scrub and arable weed borders. The most valuable arable weeds are however outside of the survey boundary. | Local |
| F4 | | H Ram Wood | Small pocket of mature LHAP plantation woodland. The small size and isolation reduce the value of the habitat. | Local |
| F5 | | Slicewells Wood | Viable area of semi-natural wet birch broad-leaved woodland listed in the AWI. Wet woodland is listed as a UKBAP and LBAP Priority Habitat. This Area also connects to other wetland habitats, including fen (F12). | Regional |
| F6 | | Megray Wood | Mature conifer plantation (LHAP priority) with an LHAP small burn which supports and connects to viable area of more species-rich wet woodland (UKBAP priority habitat). | Regional |
| F7 | | Limpet Burn | Mosaic of semi-natural communities along the heavily vegetated Limpet Burn. Communities include a dense marsh with scattered willow carr, wet birch woodland (UKBAP priority habitat), dense bracken and continuous gorse scrub. Area included on the AWI. | Regional |
| F8 | | Agricultural fields surrounding Coneyhatch and Wyndford Farm | Series of arable and improved fields, with occasional marshy grassland and scattered scrub. | Less than local |
| F9 | | Kempstone Hill | Dry heath/acid grassland mosaic with frequent gorse and willow scrub. | Local |
| F10 | | Fishermyre Wood south | Wetland habitats, including BAP priority habitats of wet woodland and lowland heathland forms a part of the Fishermyre Wood wetland system. | Regional |
| F11 | | Fishermyre Wood west. | Viable area of semi-natural wet birch woodland (UKBAP priority habitat) combined with dense continuous gorse scrub. Behind the birch wood is a Scots pine conifer plantation (LHAP priority), with acid grassland underneath and beyond. The hill to the north is composed of semi-improved neutral grassland. | Regional |
| F12 | | Fishermyre Wood. Wet habitats to the south of Allochie Croft | The majority of this area is dominated by dry heath (Lowland Heathland UKBAP). The south contains willow carr (UKBAP Wet Woodland) and Fen (UKBAP Fens). | Regional |
| F13 | | Agricultural fields surrounding Hill of Muchals | Extensive area of arable farmland, with shelterbelt woodlands that are features of local ecological value. | Local |
| F14 | | Heath by Allochie | Small area of LBAP heathland with ongoing process of grubbing up. The degraded nature reduces the value of this habitat. | Local |
| F15 | | Burn of Muchalls | LHAP riparian habitat surrounding the Burn of Muchalls, including small and localised areas of semi-natural UKBAP wet woodland and young mixed plantation woodland. | County |
| | Habitat | Feature/Asset | Description |
|---|---|---|---|
| | Area | | |
| F16 | | Agricultural fields from north of the Burn of Muchalls to Cookney | Agricultural land with many newly planted hedgerows and rows and groups of standards trees, plus mature Scots pine and beech lining and shelterbelts. |
| F17 | | Wet habitats north of Cookney | Series of wetland habitats including UK BAP lowland bog and heathland. |
| F18 | | Agricultural fields from Cookney to East Rothnick Wood | Agricultural fields with scrub. |
| F19 | | Stoneyhill | Species-rich marshland with UK BAP willow carr developing. |
| F20 | | Agricultural fields around Berry Top | Series of agricultural fields with occasional pockets of scattered scrub. |
| F21 | | Wet habitats around East Crossley | The habitats grade from LHAP soft rush dominated fields to a more ecologically valuable dry heath (UK BAP Lowland Heathland) /acid grassland mosaic. Scrub is frequent. |
| F22 | | Agricultural fields from Quoscies to Strannog | Improved fields with soft rush and gorse scrub. |
| F23 | | Dry heath/acid grassland mosaic to the west of Wedderhill | Dry heath with wet heath characteristics (UK BAP Lowland Heathland)/ acid grassland mosaic. Patches of wet heath leading onto bog are also present. |
| F24 | | Bog/heath to the immediate west of Wedderhill | Wet heavily modified bog with dry heath (UK BAP Lowland Heathland), UK BAP wet birch woods and scattered broadleaves and conifers, plus a small vegetated burn (Rivers and Burns LHAP) is present with a pool of standing water. |
| F25 | | Plantation woodland south of Strannog | Young plantation woodland underlain by dry heath/ acid grassland mosaic. |
| F26 | | Agricultural fields to the south of Polston Farm | Dominated by improved fields with scrub and marsh. |
| F27 | | Floodplain and immediate surrounds of Crynoch Burn (south) | Mesotrophic semi-improved grassland (LHAP Species rich grassland) giving way to improved fields with abundant gorse scrub. Also contains the Crynoch Burn – part of the River Dee SAC catchment. |
Appendix A40.1 – Terrestrial Habitats
5 Potential Impacts
5.1 Introduction
5.1.1 In general, direct impacts are where the impacts of the proposed scheme would result in a direct change to the status of an ecological receptor, during a construction or operational phase. For example, habitat loss due to landtake or loss of animals due to road mortality are referred to as direct impacts. Indirect effects of the proposed scheme generally relate to secondary effects. Fragmentation of habitat, for example, can affect the long-term viability of local populations of species.
5.1.2 It should be noted that the impacts associated with the operational phase of the scheme are considered to be permanent, whereas temporary impacts, which are only apparent while the road is being built, are discussed in association with the construction phase.
5.1.3 Potential impacts associated with the proposed scheme include (refer to Table 8):
* direct habitat loss through land-take;
* severance or fragmentation of existing areas of habitat;
* hydrological disruption;
* pollution via road drainage, runoff and spray from road traffic;
* physical obstruction caused by road constructions and bridges; and
* disturbance during construction.
Table 8 – Summary of Impacts During Construction and Operation
| Generic Impact | Potential Impact Description | | Construction | Operation |
|---|---|---|---|---|
| | | | Phase | Phase |
| Direct habitat Loss | The proposed works involve construction of a dual carriageway through undeveloped habitats. Direct habitat loss of these habitats is likely along the whole route corridor, with a minimum width of habitat loss being approximately 50m, where the proposed route is at grade with surrounding land. In areas where a cutting or embankment is required, the width of habitat loss is increased depending on the extent of the required works. | Yes | | |
| Severance or fragmentation of existing habitat | The proposed road would result in the severance of habitats adjacent to the proposed alignment. Fragmentation of habitat is likely to occur where the proposed route severs existing habitat, resulting in smaller, more numerous areas of habitat. | Yes | | |
| Physical obstruction caused by road constructions and bridges | The proposed road would act as a physical obstruction to the natural movement of species. These impacts are more obvious on animal populations resident in the study area and these are discussed in other specialist reports. However, movement of plant species can also be obstructed by physical barriers such as roads. | Yes | | |
| Hydrological disruption | Wetland habitats, including mires, blanket bog and wet heaths are susceptible to impacts from developments that affect the hydrological regimes of those habitats. Wetland Habitat Areas close to the proposed route may be subject to such impacts. | Yes | | |
| Pollution via road drainage, runoff and spray | During construction of the proposed road, pollution is likely to be predominantly associated with runoff of construction materials onto semi-natural habitats may result in adverse impacts to these habitats. During the operation of the road, pollution resulting form road drainage, runoff and spray is may adversely impact habitats adjacent to the road. | Yes | | |
Appendix A40.1 – Terrestrial Habitats
| Generic Impact | Potential Impact Description | | Construction | | Operation |
|---|---|---|---|---|---|
| | | | Phase | | Phase |
| pollution | magnitude dependent on the level of road lighting present in specific areas. | | | | |
| Air pollution | During the construction phase, particulate deposition of material arising from construction materials may result in limited impacts close to the construction site. During operation of the road, air pollution may to arise from traffic emissions. | Yes | | Yes | |
5.2 Specific Impacts on Individual Habitat Areas
5.2.1 In the following paragraphs for each of the sections, the potential impacts on the habitat areas present within the study area are described, without appropriate mitigation. For each Habitat Area, the magnitude of the combined impacts is assessed using the criteria in Table 2 and the resulting significance of impacts presented using the matrix in Table 3.
5.2.2 The paragraphs below present a brief summary of the main impacts (i.e. of Moderate or above) in each section. Loss of habitat, severance and fragmentation will occur throughout in each of the sections. There is also a potential risk of polluted runoff from construction sites and from the operational scheme along the road corridor, if no mitigation is in place. The full results of the assessment for each Habitat Area are presented in Tables 9 to 11.
Section FL1
Construction
5.2.3 Impacts causing fragmentation and the risk of potential pollution of Limpet Burn and Fishermyre Wood have been assessed as being of high magnitude and of Major significance.
Operation
5.2.4 The scheme would result in minor habitat loss throughout this section. Habitat loss and fragmentation of Limpet Burn and Fishermyre Wood is a medium magnitude of Moderate significance. Potential impacts from disturbance, changes to the local hydrological regime and pollution risk for Limpet Burn and Fishermyre have been assessed as high magnitude and of Major significance.
Section FL2
Construction
5.2.5 In addition to severance and fragmentation, polluted runoff from work sites would result in adverse impacts to adjacent habitat ranging from Negligible to Minor. Habitat severance, disturbance causing fragmentation and potential pollution of the Burn of Muchalls and surrounds is predicted to be of medium magnitude and of Moderate significance.
Operation
5.2.6 Habitat Loss of the Burn of Muchalls and surrounds is assessed as being of medium impact magnitude and of Moderate significance. Operational impacts from disturbance, habitat fragmentation and the risk of pollution from road runoff to the Burn of Muchalls have been assessed as being of potentially high magnitude and thus of Major significance.
Appendix A40.1 – Terrestrial Habitats
Section FL3
Construction
5.2.7 Disturbance causing fragmentation, hydrological impacts and pollution of wetland habitats, particularly at Stoneyhill (F19) and East Crossley (F21) has the potential for high magnitude and Moderate significance.
Operation
5.2.8 Minor habitat loss, severance and fragmentation, polluted road runoff would result in adverse impacts to adjacent habitat ranging from Negligible to Minor. Habitat loss, fragmentation, hydrological impacts and pollution from road runoff at Stoneyhill, East Crossley and Wedderhill are assessed as having potential for high magnitude and Moderate significance.
| Habitat | Feature / Asset | Potential Impact Decription (without mitigation) | Magnitude |
|---|---|---|---|
| Area | Evaluation | | |
| Number | | | |
| F1 | Agricultural fields between the A90 and Stonehaven Local | Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F2 | Agricultural fields west of New Mains of Ury Local | No observable impacts are likely to occur. | Negligible |
| F3 | Agricultural fields to the north of Megray Farm Local | Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F4 | H Ram Wood Local | Severance leading to fragmentation of woodland. Potential pollution and disturbance impacts. | Medium negative |
| F5 | Slicewells Wood Regional | No observable impacts are likely to occur. | Negligible |
| F6 | Megray Wood Regional | Potential pollution and disturbance impacts. | Low negative |
| F7 | Limpet Burn Regional | Severance and fragmentation of habitats on either side of route. Potential pollution and disturbance to remaining habitats. | High negative |
| F8 | Agricultural fields surrounding Coneyhatch and Wyndford Farm Less than local | Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F9 | Kempstone Hill Local | No observable impacts are likely to occur. | Negligible |
| F10 | Fishermyre Wood south Regional | Severance and fragmentation of habitats on either side of route. Potential hydrological impacts on wetland habitats. Potential pollution and disturbance to remaining habitats. | High negative |
| F11 | Fishermyre Wood west. Regional | No observable impacts are likely to occur. | Negligible |
| F12 | Fishermyre Wood. Wet habitats to the south of Allochie Croft Regional | Severance and fragmentation on either side of route. Potential hydrological impacts on wetland habitats Potential pollution and disturbance impacts. | High negative |
| Habitat | Feature / Asset | Criteria | Magnitude |
|---|---|---|---|
| Area | Evaluation | | |
| Number | | | |
| F1 | Agricultural fields between the A90 and Stonehaven Local | Direct habitat loss of farmland (0.9ha arable and 0.3ha improved grassland) by access road. Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F2 | Agricultural fields west of New Mains of Ury Local | No direct habitat loss. No observable secondary impacts are likely to occur. | Negligible |
| F3 | Agricultural fields to the north of Megray Farm Local | Direct loss of farmland habitat (2.8ha) but not affecting arable weed location. Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F4 | H Ram Wood Local | Loss of conifer woodland (0.1ha). Potential pollution and disturbance impacts. | Medium negative |
| F5 | Slicewells Wood Regional | No direct habitat loss. No observable secondary impacts are likely to occur. | Negligible |
| F6 | Megray Wood Regional | Direct loss of edge habitat of plantation woodland (0.2ha). Potential pollution and disturbance impacts. | Low negative |
| F7 | Limpet Burn Regional | Direct loss of UK BAP and other habitats where route crosses (0.3ha fen, 0.3ha semi- natural broadleaved woodland, 0.8ha dense scrub and 0.2ha improved grassland). Severance and fragmentation of habitats on either side of route. Potential pollution and disturbance to remaining habitats. | High negative |
| F8 | Agricultural fields surrounding Coneyhatch and Wyndford Farm Less than local | Direct loss of low value farmland habitat (3.3ha). Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F9 | Kempstone Hill Local | No direct habitat loss as all habitats of ecological value are > 1000m from the route. No observable secondary impacts are likely to occur. | Negligible |
| F10 | Fishermyre Wood south Regional | Direct loss of UK BAP and other habitats where route crosses (0.3ha fen, 0.7ha dry heath/acid grassland, 0.6ha marshy grassland, 0.04ha semi-natural broadleaved woodland and 0.2ha improved grassland) Severance and fragmentation of habitats on either side of route. Potential hydrological impacts on wetland habitats. Potential pollution and disturbance to remaining habitats. | High negative |
| Habitat | Feature / Asset Evaluation | Criteria | Magnitude |
|---|---|---|---|
| Area | | | |
| Number | | | |
| F11 | Fishermyre Wood west. Regional | No direct loss. No observable secondary impacts are likely to occur. | Negligible |
| F12 | Fishermyre Wood. Wet habitats to the south of Allochie Croft Regional | Direct loss of UK BAP habitats of wet woodland and fen (0.8ha fen, 0.4ha semi-natural broadleaved woodland, 0.9 scattered scrub and 0.2ha improved grassland). Severance and fragmentation on either side of route. Potential hydrological impacts on wetland habitats Potential pollution and disturbance impacts. | High negative |
| Habitat | Feature / Asset | Potential Impact Decription (without mitigation) | Impact |
|---|---|---|---|
| Area | Evaluation | | Magnitude |
| Number | | | |
| F13 | Agricultural fields surrounding Hill of Muchals Local | Fragmentation of dry stone walls and species-rich native hedge. Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F14 | Heath by Allochie Local | No observable impacts are likely to occur. | Negligible |
| F15 | Burn of Muchalls Regional | Severance and fragmentation of farmland and stream habitat on either side of route. Potential pollution and disturbance impacts. | High negative |
| Habitat | Feature / Asset | Potential Impact Decription (without mitigation) | Impact |
|---|---|---|---|
| Area | Evaluation | | Magnitude |
| Number | | | |
| F13 | Agricultural fields surrounding Hill of Muchals Local | Habitat loss of farmland (3.7ha). Loss/fragmentation of dry stone walls and species-rich native hedge. Severance from farmland on other side of route. Potential pollution and disturbance impacts. | Low negative |
| F14 | Heath by Allochie Local | No direct habitat loss. No observable secondary impacts are likely to occur. | Negligible |
| F15 | Burn of Muchalls Regional | Direct loss of stream habitat. Severance and fragmentation of farmland on either side of route. Potential pollution and disturbance impacts. | High negative |
| Habitat | Feature / Asset | Potential Impact Decription (without mitigation) | Impact | Impact |
|---|---|---|---|---|
| Area | Evaluation | | Magnitude | significance |
| Number | | | | |
| F17 | Wet habitats north of Cookney County | Potential secondary impacts including pollution and disturbance. | Low negative | |
| F18 | Agricultural fields from Cookney to East Rothnick Wood Local | Severance from farmland on other side of route. Fragmentation of nine dry stone walls. Potential pollution and disturbance impacts. | Low negative | |
| F19 | Stoneyhill County | Potential hydrological impacts on wetland habitats. Potential pollution and disturbance impacts. | Medium negative | |
| F20 | Agricultural fields around Berrytop Less than local | Potential pollution and disturbance impacts. | Low negative | |
| F21 | Wet habitats around East Crossley County | Fragmentation of wetland habitat on either side of route. Potential hydrological impacts on wetland habitats. Potential pollution and disturbance impacts. | High negative | |
| F22 | Agricultural fields from Quoscies to Strannog Less than local | Severance of farmland and marshy grassland from other side of route. Potential pollution and disturbance impacts. Drying out of marshy grassland plus impacts to other wetland sites (i.e. F21). | Low negative | |
| F23 | Dry heath/acid grassland mosaic to the west of Wedderhill County | Severance and fragmentation of habitat either side of the route. Drying out of wetland areas with impacts to wetlands outside this Habitat Area (e.g. F24). | Medium negative | |
| F24 | Bog/heath to the immediate west of Wedderhill County | Severance of hydrological connectivity by the route could result in drying out of wetland habitat. | High negative | |
| F25 | Plantation woodland south of Strannog Local | Severance and fragmentation of young plantation. Drying out of acid grassland/heath below plantation. North-facing slope suggests no impact upon hydrological connectivity to other habitats. | Low negative | |
| F26 | Agricultural fields to the south of Polston Farm Local | Severance from farmland on other side of route. Fragmentation of three dry stone walls. No observable secondary impacts are likely to occur. | Low negative | |
| Habitat | Feature / Asset | Potential Impact Decription (without mitigation) | Impact |
|---|---|---|---|
| Area | Evaluation | | Magnitude |
| Number | | | |
| F17 | Wet habitats north of Cookney County | Direct habitat loss at the extreme southeast edge of habitat (0.1ha dense scrub, <0.1ha improved grassland and <0.1ha marshy grassland). Potential secondary impacts including pollution and disturbance. | Low negative |
| F18 | Agricultural fields from Cookney to East Rothnick Wood Local | Loss of low value farmland (1.5ha arable and 6.4ha improved grassland). Severance from farmland on other side of route. Fragmentation of nine dry stone walls. Loss of corner of dense gorse scrub. Potential pollution and disturbance impacts. | Low negative |
| F19 | Stoneyhill County | Loss of marshy grassland and developing UK BAP habitat (0.3ha). Potential hydrological impacts on wetland habitats. Potential pollution and disturbance impacts. | Medium negative |
| F20 | Agricultural fields around Berrytop Less than local | Loss of corner habitat of farmland (0.3ha). Potential pollution and disturbance impacts. | Low negative |
| F21 | Wet habitats around East Crossley County | Direct loss of acid grassland/dry heath (0.9ha) Direct loss of improved grassland (0.3ha) Fragmentation of wetland habitat on either side of route. Potential hydrological impacts on wetland habitats. Potential pollution and disturbance impacts. | High negative |
| F22 | Agricultural fields from Quoscies to Strannog Less than local | Loss of farmland habitat (0.8ha). Loss of species-poor marshy grassland (0.6ha). Severance of farmland and marshy grassland from other side of route. Potential pollution and disturbance impacts. Drying out of marshy grassland plus impacts to other wetland sites (i.e. F21). | Low negative |
| F23 | Dry heath/acid grassland mosaic to the west of Wedderhill County | Direct loss of dry heath/acid grassland habitat (0.9ha) and scrub (0.05ha). Severance and fragmentation of habitat either side of the route. Drying out of wetland areas with impacts to wetlands outside this Habitat Area (e.g. F24). | Medium negative |
| F24 | Bog/heath to the immediate west of Wedderhill County | No direct loss of habitat. Severance of hydrological connectivity by the route could result in drying out of wetland habitat. | High negative |
| Habitat | Feature / Asset Evaluation | Potential Impact Decription (without mitigation) | Impact |
|---|---|---|---|
| Area | | | Magnitude |
| Number | | | |
| F25 | Plantation woodland south of Strannog Local | Direct loss of plantation woodland (0.7ha). Severance and fragmentation of young plantation. Drying out of acid grassland/heath below plantation. North-facing slope suggests no impact upon hydrological connectivity to other habitats. | Low negative |
| F26 | Agricultural fields to the south of Polston Farm Local | Direct loss of low value farmland (4.3ha). Severance from farmland on other side of route. Fragmentation of three dry stone walls. No observable secondary impacts are likely to occur. | Low negative |
Appendix A40.1 – Terrestrial Habitats
5.3 Estimate of Habitat Loss
5.3.1 The total amount of landtake required in order to construct the Fastlink of the proposed scheme is estimated at approximately 1.20km 2 / 120ha. Table 15 shows the estimated total pre-construction and post-construction areas of Phase 1 habitats present within the proposed landtake of the scheme. The post-construction figures take into account both anticipated habitat loss to construction and habitat that would be created or changed as a result of mitigation.
Table 15 – Phase 1 Habitat Areas Pre and Post Construction
| Phase 1 Habitat Description | | | Phase 1 Habitat Categories within proposed scheme | | |
|---|---|---|---|---|---|
| | | | landtake | | |
| | | | Pre-construction (ha) | | Post-construction (ha) |
| Woodland mixed plantation | | 2.46 | | 13.23 | |
| Woodland broadleaved plantation (including standard trees) | | 0.10 | | 0.78 | |
| Woodland broadleaved semi-natural | | 2.11 | | 0.55 | |
| Woodland coniferous plantation | | 1.28 | | 0.31 | |
| Scattered scrub | | 0.59 | | 1.20 | |
| Dense continuous scrub | | 3.58 | | 7.17 | |
| Riparian woodland | | 0 | | 3.37 | |
| Acid grassland semi-improved | | 0.15 | | 0.13 | |
| Acid grassland unimproved | | 0.40 | | 0.19 | |
| Improved grassland | | 46.29 | | 26.39 | |
| Marshy grassland | | 5.21 | | 2.87 | |
| Neutral grassland semi-improved | | 0.26 | | 0.21 | |
| Poor semi-improved grassland | | 2.96 | | 1.51 | |
| Disturbed amenity grassland | | 0.83 | | 0.37 | |
| Arable | | 49.21 | | 19.64* | |
| Built up areas (buildings) | | 0.49 | | 0.49 | |
| Fen | | 3.87 | | 1.41 | |
| Heath – acid grassland dry mosaic | | 1.88 | | 1.67 | |
| | Total | | 121.67 | | 81.49 |
*figure assumes all potential return to agriculture is achieved.
Appendix A40.1 – Terrestrial Habitats
6 Mitigation
6.1 Introduction
6.1.1 Mitigation measures are proposed for all ecological impacts on terrestrial habitats identified in the preceding sections. Generic mitigation measures will be implemented throughout the area affected by the proposed scheme. Additional site specific mitigation measures are proposed where impacts of Moderate or above are predicted.
6.2 General
6.2.1 The overall objectives for avoiding and minimising the ecological impacts associated with the proposed scheme are:
* to avoid adverse impacts in the first instance, for example by not pursuing a particular option or by devising alternatives where possible;
* where avoidance is not possible, reduce the adverse impacts with the aim of eliminating impacts and reducing each impact to being of minimal significance;
* where adverse residual impacts are anticipated, additional measures to offset the adverse impacts will be sought. For example, habitat creation to offset the local site specific impacts associated with habitat loss and fragmentation; and
* where localised site-specific mitigation may not be possible through habitat creation, or where such measures would be ineffective, it may be possible with the agreement of statutory consultees, to offset adverse impacts at a wider, regional level. Such measures may include habitat creation and/or restoration at sites remote from the point of impact or contributions to strategies that contribute to meeting the targets and objectives of Biodiversity Action Plans (BAPs).
6.2.2 Legislative guidance regarding mitigation for habitat loss and fragmentation is provided in Table 9.
6.2.3 In order to guide the development of appropriate mitigation for the proposed scheme, a Mitigation Vision Statement (Jacobs, 2007) has been developed in consultation with the statutory consultees for this proposal. The purpose of this working document is to provide strategic guidance on the development of site specific, as well as wider scale (i.e. outwith the route corridor) mitigation measures. The aim is to ensure an integrated approach to mitigation incorporating best practice guidance.
6.2.4 A key factor in the successful implementation of ecological mitigation strategies would be the development of an action plan to take forward the strategies of the Mitigation Vision Statement. The action plan for the proposed scheme will draw together all mitigation, enhancement, offset, management and monitoring proposals into a schedule of commitments.
6.2.5 An assessment of the cumulative impacts of the proposed scheme and further discussion of wider scale mitigation strategies to address habitat loss and fragmentation is presented in Chapter 54 (Cumulative Impact Assessment).
Appendix A40.1 – Terrestrial Habitats
Table 15 – Legislative Guidance for Mitigation
Mitigation References in Legislation
Nature Conservation (Scotland) Act 2004, Part 1, Section 1.1:
"It is the duty of every public body and office-holder, in exercising any functions, to further the conservation of biodiversity so far as is consistent with the proper exercise of those functions."
Environmental Impact Regulations (Scotland) 1999:
Mitigation measures are intended "to prevent, reduce or where possible, offset any significant adverse impacts on the existing ecology and nature and conservation value of the surrounding area."
Design Manual for Roads and Bridges 2001, Volume 10 Section 4:
"Avoiding the negative effects of the project should be the first intention of any project. Mitigation should be provided where this is not possible. Mitigation design should be provided on a site-by-site basis, taking account of appropriate survey information.
Land-taken or disturbed by project works should be minimised, except where there is a need to acquire more extensive areas of land for environmental mitigation.
Where practicable and within the powers and resources of the Overseeing Organisation, opportunities for habitat creation or enhancement and species protection should be taken in addition to providing mitigation.
Timing of activities should avoid impacts on protected and rare species and habitats, wherever possible.
Mitigation design should retain, or wherever possible create, natural habitat links which may assist wildlife movements. Special engineering features (e.g. tunnels, ledges and bridges) combined with fencing, where appropriate, can be used to assist in maintaining links across roads."
NPPG14 Natural Heritage, Paragraph 74:
http://www.scotland.gov.uk/Publications/1999/01/nppg14
"74. Planning authorities should have full regard to natural heritage considerations in determining individual applications and contributing to the implementation of specific projects. While in some circumstances it will be necessary to refuse planning permission on natural heritage grounds, authorities should always consider whether environmental concerns could be adequately addressed by modifying the development proposal or attaching appropriate planning conditions. In negotiating over development proposals, authorities should first seek to avoid any adverse effects on the natural heritage. Where this is not possible and other material considerations clearly outweigh any potential damage to the natural heritage, they should endeavour to minimise and mitigate the adverse effects and consider the scope for compensating measures. They should always encourage the retention and enhancement of features of natural heritage interest and seek to avoid the fragmentation or isolation of habitats. Where appropriate, they should also consider the scope for concluding an access agreement."
Scottish Transport Appraisal Guidance (STAG):
http://www.scotland.gov.uk/library5/transport/stag-07.asp
Environment Section – Paragraph 6.15:
"6.15.2 The overall objective should be to maintain biodiversity in the study area, including wildlife habitats and species and to improve the status of rare and vulnerable species wherever possible. Transport proposals should therefore be designed:
* To avoid harmful development affecting protected habitats. All EU member countries have such areas and networks, for example, those established under the Birds Directive (79/409/EEC) and the Habitats Directive (92/43/EEC) — the Natura 2000 sites, National Nature Reserves, Sites of Special Scientific Interest and regionally and locally designated sites;
* To avoid development in, or close to, unprotected but valuable and sensitive habitats (e.g. important bird areas);
* To avoid fragmentation of wildlife migration routes, e.g. by avoiding migration zones, or by mitigating the barrier effect by providing a tunnel or 'ecoduct' for wildlife;
* To adopt the "no net effect" principle, providing full compensation for lost biodiversity values where loss is unavoidable. "
WebTAG – Biodiversity Sub-Objective:
http://www.webtag.org.uk/webdocuments/3_Expert/3_Environment_Objective/3.3.10.htm
"1.2.18 Mitigation - Where scheme options include proposals for mitigation, this should generally be taken account of in the appraisal of impacts. However, an exception to this general rule is described below. There are three categories to consider:
* design proposals to minimise the impact of the proposal on the site (reducing runoff, for example);
* on-site, or near-site, mitigation to help conserve existing biodiversity interest where the impacts can not be
Appendix A40.1 – Terrestrial Habitats
Mitigation References in Legislation
minimised (e.g. dedicated animal crossings, land management regimes); and
* off-site proposals (such as habitat replacement) to compensate for biodiversity and earth heritage losses. These categories should be developed sequentially in scheme design:
1.2.19 The first two categories are essentially about minimising the effects on or near the site. It is appropriate for these to be considered in appraising impact, provided they have been documented properly in the Environmental Statement. The key is to make an appropriate judgement about net impact. Where there is some risk in the mitigation proposals, it is appropriate to complete separate appraisals, for the 'with' and 'without' mitigation cases.
1.2.20 The third category above is about compensation for expected loss, though in Environmental Statements it is often described as 'mitigation'. A precautionary approach needs to be taken here: often it is not appropriate to lower the impact category on the basis of off-site compensation proposals, as these are unlikely to fully recompense for the lost features. This is especially so for the more valuable sites.
6.3 Generic Mitigation
6.3.1 The proposed scheme would result in the loss, fragmentation and severance of habitat. The measures summarised in Table 10 will be implemented to avoid or reduce the potential impacts of the proposed scheme on terrestrial habitats during construction. Impacts will be minimised using measures such as best practice during construction, translocation of vegetation (where practical), restricting work to the route corridor and minimising the size of site work compounds.
6.3.2 Ecological mitigation measures are often complementary to those needed to reduce or offset impacts on other aspects of the environment. For example, mitigation of landscape and visual impacts can often be combined with ecological measures. Designing for synergistic mitigation measures can result in costeffective use of resources and net benefits to the local environment.
Table 16 – Mitigation Measures for Construction
| | Approach | Mitigation |
|---|---|---|
| Avoid- | | |
| Reduce | | |
| Offset | | |
Direct Habitat Loss
6.3.3 Offsetting the loss of ecologically important habitats will occur through habitat creation schemes including roadside planting, where appropriate, and will be integrated with landscape planting as per Chapter 42 (Landscape).
6.3.4 During the operation of the proposed road, management and maintenance of roadside verges will be undertaken to maintain and enhance floral diversity. Habitats that are not managed may become dominated by undesirable species that reduce the nature conservation value of the area.
Appendix A40.1 – Terrestrial Habitats
6.3.5 Where areas of habitat creation are agreed, the strategy will be aimed at contributing directly to biodiversity targets identified in local (LBAP) and national (UKBAP) strategies. For example, wych elm (LBAP species) will be widely incorporated into roadside planting schemes; wet and riparian woodland (UK and LBAP habitats respectively) will be created along watercourses and localised woodland planting will be designed to improve landscape connectivity for red squirrels (UK and LBAP species).
Severance or Fragmentation of Existing Areas of Habitat
6.3.6 The proposed scheme would result in increased fragmentation of existing habitats. These impacts will be mitigated through measures that aim to increase the ecological connectivity of habitats following construction.
6.3.7 Habitat connectivity will be enhanced through the reinstatement of appropriate linear habitats such as dry stone walls along the boundary of the proposed road. Where stream habitats are severed, compensatory measures will include enhancement of the riparian habitats, where possible. Fencing and planting of the riparian areas will create important habitat, enhance the connectivity of habitats within the wider landscape and will also protect the stream banks from erosion and poaching from livestock. The creation of underpasses for mammals, provision of culverts with integral mammal ledges and the provision of high span bridges further mitigates such impacts. During the operational phase, roadside verges and areas of habitat restoration will be managed to maintain and enhance the ecological value of the habitats and to improve the linkages between similar habitats along the route corridor.
Pollution: Air, Runoff and Spray
6.3.8 During construction, particulates such as discharge from machinery, sediments and exposed topsoils may result in direct pollution. An increase in traffic volume may result in increased runoff pollution and spray from traffic adversely affecting adjacent vegetation. Details regarding the measures that will be implemented to mitigate for adverse water quality and hydrological impacts are provided in Chapter 24 (Water Environment). SEPA pollution prevention guidelines will be strictly adhered to.
Disturbance During Construction
6.3.9 Habitat clearance required for the proposed scheme will be undertaken outside the bird breeding season and conflicts with other protected species such as bats, badgers and reptiles avoided. A method statement will be prepared in advance for all areas where tree and scrub removal is required. An Ecological Clerk of Works will be present on site to monitor vegetation removal and associated activities.
6.4 Specific Mitigation
6.4.1 Mitigation has been specified for areas where impacts of Moderate or above have been identified. Offset mitigation to address the overall cumulative impacts of the scheme is described in Chapter 56 (Mitigation). For each section of the Southern Leg, mitigation for specific impacts is provided below, while Tables 13-15 show individual assessments by Habitat Area.
Section FL1
6.4.2 Habitat loss and fragmentation at Limpet Burn will be mitigated through the creation of riparian woodland along approximately ch1390 to ch1480. Loss of wet woodland in Fishermyre Wood will be mitigated through the creation of willow dominated woodland near ch2950 to ch3480. The loss of high value fen and mire habitats at Fishermyre will require additional wetland habitat creation to offset the loss of UK BAP priority habitats. If this additional habitat creation was attained, impacts would be further reduced. Pollution and disturbance impacts will be reduced through the effective implementation of the mitigation that has been described previously. The section of road through Fishermyre would be constructed in a
Appendix A40.1 – Terrestrial Habitats manner to minimise hydrological impacts (refer to Chapter 39: Water Environment). With the application of these measures, overall impacts to this section are predicted to reduce to Minor significance.
Section FL2
6.4.3 The creation of riparian woodland (near approximately ch4700) either side of the AWPR will compensate for habitat loss as well as reducing fragmentation and disturbance impacts at the Burn of Muchalls crossing (F15). Impacts from disturbance and pollution would be reduced through the implementation of generic mitigation measures in this area. The treatment of polluted road runoff through SUDS ponds that would be located in the fields immediately to the north of the burn will also be of benefit. Planting riparian woodland around these ponds will have a secondary benefit of offsetting habitat loss and enhancing local biodiversity. With the successful application of mitigation, the residual impacts in this section would be reduced to Negligible significance.
Section FL3
6.4.4 The road would be constructed to ensure that potential hydrological impacts to the wetland habitats of F19, F21 and F23 will be minimised. This will also reduce impacts to the bog/heath to the immediate west of Wedderhill (F24). Maintaining the local hydrological regime will allow succession to take place within the acid grassland/dry heath habitat, promoting habitat of greater nature conservation value. Woodland and scrub planting at ch6500-6930 will reduce fragmentation in F19. Minimising the loss of habitat would reduce potential impacts to these areas to Minor significance.
6.5 Residual Impacts
6.5.1 The long-term predicted residual impacts remaining once mitigation has been successfully implemented are provided in Tables 13-15.
| Habitat Area Number | Feature / Asset Evaluation | Criteria | | Pre-Mitigation |
|---|---|---|---|---|
| | | | | Impact |
| | | | | Significance |
| F1 | Agricultural fields between the A90 and Stonehaven Local | No specific mitigation required. | Minor | |
| F2 | Agricultural fields west of New Mains of Ury Local | No specific mitigation required. | Negligible | |
| F3 | Agricultural fields to the north of Megray Farm Local | No specific mitigation required. Landscape and protected species (2ha) planting (Ch50–600) raises the nature conservation value. | Minor | |
| F4 | H Ram Wood Local | No specific mitigation required. Landscape and protected species planting (see F3) offsets loss of habitat. | Minor | |
| F5 | Slicewells Wood Regional | No specific mitigation required. | Negligible | |
| F6 | Megray Wood Regional | No specific mitigation required. | Minor | |
| F7 | Limpet Burn Regional | Generic mitigation reduces potential pollution impacts. Riparian (0.5ha) planting (Ch1390–1480) and protected species (0.1ha) planting (Ch1550) offsets loss of woodland and fragmentation. | Major | |
| F8 | Agricultural fields surrounding Coneyhatch and Wyndford Farm Less than local | No specific mitigation required. | Negligible | |
| F9 | Kempstone Hill Local | No specific mitigation required. | Negligible | |
| F10 | Fishermyre Wood south Regional | Generic mitigation reduces potential pollution impacts. Sympathetic landscape (1.45 ha) planting (Ch2500–2940) offsets loss of woodland. Fragmentation is reduced by planting providing wildlife corridors to the high value habitats of FL12. Hydrological impacts are mitigated by road design. | Major | |
| F11 | Fishermyre Wood west. Regional | No specific mitigation required. | Negligible | |
| F12 | Fishermyre Wood. Wet habitats to the south of Allochie Croft Regional | Generic mitigation reduces potential pollution impacts. Sympathetic tree and scrub planting (2.17ha at Ch2940-3480) offsets loss of woodland. Hydrological impacts are mitigated by road design. Offset mitigation will mitigate for the loss of fen habitat. | Major | |
| | Habitat | Feature / Asset Evaluation | Criteria | | Pre-Mitigation |
|---|---|---|---|---|---|
| | Area | | | | Impact |
| | Number | | | | Significance |
| F13 | | Agricultural fields surrounding Hill of Muchals Local | No specific mitigation required. | Minor | |
| F14 | | Heath by Allochie Local | No specific mitigation required. | Negligible | |
| F15 | | Burn of Muchalls Regional | Sympathetic landscape riparian (0.5ha) planting (Ch4700) mitigates habitat loss and fragmentation, as well as increasing the nature conservation value. Generic mitigation reduces potential pollution impacts. | Major | |
| F16 | | Agricultural fields from north of the Burn of Muchalls to Cookney Local | No specific mitigation required. Roadside (1.5ha Ch4700–5270 and 2.1ha at Ch5960–6340), protected species (0.07ha at Ch5600) and drainage basin (0.5ha at Ch4730-4800) planting will provide wooded habitats in an area dominated by arable and improved fields, thus providing wildlife corridors. | Minor | |
| | Habitat | Feature / Asset Evaluation | Criteria | | Pre-Mitigation |
|---|---|---|---|---|---|
| | Area | | | | Impact |
| | Number | | | | Significance |
| F17 | | Wet habitats north of Cookney County | No specific mitigation required. Landscape scrub (0.6ha) planting (Ch6400–6600) and mixed woodland/standard tree (0.07ha) planting (Ch6300-6400) for bat mitigation provides additional wildlife refuges | Minor | |
| F18 | | Agricultural fields from Cookney to East Rothnick Wood Local | No specific mitigation required. Landscape and protected species planting (1.9ha at Ch6350–7180 and 1.5ha at Ch8250-8550) provides wooded habitat in area dominated by arable and improved fields. | Minor | |
| F19 | | Stoneyhill County | Generic mitigation reduces potential pollution impacts. Woodland planting (see F18) reduces fragmentation by connecting marsh to dry stone walls connected to scrub and acid grassland habitats. Hydrological impacts are mitigated by road design. Offset mitigation will mitigate for the loss of wetland habitat. | Moderate | |
| F20 | | Agricultural fields around Berrytop Less than local | No specific mitigation required. | Negligible | |
| F21 | | Wet habitats around East Crossley County | Generic mitigation reduces potential pollution impacts. Hydrological impacts are mitigated by road design. Offset mitigation will mitigate for the loss of heathland habitat. | Moderate | |
| | Habitat | Feature / Asset Evaluation | Criteria | | Pre-Mitigation | Residual |
|---|---|---|---|---|---|---|
| | Area | | | | Impact | |
| | Number | | | | Significance | |
| F22 | | Agricultural fields from Quoscies to Strannog Less than local | No specific mitigation required. | Negligible | | Negligible |
| F23 | | Dry heath/acid grassland mosaic to the west of Wedderhill County | Generic mitigation reduces potential pollution impacts. Hydrological impacts are mitigated by road design. Offset mitigation will mitigate for the loss of heathland habitat. | Moderate | | Minor |
| F24 | | Bog/heath to the immediate west of Wedderhill County | Generic mitigation reduces potential pollution impacts. Hydrological impacts are mitigated by road design. | Moderate | | Negligible |
| F25 | | Plantation woodland south of Strannog Local | No specific mitigation required. Landscape (0.7ha) planting (Ch9950–10210) offsets habitat loss. | Minor | | Minor |
| F26 | | Agricultural fields to the south of Polston Farm Local | No specific mitigation required. Landscape (1.19ha) and protected species (0.7ha) planting (Ch11150–11500) provides wooded habitats in an area dominated by arable and improved fields. | Minor | | Minor Positive |
| F27 | | Floodplain and immediate surrounds of Crynoch Burn (south) County | No specific mitigation required. | Negligible | | Negligible |
Appendix A40.1 – Terrestrial Habitats
7 Conclusions
7.1.1 In Section FL1, habitat loss and fragmentation at Limpet Burn and Fishermyre Wood will be mitigated through habitat creation of wet and riparian woodland. Loss of Fishermyre wetland habitats (predominantly fen/mire) will be compensated by habitat creation. Pollution and disturbance impacts will be addressed by generic mitigation measures.
7.1.2 The creation of riparian woodland either side of the AWPR will compensate for habitat loss, as well as reducing fragmentation and disturbance impacts, at the Burn of Muchalls in Section FL2. This, in combination with generic mitigation reducing pollution, disturbance and hydrological impacts, the residual impacts in this section would be reduced to below Moderate significance.
7.1.3 Potential hydrological impacts to the wetland habitats of F19, F21 and F23 in Section FL3 will be minimised by generic mitigation. This will also reduce impacts to the bog/heath to the immediate west of Wedderhill (F24). Minimising the loss of habitat by plantings, combined with offset creation of wetland systems, would reduce potential impacts to these areas to Minor significance.
8 References
Alexander, G., Leaper, G., Francis, I. and Tulloch, M. (1998) Biodiversity in North-East Scotland: An Audit of Priority Habitats and Species (Second Edition). NE Scotland Biodiversity Action Plan Steering Group.
EC Habitats Directive: Council Directive 92/43/EEC (1992) 'Conservation of natural habitats and of wild fauna and flora.' http://www.jncc.gov.uk/page-1374
Highways Agency (2001) Design Manual for Roads and Bridges Volume 10. HMSO, London
Highways Agency (2001) Design Manual for Roads and Bridges Volume 11. HMSO, London
IEEM (2002) Guidelines for Ecological Impact Assessment. Institute of Ecology and Environmental Management, UK.
IEEM (2006) Guidelines for Ecological Impact Assessment. Institute of Ecology and Environmental Management, UK.
IEMA (2004) Guidelines for Environmental Impact Assessment. Institute of Ecology and Environmental Management, UK.
Jackson D.L., (2000) Guidance on the interpretation of the Biodiversity Broad Habitat Classification (terrestrial and freshwater types): Definitions and the Relationship with Other Classifications. JNCC Report 307
JNCC (2006) River Dee Natura 2000 Submission Data Sheet. JNCC, Peterborough, UK. http://www.jncc.gov.uk/protectedsites/SACselection/n2kforms/UK0030251.pdf
JNCC (1993) Handbook for Phase 1 Habitat Survey – a technique for environmental audit. JNCC, Peterborough, UK.
Nature Conservation (Scotland) Act (2004)
http://www.opsi.gov.uk/legislation/scotland/acts2004/20040006.htm
Appendix A40.1 – Terrestrial Habitats
North East Scotland Local Biodiversity Action Plan Steering Group (2003) North-East Priority Species List. LBAP Steering Group, Aberdeen. http://www.nesbiodiversity.org.uk/
Ratcliffe, D.A. (1977) A Nature Conservation Review. Cambridge University Press, Cambridge.
Stace, C.A., (1997) New Flora of the British Isles. 2nd Edition. Cambridge University Press.
WebTAG (2006) Transport Analysis Guidance. http://www.webtag.org.uk
JNCC (1981 as amended) Wildlife and Countryside Act. JNCC, Peterborough, UK. http://www.jncc.gov.uk/page-3614#download
UK BAP (1994) Biodiversity: the UK Action Plan. HMSO, London.
UK BAP (1995) Biodiversity Steering Group Report Volume 2. HMSO, London.
Appendix A40.1 – Terrestrial Habitats
Annex 1 – Target Notes and Species List for the Phase 1 Habitat Survey
| | Target | Grid Reference |
|---|---|---|
| | Note | |
| | Number | |
| 1 | | NO873873 |
| 2 | | NO869876 |
| 3 | | NO872875 |
| 4 | | NO873878 |
| 5 | | NO873879 |
| 7 | | NO873881 |
| 8 | | NO873882 |
| 6 | | NO872870 |
| 9 | | NO882878 |
| 10 | | NO872884 |
| 11 | | NO871884 |
| 12 | | NO871887 |
Appendix A40.1 – Terrestrial Habitats
| | Target | Grid Reference |
|---|---|---|
| | Note | |
| | Number | |
| 14 | | NO874886 |
| 15 | | NO874887 |
| 16 | | NO875888 |
| 17 | | NO875888 |
| 18 | | NO87915 88920 |
| 19 | | NO87905 88945 |
| 20 | | NO88305 88920 |
| 21 | | NO86835 89500 |
| 22 | | NO86890 89510 |
| 23 | | NO87075 89565 |
| 24 | | NO866899 |
| 25 | | NO862904 |
Appendix A40.1 – Terrestrial Habitats
| | Target | Grid Reference |
|---|---|---|
| | Note | |
| | Number | |
| 27 | | NO866902 |
| 28 | | NO863904 |
| 29 | | NO865903 |
| 30 | | NO866904 |
| 31 | | NO867905 |
| 32 | | NO864905 |
| 33 | | NO863908 |
| 34 | | NO870906 |
| 34a | | NO8694090357 |
| 34b | | NO8690090456 |
Appendix A40.1 – Terrestrial Habitats
| | Target | Grid Reference | Description |
|---|---|---|---|
| | Note | | |
| | Number | | |
| | | | Sphagnum capillifolium are occasional. |
| 35 | | NO869907 | Goat willow and eared willow carr with frequent birch and occasional rowan. The ground flora is dominated by a creeping soft grass/ soft rush mix with frequent compact rush and occasional hare’s- tail cotton-grass overall, though an acid grassland/dry heath becomes dominant in the east. Gorse is invading. |
| 36 | | NO869908 | Mesotrophic semi-improved grassland. Yorkshire fog dominates with bent grass abundant. Marsh thistle is frequent whilst tufted hair-grass is occasional. A species poor marsh is also present, where soft rush and jointed rush are co-dominant. |
| 37 | | NO87435 91195 | Plantation mixed woodland. This is a small area of mature plantation woodland co-dominated by beech and Scots pine woodland with an understorey dominated by rowan with rare field maple (Acer campestre). The ground layer is dominated by creeping soft grass with occasional honeysuckle (Lonicera periclymenum) and beech leaf litter. |
| 38 | | Wet heath NO86902 93723 | Wet heath/acid grassland (40:60) This area of wet heath has dry heath margins. The sward is dominated by wavy hair-grass, with frequent common cotton-grass, occasional heath rush, heath woodrush and purple moor-grass and rare common sedge. Heather is the dominant ericoid with frequent blaeberry and heath bedstraw and occasional crowberry and cross-leaved heath (Erica tetralix). The moss layer is dominated by Hypnum cupressiforme, with locally frequent Sphagnum capillifolium and occasional Plagiothecium undulatum Polytrichum commune and Dicranum scoparium. |
| 39 | | NO86570 91630 | Dry heath. The ground flora is dominated by heather with occasional wavy hair-grass and rare sheep fescue (Festuca ovina) and tormentil. The moss layer is well developed dominated with Hypnoid mosses. Hypnum jutlandicum is dominant with frequent Plagiothecium undulatum and Pleurozium schreberi with occasional Hylocomium splendens. |
| 40 | | NO86825 91625 | Bare ground, this area was recently as described in TN39 but has been grubbed up, the remaining plants sprayed with pesticide and harrowed, Lapwing were breeding in this area. |
| 41 | | NO87565 90015 | Semi-improved acid grassland with abundant sheep fescue and frequent wavy hair-grass, Soft rush is also frequent. Heath bedstraw and tormentil are frequent, common sedge, common sorrel and heath rush are occasional. |
| 42 | | NO86907 92170 | Mixed plantation woodland adjacent to a small burn. Young (20 yrs) Malus sp., Norway fir, Sitka spruce, silver birch, field maple, common whitebeam (Sorbus aria) and crab apple (Malus sylvestris) with frequent hawthorn in the understorey |
| 43 | | NO87003 92065 | There is a pond in which margins are dominated by bullrush (Typha latifolia) with occasional bottle sedge (Carex rostrata). It is surrounded by mixed plantation woodland (20 yrs) comprised of crack willow (Salix fragilis), grey willow (S. cinerea), alder, bird cherry (Prunus padus), wild cherry (Prunus avium), elder and hazel. The marshy grassland is comprised of frequent tufted hair-grass, Yorkshire fog and marsh thistle with occasional marsh marigold, meadow vetchling, wild angelica, common valerian, meadowsweet and ground elder (Aegopodium podagraria). |
| 44 | | NO87140 92045 | Line of mature beech with a line of Scots pine behind |
| 45 | | NO 87035 92435 | Newly planted hedgerow 1m wide comprised of hawthorn, beech, holly (Ilex aquifolium) and sweet briar (Rosa rubiginosa). |
| 46 | | NO87675 92280 | A line of young trees (10 yrs) planted along the wall comprising of rowan, common whitebeam, silver birch and alder. |
| 47 | | NO86945 92080 | Mixed plantation woodland, Young (20-30 yrs) planted mixed woodland either side of the track, with occasional alder, crack willow, white willow (Salix alba), common whitebeam, Scots pine, Norway fir, rowan, Scots pine, bird cherry, wild cherry. The ground flora was dominated by Yorkshire fog with occasional foxglove and St. John’s wort (Hypericum sp.). There were several other garden escapes in this area. There is a species rich hedge behind this woodland. |
| 48 | | NO87215 92590 | Marshy grassland with goat willow surrounding a pond |
| 49 | | NO87240 92655 | Small area of young planted woodland dominated by Sitka spruce, with occasional sycamore and bird cherry. |
| 50 | | NO87675 92280 | Similar to the composition of TN49 but with a more extensive broad-leaved composition. |
| 51 | | NO875927 | A line of trees comprised of Norway fir, common whitebeam, bird cherry, rowan and beech |
Appendix A40.1 – Terrestrial Habitats
| 53 | NO86903 92582 |
|---|---|
| 54 | NO868937 |
| 55 | NO87586 93588 |
| 56 | NO875937 |
| 57 | NO876946 |
| 58 | NO876946 |
| 59 | NO872946 |
| 60 | NO864944 |
| 61 | NO86425 95388 |
| 62 | NO873962 |
| 63 | NO86619 96390 |
| 64 | NO864964 |
| 65 | NO866964 |
| 66 | NO876967 |
Appendix A40.1 – Terrestrial Habitats
| | Target | Grid Reference |
|---|---|---|
| | Note | |
| | Number | |
| 68 | | NO877968 |
| 69 | | NO874968 |
| 70 | | NO875968 |
| 71 | | NO873963 |
| 72 | | NO877971 |
| 73 | | NO874969 |
| 74 | | NO865976 |
| 75 | | NO866978 |
Appendix A40.1 – Terrestrial Habitats
Species List
| | Latin Name | | Common Name |
|---|---|---|---|
| Acer campestre | | Field maple | |
| Acer pseudoplatanus | | Sycamore | |
| Aegopodium podagraria | | Ground elder | |
| Aesculus hippocastanum | | Horse chestnut | |
| Agrostis stolonifera | | Creeping bent | |
| Alnus glutinosa | | Alder | |
| Alopecurus pratensis | | Meadow foxtail | |
| Anemone nemorosa | | Wood anemone | |
| Angelica sylvestris | | Wild angelica | |
| Anthoxanthum odoratum | | Sweet vernal-grass | |
| Anthriscus sylvestris | | Cow parsley | |
| Arctium minus | | Lesser burdock | |
| Arctostaphylos uva-ursi | | Bearberry | |
| Arrhenatherum elatius | | False oat-grass | |
| Betula pendula | | Silver birch | |
| Betula sp. | | Birch | |
| Brachythecium rutabulum | | A moss | |
| Brassica napus | | Oilseed rape | |
| Calliergon cuspidatum | | A moss | |
| Calluna vulgaris | | Heather | |
| Caltha palustris | | Marsh-marigold | |
| Campanula rotundifolia | | Harebell | |
| Capsella bursa-pastoris | | Shepard’s purse | |
| Cardamine flexuosa | | Wavy bitter-cress | |
| Cardamine pratensis | | Cuckoo-flower | |
| Carex echinata | | Star sedge | |
| Carex nigra | | Common sedge | |
| Carex rostrata | | Bottle sedge | |
| Centaurea nigra | | Common knapweed | |
| Chamaecyparis lawsonia | | Lawson cypress | |
| Cirsium arvense | | Creeping thistle | |
| Cirsium palustre | | Marsh thistle | |
| Corydalis claviculata | | Climbing corydalis | |
| Corylus avellana | | Hazel | |
| Crataegus monogyna | | Hawthorn | |
| Cytisus scoparius | | Broom | |
| Dactylis glomerata | | Cock’s-foot | |
| Dactylorhiza maculata | | Heath spotted-orchid | |
| Dactylorhiza purpurella | | Northern marsh-orchid | |
| Daucus carota | | Wild carrot | |
| Deschampsia cespitosa | | Tufted hair-grass | |
| Dicranum scoparium | A moss |
|---|---|
| Digitalis purpurea | Foxglove |
| Dryopteris diltata | Broad buckler-fern |
| Empetrum nigrum | Crowberry |
| Epilobium hirsutum | Great willowherb |
| Epilobium palustre | Marsh willowherb |
| Equisetum fluviatile | Water horsetail |
| Equisetum palustre | Marsh horsetail |
| Equisetum sylvaticum | Wood horsetail |
| Erica cinerea | Bell heather |
| Erica tetralix | Cross-leaved heath |
| Eriophorum angustifolium | Common cotton-grass |
| Eriophorum vaginatum | Hare’s-tail cotton-grass |
| Fagus sylvatica | Beech |
| Fallopia japonica | Japanese knotweed |
| Festuca ovina agg. | Sheep’s-fescue |
| Festuca rubra agg. | Red fescue |
| Festuca sp. | Fescue |
| Filipendula ulmaria | Meadowsweet |
| Fraxinus excelsior | Ash |
| Fumaria officinalis | Common fumitory |
| Galeobdolon luteum | Yellow arch-angel |
| Galium aparine | Cleavers |
| Galium palustre | Common marsh-bedstraw |
| Galium saxatilis | Heath bedstraw |
| Geum urbanum | Wood avens |
| Holcus lanatus | Yorkshire-fog |
| Holcus mollis | Creeping soft-grass |
| Hydrocotyle vulgaris | Marsh pennywort |
| Hylocomium splendens | A moss |
| Hypericum sp | St-John’s wort |
| Hypnum cupressiforme | A moss |
| Hypnum jutlandicum | A moss |
| Ilex aquifolium | Holly |
| Juncus acutiflorus | Sharp-flowered rush |
| Juncus articulatus | Jointed rush |
| Juncus conglomeratus | Compact rush |
| Juncus effusus | Soft rush |
| Juncus squarrosus | Heath rush |
| Lamium purpureum | Red dead-nettle |
| Lathyrus pratensis | Meadow vetchling |
| Listera ovata | Common twayblade |
| Lolium perenne | Perennial rye-grass |
| Lonicera periclymenum | Honeysuckle |
Appendix A40.1 – Terrestrial Habitats
| | Latin Name | Common Name |
|---|---|---|
| Luzula multiflora | | |
| Luzula sylvatica | | |
| Molinia caerulaea | | |
| Myosotis arvensis | | |
| Myosotis scorpioides | | |
| Narcissus sp. | | |
| Narthecium ossifragum | | |
| Oxalis acetosella | | |
| Papaver rhoeas | | |
| Phleum pratense | | |
| Picea abies | | |
| Picea stichensis | | |
| Pinus sylvestris | | |
| Plagiothecium undulatum | | |
| Plantago lanceolata | | |
| Pleurozium schreberi | | |
| Poa annua | | |
| Poa pratensis agg. | | |
| Polytrichum commune | | |
| Polytrichum sp. | | |
| Potentilla erecta | | |
| Potentilla palustris | | |
| Prunus avium | | |
| Prunus padus | | |
| Pteridium aquilinum | | |
| Ranunculus repens | | |
| Rhododendron ponticum | | |
| Rosa canina agg.. | | |
| Rosa rubignosa | | |
| Rubus fruticosus agg. | | |
| Rubus idaeus | | |
| Rubus rubrum | | |
| Rumex acetosa | | |
| Rumex acetosella | | |
| Rumex crispus | | |
| Rumex obtusifolius | | |
| Salix alba | | |
| Salix aurita | | |
| Salix caprea | | |
| Salix cineraea | | |
| Salix fragilis | | |
| Salix sp. | | |
| Sambuca nigra | | |
| | Latin Name | Common Name |
|---|---|---|
| Senecio vulgaris | | |
| Silene dioica | | |
| Sorbus aria agg. | | |
| Sorbus aucuparia | | |
| Sphagnum capillifolium | | |
| Sphagnum palustre | | |
| Stellaria alsine | | |
| Stellaria graminea | | |
| Stellaria holostea | | |
| Stellaria media | | |
| Succisa pratensis | | |
| Symphytum officinale | | |
| Trichophorum cespitosum | | |
| Trifolium repens | | |
| Tripleurospermum inodorum | | |
| Tsuga heterophylla | | |
| Typha latifolia | | |
| Ulex europaeus | | |
| Urtica dioica | | |
| Vaccinium myrtillis | | |
| Veronica Montana | | |
| Viola arvensis | | |
| Viola palustris | | |
| Viola riviniana | | |
Appendix A40.1 – Terrestrial Habitats
Annex 2 – North East Scotland Local Biodiversity Action Plan – Local Priority Species and Habitats
Species Action Plans
Wych Elm (Ulmus glabra) LBAP
Wych elm is suffering from Dutch elm disease and an associated lack of planting across the UK. It remains common however in North East Scotland, due to less favourable conditions for the disease than further south. It is an important tree to the landscape, culture and wildlife of North East Scotland. The species is not listed in the UKBAP, but this LBAP reflects the importance of the species in the region.
Objectives:
* principal objective is to ensure the survival of the Wych elm population in North East Scotland;
* minimise the impact of Dutch elm disease to achieve a target of at least as many elms being alive in 2050 as in 1998;
* increase knowledge and understanding of Dutch elm disease;
* create a more balanced population structure, by planting at least 50,000 trees;
* improve knowledge of the Wych elm population and their habitat value; and
* raise public awareness of the importance of elms and their conservation.
Habitat Action Plans
Local HAPs are in the process of being developed across 6 broad types of habitat. Of these, 2 relate to habitats that are not relevant to the current study: Coastal and Marine Habitats and Urban Habitats. The key targets and objectives of the Local HAPs that have been implemented to date are summarised below.
Habitat Type: Farmland and Grassland
Field Margins and Boundary Habitats LHAP
This LHAP relates to the UK/NES Priority Habitat, Cereal Field Margins, as well as the UK Broad/ Locally Important Habitat, Boundary and Linear Features. Field margins and boundary habitats include a range of linear features that are important to biodiversity and landscape, including dry stone walls (drystane dykes), hedges, ditches and burns.
The main objectives from this LHAP are to:
* maintain, improve or restore the biodiversity of 15,000ha of margins on appropriate soil types in the UK by 2010. Pro rata, this translates to a target for North East Scotland of 765ha of cereal margins created or managed for biodiversity by 2010;
Appendix A40.1 – Terrestrial Habitats
* halt the net loss of hedgerows in the UK by 2000. Halt all loss of ancient and species-rich hedgerow by 2005. Achieve the favourable management of 25% of species-rich and ancient hedges by 2000 and of 50% by 2005. These UK targets are also used directly as goals for North East Scotland; and
* Protection of all drystone dykes of wildlife or historic importance. Construction of new dykes and renovation of old ones where they connect isolated habitat fragments, or significantly add to the landscape. Similar targets to hedgerows used, i.e. 25% by 2000 and 50% by 2005.
Farmland LHAP (UK Broad and Locally Important)
This LHAP relates to the UK Broad/Locally Important Habitat of Arable and Cultivated Land. As the last stronghold of mixed farming landscape in Scotland, the northeast provides a diversity of habitats produced by cropping and livestock production resulting in wildlife still being plentiful. Agricultural activities can also have considerable influence on the biodiversity of other habitats, especially watercourses.
At present, there are no overall UK farmland biodiversity objectives and targets. However, the Northeast Farmland HAP should reflect the objectives and targets of the UK Cereal Field Margins and Improved Grassland HAPs. The main objectives from these HAPs are:
* maintain, improve and restore by management, the biodiversity of 15,000ha of cereal field margins on appropriate soil types in the UK by 2010; and
* enhance areas of improved grassland that are of importance for wildlife and restore semi-natural vegetation on sites where this would enhance their wildlife value.
The principal local objective of the LHAP is to conserve and enhance the biodiversity of farmland in North East Scotland through appropriate farming practices, habitat management and habitat creation. Local targets include:
* no net loss of existing wildlife habitat on farmland;
* existing valuable areas of wildlife habitat on farmland identified and management for biodiversity recommended by 2005; and
* need for higher political and financial support for the Rural Stewardship Scheme and other mechanisms to benefit farm biodiversity highlighted and maintained at the national level.
Species Rich Grassland LHAP (UK and North East Priority)
This LHAP covers UK HAP for the priority habitats of Lowland calcareous grassland, Lowland dry acid grassland and Lowland meadow (neutral grassland). It also covers the UK Broad/Locally important habitat of Improved Grassland.
Species-rich grasslands include a range of semi-natural communities that have developed under various combinations of soil types, agricultural practices and climatic conditions. Species-rich grasslands are important wildlife habitats not just for the diversity of plants they comprise, but also for the abundance and variety of invertebrates they support. Agriculturally, species-rich grasslands provide a sustainable method of producing forage, which although low yielding is rich in trace elements and low in gut parasites.
Appendix A40.1 – Terrestrial Habitats
They are also more aesthetically pleasing than improved grasslands, contributing colour and character to the landscape.
At a national level, this broad habitat is broken down into narrower habitat definitions that each contain fewer plant communities. Specific objectives from the UK action plans include:
* arresting the depletion of species-rich grassland;
* encouraging environmentally sensitive management at all surviving sites of more than 0.5 ha;
* promoting involvement in agri-environment schemes within the farming community, thereby ensuring 30% of all unimproved grassland sites are in favourable condition by 2005;
* review of current management within all grassland SSSIs to ensure the protection and enhancement of all significant stands; and
* promoting greater understanding of restoration techniques with the aim of expanding this habitat type.
At local level objectives include:
* maintain and enhance extent and status of the habitat through appropriate management, data collection, promotion, education, liaison and legislation;
* establish current status of the habitat within the region;
* protect and enhance existing sites;
* increase the number of habitat creation projects and improve their success rate;
* increase understanding and appreciation of the habitat; and
* encourage appropriate policy to support protection and enhancement of this habitat.
Habitat Type: Woodland
Wet and Riparian Woodland LHAP
This LHAP covers the UK Priority habitat of Wet woodland and the Locally Important habitat of riparian woodland. Wet woodland occurs on floodplains, flushed slopes and peaty hollows and includes wet birch woodland, alder woodland and willow carr. Riparian woodland is composed predominantly of native species along burns, rivers and lochs and encompasses a wide range of woodland types depending on local site conditions. Both types of woodlands provide important habitat for a number of plant, invertebrate, bird and mammal species. In addition, riparian woodlands contribute to the health and productivity of the adjacent waters.
* The UK BAP for Wet Woodlands has the following objectives:
* maintain current area of ancient semi-natural wet woodlands;
* initiate restoration of 3200ha to native wet woodland; and
* create, by colonisation or planting, 6750ha on unwooded or ex-plantation sites.
At local level objectives include:
* establish/maintain effective conservation management at existing sites;
* enhance and restore degraded and fragmented wet and riparian woodland sites;
* expand the area of wet/riparian woodland through habitat creation and management; and
Appendix A40.1 – Terrestrial Habitats
* ensure no loss in the key biodiversity associated with riparian and wet woodland;
* set up a mechanism to protect the genetic integrity of populations of wet woodland during management and restoration work;
* evaluate status of habitat through survey, monitoring and research;
* promote good management practice for wet and riparian woods; and
* encourage the adoption of appropriate policy to support the protection and enhancement of wet and riparian woodland.
Wood Pasture, Parkland and Boundary Trees LHAP
This LHAP covers the UK Priority Habitat of Lowland Wood Pastures and Parkland. Wood pastures and parklands are historic, man-made landscapes typically consisting of patches of wooded areas separated by grazed or mown grassland. Veteran boundary trees are remnants of this landscape and provide valuable habitat to other wildlife. In northeast Scotland, parkland covers around 2,200 ha, while wood pasture covers around 100 ha.
Primary native species include Wych elm, Ash, Alder, Oak, Birch, Scot's pine and Yew, but non-native species such as beech and sycamore also provide valuable habitats.
UK BAP for Lowland Wood Pastures and Parkland has the following objectives:
* maintain current extent and distribution of the total resource of wood-pasture and parkland;
* maintain current extent, distribution and condition of wood-pasture and parkland that is in favourable ecological condition;
* initiate in areas of derelict wood-pasture and parkland a programme to restore 2500ha to favourable ecological condition by 2010; and
* initiate the expansion of 500ha of wood-pasture or parkland, in appropriate areas, by 2002 to help reverse fragmentation and reduce the generation between veteran trees.
At local level objectives include:
* maintain and enhance the ancient wood-pasture and parkland habitats and identified important boundary trees of North East Scotland to achieve a target of at least as many veteran open grown trees in 2050 as at present;
* collate all current information on this habitat;
* identify gaps in knowledge and extent of this habitat through surveys and liaison with relevant partners;
* protect and enhance existing habitat; and
* raise awareness of these habitats.
Appendix A40.1 – Terrestrial Habitats
Habitat Type: Montane, Heath and Bog
Lowland Raised Bog LHAP
Intact Lowland raised bogs are a UK priority habitat and one of Europe's rarest and most threatened habitats. Raised bogs are peatlands fed exclusively by rainfall rather than groundwater or streams. Growth of Sphagnum moss creates a dome shape, thus excluding water from flowing in or collecting. Intact bogs are typically surrounded by a lagg fen or wetland fed by surface water.
UK BAP objectives for this habitat include:
* safeguard and manage for conservation the bogs in the UK that contain the remaining 6000ha of raised bog in a reasonably natural condition;
* safeguard and begin to rehabilitate at least 4000ha of degraded bog; and
* rehabilitate a further 7000ha of severely damaged sites, either cut-over of afforested, with the aim of encouraging raised bog vegetation.
Local level objectives include:
* maintain and enhance the extent and status, of current resource through appropriate habitat management , data collection , promotion, education, liaison and legislation;
* implement effective conservation management with a target of reducing impact of listed threats and maintaining an appropriate hydrological regime;
* continuous monitoring of habitats;
* increased understanding of raised bogs to aim to promote good management practice; and
* protection through the designation of sites.
Wetland and Freshwater
Rivers and Burns LHAP (UK)
This LHAP covers the UK Broad/Locally Important habitat of Rivers and Streams. Running waters of North East Scotland range from large rivers to tiny upland and coastal burns, all draining to the North Sea. Rivers and burns are of great value for wildlife and for human recreation. This HAP covers not only the waters themselves, but also the banks and associated riparian zone.
UK BAP objectives include:
* maintain and improve the quality, state and structure of all UK rivers, streams and their associated floodplains; and
* restore degraded rivers and streams taking account of water quality and quantity, structure and hydraulic connection with the floodplain.
At the local level, objectives include:
* maintain and improve all North East rivers and burns in terms of both water quality and semi-natural assemblages of animals and plants in both the channel and riparian zone. The target is for all North East watercourses to be classified as 'high' or 'good' ecological status and no net loss or reduction of river habitat in the LBAP area by 2015;
Appendix A40.1 – Terrestrial Habitats
* collate existing data on river and burn habitats, identify gaps and initiate surveys as necessary;
* manage the rivers and burns resource to maintain and enhance ecological status;
* sustain/restore habitats and semi-natural assemblages in both the channel and riparian zone in all major North East river systems; and
* increase understanding of local people and public participation in lessening impact on water quality and habitats.
Other LHAPs in development
Other LHAPs relevant to the proposed scheme that are currently in development include the following:
* Broad-leaved Woodland – to cover upland oakwood, birch woodland and scrub;
* Planted coniferous woodland;
* Heathland – to cover lowland heathland, upland heathland and coastal heath and scrub;
* Wetland – to cover reedbeds, fens, coastal and floodplain grazing marsh; fen, carr, marsh, swamp and reedbed; and
* Lochs and Ponds – to cover mesotrophic lochs, standing open water and ponds.
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Environmental Statement Appendices 2007
Part D: Fastlink
Appendix A38.1 - Private Water Supplies
1 Land Reference Number: 515
1.1 Private Water Supply Number: F9, F10, F13.
Mr Nigel Freser (manager) attended the call on 03 April 2007.
Properties supplied are: Backhill Croft, North Cookney Farm, Bents and Meadowfileds, all belonging to Aberdeen Endowments Trust, while Blackbutts belongs to a different owner.
Is your water sourced from a well or a spring?
North Cookney and Bents are on a main supply. Backhill Croft, Meadowfields and Blackbutts are supplied by probably 2 springs.
Can I confirm the location of the spring/well?
One field west of the plantation near Muchalls Castle.
(If it is a spring) do you know the exact location of the spring?
See above.
(If it is a well) how deep is the well?
N/A
How old is the supply?
No information available.
How good is the quality of the water supply?
Very good.
Does the water run out in dry periods or fluctuate at certain times or seasons?
It never runs out. The volume of water supplied is fairly constant through the seasons.
How is it conveyed to your house/field/reservoir?
From the springs to a big holding tank and then runs in underground pipes through the properties.
Is this supply only to your house or to other houses/fields/reservoirs?
As stated above.
Is this supply for domestic use/drinking water for cattle?
Domestic use and drinking water for animals
Approximately what volume/yield of water is consumed per day?
Unknown. However the springs supply 4 domestic households and 1 farm. The farm is currently not occupied.
Environmental Statement Appendices 2007
Part D: Fastlink
Appendix A38.1 - Private Water Supplies
Has water analysis ever been undertaken, and if so, may Jacobs see the results?
Yes, Aberdeen Council has undertaken analysis on a regular basis. Ask Aberdeen Council for results.
2 Land Reference Number: 520
2.1 Private Water Supply Number: F14
Mr John Hutchinson (owner) attended the call on 03 Apr 2007.
Is your water sourced from a well or a spring?
There are two cottages in the property. Cottage No. 3 is supplied by a spring. The other cottage is supplied by mains water.
Can I confirm the location of the spring/well?
In the field, to the west of the cottage.
(If it is a spring) do you know the exact location of the spring?
See above
(If it is a well) how deep is the well?
N/A
How old is the supply?
Unknown.
How good is the quality of the water supply?
He stated it was not good.
Does the water run out in dry periods or fluctuate at certain times or seasons?
Never.
How is it conveyed to your house/field/reservoir?
From a water tank through an underground plastic pipe to the Cottage No.3
Is this supply only to your house or to other houses/fields/reservoirs?
Only Cottage No.3
Is this supply for domestic use/drinking water for cattle?
Domestic use only.
Approximately what volume/yield of water is consumed per day?
The spring supplies 2 houses.
Environmental Statement Appendices 2007
Part D: Fastlink
Appendix A38.1 - Private Water Supplies
Has water analysis ever been undertaken, and if so, may Jacobs see the results?
Analysis of water in the tank was taken in 1986-87. He states that the results are not good, those kinds of supplies are not very good because of the use of manures.
3 Land Reference Number: 522 (Mains of Cookney)
3.1 Private Water Supply Number: F20, F38.
Mr Angus attended the call on 03 April 2007.
Is your water sourced from a well or a spring?
1 well supplies the farm.
Can I confirm the location of the spring/well?
It is between Cookney site and the proposed route
(If it is a spring) do you know the exact location of the spring?
N/A
(If it is a well) how deep is the well?
The well is 35 feet (10.7 m) deep. The well has a diameter of 1.0 meter and it is stone built. Water level is 12 feet (3.7 m) below surface.
How old is the supply?
He does not have this kind of information, however he assumes it is very old.
How good is the quality of the water supply?
It is good.
Does the water run out in dry periods or fluctuate at certain times or seasons?
It never dries out.
How is it conveyed to your house/field/reservoir?
There is a siphon that brings water from the well to the Farm by means of an underground pipe.
Is this supply only to your house or to other houses/fields/reservoirs?
Only for the above property.
Is this supply for domestic use/drinking water for cattle?
Only drinking water for cattle.
Approximately what volume/yield of water is consumed per day?
Unknown.
Environmental Statement Appendices 2007
Part D: Fastlink
Appendix A38.1 - Private Water Supplies
Has water analysis ever been undertaken, and if so, may Jacobs see the results?
Mr Angus tested the water and insists it is good. However he was vague about the availability of the results.
4 Land Reference Number: 543 (New Mains of Ury)
4.1 Private Water Supply Number: F39.
Mr David Strang Steel (Strutt & Parker) was contacted on 17 April 2007. Mr Robert Strang Steel (the father) is the owner.
Mr Strang Steel stated that the house was on mains supply, while some of the fields were on mains supply and others on private water supplies. He asked a letter be sent to him with the questionnaire.
5 Land Reference Number: 553 (Greens of Crynoch)
5.1 Private Water Supply Number: F27, F29.
Mrs Stewart attended the call on 13 April 2007. The property owned is Greens of Crynoch.
Mrs Stewart stated they were on mains supply. A well is present in the property but it is no longer used.
6 Land Reference Number: 555 (Craigentath)
6.1 Private Water Supply Number: F33.
Mr Robertson attended the call on 13 April 2007 and said that Craigentath, Greens of Crynoch and Stranog were on mains supply.
7 Land Reference Number: 624 (West Quoscies)
7.1 Private Water Supply Number: F25.
Mr Colin Gardner (owner) attended the call on 13 April 2007 and stated they had no private water supplies. The property is on mains supply.
8 Land Reference Number: 630 (East Lodge)
8.1 Private Water Supply Number: F2.
Mr Hutchinson (owner) attended the call on 03 April 2007.
Is your water sourced from a well or a spring?
1 well.
Environmental Statement Appendices 2007
Part D: Fastlink
Appendix A38.1 - Private Water Supplies
Can I confirm the location of the spring/well?
Just close to the house (the property is small).
(If it is a spring) do you know the exact location of the spring?
N/A
(If it is a well) how deep is the well?
Unknown.
How old is the supply?
The supply was constructed in 1930.
How good is the quality of the water supply?
It is good.
Does the water run out in dry periods or fluctuate at certain times or seasons?
It never runs out. There is always plenty of pressure.
How is it conveyed to your house/field/reservoir?
By means of an underground pipe to a tank.
Is this supply only to your house or to other houses/fields/reservoirs?
The well supplies mainly the East Lodge property. However the next door neighbour uses some of this water for irrigating the garden.
Is this supply for domestic use/drinking water for cattle?
Domestic use.
Approximately what volume/yield of water is consumed per day?
Unknown. However there is a pressure of 1.7 bars coming from the pipe. The pipe is ¾ inches of diameter.
Has water analysis ever been undertaken, and if so, may Jacobs see the results?
Never undertaken
9 Land Reference Number: 5002 (West Stoneyhill)
9.1 Private Water Supply Number: F23.
The owner asked that a letter be sent to him with the questionnaire.
Environmental Statement Appendices 2007
Part D: Fastlink
Appendix A38.1 - Private Water Supplies
10 Land Reference Number: 5065 (Bentyhowe)
10.1 Private Water Supply Number: F36, F37, F22.
Mr Robson (owner) attended the call on 27 April 2007.
Is your water sourced from a well or a spring?
There are 3 wells in the property (one not used anymore). The property has no mains supply.
Can I confirm the location of the spring/well?
The first and second wells are adjacent to each other and located behind the house (about 30 m away from the house).
The third well is about 400 yards east of the house, near West Stoneyhill, and it is not longer used.
Mr Robson said that most of properties in this area have wells. The farm next to his property (half a mile away) has also a well.
(If it is a spring) do you know the exact location of the spring?
See above.
(If it is a well) how deep is the well?
The first well is about 10-15 feet deep, while the second one (open well) is 2 feet deep. No information regarding the depth of the water table was available.
How old is the supply?
The first well is likely to date back to 1700-1800.
How good is the quality of the water supply?
It is good. Water in the first well has been tested by Stonehaven Council.
Does the water run out in dry periods or fluctuate at certain times or seasons?
The first well never dries out, even in the summer.
How is it conveyed to your house/field/reservoir?
In the first well, water is conveyed to the house through a plastic underground pipe.
Is this supply only to your house or to other houses/fields/reservoirs?
The wells are only for the above property.
Is this supply for domestic use/drinking water for cattle?
The first well is for domestic use. The second well is used for the garden. The third well is no longer used.
Approximately what volume/yield of water is consumed per day?
Unknown.
Environmental Statement Appendices 2007 Part D: Fastlink Appendix A38.1 - Private Water Supplies
Has water analysis ever been undertaken, and if so, may Jacobs see the results?
Yes (Stonehaven Council). Jacobs may eventually see the results.
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KILMACOLM PRIMARY SCHOOL AND NURSERY CLASS
'Let's Grow and Cook Together'
A 'Food For Thought' Education Scotland funded project
| SECOND LEVEL FOOD AND HEALTH | Experiences and Outcomes for planning learning, teaching and assessment | Benchmarks to support practitioners’ professional judgement YEAR 1 | Benchmarks to support practitioners’ professional judgement YEAR 2 |
|---|---|---|---|
| The Food Experience • Tasting, Selecting and Evaluating | I enjoy eating a diversity of foods in a range of social situations. HWB 2-29a | • Uses sensory descriptors to describe foods, for example, taste, texture, appearance, smell. | • Uses sensory descriptors to describe foods, for example, taste, texture, appearance, smell. |
| Developing Healthy Choices • Linking Food and Health • Decision Making | By applying my knowledge and understanding of current healthy eating advice, I can contribute to a healthy eating plan. HWB 2-30a | • Explains the importance of keeping hydrated. | • Explains the proportions each food group should contribute to a healthy eating plan. • Identifies and classifies composite dishes according to the food groups, for example, lasagne, chicken stir fry. • Outlines at least three current healthy eating messages, for example, lowering salt and sugar intake. • Explains the importance of keeping hydrated. |
| Nutritional Needs • Varied Diet • Individual Needs • Stages of Life | I understand that people at different life stages have differing nutritional needs and that some people may eat or avoid certain foods. HWB 2-32a | • Recognises that all food and drink provides different levels of nutrients. 'Lists the five nutrient groups. • Recognises that energy is provided by carbohydrates, fats and proteins and that vitamins and minerals are required to keep the body healthy. • Explains at least three nutritional requirements at different stages of life, for example energy, protein, calcium. | • Recognises that all food and drink provides different levels of nutrients. 'Lists the five nutrient groups. • Recognises that energy is provided by carbohydrates, fats and proteins and that vitamins and minerals are required to keep the body healthy. • Explains at least three nutritional requirements at different stages of life, for example energy, protein, calcium. • Suggests why people might avoid certain foods, for example, religion, culture, allergies, medical reasons. | • Recognises that all food and drink provides different levels of nutrients. 'Lists the five nutrient groups. • Recognises that energy is provided by carbohydrates, fats and proteins and that vitamins and minerals are required to keep the body healthy. • Explains at least three nutritional requirements at different stages of life, for example energy, protein, calcium. • Suggests why people might avoid certain foods, for example, religion, culture, allergies, medical reasons. |
|---|---|---|---|---|
| Keeping Safe and Hygienic • Principles of Food, Safety and Hygiene | Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-33a | • Makes food items safely and hygienically, adhering to allergies, cleaning, cross contamination, cooking, chilling. | • Makes food items safely and hygienically, adhering to allergies, cleaning, cross contamination, cooking, chilling. • Identifies ways to reduce the risk of food poisoning, for example, reheating food until piping hot, safe food storage, different coloured chopping boards. • Explains the difference between Use By and Best Before dates. • Creates a risk assessment for a practical food session. | • Makes food items safely and hygienically, adhering to allergies, cleaning, cross contamination, cooking, chilling. • Identifies ways to reduce the risk of food poisoning, for example, reheating food until piping hot, safe food storage, different coloured chopping boards. • Explains the difference between Use By and Best Before dates. • Creates a risk assessment for a practical food session. |
| SECOND LEVEL SCIENCE | Experiences and Outcomes for planning learning, teaching and assessment | Benchmarks to support practitioners’ professional judgement YEAR 1 | Benchmarks to support practitioners’ professional judgement YEAR 2 | Benchmarks to support practitioners’ professional judgement YEAR 3 |
|---|---|---|---|---|
| Planet Earth • Biodiversity and Interdependence • Energy Sources and Sustainability • Processes of the Planet | I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-01a I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2-02a Through carrying out practical activities and investigations, I can show how plants have benefited society. SCN 2-02b I have collaborated in the design of an investigation into the effects of fertilisers on the growth of plants. I can express an informed view of the risks and benefits of their use. SCN 2-03a I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time. SCN 2-05a | *see First Level Benchmarks for guidance | • Classifies living things into plants (flowering and non-flowering) through knowledge of their characteristics. • Begins to construct and use simple branched keys which can be used to identify particular plants or animals. | • Classifies living things into plants (flowering and non-flowering) through knowledge of their characteristics. • Begins to construct and use simple branched keys which can be used to identify particular plants or animals • Collaborates with others to present a reasoned argument, based on evidence, of the risks and benefits of using fertilisers, demonstrating understanding of the underlying scientific concepts. • Discusses the necessity of water for life, for example, for the growth of crops, for drinking and in river formation/flow. • Demonstrates understanding of the processes involved in the water cycle. |
| Materials • Properties and Uses of Substances | By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed. SCN 2-15a | | • Investigates and explains physical changes to the properties of materials which are fully and partially reversible, for example, salt dissolving in water, chocolate melting and water freezing. • Uses scientific vocabulary such as ‘melting’, ‘freezing’, ‘evaporating’ and ‘condensing’ to describe changes of state. • Observes and identifies some of the signs of a chemical reaction, for example, production of bubbles, colour/ texture change and heat given out/ taken in. |
|---|---|---|---|
| Topical Science • Topical Science | I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 2-20b | • Demonstrates understanding of how science impacts on every aspect of our lives. • Relates the development of scientific skills in the classroom to an increasingly wide variety of science, technology, engineering and mathematics (STEM) careers. | • Demonstrates understanding of how science impacts on every aspect of our lives. • Relates the development of scientific skills in the classroom to an increasingly wide variety of science, technology, engineering and mathematics (STEM) careers. |
| SECOND LEVEL MATHEMATICS & NUMERACY | Experiences and Outcomes for planning learning, teaching and assessment | Benchmarks to support practitioners’ professional judgement YEAR 1 | Benchmarks to support practitioners’ professional judgement YEAR 2 |
|---|---|---|---|
| Number, Money and Measure • Money | I can manage money, compare costs from different retailers, and determine what I can afford to buy. MNU 2-09a I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important. MNU 2-09b I can use the terms profit and loss in buying and selling activities and can make simple calculations for this. MNU 2-09c | • Calculates profit and loss accurately, for example, when working with a budget for an enterprise activity. | • Calculates profit and loss accurately, for example, when working with a budget for an enterprise activity. |
| SECOND LEVEL TECHNOLOGIES | Experiences and Outcomes for planning learning, teaching and assessment | Benchmarks to support practitioners’ professional judgement YEAR 1 | Benchmarks to support practitioners’ professional judgement YEAR 2 |
|---|---|---|---|
| Food and Textile • Food and Textile | I am developing dexterity, creativity and confidence when preparing and cooking food TCH 2-04a I am developing dexterity, creativity and confidence when working with textiles TCH 2-04b I can extend and explore problem solving strategies to meet increasingly difficult challenges with a food or textile focus TCH 2-04c I can discuss, debate and improve my ideas with increasing confidence and clear explanations TCH 2-04d | • Demonstrates an increasing range of practical skills and cooking techniques for example accurate weighing and measuring, kneading, chopping, baking, grilling | • Demonstrates an increasing range of practical skills and cooking techniques for example accurate weighing and measuring, kneading, chopping, baking, grilling |
| SECOND LEVEL SOCIAL SUBJECTS | Experiences and Outcomes for planning learning, teaching and assessment | Benchmarks to support practitioners’ professional judgement YEAR 1 | Benchmarks to support practitioners’ professional judgement YEAR 2 |
|---|---|---|---|
| People in society, economy and business | By experiencing the setting up and running of a business, I can collaborate in making choices relating to the different roles and responsibilities and have evaluated its success. SOC 2-22a | • Identifies the main business functions such as production, sales, marketing, and administration. • Takes a role in setting up or running a small enterprise. • Evaluates the success of the enterprise. | • Identifies the main business functions such as production, sales, marketing, and administration. • Takes a role in setting up or running a small enterprise. • Evaluates the success of the enterprise. |
| RESOURCES | BUSINESS/COMMUNITY PARTNERSHIPS |
|---|---|
| • ‘Developing The Young Workforce - Career Education Standard’ - Education Scotland • ‘Food For Thought’ - Education Scotland • ‘Scottish Food and Health’ - Education Scotland • ‘Grow, Cook, Eat’ - Education Scotland • ‘The Scottish Food Industry’ - Education Scotland • ‘The Way We Grow and Catch Food in Scotland’ - Education Scotland • Food Technology Benchmarks • ‘Food For Life Scotland’ - Soil Association Scotland • www.soilassociation.org/our-work-in-scotland (teaching resources) • ‘Cookin Castle - Teacher’s Guide’ - Food Standards Scotland • ‘Eatwell Guide’ - Food Standards Scotland (www.fss-eatwellguide.scot/ & firstname.lastname@example.org) • Foodstandards.gov.scot (teaching resources, healthy eating tutorial) • ‘The Good Food Learning Resource’ - RHET • On-line Cooking Demonstration with John Quigley (Red Onion restaurant) • Child friendly recipes/advice ‘A Guide to Cookery Skills by Age’ (www.bbcgoodfood.com) | • Scottish and Southern Electricity Networks (SSE) - will help with gardening work • Central Building Contractors (CBC) - financial support to provide the school with gardening equipment • James Tindall Project • Soil Association (Kirsten Leask email@example.com) • The Royal Highland Education Trust (RHET) (firstname.lastname@example.org) • Chefs@School (Marie-Clare James www.scottishchefs.com) • Food Standards Scotland • Virgin Money (tbc) • Joanna and Alda Clark (Cross Cafe in Kilmacolm) • Jackie Dunn (school catering manager) • Royal Horticultural Society • Kilmacolm Horticultural Society • Parent Partnership • PTA • Jean McCredie (Home Economist) |
Simone McCredie Head Teacher September 2017
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During river works
– Comply with statutory rules and advice along with any other specialist advice. Fully implement method statements and any environmental or contingency plans.
After river works
– Some projects may require compliance monitoring post works.
Controlled Activities Regulations
The Water Environment (Controlled Activities) (Scotland) Regulations (CAR) require all activities in and around watercourses to be undertaken in compliance with one of four levels of authorisation. Even activities authorised by the two lowest levels, General Binding Rules and Registrations, can still significantly damage freshwater pearl mussels and their associated habitats. It's therefore vital to note that obligations to protect freshwater pearl mussels are not necessarily met through compliance with CAR. For larger scale works, the needs of freshwater pearl mussels are likely to be included in any licence conditions.
Bank protection and working in the river can seriously damage freshwater pearl mussels
www.snh.org.uk
© Scottish Natural Heritage 2010
Photography: Photography: Ayrshire Rivers Trust, Peter Cosgrove and Sue Scott/SNH
ISBN: 978-1-85397-620-9
Further copies are available from: Publications, Scottish Natural Heritage, Battleby, Redgorton, Perth PH1 3EW Tel 01738 458530 Fax 01738 456613 email@example.com
Scottish Natural Heritage
Freshwater Pearl Mussels
Guidance for working in and around Scottish rivers
Why protect pearl mussels?
The freshwater pearl mussel is a fascinating species that is also very rare and threatened. Pearl mussels live in the bed of many of our rivers, making them extremely vulnerable to in-river working.
Scotland is one of their few remaining strongholds. Because they are so threatened, pearl mussels are fully protected under the law. It is a crime to intentionally or recklessly kill, injure, take or disturb freshwater pearl mussels or to damage their habitat.
Protection of the freshwater pearl mussel is a wildlife crime priority. You should ensure that any plans you have to work in rivers take account of freshwater pearl mussels.
Who is responsible?
This guidance is aimed at the wide range of people responsible for planning, advising on and carrying out river works in Scotland. This means anyone working in development and construction, or carrying out maintenance works in and around Scottish rivers. This includes developers, landowners, consultants, designers, construction workers and estate managers and workers. It summarises what should be done before, during and after undertaking river works to identify the presence of freshwater pearl mussels, and if present, to ensure they and their habitats are not harmed.
When?
If planning works in and around rivers then as well as requiring authorisation from the Scottish Environment Protection Agency (SEPA) you should ensure that your works will not affect freshwater pearl mussels. SEPA and Scottish Natural Heritage (SNH) will be able to advise on what needs to be done and provide details on any pearl mussel records. Failure to do so may mean you are breaking the law.
How development and construction can impact on freshwater pearl mussels
When planning and carrying out river works, the potential impact on freshwater pearl mussels can be determined by three factors:
1. The occurrence (distribution and abundance) of freshwater pearl mussels;
2. The ecological requirements of freshwater pearl mussels in the given locality; and
3. The nature and location of the planned works.
Many proposed river development and maintenance activities can impact on freshwater pearl mussels. Activities ranging from simple water crossings and fords to large-scale engineering works such as weirs and hydropower facilities can all cause significant damage to freshwater pearl mussels and their habitat.
Micro hydro schemes can adversely affect freshwater pearl mussels and their habitats
Modification of rivers and bridge building can damage freshwater pearl mussels
What to do?
Before undertaking river works
– Define nature and scale of planned works (inc. map and appropriate drawings);
– Consult with SEPA and SNH;
– If freshwater pearl mussels could be present, seek specialist ecological advice and commission appropriate standardised river survey;
– Allow sufficient time for consultations, surveys (which need to be undertaken between April and October) and reports to be completed to inform proposed plans;
– Use any specialist reports to develop method statements detailing appropriate methods and areas of working; and
– Consider using an Ecological Clerk of Works to ensure freshwater pearl mussels are properly protected.
– Include suitable mitigation if appropriate. Examples could be to avoid operating machinery in the river, not undertaking works in wetted areas of riverbed or managing erosion by means other than bank protection.
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British Sign Language (BSL) Toolkit for Practitioners
Executive Summary
October 2022
EducationScot
@EducationScot
For Scotland's Learners with Scotland's educators
British Sign Language Toolkit for Practitioners Executive Summary
Background
This British Sign Language (BSL) Toolkit is the first of its kind in Scotland. Our objective was to consider the available evidence on BSL through research, case studies and from consultation with parents, practitioners and partners. The Toolkit is necessary to support practitioners in early learning and childcare settings and schools who work with all Deaf children, young people and their families, parents and carers who use British Sign Language and Tactile BSL, or who may consider using it, in education.
Approach to the task
Development of the toolkit was led by Education Scotland in partnership with Deaf and hearing parents, carers, Teachers of deaf children, Headteachers of Deaf schools/units, Deaf teachers, BSL Teachers and an online survey with parents who use British Sign Language. Consultation on the Toolkit has also been undertaken with Deaf professionals, Education professionals, Scottish Government, The University of Edinburgh and the British Deaf Association Scotland.
The Toolkit
Toolkit takes account of the available research in British Sign Language. It identifies examples of good practice from Scotland, the UK and internationally. This BSL Toolkit should be used alongside the 'Engaging parents and families: A toolkit for practitioners'.
Conclusions
There are a number of key messages and areas of good practice which have emerged from the development of this Toolkit. Potential actions for practitioners and stakeholders to consider include:
Strategic and operational
* Gathering more evidence through a range of methods including research, inspection findings and feedback from children, young people, families, practitioners and national partner organisations.
* Publishing case study examples to support practitioners who are working with families.
* Using the evidence to help inform future policy developments and drivers for change.
* Ensure the workforce is developed and equipped to work with BSL users.
* Consider having free opportunities for families to learn BSL.
* Consider having a qualified and registered BSL/English interpreter to support and communicate with BSL families in settings and schools.
* As a starting point, consider having a regular toddlers group to provide opportunities for parents to meet and socialize. Ensuring that there is at least one fluent Deaf BSL user and a BSL/English interpreter available at the group is important. Consideration should be given to potential transport issues that might arise for parents.
* Raise awareness of this Toolkit.
1 |
Page
British Sign Language Toolkit for Practitioners Executive Summary
Operational
Supporting Deaf children and young people
There is a need to provide:
* Deaf role models, Deaf clubs, centres, youth clubs
* meet regularly with other fluent signing children and staff
* peer support and activities for Deaf children and young people
* early access to enough, and good quality BSL used between adults and peers to allow BSL acquisition
* opportunities for all children to attend BSL interpreted events
Supporting practitioners
There is a need to:
* provide BSL Awareness training for practitioners, contact information for Deaf organisations
* ensure practitioners know how to access and book BSL/English interpreters and translators, and access support for children, young people and families
* ensure a Getting it Right for Every Child (GIRFEC) approach when working with all children and families.
* support practitioners to have a greater understanding of the barriers that Deaf parents encounter when trying to support their learning of their Deaf and/or hearing child(ren)
* allow time and space to understand the individual needs of families
* support practitioners to understand Deaf culture and identity
* ensure families feel valued, included, understood and listened to
* have access to suitable resources e.g. story books, signed videos
* recognise the need for specific intervention(s) to help staff support deaf children and overcome any barriers
* clear communication channels with allocated Teacher(s) of deaf children
Supporting parents
There is a need to:
* have a parental support group for networking and exchanging information
* facilitate exposure to sign language in the home environment
* ensure Deaf parents have access to information about their rights, entitlements, options and available support
* provide information for Deaf parents via an interpreter/translator or in Easyread format
* support parents to become involved in the wider life and work of settings and schools
* ask BSL families about their specific communication needs and preferences
* involve parents in any transitions process
2 |
Page
British Sign Language Toolkit for Practitioners Executive Summary
Research
Further research is required on:
* ways of facilitating early access for deaf children to BSL as a complete language;
* how to work with related professionals (Teachers of deaf children, Health Visitors) to demonstrate ways of encouraging bilingualism in deaf children, as we currently do in Scotland in relation to Gaelic.
* how to provide access to parents of ongoing BSL in the home to build confidence in the language;
Moving forward
Improving outcomes for children, young people and families continues to be a key focus for all. Education Scotland, Scottish Government, local authorities, third sector organisations, practitioners, further and higher education establishments, researchers and others involved in working with deaf children and BSL families will continue to work together in partnership in taking forward actions to achieve this.
We trust that you will find this British Sign Language Toolkit valuable and look forward to working with you to deliver positive outcomes for children, young people and families both now and for the future generations to come.
3 |
Page
Education Scotland
Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA
T +44 (0)131 244 4330
E email@example.com
https://education.gov.scot/
© Crown Copyright, 2022.
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced accurately and not in a misleading context. The material must be acknowledged as Education Scotland copyright and the document title specified.
To view this licence, visit http://nationalarchives.gov.uk/doc/open-government-licence or Email: firstname.lastname@example.org
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
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GETTING IT RIGHT FOR EVERY CHILD (GIRFEC) PROGRAMME BOARD
INFORMATION SHARING: RISK TO WELLBEING LEADING TO SIGNIFICANT HARM
1. Context
Getting it right for every child is founded on 10 Core Components, which can be applied in any setting and in any circumstance. Core Component 2 deals with consent.
- A common approach to gaining consent and to sharing information where appropriate
Information sharing requirements therefore are not in response to a crisis or serious occurrence but are constant throughout the development and progression to adulthood for every child. Getting it right for every child is focused on early intervention and aims to cover each and every child by ensuring that all children have a Named Person – the Named Person may have concerns about the child's wellbeing that suggest further action is needed. Other individuals or agencies may have concerns about the child's well-being that they wish to bring to the attention of the Named Person.
2. Consent
Whilst it is important to protect the rights of individuals, it is equally important to ensure that our children are protected from risk of harm. There appears to be an amount of confusion in practice over when it is permissible to override consent. This paper is designed to generate debate and offer a view that the Data Protection Act 1998 is designed to assist information sharing by offering a series of steps a practitioner must consider prior to sharing personalised information.
3. Risk of Significant Harm
It is generally accepted that consent can be overridden when a child is suspected of being at risk of significant harm. The meaning of 'at risk of significant harm' needs to be analysed and a common understanding shared amongst all who work with children or with adults who have significant access to children.
In many cases a risk to wellbeing can be a strong indication of the child or young person being at risk of significant harm if the matter is not addressed. In other cases a slight risk to wellbeing may be regarded as less serious. In such cases it is important that the practitioner uses all available information prior to reaching a decision to share or not.
In reaching a decision to share or not without consent the practitioner must consider a number of issues:
- Is the issue affecting the child's wellbeing likely to lead to significant harm should it go unaddressed?
- Can I prevent the risk to wellbeing by any other means i.e. without sharing the necessary information?
- Has the pathway to harm commenced i.e. is the child already at risk of harm?
- What are the potential consequences to the child if I don't share information?
- What will the impact of my sharing information be on the child and or family? (In most cases sharing a concern will only enhance the information held by the Named Person and not be viewed in isolation.)
- What is the likely collateral impact of my sharing information i.e. will others not the subject of sharing be impacted, will confidences be betrayed? In such circumstance a degree of sanitisation may be required prior to information being shared.
In many cases the information leading to a concern about a child's wellbeing would be received in circumstances that would lead to no expectation of confidentiality i.e. Police or Fire Service attending an incident.
In cases where a duty of confidentiality was expected by an individual, sharing of the personalised information may nevertheless be justified by the compelling public interest factors: Safeguarding and Protecting Children, Prevention of crime or the Children (S) Act 1995 1 , United Nations Convention on the Rights of the Child (UNCRC) Article 19.
The questions a practitioner must ask are:
Would there be any expectation of confidentiality?
If so can I promote the child welfare, safeguard and protect him/her without sharing information?
If I don't share information what is the risk to the child?
In all cases it is accepted good practice for the practitioner to record the decision and the options considered in reaching it.
Granular Consent – This term is often used to describe how consent can be broken into many different variations of what can be shared and with whom. It would therefore be possible to consent to share information with agency 1 but not with agency 2 and further it may be permitted to share only part of the information with agency 3.
The general advice from the Information Commissioner is not to promise a service user any service that cannot be guaranteed. In this respect the complex process of information management will impose a significant burden on agencies and may lead to confusion and an unmanageable situation for the Lead Professional as the
1 Children (S) Act 1995, Sec. 19 - The duty to safeguard and promote the welfare of children in need falls upon the local authority as a whole, and embraces social work services, education, housing and any other relevant services required to safeguard and promote the welfare of such children.
information is shared with some but not all partners to a plan. Whilst the offer of granular consent is one for each partner to this agreement to consider, the risk of not being able to deliver is significant and should only be considered if the offer can be guaranteed.
Children who fail to attend or keep appointments / Unseen Child
Many services have detailed guidance on staff practice should children or young people fail to turn up for or keep appointments. Practitioners working for organisations with specific policies should at all times adhere to them. It is important that the practitioner considers a variety of facts before making a decision to share information or not. Often there will be additional information available such as:
- Has the child/parent/family notified that the appointment will not be kept?
- What other background information is available about the child/family?
- If so is the reason given plausible?
- Have they failed to attend previous appointments
Conclusion
It is vitally important that concerns about a child's wellbeing are shared with the child's Named Person, current practice may not be considering risks to wellbeing as risks of significant harm and as a result failing to share where consent is not given.
The GIRFEC Programme Board is asked to support the concept that a risk to wellbeing can result in a significant risk of harm if not resolved and support the promulgation of that approach to front line staff.
[Redacted] 28 August 2012
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Health & Safety on Educational Excursions
Health & Safety on Educational Excursions
© Crown copyright 2004
ISBN: 0-7559-4363-5
Scottish Executive St Andrew's House Edinburgh EH1 3DG
Produced for the Scottish Executive by Astron B37832 12-04
Published by the Scottish Executive, December, 2004
Further copies are available from Blackwell's Bookshop 53 South Bridge Edinburgh EH1 1YS
The text pages of this document are printed on recycled paper and are 100% recyclable.
Contents
Chapter 5 – Communicating with parents
Chapter 6 – Planning transport
General
Chapter 7 – Insurance
General
119
139
Chapter 8 – Types of visit
Chapter 9 – Visits abroad
General
192
Sources of further advice for school and other local authority
Chapter 11 – Model forms
Annex A – Other guidance
Annex B – Useful contacts
Introduction
1. Participants can derive a good deal of educational benefit from taking part in excursions organised under the auspices of their local authority, especially through schools. In particular, they have the opportunity to undergo experiences not available in the classroom or other learning environment. Visits help to develop a participant's investigative skills and longer visits in particular encourage greater independence. This guidance is designed to help all those involved in organising educational excursions to ensure that those taking part stay safe and healthy. It is directed towards staff in schools; those leading community education groups; social services staff; countryside rangers; leisure and recreation staff; sports development staff, and similar activity co-ordinators who may be involved in organising and leading educational excursions. The guidance may also be useful to staff in the further and higher education sectors who may be involved in organising and leading similar excursions.
2. The guidance does not seek to replace local or other professional guidance or regulations. Where appropriate, local authorities should be the first source of advice. The booklet offers national guidance where guidance from elsewhere may be unavailable, incomplete or not up to date. It is based on material prepared by the Department for Education and Skills following wide consultation and reflects and collates existing good practice.
3. Most educational excursions take place without incident and it is clear that excursion leaders are already demonstrating a high level of safety awareness. But, following a number of tragic incidents involving young people, there is a continuing concern amongst local authority staff and parents to continue to improve safety on excursions. The potential hazards which the booklet refers to should not discourage excursion organisers. No amount of planning can guarantee that a visit will be totally incident free, but good planning and attention to safety measures can reduce the number of accidents and lessen the seriousness of those that do happen. The management of health and safety on excursions is part of any establishment's overall policy on health and safety. The guidance sets out principles, rather than trying to cover every eventuality, leaving it to leaders' professional and local judgement how to apply those principles.
4. This guidance supersedes the Department's Circular 10/94 Safety in Outdoor Activity Centres: Guidance.
5. The booklet does not cover work experience, which is treated in separate guidance (see Annex A for details). References to 'parents' cover anyone who has parental responsibility.
6. This guidance should not be taken as an authoritative interpretation of the law. That is for the courts.
7. Crown copyright. This booklet is produced by the Scottish Executive Education Department and draws heavily from the booklet Health and Safety of Pupils on Educational Visits produced in 1998 by the Department for Education and Skills. Extracts, including the model forms in Chapter 11, may be reproduced for noncommercial education or training purposes on condition that the source is acknowledged.
8. This guidance and its three supplements Standards for Local Authorities in Overseeing Educational Excursions, Standards for Adventure, and A Handbook for Group Leaders are available to print and download from www.scotland.gov.uk and www.parentzonescotland.gov.uk. Further printed copies of this guidance and the supplements are available free on request from the Scottish Executive Education Department, Schools Division, Victoria Quay, Edinburgh, EH6 6QQ, telephone 0131 244 0943.
6
Chapter 1
Responsibilities for excursions
Legal framework
9. Under the Health and Safety at Work etc Act 1974 employers are responsible for the health, safety and welfare at work of their employees. Employers are also under a duty to ensure, so far as is reasonably practicable, the health and safety of anyone else on the premises or anyone who may be affected by their activities. This includes participants in off-site visits.
10. Employers are the local authority in most establishments which may be organising educational excursions. The owner, governors or trustees are the employers in independent schools.
11. The Management of Health and Safety at Work Regulations 1999, made under the 1974 Act, require employers to:
* assess the risks of activities. See Risk assessment in Chapter 2 paragraphs 35 – 44;
* introduce measures to control those risks;
* tell their employees about these measures.
Also under the Health and Safety legislation employees must:
* take reasonable care of their own and others' health and safety;
* co-operate with their employers over safety matters;
* carry out activities in accordance with training and instructions;
* inform the employer of any serious risks.
12. These duties apply to all educational excursions. Teachers and other staff in charge of pupils also have a common law duty to act as any reasonably prudent parent would do in the same circumstances.
Approval for excursions
13. Employers should have a written procedure for arranging excursions which leaders should follow. This will normally include procedures for the approval of certain categories of excursion.
14. Although the employer is responsible for health and safety, decisions about excursions are, in some circumstances, delegated to the head of the establishment. The head of establishment's agreement must be obtained before a visit takes place.
15. See Chapter 11 Model form 1 for an approval application.
Local authorities
16. Local authorities have the following main roles:
* provide written guidelines for heads of establishments and excursion leaders including advice on risk assessment;
* provide access to technical advice where necessary;
* assess proposals for certain categories of excursion;
* have emergency procedures in place for dealing with major incidents/emergencies;
* ensure training needs have been addressed;
* provide access to named staff for advice;
* have appropriate insurance cover in place;
* have in place procedures to monitor and review safety during off-site excursions and activities.
Employers in other educational establishments
17. In the independent and non-local authority sectors, the employer's role will be the same as that suggested for a local authority above. They should satisfy themselves that the risk assessment has been carried out, that appropriate safety measures are in place and that training needs have been addressed.
18. They should:
* ensure that the excursion has a specific and stated objective;
* ensure that the head of establishment/group leader shows how their plans comply with regulations and guidelines, including the establishment's health and safety policy document, and that the head of establishment/group leader reports back after the excursion;
* ensure that they are informed about less routine excursions well in advance;
* assess proposals for certain categories of excursion, which should include excursions involving an overnight stay or travel outside the UK.
Head of establishment
19. Heads of establishments should ensure that excursions comply with regulations and guidelines provided by the local authority or other employer, and the authority's or establishment's own health and safety policy. Heads of establishments should ensure that the group leader is competent to manage and monitor the risks throughout the visit.
20. Heads of establishments should be clear about their role if taking part in the visit as a group member/supervisor. They should follow the instructions of the group leader who will have sole charge of the visit.
21. Heads of establishments should ensure that:
* the excursion has suitable educational aims and effective ways of achieving them;
* adequate child protection procedures are in place;
* all necessary actions have been completed before the excursion begins;
* a written risk assessment has been completed and appropriate safety measures are in place;
* training needs have been assessed by a competent person and the needs of the staff and participants have been considered;
* the group leader has experience in supervising the age groups going on the excursion and will organise the group effectively;
* the group leader or another person is suitably competent to instruct the activity and has suitable knowledge of the location/centre where the activity will take place. See Establishment-led adventure activities in Chapter 8 paragraphs 167 – 169;
* group leaders are allowed sufficient time to organise excursions properly;
* non-teacher supervisors on the excursion are appropriate people to supervise children. See Vetting suitability in Chapter 3 paragraphs 65 – 74;
* any instruction provided by a third party is undertaken by a suitably competent person;
* ratio of supervisors to participants is appropriate. See Ratios in Chapter 3 paragraphs 59 – 62;
* the local authority or other employer has approved the excursion, if appropriate;
* appropriate consent forms have been signed;
* arrangements have been made for the medical needs and additional support needs of all the participants;
* the local authority policy on the administration of medicines has been followed;
* adequate first aid provision will be available;
* the mode of travel is appropriate;
*
travel times out and back are known including pick-up and drop-off points;
* there is adequate and relevant insurance cover. See Chapter 7 Insurance;
* they have the address and phone number of the excursion's venue and have a contact name;
* a home base contact has been nominated (this may be the head of establishment) and the group leader has details;
* the group leader, group supervisors and nominated home base contact have a copy of the agreed emergency procedures and know how to activate them;
* the group leader, group supervisors and nominated home base contact have the names of all the leaders and participants travelling in the group, and the contact details of parents' and leaders' next of kin;
* there is a contingency plan for any delays including a late return home.
Group leader
22. One person, the group leader, should have overall responsibility for the supervision and conduct of the excursion and should have regard to the health and safety of the group. The group leader should have been appointed or approved by the head of establishment. The group leader should:
* obtain the head of establishment's prior agreement before any off-site excursion takes place;
* follow local authority regulations, guidelines and policies;
* appoint a deputy where appropriate;
* clearly define each group supervisor's role and ensure all tasks have been assigned;
* be able to control and lead participants of the relevant age range;
* be suitably competent to instruct participants in an activity and be familiar with the location/centre where the activity will take place. See Establishment-led adventure activities in Chapter 8 paragraphs 167 – 169;
* be trained in child protection issues;
* ensure that adequate first aid provision will be available;
* undertake and complete the planning and preparation of the excursion including the briefing of group members and parents;
* ensure a comprehensive risk assessment is in place. See Risk assessment in Chapter 2 paragraphs 35 – 44;
* review regularly undertaken excursions/activities and advise the head of establishment where adjustments may be necessary;
* ensure that all supervisors are fully aware of what the proposed visit involves;
* have enough information on the participants proposed for the excursion to assess their suitability or be satisfied that their suitability has been assessed and confirmed;
* ensure the ratio of supervisors to participants is appropriate for the needs of the group. See Ratios in Chapter 3 paragraphs 59 – 62.
* consider stopping the excursion if the risk to the health or safety of the participants is unacceptable, and have in place procedures for such an eventuality;
* e nsure that group supervisors have details of the home base contact;
* ensure that group supervisors and the home base contact have a copy of the emergency procedures and know how to activate them;
* ensure that group supervisors have the details of participants' additional support or medical needs which will be necessary for them to carry out their tasks effectively;
* observe the guidance set out for supervisors and other adults below.
Other paid staff
23. Other paid staff on establishment-led excursions act as employees of the local authority (or managers of non-local authority establishments such as independent schools), whether the excursion takes place within normal establishment hours or outside those hours, by agreement with the head of establishment (or managers of non-local authority establishments).
24. Such staff must do their best to ensure the health and safety of everyone in the group and act as any reasonable parent would do in the same circumstances. They should:
* follow the instructions of the group leader and help with control and discipline;
* consider stopping the excursion or the activity, notifying the group leader, if they think the risk to the health or safety of the participants in their charge is unacceptable.
Adult volunteers
25. Adult volunteers on the excursion should be clear about their roles and responsibilities during the excursion. Adult volunteers acting as supervisors must:
* do their best to ensure the health and safety of everyone in the group;
* not be left in sole charge of participants except where it has been previously agreed as part of the risk assessment;
* follow the instructions of the group leader and group supervisors and help with control and discipline;
* speak to the group leader or group supervisors if concerned about the health or safety of participants at any time during the excursion.
Responsibilities of participants
26. The group leader should make it clear to participants that they must:
* not take unnecessary risks;
* follow the instructions of the leader and other supervisors including those at the venue of the excursion;
* dress and behave sensibly and responsibly;
* if abroad be sensitive to local codes and customs;
* look out for anything that might hurt or threaten themselves or anyone in the group and tell the group leader or supervisor about it.
27. Any participants whose behaviour may be considered to be inappropriate or a danger to themselves or to the group may be stopped from going on the excursion. The curricular aims of the excursion for these participants should be fulfilled in other ways wherever possible.
Parents
28. Parents should be able to make an informed decision on whether their child should go on the excursion. The group leader should ensure that parents are given sufficient information in writing and are invited to any briefing sessions.
29. The group leader should also tell parents how they can help prepare their child for the excursion by, for example, reinforcing the excursion's code of conduct. Parents should also be asked to agree the arrangements for sending a participant home early and, if necessary, who will meet the cost.
30. Special arrangements may be necessary for parents for whom English is not their first language.
31. Parents will need to:
* provide the group leader with emergency contact number(s);
* sign the consent form (see Model form 7 in Chapter 11);
* give the group leader information about their child's emotional, psychological and physical health which might be relevant to the visit (usually by means of the consent form).
32. See Chapter 5 Communicating with parents. For Tour operators see Chapter 9 paragraphs 196 – 198.
Chapter 2
Planning excursions
Planning
33. Whether the excursion is to a local park, museum or swimming pool, or includes a residential stay in the UK or abroad, it is essential that formal planning takes place, and begins sufficiently in advance of departure. This involves considering the dangers and difficulties which may arise and making plans to reduce them. In practice, the head of establishment – who is responsible for planning excursions – will often delegate the detailed planning to the organiser of the excursion or the group leader. Heads of establishments must satisfy themselves that the person planning the excursion is competent to do so and has the necessary relevant experience or access to an appropriate technical adviser.
34. Many local authorities have detailed guidance on excursions, including risk assessment, which establishments must follow. For residential visits at home or abroad, or for potentially hazardous activities and/or environments, some local authorities require establishments to obtain the authority's approval before the excursion takes place.
Risk assessment
35. In practice, risk assessments, which employers are legally required to do (see Legal framework in Chapter 1 paragraphs 9 – 12), are usually carried out by the group leader. A written assessment should be completed well before the excursion, and should be made available for inspection by the head of establishment or local authority as appropriate.
36. A written risk assessment for an excursion need not be complex but it should be comprehensive. It does not generally require technical formulae or professional health and safety expertise. However, specialised information for some excursions may be necessary and heads of establishments should ensure that the person assessing the risks is competent to do so.
37. A formal assessment of the foreseeable risks that might be met on an excursion should have the aims of preventing the risks or reducing them. Participants must not be placed in situations which expose them to an unreasonable level of risk. Safety must always be the prime consideration. If the risks cannot be contained, or the programme modified, then the excursion must not take place.
38. The risk assessment should be based on the following considerations:
* what are the hazards?
* who might be affected by them?
* what safety measures need to be in place to reduce risks to a reasonable level?
* can the group leader ensure that the safety measures in place are adhered to?
* can an assessment of the effectiveness of the safety measures and any proposed changes be made?
* what steps will be taken in an emergency?
39. The person carrying out the risk assessment should record it and give copies to all leaders and supervisors on the excursion, with details of the measures they should take to avoid or reduce the risks. Depending on the category of excursion and local authority approval arrangements, local authorities and heads of establishments should also be given a copy so that approval, as necessary, can be given with a clear understanding that effective planning and risk assessment has taken place.
40. Frequent excursions to local venues such as swimming pools may not need a risk assessment every time. Nevertheless it is essential not to become complacent. A generic assessment of the risks of such excursions should be made at regular intervals, and careful monitoring should take place.
41. The group leader and other supervisors should monitor the risks throughout the excursion and take appropriate action as necessary.
42. Before booking an excursion with an external provider the group leader should obtain a written or documentary assurance that providers have themselves assessed the risks and have appropriate safety measures in place.
43. Detailed advice on risk assessment can be obtained from the local authority's health and safety officer. In addition, the Health and Safety Executive has published two booklets entitled Five Steps to Risk Assessment and Five Steps to Risk Assessment in Adventure Activity Centres. See Annexes A & B for details and Model forms 3 and 4 in Chapter 11 for a basic risk assessment format.
44. The group leader should take the following factors into consideration when assessing the risks:
* the type of excursion/activity and the level at which it is being undertaken;
* the location, routes and modes of transport;
* the competence, experience and qualifications of supervisory staff;
* the composition of the group, including the role of supervisors whose own children may be participants;
*
t he ratios of supervisory staff to participants;
* t he group members' age, competence, fitness and temperament and the suitability of the activity;
* the additional support or medical needs of participants;
* the quality and suitability of available equipment;
* seasonal conditions, weather and timing;
* emergency procedures;
* how to cope when a participant becomes unable or unwilling to continue;
* the need to monitor the risks throughout the excursion.
Exploratory visit
45. Wherever possible, the group leader should undertake an exploratory visit to:
* ensure at first hand that the venue is suitable to meet the aims and objectives of the excursion;
* assess potential areas and levels of risk;
* ensure that the venue can cater for the needs of the staff and participants in the group;
* become familiar with the area before taking a group there.
If the excursion is to a residential centre, group leaders may additionally wish to:
* obtain names and addresses of other establishments who have used the venue;
* obtain advice from the manager of the residential centre;
* view the organisation's Operating Procedures Document, risk assessment documentation, health and safety policy and insurance cover.
46. If, in the last resort, an exploratory visit is not feasible then the group leader will need to consider how to complete an adequate assessment of the risks. A minimum measure would be to obtain specific information by letter from the venue, from other users who have recently visited it, and from local organisations such as tourist boards.
47. Detailed advice on particular categories of excursions which carry specific risks is provided in Chapters 8 Types of visit and 9 Visits abroad. Advice may also be sought from the local authority and from specialist bodies listed at Annex B.
48. Many establishments will take new groups to the same location each year. As some factors will change from year to year, it is prudent to re-assess the risks each time – even when the group leader stays the same. It may be useful to evaluate each completed excursion and keep a record. Model form 5 in Chapter 11 provides a suggested format.
Other considerations
49. Other factors which should form part of the planning stage include:
* the facilities/equipment the group will need to take on the visit;
* the facilities/equipment to be provided at the venue;
* staff training needs;
* the designation of someone to record the details of the excursion and to carry accident forms etc;
* transport arrangements;
* insurance arrangements;
* information to the provider;
* communication arrangements;
* supervision ratios;
* contingency measures for enforced change of plan or late return;
* information to parents;
* preparing participants;
* emergency arrangements;
* arrangements for sending participants home early.
50. Further information on these issues is provided in subsequent chapters.
Financial planning
51. The group leader should ensure that parents have early written information about the costs of the excursion, how much will come from school or other establishment funds, and how much each parent will be charged or asked to contribute. Parents should be given enough time to prepare financially for the excursion. It may be useful to break the costs down into subheads such as travel, accommodation, meals etc.
52. The head of establishment should ensure that banking arrangements are in place to separate the excursion's receipts from other establishment funds and from private accounts in line with their local authority's financial procedures.
53. The head of establishment/group leader should reach a pre-agreement with parents on whether any funds left surplus after the visit will be returned to parents or retained for another excursion.
First aid
54. First aid should form part of the risk assessment. Before undertaking any off-site activities the head of establishment or the group leader should assess what level of first aid might be needed. For adventure activities, excursions abroad or residential visits it is sensible for at least one of the group's leaders to hold a current and valid first aid certificate. All adults in the group should know how to contact the emergency services.
Chapter 2: Planning excursions
55. The minimum first aid provision for an excursion is:
* a suitably stocked first aid kit;
* a person appointed to be in charge of first aid arrangements.
Other considerations when considering first aid needs should include:
* the numbers in the group and the nature of the activity;
* the likely injuries and how effective first aid would be;
* the distance to the nearest hospital.
56. First aid should be available and accessible at all times. The Health and Safety Executive recommends the following minimum contents for a travelling first aid kit where no special risk has been identified:
* a leaflet giving general advice on first aid;
* six individually wrapped sterile adhesive dressings;
* one large sterile unmedicated wound dressing approximately 18 cm x 18 cm;
* two triangular bandages;
* two safety pins;
* individually wrapped moist cleaning wipes;
* one pair of disposable gloves;
* a resusciade (for hygienic mouth to mouth resuscitation) would also be useful.
57. All minibuses are required by law to carry a first aid kit. See Chapter 6 Planning transport.
58. There is the possibility, during an excursion, of the need to clear away clinical waste such as blood, faeces, stained dressings etc. Staff on excursions should be aware of and follow the authority's policy on dealing with clinical waste.
Planning the excursion
This page charts the likely stages of planning an excursion
Outline proposal to head of establishment or local authority, seeking approval in principle. Proposals might include:
* Likely date, duration, venue.
*Excursion's objectives.
*Size and make-up of group, and staffing.
*R esources, estimate of costs.
[Proposals for longer excursions may need making well before the start of the relevant academic year.]
Planning
*What are the transport options?
*Contact venue. Is it suitable for the group?
*Who would lead the group and who would help to supervise it?
*Risk assessment. Exploratory visit.
*Who would pay for the excursion?
Substantive proposal to head of establishment, or local authority
Details of dates, risk assessment, emergency procedures, transport, insurance, costs, group membership, staffing.
Shorter excursions
Residential and abroad
* Inform parents as necessary of shorter routine excursions.
See Ch 4, 5
* Obtain approval and parental consent for excursions involving younger participants, or for day excursions.
* Brief participants.
*Go on excursion, monitoring the risks at all times.
*
Evaluate
* Obtain approval to prepare for the excursion subject to satisfactory planning.
Final preparation
*Information to and from parents. Briefing evening (meet the supervisors). Brief participants. Deposits/full payments by parents.
*Obtain final approval from head of establishment or local authority, and parental consents.
*Go on excursion, monitoring the risks at all times.
See Ch 1
See Ch 2, 3
See Ch 2, 3, 6, 7, 10
See Ch 8, 9
See Ch 4, 5, 7, 8, 9, 10
See Ch 1, 5
Chapter 3 Supervision
Ratios
59. It is important to have a suitable ratio of adult supervisors to participants for any excursion. The factors to take into consideration include:
* sex, age and ability of group;
* those with additional support or medical needs;
* nature of activities;
* experience of adults in off-site supervision;
* duration and nature of the journey;
* type of any accommodation;
* competence of staff, both general and on specific activities;
* requirements of the organisation/location to be visited;
* competence and behaviour of participants;
* first aid cover.
60. Some local authorities set their own levels of supervision for off-site excursions, which establishments must adhere to. Staffing ratios for visits are difficult to prescribe as they will vary according to the activity, age group, location and the efficient use of resources. However, for groups of people under 18, adult to participant ratios could be:
* 1 adult to 15-20 group members for excursions where the element of risk to be encountered is similar to that normally encountered in daily life, e.g. excursions to sites of historic interest, most field work, local walks etc;
* 1 adult to 10 group members for all trips abroad;
* within each of these categories, schools may want to consider, for example for children under the age of 8 or for children with additional support needs, whether a lower ratio, of 1 adult to 6 (or fewer) group members should apply;
* for higher risk activities, consideration will need to be given to greater adult supervision, as appropriate.
61. The above are examples only. Group leaders should assess the risks and consider an appropriate safe supervision level for their particular group. There should be a minimum of one leader in charge. For advice on ratios for swimming see Chapter 8, paragraphs 180 and 182. National Governing Bodies for Sport will be able to advise on ratios for adventure activities.
62. In addition to the leader in charge there should be enough supervisors to cope effectively with an emergency. When excursions are to remote areas or involve hazardous activities, the risks may be greater and supervision levels should be set accordingly. The same consideration should be given to excursions abroad (see Chapter 9 paragraph 203) or residential visits (see Chapter 8 paragraph 190). Some nonresidential excursions with mixed groups will need a teacher from each sex.
Parents/Volunteers
63. Where there is more than one leader/supervisor a group leader should be appointed who has authority over the whole group. If more than one establishment is involved an overall group leader should be identified, usually the person with the most experience in leading such excursions.
64. Where a high leader:participant ratio is required, it is not always feasible to use establishment staff alone. Parents/volunteers may be used to supplement the supervision ratio. They should be carefully selected and ideally they should be well known to the establishment and the group. Anyone who has not had a criminal conviction check should never be left in sole charge of participants.
Vetting suitability – child protection
65. Education authorities should provide support and advice to assist group leaders to properly assess the potential risks to children on any excursion. Among the potential risks is harm to children from inappropriate conduct by adults or peers that is abusive in any way.
66. Group leaders should make themselves aware of the child protection procedures and contacts within their service and their local authority. Within schools, a designated child protection co-ordinator will be the first point of contact and advice, and within the education service, a senior manager with designated responsibility for child protection. Within all voluntary groups and organisations working with children, it is advisable to have a child protection policy.
67. All staff involved with an excursion should be familiar with the need to prevent child abuse, to understand signs that a child is at risk or has been harmed, and to respond appropriately if he or she has concerns. Bullying may be considered less serious but does cause significant harm and upset to children, particularly when away from home, and prevention and responses to bullying must also be considered.
68. Staff should plan to minimise situations where children are at risk of inappropriate contact with adults, or other children and young people; inappropriate conduct between peers; or situations where children may be at risk of abuse. Staff should also plan for appropriate responses to concerns and systems of communication, support, notification to other services, and record keeping. The guidelines on child protection in education adopted by education authorities will provide information on all of these issues.
69. For the protection of both adults and young people, all adult supervisors should ensure that they are not alone with a young person wherever possible.
70. It may not be necessary that every member of staff is fully trained in child protection or is considered to carry full responsibility for child protection, especially where volunteers are used on an occasional basis. However, a simple information sheet may help to raise awareness and outline contact information for all staff. It is essential that the group leader has received child protection training.
71. It is good practice to discuss clearly and openly with children and their parents prior to any excursion the expectations of behaviour, safety rules and procedures, and contact arrangements should concerns arise.
Vetting suitability – Disclosure Scotland
72. Any adult who is in substantial and regular contact with children should be subject to an Enhanced Disclosure Check before working with children; this includes volunteers and parent helpers. There are some circumstances in which the group leader may judge that the limited level of contact means a Disclosure Check is not necessary. This would be limited to situations such as:
* an occasional involvement as a helper or driver on a day excursion in which other staff are Disclosure Checked and have received child protection training, and in which the adult will not take sole supervision of children;
* the short-term involvement by an individual or contractor with a group of children during their excursion, where the group continues to be supervised at all times by the group leader and staff who are Disclosure Checked and trained in child protection.
73. Care must be taken to consider suitable supervision for activities such as sports and swimming (e.g changing rooms), personal assistance for disabled children, and nighttime care and safety during residential activities. In circumstances such as these an Enhanced Disclosure Check and child protection training should be considered essential.
74. Education authorities should provide advice on Disclosure Checks for volunteers, or this can be gained direct from Disclosure Scotland www.disclosurescotland.co.uk Advance planning is essential to ensure that staff can be Disclosure Checked well in advance of excursions if this will be necessary. Voluntary organisations not already registered with Disclosure Scotland must do so before their staff can apply to be checked.
Supervisors' responsibilities
75. All adult supervisors must understand their roles and responsibilities at all times. It may be helpful to put this in writing. In particular, all supervisors should be aware of any participants who may require closer supervision, such as those with additional needs or those likely to cause trouble. Group leaders retain responsibility for the group at all times.
Competences if leading an adventure activity
76. If the establishment is leading an adventure activity, such as canoeing, the local authority must ensure that the group leader and other supervisors are suitably competent to lead or instruct participants in the activity, bearing in mind that some participants may be novices. Competences should be demonstrated by holding the relevant National Governing Body (NGB) award where it exists. Some local authorities have their own procedures for approving the competences/experience of instructors. Such local accreditation schemes should be overseen/managed by an appropriately qualified technical adviser. Where there is no local procedure the relevant NGB can normally advise. Names and addresses of NGBs are at Annex B.
Head counts
77. Whatever the length and nature of the excursion, regular head counting of participants should take place, particularly where there are opportunities for participants to become separated. All supervisors should carry a list of all participants and adults involved in the excursion at all times, preferably on their person. Participants, particularly young children, should be easily identifiable, especially if the excursion is to a densely populated area. Brightly coloured caps, T shirts or a uniform can help identify group members more easily. Participants should not wear name badges. But some establishments find it useful to provide participants with badges displaying the name of the establishment and its emergency contact number. The group leader should establish rendezvous points and tell participants what to do if they become separated from the group.
Remote supervision
78. The aim of excursions for some participants may be to encourage independence and investigative skills, and some of the time on excursions such as trips abroad and fieldwork may be unsupervised. The group leader should establish during the planning stage of the excursion whether the participants are competent in remote supervision and should ensure parents have agreed this part of the excursion. The group leader remains responsible for participants even when not in direct contact with them.
79. Parents should be told, before the excursion, whether any form of remote supervision will take place.
80. See Preparing participants for remote supervision in Chapter 4 paragraphs 91 – 92 and for Remote supervision during adventurous activities see Chapter 8 paragraphs 171 – 175. For Supervision on transport see Chapter 6 paragraphs 123 – 125.
Chapter 4
Preparing participants
General
81. Participants who are involved in an excursion's planning and organisation, and who are well prepared, will make more informed decisions and will be less at risk. Providing information and guidance to participants is an important part of preparing for an excursion. Participants should clearly understand what is expected of them and what the excursion will entail. Participants must understand what standard of behaviour is expected of them and why rules must be followed. Lack of control and discipline can be a major cause of accidents. Participants should also be told about any potential dangers and how they should act to ensure their own safety and that of others.
82. Participants should also be involved in planning, implementing and evaluating their own contribution to the excursion, including where appropriate, curricular work and have opportunities to take different roles within an activity. This should include considering any health and safety issues.
Participation
83. The group leader should ensure that the participants are capable of undertaking the proposed activity. Participants should be encouraged to take on challenges during adventure activities but should not be coerced into activities of which they have a genuine fear.
84. Participants whose behaviour is such that the group leader is concerned for their safety, or for that of others, should be withdrawn from the activity. On residential visits the group leader should consider whether such participants should be sent home early. Parents and participants should be told in advance of the excursion about the procedures for dealing with misbehaviour, how a participant will be returned home safely and who will meet the cost.
Equal opportunities
85. Every effort should be made to ensure that excursions and activities are available and accessible to all who wish to participate, irrespective of additional support or medical needs, ethnic origin, sex, religion etc. All young people should be encouraged to participate in as wide a range of activities as possible. If an excursion is to cater for participants with additional support needs, a suitable venue should be selected.
Information to participants
86. The group leader should decide how information is provided, but must ensure that the participants understand key safety information. For some young people on overnight visits it may be their first experience away from home on their own and in the close company of others. Participants should understand:
* the aims and objectives of the excursion/activity;
* the background information about the place to be visited;
* basic foreign words where appropriate;
* relevant foreign culture and customs. See Chapter 9 Visits abroad;
* how to avoid specific dangers and why they should follow rules;
* why safety precautions are in place;
* why special safety precautions are in place for anyone with disabilities;
* what standard of behaviour is expected from participants;
* appropriate and inappropriate personal and social conduct, including sexual activity;
* who is responsible for the group;
* what not to bring back either within the UK or from abroad, such as drugs, knives etc;
* what to do if approached by anyone from outside the group;
* rendezvous procedures;
* what to do if separated from the group;
* emergency procedures.
87. A checklist to give to pupils is at Model form 6 in Chapter 11.
88. For residential visits all group members should carry the address and telephone number of the accommodation in case an individual becomes separated. This applies to exchange visits when participants will also need to know about any ground rules agreed between the group leader and host family.
89. Where excursions involve multiple activities with differing requirements, each activity will need to be assessed and separate information provided. Participants should be aware of who is responsible in any instances where the group leader has delegated responsibility to another member of staff or instructor.
90. If at any time there is change in the planned schedule new activities should be assessed and participants provided with the appropriate information.
Preparing participants for remote supervision
91. During any time that remote supervision takes place the group leader must ensure that participants are aware of the ground rules and are adequately prepared for remote supervision. The size of each group should also be considered. As a minimum, participants should have the following:
* telephone numbers and emergency contacts if lost;
* money;
* maps and plans and any other information for them to act effectively;
* location of local telephones and the appropriate coins;
* a knowledge of how to summon help;
* a knowledge of out of bounds areas or activities;
* identity cards and a rendezvous point.
92. It is important that participants are told not to become separated from their group, are given clear instructions about permitted remote supervised activities and understand and accept the ground rules. See Remote supervision in Chapter 3 paragraphs 78 – 80 and for Remote supervision during adventure activities see Chapter 8 paragraphs 171 – 175.
Transport and participants
93. Participants using transport on an excursion should be made aware of basic safety rules including:
* arrive on time and wait for the transport in a safe place;
* do not rush towards the transport when it arrives;
* wear your seatbelt and stay seated whilst travelling on transport;
* never tamper with any of the vehicle's equipment or driving controls;
* bags must not block aisles or cause obstructions;
* never attempt to get on or off moving transport;
* never lean out of or throw things from the window of the transport;
*
never get off a vehicle held up by traffic lights or in traffic;
* never leave a vehicle without the permission of the leader;
* never run about or pass someone on steps or stairs while transport is moving;
* never kneel or stand on seats;
* never distract or disturb the driver or impede the driver's vision;
* stay clear of doors after boarding or leaving the transport;
* after leaving the vehicle, always wait for it to move off before crossing the road;
* if you have to cross roads to get to the transport in the UK always use the Green Cross Code;
* if you feel unwell tell a leader or supervisor.
94. The group leader should ensure that participants know what to do if they miss the scheduled departure time.
Participants with additional support and medical needs
95. Establishment heads should make every effort to include participants with additional support or medical needs in excursions, whilst maintaining the safety of everyone in the group. They should ensure that consideration is in compliance with the duties under Part IV of the Disability Discrimination Act 1995, as amended by the Special Educational Needs and Disability Act 2001. Special attention should be given to appropriate supervision ratios and additional safety measures may need to be addressed at the planning stage.
Participants with medical needs
96. Additional safety measures to those already in place in the establishment may be necessary to support participants with medical needs during excursions in line with the local authority's policy on the administration of medicines. Arrangements for taking medication and ensuring sufficient supplies for residential visits may be required, including safekeeping.
97. All leaders supervising visits should be aware of participants' medical needs and any medical emergency procedures. Summary sheets held by all leaders, containing details of each participant's needs and any other relevant information provided by parents, is one way of achieving this. If appropriate, a volunteer leader should be trained in administering medication, if they have not already been so trained, and should take responsibility in a medical emergency. If the participant's safety cannot be guaranteed, it may be appropriate to ask the parent or a care assistant to accompany a particular participant.
98. The group leader should discuss the participant's individual needs with the parents. Parents should be asked to supply:
* details of medical conditions;
* emergency contact numbers;
* the participant's GP's name, address and phone number;
* information on whether the participant has spent a night away from home before and their ability to cope effectively;
* written details of any medication required (including instructions on dosage/times) and parental permission to administer;
* parental permission if the participant needs to administer their own medication or agreement for a volunteer leader to administer – parents should provide advice/information to assist with the preparation of an emergency plan;
* information on any allergies/phobias;
* information on any special dietary requirements;
* information on any toileting difficulties, special equipment or aids to daily living;
* special transport needs for participants who require help with mobility.
99. Enquiries should be made at an early stage about access and facilities for securing wheelchairs on transport and at residential centres etc, if appropriate. If ramps are not going to be available in certain places, the organisers may wish to arrange to take portable ramps with them. The group leader should at an early stage assess whether manual handling skills will be needed and, if so, whether training should be sought.
100. All leaders supervising the excursion should be given the opportunity to talk through any concerns they may have about their ability to support the participant. Extra help should be requested if necessary, e.g. a care assistant.
101. If leaders are concerned about whether they can provide for a participant's safety or the safety of other participants on a trip because of a medical condition, they should seek general medical advice from the School Health Service or further information from the participant's parents. For further SEED guidance see The Administration of Medicines in Schools (see Annex A on how to obtain a copy).
102. The group leader should check that the insurance policy covers staff and participants with pre-existing medical needs.
Participants with additional support needs
103. Establishments will already be familiar with the nature of a participant's additional support needs. They should use the planning stage and the risk assessment to consider how the needs of the participants who require additional support can be met. In particular, they should take account of their duties under Part IV of the Disability Discrimination Act 1995, as amended by the Special Educational Needs and Disability Act 2001. The duties make it unlawful to discriminate, without justification, against disabled pupils and prospective pupils, in all aspects of school life, including school excursions, clubs and activities. The principle behind the legislation is that, wherever possible, disabled people should have the same opportunities as non-disabled people in their access to education. The following factors should be taken into consideration:
* how might the participant best be able to take part in and benefit from the activity?
* does the activity need to be adapted to enable the participant to take part to the best of their ability at a suitable level?
* what additional/different resources are necessary?
* who will be responsible for ensuring that instructions are clearly explained to the participant?
* will additional supervision be necessary?
Health & Safety on Educational Excursions
104. It may be helpful to the participant if one of the supervisors already knows them well and appreciates their needs fully. The group leader should discuss the visit with the parents of participants with additional support needs to ensure that suitable arrangements have been put in place to ensure their safety.
Chapter 5
Communicating with parents
Information to parents
105. The question of communication with parents arises for participants under the age of 16 and for those between 16 and 18 participating in full time education. Parents should be informed in writing of any off-site activity or excursion unless it is a regular part of the school curriculum which parents have already been informed about through the school handbook or a letter. Seeking annual consent for such routine excursions may be appropriate.
106. Before residential visits, or when the participants are to travel abroad or engage in adventure activities, parents should be encouraged to attend a briefing meeting where written details of the proposed excursion should also be provided. The information given should be sufficiently detailed to ensure that parents can make an informed choice about participation, bearing in mind that many activities have a high level of perceived risk, but a low level of real risk. There should be alternative arrangements for parents who cannot attend or for whom English is not their first language.
107. Parents need to be aware that the leaders and other adult supervisors on the visit will be exercising the same care that a prudent parent would. The following information on matters that might affect participant health and safety should be given to parents:
* dates of the excursion;
* the excursion's objectives;
* times of departure and return – parents must have agreed to meet their child on return;
* the location where the participants will be collected and returned;
* mode(s) and duration of travel including the name of any travel company;
* the size of the group and the level of supervision including any times when remote supervision may take place;
* details of accommodation with security and supervisory arrangements on site;
* details of provision for additional support or medical needs;
* procedures for participants who become ill;
* names of leader, of other staff and of other accompanying adults;
* details of the activities planned and of how the assessed risks will be managed;
* standards of behaviour expected in respect of, for example, alcohol, sexual behaviour, smoking and general group discipline including prohibited items. This information may take the form of a code of conduct which parents should sign;
* what participants should not take on the visit or bring back;
* details of insurance taken out for the group as a whole in respect of luggage, accident, cancellation, medical cover, any exceptions in the policy and whether parents need to arrange additional cover;
* clothing and equipment to be taken;
* money to be taken and arrangements for safekeeping and issue of pocket money;
* the information to be given by parents and what they will be asked to consent to;
* on exchange visits, the details of the host families. For example, whether they have hosted any of the establishment's pupils before;
* the establishment's policy on the use of phones, both mobile and land-line, during excursions;
* details on the cost of the visit. See Financial planning paragraphs 51 – 53.
Parental consent
108. Heads of establishments or group leaders should seek written consent for:
* non-routine visits;
* adventure activities;
* hazardous environments;
* excursions abroad;
* other residential visits;
* remote supervision.
109. If parents withhold consent absolutely the participant should not be taken on the excursion but the curricular aims of the visit should be delivered to the participant in some other way wherever possible. If the parents give a conditional consent the head of establishment will need to consider whether the participant may be taken on the visit or not.
110. A parental consent form should be completed for each participant in the group. Besides conveying the parents' consent it could also form the basis for obtaining details required. If a tour operator is used it may be sensible to ask them what information to obtain. General issues to consider include:
* any allergies/phobias the participant may have;
* any medication the participant is taking (if so what the dosage is and who is to administer it);
* whether the participant administers their own medication;
* any contagious or infectious diseases suffered within the family during the preceding 4 weeks, and any other recent illnesses suffered by the participant;
* the name, address and phone number of the participant's GP;
* any special/medical dietary requirements;
* whether the participant suffers from travel sickness;
* information on any toileting difficulties;
* whether the participant has any night time tendencies such as sleepwalking (for residential visits);
* the participant's ability to swim in the pool or sea and their level of safety awareness;
* any other information which the parent thinks should be known;
* the parental home and daytime phone numbers and addresses;
* an alternative contact, with their phone number and address.
111. The contents of a consent form for a parent to sign will vary according to the type of excursion. See Model form 7 Parental consent for a school or similar excursion and Model form 11 Consent for swimming activities in Chapter 11.
Medical consent
112. This should form part of the parental consent form. Parents should be asked to agree to the participant receiving emergency treatment, including anaesthetic or blood transfusion, as considered necessary by the medical authorities. If parents do not agree to this, heads of establishments may decide to withdraw the child from the excursion – given the additional responsibility this would entail for the group leader.
113. Doctors can be expected to carry out necessary emergency treatment without parental consent but it is possible that a surgeon in another country might be reluctant to operate on a participant unless assured that the group leader had parental authorisation to agree to such treatment. It is sensible to include a translation of the medical consent, as signed by the parent, in the relevant foreign language.
Other consent
114. Parental consent should be obtained specifically for the transporting of participants in the private vehicle of a non-teacher adult or another participant on the excursion. Heads of establishments should consider whether consent should be obtained before participants can be carried in a teacher's private vehicle. All vehicles and drivers used for the transportation of participants should be appropriately insured.
Early return
115. The group leader should tell parents if they will be expected to fund the early return of a participant whose conduct gives cause for concern on an excursion. A written agreement may be necessary.
Contact with parents during the visit
116. Heads of establishments should ensure that parents can contact their child via the home base contact and the group leader in the event of a home emergency, and that they have a number to ring for information in the event of an incident during the visit or a late arrival home. Parents should therefore:
* know the destination details;
* be aware of the emergency contact arrangements at home (particularly important during holiday periods when the school may be closed) and at all the venues the group will visit;
* provide contact numbers for day and night use in an emergency.
117. This is best done by means of the consent form.
Participants' contact with parents
118. Group leaders should arrange for parents to be told by the establishment of the group's safe arrival. One way of doing this is by a 'telephone tree' whereby one parent contacts an agreed group of parents who then contact a further group. But participants may wish to speak to their parents individually. Such arrangements should be agreed with parents and participants before the visit takes place, and should take account of the establishment's policy on the use of phones, both mobile and land-line, during excursions. Parents concerned after a phone call should contact the home base contact.
Chapter 6 Planning transport
General
119. The group leader must give careful thought to planning transport. Local authority schools should follow their authority's transport policies. The main factors to consider include:
* passenger safety;
* the competence and training of the driver to drive the proposed vehicle and whether the driver holds the appropriate valid licence;
* number of driving hours required for the journey and length of the driver's day (including non-driving hours);
* capacity and experience of driver to maintain concentration – whether more than one driver is needed to avoid driver fatigue;
* type of journey – will the excursion take place locally or will it include long distance driving ie motorways;
* traffic conditions;
* contingency funds and arrangements in case of breakdown/emergency;
* appropriate insurance cover;
* weather;
* journey time and distance;
* stopping points on long journeys for toilet and refreshments;
* supervision.
Legislation
120. The employer, usually the local authority, should satisfy themselves that all travel arrangements, including the hire of private coaches or buses, are suitable for the nature of the visit. In practice heads of establishments will normally carry out these checks.
121. The driver is responsible for the vehicle during the visit.
122. Seat belts: All minibuses and coaches which carry groups of three or more children aged between 3 and 15 years inclusive must be fitted with a seat belt for each child. The seats must be forward or rearward facing and seat restraints must comply with legal requirements. For further information contact the Department for Transport (DfT). See Annex B for address details.
Supervision on transport
123. The level of supervision necessary should be considered as part of the risk assessment for the journey. The group leader is responsible for the party at all times including maintaining good discipline.
124. The driver should not normally be responsible for supervision. Driver supervision may be sufficient if a small number of older participants are being taken on a short journey. All group members should be made aware of the position of the emergency door and first aid and anti-fire equipment on transport. The group leader should also be aware of alternative routes or means of travel in the event of delay or cancellation.
125. Factors that the group leader should consider when planning supervision on transport include:
* the level of supervision that will be necessary on double decker buses/coaches – one supervisor on each deck should be appropriate in normal circumstances;
* safety when crossing roads as part of the journey – the group leader should ensure that participants know how to observe the safety rules set out in the Highway Code and the Green Cross Code. Pedestrian crossings and traffic lights or footbridges should be used to cross roads, whenever possible;
* safety on buses, trains, ferries and boats – the group leader should make clear to participants how much or little freedom they have to 'roam'. Misbehaviour is a main cause of accidents to young people on such means of transport. Appropriate supervision and discipline should be maintained at all times. Participants should also be made aware of what to do in an emergency and where emergency procedures are displayed;
* booking transport – the group leader should arrange for seats to be reserved well in advance to ensure that the party can travel together;
* safety of participants whilst waiting at pick-up and drop-off points and when getting on or off transport, particularly when using UK vehicles abroad. Participants should be made aware of safety rules and expected standards of behaviour. See Transport and participants in Chapter 4 paragraphs 93 – 94;
* safety while on stops or rests during the journey – group leaders should plan with the driver sufficient stops at suitable areas to ensure the safety of all group members including the driver. Drivers of buses and coaches must comply with legislation covering maximum periods of driving and minimum rest periods;
* safety of the group in the event of an accident or breakdown – the group should remain under the direct supervision of the group leader or other supervisors wherever possible;
* head counts, by the group leader or another delegated supervisor, should always be carried out when the group is getting off or onto transport or whenever the vehicle has stopped and there is the possibility that someone has got off without letting a leader know e.g. at a service station during a refuelling stop;
* responsibility for checking that seat belts are fastened;
* consider whether a visible and easily recognisable article of clothing should be worn in common by participants;
* participants should be made aware that they are not allowed access to the driving area at any time;
* group members should be made aware that travel sickness tablets should only be administered to a participant with previous authorisation from the parents in line with the authority's policy on the administration of medicines;
* vetting non-leader drivers. See Vetting suitability in Chapter 3 paragraphs 65 – 74.
Hiring coaches and buses
126. The group leader is responsible for ensuring that coaches and buses are hired from a reputable company. Professional operators of buses and coaches are legally required to be licensed. Establishments using operators to transport participants should ensure that the operators have the appropriate public service vehicle (PSV) operators' licence. When booking transport, the group leader should ensure that seat belts are available for participants. Whilst seat belts must be fitted on coaches which carry groups of children, they are not legally required on buses. Buses where seat belts are not fitted are not normally appropriate for excursions involving long journeys.
127. If any of the group use a wheelchair, the group leader should ensure that transport used has appropriate access and securing facilities. It may be appropriate to use portable ramps. DfT can provide advice. See Annex B for address details.
Licences and permits
128. A public service vehicle (PSV) licence is required by establishments running or hiring their own vehicles where any payment is made towards the cost of participants being carried. There are two types of licence – restricted (for up to two vehicles) and standard national (more than two vehicles). Local Traffic Commissioners can provide advice and application forms for PSV operator licences.
129. Establishments can apply to their local authority or the local Traffic Commissioner for a permit issued under Section 19 of the Transport Act 1985. Permit holders are exempt from the need to hold a PSV operators' licence and, in certain circumstances, from meeting all the driver licensing requirements. Section 19 Permits cannot be used outside the UK and separate rules exist for all those wishing to take minibuses abroad. DfT can provide advice – see Annex B for contact details.
130. The law on driver licensing no longer permits car drivers who pass their test after 1 January 1997 to drive vehicles with more than 8 passenger seats without passing a Passenger Carrying Vehicle (PCV bus) driving test – unless they are driving under a section 19 permit, in which case the following conditions must be met:
* the driver has held a category B (car) licence for at least 2 years (all permit drivers must be 21 or over);
* the driver receives no payment or consideration for driving the vehicle other than out-of-pocket expenses;
* the minibus has a gross weight not exceeding 3.5 tonnes (4.25 tonnes including any specialised equipment for the carriage of disabled passengers).
131. Drivers of any vehicle must ensure that they have the correct entitlement on their licence.
Private cars
132. Leaders and others who drive participants in their own car must ensure their passengers' safety, that the vehicle is roadworthy, and that they have appropriate licence and insurance cover for carrying the participants. This could include a sight of original documents, if appropriate. Volunteers should be carefully vetted by the establishment before they are permitted to drive participants in their car. If necessary, assurances should be requested by the head of establishment. See Vetting suitability in Chapter 3 paragraphs 65 – 74.
133. The driver is responsible for making sure that participants have a seat belt and use it at all times. Vehicles without seat belts must not be used.
134. Heads of establishment or group leaders who wish to use parents, volunteers or other participants to help transport participants in their own cars must ensure that they are aware of their legal responsibility for the safety of the participants in their cars, that the vehicle is roadworthy, and that they have appropriate licence and insurance cover for carrying the participants. Parents' agreement should be sought (on the consent form) for their children to be carried in other parents' cars. It is advisable that parents driving participants are not put in a position where they are alone with a participant. The group leader should arrange a central dropping point for all participants rather than individual home drops.
Transport in the establishment minibus
135. Many establishments use their own minibuses for short frequent journeys and sometimes for longer trips. Minibuses have a maximum capacity of 16 seated passengers plus the driver. They must comply with the various regulations about construction and fittings. A forward or rearward facing seat with seat belt must be provided for each participant. An important source regulation is the Road Vehicle (Construction and Use) Regulations 1986, particularly Schedule 6 of that regulation. DfT can provide further advice. See Annex B for contact details.
Establishment minibus driver
136. Although the head of establishment is ultimately responsible for the establishment's minibus, the driver is responsible for the vehicle during the visit. The minibus driver must be qualified to drive a minibus and have a valid and clean driving licence – see Licences and permits above. It is advisable for all those who may drive the establishment minibus to receive training in minibus driving and the management of passengers such as that provided under the Minibus Driver Awareness Scheme (MIDAS). The head of establishment should ensure that those driving establishment minibuses have a rest period before driving. Minibus drivers must always adhere to transport regulations. DfT can provide advice on relevant transport legislation. The Royal Society for the Prevention of Accidents have issued Minibus Safety: a Code of Practice. See Annexes A and B for contact addresses and publication details.
137. The minibus driver must:
* observe local authority or other establishment manager's guidance, where appropriate;
* not drive when taking medication or undergoing treatment that might affect their ability or judgement;
* know what to do in an emergency;
* know how to use fire fighting and first aid equipment;
* avoid driving for long periods and ensure that rests are taken when needed;
* clarify and comply with transport regulations and the requirements of the vehicle's insurance cover;
* take into consideration the effects of teaching and the working day;
* have regular medical checks e.g. eyesight.
Maintenance and checks of the establishment minibus
138. The head of establishment will usually be responsible for the minibus. However, a head of establishment may delegate to a willing member of staff responsibility for carrying out regular checks and ensuring that the minibus is maintained. This member of staff should report to the head of establishment, who is responsible, along with the local authority and other leaders, for ensuring the safety of participants on establishmentorganised journeys. The person responsible for maintaining the minibus should:
* check the vehicle's condition on a weekly basis;
* ensure proper servicing by a reputable garage;
* maintain the record-of-use book with the service history, insurance and other relevant documents;
* check with the head of establishment before allowing anyone not so authorised to drive the vehicle;
* ensure that any staff driving the minibus are competent and have undertaken suitable training to do so, such as MIDAS;
* always be informed before other staff use the establishment's minibus;
* ensure that drivers of the establishment's minibus are aware that the vehicle should always be logged in and out.
For organising your own transport for visits abroad see paragraphs 194 – 195 in Chapter 9.
Chapter 7
Insurance
General
139. The group leader must ensure, well before the group departs, that adequate insurance arrangements are in place. Insurance may be provided by, for example, the local authority, a travel firm, a bank or the organisation to be visited as well as by an insurance company.
Insurance in local authority establishments
140. Heads of establishments or group leaders in local authority establishments should clarify with their education authority what insurance provision already exists and what additional cover may need to be arranged. Local authorities, under Section 3(1)(a) of the Employers Liability (Compulsory Insurance) Act 1969, are exempted from the requirement to have employers liability insurance against the risk of injury to their employees. Some local authorities may nevertheless choose to have such insurance in place. Public liability insurance, against the risk of injury to others, is optional in both public and private sectors.
Other establishments
141. Heads of establishments or group leaders in other establishments, such as independent schools, will need to investigate and make satisfactory arrangements of their own.
Insurance and parents
142. The group leader should write to the parents to tell them which responsibilities the local authority/establishment accepts and the scope of any insurance cover the establishment is to arrange. It is advisable to make copies of the insurance schedule available to parents as early as possible in the booking process.
Insurance cover for excursions
143. Insurance policies are legal documents. They will impose conditions, limit the cover, and exclude certain people or activities. Insurance companies/travel firms can advise on particular types of insurance. However, the following are examples of cover which may be appropriate to many types of excursion:
* public liability;
* employers liability;
* personal accident cover for leaders, other adults, and participants;
* specialised risk activities (often excluded from standard policies) and the costs of evacuation for medical reasons when abroad;
* c osts of medical treatment;
* damage to or loss of hired equipment (check the wording of the hire agreement);
* transport and accommodation expenses in case of emergency;
* programmed and non-programmed activities;
* compensation against cancellation or delay;
* legal assistance in the recovery of claims; and
* compensation for loss of baggage and personal effects including money;
* failure or bankruptcy of the centre or travel company.
144. Additional arrangements may be necessary to obtain insurance cover for activities abroad and activities of a potentially hazardous nature. The group leader should scrutinise carefully the list of exclusions in the policy. If there is any doubt about the cover the insurer should be asked for clarification.
145. The group leader should ascertain the details of the insurance held by the tour operator.
146. Additional cover may be necessary for participants with medical conditions. The group leader should check this with the insurance company before departure.
Health & Safety on Educational Excursions
Cancellations
147. Some parents may cancel their child's place on the excursion. The group leader should forward any cancellations to the insurer/operator as soon as possible, in writing, if a replacement is not available. Delay in notification may incur cancellation charges.
Transport
148. When hiring coaches etc the group leader should check that the company used has appropriate insurance. The local authority may have a list of such companies.
149. Use of local authority/private vehicles: the group leader should check that the insurance policy for the establishment minibus is appropriate to the journey. Taking a vehicle abroad may require extra insurance and other documentation. Ideally, the insurance should cover repatriation of the party and the return home of the vehicle.
150. The group leader should check that the leader driving the vehicle abroad is appropriately insured and that their driving licence is valid for the countries to be visited or passed through en route.
151. Leaders, other adults or participants using their own cars to carry participants on excursions should ensure that their vehicle is properly licensed and that the insurance covers its use on establishment business.
152. Some establishments and local authorities take out their own policies to cover any claim which may be made against them as a result of transport provided in a private car. But this does not exempt the driver from taking out appropriate insurance.
Chapter 8 Types of visit
Adventure activities using licensed providers
153. When planning to use adventure activity facilities offered by a commercial company or by a local authority the group leader should follow the policy of the local authority or establishment and check:
* whether the provider is legally required to hold a licence for the activities it offers and, if so,
* that the provider actually holds a licence.
154. Some 950 providers currently hold a licence across the UK. The relevant legislation is the Activity Centres (Young Persons' Safety) Act 1995 and the associated Adventure Activities Licensing Regulations 2004 (which replace Regulations made in 1996). It is illegal for a provider of licensable status to offer a licensable activity without a valid licence. The Adventure Activities Licensing Authority can check on the licence status of a provider. Their address is: Adventure Activities Licensing Authority, 17 Lambourne Crescent, Llanishen, Cardiff CF4 5GG, telephone 029 20755715 or fax 029 20755757. Their internet site is www.aala.org
155. A licensed provider does not necessarily have to hold a licence for all its activities – only those providers and activities stipulated by the 2004 Regulations. Other activities offered may be accredited under non-statutory schemes. The provider can give information on what activities are licensed or accredited.
156. Many of the activities that participants take part in will be covered by health and safety legislation alone. However, under the 2004 Regulations, the following activities – where undertaken by young people under 18 years unaccompanied by a parent – need a licence when commercial companies sell them, or when local authorities provide them with or without a charge:
* caving: the exploration of underground passages, disused mines, or natural caves which requires the use of special equipment or expertise;
* climbing: climbing, sea-level traversing, abseiling or scrambling over natural terrain or certain man-made structures which requires the use of special rock-climbing or ice-climbing equipment or expertise;
* trekking : going on foot, horse (pony), pedal cycle, skis, skates or sledges over moorland, or on ground over 600 metres above sea level when it would take 30 minutes to reach an accessible road or refuge. Off-piste skiing requires a licence;
* watersports: this comprises sailing, canoeing, kayaking, rafting and windsurfing, on the sea, tidal waters, inland waters at a location where any part of those waters is more than 50 metres from the nearest land, and turbulent inland waters. Rowing is exempt.
157. Holding a licence means that a provider has been inspected and the Licensing Authority are satisfied that appropriate safety measures are in place for the provision of the specified licensed adventure activities. Other elements of the provision – such as catering and accommodation – are not covered by the licensing scheme. These should be checked separately by the group leader. See Other issues to consider with all adventure activity providers paragraphs 164 – 166 and Residential visits paragraphs 190 – 191.
Adventure activities using non-licensable providers
158. Not all providers are required to hold a licence. Voluntary bodies and schools providing for their own members and pupils respectively are exempt. Commercial bodies and local authorities are also exempt if their activities fall outside the scope of the regulations. Not holding a licence does not imply a lack of safety. It might simply mean the provider or the activity is not licensable.
159. Many providers are accredited under non-statutory schemes run by, for example, VisitScotland and certain National Governing Bodies of Sport (NGBs). Establishments/ local authorities can contact these accreditors to ascertain a provider's management of safety. The British Activity Holiday Association and The Scottish Activity Holiday Association can provide advice on accreditations. A list of contacts is at Annex B.
160. Some local authorities have introduced rules along with specimen questionnaires which establishments can use to carry out appropriate safety checks at the planning stage.
161. If proposing to use a non-licensable provider, the group leader should obtain assurances in writing from the provider that:
* risks have been assessed and that the provider's staff are competent to instruct and lead participants of the group's age range on the activity. Competence could be demonstrated by holding the relevant NGB award where it exists or through successful participation in an NGB approved in-house scheme overseen by an appropriately qualified technical adviser;
* the equipment is appropriate and that its safe condition is checked before each use;
* operating procedures conform to the guidelines of the NGB for the activity where this is appropriate;
* clear management of safety systems is in place;
* there is appropriate provision for first aid;
* there are emergency procedures (including arrangements for informing next of kin and for alerting the group leader);
* that the provider's staff are competent in the procedures and will hold emergency phone numbers and addresses of the group members;
* and that the group will have a fire drill as soon as possible on arrival at the provider's base.
162. The group leader may wish to ask the provider for names of other establishments which have recently used its facilities, and to seek a copy of the provider's operating procedures and risk assessment documentation.
163. See also Residential visits paragraphs 190 – 191.
Other issues to consider with all adventure activity providers
164. The group leader should check and agree the provider's arrangements for supervision and recreation during the evenings and between adventure activities. The group leader should also provide any relevant information to the provider such as the group's agerange, relevant medical conditions, additional support needs, competence etc.
165. The group leader and other supervisors retain ultimate responsibility for participants at all times during adventure activities, even when the group is under instruction by a member of the provider's staff. The provider is responsible for the safe running of an activity. Clear handover and handback procedures should be in place. Everyone, including the participants, must have an understanding of the roles and responsibilities of the establishment's staff and the provider's staff.
166. The group leader and other supervisors should have sufficient information on what the activity involves before it takes place. They should approach the instructor at an appropriate safe interval if they are concerned that the participants may be at unnecessary or unreasonable risk. Assurances may be sought that the provider has:
* checked the suitability of the staff, including temporary workers, to work with young people. See Vetting suitability in Chapter 3 paragraphs 65 – 74;
* clearly defined the roles and responsibilities of its staff;
* the appropriate security arrangements;
* appropriate public liability insurance;
* a health and safety policy and risk assessments.
Establishment-led adventure activities
167. If a member of the establishment staff is to organise, lead and instruct participants on adventure activities they should complete the checks set out in this guidance under Risk assessment in Chapter 2 paragraphs 35 – 44.
168. The education authority or managers of non-local authority establishments should satisfy themselves that:
* the group leader and other supervisors are competent to act as leaders and/or instructors of participants in the activity – bearing in mind that some of these participants may be novices. Competences should be demonstrated by holding the relevant NGB award where it exists. The relevant NGB can advise on this. See Annex B for contact details;
* there is access to technical advice where necessary;
* the group leader is competent in safety procedures and the planning of adventure excursions;
* an appropriate risk assessment has been completed;
* the supervision will be appropriate;
* there is adequate first aid provision, expertise and equipment within the group;
* the emergency procedures include activity-specific measures and that supervisors are competent to carry them out;
* the equipment is appropriate, safe and in good condition;
* every participant is suited to the activity and is properly prepared and equipped.
169. See Model form 1 in Chapter 11 which sets out a format for seeking approval of a visit.
Employment of providers
170. Establishments choosing to employ, rather than contract with, an unlicensed freelance provider of adventure activities – who would otherwise need a licence to trade – take full legal responsibility for all aspects of the activity. If the provider, in the employment of the establishment, provides licensable facilities to those attending another establishment, the employing establishment will need a licence.
Remote supervision during adventure activities
171. Some adventure activities – such as those under the Duke of Edinburgh's Award Scheme – require participants to work in small groups without direct supervision. Particular attention needs to be given to the information provided to participants before supervision can be withdrawn.
172. The training given to participants must be sound, thorough and appropriate and should be assessed separately. The instructor should have the appropriate qualifications or experience to provide training in the activity. The group leader should be satisfied that the participants have acquired the necessary skills and have the necessary experience, confidence, physical ability and judgement to be left without direct supervision.
173. The withdrawal of direct supervision should be a gradual four stage process:
* accompanying the group;
* shadowing the group;
* checking regularly at agreed locations;
* checking occasionally at agreed locations.
174. Participants should be familiar with all equipment used or taken without direct supervision and, in addition to training, an initial element of adult supervision in the use of equipment may be required. The condition and suitability of any equipment, particularly safety equipment, taken or used during these activities should be assessed separately.
175. See Supervision in Chapter 3 and Preparing participants for remote supervision in Chapter 4 paragraphs 91 – 92.
Coastal visits
176. Group leaders and other supervisors should be aware that many of the incidents affecting participants have occurred by or in the sea. There are dangers on the coast quite apart from those incurred in swimming (for which see separate section below). The group leader should bear the following points in mind when assessing the risks of a coastal activity:
* tides, rip tides and sandbanks are potential hazards – timings and exit routes should be checked;
* ensure group members are aware of warning signs and flags;
* establish a base on the beach to which members of the group may return if separated;
* look out for hazards such as glass, barbed wire and sewage outflows etc;
* some of a group's time on a beach may be recreational. Group leaders should consider which areas of the terrain and sea are out of bounds;
* cliff tops can be highly dangerous for groups even during daylight. The group should keep to the path at all times. Group leaders should consider whether it is safe or legal for participants to ride mountain bikes on coastal paths.
177. The local coastguard, harbour master, lifeguard, local authority adviser, countryside ranger or tourist information office can provide information and advice on the nature and location of hazards.
Swimming in the sea or other natural waters
178. Swimming and paddling in the sea or other natural waters are potentially dangerous activities, particularly for a school or similar group. They should only be allowed as formal and supervised activities, preferably in recognised bathing areas which have official surveillance i.e. qualified lifeguard cover. Nonetheless, participants should always be in sight of their supervisors. One supervisor should always stay out of the water for better surveillance.
179. The group leader, or another designated supervisor in the group, should hold a relevant life saving award, especially where lifeguard cover may not be available. For further advice contact the Royal Life Saving Society. See Annex B for address details.
180. Some local authorities advise their establishments that a ratio of 1 adult to 10 pupils is a minimum for the purpose of supervision. The group leader should assess the risks and consider an appropriate safe supervision level for their particular group before the activity takes place. There should be someone in attendance with competence in life saving and resuscitation.
181. The group leader should:
* be aware that many young people who drown are strong swimmers;
* ascertain for themselves the level of the participant's swimming ability;
* be aware of the local conditions – such as currents, weeds, water quality/pollution, a shelving, uneven or unstable bottom – using local information such as that provided by the lifeguard, coastguard, local environmental protection authority, harbour master, police or tourist information office;
* designate a safe area of water for use by the group;
* be aware of the dangerous effects of sudden immersion in cold water;
* be aware of the dangers of paddling especially for young children;
* ensure that participants have not eaten (at least half an hour) before swimming;
* ensure the activity is suitable for the participants, especially any with disabilities;
* adopt and explain the signals of distress and recall.
Swimming pools
182. Heads of establishments and local authority officers will be aware of their local swimming pool facilities for curricular activities. Group leaders should follow the recommended safe supervision levels at the pool for participants. Levels of supervision should take account of the age and swimming abilities of participants, and the nature of the facility being used.
183. If considering the use of a swimming pool not used before or monitoring the hazards of a regularly used pool it is advisable to observe and check the following:
* is there constant pool supervision by a sufficient number of qualified lifeguards?
* where there is no lifeguard the group leader should stay at the poolside at a raised location. In such circumstances, the group leader, or a designated supervisor, should have a relevant life saving award and be accompanied by an appropriate number of other supervisors;
* is the water temperature appropriate?
* is the water clear?
* are there signs clearly indicating the depth – is there a shallow end and is the water there shallow enough?
* does the deep end allow for safe diving?
* what are the management arrangements for the use of flumes?
* is there a poolside telephone?
* are there a resuscitator and other pieces of first aid and rescue equipment, and is there someone trained to use them?
* is there a changing room for each sex?
* does the pool cater for participants with disabilities?
* does the pool cater for any particular religious or cultural factors?
* are the changing and showering facilities safe and hygienic?
* can clothes be stored securely?
* have the participants been instructed how to behave in and around the water?
184. See Model form 11 for parental consent for swimming activities and Model form 10 for a checklist on swimming safety, in Chapter 11. Parental consent does not mean that group leaders should not check for themselves the level of a participant's swimming ability.
Farm visits
185. It is recognised that there is great educational value attached to children visiting working farms, and a variety of areas in the 5-14 curriculum can usefully be explored before, during and after a visit. However farms can be dangerous even for the people who work on them, and there are obviously issues for schools and other similar establishments around identifying, assessing and managing the range of health and safety risks to which children could potentially be exposed.
186. To assist schools, in May 2003, all primary schools were provided with an information pack, Health and Safety Advice for Primary School Visits to Farms. The pack contained the following fact sheets:
* Avoiding ill health at open farms – Advice to farmers – with teachers supplement – Health and Safety Executive Agriculture Information Sheet no 23 (revised 2002);
* Farmwise – Health and Safety Executive MISC165;
* Guidelines for Farm Visits – The Royal Highland Education Trust;
* Taking the Classroom to the Countryside – The Royal Highland Education Trust;
* E Coli 0157 Infection – The Scottish Executive Health Department;
* E Coli 0157 Recreational Use of Animal Pasture – The Scottish Executive Health Department;
* Health Tips for Teachers Leading School Visits to Farms – NHS Scotland.
All of this information is available and can be printed off from the Scottish Executive website on www.scotland.gov.uk/library5/health/ecsip-00.asp.
187. The main points from the first of the above leaflets are
Before visit –
* consider the advice in the information pack, or other/additional advice prepared by the local authority;
* decide the ratio of adults to participants;
* discuss with the supervisors – who may be parents or staff of the schools, crèche etc – their role during the visit;
* discuss with participants the rules for the visit;
* make sure participants wear appropriate clothing, including footwear;
* check that any cuts, grazes etc on participants' hands are covered with a waterproof dressing.
During and after the visit –
* make sure the participants do not kiss animals;
* that they always wash their hands thoroughly before and after eating, after any contact with animals and again before leaving the farm;
* that they eat only food that they have brought with them, or food for human consumption, in designated areas, and never eat food which has fallen to the ground, or taste animal foods;
* that they do not suck fingers or put hands, pens, pencils or crayons etc in mouths;
* that they clean or change footwear before leaving, remembering to wash their hands after any contact with animal faeces on their footwear;
*
that they do not use or pick up tools;
* that they do not climb on to walls or animal pens etc;
* that they listen carefully and follow instructions given by the farm staff;
* that they approach and handle animals quietly and gently;
* that they do not chase, frighten or torment the animals.
If a child, or member of the group shows signs of illness after a visit, advise them or their parent or guardian to visit the doctor and explain that they have had recent contact with animals.
188. Additional advice and guidance is available from the Royal Highland Education Trust (www.rhet.rhass.org.uk) which has resources in many parts of Scotland.
Field studies
189. Field studies associated with a range of subjects including geography, biology, geology and history might take participants to industrial sites and other urban areas as well as into the countryside and to the coast (see above, Coastal visits). The scope of field studies means that the group leaders, who will usually be subject specialists, should also be competent to lead and instruct participants within urban and non-urban environments at minimal risk. See Annex A and B for sources of advice and guidance.
Residential visits
190. A good rule of thumb ratio is 1 teacher for every 10 participants. Issues for the group leader to consider include the following:
* the group should ideally have adjoining rooms with leaders' quarters next to the participants' – the leader should obtain a floor plan of the rooms reserved for the group's use in advance;
* there must be at least one leader from each sex for mixed groups;
* there must be separate male and female sleeping/bathroom facilities for participants and adults;
* the immediate accommodation area should be exclusively for the group's use;
* ensure there is appropriate and safe heating and ventilation;
* ensure that the whole group are aware of the lay-out of the accommodation, its fire precautions/exits (are instructions in English or otherwise clear?), its regulations and routine, and that everyone can identify key personnel;
* security arrangements – where the reception is not staffed 24 hours a day, security arrangements should be in force to stop unauthorised visitors;
* the manager of the accommodation should be asked for assurances that the staff, including temporary workers, have been checked as suitable for work with young people. See also Vetting suitability in Chapter 3 paragraphs 65 – 74;
* locks on doors should work in the group's rooms but appropriate access should be available to leaders at all times;
* there should be drying facilities;
* there should be adequate space for storing clothes, luggage, equipment etc, and for the safe keeping of valuables;
* adequate lighting – it is advisable to bring a torch;
* there should be provision for participants with additional support needs and those who fall sick;
* balconies should be stable, windows secure, and electrical connections safe;
* where possible, participants should not be lodged in ground floor rooms;
* the fire alarm must be audible throughout the accommodation;
* there should be recreational accommodation/facilities for the group;
* the hotel/hostel should be able to meet any particular cultural or religious needs of the group;
* there should be an appropriate number of group supervisors on standby duty during the night.
191. Before booking a hotel/hostel abroad, the group leader should confirm it has fire exits and lifts with inner doors and that it meets local regulations. After arrival at any accommodation it is advisable to carry out a fire drill as soon as possible.
Chapter 9 Visits abroad
General
192. Travelling abroad can be hugely rewarding for participants and adults alike, but it is important that careful preparation takes place. Much of the earlier advice in this booklet applies to visits abroad, but there are some additional factors that need to be considered, not least because the legislation may be different from that of the UK. Group leaders should always comply with the establishment/local authority policy on visits abroad. Establishment visits abroad can be made in a number of ways.
Organising your own visit
193. A head of establishment or group leader may decide to organise a package abroad without the help of an outside body. Package organisers have responsibilities under Directive 90/314/EEC. This is implemented in the UK by the Package Travel, Package Holidays and Package Tours Regulations 1992 (The Package Travel Regulations). These regulations apply to packages sold or offered for sale in the UK. They define a package as a combination of any two of: accommodation, transport, or other tourist services not ancillary to transport. Most package arrangements come within scope of the regulations unless they are 'occasional' or part of an educational course programme as compared with a leisure activity such as skiing.
Organising your own transport
194. Group leaders should ensure that drivers taking groups abroad are familiar with driving the coach or minibus in the countries being visited and those en route. EU regulations require the fitment and use of a tachograph and prescribe maximum limits on driving time and minimum requirements for breaks and rest periods. These regulations apply for most drivers of school or other local authority establishment passenger vehicles when undertaking an international journey. Different licence requirements would normally apply for driving abroad. DfT can provide advice on the relevant transport legislation.
195. Factors to consider when travelling abroad include:
* the need to be aware that different legislation and regulations may apply for drivers' hours and record-keeping purposes, particularly in non-EU countries;
* E U drivers' hours and tachograph regulations normally apply to any vehicle with 9 or more passenger seats on journeys through EU countries and some countries outside the EU. In other countries, drivers must observe the domestic rules of the countries being visited. Advice on domestic rules may be obtained from the relevant embassies of the countries concerned;
* special documentation is required for minibuses taken abroad;
* all group members should be aware of unfamiliar right-hand drive traffic. The passenger doors on UK minibuses and coaches may not open on the kerb side in countries where travel is on the right hand side of the road. Extra care will be necessary when the group is climbing in and out of the vehicle. Detours may be necessary to ensure safety;
* carrying capacity and loading requirements;
* DfT can provide information on legal requirements for travel abroad. See Annex B for address details.
Using a tour operator
196. Before using a tour operator, group leaders should ensure it is reputable. Ascertaining this should form part of the risk assessment. The Civil Aviation Authority licenses travel organisers and tour operators selling air seats or packages with an air transport element (Air Travel Organisers Licence or ATOL). The licence is a legal requirement and provides security against a licence holder going out of business.
197. A travel agent does not need to be an ATOL holder if acting only as an agent of an ATOL holder. But if so the group leader must check whether or not the whole package being supplied is covered by the ATOL. If it is not, the organiser must show evidence of other forms of security to provide for the refund of advance payments and the costs of repatriation in the event of insolvency.
198. There are seven bonding bodies approved by the Department of Trade and Industry:
* Association of British Travel Agents (ABTA)
* Federation of Tour Operators Trust (FTOT)
* Association of Independent Tour Operators Trust (AITOT)
* Passenger Shipping Association (PSA)
* The Confederation of Passenger T ransport (CPT)
* Y acht Charter Association (YCA)
* The Association of Bonded Travel Organisers Trust (ABTOT)
Operators based abroad
199. Directive 90/314/EEC (as referred to above) applies to all states of the European Economic Area (EEA). Group leaders may wish to use a package organiser based abroad in an EEA state. If so, they should check that it satisfies the requirements of the national legislation implementing the Directive. Details may be available from national tourist offices or embassies/consulates.
Sources of further advice for school and other local authority establishments' travel abroad
200. The following sources may be useful in providing further advice:
* The Department of Trade and Industry – for the regulations governing tour operators;
* The Schools and Group Travel Association (SAGTA) is an independent association with a members' code of good conduct and safety rules. All its members are in ABTA;
* Alternatively, there are voluntary bodies established to promote school journeys, such as the School Journey Association;
* Heads of establishments or group leaders who decide to arrange travel independently may also seek the advice and help of the Foreign and Commonwealth Office's (FCO) Travel Advice Unit. The Unit's purpose is to help intending travellers to avoid trouble abroad. It can provide information on threats to personal safety arising from political unrest, lawlessness, violence etc.
201. Address details are provided in Annex B.
Planning and preparation
202. It is good practice that an exploratory visit to the location should be made, wherever possible. If this cannot be done, the group leader should gather as much information as possible on the area to be visited/facilities from:
* the provider;
* the Foreign & Commonwealth Office's Travel Advice Unit;
* other establishments which have used the facilities/been to the area;
* the local authority/establishments in the area to be visited;
* national travel offices in the UK;
* embassies/consulates;
* travel agents/tour operators;
* The Suzy Lamplugh Trust, a national charity for personal safety, who have produced guidance, including a book called World Wise: Your Passport to Safer Travel, a video of the same title, and information on the internet. See Annexes A and B for publication details and contact addresses;
* the internet, books and magazines.
Staffing the visit
203. Staffing ratios for visits abroad are difficult to prescribe as they will vary according to the activity, the participants' age and sex, the location, and the efficient use of resources. A minimum ratio of 1 adult to 10 pupils is a general rule of thumb but at least two of the adults should be teachers in the case of groups of school pupils. There should be enough adults in the group to cover an emergency. There should be a minimum of two adults on every excursion. Mixed gender groups should have at least one male leader and one female leader.
Preparing participants for visits abroad
204. Factors to consider for visits abroad include:
* language – particularly common phrases;
* culture e.g. body language, rules and regulations of behaviour, dress codes, local customs, attitudes to gender etc;
* drugs, alcohol usage;
* food and drink – group members should be warned of the dangers of drinking tap water in certain countries. In some countries it is safer to drink bottled water, and care needs to be taken with raw vegetables, salads and unpeeled fruit, raw shellfish, underdone meat or fish and the use of ice cubes in cold drinks;
* money – how to carry money and valuables discreetly e.g. money belts, zip armlets. If larger amounts of money will be needed, it is advisable to take travellers' cheques;
* how to use phones abroad, money required (a BT contact card allows calls to be charged to the home number) and the code for phoning home;
* what to do in an emergency. See Emergencies in this chapter, paragraphs 225 – 228, and Chapter 10 Emergency procedures.
Briefing meeting for parents
205. It is particularly important that parents are given the opportunity to meet the leaders and others who will be taking the participants overseas. See Chapter 5 Communicating with parents.
Vaccinations
206. The group leader should find out whether vaccinations are necessary and ensure that all members of the group have received them in good time. Check whether the country to be visited requires proof of vaccination. The Department of Health gives advice on vaccination requirements in their publication, Health Advice to Travellers Anywhere in the World (See Annex A).
Insurance
207. The group leader must ensure that the group has comprehensive travel insurance. See also Chapter 7 Insurance.
Foreign legislation
208. The group leader needs to check relevant legislation, particularly on health and safety e.g. fire regulations.
Language abilities
209. One of the adults with the group should be able to speak and read the language of the visited country. If not, it is strongly recommended that the leader or another adult learns enough of the language to hold a basic conversation and knows what to say in an emergency. It is also advisable that participants have a basic knowledge of the local language before the visit.
Visas/passports
210. The group leader should ensure that all members of the group have valid passports and visas (if appropriate) in the early stages of planning the trip.
211. Photocopies of the group's passports should be taken for emergency use. Otherwise there can be problems if someone other than the designated leader has to accompany an injured participant back to the UK.
Nationality
212. If the group includes participants whose national or immigration status or entitlement to a British passport is in doubt, it is advisable to make early enquiries of the Home Office's Immigration and Nationality Directorate (see Annex B for address details) concerning the requirements of the immigration rules and the right of re-entry.
213. Participants who are not nationals of any EU member state may need a visa to travel from the UK to another member state. However, they may receive visa exemption if they are members of a school or other local authority establishment group. Details and forms are available from the British Council. (See Annex B for contact details).
214. Participants other than EU nationals may require a separate passport and may need to use separate passport control channels from the rest of the group.
Care orders and wards of court
215. If a child is subject to a care order, foster parents will need to ensure that the Social Services Department consents to any proposed trip. If a participant is a ward of court, the head of establishment should seek advice from the court in relation to establishment journeys and activities abroad well in advance.
Emergency medical facilities
216. Some of these are available through reciprocal health care arrangements in EU countries to EU Nationals. Form E111 from the Department for Work and Pensions is the certificate of entitlement to free or reduced cost treatment and must be completed by the child's parent. It is available from Post Offices or Free Phone 0800 555777.
217. It is advisable to take a contingency fund as sometimes treatment must be paid for in advance and money has to be claimed back later.
Paperwork
218. The group leader should ensure that they obtain and take with them:
* travel tickets, passports and visas. It is also advisable to carry a separate list of the numbers of any travel documents/passports, and photocopies of all the group's documents in a sealed waterproof bag;
* a copy of the contract with the centre/hotel etc, if appropriate;
* medical papers e.g. forms E111 and significant medical histories;
* parental consent forms and permission for group leader to authorise emergency treatment on parental behalf;
* the phone numbers and addresses, at home and at the establishment, of the head of establishment and of the home base contact, which should be carried on the person at all times;
* the names of parents and the addresses and telephone numbers at which they can be contacted (home and workplace);
* copies of a list of group members and their details;
* details of insurance arrangements and the company's telephone number;
* the name, address and telephone number of the group's accommodation;
* location of local hospital/medical services.
219. The group leader may wish to ask parents for passport size photographs of the participants. It might be useful to have photographs of the adults in the group as well.
Information retained at the establishment
220. Full details of the visit should be retained at the establishment while the visit is in progress. This should include:
* the itinerary and contact telephone number/address of the group;
* a list of group members and their details;
* contact names, addresses, telephone numbers of the parents and next of kin;
* copies of parental consent forms;
* copies of travel documents, insurance documents, medical papers;
* a copy of the contract with the centre/hotel etc, if appropriate; and
* local authority emergency contact numbers.
221. It is the head of establishment's responsibility to ensure this information is available at all times. This is particularly important if the visit takes place when the establishment is closed. Independent school bursars should also hold the information.
During the visit
222. It is advisable for participants to carry a note in the relevant foreign language for use if they get lost, asking the reader to re-unite them with the group at the accommodation/ meeting point, or to take them to the police station. They should also carry the group leader's name and the duty contact's phone number.
223. All group members should carry an appropriate amount of foreign currency at all times e.g. money for telephone (or a phone card).
224. It is important to be able to identify group members readily e.g. uniform, brightly coloured backpack, cap or item of clothing, badges. However, no participant should display their name clearly on their clothing – this could result in their being isolated from the group by an apparently friendly, personal call.
Emergencies
225. The group leader must ensure that all members of the group know what action to take if there is a problem.
226. The group leader and supervisors should know where the nearest British Embassy or Consulate is located and the telephone number. They should also know and understand how to contact the emergency services in the country concerned. Depending on the age of the participants, it may be appropriate to ensure that they have this information to hand.
227. Group leaders need to be aware that some diseases are more prevalent in some countries than in others and should know what action to take should a member of the group become infected.
228. Many of the health problems of participants on longer visits are caused by lack of food, of liquid or of sleep. The group leader should take this into account at the planning stage and take measures to prevent these risks. If appropriate, parents should be asked to provide suitably factored sun protection creams and sun hats/glasses. Group members should be advised about the dangers of over-exertion in the heat and of dehydration, which can cause headache, dizziness and nausea. In warm climates it is important to keep fluid levels high, take extra salt and wear loose, lightweight clothing – preferably made of cotton or other natural fibres.
Contacts at home
229. It is advisable to have a staff member/contact at home with a valid passport, who could go to the area being visited to provide support to the group in the event of an emergency.
Travel by air
230. Taking a group on an aircraft requires careful planning and preparation. The airline/travel agent will be able to advise on particular requirements. If the group includes any members with disabilities, it is advisable to check that the airline has a wheelchair service and lifting facility etc, if appropriate. The group leader should resist any attempt by the airline to split the group between different aircraft.
Exchange visits
231. The success of an exchange visit largely depends on good relationships and communications with the partner establishment.
232. Individual establishment exchanges differ from other visits abroad in that participants will spend most of their time with host families and are, therefore, not always under the direct supervision of school staff. Host families will not be subject to UK law.
233. Participants must be aware of the ground rules agreed between the group leader and the host family. Many of the considerations which apply to residential and day trips also apply here. In addition, the following should be ensured by the group leader:
* a good personal knowledge of the host establishment and counterpart;
* satisfactory 'pairing' arrangements. The partner establishment should tell the host families of any special medical or dietary needs of their guests, age and gender;
* matches should be appropriate;
* parents, participants and the host establishment should be clear about the arrangements for collecting and distributing participants to families, and for transporting participants throughout the visit;
* the head of establishment should retain a list of all the participants involved and their family names and addresses;
* participants living with host families should have easy access to their teachers or other supervisor, usually by telephone, and should be able immediately to report any situations they feel uncomfortable about;
* parents should be made aware that their young people living with host families will not always be under direct teacher or similar staff supervision.
Vetting host families
234. Exchange or home stay visits can be arranged through agencies, in which case the agency should have some responsibility for vetting the host families. Group leaders making their own arrangements need to be clear about procedures in the relevant country for vetting the suitability of host families including criminal background checks insofar as these are available.
235. If the host establishment or placing agency does not have appropriate measures in place for carrying out checks to ensure the health, safety and welfare of exchange or home stay participants, the group leader should seek further assurances and/or reconsider whether the visits should take place.
Chapter 10
Emergency procedures
General
236. Leaders in charge of participants during an excursion have a duty of care to make sure that the participants are safe and healthy. They also have a common law duty to act as a reasonably prudent parent would. Leaders should not hesitate to act in an emergency and to take life-saving action in an extreme situation.
237. Emergency procedures are an essential part of planning an excursion. Local authority establishments should follow their authority's guidance on emergency planning procedures, which should include a definition of an emergency or serious incident. Emergency planning officers should be able to advise on what type of incident should trigger an emergency response.
238. If an accident happens, the priorities are to:
* assess the situation;
* safeguard the uninjured members of the group;
* attend to the casualty;
* inform the emergency services and everyone who needs to know of the incident.
Who will take charge in an emergency?
239. The group leader would normally take charge in an emergency and would need to ensure that emergency procedures are in place. The group leader should liaise with the representative of the tour operator if one is being used.
240. Pre-arranged home base contact. The home base contact's main responsibility is to link the group with the establishment, the parents and the local authority (where appropriate), and to provide assistance as necessary. The home base contact should have all the necessary information about the visit. See Model form 9 in Chapter 11 for a suggested checklist for the home base contact.
Emergency procedures framework
241. All those involved in the educational excursion, including supervisors, participants and their parents, should be informed of who will take charge in an emergency, the named back up cover and what they are expected to do in an emergency, and that the local authority has arrangements in place for dealing with emergencies. This information might be provided in small card format which can be carried at all times during the excursion.
Emergency procedures framework during the visit
242. If an emergency occurs on an excursion the main factors for leaders to consider include the need to:
* establish the nature and extent of the emergency as quickly as possible;
* ensure that all the group are safe and looked after;
* establish the names of any casualties and get immediate medical attention for them;
* ensure that all group members who need to know are aware of the incident and that all group members are following the emergency procedures;
* ensure that a leader accompanies casualties to hospital and that the rest of the group are adequately supervised at all times and kept together;
* notify the police if necessary;
* notify the British Embassy/Consulate if an emergency occurs abroad;
* inform the home base contact. The home base contact number should be accessible at all times during the visit;
* collect details of the incident to pass on to the establishment, which should include: nature, date and time of incident; location of incident; names of casualties and details of their injuries; names of others involved so that parents can be reassured; action taken so far, including where casualties have been taken; action yet to be taken (and by whom);
* notify insurers, especially if medical assistance is required (this may be done by the home base contact);
* notify the provider/tour operator (this may be done by the home base contact);
* write down accurately and as soon as possible all relevant facts and witness details and preserve any vital evidence;
* keep a written account of all events, times and contacts after the incident;
* complete an accident report form as soon as possible. Contact HSE or local authority inspector, if appropriate;
* ensure that no-one in the group speaks to the media. Names of those involved in the incident should not be given to the media as this could cause distress to their families. Media enquiries should be referred to a designated media contact in the home area;
* ensure that, although group members may wish to reassure parents etc individually, they are discouraged from making direct telephone or other forms of contact in the immediate aftermath of an incident. At that stage full details may not be available and inaccurate information might cause unnecessary speculation and anxiety for relatives and others at home;
* ensure that nobody in the group discusses legal liability with other parties.
Emergency procedures framework for home base
243. Prior to the excursion, the name and 24 hour telephone numbers of a home base contact should be identified. It is advisable to arrange a second home base contact as a reserve. Local authority establishments will normally have an authority named person as well. Heads of establishments and group leaders should bear in mind that the contact lines may become busy in the event of an incident and that alternative numbers to ring would be useful.
244. The main factors for the home base contact to consider include the need to:
* ensure that the group leader is in control of the emergency and establish if any assistance is required from the home base or local authority;
* contact parents. Details of parents' contact numbers need to be available at all times while the group is on the excursion. The home base contact should act as a link between the group and parents. Parents should be kept as well informed as possible at all stages of the emergency;
* liaise with local authority. The home base contact should act as a link between the group and the local authority and arrange for the group to receive assistance, if necessary;
* ensure, if the group is abroad, that the local police at home are informed;
* liaise with the authority's media contact. If a serious incident occurs, the home base contact should liaise with the designated media contact as soon as possible;
* report the incident using appropriate forms, if necessary . Some incidents are reportable under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR). For further information see Annex A.
Media contact
245. Education authorities usually have a designated person to deal with media enquiries for their establishments. The media contact should liaise with the home base contact, the group leader and, where appropriate, the emergency services. In the event of an emergency all media enquiries should be referred to the media contact. The name of any casualty should not be given to the media.
After a serious incident
246. It is not always possible to assess whether group members not injured or directly involved in the incident have been traumatised or whether other participants or staff in the establishment have been affected. In some cases reactions do not surface immediately. Establishments in this situation have sometimes found it helpful to contact local community support services and to seek professional advice on how to help individuals and the establishment as a whole cope with the effects of a tragedy.
247. Following any serious incident in which an authority's emergency procedures have been utilised, it would be appropriate to conduct a review of the incident and how it happened, and of how the procedures were implemented. Any lessons to be learned should be incorporated into risk assessments, operating procedures and emergency planning arrangements.
Chapter 11 Model forms
Most, if not all, local authorities will have their own forms, which reflect their own policy on excursions. Heads of establishments should use these.
The forms included in this chapter are based on existing forms from a variety of sources. Heads of establishments and others who do not have access to local authority documents may find the forms useful as they stand – in which case they are free to photocopy them – or as a model to be worked on.
Model form 1 Application for the approval of educational excursions by head of establishment or local authority
(First check whether your local authority has its own standard form)
Not all sections will be relevant to every proposed excursion:
Establishment/Group:
Group Leader:
The group leader should complete this form as soon as possible once the preparations are complete. The group leader should have already received approval of the proposed excursion in principle and should have regularly updated the head of establishment on the progress of the preparations. The group leader should obtain parental consent (see Model form 7).
When approval is given, one copy should be retained by the head of establishment and another by the group leader. The head of establishment should be informed of any subsequent changes in planning, organisation or staffing. If required, the head of establishment should seek approval from the local authority.
1. Purpose of excursion and specific educational objectives:
2. Places to be visited:
3. Dates and times:
Date of departure:
Date of return:
Time:
Time:
4. Transport arrangements: Include the name of the transport company and vehicle registration number(s).
5. Organising company/agency (if any): Include licence reference number if the body is registered with the Adventure Activities Licensing Authority.
Name:
Address:
Tel:
Licence No if registered:
6. Proposed cost and financial arrangements:
7. Insurance arrangements for all members of the proposed party, including voluntary helpers: Include the name of the insurance company.
Insurance Cover:
Policy No:
Tel:
8. Accommodation to be used:
Name:
Address:
Tel:
9. Details of the programme of activities:
10. Details of any hazardous activity and the associated planning, organisation and staffing:
11. Names, relevant experience, qualifications and specific responsibilities of staff accompanying the party:
12. Names, relevant qualifications and specific responsibilities of other adults accompanying the party:
13. Names, address and telephone number of the contact person in the home area who holds all information about the visit or journey in case of an emergency:
14. Existing knowledge of places to be visited and whether an exploratory visit is intended:
15. Size and composition of the group:
Age range:
Number of boys:
Number of girls:
Number of male staff:
Number of female staff:
16. Information on parental consent:
Information on whether the group leader has received all consent forms duly completed and signed (parental consent may precede or follow approval):
Please attach copy of information sheet sent to parents, the parental consent form, and the risk assessment form.
17. Names of pupils with additional support or medical needs:
Signed:
Date:
Group leader full name:
Model form 2 Confirmation from head of establishment for excursion to go ahead
To be completed by the head of establishment
1. I have studied this application and am satisfied with all aspects including the planning, organisation and staffing of this excursion. Approval is given.
a. Please ensure that I have all relevant information including a final list of group members, details on parental consent and a detailed itinerary at least seven days before the party is due to leave.
b. Your report and evaluation of the excursion including details of any incidents should be with me as soon as possible but no later than 14 days after the party returns.
Signed:Date:
Head of establishment full name:
A copy of the completed application form and details of any subsequent changes should be retained by the head of establishment. A copy should also be available for the responsible authority.
The form may be modified where approval is sought from the local authority.
Model form 3 Steps to follow when assessing risks
1. Places to be visited e.g. Paris:
Potential hazards:
e.g.
* walking in city streets
* travelling by ferry
* loss of passport
* unsuitable hotel
2. List groups of people who are especially at risk from the significant hazards you have identified:
e.g.
* pupils
* non-teaching staff
* students
* teachers
*
group leader
3. List existing controls or note where the information may be found:
e.g.
* ensure sufficient supervision
* know details of Consulate
* clear guidance to participants
* exploratory visit
4. How will you cope with the hazards which are not currently or fully controlled under (3)?
List the hazards and the measures taken to control them.
5. Continual monitoring of hazards throughout excursion:
Adapt plans and then assess risks as necessary.
Model form 4 Risk assessment action plan
To be completed after completion of Form 3
Assessment and action plan prepared by: _____________________________________________________
Date: _______________________________
Next assessment due: _____________________________________________________________________________
Model form 5 Evaluation of the excursion to be completed by the group leader for future reference
School/Youth etc Group:
Group Leader:
Number in Group:
Boys:
Girls:
Supervisors:
Date(s) of Excursion:
Purpose(s) of Excursion:
Venue:
Commercial Organisation:
Please comment on the following features on next page:
Signed:______________________________________
Date: __________________________________________
Group leader's full name: _______________________________________________________________
To be detached and completed after all ventures and logged in the establishment's central records.
Model form 6 Checklist for participants going on an excursion
Answer
Who is the group leader?
Where am I going to visit?
How can I contact my group leader?
How do I use the phone if help is required?
What will be done to keep me safe and secure on the excursion?
What should I do if I get lost or into difficulties when not with the group leader?
What is written in the code of conduct for my excursion?
What do I do to keep my money and valuables safe?
For residential visits and exchanges:
Do I know:
Answer
The address(es) and telephone number(s) of the place(s) where I shall be staying?
How should I behave (house rules) where I am staying?
Where am I to sleep and where am I to dress?
What do I do if I am worried/unhappy about anything when staying with a host family?
Model form 7 Parental consent for a school or similar excursion
(to be distributed with an information sheet giving full details of the excursion)
Establishment/Group:
1. Details of excursion to:
From: Date/Time: To: Date/Time: I agree to (name) taking part in this excursion and have read the information sheet. I agree to 's participation in the activities described. I acknowledge the need for to behave responsibly.
2. Medical information about your child
a. Any conditions requiring medical treatment, including medication?
YES/NO
If YES, please give brief details:
b. Please outline any special dietary requirements of your child and the type of pain/flu relief medication your child may be given if necessary:
For residential visits and exchanges only
c. To the best of your knowledge, has your son/daughter been in contact with any contagious or infectious diseases or suffered from anything in the last four weeks that may be contagious or infectious? YES/NO
If YES, please give brief details:
d. Is your son/daughter allergic to any medication?
YES/NO
If YES, please specify:
e. When did your son/daughter last have a tetanus injection?
I will inform the Group Leader/Head of Establishment as soon as possible of any changes in the medical or other circumstances between now and the commencement of the journey.
3. Declaration
I agree to my son/daughter receiving medication as instructed and any emergency dental, medical or surgical treatment, including anaesthetic or blood transfusion, as considered necessary by the medical authorities present. I understand the extent and limitations of the insurance cover provided.
Contact telephone numbers:
Work:
Home:
Home address:
Alternative emergency contact:
Name:
Telephone number:
Home address:
Name of family doctor:
Telephone number:
Address:
Signed:
Date:
Full name (capitals):
This form or a copy must be taken by the group leader on the excursion. A copy should be retained by the establishment contact.
Model form 8 Summary of information about pupils etc and adults participating in an excursion
Surname
Forename
Date of Birth
Address
Next-of-kin
Contact Phone Number
Relevant Medical Information
Model form 9 Emergency contact information
To be completed before the excursion. Copies to be held by the group leader and home base contact.
1. Establishment/group:
2. Name of group leader:
Home Phone No:
3. Excursion departure date:
4. Return information:
Date:
Time:
Location:
5. Group:
Total Number:
Adults:
Group Members:
6. Do you have an emergency contact list for everyone in the Group?
(If no, obtain one. If yes, attach it to this sheet.)
7. Emergency contact information:
a. During normal hours
Head of establishment:
Tel:
Deputy/other:
Tel:
b. Out of normal hours:
Head of establishment:
Tel:
Deputy/other:
Tel:
c. Travel Company:
Name/Address:
Tel:
Fax:
Travel Company Rep: Name:
Tel:
Fax:
Insurance/Emergency Assistance:
Tel:
Fax:
Hotel:
Address:
Tel:
Fax:
Hotel contact (e.g. Rep/Manager):
d. Other emergency numbers:
(e.g. telephone tree)
Model form 10 Off-site swimming pool checklist
Model form 11 Consent form for swimming activities or activities where being able to swim is essential
Consent does not remove the need for group leaders to ascertain for themselves the level of the pupil's swimming ability
Swimming ability
*Is your child able to swim 50 metres?
YES/NO
*Is your child water confident in a pool?
YES/NO
* Is your child confident in the sea or in open inland water?
YES/NO
*Is your child safety conscious in water?
YES/NO
1. I would like (name) to take part in the specified excursion and having read the information provided agree to him/her taking part in the activities described.
2. I consent to any emergency medical treatment required by my child during the course of the excursion.
3. I confirm that my child is in good health and I consider him/her fit to participate.
Signed:
Date:
Full name of parent/guardian:
Telephone numbers:
Home:
Work:
Home address:
Name, address and telephone number of family doctor:
This form or a copy should be taken by the group leader on the excursion. A copy should be retained by the establishment contact.
Annex A – Other guidance
Health and Safety Executive
Guidance to the Licensing Authority on the Adventure Activities Licensing Regulations 1996 (HSC £9)
A Guide to Risk Assessment Requirements – (www.hse.gov.uk/pubns/indg218.pdf)
Avoiding ill health at open farms: Advice to farmers with teachers supplement – Agricultural Information Sheet no.23 (revised 2002)
Five Steps to Risk Assessment – (www.hse.gov.uk/pubns/indg163.pdf)
Adventure activities centres; five steps to risk assessment (£4.50)
Managing Health and Safety: Five Steps to Success – (www.hse.gov.uk/pubns/indg275.pdf)
Managing Health and Safety in Swimming Pools revised edition 1999 (HSC 179 £10.50)
Reducing Risk Protecting People 2001
Adventure Activities Industry Advisory Committee (AAIAC): Statement of Risk Perception in Adventure and Outdoor Activities
Everyone's Guide to RIDDOR 95 – HSE31 – free leaflet or available in priced packs. ISBN 0 7176 1077 2
Others
The Administration of Medicines in Schools – Scottish Executive Education Department – (www.scotland.gov.uk/library3/education/amis-00.asp)
For guidance on Farm Visits, see Scottish Executive website – (www.scotland.gov.uk/library5/health/ecsip-00.asp)
Work Experience: A Guide to Promoting Quality and Work Experience: Case Studies of Scottish Schools – (www.ltscotland.org.uk/edresources/publications.asp?cat= pub&education key+Enterprise%20in%20Education)
Health Advice to Travellers Anywhere in the World – Available free from most Post Offices, travel agents and local libraries or Free Phone 0800 555777
Safe Practice in Physical Education – The British Association of Advisers and Lecturers in Physical Education – (www.baalpe.org/publications.htm)
Information about adventure activity providers covered by the Adventure Activities Licensing Scheme – (www.aala.org.uk)
Self Assessment and Guidance – Adventure Activities Licensing Authority (AALA) – (www.aala.org.uk)
The Wales Tourist Board, VisitScotland and the British Activity Holiday Association provide voluntary inspection schemes to complement licensing for providers of activities that are out of scope of licensing
Get Safe for Summer – Amateur Swimming Association – (www.asa-awards.co.uk)
Safety on British Beaches – Joint publication by the Royal Life Saving Society and the Royal Society for the Prevention of Accidents (RoSPA) £13.49. Available from RoSPA
Safe Supervision for Teaching and Coaching Swimming – Amateur Swimming Association and others. 2nd edition 2001 Tel: 01509 618700
Group Safety at Water Margins – Central Council for Physical Recreation – (www.ccpr.org.uk)
Minibus Safety: A Code of Practice – RoSPA and others 2002 – (www.rospa.com/pdfs/road/minibus.pdf)
A Practical Guide to Safe School Trips – Scottish School Board Association – (www.schoolboard-scotland.com)
Guidance published by the National Governing Bodies (NGBs) for various adventure activities. NGBs also maintain leader training and assessment programmes
Safe and Responsible Expeditions and Guidelines for Youth Expeditions – Young Explorers' Trust, c/o RGS-IBG Expedition Advisory Centre. £5 inc. p & p or free from website – (www.rgs.org/eacpubs)
The Royal Geographical Society (with IBG)'s Expedition Advisory Centre, 1 Kensington Gore, London SW7 2AR provides advice, information and training to anyone planning an overseas expedition. Tel: 020 7591 3030 – (www.rgs.org/eac)
The Duke of Edinburgh's Award has its own clear structure, procedures and guidelines – (www.theaward.org)
Guidance is produced by many of the voluntary youth organisations
Quality, Safety and Sustainability – Field Study Centres: A Code of Practice – National Association of Field Studies Officers (NAFSO) – (www.nafso.org.uk)
The Waterways Code (leaflet) and The Waterways Code for Boaters (video) are available from British Waterways – email@example.com – Tel: 01923 201120
The Suzy Lamplugh Trust has produced a range of guidance on personal safety, including booklets, videos and training courses – (www.suzylamplugh.org)
Address details for listed Government publications
The Stationery Office Scotland Bookshop 71 Lothian Road Edinburgh EH3 9AZ
Tel: 0870 606 5566
Fax: 0870 606 5588
www.tso.co.uk
HSE Books PO Box 1999 Sudbury Suffolk CO10 6FS
Tel: 01787 881165
Fax: 01787 313995
www.hsebooks.com
HSE priced publications are also available from The Stationery Office and good booksellers.
Annex B – Useful contacts
Government Departments
Scottish Executive Education Department
Schools Division
Victoria Quay
Edinburgh
EH6 6QQ
Tel: 0131 244 0943
www.scotland.gov.uk
Department for Transport Great Minster House 76 Marsham Street London SW1P 4DR Tel: 020 7944 8300 www.dft.gov.uk
The Foreign & Commonwealth Office's Travel
Advice Unit
Consular Directorate
Old Admiralty Building
London SW1A 2PA
Tel: 0870 6060290
(Mon-Fri 9.30 – 16.00 hours)
Travel advice notices and leaflets are available on BBC2 Ceefax pages 470
onwards and on the internet at www.fco.gov.uk
Health and Safety Executive Health and Safety Enquiries and contact numbers for Local HSE Offices available from:
HSE Infoline
Tel: 08701 545500
or write to:
HSE Information Centre
Caerphilly Business Park
Caerphilly CF83 3GG
www.hse.gov.uk
Home Office
Immigration and Nationality Directorate
Lunar House
40 Wellesley Road
Croydon CR9 2BY
Tel: 0870 606 7766
www.ind.homeoffice.gov.uk
Department of Trade and Industry
1 Victoria Street
London SW1H 0ET
Tel: 0207 2155000
National Governing Bodies and Similar Bodies
Association of British Riding Schools Queens Chambers 38-40 Queen Street Penzance Cornwall TR18 4BH
Tel: 01736 369 440
www.abrs.org
Scottish Equestrian Association
Grange Cottage
Station Road
Langbank
Renfrewshire
PA14 6YB
www.equinesport.org.uk
British Canoe Union
Adbolton Lane
West Bridgford
Nottinghamshire NG2 5AS
Tel: 0115 982 1792
www.bcu.org.uk
Scottish Canoe Association
Caledonia House
South Gyle
Edinburgh
EH12 9DQ
Tel: 0131 317 7314
www.scot-canoe.org
British Cycling
National Cycling Centre
Stuart Street
Manchester M11 4DQ
Tel: 0870 871 2000
www.bcf.uk.com
Scottish Cycling The Velodrome Meadowbank Sports Centre London Road Edinburgh EH7 6AD Tel: 0131 652 0187
www.scuonline.org
The British Horse Society
Stoneleigh Deer Park
Kenilworth
Warwickshire CV8 2XZ
Tel: 08701 202244 www.bhs.org.uk
British Mountaineering Council
177-179 Burton Road
Manchester M20 2BB
Tel: 0161 445 4878
www.thebmc.co.uk
The Mountaineering Council of Scotland
The Old Granary
West Hill Street
Perth
PH1 5QP
Tel: 01738 638227
Fax: 01738 442095
www.mountaineering-scotland.org.uk
Snowsport Scotland
Hillend
Biggar Road
Edinburgh
EH10 7EF
Tel: 0131 445 4151
Fax: 0131 445 4949
www.snowsportscotland.org
Mountain Leader Training Scotland
Glenmore Lodge
Aviemore
Inverness-shire
PH22 1QU
Tel: 01479 861248
National Caving Association
Ffrancon Annexe
Thornton in Lonsdale
Ingleton
Carnforth
Lancashire LA6 3PB
Tel: 01524 241 737
Association for Outdoor Learning
12 St Andrew's Churchyard
Penrith
Cumbria
CA11 7YE
Tel: 01768 891065
www.sportsteacher.co.uk
Royal Yachting Association Scotland
Caledonia House
South Gyle
Edinburgh
EH12 9DG
Tel: 0131 317 7388
www.ryascotland.org.uk
Scottish Orienteering Association
Glenmore Lodge
Aviemore
Inverness-shire
PH22 1QU
Tel: 01479 861713
www.scottishorienteering.org
Scottish Rafting Association
Lowport Centre
Blackness Road
Linlithgow
EH49 7HJ
Tel: 01506 775390
Trekking and Riding Society of Scotland
Bruaich-na-h'abhainee
Maragowan
Killin
Perthshire FK21 8TN
Tel: 01567 820909
www.ridinginscotland.com
Unions and Associations
The Educational Institute for Scotland
46 Moray Place
Edinburgh
EH3 6BH
Tel: 0131 225 6244
www.eis.org
Scottish Secondary Teachers Association
15 Dundas Street
Edinburgh
EH3 6QG
Tel: 0131 556 5919
www.ssta.org.uk
NASUWT
6 Waterloo Place
Edinburgh
EH1 3BG
Tel: 0131 523 1110
www.nasuwt.org.uk
Professional Association of Teachers
Scotland
1-3 Colme Street
Edinburgh
EH3 6AA
Tel: 0131 220 8241
www.pat.org.uk
Headteachers Association of Scotland
University of Strathclyde
Jordanhill Campus
Southbrae Drive
Glasgow
G13 1PP
Tel: 0141 9503298
Association of Headteachers in Scotland
University of Dundee
Gardyne Road Campus
Dundee
DD5 1NY
Tel: 01382 458802
www.ahts.org.uk
Health & Safety on Educational Excursions
Catholic Headteachers Association of
Scotland
John Ogilvie High School
Farm Road
Hamilton
ML3 9LA
Others
Adventure Activities Licensing Authority
17 Lambourne Crescent
Llanishen
Cardiff CF4 5GG
Tel: 029 20755715
www.aala.org
Association of British Travel Agents (ABTA)
68-71 Newman Street
London W1T 3AH
Tel: 0207 637 2444
www.abta.com
The British Activity Holiday Association 22 Green Lane Hersham
Surrey, KT12 5HD.
Tel/Fax: 01932 252994 www.baha.org.uk
Scottish Activity Holiday Association c/o Rua Reidh Lighthouse Melvaig Gairloch IV21 2EA
Tel: 01445 771263
www.activity-scotland.org.uk
British Association of Advisers and Lecturers in Physical Education (BAALPE) University College Henwick Grove Worcester WR2 6AJ
Tel: 01905 855584 www.baalpe.org
British Council
10 Spring Gardens
London
SW1A 2BN
Tel: 0161 9577755 (Information Centre)
British Safety Council
National Safety Centre
70 Chancellors Road
Hammersmith
London W6 9RS
Tel: 0208 741 1231
www.britishsafetycouncil.org
British Schools Exploring Society
1 Kensington Gore
London SW7 2AR
Tel: 0207 591 3141
www.bses-expeditions.org.uk
Confederation of Passenger Transport UK
Imperial House
15-19 Kingsway
London WC2B 6UN
Tel: 0207 240 3131
www.cpt-uk.org
The Duke of Edinburgh's Award (Scotland)
69 Dublin Street
Edinburgh EH3 6NS
Tel: 0131 556 9097
www.theaward.org
The Maritime & Coastguard Agency
MCA Infoline
Tutt Head
Mumbles
Swansea
Infoline Tel: 0870 6006505
www.mcga.gov.uk
Medical Advisory Service for Travellers
Abroad (MASTA)
Moorfield Road
Leeds LS19 7BN
Tel: 0113 238 7575
Travellers Health Line: 0906 8224 100
www.masta.org
National Association of Field Studies
Officers
CEES Stibbington Centre
Church Lane
Stibbington
Peterborough PE8 6LP
Tel: 01780 782 386
www.nafso.org.uk
Scottish Advisory Panel for Outdoor
Education
Abbey House
8 Seedhill Road
Paisley
PA1 1JT
Tel: 0141 840 3800
Royal Life Saving Society UK
River House
High Street
Broom
Warwickshire B50 4HN
Tel: 01789 773 994
www.lifesavers.org.uk
The Royal Society for the Prevention of
Accidents (Scotland)
Slateford House
53 Lanark Road
Edinburgh
EH14 1TL
Tel: 0131 455 7457
Fax: 0131 443 9442
www.rospa.com
The Royal Society for the Prevention of
Accidents
Edgbaston Park
353 Bristol Road
Birmingham B5 7ST
Tel: 0121 248 2000
www.rospa.com
School and Group Travel Association
Katepwa House
Ashfield Park Avenue
Ross-on-Wye
Herefordshire HR9 5AX
Tel: 01989 567 690
School Journey Association
48 Cavendish Road
London SW12 0DG
Tel: 0208 675 6636
Scottish School Board Association
30 Newall Terrace
Dumfries
DG1 1LW
Tel: 01387 260428
www.schoolboard-scotland.com
Scottish Parent Teacher Council
53 George Street
Edinburgh
EH2 2HT
Tel: 0870 706 5814 www.sptc.info/
sportscotland
Caledonia House
South Gyle
Edinburgh EH12 9DQ
Tel: 0131 317 7200
www.sportscotland.org.uk scotland National Centre
sport
Glenmore Lodge
Aviemore
Inverness-shire
PH22 1QU
Tel: 01479 861256
www.glenmorelodge.org.uk
sportscotland National Centre
Cumbrae
Isle of Cumbrae
Ayrshire
KA28 0HQ
Tel: 01475 530757
www.nationalcentrecumbrae.org.uk
sportengland
3rd Floor
Victoria House
Bloomsbury Square
London
WC1B 4SA
Tel: 08458 508508
www.sportengland.org
VisitScotland
23 Ravelston Terrace
Edinburgh EH4 3EU
Tel: 0131 332 2433
www.visitscotland.com
Loch Lomond and The Trossachs National
Park
National Park Headquarters
The Old Station
Balloch Road
Balloch
G83 8BF
Tel: 01389 722600
Fax: 01389 722633
www.lochlomond-trossachs.org
Cairngorms National Park Authority 14 The Square Grantown-on-Spey PH26 3HG
Tel: 01479 873535
Fax: 01479 873527
www.cairngorms.co.uk
Snowdonia National Park Authority
Youth and School Liaison Officer
Education Service
Plas Tan y Bwlch Study Centre
Maentwrog
Blaenau Ffestiniog
Gwynedd
LL41 3YU
Tel: 01766 772600
Sports Council for Wales Sophia Gardens Cardiff CF11 9SW
Tel: 02920 300 500
www.sports-council-wales.co.uk
The Suzy Lamplugh Trust PO Box 17818 London SW14 8WW
Tel: 0208 8760305
www.suzylamplugh.org
Scottish Youth Hostel Association National Office 7 Glebe Crescent Stirling FK8 2JA
Tel: 01786 891400
www.syha.org.uk
Wales Tourist Board Brunel House 2 Fitzalan Road Cardiff CF24 0UY
Tel: 02920 499909
www.wtbonline.gov.uk
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Message from the First Minister
What is this easy read about?
This easy read is a message from the First Minister about the Coronavirus
Nicola Sturgeon is the First Minister of Scotland.
The Coronavirus means lots of changes in Scotland
This is a very difficult time for everyone
It is very difficult not seeing family and friends
It is very difficult having to stay at home
It is very difficult if we do not have enough money
Why is what we are doing important?
It is keeping us all safe from Coronavirus
It is keeping people who might get very ill safe from Coronavirus
It is helping NHS workers do their jobs
What is going to happen?
We do not know when the changes will stop
We need to remember things will get better
We will be able to see friends and family again
We will be able to go restaurants and cafes again
We need to keep staying at home and things will get better
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RELEV
ANT HACCP CHARTS: All HACCP Charts
Information on Food Allergies
Some people have a sensitivity to certain foods that non-sufferers would find harmless. When someone has a food allergy their immune system reacts to a particular food as if it is not safe. A severe food allergy can cause a life threatening reaction. Food intolerance does not involve the immune system and is not generally life-threatening.
Retailers need to know their products and know how to make sure that these allergens do not pass into other foods, especially in any unpackaged foods you may prepare or handle.
Customers may have an allergy to any type of food. If you prepare any foods you have a duty to provide safe food and drinks therefore you must have the correct controls in place to identify ingredients, produce safe food and communicate this information to your customers.
There are 14 major allergens which need to be mentioned (either on a label or through provided information such as menus) when they are used as ingredients in food. Under current legislation on the provision of food information to consumers (Retained Regulation (EU) No. 1169/2011) and Food Information (Scotland) regulations 2014, the duty is on food business owners to ensure that all mandatory allergen information (relating to the 14 allergens) is accurate, available and easily accessible to the consumer.
14 INGREDIENTS LINKED TO ALLERGIES AND INTOLERANCES
There are 14 major allergens which need to be mentioned (either on a label or through provided information such as menus) when they are used as ingredients in food. Here are the allergens, and some examples of foods that they may be found in
Wheat (all varieties including spelt, Khorasan etc.), rye, barley and oats are cereals that contain gluten. These cereals can also be found in foods containing flour, such as batter, breadcrumbs, bread, cakes, couscous, processed meat products, pasta, pastry, sauces, soups, fried foods which are dusted with flour, some brands of baking powder etc.
EGGS
Egg includes eggs from all birds including hen, duck, quail etc. Eggs can also be found in foods such as cakes, some meat products, mayonnaise, mousses, pasta, quiche, sauces, pastries or foods brushed or glazed with egg etc.
MUSTARD
Mustard, mustard powder and mustard seeds are included in this category. Mustard can also be found in breads, curries, marinades, meat products, salad dressings, sauces and soups etc.
SESAME SEEDS
Sesame seeds are often found on hamburger buns and in salads. They are also found in breads and breadsticks, hummus, sesame oil, tahini etc.
TREE NUTS
Tree nuts refer to nuts which grow on trees, namely almonds, hazelnuts, walnuts, cashews, pecan nuts, brazil nuts, pistachio nuts, macadamia (or Queensland) nuts. Tree nuts are also found in many foods including breads, biscuits, crackers, desserts, nut butters, nut powders (often used in Asian curries), stir-fried dishes, ice cream, marzipan (almond paste), nut oils, sauces etc.
CRUSTACEANS
Crustaceans include crabs, lobster, prawns and scampi. They may also be found in shrimp sauce, shrimp paste (commonly used in Thai and south-east Asian food), shellfish stock, paella, fish soups such as bisques and bouillabaisse etc.
SULPHUR DIOXIDE AND SULPHITES
Sulphur dioxide and sulphites are often used as a preservative in dried fruits such as raisins, dried apricots, prunes etc. They can also be found in meat products, prawns, vegetables, soft drinks, wine and beer, etc.
CEREALS CONTAINING GLUTEN
CELERY
Celery includes celery stalks, leaves, seeds and the root called celeriac. Celery is also found in celery salt, salads, some meat products, soups, stock cubes etc.
MILK
Milk includes milk from all animals including cows, sheep, goats etc. Butter, cheese, cream, milk powders and yoghurt are derived from milk. Milk can also be found used in a variety of foods including foods brushed or glazed with milk, and in powdered soups and sauces etc.
SOYBEANS
Soybeans also called soya, is found in tofu/bean curd, edamame beans, miso paste, textured soya protein, soya flour or lecithin E322 (if made from soya). Soya is a staple ingredient in oriental food. It can also be found in desserts, ice cream, meat products, sauces, vegetarian products etc.
PEANUTS
Peanuts are legumes and grow underground, which is why they are sometimes called groundnuts. Peanuts are often used as an ingredient in biscuits, cakes, curries, desserts, and sauces (such as satay sauce). They are also found in groundnut oil, peanut flour and peanut butter etc.
FISH
Fish includes all species of finned fish, fish oils and caviar. Fish is also found in condiments such as fish sauce, Worcestershire sauce, salad dressings (e.g. Caesar salad), stock cubes etc.
MOLLUSCS
Molluscs include mussels, oysters, scallops, escargot (snails), octopus and squid including its ink. They may also be found in oyster sauce, paella, fish soups etc.
LUPIN
Lupin flour and seeds can be used in some types of bread, pastries, pasta etc.
How can I comply with allergen requirements?
To comply with allergen food law, food businesses must have a good understanding of their ingredients, processes and products in order to correctly identify and manage allergens. This will help food businesses train staff and communicate with their customers.
Allergen management can easily be done in four steps:
1. Identify allergens in your business
2. Manage allergen risk
3. Train your staff
4. Communicate with customers
These steps can be used to identify allergens within open and loose foods that you produce.
Below are free tools available to support food businesses with allergen management;
Online Allergen Training
To help you and your staff with allergen awareness consider incorporating this training into your staff training programme. It has been developed by Food Standards Scotland to help bring greater awareness about allergens in manufacturing and catering settings.
MenuCal
MenuCal is a free to use online tool that is designed to help food businesses comply with legal requirements to manage and record allergen information. The free tool can also be used to calculate the amount of energy found within the foods you are producing. MenuCal helps you comply with the law by helping you to identify, manage and communicate allergen information for food and drink on your menu.
Low Gluten & Gluten Free
If you intend to produce any gluten free products you must consider the following:-
Current legislation has set levels of gluten for foods that claim to be either 'gluten-free' or 'very low gluten'.
These levels are:
- 'gluten-free' – 20 mg/kg of gluten.
- 'very low gluten' – 100 mg/kg of gluten. However, only foods with cereal ingredients that have been specially processed to remove the gluten may make a 'very low gluten' claim.
These regulations apply to all foods – pre-packed or sold loose, such as in health food stores or in catering establishments.
Food Businesses can only use the phrase 'gluten-free' if they can demonstrate that, when tested, their product is 20 parts or less of gluten per million. They will also be required to demonstrate that any products claiming to be 'very low gluten' comply to the legislation.
Producing foods with no deliberate gluten-containing ingredients which are produced in areas where there is a high risk of gluten cross-contamination, cannot be labelled as 'gluten-free' or 'very low gluten'.
For example, within a small bakery/domestic kitchen using flour that contains gluten it would be very difficult to produce gluten free products due to the possible contamination by flour dust in the air.
STEP 1 : IDENTIFY ALLERGENS IN YOUR BUSINESS
As a food business you have a basic legal responsibility to have a food safety management system based upon the HACCP (hazard analysis and critical control points) Principles. This RetailSafe document forms part of your Food Safety Management System. Food allergens must be considered as a hazard in the food and drinks that you produce, therefore they should be a key consideration in your Food Safety Management System.
Remember, allergens are a hazard in all areas of your business not just the kitchen. Drinks that you make e.g coffees, teas can all contain allergens and should be considered in your Food Safety Management System.
Identifying Allergens in your Food and Drinks
Buying and Receiving Foods & Drinks
- When buying ingredients, foods and drinks, the supplier must provide you with all necessary ingredient and allergen information. Where foods are not labelled it should be provided in the accompanying paperwork.
- When you receive deliveries, the foods you have received should match what you ordered. Check if there have been any substitutions or any different brands included. Different brands of products may have different ingredients and therefore different allergens. This is also true for other suppliers, as their products may contain different ingredients and allergens.
- Any substitution or change in ingredients must be recorded with ingredient and allergen information reviewed and updated accordingly.
- It is good practice to check the condition of the packaging of any goods you receive. This way you can ensure that none of the packaging is damaged which could potentially contaminate foods with other allergens.
Standard Recipes
- The easiest way for you to identify allergens within food and drinks you make, is to create and follow standard recipes. If you use a standard recipe the food will be made with the same brand and/or allergens every time you or your staff make it.
- By following standard recipes you can easily identify the allergens used within a dish and provide correct and consistent information including any 'may contain' information that is included on the labels of the foods you use
- If you use non-standard recipes (daily/weekly specials) you should have a system in place to ensure that you can identify all ingredients and any allergens within the dish/product and communicate this to your staff and customers
- There is a standard recipe template on page X which may be helpful with recording recipes, or alternatively the Menucal tool can be used to record recipes and manage allergen information.
STEP 2 : MANAGE ALLERGEN RISKS
How do I manage the allergen risk?
This can be done by adapting the following guidance for your business.
Deliveries and Labels
- When receiving ingredients, foods and drinks the supplier must provide you with all necessary ingredient and allergen information. Where foods are not labelled it should be provided in the accompanying paper work.
- Check that the food delivered matches your order – if it does not match, check the ingredient list and allergen information of the replacement product then update your records when you start using the new ingredient.
- You should not accept a delivery unless you are fully confident you have all the required correct information.
- Make sure that you keep all receipts and invoices for a reasonable period of time to ensure traceability. By having this system in place if there is an issue with a product it should be easily identified and traced.
- Check that packaging is not damaged to ensure there has been no cross contamination.
- It is good practice to have a frequent review of regularly used ingredients, foods and drinks for ingredient and recipe changes. – any changes should be documented and recorded
Standard Recipes
- Following standardised recipes for foods and drinks ensures that all dishes produced are essentially the same every time.
- When a non-standard recipe (e.g. daily/weekly specials) is used there should be a system in place to ensure that all ingredients and any allergens are identified and recorded.
- if you choose a new brand or a new supplier, you must check to see if these changes contain additional or different allergens than previous brands or suppliers you used – ensure you have a method for logging the end of one batch and the start of a new batch with the new ingredient
- Where there are substitutions made as a result of low stock or special requests, food businesses should have a system in place to record and communicate changes to all staff and relevant customers.
- It is good practice to have a frequent reviews of your recipes.
Storage
* Food businesses must have procedures in place for safely storing food, particularly allergen containing foods and drinks to minimise cross contamination – this includes, within chilled and frozen storage
* Foods that contain allergens in powdered form such as flour should be stored in air-tight containers.
* Where foods are decanted into containers, ensure the containers are clearly labelled with exactly what food they contain as well as any ingredients and any allergens.
Cross-Contamination
* Allergens can easily pass from one food to another or from surfaces/equipment to food. This can occur when foods are prepared on the same surfaces or when allergen free foods are prepared close to allergen containing dishes (e.g. flour dust, splashing).
* Where possible, allergen free dishes could be produced at the start of a shift
* Thoroughly clean all equipment, utensils and worktops before preparing allergen-free food, or use separate equipment.
* Handling foods — Always wash your hands thoroughly before preparing allergen-free food.
* After preparing an allergen-free food, keep it covered, keep it labelled and deliver it separately to the customer.
* Put in place steps to prevent cross contamination between foods that contain allergens and those foods that do not. Remember! Minute traces of foods which contain allergens can get into other foods and cause a reaction.
Cleaning and Disinfection
* Be aware that allergen residues are enough to cause an allergic reaction. Allergen residues can be found anywhere that has had contact with allergens as well as anywhere dust, crumbs and food may accumulate.
* You must ensure that you carry out effective cleaning and disinfection practices on equipment and surfaces.
* Surfaces can be cleaned using the 2 stage clean and disinfection (See Cleaning House Rule) method.
* Utensils can be cleaned in the same way or with a dishwasher capable of providing adequate disinfection (See Cleaning House Rule).
* Larger complex pieces of equipment may have to be broken down to be cleaned and disinfected. Whereas some other equipment may not be able to be cleaned to the same extent e.g. vacuum packer, deep fat fryer, slicers etc. there must be procedures in place for managing allergens e.g. separate allergen-designated equipment.
* Before preparation of any allergen free foods and drinks, the surface, any utensils and equipment must be cleaned and disinfected.
Specific Rules for the Preparation of Food & Drinks for an allergy sufferer
Whenever preparing or serving food for an allergy sufferer always :
- Where possible use a separate work surface/ area to prepare allergen free food or drink. Where this is not possible ensure thorough cleaning and disinfection of preparation area and equipment is practical.
- Clean and disinfect work surfaces before and after preparing foods.
- Clean and disinfect equipment and utensils before preparing any allergen free dishes.
- Not all equipment can be properly cleaned, e.g. deep fat fryers. These types of equipment cannot be used for both allergen free foods and allergen containing foods.
- Wash your hands thoroughly. Where gloves are used, ensure that these are changed before preparing an allergen free order – follow personal hygiene House Rule
- Do not cook allergen free food in oil in which you have cooked other foods.
- Do not remove allergenic ingredients, such as nuts, from a prepared dish and call it allergy-free because residues of the allergenic ingredient may remain in the dish and may still cause a reaction.
- When displaying food and drinks in display cabinets, always lay them out in a way that will minimise the risk of allergen-free food being contaminated with ingredients from another dish and provide separate serving utensils.
- Consider garnishes & accompaniments. – do these contain allergens that need to be considered? e.g. swirl of crème fraiche on soup, croutons, toppings or sauces on ice cream/ milkshakes etc.
Take Away and Delivery
* When receiving any orders via the phone, it is good practice to ensure that the member of staff asks if the customer has any allergies
* If you use online menus/ordering you should signpost that customers should make you aware of any allergies.
* You must ensure that your online menus are frequently reviewed and kept up to date.
* It is good practice that food being delivered that is allergen free should be labelled as such and should be packaged separately and away from any foods that contain the allergen, ideally in its own bag to avoid cross contamination.
* Food Business Operators selling non-prepacked food (this includes prepacked for direct sale food) through distance selling (e.g. such as food businesses which offer purchase through telephone/ internet) must ensure that mandatory allergen information is available to the consumer (for free):
* before the purchase is concluded; and
* at the moment of delivery.
STEP 3 : Training your Staff
All staff should get basic training in food allergen management before they first start work and receive regular refresher training. All training carried out should be accurately documented and recorded. All staff should be trained to handle any customer allergen queries and understand the potential severity of not handling allergens and allergen information correctly.
Make sure that all staff understand that they should never guess whether or not an allergen is present in a food. They should ask someone who knows. Always be honest with the customer. If you do not know, admit it!
In order to help you with training your members of staff and understanding allergens, you can visit the following Allergen Training Tool.
Below are some points to consider when developing training for staff members:-
STEP 4 Communicating with your Customers
Let your customers know that you would be happy to discuss their requirements with them. For example, highlighting on the menu or chalkboard that customers should ask staff for further information if they have any concerns about allergens. You should also display a poster that explains to customers to raise it with staff if they have an allergy i.e. 'if you have a food allergy please inform a member of staff'
Where possible, design your menu to ensure names and descriptions of dishes reflect potential allergenic ingredients, for example, "strawberry mousse with almond shortbread" or "satay sauce made with peanuts" or Marinades e.g chicken marinaded in buttermilk.
Communication with Customers
* Taking orders – ask if customers have any allergies.
* Taking orders - If you are asked any queries about a menu item do not guess the answer but talk so someone who does know the answer such as a manager or chef to find out allergenic ingredients.
* Staff communication – tell all staff when a customer has an allergy, this includes any change of shift staff. If you are asked any queries do not guess the answer but talk to someone who does know the answer such as a manager or chef to find out allergenic ingredients.
How to provide allergen information
There are a number of ways in which allergen information can be provided to your customers. How you provide allergen information will be determined by the way in which you provide your customers with food and drinks e.g. packages, non-prepacked or prepacked for direct sale.
Different allergen labelling rules apply depending on how the food is provided.
Method of food
provision
Definition
Example
Labelling requirements
Packaged Food and Drinks
Non – Prepacked food
Prepacked for Direct
Distance Selling
Link to PPDS Guidance
For food sold non-prepacked, including prepacked for direct sale, allergen information should be made available by the FBO before the purchase is concluded, and be made available at point of delivery (e.g. via a menu, sticker).
May Contain Statements
The use of precautionary allergen labelling to communicate the risk of the unintentional presence of an allergen (e.g. milk, egg, peanuts, almonds) in a food product due to the allergen entering the product accidentally, or through cross contamination, can be done on a voluntary basis. Such statements include 'produced in a kitchen which uses…' or 'may contain' or 'not suitable for…'. These statements should only be used after a meaningful risk assessment has been performed by your business and there is considered to be a significant and real risk to the food allergic or food intolerant consumer and cross contamination cannot be avoided or discounted. If you choose to use voluntary labelling it must not mislead the consumer, must not be ambiguous or confusing, and where appropriate be based upon scientific data.
These statements should not be used as a substitute for good hygiene and safety practices. The use of precautionary allergen labelling when there is not a real risk could be considered to be misleading food information. Undertaking a risk assessment should help you identify risks that you can remove, perhaps by identifying and preventing opportunities for cross contamination to occur.
Managing an allergic reaction emergency
It may never be something you encounter but you and all staff should be prepared in case there is a customer who has a severe allergic reaction or suffers from anaphylaxis. You do not need to be an expert if this situation happens but you can act and make a difference.
When an allergic reaction starts it can worsen very quickly therefore quick reactions are important. If possible staff should have first aid training that incorporates what to do in an allergic reaction situation.
Allergic Reaction – What to do? 1
Anaphylaxis - Illnesses & conditions | NHS inform
Allergic Reaction:- Internal Process Review
If a member of the public takes an allergic reaction to your food you must carry out a review of your allergen procedures. This will include:
- Reviewing how you identify allergens
- Review how staff are trained in allergen management
- Review how you manage allergens
- Review communication methods between staff member and customers
If the food is still available, it is good practice to seal, label and store it in case an external investigation is carried out e.g. Environmental Health
It is good practice to record any such incidents to allow you to identify issues in your procedures.
WHAT YOU NEED TO DO NOW
To effectively manage allergens in your food business, carefully read the information in part 1 and part 2 below, then go to the next two pages and Allergen Management House Rules and Menucal Template
PART 1 : Recording and Presentation of Allergens
Refer to the allergen table within the records section of this House Rule of this Allergen sub-section, then you can create standard recipes so that you can identify all allergens within the foods and drinks you both buy and sell
A suggested way of doing this is through the creation and use of standard recipes to identify allergen containing ingredients in the foods and drinks you offer.
PART 2 : ALLERGEN MANAGEMENT HOUSE RULES
Refer to the guidance provided in Steps 2, 3 and 4 on the previous pages, then go to the end of this section and write a list of House Rules covering allergen management for your business.
Here is an example of how you could write your House Rules:
Monitoring
Once you have completed your House Rules for Allergen Management, you must then monitor them in use. Keep a record of the monitoring that you carry out. This can be done by using the Weekly Record (refer to the Records Section in this manual).
Corrective Action
If you find that your Allergen Management House Rules are not being followed, you must make a record of the problem you have identified and the action you have taken to correct it. This information can also be entered in the Weekly Record. Training given in Allergen Management should be recorded on the training record. An example of a training record can be found in the Training House Rules sub-section of this manual.
Action Plan
Once you have completed all your House Rules, remember to update your Action Plan and brief all staff on the completed House Rules
The Allergen Management House Rules are an essential component of your HACCP based system and must be kept up to date at all times. Your House Rules need to be written to accurately reflect how you run your business and be readily understood by all food handling staff.
Allergen Management
Enter a statement of your Allergen Management House Rules in the table below :
Allergen Management House Rules
Describe: • Control Measures and Critical Limits
* Monitoring including frequency
Standard Recipes & recording of information
Incoming Deliveries and labels
Storage and avoiding cross contamination
Preparing & serving (if applicable
Staff Training
Communicating with your customers
Outgoing Deliveries
What to do in the event of an emergency
Monitoring/checking and any other appropriate records used by your business
* Weekly Record
Signed
.........................................................................................................
Position in the business
Signed
.........................................................................................................
Position in the business
.....................................................................................................
Date
.........................................................
Recipe Title
Name of Food
INGREDIENTS:
OFFICIAL
RECORDS
RECORDS
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Feedback for the Economy, Energy and Fair Work Committee ENABLE Works- EF Stage 2 and 3 Groups Feedback
- How should Government involve young people when they are making plans to help with their employment?
- Create Schools Roadshows- young people could ask direct questions to government officials.
- Contact Job centres/DWP, they could pass on information to young people and allow them to share their views.
- Use surveys/questionnaires to gain feedback from young people on employment chances.
- Possibly involve schools to help request feedback from young people on these issues.
- Contact local youth councils and outreach programmes for young people who have left school but are not in further study/work.
- Reach out to young people who are already employed and ask what issues they have faced.
- Create email campaigns and increase the awareness of making plans to help with the employments.
- Go to Colleges/Universities to get feedback from young people studying there.
- What sorts of things would help you find and keep work in your area?
- More advertisements of work in local area and collating them altogether. Job websites can have lots of information that isn't relevant. Having websites that are focused for young people to get work.
- Job vacancies that are clear and easy to follow with information.
- More work placement opportunities that have more commitment than a normal work placement, but less than a job.
- More training opportunities that could help you stay in work if you have a lack of experience. For example, IT courses, elderly care courses.
- Schools offering opportunities to find jobs, for example job clubs and career work classes.
- Government supported remote working, could make more jobs accessible for young people.
- Possibly build a website that has the opportunities that are available around the community.
- More career areas to try and find a job that would be helpful.
- Involving local trades in apprenticeships- this would also help the local area
- They should talk more about this subject in school: tax, rent, pay. Money management/life skills class in school?
- Possible pay incentives for sustaining jobs, e.g after 6 months you could be paid something extra.
- Programme to trial different work environments- would get better idea of what work environment that you would enjoy.
- Have you heard of the Young Persons Guarantee? Would it work for you? What would make it better?
- Most people in the groups had not heard of it by name. When explained they liked the sound of it, however felt there was a lack of awareness on this.
- My World of Work- this is a useful website, but possibly make it more user friendly.
- Try to increase the visibility of the Young Persons Guarantee through social media, schools and other marketing.
- Schools to check in with school leavers routinely to ensure they are doing okay.
- Have you had involvement with Community Jobs Scotland? Is that helpful?
- The groups weren't too familiar with Community Jobs Scotland, though a couple had heard of it.
- They all agreed it sounded like it would be helpful trying to find work, however there aren't too many opportunities on there.
- They were understanding that the pandemic has not helped this.
- What would help you get more work experience?
- EF stage 3 would normally include a work placement but due to COVID19 restrictions, currently not possible.
- If you could do a handful of jobs over a few weeks and get experience with different jobs to see various career paths that would be good.
- More accessible work experience placements.
- Somewhere set up to provide quality work placements and valuable experience.
- Some sort of way to be capable of being able to do work experience from home, either online or with some sort of equipment they could use at home to do with the workplace.
- Training you can do at home such as e-learning.
- Shortened version of an apprenticeship.
- Training initiative over 6 weeks- each week you do something different and evaluate how it went, and get to try different work environments.
- More connections with local organisations/local employers to set up these work experience opportunities with using local knowledge to help set this up and having an idea of what they want to do, for example specific roles/jobs.
- More shadowing opportunities- could be a week long, just to see what it is like to be in a job.
- More publicity on places offering opportunities.
- Volunteering opportunities in the local area to help gain work experience and routine
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NHS Education for Scotland
Transcript of 'Development of a Bereavement Charter for Scotland' video
- Dr. Donald Macaskill, Chief Executive Scottish Care
Talking about death and dying is really hard for anybody and sometimes that means that we avoid people once they have experienced a death in their family or their community. People talk about individuals literally crossing the street in order to avoid a conversation. Bereavement is how we support an individual through those very difficult hard moments and weeks and months and years after somebody has died. A number of professionals and individuals who have experienced the death of somebody close to them have got together to draw up a Charter and a Charter to describe what Scotland could be like if we really support those who are experiencing the loss of someone if we really support them well.
This work has been brought about by a desire to change things to make sure that in Scotland we can do all that we can to support people who might be facing difficulties following the death of someone they know or somebody in their community. So the Charter has brought together statements which are really about a description of what Scotland could be like in order that we better support somebody who is experiencing bereavement. It is based on Human Rights principles, and human rights aren't really first and foremost about the law, although that might be important, but they are about a set of values which make you feel that you are valued, that you are treated with dignity, that your voice is heard and that if you are facing difficulties you are able to find a means by which those difficulties can be met.
So the Charter for Bereavement is hopefully in plain English, it hopefully will speak to the ordinary experiences of women and men up and down Scotland and it will hopefully begin to make a difference to the experience of people who have faced death or are facing death and dying in their community. So the Charter is really just a bit of paper, it is a set of statements and on their own they wouldn't make any difference to individuals, but what we hope the Charter will do is that if you are a business you will look at the Charter and think about how can I better support workers or employees who might be experiencing death in their family or in their community. We hope it will make a difference that if you are a child in school or a young person in college that you will be able to look at the Charter and think about what should I be expecting from support. We hope it will make a difference if you are an ordinary member of the community, you might see this Charter in your GPs surgery or in your local library and we hope that it will be able to point you to the support that you need and will be able to describe for you the sort of society that we want to be in Scotland.
So this Charter has a life beyond its publication, we want it to be a description of the sort of society and nation that Scotland needs to become. We do not want a country where people are frightened about talking about death and dying, we want to create a society where rather than walk across the road to avoid the difficult issues of bereavement, people will be present to listen, to support and to give whatever advice somebody might need. This isn't the Charter which belongs to those who created it, it is a Charter for everyone who wants support in their bereavement and everybody who experiences death and dying in today's Scotland.
The film was produced in March 2020 and can be found at www.sad.scot.nhs.uk or https://vimeo.com/395685686
For more information visit www.sad.scot.nhs.uk or contact email@example.com
© NHS Education for Scotland 2020. You can copy or reproduce the information in this document for use within NHS Scotland and for non-commercial purposes. Use of this document for commercial purposes is permitted only with the written permission of NES
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Summarised inspection findings
Straiton Primary School and Nursery Class
South Ayrshire Council
4 December 2018
Key contextual information
Straiton Early Years Centre (EYC) is located in the village primary school in Straiton, South Ayrshire. The setting provides early learning and childcare (ELC) for children aged from three years. Children attend full or half days. At the time of the inspection there were less than five children on the roll. The EYC is currently run alongside and within the P1-3 classroom of the school. Children have access to an attractive and well-designed outdoor space and the school playground.
2.3 Learning, teaching and assessment
good
This indicator focuses on ensuring high quality learning experience for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
n learning and engagement
n quality of interactions
n effective use of assessment
n planning, tracking and monitoring
n The welcoming and nurturing ethos of the setting contributes to positive relationships and a relaxed and purposeful learning environment. As a result, children feel cared for, safe and secure. They are supported to develop confidence and a sense of themselves as successful and capable individuals. Children contribute their ideas and are relaxed in taking part in discussions, assured that they will be listened to. They contribute well to the life of the setting, for example, through the 'Community Cuppa', washing-up, shopping for snacks and participation in whole school committees and the daily mile. The school and setting are an integral part of the local community. This provides increasing opportunities for children to learn from visitors who share their skills and experiences, and trips to the local shops and surrounding countryside.
n The recently redesigned playroom layout offers a wider range of experiences and increased scope for children to work more closely with peers across the early level. Children are motivated and engaged in their experiences. They have time to develop interests and revisit experiences. Children have opportunities to initiate experiences and contribute to shaping the day to day life of the setting through their choices. There is scope to develop this further. In doing so practitioners should now have an increased focus on promoting children's creativity, curiosity and enquiry skills further. They should continue with plans to increase opportunities for children to choose to learn outdoors.
n Interactions around texts scaffold children's thinking well, for example by encouraging children to notice and remember significant information during a shared reading experience. Practitioners should now continue to explore how they can use questions, comment and active listening to promote possibility thinking across learning. This should encourage children to engage in problem finding and solving. Considerate and helpful interactions with older peers help to extend children's engagement and facilitates their participation in a range of experiences including during lunch times.
n Floor-books and mind-maps help ensure children have a voice in shaping the learning environment and experiences. These should now be developed further as tools to enable children and adults to plan learning together. We discussed how focused observations could be used to deepen practitioners' understanding of children's learning, promote more independent learning through play and extend the range of experiences.
n Practitioners make effective use of individual learning journals to capture evidence of children's engagement with learning experiences and to record achievements. Children are encouraged to talk about what they are good at and what they want to learn next. This is helping them begin to develop the language required to talk about their learning. Care plans include simple targets agreed with parents and carers on a regular basis. These sometimes include targets which build on what children have been learning at home. There is scope to develop the use of children's journals further to engage children, parents and carers as fully as possible in planning learning and recognising achievement. This will enable individualised planning to be streamlined even more, while maximising scope for children to lead their own learning.
n Practitioners know children well as learners and as individuals. Tracking and monitoring is well established. This contributes to ensuring children's progress in literacy and numeracy, and supports smooth transitions for children as they move to primary one. Moderation with colleagues across the local cluster is helping develop confidence in practitioner's professional judgements. Practitioners should continue the work they have begun to streamline approaches track and monitor children's progress.
2.1 Safeguarding and child protection
n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. At the time of the inspection, there were no identified areas for development.
3.2 Securing children's progress good
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
n progress in communication, early language, mathematics, and health and wellbeing
n children's progress over time
n overall quality of children's achievement
n ensuring equity for all children
n Children are engaged and motivated in their play and make good progress in most aspects of their learning. There is a strong focus on the promotion of wellbeing through positive, nurturing relationships. This is having a positive impact on children's learning and development and contributes to the sense of community evident across the setting and school.
n Children are making good progress in early language. They are developing their listening skills well and enjoy taking part in discussions and conversations with friends and adults. This is helping children to extend their vocabulary and develop good turn taking skills. Practitioners promote children's enjoyment of stories, songs and rhyme well. As a result children are very engaged and enjoy selecting and sharing stories. They have favourite stories and enjoy taking on the role of storyteller with friends. Practitioners employ a range of developmentally appropriate approaches to promote children's awareness of letters, words and signs. Children are encouraged to explore some uses of non-fiction texts. Practitioners should continue to develop opportunities for children to deepen their understanding of written language and apply their skill in real life and imaginary contexts.
n Children are developing appropriate numeracy skills as they play. They are developing good counting skills through a wide range of planned experiences. They are beginning to explore mathematical concepts through a range of play opportunities and as they engage in shared activities, including outdoor experiences. Practitioners introduce and reinforce appropriate mathematical language and promote children's engagement in sorting, matching and making simple patterns well. They have identified that there is scope to develop further numeracy and mathematical experiences to provide appropriate challenge and motivation for learners.
n Children are making good progress in health and wellbeing. Effective use is made of praise and encouragement to build children's confidence and celebrate their success. Children enjoy the companionship of peers and practitioners. They are developing good friendships and help each other in their play. Children are becoming confident in talking about their feelings at check-in time in the morning. They are learning about healthy eating through snack and cooking experiences. Children are developing gross motor skills and balancing skills well through daily outdoor experiences, including enthusiastic participation in the daily mile. They are developing confidence in caring for themselves, and understand the importance of keeping healthy through hand washing.
n Parents are well informed about their child's progress and are given a range of opportunities to share information about their child's success beyond the setting. Parents and practitioners regularly review progress together and agree simple learning and development goals for children. This helps ensure an effective, shared approach to supporting children's progress and well-being and the celebration of children's achievements beyond the setting.
n Discussions with children, observations of their play and a review of floor-books and learning journals provide clear evidence that children are making good progress in their learning over time.
n Practitioners strive to ensure that they promote equity across learning for all children. They know children and families very well and take into account potential barriers to learning for individual children through the flexible and reflective approaches underpinning their practice.
Explanation of terms of quality
The following standard Education Scotland terms of quality are used in this report:
Other quantitative terms used in this report are to be understood as in common English usage.
Education Scotland Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA
T +44 (0)131 244 4330
E email@example.com
https://education.gov.scot/
© Crown Copyright, 2018
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced accurately and not in a misleading context. The material must be acknowledged as Education Scotland copyright and the document title specified.
To view this licence, visit http://nationalarchives.gov.uk/doc/open-government-licence or e-mail: firstname.lastname@example.org
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
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Covid-19: Return to educational establishments Home Economics Guidelines 1
Version 1.0 Published 14 September 2020
Contents
1. Overview and purpose
Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020, Para 136 states: 'Practical, "hands-on" learning and activities, experiments and investigations are an important part of the curriculum across all subject areas'. This document focusses on the practical, experiential nature of learning in home economics. For teachers working with food in the primary and special setting, the above advice from Covid-19 Education Recovery Group should be carefully applied. The following advice applies specifically to home economics departments in secondary schools.
Home economics provides a critical learning opportunity for children and young people as they re-connect and adapt to the new learning environments in schools.
The practical and interactive nature of the subject will lend itself well to supporting nurturing conversations with learners following the period of school closure. This document will assist teachers and school leaders with risk assessment and decision making, leading to the provision of learning through home economics in a safe and considered way. The preparation needed to enable practical activities to continue will increase and schools will need to reflect on their own context to plan safe working environments for young people and staff.
1 This advice is current on this date. The advice is reviewed periodically and may change as evidence is published and more about the virus is understood
This advice is a general set of broad guidelines in order to support the significant local variations in resource within home economics departments.
2. How to use these guidelines
This document reflects the latest scientific evidence and advice and the significant progress that Scotland has made in suppressing the virus. A risk-benefit approach to decision making can be helpful while understanding that no risk can be reduced to zero.
This document is designed to promote a consistent and equitable approach against the context of the current pandemic. Local authorities and schools will understand best how these guidelines can be applied in their settings. They should do so in a way that prioritises the health, safety and wellbeing of all children, young people and staff, and ensure that the risk mitigation measures are implemented effectively. It has been written to stimulate conversations about how home economics can be safely and effectively delivered. Consideration should be given to the costs of food provision within schools and the potential financial challenges that many families experience. Further discussions around supporting learners during this challenging time for many, are likely to be required.
3. Practical considerations
1
Physical Distancing and Ventilation
Physical Distancing
Enhanced attention is required to observe and implement the current guidance on physical distancing in the classroom, reinforcing the importance of adults maintaining distance from pupils and of the precautionary approach encouraging distancing between young people, particularly in the senior phase.
Ventilation
Staff should consider ventilation in the classroom, and follow local/school guidelines.
Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020, Para 38 and 39 states: 'Schools should ensure adequate levels of ventilation. Where centralised or local mechanical ventilation is present, systems should be adjusted to full fresh air. If this is not possible systems should be operated as normal. Where ventilation units have filters present enhanced precautions should be taken when changing filters. Ventilation systems should be checked or adjusted to ensure they do not automatically adjust ventilation levels due to differing occupancy levels.
'Wherever it is safe to do so, doors and windows should be kept open to increase natural ventilation (this advice will be reviewed as we head into the winter months). This will also help to reduce contact with door handles.'
2 Use of classrooms
- Pupils should enter the room individually and make their way to their workplace. As a precautionary approach, physical distancing should be encouraged where possible, between adults, and between young people, particularly in the senior phase.
- The teacher should have an assigned area to ensure a 2m spacing. This should be clearly marked. It is recommended that staff wear a face covering outwith this designated area when interacting with young people; supporting practical tasks.
- Outdoor coats should ideally be placed away from the teaching area. If this is not feasible, they should be carefully stored away from food areas. School bags and other personal belongings should also be kept away from food areas. If mobile phones are being used under instruction of the teacher, close attention should be paid to cleaning before and after use.
- Use learner voice to reflect on how well protocols are being followed and how practice can be improved, for example, young people could be involved in making plans to overcome excess movement in a classroom and also to avoid sharing equipment. This is an important aspect of problem solving which young people can become involved in and will help support teachers in these efforts.
- In textile rooms where possible, desks should be arranged to create a working area adjacent to the sewing machine to minimise movement around the room. Students should be allocated a machine and given instructions on cleaning of machines before and after use, paying particular attention to the balance wheel, presser foot lever and needle and any other touch areas.
3 Purchase/ Storage / Retrieval of food items
- School procurement systems are not always able to provide the appropriate items - often local shopping is essential for learning and teaching to continue. Arrangements need to be made to make sure that safe local shopping can happen, for example, face coverings and care with storage of packaged items.
- Food items should be handled and stored carefully. A minimum amount of handling is preferable.
- Food Packaging:
Food Standard Scotland (Covid-19 and Food), point 7; 'frequent hand washing will help to minimise the potential for indirectly spreading the virus from any surfaces that may have become exposed, including packaged and unpackaged foods…it is advised to wash your hands thoroughly after handling food deliveries or unpacking your food and drink… on returning from the supermarket'.
Point 8 states, 'it (Covid-19) is not known to be transmitted by exposure to food or food packaging. However it is always important to follow good hygiene and preparation practices when handling and eating raw fruit, leafy salads and vegetables which have not been pre-washed. Wash in a basin of clean water or under the tap to remove any contamination on the surface. You should not use soap or disinfectant when washing food. Peeling the outer layers or skins of certain fruits and vegetables can also help to remove surface contamination'.
- Sharing food across classrooms should be carefully managed. It is preferable that items are retained and stored within each food technology teaching area.
4 Hygiene measures and safe equipment/resource management
- Schools should consider whether the home economics department should be linked to the enhanced cleaning programme across the school.
- Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020, Para 34 states: 'Careful consideration should be given to the cleaning regime for specialist equipment (e.g. in practical subjects or for children with additional support needs), sensory rooms, practical subjects with specialist equipment and dining halls, etc. to ensure safe use'.
Adjustments may have to be made to clean equipment, including any electronic technology and work surfaces following practical activities. Cupboard and door handles, sinks and taps should be carefully cleaned:
Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020, Para 31 states: 'Local authorities and schools should ensure that an enhanced environmental cleaning regime is in place. This specifies in particular: 'Ensuring regular (at least twice daily) cleaning of commonly touched objects and surfaces (e.g. desks, handles, dining tables, shared technology surfaces etc).'
- The usual high expectations of cleanliness and hygiene in home economics classrooms should be applied. Hand washing facilities should already be
available for each station and learners should carefully wash their hands for a minimum of 20 seconds on entry to classrooms and before and after practical activity. Paper towels need to be carefully placed in bins and these must be emptied at least daily. Paper towels and soap should be regularly replenished.
- Where possible all equipment required for the lesson should be made available for each station to minimise pupil movement around the room.
- Where possible dishes which are used daily could be carefully washed in a dishwasher at the end of each day. Cloths, aprons, drying towels and any fabric resources should only be used once, and should continue to be washed daily - as is normal procedure in most schools. Use the warmest water settings (60 degrees where possible) and dry items completely Core COVID-19 Information and General Guidance for General (NonHeathcare) Settings 21 August 2020, Para 2.6 page 18. Some young people may bring their own apron from home, for their own use.
- The preparation of ingredients and materials could overflow into an empty room if there is one available.
- If young people usually collect food at the end of a day for taking home, some consideration will be required about how this can be done safely and with limited movement in corridors.
- In textile rooms, sets of basic equipment, for example, pins, scissors, quick unpick could be placed in a plastic tray on each desk with pupils taking responsibility for wiping down equipment at the end of the lesson. Where students require use of an iron etc. then a small area could be set up for this, with students asking permission to enter this area one at a time.
5 Other considerations
- Teacher demonstrations could be done from behind a Perspex screen, but they are not essential. Alternatively, the teacher could use a table at the front of the class and stay an appropriate distance from learners. The use of technology, for example, data projectors, digital cameras / visualisers to project what is being demonstrated may also be helpful.
- Where possible, recipes should be shared on the board. Alternatively, or where a young person requires additional support, individual recipe sheets/books may be used, protected in plastic envelopes and cleaned at the end of the lesson.
- Observing learners: The guidance in Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020, does allow brief interactions between teachers and learners closer than 2m. If these are brief (15 minutes or less) then no additional measures are needed. Para 64 states however: 'Where adults cannot keep 2m distance and are interacting face-to-face for a sustained period (about 15 minutes or more), face coverings should be worn'.
- Consideration should be given to the needs of young people who require additional support. Where there is a need to work in close proximity with adults and young people the safety measures to protect adults and children and young people alike should be followed. Staff should wear a face covering, and regularly wash their hands before and after contact. Para 114: Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020,
4. Risk assessment
Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020 , includes information on risk assessment. Para 17 states: 'Specific risk assessments should be completed regarding school cleaning and the use of school kitchens, including those used for home economics.' A risk benefit approach to decision making can be helpful while understanding that no risk can be reduced to zero.
It is a legal requirement that local authorities and head teachers ensure that risk assessments are conducted or updated to reflect a full return to school. All risk assessments should be reviewed regularly as circumstances change to ensure that the safety and wellbeing of children, young people and adults is not compromised.
While intended for wider use, the Health and Safety Executive has produced helpful guidance on COVID-19 risk assessments.
5. Conclusion
Changes in incidence of COVID-19, and the potential impact on the practical, experiential learning in Home Economics will be kept under review and updated when necessary. Local authorities and schools will also need to be able to adapt to local issues, for example, outbreaks or community clusters in cases of COVID-19, and follow any locally-determined advice and guidance.
6. Appendix
These policy documents currently provide a frame of reference for Scottish education:
More detail, particularly about wider school issues can be found in Scottish Government advice which can be found here:
Coronavirus (COVID-19): Guidance on preparing for the start of the new school term in August 2020,
Coronavirus (COVID-19): support for continuity in learning (30 July 2020)
Coronavirus (COVID-19): Curriculum for Excellence in the Recovery Phase (5 June 2020)
Education Recovery Group: Blended learning (June 2020)
While intended for wider use, the Health and Safety Executive has produced helpful guidance on COVID-19 risk assessments.
Scottish Schools Education Research Centre (SSERC) produced guidance for school Science and Technology departments coming out of lockdown. Much of this guidance is of relevance in all practical subjects. There is also information on the safe use of hand sanitiser. SSERC Covid-19- Back to school 1 st September 2020.
7. Acknowledgements
Education Scotland would like to acknowledge the contribution of Home Economics teachers and local authority colleagues in developing the COVID-19 Pandemic: Return to educational establishments – Home Economics GUIDELINES 8 th September 2020.
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PE1519/A
Petitioner Letter of 11 June 2014
In Scotland, instead of insisting that salmon farmers install and maintain highstrength tensioned predator exclusion nets to humanely keep seals away from their salmon, the Government gives the salmon farmers licenses to shoot seals.
If the Scottish Government did more to protect seals more jobs would be created in our rural communities.
The seal shooting licenses give a limit to the number of seals the holder can shoot but no-one checks to see how many are actually killed. The shooters simply write down the number of seals they have shot in the returns they make to the Government. Perhaps the box they put the number in should be called "The Honesty Box"?
In 2010 the Chinese Government stopped buying salmon from Norway after the Norwegians awarded the Nobel Peace Prize to a Chinese dissident. China started buying from Scotland instead - obviously the Chinese do not realise that two-thirds of the fish farms in Scotland are Norwegian owned!
The Scottish First Minister and several of his Environment Ministers have been very busy promoting Scottish salmon in China and as a result output from floating factory fish farms in Scottish waters will treble or quadruple in the next few years. While Norwegian companies get around the Chinese ban by selling Scottish grown salmon to China, Scottish consumers are finding shops stocking more and more salmon imported from Norway as much of the Scottish grown fish is destined for export!
In the spring of 2014 Tesco had to order its stores to re-organise a major sales promotion for Scottish produce after it was discovered that most of the salmon being sold under huge "100% Scottish" banners and saltire flags had actually been farmed and killed in Norway.
It is bad enough that the Scottish Government does not insist that fish farms humanely exclude seals from getting close to their stock. It is ludicrous that it is mainly Norwegian owned companies who profit from this cost-cutting measure.
John F Robins Save Our Seals Fund
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Forest Enterprise Scotland
Deer Management on the National Forest Estate Current Practice and Future Directions
1 April 2013 to 31 March 2016
[Draft 20.03.2013]
Contents
Introduction
The significance of deer on the National Forest Estate
Protecting and enhancing the environment
Supporting social well-being
Supporting sustainable economic development
Distribution of deer on the National Forest Estate
Working with others
Deer Management Groups
Working with neighbours and stakeholders Leading by example
Our approach to professional standards
The FES deer management team
Professional standards
Operational guidance
Forestry Commission Firearms Advisory Group
Industry best practice
Deer Management Qualifications
Raising Awareness
Health and safety
Resources for deer management
How we manage deer
Planning deer management
Evidence-based Management
Deciding the management approach
Fencing
Culling
Setting Cull Targets
Distribution of the cull
Deer Culled on the NFE 2010/11 & 11/12
Firearms and ammunition
Out of season and night shooting
Safeguarding the welfare of deer and the wider environment
Deer health
Deer vehicle collisions
Despatch of wounded deer
Managing significant incursions of deer
Sika deer
Other non-native species
Wildlife crime and disturbance
Deer stalking on the NFE
Recreational stalking
Accompanied stalking
Venison
Venison Supply
Quality Assurance
Deer Larders
Summary of key commitments
INTRODUCTION
Forestry Commission Scotland (FCS) serves as part of the Scottish Government's Environment and Forestry Directorate and is responsible to Scottish Ministers. Forest Enterprise Scotland (FES) is an agency of Forestry Commission Scotland charged with managing the National Forest Estate (NFE).
FES manages about 9 per cent of Scotland's land area in line with the Scottish Government's 'Land Use Strategy' to deliver a wide range of public benefits, including those outlined in the Scottish Government's 'Scottish Forestry Strategy'. The 'Role of the National Forest Estate and Strategic Directions' lays out our priorities and approaches around six themes, each of which has a connection with deer management:
- Treasured: Deer are part of what our stakeholders treasure about the NFE.
- Healthy: Managing deer as a keystone species is of fundamental importance to the environmental health of the NFE.
- Productive: Deer are also an important economic resource in their own right and deer impacts need to be managed to safeguard the productive potential of the NFE.
- Accessible: We recognise that in increasing the accessibility of the estate, we must manage the interface between deer and forest users.
- Cared for: We want to harness the value of deer in ecosystem management and continue to ensure high standards of deer welfare and management.
- Good value: We aim to manage deer impacts efficiently and effectively and recognise that recreational stalking and venison are important income streams.
Management of deer is an underpinning activity essential for the delivery of benefits from the NFE. We aim to play a full part in contributing to and delivering the Scottish Government's 'Scotland's Wild Deer a National Approach' and the 'Code of Practice on Deer Management'.
Our aim is to maintain healthy wild deer populations and manage deer impacts across the NFE consistent with the carrying capacity of the land and the successful delivery of our management objectives.
This document sets out the approach of FES to wild deer management.
The significance of deer on the National Forest Estate
This section summarises the value and impacts of deer on the NFE.
We manage the NFE as a multi-benefit resource to deliver a range of environmental, social and economic benefits in a diversity of situations. Where possible we set management strategies at a landscape scale to determine how best to integrate management objectives and maximise benefit delivery.
We value and manage deer as an iconic and natural resource which contributes to our biodiversity, climate change, social, cultural and silvicultural objectives.
Protecting and enhancing the environment
Native deer species are an important component of Scotland's biodiversity. This is not just because they are iconic, but also because they are keystone species. What this means is that they have a major shaping effect on habitats, and their actions fundamentally determine the suitability of ecosystems for other species.
The NFE supports a wide range of habitats from mountains, open hill ground, montane shrub, peat bogs through a range of native woodland types to lowland grasslands, coastal dunes and riparian networks, not to mention natural areas in and around towns. This includes 5,400 sites designated for conservation.
We are also responsible for some 12,000 historic environment features. The best examples of habitats and ancient monuments are subject to a high level of statutory designations. Furthermore, we aspire to increase the environmental value of our planted forests through restructuring and diversification – helping natural processes to turn plantations into fully functioning forests.
We want to achieve favourable environmental conditions across the NFE, most importantly on designated sites, but also more widely as this is consistent with Scottish Ministers' land management objectives as laid out in Scotland's 'Land Use Strategy'. Achieving favourable conditions and ecosystem health helps meet the aims of the 'Scottish Biodiversity Strategy' and is usually aided by a degree of deer activity which can help maintain vegetation species and structural diversity and influence succession processes. However, high deer impacts can be detrimental, most obviously to woodland regeneration but also to highly palatable ground layer species; to habitat structural diversity; to dependent insect, bird and animal species; and to fragile ecosystems like peat bogs.
As indicated in the FCS Biodiversity Programme 'Woods for Nature', we will focus our deer management effort to be as effective as possible in reducing negative biodiversity impacts from deer. Our efforts will be directed at protecting designated sites, priority habitats and encouraging overall woodland diversity and broad ecosystem health across the NFE.
Ascertaining the optimum deer impacts to achieve favourable environmental condition, and the appropriate deer densities to support this, is therefore complex and we are still developing our skills in this area. By using a combination of habitat impact surveys, dung counting and population data we aim to establish management strategies appropriate to the unique circumstances of each locality. These strategies also take into account the positive and negative impacts of deer fencing, for example on woodland grouse, vegetation management and recreation access.
Sika and Fallow deer have been introduced into Scotland. Fallow have been part of the Scottish landscape for many centuries and tend to have a low propensity to spread and colonise new areas, and hence are managed to sustain and contain them within their current range. On the other hand, Sika deer continue to spread rapidly and can hybridise with Red deer. We aim to support Scotland's wild deer strategy by helping to limit the spread and population build up of this species.
The NFE is certified and recognised internationally as sustainably managed through Forestry Stewardship Council certification via the UK Woodland Assurance Scheme (UKWAS). Our approach to deer management is considered as part of this certification process.
Supporting social wellbeing
The NFE is one of Scotland's greatest recreation resources, hosting some nine million visits a year. The sighting of deer is a highlight of many visits to the NFE. We aim to manage deer in a way that sustains these wildlife viewing opportunities and accommodates the way people want to access and use the NFE. In the Galloway Forest Park our Red Deer Range provides Ranger-led guided walks and close encounters with Red deer.
We welcome community involvement in planning and land management on the NFE. Over the last 10 years we have been involved with over 100 community partnerships. Through our land management planning consultation, all local communities have the opportunity to comment on local deer management and other aspects of our land management.
With the expansion of our 'Woods In and Around Towns' (WIAT) programme, we are increasingly managing deer in urban and peri-urban areas in order to facilitate and protect the creation and maintenance of green space and woodland environments. We have been at the forefront of developing working methods for the management of urban deer, working with local authorities, the police and other urban stakeholders and taking into account safety of the public, welfare of deer and the impact of deer on road safety and residential properties.
Concern has been growing over the role of deer in road traffic accidents. As we are increasing the presence of the NFE in Scotland's urban area, this is growing as a priority for us. We are proactive in working with partners to find the best strategies to manage this problem. We are also working with the police Wildlife Liaison Officers and local authorities to reduce anti-social activities against deer.
We recognise that neighbouring landowners and householders may have different views and management objectives in relation to deer. In many areas our neighbours have deer stalking interests, and for some this is an important business activity. Local residents are often keen to see deer, although some have issues about deer impacts in gardens. Wherever possible, we aim to take account of our neighbours' interests and views in formulating our deer management approach.
Supporting sustainable economic development
We are committed to managing the NFE as a productive resource. We recognise that deer are a valuable resource that can be sustainably harvested to provide economic activity through high quality wild venison, and, where appropriate, stalking opportunities. Our recreational and accompanied stalking operations contribute directly to the Scottish tourist industry through client spend in local catering and accommodation.
Deer are also an iconic contribution to Scotland's wider tourism offering, and an important component of Scotland's rapidly growing eco-tourism market. We are actively seeking ways to increase the opportunities for the public to enjoy deer at first hand. FES has developed the NFE into a major tourism resource, adding some £230m 1 (2011/12 prices) to the Scottish economy each year. Our Community, Recreation and Tourism teams are working with VisitScotland and local partners on how we can further harness the NFEs natural and cultural heritage to boost tourism, including ecotourism. At key locations we will work to provide quality, low key facilities that significantly enhance the visitor experience such as wildlife viewing hides and informative on-site interpretation such as the Galloway Red Deer Range.
We will work to better understand the local socio-economic impacts of deer and deer management activities on the NFE and on neighbouring properties.
An important aspect of productivity on the NFE is the growing and production of timber – the NFE currently supplies over three million tonnes of timber annually to Scotland's economically important timber industries, accounting for 40 per cent of all timber produced in Scotland. Red deer and Sika at high densities, can impact on the mature timber resource by bark stripping, which damages trees and allows access for tree diseases.
The most significant impact of deer however is on the establishment of young trees. Some 85 million young trees, representing many millions of pounds worth of investment, are in the vulnerable establishment phase on the NFE at any one time. Our woodland creation programme is around 1,000 ha/annum and our restocking programme is rising to around 6,000 ha/annum, with naturally regenerating trees developing within many of our native woodland and continuous cover areas.
As we increase tree planting programmes and seek to diversify the range of timber producing tree species on the NFE, managing deer impacts is becoming an ever greater challenge. This is further accentuated as we move increasingly to continuous cover forestry systems and increased reliance on the natural regeneration of a wide range of tree species.
Between 2009 and 2012, annually between 15 and 20 per cent of the leading shoots of young trees have suffered damage. We need to reduce this to below 10 per cent in order to achieve successful establishment.
1 A Valuation of the Economic and Social Contribution of Forestry for People in Scotland. Research Report for Forestry Commission Scotland. Forest Research. Edinburgh. Available at: http://www.forestry.gov.uk/fr/forestryforpeople
DISTRIBUTION OF DEER ON THE NATIONAL FOREST ESTATE
The Scottish deer population comprises two native species, Red and Roe, and two introduced species, Sika and Fallow.
In 2005 the Deer Commission for Scotland/Mammal Tracing Partnership estimated the Scottish deer population to be around 667,000 (350,000 Red, 300,000 Roe, 9,000 Sika and 8,000 Fallow) 2 .
In 2011 Scottish Natural Heritage estimated the Scottish deer population to be around 783,000 (400,000 Red, 350,000 Roe, 25,000 Sika [and 8,000 Fallow]). 3
Deer are resident on almost all land managed by FES and we host all four species found in Scotland:
Roe: widespread and found in significant numbers in all 10 Forest Districts, predominantly in the lower-lying areas but increasingly on higher elevation ground.
Red: widespread across the Highlands but also found in other upland areas such as the Ochils, Campsies Dumfries and Galloway. Red deer are found in all 10 Districts.
Sika: found mostly in the Borders, Fife, Argyll, Ross-shire, Inverness-shire and Sutherland, but are present in all 10 Forest Districts.
Fallow: found mostly around Loch Lomond, Dunkeld, Dumfries, Galloway and are present in 6 of the 10 Forest Districts.
2 Joint Agency Strategic Environmental Assessment, Draft Strategy for Wild Deer in Scotland, Oct 2007, Appendix 3, Environmental Baseline Information 2.3
3 Woodland Expansion Advisory Group - Briefing Paper WEAG 8e – Sept 2011.
WORKING WITH OTHERS
Deer Management Groups
We support the work of the Association of Deer Management Groups (ADMG) in its efforts to represent the full range of interests involved in deer management and its work to encourage and deliver sustainable deer management across Scotland. FES is represented on the Executive Committee of the ADMG and supports its work to foster good communication and co-operation between the various parties involved in deer management in Scotland. Committee business includes collaboration, venison initiatives, deer welfare, supporting the work of Deer Management Groups, Lowland Deer Network Scotland and feedback to the Scottish Government regarding policies and legislation.
We support the work of local Deer Management Groups (DMGs) in their efforts to foster understanding, constructive and positive discussion, collaboration and co-operation between neighbours and their work to deliver sustainable deer management at local level.
Our deer management teams represent FES on over 40 individual DMGs. They attend and participate in meetings to support the work of the groups but also to discuss with them our:
- local deer management activities;
- proposed deer fencing programmes;
- proposed cull targets and achievements;
- results from habitat surveys and assessments;
- use of contractors, out of season and night shooting
- tree damage assessments; and
We also support the groups in:
- local best practice events;
- the funding, compilation and implementation of group Deer Management Plans.
- deer counts (helicopter or ground-based); and
We currently contribute over £16,000/annum to the work of Deer Management Groups through annual subscriptions.
FES is represented on the Lowland Deer Network Scotland Development and Executive Committee where we are sharing our increasing knowledge and experience of managing deer in the lowland setting.
Working with neighbours and stakeholders
We will work with neighbours to try to establish common ground and resolve issues where we have differing objectives. Informed discussion based on the sharing of objective data, evidence and factual information such as deer counts and habitat assessment will form the basis of any solution. If there is evidence that deer are moving out of the NFE onto adjacent agricultural or crofting land, residential properties, green spaces or public roads and causing damage or issues for road safety, FES will exercise its duty of care and work with neighbours to help manage the situation.
We will continue to seek opportunities for co-operation and sharing of resources, where appropriate and practical, to further sustainable deer management, integrated land management and the safeguarding of Scotland's environment.
We support the Lowland Deer Network Scotland, established in 2011 to represent individuals, public bodies, representative bodies and commercial interests directly involved in the management of deer in the Scottish lowlands. FCS has contributed around £20,000 over two years to support the establishment of the Network.
We are open to supporting the work of other deer initiatives in the development and furtherance of sustainable deer management at national or regional level. We are represented on and support the work of initiatives such as the Deer Management Round Table, Cairngorms Deer Advisory Group, Wild Deer Best Practice Steering Group and Deer Management Qualification Board.
Leading by example
Through an integrated approach we aim to be an exemplar of sustainable deer management, as part of wider land management and achieving ecological resilience in the face of climate change and other pressures and threats. As part of this we actively support research, development and training.
We aim to deliver high standards of deer management to meet our environmental and quality commitments within the UK Woodland Assurance Scheme (UKWAS), Scottish Quality Wild Venison (SQWV), and the 'Code of Practice on Deer Management'. Our teams apply industry best practice.
Our deer management activities are monitored and reviewed on a regular basis by our senior wildlife rangers and are subject to audit by the FES and FCS Internal Audit teams and externally through our UK Woodland Assurance Scheme accreditation.
OUR APPROACH TO PROFESSIONAL STANDARDS
The FES deer management team
FES employs 70 deer management staff (64 Full Time Equivalents), and provides direct work for 30-35 deer culling contractors. Their efforts in protecting the forest environment underpins the work of a large number of FES employees and contractors involved in managing the NFE and its woodlands across Scotland.
This includes a team of around 50 Wildlife Rangers who underpin practical deer management on the NFE. As well as direct deer management, they are closely involved in the forest design planning process and monitor/assist in the management of leases and permissions. Many also make an important contribution to our wider environmental objectives, and are valuable eyes and ears around the Estate.
Our 12 Wildlife Ranger Managers manage FES deer operations at District level, overseeing and supervising the work of Wildlife Rangers and contractors. They also manage the tendering of contracts and permissions, and our deer related monitoring activities.
Three Deer Management Officers manage FES deer activities at regional level covering three or four Districts each. They represent FES on regional and national committees and initiatives. They oversee the implementation of deer management policy and practice, and lead on programming and budgeting.
We have a small administrative team based in each of the regional deer hubs (admin centres), in Golspie, Dunkeld and West Calder who provide a professional administrative and customer care service to the deer management team, contractors, lease/ permission holders and accompanied stalking clients.
We also use the services of around 30-35 professional contractors on short-medium term contracts to support the work of the Wildlife Rangers in protecting the forest environment.
Over the last two years around 60 per cent of the cull was achieved by our Wildlife Rangers, about 25 per cent by contractors, around 15 per cent by lease or permission holders and a small number by accompanied stalkers.
Professional standards
All Wildlife Rangers and contractors working on the NFE have 'Deer Stalking Certificate 2', are SNH registered as 'Fit and Competent' hold 'Trained Hunter' status, work to Scottish Quality Wild Venison (SQWV), assured standards and industry best practice. Contractors are selected by national competitive tender and must have the appropriate qualifications, firearms licence, equipment and Public Liability Insurance. The tender process is formally audited.
The operational standards of the Wildlife Rangers and contractors are monitored regularly by our Wildlife Ranger Managers and Deer Management Officers. This includes deer welfare, health and safety, shot placement, carcass recovery, presentation and quality. Cull targets for our Wildlife Rangers and contractors are set by the Wildlife Ranger Managers and agreed by the Deer Management Officers.
We are working to develop a programme for apprentices or trainees in wildlife management. We are currently in discussion with Scottish colleges and our Learning and Development colleagues to assess the future potential and possible mechanisms for Wildlife Ranger trainee development on the NFE and we hope this will lead to the creation of Wildlife Ranger apprentice or traineeships providing opportunities for new entrants to enter into the wildlife management sector.
We promote training and continual professional development for all our deer management staff. The FES Wildlife Ranger team undergoes continual assessment and update training in order to maintain a high level of competence. This includes:
- health and safety, risk assessment;
- carcass handling;
- 5-day firearms refresher training;
- marksmanship;
- manual handling;
- dog training;
- first aid;
- ATV training
- information technology; and
Development includes a visit to the game dealer premises to increase understanding of the venison processing industry, end-products and the need for high standards of food hygiene and quality presentation of deer carcasses. We will incorporate into our training regimes the guidance being developed by the Wild Deer Best Practice Steering Group and SNH to support delivery of the 'Code of Practice on Deer Management'.
Some of our Deer Management staff benefit from the Nature Exchange Programme to participate in fully funded study visits to organisations in other European countries, to exchange best practice and to establish new contacts and partnerships for future cooperation.
Operational guidance
The Forestry Commission has produced three internal guides to inform and steer our deer management activities:
- OGB 5 Deer Management;
- OGB 14 Using Firearms
- OGB 5a Wild Venison Standard; and
A review, revision and updating of the guides which commenced during 2012/13, continuing through 13/14 will take into account recent changes such as the outcomes of the Wildlife and Natural Environment Act (Scotland) 2011. We will also develop guidance for others shooting on the NFE.
Forestry Commission Firearms Advisory Group
The Forestry Commission has a Firearms Advisory Group on which there are senior deer management staff representatives from across the Forestry Commission, and members of our Health and Safety, and Learning and Development teams. The Group works to address FC-wide firearms and deer management issues including health and safety and the revision of operational guidance.
Industry best practice
We support the deer industry in implementing and developing best practice, standards and competence. Managing all four species of deer across Scotland, over many years, across the Highlands, the lowlands and in the urban environment, we have accumulated a great deal of knowledge and experience which we offer in support of ongoing developments and initiatives.
Within operational limitations we offer the use of FES rifle ranges and deer larders to recognised DMQ Assessment Centres, for training and assessment purposes in the crofting areas where facilities and opportunities are otherwise limited.
FES actively participates in the Wild Deer Best Practice Steering Group, and currently contributes £25,000/annum to support the work of the Group. We will continue to help develop, promote and implement guidance from the Best Practice Group, and FES staff will also support related training or best practice events.
We have taken a lead role, in liaison with industry groups, in creating resources for professional development, for example DVDs on stalking deer in woodlands, humane despatch and urban deer management.
Deer Management Qualifications
FES participates in the Deer Management Qualification Board. We also participate in the DMQ Technical Advisory Group. Two of our Deer Management Officers are DMQ Assessors whilst one is also the FES Internal Verifier. In addition, 30 of our Wildlife Ranger Managers and Wildlife Rangers are Approved Witnesses and they can train and assess stalkers to DSC 2 as part of their accompanied stalking work.
Our general requirement is that all personnel shooting unaccompanied on the NFE must have Deer Stalking Certificate 2. The exceptions to this are:
- recreational stalkers who can have DSC 1 but must attain DSC 2 within the year, until which time they must be accompanied by member of the syndicate who is a DSC 2 holder; and
- accompanied stalking clients (some of who may have an appropriate European qualification), who are accompanied by a Wildlife Ranger who has DSC 2.
Raising Awareness
As a significant land and deer manager and provider of outdoor recreation, FES has a unique opportunity to raise awareness of the place and importance of deer in Scotland and on the NFE and the deer management activities necessary to protect the environment. We will use these opportunities to provide factual information about deer management, why it is important and how it is carried out.
Health and safety
All of our deer management activities are undertaken within a comprehensive health and safety framework. We employ professional health and safety advisors and take a continuous improvement approach to assessment and mitigating risk. Health and safety considerations are a major factor in defining working methods, Wildlife Ranger training and development programmes, and provision of equipment for deer management. We operate comprehensive fail-to-safe lone working systems. Our Wildlife Rangers use the Guardian 24 lone working system which requires logging-in and logging-out, before and after deer management activities.
In most circumstances we safely carry out deer management activities whilst maintaining open access to the NFE. However, safety will always be the over-riding principle in all our management activities, and we take full account of patterns of woodland use by the public where we are determining our deer management plans for an area.
Prevention of Lymes disease forms a key part of health and safety management for all operatives working on the NFE. In addition we provide public information on tick avoidance and what to do if bitten.
Resources for deer management
Each year we invest some £6 million in deer management and deer fencing; a significant input into the rural economy in itself, and equating to just under £7/ha of the NFE. This funds a wide range of activities including:
- contributions to the deer initiatives;
- damage and impact surveys;
- representation on deer initiatives & working groups;
- wildlife Ranger equipment, protective clothing, dogs etc;
- planning for deer management;
- lone worker safety system;
- ATV track construction and maintenance;
- larder maintenance/equipment & waste disposal;
- maintenance of deer glades;
- deer fencing (construct, inspect, maintain and dismantle);
- culling activity; and
- managing leases/permissions;
- buildings compliance.
HOW WE MANAGE DEER
Planning deer management
We are committed to maintaining sustainable, resident deer populations on the land managed by FES, taking into account the welfare of individual deer as well as the wider population. We do not take a single species or single site approach to management of deer but rather an ecosystem approach for delivery of multi-purpose benefits.
Objective setting for deer management is undertaken through our spatial planning process, focused on the forest plan and informed by national and Forest District strategies. For designated sites and priority habitats, deer management objectives are embedded in FDPs, based on surveys and condition monitoring work. Deer management aspects of planning are brought together in local deer management plans, usually in collaboration with other land owners.
We are currently reviewing our land management planning and strategic spatial planning systems to take forward the integrated management of woodland and open space using an ecosystem-based approach. This will achieve more joined-up delivery of a full range of ecosystem services, including deer management aspects, and help us better take account of uncertainties and pressures like climate change and invasive exotics.
We recognise that woodland creation and development happens over a long time-scale, and that ongoing and consistent deer management is important to avoid failure due to deer impacts.
We plan and manage land on the NFE taking into account the needs of deer management and deer welfare. Our design plans for woodland establishment across the NFE are developed to include appropriate areas of open ground for landscaping, conservation and amenity purposes but also to facilitate safe and effective deer management. Our deer management teams input to planning at the strategic and local level by providing information on deer species and impacts, ensuring the provision of open ground, ATV access tracks and fences where appropriate and commenting on tree species choice.
Evidence-based Management
We use the best available evidence to determine the appropriate deer densities required to meet management objectives, and the cull targets necessary to achieve those densities. This ranges from formal habitat impact assessments, stocking density assessments, tree damage assessments, effective deer utilisation (dung counts), helicopter and ground-based deer counts (including thermal imaging), as well as making the most of what we see on the ground. Assessments include site condition monitoring such as fixed-point photography and quadrats, and collection of information on livestock and deer sightings, and distribution of ground vegetation. FES provides training for surveyors to recognise the various forms of damage.
When reviewing damage to ground vegetation, tree growth etc, we take into account local grazing/browsing impacts caused by other herbivores such as sheep, goats, cattle and rabbits.
We will continue to collect objective and evidence-based data to guide our deer culling operations. During 2013/14 we will commence a review of our monitoring, survey, assessment and decision-making processes with the purpose of rationalising and improving the analysis, consistency and use of existing and new data with the longerterm aim of:
- predicting likely damage impact levels;
- ensuring clarity of objectives and approach in our management of open range habitat.
- setting deer culls to prevent or reduce impacts; and
The Native Woodland survey of Scotland (NWSS) provides the first ever overall picture of deer and other herbivore impacts in native woods throughout Scotland alongside detailed information on woodland structure and composition. We will take into account the NWSS information together with our own data systems to help assess priorities for action to protect and conserve native and ancient woods working together with neighbouring land managers where possible.
Deciding the management approach
Once deer management objectives have been set in support of our wider delivery intentions for the land area, the main decision on management approach is the balance between fencing and culling. When making that decision we broadly consider the costs and benefits of each, both financial and in relation to wider benefits and potential issues.
The UK Woodland Assurance Scheme requires that 'appropriate wildlife management and control shall be used in preference to fencing', and generally, management of deer populations by culling offers the most holistic basis for delivering our objectives across the NFE so this will tend to be our favoured approach where it is viable.
Fencing
Fences are an important deer management tool but are rarely the complete or ideal solution. Fencing is costly to plan, erect, inspect, repair and dismantle. Fences have a limited life, and can be difficult to keep deer-proof. They are not effective during periods of deep snow, after storms when windblown trees flatten fences, in areas where vandalism is a problem, or when gates are left open. Furthermore, fences can affect the ranging behaviour of deer, impact on other wildlife like woodland grouse, and can be an impediment to recreation access. They can be visually intrusive and impact on landscapes, and protect only the parts of the forest enclosed leaving the remainder vulnerable to adverse impacts from deer. Fencing within semi-natural woodland to achieve natural regeneration can lead to a dense stand structure that casts heavy shade and threatens rare plants.
In many areas fencing forms a part of our approach to deer management. Where feasible, march fences are an important tool if we have different deer management objectives from our neighbours. We try to minimise the use of internal fences, but these can be essential in localised high risk situations, for example where we are establishing concentrations of particularly palatable tree species that can only tolerate very low deer numbers and need constant protection.
FES sustains major fencing commitments, currently extending to around 2,250 km of deer fences across the NFE. Each year we spend in the region of £0.5-£1.0 million on
deer fencing. Given limited resources, and potential negative impacts, fencing activities have to be carefully targeted for maximum effect. Where we do erect and maintain strategic or boundary fences this will be in agreement with the relevant neighbours, for mutual benefit and with cost sharing in accordance with the relevant legal agreements and titles.
Our fencing is planned and managed in accordance with the principles of the 'Joint Agency Statement on Deer Fencing – June 2004' and using the 'Practical/Technical Guidance for Deer Fencing (May 2012)' to assess impacts and mitigation.
We will continue to utilise deer fencing as a carefully targeted option for effective deer management taking into account environmental, access, shared-costs, benefits and budgetary constraints. Many of our new woodland creation sites will be deer fenced. As fencing is rarely a complete solution, we continue to monitor browsing impacts in fenced areas and undertake supplementary culling as necessary.
Culling
Setting Cull Targets
Our Wildlife Management teams work with their Operations and Environment colleagues and survey consultants to agree deer density targets based on the evidence available and our management objectives. Through ongoing consultation, for instance via Deer Management Groups, we also consider the deer management objectives of our neighbours when setting cull targets for the NFE.
Determining appropriate deer populations and hence cull targets is an iterative process. Habitat data, damage impact results and cull returns are monitored and assessed and, if necessary, adjustments made to subsequent cull targets. Where our focus is on woodland development and habitat management recommended deer densities are typically between 2-7 deer/km 2 .
Distribution of the cull
FES cull data is summarised in the following table [note: maps showing the distribution of the cull by deer species will be provided in the published version of this document].
Deer Culled on the NFE 2010/11 and 11/12
The FES cull represents around 28-30 per cent of the Scottish deer cull, and represents an estimated 3 per cent of the Scottish deer population (for reference the NFE extends to about 9 per cent of Scotland's land area).
The deer cull in 2013/14 and 14/15 will increase to an estimated 28,000-29,000 as we seek to reduce impacts on the NFE. The precise cull achieved in each year of the forecast will vary according to operational circumstances and decisions based on the results of ongoing deer impact monitoring.
Firearms and ammunition
We restrict the type and calibre of firearm used on the NFE to those which are suitable for the safe, legal and effective culling of deer. The permitted categories of firearm for shooting deer on the NFE are centre-fire rifles, and shotguns for roadside Deer Vehicle Collision (DVC), deer casualties.
Because of concerns about lead in the environment, non-leaded ammunition is currently being trialled by some of the FES Wildlife Ranger teams. Results will be reviewed taking into account effectiveness of the ammunition and its potential benefits in helping safeguard the welfare of wildlife and the natural environment. Consideration will then be given to its wider use on the NFE but this process will include consultation with the relevant FES stakeholders.
Out of season and night shooting
Deer can cause damaging impacts to trees and ground flora at any time of year. We therefore need to monitor this and ensure protection of the Estate's biological resources throughout the year. Out of season and night shooting are essential in helping us manage damage impacts across the NFE.
All FES out of season and night shooting activity is discussed with the statutory deer authority, SNH. All applications are based on an objective justification and require to be authorised by SNH. We adhere to any conditions set.
Approximately 80 per cent of the cull on the NFE is achieved between 1 October and 31 March. We do not cull female deer during the period from 1 April to the 30 September, except for Sika for which we might make applications from 15 September. Over the last two years about 7,200 deer/annum have been culled out of season.
Night shooting, using spotlights to illuminate animals, has been used for many years when necessary, for culling deer to reduce damage impacts on the NFE and to undertake deer management in heavily used forests where public safety is a major consideration. Over the last two years about 3,500 deer/annum have been culled at night. Local police are informed before carrying out night shooting activities.
Over the last two years a further 3,300 deer/annum have been culled both at night and out of season.
SAFEGUARDING THE WELFARE OF DEER AND THE WIDER ENVIRONMENT
Deer health
Wild deer can potentially host, be affected by, or carry, a range of diseases such as Chronic Wasting Disease, Blue Tongue, Lyme disease, Johnes disease, TB and Foot and Mouth. We will work with SNH to manage and minimise the risk of deer disease outbreaks by sharing information and implementing agreed biosecurity measures.
We also collect samples from deer, such as tissue samples or ticks, to inform research projects relating to diseases affecting deer such as TSE (Transmissible Spongiform Encephalopathies). Given the extent and distribution of the NFE, this offers a significant and ongoing insight into the health of Scotland's deer.
Deer vehicle collisions
Road traffic accidents involving deer can have a tragic human cost, through fatalities and injury. They can also be costly in terms of damage and disruption to traffic flow. Transport Scotland estimates 8,000-10,000 deer-related road accidents in Scotland each year, and these result in a significant number of injuries to people. The economic cost is estimated to be £5 million /annum. Deer vehicle collisions also represent a major deer welfare issue. Vehicle collisions involving deer often increase during April and May as roe deer territorial behaviour peaks and young deer venture out on their own. Parts of the Highlands experience a peak during the winter months particularly as red deer come down to lower elevations.
We work proactively to reduce the risk of road traffic accidents involving deer on and adjacent to the NFE. We co-operate with local police, Transport Scotland and local communities where there is a heightened potential for deer from the NFE to cause accidents on adjacent public roads. We take this into account when formulating deer management plans for the urban and peri-urban parts of the NFE, and indeed wherever there are busy roads nearby.
Despatch of wounded deer
We are committed to the humane despatch of injured or dying deer such as may result from deer vehicle collisions or ineffective shot placement. Where appropriate we use trained deer dogs to follow-up wounded deer. As from 2013/14 our staff will receive enhanced training in the methods and options for humane despatch using rifle, knife or shotgun.
In tackling an injured deer our priority is to ensure the safety of the operator and the public; and to minimise the suffering of the injured or dying deer.
Managing significant incursions of deer
During particularly severe winters large numbers of deer may move onto the NFE. This may even happen in fenced areas as snow builds up along the fence-line. The result can be rapid and severe impacts to young trees and important habitats, jeopardising the achievement of objectives, setting management progress back sometimes many years, and resulting in high remedial costs. It can also impact adversely on resident deer populations given that there is limited food and shelter within any given locality. In these conditions deer may be severely weakened and deer welfare becomes a major consideration.
In consultation with the deer management sector we have developed an agreed protocol for managing emergency situations resulting from major deer incursions. This involves a rapid assessment of the situation and immediate communication with neighbours to discuss each specific incursion, and rapid action to resolve the situation. In some cases moving deer out of vulnerable areas may be possible; in others an emergency cull may be necessary.
Sika deer
Sika deer are an introduced species progressively expanding across Scotland. They can interbreed with Red deer and can cause particularly severe damage to trees. We are committed to the effort to reduce the expansion of Sika deer and to help reduce impacts on the genetic integrity of the Scottish Red deer population. Where they are present, Sika deer are a particular focus of our culling effort. During the past 15 years FES has cooperated with Edinburgh University in collecting DNA samples for their Red/Sika hybridisation research project.
Other non-native species
We have a competent and knowledgeable deer management team with considerable experience in wildlife management across Scotland. We are therefore ideally placed to support SNH in applying the 'Invasive Non-native Species Code' to prevent establishment or further expansion of non-native species such as Muntjac, wild boar or grey squirrels
In order to fulfil our land management responsibilities we work in conjunction with SNH and other agencies regarding the prevention of the establishment of non-native species on the NFE.
Wildlife crime and disturbance
We will report any suspected incidences of wildlife crime and help contribute to initiatives to tackle wildlife crime. We work in collaboration with the police in reporting and investigating incidences of poaching and other criminal activity on the NFE.
In keeping with the Wildlife and Natural Environment (Scotland) Act 2011 we are committed to managing disturbance to wildlife. We provide guidance to all relevant staff, contractors and recreational stalkers and make it clear that it is an offence to intentionally or recklessly kill or disturb wild birds.
DEER STALKING ON THE NFE
Recreational stalking
As part of our forest protection activities we provide suitably qualified members of the public with opportunity to participate in stalking on land managed by FES. In protecting the forest environment from adverse deer impacts we are currently able to provide that opportunity for around 550 recreational stalkers each year on approximately 144,400 ha (22per cent), of the NFE. This represents around 8,250 stalking trips per year. Stalking on the NFE contributes to the local economy. For example a BASC deer stalking lease on Arran is estimated to directly contribute around £45,000/annum to local businesses. Stalking also generates income for FES, which helps offset our deer management costs.
We continually review the balance between recreational stalking and in-house deer management. In each case we assess the deer management risks and challenges we face. In high risk situations we are less likely to offer recreational stalking. We also assess the suitability of the area for recreational stalking in terms of both geographical location and local issues like collaboration with neighbours and interaction with other uses of the area, for example by the public.
We are currently phasing out deer management leases and introducing deer management permissions, which are a more flexible basis for offering recreational stalking in a fair and open way, and with lower costs of administration. We require recreational stalkers to have DCS 2 (or have DSC 1 and attain DSC 2 within year one). They must hold a valid British firearms certificate including authorisation to hold or purchase a legal calibre of firearm for shooting deer and must hold sufficient public liability insurance.
Recreational stalkers enter into an agreement with FES to cull an agreed number of deer in order to help reduce deer impacts on the NFE. They are required to work to agreed procedures and health and safety management. Deer shot by recreational stalkers are usually retained by the stalker. Where carcasses are to be sold-on, FES will encourage the use of SQWV approved venison dealers. FES retains concurrent rights to manage the cull where it is falling behind, in order to protect our wider land management objectives.
Accompanied stalking
FES provides members of the public some opportunities to stalk deer, accompanied by an FES Wildlife Ranger. Clients must have a firearms certificate and appropriate insurance.
Our accompanied stalking offer attracts clients from Europe and the UK to shoot deer in-season. In 2011/12 FCS offered 27 stag weeks, seven Roe buck weeks and six doe/hind weeks. This has spin-off benefits for local businesses such as accommodation and catering.
During 2013/14 we will be reviewing accompanied stalking, and looking at opportunities to develop the associated wildlife viewing and field-craft aspects of the experience. However, availability will always be somewhat limited given our land management and protection priorities.
VENISON
Venison Supply
Whilst we do not cull deer for the purpose of venison production, we do provide the Scottish venison industry with a regular supply of quality deer carcasses to support the marketing of healthy venison products to the consumer. All carcasses shot by our Wildlife Rangers and contractors are supplied under Chain of Custody and are FSC 100 per cent approved. We meet our Chain of Custody responsibilities as part of our UK Woodland Assurance Scheme commitments.
As Scotland's single largest producer we supply in the region of 23-24,000 quality deer carcasses per year directly to the venison industry. This is mainly via a long-term contract and partnership arrangement with a major game dealer, but also via local sales. We collaborate with the contracted game dealer to promote Scottish wild venison, through branded packaging - around 1.2 million items per year. We will work with the game dealer to promote the direct link between sustainably managed forests, the sustainable culling of deer to protect the forest environment and the supply of quality assured venison to the consumer. We will work with them to promote the marketing of all four species of deer.
We provide a small number of deer carcasses for local sale to individual members of the public, small local businesses and niche markets. FES has the appropriate Venison Dealers Licence granted by Local Authorities.
Quality Assurance
We support the work of the Scottish venison initiatives and their work to enhance the quality and marketing of wild deer venison as a healthy and sustainable high quality product. FES participates in the Scottish Venison Partnership (SVP), and the Scottish Quality Wild Venison (SQWV) committee.
We currently contribute £18,000 annually to support the work of the venison initiatives (SVP and SQWV).
We have an ongoing programme of investing in equipment, larders, vehicles, systems, training and development in accordance with the requirements of the SQWV assurance scheme standards, which is endorsed by the Food Standards Agency. This helps ensure that well-presented, quality carcasses are made available to customers at FES deer larders in accordance with food hygiene standards such as the Food Hygiene Regulations 2006.
We will continue to invest appropriately in the best practice and quality assurance aspects of our deer management work and we will encourage permission holders to apply SQWV standards and to sell venison to SQWV accredited game dealers.
Deer Larders
We maintain a modern fit-for–purpose infrastructure of 41 deer larders and associated carcass management systems. We have installed scanners, computer hardware, software and internet connection in all our deer larders in order to facilitate provision of up to date information to our Wildlife Management System and the game dealer. This ensures traceability and informs the game dealer's scheduling of carcass uplift.
SUMMARY OF KEY COMMITMENTS
We will manage the NFE as a multi-benefit resource to deliver a range of environmental, social and economic benefits in a diversity of situations.
We will manage deer at densities which will allow the sustainable management of a diverse, productive and resilient NFE which produces quality timber, vibrant ecosystems, attractive landscapes and quality venison.
We will manage deer in a way that contributes to the rural economy as far as this is compatible with our other management principles.
We will value deer as an iconic asset and keystone species.
We will use the NFE as an exemplar of best practice for deer management.
We will place health and safety and deer welfare at the heart of our deer management activities.
We will work closely with neighbours and relevant organisations to promote sustainable deer management through an ongoing process of collaboration seeking to recognise and understand the interests of all parties.
We will support the work of SNH and the deer initiatives.
We will use a combination of deer culling and deer fencing to manage deer impacts and densities to acceptable levels.
We will carry out deer culling operations using Wildlife Rangers, Deer Management Contractors, Leases (being phased out), Permissions and Accompanied Stalking to achieve the best balance of effectiveness and efficiency.
We will apply FC Operational Guidance and industry best practice.
The NFE is vulnerable to negative deer impacts throughout the year and we will use authorised and responsible out of season and night shooting to help manage these impacts.
We will review our monitoring, survey, assessment and decision-making processes to improve the predictive quality and focus of our deer management activities.
We will align our deer management practices to 'Scotland's Deer a National Approach' and the 'Code of Practice on Deer Management'.
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Review of the Scottish Planning System – Planning Bill
Strategic Environmental Assessment Environmental Report
Report prepared by:
Table of Contents
Appendices
Non-Technical Summary
Introduction
The Planning system is used to make decisions about future development and the use of land. It considers where development should happen, where it should not, and how development affects its surroundings. The system aims to balance different interests so that land is used and developed in a way that creates high quality, sustainable places.
Following an independent review of the Planning system, the Scottish Government intends to introduce a Planning Bill around the end of 2017. The Bill will make a range of – mainly procedural – changes intended to support sustainable economic development and inclusive growth, through a more responsive and flexible approach to planning in Scotland.
What will be in the Planning Bill?
Places, People and Planning: A Consultation on the Future of the Scottish Planning System invited views on 20 proposals for improving Scotland's planning system, in light of recommendations from an independent review which reported in May 2016.
Following that consultation, the 'Position Statement' published alongside this SEA, provides an update on progress and sets out an integrated package of proposed improvements to the planning system. Not all of the package will require legislative change, and this SEA is concerned with those aspects of the proposals that would require changes to primary legislation, through a Planning Bill. No decisions on the content of the Planning Bill have been made at this stage. Where further changes emerge from the review process, we will continue to screen them for their environmental effects, and where these effects are considered to be significant, we will update the Environmental Report as required. Broadly, the proposals set out in the Consultation, and in the Position Statement, focus on four key areas of change:
i. Making plans for the future - proposals to improve development planning, from the national to local level.
ii. People make the system work - Empowering people to decide the future of their places and involving a wider range of people in the planning system.
iii. Building more homes and delivering infrastructure - Enabling planning to help deliver more high quality homes and create better places where people can live healthy lives and developers are inspired to invest.
iv. Stronger leadership and smarter resourcing - streamlining processes and improving skills and resources so that Scotland's planning system can focus on creating great places.
What is Strategic Environmental Assessment (SEA)?
Strategic Environmental Assessment (SEA) is a means of systematically assessing the likely impact of a public plan on the environment and to seek ways to avoid, or minimise where possible adverse effects, if likely to be significant. SEA provides an opportunity for the public to consider this information and to use it to inform their views on the emerging proposals.
This Environmental Report sets out the findings of the assessment of the proposals for change that may form part of the future Planning Bill. The Environmental Report has been published alongside the Scottish Government's Position Statement setting out the changes that Scottish Ministers are considering taking forward through the Bill, secondary legislation under existing powers, and other, non-statutory approaches.
The Environmental Report has been prepared in accordance with the Environmental Assessment (Scotland) Act 2005. Views are invited on both the Environmental Report and the Position Statement.
What is the current state of the environment?
Scotland's environment is rich in natural and cultural heritage. Its network of European protected sites supports many important and rare plants, birds and animals. Many biodiversity features are in good condition, but continuing efforts are needed to avoid the further decline of some species and habitats.
Scotland's air, soil and water are generally in good condition, but there are concentrations of pollution in some parts of the country. Some of this is historic, but there are also on-going challenges, including diffuse pollution from urban and rural areas. Current trends suggest that with continuing action, pollution will continue to reduce over time; but there will still be a need for behavioural change to achieve more significant progress in the long term.
Scotland has high quality landscapes, with many iconic views and scenic areas. Our National Scenic Areas (NSAs) and National Parks require special attention to ensure development does not erode their special qualities. Scotland's wild land areas are set out in the Scottish Natural Heritage (SNH) 2014 map of wild land. Many areas are recognised as being of regional and/or local importance; forming the backdrop for our settlements and attractive areas for recreation and tourism. Our historic environment includes World Heritage Sites, listed buildings, conservation areas, gardens and designed landscapes and archaeology (including scheduled monuments), with each seen as important relics of our history and past patterns of settlement. Many further archaeological resources remain undiscovered.
Scotland has many natural resources and material assets, not least its high quality agricultural land, and extensive areas of forestry and woodland. Scotland's transport infrastructure is also a key asset in connecting our urban and more remote rural areas, and supporting future growth.
It is widely held that climate change is one of the most serious threats facing the world today. It is already having an impact on weather patterns, increasing air and sea temperatures, and impacting on Scotland's unique biodiversity. Further changes in levels and timing of rainfall, temperatures, and more extreme weather events are expected; all of which have the potential to affect other aspects of the environment. Whilst progress is being made to reduce emissions that cause climate change, action continues with the preparation of the Climate Change Plan and Energy Strategy ongoing at this time.
What are the likely environmental effects arising from changes to the planning system?
A future Planning Bill is expected to make largely procedural changes and is unlikely to have significant direct environmental effects. Within the planning system, a range of existing statutory and non-statutory measures are in place to assess the likely environmental impacts arising from development proposals at plan and project level, and these will continue to operate. Future legislative change would not approve development or infrastructure. Rather, it would define the structure of planning and decision-making; streamlining the system and giving communities more influence in plans and decisions.
There is potential for indirect positive effects arising from the proposed changes, particularly those that aim to increase transparency and community engagement in planning. Aspects of the proposed changes intended to improve resources, grow skills and increase expertise for planning authorities, as well as the introduction of a 'Gatecheck' as part of the examination of local development plans, also have the potential to help to strengthen environmental consideration at the plan and project level.
There may be positive and negative indirect /secondary effects from proposals that are aiming to improve the delivery of development and infrastructure.
Where improvements to infrastructure planning are achieved, there are opportunities for environmental benefits if increased delivery of green infrastructure is recognised as a priority. There may be indirect, localised positive impacts from earlier identification of infrastructure requirements and support for infrastructure delivery.
Infrastructure can provide multiple benefits across a range of topic areas. For example, having the appropriate digital infrastructure in place could help to change travel behaviours and patterns, helping in turn to reduce greenhouse gas emissions and improve human health and wellbeing, through greater connectivity. Similarly, the provision of well-designed and sited green infrastructure can help to promote active travel and improve health and wellbeing, reduce emissions, assist in flood management, and enhance biodiversity.
The second stage assessment identified the potential for increased development to have indirect, localised adverse environmental effects on most of the SEA topic areas. Examples of negative indirect / secondary effects could include greater competition for land and increased pressures on existing land uses. Examples of impacts associated
with construction activities and development work include increased levels of noise, dust and vibration; disturbance from construction traffic; temporary visual impacts; sealing and loss of soil; increased sedimentation and soil erosion; potential for increased flooding and water pollution; and fragmentation or and loss of habitats, amongst others. However, there are existing mechanisms in place within Scotland's planning system to identify and manage the potential for adverse environmental impacts arising from proposed development, and the siting and design of development proposals will continue to be crucial in avoiding or mitigating many adverse effects; particularly on biodiversity features and the potential for impacts on landscape and setting.
How have reasonable alternatives been considered?
The SEA does not assess individual changes or proposals, since they will not in themselves deliver the overarching objectives and many are inherently linked. Instead, two clear options are identified and considered in the SEA:
* Option 1: No change to the current planning system. This option has been considered in the assessment as a 'reasonable alternative' and represents the evolution of the baseline in the absence of the package of proposals.
* Option 2: To bring forward a programme of change through a future Planning Bill. This is considered in the assessment as the 'preferred option'.
How can potential environmental effects be effectively managed, mitigated or enhanced and what proposals for monitoring have been identified?
The planning system will continue to play a crucial role in managing the impacts of development, and future legislative change is not expected to change that. Many of the potential secondary / indirect effects arising from the proposals for change will be addressed in development plans and through the development management process. Future iterations of the National Planning Framework, Scottish Planning Policy, and development plans will continue to be considered under the Environmental Assessment (Scotland) Act 2005 and subject to Habitats Regulations Appraisal. There is an opportunity for this package of proposals to build in stronger mitigation and enhancement. For example, increased community involvement in planning, as well as improved resources, skills and expertise within planning authorities could strengthen environmental consideration at the plan and project level.
The High Level Group on Planning Performance 1 has been tasked with investigating how performance of the planning system should be monitored. Performance of the planning system will be one of the key ways the implementation of the proposals is monitored. Monitoring of planning performance will be in addition to the raft of existing
1 The High Level Group on Performance is co-chaired by COSLA and the Minister for Housing and Local Government.
monitoring programmes targeting specific environmental topics (e.g. water quality through River Basin Management Planning, air quality at the local level, condition monitoring of biodiversity features). It is expected that further information on monitoring proposals will be set out in the Post Adoption SEA Statement.
What does the SEA conclude?
The SEA concludes that there are no likely significant direct effects arising from the proposed changes to the planning system. There may however be some positive and negative indirect / secondary effects where legislative change leads to increased development and infrastructure delivery. Further positive indirect effects may also arise linked to increased resources, skills, and capacity within planning authorities, and from increased community engagement.
The SEA makes a number of important recommendations, including that consideration be given to the future alignment between SEA and Habitats Regulations Appraisal procedures and a revised development plan preparation process to ensure that their full benefits continue to be realised. It is also recommended that specific guidance be prepared on the application of SEA and Habitats Regulations Appraisal to local place plans, and that community groups are given sufficient guidance and information to support this.
Next Steps
When can I respond?
Respondents are asked to submit responses on this Environmental Report directly to the Scottish Government by 11 August 2017.
How can I respond?
* Online:
You can respond online using the Scottish Government's consultation platform, Citizen Space.
* By Email or Post:
Responses can be submitted by email to firstname.lastname@example.org or by mail to The Planning Review, Planning and Architecture Division, The Scottish Government, Area 2-H (South), Victoria Quay, Edinburgh EH6 6QQ.
Suggested Questions for responses on this Environmental Report
Consultees may find the following questions helpful to provide a focus for their responses on the Environmental Report. Please note that responses do not need to be confined to these questions, and more general comments on the Environmental Report are also invited.
1. What are your views on the accuracy and scope of the information used to describe the SEA environmental baseline set out in the Environmental Report? (Please give details of additional relevant sources)
2. What are your views on the predicted environmental effects as set out in the Environmental Report?
3. What are your views on the findings of the SEA and the proposals for mitigation and monitoring of the environmental effects set out in the Environmental Report?
How will responses be considered?
Following the conclusion of the consultation period, the responses received on the proposals and this Environmental Report will be analysed and reported. Key messages from respondents will be highlighted and the findings of the analysis will be taken into account as the proposals are taken forward; either in the development of a Planning Bill, through secondary legislation or where possible, directly implemented within the current planning system.
A Post-adoption SEA Statement will be prepared and published following implementation of the proposals. This will reflect on the findings of the SEA assessment and views expressed in the consultation, and will explain how the issues raised have been considered and addressed in the preparation of the finalised documents.
1 Changing Scotland's Planning System
1.1 Introduction
1.1.1 Scotland's Planning system is used to make decisions about the future development and use of land. It considers where development should happen, where it should not, and how development affects its surroundings. The system aims to balance different interests so that land is used and developed in a way that creates high quality, sustainable places.
1.1.2 There are three main parts to the planning system: development plans set out how places should change into the future; development management is the process for making decisions on planning applications; finally, enforcement aims to ensure development is carried out correctly and can be used to take action when it is not. The planning system in Scotland is plan-led, and decisions on planning applications must be made in accordance with the development plan unless material considerations indicate otherwise.
1.2 The Independent Review of the Scottish Planning System
1.2.1 In 2015, Scottish Ministers commissioned an independent panel to undertake a 'root and branch' review of Scotland's planning system. The panel looked at the system as a whole and focused in on six key themes:
i. Development planning.
ii. Housing delivery.
iii. Infrastructure.
iv. Development management.
v. Community engagement.
vi. Leadership, resources and skills.
1.2.2 The independent panel received written and oral evidence from communities, developers, professional planners and a wide range of organisations with an interest in planning. The panel's report 2 , published in May 2016, detailed the findings of the review and set out 48 recommendations for change.
2 Beveridge C., Biberbach P. and Hamilton J. (2016) Empowering planning to deliver great places: An independent review of the Scottish planning system, May 2016 [online] Available at: http://www.gov.scot/Resource/0050/00500946.pdf (accessed 21/06/2017)
1.3 Places, People and Planning – A Consultation on the Future of the Scottish Planning System
1.3.1 Following publication of the panel's report, the Scottish Government engaged in discussions with a wide range of stakeholders, including community representatives and the public and private sectors, to explore potential changes to the planning system. This process led to the development of 20 proposals for improving Scotland's planning system, which were set out in 'Places, People and Planning: A Consultation on the Future of the Scottish Planning System 3 ('Places, People and Planning') which invited comments from 10 January 2017 until 4 April 2017.
1.3.2 'Places, People and Planning' focused on four key areas of change:
i. Proposals to improve development planning, from the national to local level.
ii. Empowering people to decide the future of their places and involving a wider range of people in the planning system.
iii. Enabling planning to help deliver more high quality homes and create better places where people can live healthy lives and developers are inspired to invest.
iv. Reducing bureaucracy and smarter resourcing so that Scotland's planning system can focus on creating great places.
1.3.3 Since then, the consultation responses have been analysed and have informed an updated package of proposals change set out in the Position Statement published alongside this Strategic Environmental Assessment (SEA) Environmental Report. The Position Statement sets out the changes that Scottish Ministers are now considering taking forward through the forthcoming Planning Bill, as well as through changes to secondary legislation and other, non-statutory approaches. Views are now being sought on the additional details provided in the Position Statement.
1.4 What is in the Planning Bill?
1.4.1 The Position Statement published alongside this report sets out an integrated package of proposed improvements to the planning system. Whilst not all of the package will require legislative change, this SEA is concerned with those aspects that will require changes to primary legislation and which will be developed into the Planning Bill and introduced to Parliament around the end of
3 The Scottish Government (2017) Places, People and Planning: A consultation on the future of the Scottish planning system [online] Available at: http://www.gov.scot/Resource/0051/00512753.pdf (accessed 21/06/2017)
2017. The Bill will make a range of mainly procedural changes intended to support sustainable economic development and inclusive growth through a more responsive and flexible approach to planning in Scotland for the future.
1.4.2 The proposals set out in the Position Statement broadly include the following:
* Changes to spatial planning and regional partnership working (Proposals 2 and 3) – including the removal of Strategic Development Plans (SDPs) and an enhanced role for Scottish Planning Policy (SPP) and the National Planning Framework (NPF). SDPs would be replaced with new duties and powers to facilitate and support more proactive regional partnership working. The role of both NPF and SPP would be strengthened, so that in future the development plan would comprise the NPF, SPP and the Local Development Plan (LDP), rather than the SDP and LDP. Future NPFs would reflect regional as well as national priorities, allowing regionally distinct approaches to be embedded as part of a single, cohesive national strategy.
* Stronger local development plans (Proposal 4) – a new 'Gatecheck' process to deal with significant issues at an earlier stage in the examination of LDPs; the removal of main issues reports and supplementary guidance; and an extended plan period of 10 years.
* Enhancing the role of communities in spatial planning (Proposals 1 and 6) – greater alignment of development plans and wider community planning; a new right for communities to plan their own place, with those plans forming part of the statutory development plan.
* Keeping decisions local and improved community engagement (Proposals 7,8, and 9) – including a range of statutory and non-statutory changes to increase transparency; encourage more people to get involved in planning and to improve public trust e.g. through improvements to planning enforcement, and training for elected members serving on a planning committee or Local Review Body.
* A stronger focus on delivery (Proposals 5, 10, 11, and 12) – comprising a range of statutory and non-statutory changes to actively help deliver development, including housing. This would include proposals for statutory changes to increase the scope and use of Simplified Planning Zones (SPZs) to release more 'development ready' land for housing. The latter could include the removal of restrictions on the use of SPZs in certain designated areas.
* Changes to support infrastructure delivery (Proposals 13, 14, and 15) – including scope for the introduction of an infrastructure levy, and improved partnership working to provide support for significant stalled sites, as well as more innovative infrastructure planning.
* Increased fees and options for discretionary charging – investing in a better service (Proposal 17) – Whilst changes will not be made until after it has been considered by parliament, it is expected that the planning
bill could include additional enabling powers that provide scope to extend the range of services for which fees can be charged.
* Digital transformation, Skills development, sharing of resources, and a new approach to improving performance (Proposals 16, 18, and 20) – including non-statutory measures to improve and broaden skills, and strengthen the overall performance of the planning system.
* More efficient decision making (Proposal 19) – including an increase in permitted development rights to reduce the need to apply for planning permission in a wider number of cases. These changes would be progressed through secondary legislation.
1.5 The Relationship of the Bill with other Plans, Programmes and Strategies
Introduction
1.5.1 A wide range of objectives relating to planning and environmental protection are detailed within existing legislation, plans, programmes and strategies set at the EU, UK and Scottish levels. The following sections of this report provide an overview of the legislative and policy context considered most relevant to the current Scottish planning system.
1.5.2 An overview of relevant Environmental Protection Objectives is set out in Appendix A.
Scotland's Planning System
1.5.3 The Town and Country Planning (Scotland) Act 1997 (the 1997 Act) is the primary legislation for Scotland's planning system. Alongside a range of secondary legislation, this Act, together with the Planning etc. (Scotland) Act 2006, sets out how planning processes are currently managed in Scotland.
1.5.4 The proposed Planning Bill would amend the 1997 Act and build on previous changes made through the Planning etc. (Scotland) Act 2006 (the 2006 Act) to modernise the planning system and to make the system more inclusive. The 2006 Act introduced measures to increase consultation across a number of planning processes and it is anticipated that the Planning Bill will further add to these changes.
1.5.5 The planning system in Scotland is 'plan' led, and individual developments must be made in accordance with the development plan unless material considerations indicate otherwise. The third National Planning Framework (NPF3) 4 is a spatial expression of the Scottish Government's Economic
4 The Scottish Government (2014) National Planning Framework 3: A Plan for Scotland: Ambition, Opportunity, Place and Scottish Planning Policy [online] Available at: http://www.gov.scot/Publications/2014/06/3539 (accessed 21/07/2017)
Strategy and statutory development plans must have regard to NPF3. The planning system as a whole has a key role to play in delivering Scotland's Economic Strategy. The SPP 5 sets out Scottish Government policy on how nationally important land use planning matters should be addressed across the country. As a statement of Ministers' priorities, SPP carries significant weight and is a material consideration in planning decisions. Together, these documents focus on four principle themes, all of which share an overarching theme of supporting sustainability and protecting natural and cultural assets:
i. A successful sustainable place – supporting economic growth, regeneration and the creation of well-designed places.
ii. A low carbon place – reducing our carbon emissions and adapting to climate change.
iii. A natural resilient place – helping to protect and enhance our natural cultural assets and facilitating their sustainable use.
iv. A connected place – supporting better transport and digital connectivity.
1.5.6 The SPP and NPF3 sit alongside Creating Places 6 , the policy statement on architecture and place, and Designing Streets 7 which is a policy statement on putting street design at the centre of placemaking. Finally, planning circulars 8 contain guidance on the implementation of legislation or procedures. The current legislative and policy context for planning in Scotland is illustrated in Figure 1.1.
1.5.7 The introduction of a Planning Bill will fulfil a commitment set out in A Plan for Scotland 9 to "bring forward a Planning Bill … which will maintain our commitment to a strong, highperforming system that enables housing and infrastructure delivery and supports quality of life of all our communities by promoting quality of place and the public interest."
The Role of Environmental Assessment in the Scottish Planning System
1.5.8 Environmental assessment at both plan and individual project level contributes to environmental protection objectives by supporting the usual consideration of environmental factors within the planning process. For development plans and statutory supplementary guidance, SEA and Habitats Regulations Appraisal (HRA) 10 obligations apply.
1.5.9 For individual planning applications, the planning process provides a means of assessing the environmental effects of all proposals. Planning authorities have at their disposal wide ranging duties and powers to collect and evaluate information before determining any planning application. In cases where a proposal is likely to have a significant environmental effect by virtue of factors such as its nature, scale or location, these powers are further supplemented by Environmental Impact Assessment (EIA) requirements. Where a proposal is likely to have a significant adverse effect on a European Designated Site, an 'Appropriate Assessment' may also be required.
1.5.10 Figure 1.2 illustrates the statutory environmental assessment obligations in the Scottish Planning System.
10 The term 'Habitats Regulations Appraisal' is used here to encompass both the 'screening' process for determining whether an 'Appropriate Assessment' is required, as well as any 'Appropriate Assessment' under regulation 85B [of The Conservation (Natural Habitats, &c.) Regulations 1994.
Legislation
Town and Country Planning (Scotland) Act 1997 as amended
Associated Town and Country Planning (Scotland) Regulations
Scottish Government – Planning and Architecture Policy and Advice
Circulars
Scottish Planning Policy
Creating Places
SG guidance on implementing legislation
Planning Advice
SG policy statement on architecture and place
Designing Streets
SG policy on nationally important land use planning matters
Design Advice
National Planning Framework
SG strategy for Scotland's longterm spatial development
Web Advice
Technical planning matters
SG policy and technical guidance on street design
Design matters including practical projects and roles
Best practice and technical planning matters
Local Authorities – Planning Policy and Development Plans
Strategic Development Plans
Local Development Plans
Required for Scotland's four largest city regions
Required for all Local Authority areas. Includes statutory supplementary guidance
Non Statutory Planning Guidance
Provides more detailed guidance on specific issues
Legislative and Policy Context for Planning Figure 1.1 in Scotland 11,12
11 The Scottish Government (2016) Development Planning [online] Available at: http://www.gov.scot/Topics/Built-Environment/planning/Development-Planning (accessed 21/06/2017)
Legislation
Statutory
Non-Statutory
12 The Scottish Government (2016) Legislation [online] Available at: http://www.gov.scot/Topics/BuiltEnvironment/planning/Development-Management/Introduction (accessed 21/06/2017)
Statutory Environmental Assessment in the Planning System Figure 1.2
Legislation
Town and Country Planning
(Scotland) Act 1997 as amended
Associated Town and Country
Planning (Scotland) Regulations
Developer Proposals
Planning Applications
Scottish Government – Planning and Architecture Policy and Advice
Scottish Planning Policy
SG policy on nationally important
land use planning matters
National Planning Framework
SG strategy for Scotland's long-term
spatial development
Local Authorities – Planning Policy and Development Plans
Local Development Plans
Required for all Local Authority
areas
Non-statutory Planning Guidance
Provides more detailed guidance on specific issues
Strategic Development Plans
Required for Scotland's four largest
city regions
Strategic Environmental
Assessment (SEA) and
Habitats Regulation
Appraisal (HRA)
Plans, Programmes and
Strategies
Environmental Impact
Assessment (EIA) and
Habitats Regulation
Appraisal (HRA)
Projects
2 The Approach to the Assessment
2.1 Strategic Environmental Assessment (SEA)
2.1.1 The development of the Planning Bill is considered to fall under Section 5(3) of the Environmental Assessment (Scotland) Act 2005 (the 2005 Act), and an SEA has been undertaken in accordance with the 2005 Act.
What is Strategic Environmental Assessment (SEA)?
2.1.2 This report sets out the findings of the SEA undertaken on the package of proposals being considered for inclusion in an
SEA is the assessment of the likely significant environmental effects that a public plan, programme, or strategy will have on the environment if implemented.
undertaken by the Scottish Government's Environmental Assessment Team
upcoming Bill. This SEA has been
and carried out in accordance with the requirements of the 2005 Act.
2.2 Scoping of Environmental Topics
2.2.1 The Scoping Report submitted to the SEA Gateway on 3 April 2017 set out initial information on the likelihood of significant effects arising from the package of proposals expected to be included in the Planning Bill. It also provided an initial view on the proposed evidence base that would be used to inform the assessment (the Environmental Baseline).
2.2.2 The Report considered that while the proposals were unlikely to have significant direct environmental impacts, the implementation of some proposals for change could have the potential to generate in-direct or secondary environmental effects; for example, those with the potential to result in increased development and infrastructure requirements. Further, it was considered that as an SEA is required under Section 5(3) of the 2005 Act, there was scope for the assessment to add value to the consultation process by exploring the broad relationships between planning and the environment.
2.2.3 As a consequence, all environmental topic areas were scoped into the assessment 13 .
13 Biodiversity, Flora, and Fauna; Population and Human Health; Soil; Air; Water; Climatic Factors; Cultural Heritage; Landscape and Visual Impacts; and Material Assets.
2.3 The Assessment Methodology
Overview
2.3.1 The SEA was undertaken alongside the development of the proposals and the Position Statement. This iterative process enabled the SEA to inform and influence their development, and ensure consideration of the potential for both positive and negative environmental impacts were an integral part of this process.
2.3.2 The Scoping Report outlined a proposed methodology for undertaking the assessment based around the collation of detailed Environmental Baseline information to aid the assessment process and use of 'assessment questions' to focus findings. As the development of the proposals and the SEA evolved, this methodology was refined and a two-staged process of assessment was developed. This two-staged process helped to reflect the strategic-level focus of the proposals, while also exploring the potential for the package of proposals to have in-direct and secondary environmental effects.
The Environmental Baseline and Previous Assessments
2.3.3 Building on the information included in the Scoping Report, detailed Environmental Baseline information was collected for each of the environmental topic areas scoped into the assessment. This included gathering information on the Environmental Protection Objectives considered relevant to the SEA and the package of proposals, and the consideration of the findings of previous relevant assessments; notably the SEA work undertaken for the NPF3 and SPP. Key trends and pressures were identified to provide information on the likely evolution of the baseline in the absence of the package of proposals.
2.3.4 This information was used to inform the assessment process and identify key environmental issues relevant to the development of the proposals. Both were revised as the SEA evolved.
2.3.5 The Environmental Baseline and relevant Environmental Protection Objectives are presented in Appendix A, with short summaries of each provided in Section 3.
First Stage Assessment
2.3.6 An initial (or first stage) assessment was undertaken to broadly consider the likely effects of the package of proposals, and explore the potential for significant environmental effects. This approach reflected the broad and procedural nature of the Planning Bill and consequently the high level nature of the assessment it required.
2.3.7 The findings of the first stage assessment are presented in a narrative style, based on the proposals set out in the Position Statement. A summary of the findings of the first stage assessment are presented in Table 3.1.
Second Stage Assessment
2.3.8 The findings from the first stage assessment, particularly that some proposals have the potential for in-direct and secondary environmental effects, were taken forward to a second assessment stage to allow for further assessment in relation to SEA topic
2.3.9 The findings are set out in a narrative style and common themes and effects were identified. On this basis, the findings for some topic areas have been consolidated, rather than presented in separate sections. This has enabled a focused and proportionate discussion reflecting on key issues in each topic area, whilst also drawing together the potential for cumulative and incombination effects from the various aspects of Scotland's planning system.
2.3.10 A summary of the findings of the second stage assessment are presented in Table 3.2.
2.4 Identifying Mitigation and Monitoring Proposals and Opportunities for Enhancement
2.4.1 SEA provides an opportunity to identify how any adverse environmental effects can be mitigated, as well as scope to enhance positive effects. It can also set out proposals for monitoring post adoption. Undertaking an iterative assessment process has enabled the dissemination of opportunities for mitigation, enhancement and monitoring identified in the SEA process, to feed into the development of the proposals themselves.
2.4.2 Recommendations for mitigation, enhancement and monitoring are set out in Section 5.
2.5 Consideration of Reasonable Alternatives
2.5.1 The Planning Bill will progress an integrated package of changes to primary legislation. When taken together with the wider legislative and non-legislative changes proposed alongside the Bill, the package is intended to deliver the overarching objectives of delivering sustainable economic development and inclusive growth. With this in mind, it is not considered reasonable in this SEA to
Requirement under the 2005 Act
The potential for significant environmental effects of reasonable alternatives of a plan, programme or strategy are to be assessed as part of the SEA process.
assess individual changes or proposals, since they will not in themselves proposals are inherently linked.
deliver the overarching objectives and because many of the individual
2.5.2 Rather, the SEA has considered alternatives to the development of the package of proposals as a whole, in light of the recommendations of the Independent
Review, and following the public consultation on People, Places and Planning. Two clear options were identified:
* Option 1: No change to the current planning system. This option has been considered in this assessment as a 'reasonable alternative' and represents the evolution of the baseline in the absence of the package of proposals.
* Option 2: To bring forward a package of amendments through the Planning Bill. This has been considered in this assessment as the 'preferred option'.
2.5.3 The consideration of environmental effects associated with the reasonable alternatives is discussed further in Section 4.
3 Findings of the Assessment
3.1 Environmental Protection Objectives
3.1.1 Many established environmental protection objectives form the context for the assessment. A summary of established and relevant objectives and commitments is set out in Appendix A; a broad overview is also presented below.
3.1.2 Policies and strategies aiming to protect and enhance our environment are in place at both the international and national level. Objectives for water, soil and air seek to reduce pollution, and to reverse the effects of past emissions. Environmental protection objectives for biodiversity, flora and fauna are largely aimed at protecting habitats and species from damage and disturbance.
3.1.3 Landscape objectives protect our most scenic areas, reflect the importance of the interaction between people and the land, and aim to enhance areas where landscape qualities have been eroded over time. Cultural heritage objectives range from protection of internationally important World Heritage Sites to the recognition and management of more locally important buildings and archaeology, and that of their wider setting.
3.1.4 Cutting across all of these objectives, international and national climate change objectives are expressed not just in policy, but in targets for reducing greenhouse gas (GHG) emissions, and also in supporting adaptation to changing weather patterns.
3.2 Relevant aspects of the Environmental Baseline
3.2.1 Scotland's environment is rich in natural and cultural heritage. Its network of European protected sites supports many important and rare plants, birds and animals. Many biodiversity features are in good condition, but continuing efforts are needed to avoid the further decline of some species and habitats.
3.2.2 Scotland's air, soil and water are generally in good condition, but there are concentrations of pollution in some parts of the country. Some of this is historic, arising from past industrial activities, but there are also on-going challenges, including emissions of pollutants from energy generation and diffuse pollution from urban and rural areas. Current trends suggest that with continuing action pollution will continue to reduce over time; but there will be a further need for behavioural change to achieve more significant progress in the long term.
3.2.3 Scotland has high quality landscapes, with many iconic views and scenic areas. Our National Scenic Areas (NSAs) and National Parks require special attention to ensure development does not erode their special qualities. Scotland also has extensive areas of relatively remote and inaccessible wild land, particularly in the north and west of the country. Beyond this, many other areas are recognised as being of regional and/or local importance; forming the backdrop
for our settlements and attractive areas for recreation and tourism. Our historic environment includes World Heritage Sites, listed buildings, conservation areas, gardens and designed landscapes and archaeology, with each seen as important relics of our history and past patterns of settlement. Many further archaeological resources remain undiscovered.
3.2.4 Scotland has many natural resources and material assets, not least its high quality agricultural land, and extensive areas of forestry and woodland. Scotland's transport infrastructure is also a key asset in connecting our urban and more remote rural areas, and supporting future growth.
3.2.5 It is widely held that climate change is one of the most serious threats facing the world today. It is already having an impact on weather patterns, increasing air and sea temperatures, and impacting on Scotland's unique biodiversity. Further changes in levels and timing of rainfall, temperatures, and more extreme weather events are all expected; all of which have the potential to affect other aspects of the environment. Whilst progress is being made to reduce emissions that cause climate change, further action is needed to meet Scotland's ambitious climate change targets.
3.2.6 Further detail for each environmental topic area is presented in the Environmental Baseline set out in Appendix A.
3.3 What are the likely effects of a future Planning Bill? (the First Stage Assessment)
3.3.1 The integrated package of proposals set out in the Position Statement is largely procedural in nature. Taken together, they are intended to support sustainable economic development and inclusive growth by adopting a more responsive and flexible approach to planning in Scotland.
3.3.2 The Bill itself, if enacted, would not approve development or infrastructure delivery. Rather, it would define the structure of planning and decision-making; streamlining the system and giving communities more influence in plans and decisions. With this in mind, the assessment has considered how environmental impacts will be taken into account within the improved system.
Changes to spatial planning, regional partnership working and improvements to local development plan procedures (Proposals 2, 3, and 4)
3.3.3 A shift to more proactive, cross-boundary regional partnerships can help to inform consideration of infrastructure requirements, including transport infrastructure, with the potential for in-direct benefits arising from more connected places which help to reduce GHG emissions. The Central Scotland Green Network is an example of 'green' infrastructure for which SDPs have been the vehicle for strategic level delivery. This type of initiative could in future be considered through regional partnership working, with coverage extending
beyond the current SDP Authority areas; providing an opportunity for broader benefits and a more joined up approach across Scotland.
3.3.4 Proposals for an enhanced role for Scottish Planning Policy could bring greater clarity through clear and consistent environmental policy in local development plans, whilst allowing for local departures to reflect distinctive local environments.
3.3.5 Changes to the planning process will have implications for statutory environmental assessment requirements. Under the current process the NPF and development plans are subject to SEA and HRA requirements. Although the consultation has discussed the scope for removing strategic development plans, regional spatial priorities would still be considered in the local development plan and/or the NPF as appropriate. All development plans including any modifications to them, are subject to SEA / HRA and those responsible for preparing the plan must consider their statutory requirements. Continued regional evidence gathering, including on cross-boundary infrastructure requirements as proposed, could help to better inform assessments at all levels.
3.3.6 The proposed new 'Gatecheck' process for LDP examinations could provide opportunities to embed important environmental considerations at this early stage of the plan's preparation and can help to strengthen and focus the SEA 'scoping' stage. Early engagement before any Gatecheck can also help to shape the plan and will be an opportunity for stakeholders to feed in evidence, including on environmental capacity. The move from producing a main issues report to a draft plan for public consultation will ensure there is still a clear stage at which an Environmental Report, including reasonable alternatives, can be prepared and published for consultation. At the same time, the proposed move to a 10 year plan period may be better placed to reflect the pace of environmental change; allowing for the review of local development plans between cycles can provide a further opportunity to address environmental issues. Finally, further consideration of alignment between SEA / HRA procedures and the new local development plan preparation process would provide clarity to all concerned. This could also help to support a proportionate approach to meeting statutory assessment obligations as well as helping to ensure the full benefits of SEA / HRA are realised.
3.3.7 Planning applications for individual development proposals would continue to be brought forward following largely the same procedures and scrutiny as at present. The planning process provides a means of assessing the environmental effects of all proposals, and planning authorities have at their disposal wide ranging duties and powers to collect and evaluate information before determining any planning application. In cases where a proposal is likely to have a significant environmental effect by virtue of factors such as its nature, scale or location, these powers are further supplemented by statutory Environmental Impact Assessment.
3.3.8 Aligning community planning and spatial planning (position statement proposal 1): The proposals include a new requirement for development plans to take account of wider community planning; the process by which public service providers and communities work together to identify local priorities and plan to deliver improved outcomes. Whilst this would not in itself have any environmental effects, greater alignment and fuller public involvement in the planning system has the potential to improve awareness of the planning system in the community, and the identification of priorities for improving Scotland's communities and living spaces, amongst others. This is discussed further in the second tier assessment.
3.3.9 Any individual proposals would be incorporated in the relevant local development plan and subject to consideration of the likely environmental effects within their mandatory SEA and HRA requirements.
Giving people an opportunity to plan their own place (position statement proposal 6)
3.3.10 The proposals include introduction of new 'local place plans' through which communities can plan their own place. It is proposed that provisions in the Planning Bill concerning the processes and procedures for these plans should be flexible, so that communities themselves can define the best way of preparing these. It is not therefore possible to set out at this stage the precise way in which SEA / HRA will be applied to such plans. Some key differences from neighbourhood plans in England might be expected, given that the proposal is for the local place plan only to have formal status when adopted into the local development plan. The planning authority, as a responsible authority for the purposes of the 2005 Act, would be required to be confident that SEA requirements had been complied with before adopting a local place plan as part of the statutory development plan. It is recommended that guidance be prepared on the application of SEA / HRA to local place plans and that consideration is given to how these align with the SEA of the LDP.
Keeping decisions local and improved community engagement (position statement proposals 7, 8, and 9)
3.3.11 More upfront, earlier engagement can lead to better plans and more informed decision making at the local level. Communities also want confidence that the plans to which they have contributed will be upheld through effective enforcement and local decision-making.
3.3.12 Given that SEA requires 'early and effective' engagement in the planning process, these proposals could be viewed as strengthening opportunities for the public to contribute to plan-making, taking into account relevant environmental information. Improved community engagement and trust can help to more fully realise the benefits of SEA and EIA, through increased public participation, scrutiny, and transparency at all stages of the decision making
process. These opportunities are discussed further in the second tier assessment.
A stronger focus on delivery (position statement proposals 5, 10, 11 and 12):
3.3.13 The position statement sets out a package of wide ranging proposals to actively help deliver development on the ground, including housing development. These proposals would not, however, plan, approve or consent individual developments. Any proposals for development would continue to require planning permission, involving the relevant scrutiny and consideration. As a consequence, individual proposals would remain subject to statutory and nonstatutory environmental assessment in the usual way.
3.3.14 One specific proposal includes greater use of a zoned approach to enabling development, potentially through amended legislation allowing for rebranded Simplified Planning Zones (SPZs) to be used in a wider range of circumstances. Currently, section 54 of the Town and Country Planning (Scotland) Act 1997, as amended, excludes the following areas from inclusion in a SPZ:
i. land in a conservation area;
ii. land in a National Scenic Area;
iii. land identified in the development plan for the area as part of a green belt;
iv. land in a site of special scientific interest; and
v. land in respect of which a nature conservation order or land management order made under Part 2 of the Nature Conservation (Scotland) Act has effect.
3.3.15 As well as the restrictions on where SPZs can be used, there are also currently restrictions on the type of development SPZs can consent. Regulation 37 of the Town and Country Planning (Environmental Impact Assessment) (Scotland) Regulations 2017 (the EIA Regulations) requires that no SPZ may grant planning permission for development for which an EIA is required. Circular 18/1995: Simplified Planning Zones also sets out as a matter of policy certain further restrictions on the type of development, for example for certain industrial uses, for which an SPZ can be brought forward.
3.3.16 The potential options for amending and rebranding the SPZ provisions are still being explored. A rebranded SPZ would be an alternative procedure for granting planning permission (effectively a consenting masterplan). That procedure would include statutory public consultation requirements and would still require consideration by the planning authority of the likely environmental, economic and social impacts arising. Further, by taking a more strategic, proactive and longer-term approach to consenting, rebranded SPZs provide an opportunity to front-load consideration of design, infrastructure, and
environmental matters, and to more closely link consenting to the local development plan preparation and delivery processes.
3.3.17 The potential removal of the restrictions in section 54 of the Planning Act and in Regulation 37 of the EIA regulations could therefore afford rebranded SPZs the same opportunity for case by case consideration as currently applies to bringing forward planning applications generally, for which no equivalent statutory exclusions apply. If the restriction in Regulation 37 of the EIA regulations were to be removed, new provision would be required to provide that – where there are likely significant environmental effects associated with an SPZ – no planning permission may be granted until an EIA has been undertaken.
3.3.18 Where the need for an SPZ is identified through the local development plan preparation process, the SEA and HRA of the plan could help to guide and inform the siting of the SPZ and where relevant can help to inform any EIA or lower-tier HRA undertaken.
3.3.19 No significant environmental effects are likely to arise from the potential changes to SPZs. These are procedural changes which would remove the restrictions on bringing forward SPZs in certain circumstances, allowing decision making on a case by case basis as is the case for planning applications generally. There may be indirect / secondary environmental benefits where rebranded SPZs are used to support town centre renewal.
Changes to support infrastructure delivery (position statement proposals 13, 14, and 15)
3.3.20 An 'infrastructure first' approach can support the delivery of development and lead to better place making, ensuring that places function properly so that development improves, rather than detracts from, quality of life. National and regional scale partnership working provides an opportunity to help improve infrastructure governance and co-ordination, with possible in-direct environmental benefits arising from a more co-ordinated approach, particularly if it is applied to green infrastructure and opportunities for a more innovative approach to low carbon infrastructure. The potential for such effects is discussed further in the second tier assessment.
3.3.21 With the exception of any further changes to permitted development rights, for example on telecommunications infrastructure, which are discussed under proposal 19, such changes would not plan, approve or consent individual infrastructure provision. This would still require appropriate scrutiny of potential effects as part of the relevant consenting process, and individual proposals would be subject to statutory and non-statutory environmental assessment in the usual way. However, in broad terms, increased infrastructure delivery could give rise to associated positive and negative environmental impacts. These are considered to be secondary impacts from the proposals set out in the Position Statement and are discussed further in the second tier assessment.
3.3.22 Views were invited through the Places, People and Planning consultation on the possible removal of Section 3F of the Town and Country Planning (Scotland) Act 1997 requiring development plan policies to require new developments to install and operate low and zero-carbon generating technologies. An independent study 'Effectiveness of greenhouse gas emission policies in local development plans' 14 has found no evidence that there is any added value from this requirement – instead, building standards are driving down emissions. However, having taken into account views, and mindful of the high priority attached to climate change mitigation across the Scottish Government, the Position Statement sets out that this proposal will not be progressed further at this stage.
Digital transformation, investing in a better service, skills development, sharing resources and a new approach to improving performance (position statement proposals 16, 17, 18, and 20):
3.3.23 Improving resources and making better use of digital technology will allow Scotland's planning system to provide a more effective and transparent service. By improving efficiency, these changes can also help to ensure that planning authorities can focus more on creating great places. A requirement to undertake SEA, HRA and/or EIA can have resource implications for planning authorities over and above those required as part of the usual development management or plan preparation process, and may require specialist skills and expertise. The independent planning review panel identified SEA, EIA, and HRA as priority areas for making better use of shared services.
3.3.24 There are no direct environmental effects likely to arise from these proposals. However, there is the potential for in-direct positive effects to occur through increased transparency, as well as improved resources, skills, and expertise available for planning authorities in undertaking their environmental assessment obligations. It is recommended that opportunities for sharing skills and expertise in environmental assessment across planning authorities is considered further.
14 ClimateXchange (2012) Effectiveness of greenhouse gas emission policies in local development plans [online] Available at: http://www.climatexchange.org.uk/reducing-emissions/effectiveness-greenhouse-gas-emissionpolicies-local-development-plans/ (accessed 20/06/2017)
Making better use of resources (position statement proposal 19):
3.3.25 Proposals to expand permitted development rights – a general planning permission granted by Parliament rather than by individual local authorities - will need to be considered carefully to ensure appropriate environmental safeguards are in place. In removing certain types of planning applications from the system, particular consideration would need to be given to ensuring EIA obligations continue to be met.
3.3.26 Specific proposals for increasing permitted development rights will not, however, be progressed through the planning bill, but would be the subject of secondary legislation, to be brought forward in due course. This secondary legislation would need to be considered for its own SEA requirements. Such proposals are therefore outwith the scope of this SEA.
Summary of Findings from the First Tier Assessment
3.3.27 Whilst the package of proposals itself is considered unlikely to have significant environmental effects, the potential for in-direct or secondary effects was identified. The consideration of any such effects and implications for the respective SEA topic areas has been taken forward in the second tier assessment (see Section 3.4). A summary of the findings of the first tier assessment is set out in Table 3.1.
Summary of Likely Environmental Impacts
Key Points and Recommendations
Table 3.1 Summary of Findings from the First Stage Assessment
* The proposals set out in the Position Statement are primarily procedural, seeking to improve the flexibility of Scottish planning, by streamlining the current system. The proposals themselves are unlikely to result in direct significant environmental effects.
* The assessment identified the potential for positive and negative indirect/ secondary environmental effects from aspects of the proposals; particularly those likely to lead to increased delivery of development and infrastructure. This may include benefits providing that opportunities for example for low carbon and green infrastructure are recognised as a priority. There is potential for impacts at the local level associated with development and infrastructure works that would be considered further through continuing requirements for environmental assessment at the plan and project level.
* The proposals could have indirect positive effects in relation to population and health and the environment more generally, particularly those proposals seeking to increase transparency, and greater community engagement in planning.
* The inclusion of proposals to improve resources, grow skills and expertise for planning authorities, and the development of a 'Gatecheck' process for local development plans, could also help in strengthening environmental consideration at the plan and project level.
* While the potential for environmental effects from the expansion of permitted development rights was noted, this proposal will be the subject of secondary legislation to be brought forward in the future, and at that time, would require consideration under SEA.
* Further consideration of alignment between SEA / HRA procedures and a revised plan preparation process could provide further clarity to all concerned. In particular, it will be important to ensure support is in place for a proportionate approach to SEA and HRA, whilst maintaining statutory assessment obligations. This will also be crucial in ensuring that the full benefits of applying SEA and HRA are realised. It is recommended that guidance be prepared on the application of SEA and HRA to local place plans and that consideration is given to alignment with the SEA of the local development plan. The guidance should seek to ensure that SEA adds value to planmaking by identifying and mitigating significant environmental impacts.
* It is also recommended that community groups be provided with sufficient guidance and information to produce sustainable local place plans that are in line with environmental objectives, and that they are afforded flexibility in defining their own approaches to engaging with the local development planning process.
* In removing certain types of planning applications from the system through an expansion of permitted development rights, particular consideration will need to be given to ensuring that environmental assessment obligations continue to be met under terms of the SEA Act. There may be opportunities to prioritise development which will generate positive environmental effects, if an SEA of the proposals is undertaken at an early stage in the development of secondary legislation.
* Any amendment or replacement of the provisions enabling simplified planning zones will need to ensure environmental obligations (and associated requirements for public consultation) will be met, with appropriate guidance available to guide their use.
* It is recommended that opportunities for sharing skills and expertise in environmental assessment across Planning Authorities are considered further.
3.4 What are the likely in-direct or secondary environmental effects? (The Second Stage Assessment)
Biodiversity, Flora and Fauna, Water, Soil and Air
3.4.1 In general terms, development has the potential for largely localised adverse environmental effects on each of these topic areas. Impacts associated with construction activities and development work such as increased levels of noise, dust and vibration; increased disturbance from construction traffic; temporary visual impacts; sealing and loss of soil; increased sedimentation and soil erosion; potential for increased flooding and water pollution; and fragmentation or and loss of habitats, amongst others, can occur. However, under the proposals, the potential for any such impacts would continue to be assessed and mitigated through existing mechanisms including through the development management process, and supplemented where appropriate by relevant statutory environmental assessment obligations (e.g. EIA), and via site controls and Environmental Management Plans. At development plan level, the inclusion of a 'gate check' could be beneficial in identifying potential environmental impacts early.
3.4.2 Positive impacts could also arise particularly for urban biodiversity, flora and fauna where a sharper focus on infrastructure planning recognises the value of a co-ordinated approach to low carbon and green infrastructure. For example, benefits in enhancing biological diversity, linking areas through wildlife corridors, and contributing towards greater ecosystem resilience against invasive non-native species, could occur. Increased development of green infrastructure could also facilitate greater levels of active travel in new developments. In-combination with policies in the transport and health sectors, this can also have positive impacts – particularly for urban air quality, in addition to reducing greenhouse gas emissions and benefits for human health and wellbeing.
3.4.3 Depending on the extent to which infrastructure planning addresses green and low carbon priorities, positive effects for soils and soil management may also arise – for example through the development of well-planned and designed greenspaces. If appropriately designed and maintained, greater vegetation cover can reduce rainfall run-off, afford improved resistance to flooding, and help to buffer water courses against diffuse pollution; in the urban environment in particular. A more effective and efficient planning system may also help to facilitate an increase in remediation/development of brownfield sites, with the potential for associated benefits for both soil and water quality. However, most of these benefits will depend on future policy and the extent to which wider activities take into account environmental priorities.
Population and Human Health
3.4.4 The identification of the potential for localised in-direct impacts associated with increased development in the first tier assessment could have implications for population and human health. Construction activities in particular can lead to increased levels of disturbance (e.g. noise, dust, vibration) and impact on visual amenity; at least temporarily. However, the potential for environmental effects arising from individual development proposals would continue to be assessed and mitigated through existing mechanisms, including through the development management process
3.4.5 Improving digital connectivity has the potential to bring significant benefits for health and wellbeing. In particular, greater connectivity could help to change travel behaviours, reduce travel journeys and associated vehicle emissions; complementing wider Scottish policies relating to the transport sector, with clear benefits for human health in urban areas. The extent to which digital initiatives address the risk of digital exclusion will need to be considered to ensure these benefits are realised across all members of society.
3.4.6 The proposed hierarchical changes to planning and the much fuller alignment of planning with community planning, also has the potential to deliver in-direct benefits for public health. The quality of the external environment has been shown to play an important role in supporting health and wellbeing and meaningful social interaction. Improved decision-making that supports the creation of places that encourage walking and cycling can positively influence the options available to act in healthy, sustainable ways. As well as encouraging physical activity and cardiovascular fitness, the quality of the environment can also help to provide communities and individuals with a sense of understanding and control over their circumstances. Lack of a proper sense of control and influence on our environment has been linked to poor health outcomes. Approaches that better involve local communities in decision-making can create co-production models, providing positive influence and control for individuals. In this way, creating better places where communities can input positively to future changes can help to create and enhance social capital and cohesion, with resulting benefits for population health. An integrated approach to place-making has the potential to identify opportunities for public health issues to be better evaluated and ensure good outcomes from policies and decisions.
Climatic Factors, Landscape and Cultural Heritage
3.4.7 The potential for localised in-direct impacts associated with increased development identified in the first tier assessment could have implications for climatic factors, landscape and cultural heritage. For example, the development of greenfield land can have negative visual impacts and adversely affect landscape; both in the construction stage and from land use change. Adverse environmental impacts may arise from the initial development phase of
infrastructure works, whether through the provision of new roads or new green infrastructure. However, at this stage, it is not possible to define the significance of these effects as much will depend on future policy, rather than the procedures through which the policy is applied. In broad terms, the development planning and development management processes will continue to be the primary vehicles for the consideration of environmental effects. Given the emphasis on a plan-led approach to development, development planning at the local level will also play a key role in place-scale mitigation of the impacts of planned development.
3.4.8 A strong planning process can play an important role in supporting the delivery of better outcomes for Scotland's communities and environment, and greater alignment of development and community planning has the potential to play a key role in this. In terms of climatic factors for example, local place plans could identify or raise the profile of green infrastructure and place-making opportunities, and drive the delivery of benefits (e.g. reducing greenhouse gas emissions through increased opportunities for active travel, improved flood management or renewable heat solutions). If increased delivery of green infrastructure and innovative low carbon infrastructure solutions in particular are an outcome of the changed processes, this could make an important contribution to Scotland's transition towards a low carbon economy and delivering on climate change commitments. Many of these solutions are likely to be beneficial for other topic areas (e.g. air quality and human health, landscape, biodiversity).
Material Assets
3.4.9 Embedding an infrastructure first approach in the planning system can ensure that places function properly and development improves, rather than detracts from quality of life. Promoting greater coordination of infrastructure works and planning, at both the regional and local scales, could help to minimise the potential for indirect and cumulative effects associated with these activities (e.g. reduced disturbance during construction stages, reduced fragmentation of green infrastructure and urban biodiversity).
3.4.10 As set out in the SPP, infrastructure can also play an important role in facilitating the delivery of multiple benefits. For example, having the appropriate digital infrastructure in place could help to improve human health and wellbeing through greater connectivity, and the provision of well-designed green infrastructure can help to promote active travel and assist in flood management. Further alignment of development and community planning, alongside streamlined development planning could help identify opportunities such as these and provide an indication of suitable locations for potential deployment; particularly if these changes result in a greater focus on spatial planning at the local level.
3.4.11 An increase in development, particularly for housing, could lead to increased pressures on existing land uses. For example, more development on greenfield
sites could increase competition between current land uses such as agriculture, forestry or recreation, and provide further competition with other forms of development (e.g. renewable energy projects, commercial development, road and waste infrastructure). However, the potential for such conflicts would remain key considerations in planning system, particularly through development plans where key decisions on sites and delivery are made. The potential for environmental impacts will continue to be considered through SEA and HRA of development plans, as well as through the development management process at individual project level.
Summary of Findings from the Second Tier Assessment
3.4.12 A summary of the findings is set out in Table 3.2.
Summary of Likely Environmental Impacts
Key Points and Recommendations
Table 3.2 Summary of Findings from the Second Stage Assessment
* The potential for in-direct or secondary effects are primarily likely to be associated with increased development and associated infrastructure works; not least of which being increased competition for land and increased pressures on existing land uses. However, there are existing mechanisms in place within Scotland's planning system at both the strategic and project levels to identify and manage the potential for adverse environmental impacts.
* Increased development can have indirect, localised adverse environmental effects on most topic areas. Impacts associated with construction activities and development work such as increased levels of noise, dust and vibration; increased disturbance from construction traffic; temporary visual impacts; sealing and loss of soil; increased sedimentation and soil erosion; potential for increased flooding and water pollution; and fragmentation or and loss of habitats, amongst others, can occur. Siting and design of development will continue to be crucial in avoiding or mitigating many adverse effects, particularly on biodiversity features and the potential for impacts on landscape and setting of settlements and protected sites.
* The assessment identified the potential for indirect, localised positive impacts associated with a strong focus on early identification of infrastructure requirements and supporting infrastructure delivery. The development of strong and resilient networks for example for active travel, biodiversity and digital infrastructure, can be seen as a positive, particularly in helping to meet increased demand for existing services as a consequence of increased development.
* Infrastructure can also play an important role in facilitating the delivery of multiple benefits across a range of topic areas. For example, having the appropriate digital infrastructure in place could change travel behaviours and patterns, and help to improve human health and wellbeing, through greater connectivity. Similarly, the provision of well-designed and sited green infrastructure can help to promote active travel and improve health and wellbeing, contribute to reducing greenhouse gas emissions, assist in flood management, and contribute to the enhancement of urban biodiversity.
* Greater community engagement and buy-in to the planning system could help to identify opportunities to achieve benefits across many topic areas, including health and wellbeing.
* Further consideration of alignment between SEA / HRA procedures and a revised local development plan preparation process could provide further clarity and help to identify and manage the potential for environmental effects at the strategic level. Having a 'Gatecheck' in place for local development plans could help to identify the potential for adverse effects at an early stage in their development, and aid the selection of more suitable sites for development. Updated planning advice on the new development plan process can aid clarity.
* The promotion of opportunities to 'link' up development and infrastructure works could help to reduce the potential for in-direct impacts; for example, to reduce the period of disturbance during construction, and aid the consideration of cumulative or incombination effects.
* A more straightforward and accessible process for community engagement could help to maximise opportunities for involvement in a revised local development plan preparation process. In turn, this could aid the development of opportunities to deliver environmental benefits.
4 Assessment of the Reasonable Alternative – Retention of Current Planning System
4.1.1 The proposed package of changes primarily comprises procedural changes to the current planning system, intended to support sustainable economic development and inclusive growth. However, the proposals do not in themselves adopt any new plans, programmes, or strategies. If the existing system remains unchanged, planning procedures continue to be governed by the procedures set under Scotland's current legislative and policy framework.
4.1.2 In terms of this alternative, the Policy Context (Section 1.5) and Environmental Baseline (Appendix A), set out the relevant environmental effects of the current planning system. Together, this information provides a snapshot of Scotland's current planning system and key relationships, key environmental issues, and both an overview of current trends and the likely evolution of the Baseline in the absence of the package of proposals.
4.1.3 They demonstrate that many of the environmental trends identified in the collation of the baseline are independent of the planning system and of the proposed changes. For example, Scotland's population is expected to continue to rise and age in the coming years 15 , impacts of resource availability, and increased competition for land are expected to continue in the future. Due to the carbon already released into the atmosphere, the predicted effects of climate change are also expected to continue. They also demonstrate the potential for adverse impacts associated with development, regardless of whether the proposed changes are implemented; and that existing mechanisms within Scotland's planning system will continue to be the primary vehicles at both the strategic and project levels to identify and manage the potential for adverse environmental impacts.
4.1.4 Electing not to progress this package of proposals, is likely to be a missed opportunity to improve the current system and deliver the greater responsiveness and flexibility required in a changing world. Equally, the associated environmental benefits would not be realised. For example, whilst community engagement is at the forefront of planning, the potential for added benefit from further aligning development planning and community planning or introducing local place plans, would be unlikely to materialise. Additionally, opportunities for improvements to infrastructure planning would be missed, and with them, opportunities for associated environmental benefits identified in the assessment.
15 The Scottish Government (2015) Summary: Age Demographics [online] Available at: http://www.gov.scot/Topics/People/Equality/Equalities/DataGrid/Age/AgePopMig (accessed 21/06/2017)
5 Recommendations for Mitigation, Enhancement and Monitoring
5.1.1 The package of proposals set out in the Position Statement will themselves provide an opportunity to further establish in-built mitigation and opportunities for enhancing the Scottish planning system. For example a new 'Gatecheck' process for LDP examinations could provide opportunities to embed environmental considerations at this early stage of the plan's preparation; more upfront, earlier engagement can lead to better plans and more informed decision making at the local level; Local Place Plans could help to raise the profile of local issues and identify opportunities to enhance Scotland's living places; and, a shift to more proactive, cross-boundary regional partnership working could help to better inform consideration of infrastructure requirements, with the potential for in-direct benefits arising from more connected places which help to reduce GHG emissions. Finally, improved efficiency and resources can help to ensure that planning authorities can focus more on creating great places. Community buy-in and trust in these ambitions will however be essential to the realisation in full of such benefits.
5.1.2 The SEA identified the importance of existing environmental assessment mechanisms in managing the potential for in-direct or secondary environmental impacts associated with the proposed changes. In particular, the potential for significant environmental effects associated with the delivery of Scotland's ambitions through planning, such as the development of future iterations of the NPF, SPP, and development plans, will continue to be considered for SEA and/or HRA.
5.1.3 Individual development proposals would continue to be subject to the usual consideration through the development management process, supplemented where appropriate by EIA, HRA, and via site controls and Environmental Management Plans.
5.1.4 The assessment has identified a need to consider how SEA and HRA procedures would align with a new LDP preparation process. Further clarity on this, including through the preparation of guidance on the application of SEA and HRA to Local Place Plans, could help to ensure that the full benefits of these processes can be realised, adding value to plan-making. Guidance on producing sustainable Local Place Plans could also help the development planning process, and deliver positive environmental effects.
5.1.5 Many respondents to the consultation expressed their support for proposals for focusing more in future on monitoring outcomes from planning rather than procedures. Amongst other suggestions, the Place Standard was identified as a potential measure to consider how a place has changed. SEA and HRA of the NPF and SPP at the national level and LDPs at the local level, should also aid the identification of environmental objectives. Finally, Local Place Plans could
play an important role in identifying and raising the profile of place-making opportunities, including opportunities for delivering environmental benefits.
5.1.6 The partial Business and Regulatory Impact Assessment 16 which accompanied the Places, People and Planning consultation states 'The High Level Group on Planning Performance 17 has been tasked with investigating how performance of the planning system should be monitored. Performance of the planning system will be one of the key ways the implementation of the proposals is monitored." Monitoring of planning performance will be in addition to the raft of existing monitoring programmes targeting specific environmental topics (e.g. water quality through River Basin Management Planning, air quality at the local level, condition monitoring of biodiversity features). It is expected that further information on monitoring proposals will be set out in the Post Adoption SEA Statement.
5.1.7 The next steps in the process are set out in Table 5.1.
Table of Proposals for Mitigation and Monitoring Table 5.1
16 The Scottish Government (2017) Partial Business and Regulatory Impact Assessment, Planning, People and Place – A Consultation on the Future of Planning in Scotland [online] Available at:
bria/Review%20of%20the%20Planning%20System%20-%20Project%20Documentation%20- https://beta.gov.scot/publications/places-people-planning-consultation-
%20Partial%20BRIA.pdf?inline=true
(accessed 21/06/2017)
17 The High Level Group on Performance is co-chaired by COSLA and the Minister for Housing and Local Government.
6 Conclusions and Recommendations
6.1.1 A future Planning Bill is expected to make largely procedural changes and is considered unlikely to have significant direct environmental effects. Within the planning system a range of existing statutory and non-statutory measures are in place to assess the likely environmental impacts arising from development proposals at plan and project level, and these will continue to operate. With the exception of any changes to Permitted Development Rights, which will not be progressed through the planning bill and are outwith the scope of this SEA, future legislative change would not approve development or infrastructure. Rather, it would define the structure of planning and decision-making; streamlining the system and giving communities more influence in plans and decisions.
6.1.2 There is potential for indirect positive effects arising from the proposed changes, particularly those that aim to increase transparency and community engagement in planning. Aspects of the proposed changes intended to improve resources, grow skills and increase expertise for planning authorities, as well as the development of a 'Gatecheck' process for local development plan examinations, could also help in strengthening environmental consideration at the plan and project level.
6.1.3 There may also be positive and negative indirect /secondary effects from proposals that are aiming to improve the delivery of development and infrastructure.
6.1.4 Where improvements to infrastructure planning are achieved, there are opportunities for environmental benefits if increased delivery of green infrastructure is recognised as a priority. The second stage assessment identified the potential for indirect, localised positive impacts from earlier identification of infrastructure requirements and support for infrastructure delivery, which can provide multiple benefits across a range of topic areas.
6.1.5 The second stage assessment identified the potential for increased development to have indirect, localised adverse environmental effects on most of the SEA topic areas. Examples of negative indirect / secondary effects could include greater competition for land and increased pressures on existing land uses. Examples of impacts associated with construction activities and development work include increased levels of noise, dust and vibration; increased disturbance from construction traffic; temporary visual impacts; sealing and loss of soil; increased sedimentation and soil erosion; potential for increased flooding and water pollution; and fragmentation or and loss of habitats, amongst others. However, existing mechanisms are in place within Scotland's planning system to identify and manage the potential for adverse environmental impacts arising from proposed development, and the siting and design of development proposals will continue to be crucial in avoiding or
mitigating many adverse effects, particularly on biodiversity features and the potential for impacts on landscape and setting.
6.1.6 It also recommended the provision of support for community groups in engaging with Planning Authorities, and that the process be straightforward and accessible to maximise opportunities for public involvement. In particular, it was recommended that community groups be provided with sufficient guidance and information to produce sustainable plans that are in line with environmental objectives, and that they be afforded flexibility in defining their own approaches in influencing the local development planning process.
6.1.7 The assessment considered the alignment of environmental assessment processes with development planning to be crucial in ensuring that the full benefits of applying SEA and HRA are realised; including the early consideration of alternatives. The development of guidance for proportionate and effective consideration of environmental issues in local place plans would also be beneficial.
7 Next Steps
7.1 Consultation Timescales
7.1.1 Public views and comments are invited on both this Environmental Report and the proposals set out in the Position Statement to which it relates.
7.1.2 We ask that all comments be submitted via the Scottish Government consultation web site or to the following address by the close of the consultation period on 11 August 2017:
email@example.com or The Planning Review Planning and Architecture Division The Scottish Government Area 2-H (South) Victoria Quay Edinburgh EH6 6QQ
7.2 Questions for Consultees
7.2.1 Consultees may find the following questions helpful to provide a focus for their responses on the Environmental Report.
7.2.2 Please note that responses do not need to be confined to these questions, and more general comments on the Environmental Report are also invited.
Consultation Questions on the Environmental Report Figure 7.1
Questions:
1. What are your views on the accuracy and scope of the information used to describe the SEA environmental baseline set out in the Environmental Report? (Please give details of additional relevant sources)
2. What are your views on the predicted environmental effects as set out in the Environmental Report?
3. What are your views on the findings of the SEA and the proposals for mitigation and monitoring of the environmental effects set out in the Environmental Report?
7.3 Analysis and Use of Responses
7.3.1 Following the conclusion of the consultation period, the responses received on the proposals and this Environmental Report will be analysed and reported. Key messages from respondents will be highlighted and the findings of the analysis will be taken into account as the proposals are taken forward; either in the
development of a Planning Bill, through secondary legislation or where possible, directly implemented within the current planning system.
7.3.2 A Post-adoption SEA Statement will be prepared and published following implementation of the proposals. This will reflect on the findings of the SEA assessment and views expressed in the consultation, and will explain how the issues raised have been considered and addressed in the preparation of the finalised documents.
Appendix A: Environmental Protection Objectives and Environmental Baseline
1 Introduction
1.1 Schedule 3 of the Environmental Assessment (Scotland) Act 2005 (the 2005 Act) requires Responsible Authorities to identify:
* Relevant aspects of the current state of the environment and its likely evolution without the plan or programme.
* Environmental characteristics of areas likely to be affected.
* Relevant existing environmental problems.
* Relevant environmental protection objectives at the international, European or national level.
1.2 Many objectives for environmental protection and improvement are set out within existing legislation, policies, strategies, and plans that form the context for this SEA. A summary of the key environmental protection objectives for each environmental topic area is set out in this Appendix alongside the Environmental Baseline information considered relevant to the proposals for change.
1.3 A broad summary of both is presented in Section 3 of this Environmental Report.
2 Biodiversity, Flora and Fauna
Environmental Protection Objectives
2.1 Environmental protection objectives for biodiversity, flora and fauna are largely aimed at protecting habitats and species from damage and disturbance; principally through the identification and conservation of areas of particular value. The policies define a hierarchy of protection and include a range of international conventions, including the development of the Aichi Targets for 2020 and the Convention on Biological Diversity.
2.2 At European level, the Natura 2000 network of sites affords protection to key natural assets under the European Commission (EC) Habitats and Birds Directives; both of which have been transposed into UK and Scottish regulations. The Natura 2000 network is made up of Special Areas of Conservation (SAC) and Special Protection Areas (SPA). The majority of SPAs and SACs are also underpinned by Site of Special Scientific Interest (SSSI) legislation.
2.3 The designation of European protected species and identification of species and habitats as being the most threatened and requiring conservation action in the UK also demonstrates the prioritisation of conservation ambitions at
European and national levels. The 2020 Challenge for Scotland's Biodiversity is Scotland's response to the 20 Aichi Targets set by the United Nations Convention on Biological Diversity, and the European Union's Biodiversity Strategy for 2020. The 2020 Challenge supplements the 2004 Scottish Biodiversity Strategy and focuses on the importance of healthy ecosystems and an outcome that "Scotland's ecosystems are restored to good ecological health so that they provide robust ecosystem services and build on our natural capital".
2.4 Beyond site and species designations there are also longer term aspirations for enhancing biodiversity, improving landscape-scale ecological networks and addressing the impacts of climate change on the natural environment.
Overview
2.5 Biodiversity plays a key role in the functioning of ecosystems and supports life through the provision of crucial resources like fresh air, clean water and food 18 . It is commonly viewed as a measure of the health of ecosystems, and provides the essential functions or 'ecosystem services' that are the basis of life. These include the regulation of air and water, soil formation, nutrient cycling, climate and disease regulation, carbon cycling, pollination, flood regulation and water purification 19 .
2.6 While it is difficult to assign values to ecosystem services, fully functioning ecosystems and healthy biodiversity provide significant benefits for Scotland's communities and their economies 20 .
Scotland's Biodiversity
2.7 Scotland is rich in biodiversity with up to 89,000 native species found within our land and seas. Scotland hosts the majority of the world population of several birds, animal and plant species and there are a number of species with wider distributions whose UK and/or European populations are concentrated in Scotland 21 .
2.8 The UK Biodiversity Action Plan (UK BAP) 22 , prepared in 2008, identified 39 priority habitats and 197 priority species, for which action plans were developed, that were either occurring, or known to have occurred until recently,
18 SNH (2012) Safeguarding Biodiversity [online] Available at: http://www.snh.gov.uk/protecting-scotlandsnature/safeguarding-biodiversity/ (accessed 21/06/2017)
20 Scotland's Environment (2012) Benefits from Nature [online] Available at: http://www.environment.scotland.gov.uk/our_environment/society/benefits_from_nature.aspx (accessed 21/06/2017)
19 Mackey E.C. and Mudge G.P. (2010) Scotland's Wildlife: An assessment of biodiversity in 2010, Scottish Natural Heritage, Inverness [online] Available at: http://www.snh.gov.uk/docs/B811968.pdf (accessed 21/06/2017)
21 Mackey E.C. and Mudge G.P. (2010) Scotland's Wildlife: An assessment of biodiversity in 2010, Scottish Natural Heritage, Inverness [online] Available at: http://www.snh.gov.uk/docs/B811968.pdf (accessed 21/06/2017)
22 JNCC (2010) The UK Biodiversity Action Plan: Highlights from the 2008 reporting round [online] Available at: http://jncc.defra.gov.uk/pdf/pub2010_UKBAPHighlightsReport2008.pdf (accessed 21/06/2017)
in Scotland 23 . The value and importance of Scotland's biodiversity is also represented through a range of designations set at the national and international levels. These include SACs, SPAs, Ramsar sites and Biosphere Reserves amongst other international designations, and supported by a network of SSSI, National Nature Reserves, and Marine Protected Areas (MPAs) identified, at least in part, for their biodiversity interests.
2.9 Areas of biodiversity value are not only contained within this network of designated sites and recognised priority habitats and species. Many parts of Scotland also contain a wide range of habitats and species that have important functions and roles. For example, while Scotland's forests and woodlands occupy around 18.4% of our land at present, they support a disproportionately high share of our biodiversity 24 . There is over 1,000 km 2 of urban greenspace in Scotland, equating to around 28 hectares of greenspace per 1,000 people on average in each of Scotland's 32 local authority areas. Of this, 39% is classified as private gardens, with natural and semi-natural greenspace making up a further 22%, public parks and gardens 8%, amenity greenspace 16% and sports areas 10% 25 . These areas can provide habitats and ecosystems which are valuable to both flora and fauna in the urban context.
Key Pressures and Trends
2.10 While many of the priority habitats and species identified by the UK BAP are stable or improving, others are either in decline or without sufficient information to identify performance (Figure A2.1 and Figure A2.2). Monitoring of the condition of designated sites undertaken by Scottish Natural Heritage (SNH) reported favourable conditions for 80.4% of designated sites at the end of March 2016 26 ; a marginal increase from the 79.3% reported in 2015 27 . Together, these trends show that there is much work still to be done in conserving and improving Scotland's biodiversity.
2.11 Biodiversity loss has been documented over the last 50 years 28 . Key pressures on Scotland's wildlife and biodiversity include land use pressures (i.e. loss or damage of natural habitats); nutrient deposition; exploitation of natural
23 Scottish Government (2014) High Level Summary of Statistics Trend Last update: Thursday, August 21, 2014 BAP Species and Habitats [online] Available at: http://www.gov.scot/topics/statistics/browse/environment/trendbap (accessed 21/06/2017)
25 Greenspace Scotland (2012) The Second State of Scotland's Greenspace Report [online] Available at: http://greenspacescotland.org.uk/SharedFiles/Download.aspx?pageid=133&mid=129&fileid=278 (accessed 21/06/2017)
24 Scottish Government (2016), Key Scottish Environment Statistics 2016 [online] Available at: http://www.gov.scot/Resource/0050/00508344.pdf (accessed 21/06/2017)
26 Scottish Government (2016) Scotland Performs – National Indicator – Protected Nature Sites [online] Available at: http://www.gov.scot/About/Performance/scotPerforms/indicator/naturesites (accessed 21/06/2017)
28 Scotland's Environment (2014) Scotland's State of the Environment Report, 2014 [online] Available at: http://www.environment.scotland.gov.uk/media/92572/state-of-environment-report-2014.pdf (accessed: 21/06/2017)
27 Mackey E.C. and Mudge G.P. (2010) Scotland's Wildlife: An assessment of biodiversity in 2010, Scottish Natural Heritage, Inverness [online] Available at: http://www.snh.gov.uk/docs/B811968.pdf (accessed 21/06/2017)
resources; pollution of air, water and land; increases and spread of invasive non-native species; and the effects of climate change; amongst others. Indirect impacts can also occur through actions associated with adaptation to the predicted effects of climate change. For example, action taken in sectors such as agriculture, forestry, planning, water and coastal management in the face of a changing climate 29 .
Figure 2.1 Status of UK Biodiversity Action Plan (BAP) Habitats in Scotland: 2008 30,31
Figure 2.2 Status of UK Biodiversity Action Plan (BAP) Species in Scotland: 2008 32,33
2.12 The predicted effects of climate change can result in loss of certain habitats and species, changes in numbers of native species, impact on species migration, breeding cycles and food supplies 34 .
2.13 Habitat change due to increased and more intensive land management, urban development, pollution, nutrient enrichment, and over exploitation of natural resources is another known pressure. Settlement growth or expansion of the built environment, for example, can negatively affect biodiversity through the reduction, fragmentation or isolation of semi-natural habitats 35 . The intensification and modification of land use can also reduce the diversity, quality and connectivity of landscapes and habitats. Development can provide significant localised pressures in some areas 36 .
2.14 Development and infrastructure works can also have the potential to reduce, fragment or isolate natural areas; and this can negatively impact on the biodiversity interests they contain. However, these projects can also provide opportunities to aid biodiversity through the creation of new habitats. If appropriately designed, they can help to improve connectivity between wildlife areas via measures such as crossing points, wildlife corridors, planting hedges and trees, amongst others 37,38 .
32 Scottish Government (2016) Key Scottish Environment Statistics 2016 [online] Available at: http://www.gov.scot/Resource/0050/00508344.pdf (accessed 21/06/2017)
34 Baxter J.M., Boyd I.L., Cox M., Donald A.E., Malcolm S.J., Miles H., Miller B., Moffat C.F. (Editors) (2011) Scotland's Marine Atlas: Information for the National Marine Plan, Marine Scotland, Edinburgh, pg. 189 [online] Available at: http://marine.gov.scot/datafiles/misc/MarineAtlas-Complete.pdf (accessed 21/06/2017)
33 Based on 197 UK BAP priority species.
35 Scotland's Environment (2015) Mountains and uplands-State- Pressures affecting upland wildlife. [online] Available at: http://www.environment.scotland.gov.uk/our_environment/wildlife/mountains_and_uplands.aspx (accessed 21/06/2017)
37 Scotland's Environment(2014) Farmland-State-Pressures affecting farmland wildlife [online] At: http://www.environment.scotland.gov.uk/our_environment/wildlife/farmland_and_lowland.aspx (accessed 21/06/2017)
36 Scottish Government (2015) Scotland's Biodiversity a Route Map to 2020 [online] Available at: http://www.gov.scot/Resource/0048/00480289.pdf (accessed 21/06/2017)
38
https://www.forestry.gov.uk/pdf/urgp_benefits_of_green_infrastructure_main_report.pdf/$FILE/urgp_benefits_of_gr
Forest Research (2010) Benefits of green infrastructure een_infrastructure_main_report.pdf
(accessed 21/06/2017)
Biodiversity – Key Points
* Scotland has a rich and diverse mix of biodiversity and hosts the majority of the world population of several species.
* Many biodiversity features have been designated at the national and international levels, including SACs, SPAs, Ramsar sites, National Parks, SSSIs and MPAs, amongst others. While there was a marginal increase in the proportion of designations in a favourable condition between 2015 and 2016, much works is needed to conserve and protect those features not considered to be in favourable condition.
* Climate change, urban development, intensive land management and pollution are the biggest pressures to Scotland's biodiversity.
* Through careful planning, development and infrastructure can be designed and implemented to aid biodiversity; for example through the creation of new habitats, habitat restoration and greater connectivity of wildlife areas.
3 Population and Human Health
Environmental Protection Objectives
3.1 Many existing environmental protection objectives are relevant to population and human health, either directly or indirectly. For example, the Air Quality Standards (Scotland) Regulations 2010 39 , the Air Quality (Scotland) Regulations 2000 40 , the Air Quality (Scotland) Amendment Regulations 2002 41 and the Air Quality (Scotland) Amendment Regulations 2016 42 , help set out current objectives and requirements for air quality with clear relevance for human health. Protection is also afforded through existing legislation against noise and vibration nuisance at the both the European level through the Environmental Noise Directive (2002/49/EC) 43 and the national level through regulations such as the Environmental Noise (Scotland) Regulations 2006 44 .
3.2 The Pollution Prevention and Control (Scotland) Regulations 2012 45 (PPC Regulations) also seek to provide protection for human health. The Regulations introduce a consistent and integrated approach to environmental protection to
39 The Air Quality Standards (Scotland) Regulations 2010 [online] Available at: http://www.legislation.gov.uk/ssi/2010/204/pdfs/ssi_20100204_en.pdf (accessed 21/06/2017)
The Air Quality (Scotland) Regulations 2000 [online] Available at:
40
http://www.legislation.gov.uk/ssi/2000/97/introduction/made
(accessed 21/06/2017)
http://www.legislation.gov.uk/ssi/2002/297/pdfs/ssi_20020297_en.pdf (accessed 21/06/2017)
41The Air Quality (Scotland) Amendment Regulations 2002 [online] Available at:
42 The Air Quality (Scotland) Amendment Regulations 2016 [online] Available at: http://www.legislation.gov.uk/sdsi/2016/9780111030837/pdfs/sdsi_9780111030837_en.pdf (accessed 21/06/2017)
43
44
Environmental Noise Directive 2002/49/EC [online] Available at: http://ec.europa.eu/environment/noise/directive_en.htm (accessed 21/06/2017)
Environmental Noise (Scotland) Regulations 2006 [online] Available at:
45 The Pollution and Prevention Control (Scotland) Regulations 2012 [online] Available at: http://www.gov.scot/Topics/Environment/waste-and-pollution/Pollution-1/Industrial-Pollution/PPC (accessed 21/06/2017)
http://www.legislation.gov.uk/ssi/2006/465/pdfs/ssi_20060465_en.pdf
(accessed 21/06/2017)
ensure that industrial activities that may have a significant impact on the environment are strictly regulated. They were also designed to eliminate or minimise emissions to air, water and land and extended pollution controls to previously unregulated sectors.
Overview
3.3 In 2015, the population of Scotland was estimated to be 5,373,000; the highest ever recorded 46 . Scotland's population is projected to continue to rise to around 5.7 million in 2039 47 .
3.4 Most population centres and industry are concentrated in highly urbanised areas across Scotland's Central Belt and along the east coast, with the lowest population density seen in the Highlands and Western Isles. Almost 70% of the population live in urban areas, in settlements of more than 10,000 people that cover just 2% of Scotland's land area. Some 12.4% live in small towns of between 3,000 and 10,000 people; of this, around 70% of these towns are located within a 30 minute drive of large urban settlements. The remainder of people in Scotland live in smaller settlements 48 .
3.5 Human health depends on a number of environmental factors. Having access to services such as health facilities and education, employment, safety, the condition of our homes and the provision of adequate heat and ventilation, access to good quality outdoor recreational facilities and a high quality environment, with good air, soil and water quality, are all important contributors to good health 49 . Cross cutting effects from the predicted effects of climate change can also affect health and wellbeing. For example, pockets of dense urban development will be more at risk of surface water flooding and summer heat stress whilst the most vulnerable in society are most at risk from these effects. Negative health effects are also likely to be disproportionately severe in areas of high deprivation due to the inability of individuals and communities to prepare, respond and recover 50 .
46 NRS (2016) High Level Summary of Statistics - Population and Migration [online] Available at: https://www.nrscotland.gov.uk/files//statistics/high-level-summary/hlss-population-migration-jan17.pdf [accessed 21/06/2017)
48 Scotland's Environment (2014) Cities, towns and greenspace [online] Available at: http://www.environment.scotland.gov.uk/get-informed/people-and-the-environment/cities-towns-and-greenspace/ (accessed 21/06/2017)
47 NRS (2016) High Level Summary of Statistics: Population and Migration [online] Available at: https://www.nrscotland.gov.uk/files/statistics/high-level-summary/j11198/j1119804.htm (accessed 21/06/2017)
49 Scotland's Environment (2015) Health and Wellbeing- Health and the environment Available at: http://www.environment.scotland.gov.uk/get-informed/people-and-the-environment/health-and-wellbeing/ (accessed 21/06/2017)
Scotland's Environment (2014) Air quality [online] Available at:
50
http://www.environment.scotland.gov.uk/our_environment/air_and_climate/air_quality.aspx
(accessed 21/06//2017)
Key Pressures and Trends
3.6 Air quality has been identified as an important factor in both short and long-term human health, and poor air quality can have impacts on people with existing health issues. Research has shown that air pollution reduces average life expectancy and often leads to premature deaths 51 . In general, healthy people may not suffer serious health effects from exposure to the levels of pollution commonly experienced in urban environments (e.g. vehicle emissions). However, continual exposure can cause harm over the long-term. Those with existing health conditions such as heart disease, lung conditions and asthma can be adversely impacted by daily exposure to air pollutants 52 .
3.7 Persistent issues with air pollutants, particularly associated with traffic and congestion in many Scottish cities remain, even with air quality improving overall in Scotland. Emissions and congestion resulting from increasing volumes of traffic in urban areas are known to have a major effect on both air quality and human health 53 . This is discussed further in the Air Quality section of the Environmental Baseline.
3.8 Access to these areas and the outdoors can provide positive effects in terms of wellbeing and human health. For example, access and utilisation of these areas can provide opportunities for active travel and regular exercise, and help to deliver benefits for physical and mental health well-being (e.g. reducing obesity and stress) 54 . As such, the provision of readily accessible greenspace, particularly in urban areas, can have measurable physical and psychological benefits 55 .
3.9 Proximity to greenspace can also be a key factor in achieving positive results. Research indicates that people living near to greenspace are four times more likely to use it regularly, and see associated benefits. Other actions, such as planting trees and increasing vegetation cover in urban areas can help to reduce the effects of pollution and can reduce the "Urban Heat Island" effect; 56 both of which can have positive effects on human health.
3.10 The quality of greenspace is often the most critical factor in determining whether greenspace meets local needs and delivers a full range of benefits to
51 House of Commons Environmental Audit Committee (2010) 'Air Quality, Fifth Report of Session 2009 – 10 Volume 1, http://www.publications.parliament.uk/pa/cm200910/cmselect/cmenvaud/229/229i.pdf (Accessed on 21/06/2017)
Scotland's Environment (2014) Air Quality [online] Available at:
52
53
http://www.environment.scotland.gov.uk/our_environment/air_and_climate/air_quality.aspx
(accessed 21/06/2017)
Scotland's Environment (2014) Air quality [online] Available at:
54 Greenspace Scotland (2011) Greenspace Use and Attitude Survey 2011 [online] Available At: http://www.greenspacescotland.org.uk/1greenspace-survey-2011.aspx (accessed 21/06/2017)
http://www.environment.scotland.gov.uk/our_environment/air_and_climate/air_quality.aspx
(accessed 21/06/2017)
55 SNH (2014) Attitudes to greenspace in Scotland [online] Available at: http://www.snh.gov.uk/docs/A1413382.pdf (accessed 21/06/2017)
56 SNH (2014) Urban Green Infrastructure Benefits Factsheets [online] Available at: http://www.snh.gov.uk/docs/A1413427.pdf (accessed 21/06/2017)
Points local communities 57 . In more deprived areas, proximity of residential properties to greenspace areas tends to be lower than in other areas 58 , and these areas often had more limited facilities for physical activities and a higher number of physical incivilities; for example, greenspace areas are located near abandoned or boarded up buildings, and subject to locational drawbacks (e.g. located near multi-lane roads, bordered by industrial sites) 59 .
3.11 Key findings from the 2016 Scottish Index of Multiple Deprivation show that 14 areas have been consistently among the 5% most deprived in Scotland since the 2004 Index. Of these, half were in located in Glasgow City with a further four located in Inverclyde, Renfrewshire, North Lanarkshire and East Ayrshire. Eleven council areas now have a larger share of the 20% most deprived data zones in Scotland compared to four years ago, with the largest increases observed in West Dunbartonshire, Midlothian, North Ayrshire and South Ayrshire 60 .
Population and Human Health – Key
* In 2015, Scotland's population was 5.37 million people; the highest ever recorded. The population is expected to further rise to around 5.7 million by 2039.
* Most of Scotland's population is concentrated in high density urban environments located throughout the central belt and along Scotland's east coast.
* The Scottish Index of Multiple Deprivation shows that between 2004 and 2016, 14 areas were consistently in the lowest 5%. Eleven councils now have a larger share of the 20% most deprived data zones in Scotland compared to that in the 2004 index.
* Environmental factors such as air quality and climatic factors are key pressures on human health. In particular, urban air quality specifically from transport remains a major concern in many Scottish cities.
* Access to recreational facilities, green infrastructure and greenspaces can have benefits for physical and mental health (e.g. improving health and wellbeing by reducing obesity and stress). However, the most deprived areas of Scotland tend to have the poorest access to these areas, and in many cases, limited facilities.
57 Greenspace Scotland (2012) The Second State of Scotland's Greenspace Report [online] Available at: http://greenspacescotland.org.uk/SharedFiles/Download.aspx?pageid=133&mid=129&fileid=278 (accessed 21/06/2017)
59 Greenspace Scotland (2007) Greenspace Scotland Research Report - the links between greenspace and health: a critical literature review, October 2007 [online] Available at: http://greenspacescotland.org.uk/SharedFiles/Download.aspx?pageid=133&mid=129&fileid=85 (accessed 21/06/2017)
58 SNH (2014) Attitudes to greenspace in Scotland [online] Available at: http://www.snh.gov.uk/docs/A1413382.pdf (accessed 21/06/2017)
60 SIMD 2016 Results (2016) Introducing the Scottish Index of Multiple Deprivation 2016 [online] Available at: http://www.gov.scot/Resource/0050/00504809.pdf (accessed 21/06/2017)
4 Climatic Factors
Environmental Protection Objectives
4.1 Scotland's ambition on tackling climate change is set out in the Climate Change (Scotland) Act 2009 61 . Through this legislation, Scotland contributes to international (EU and UN) efforts on climate change mitigation and adaptation. The 2009 Act creates the statutory framework for greenhouse gas (GHG) emissions reduction in Scotland, and set targets for reduction in emissions of the seven Kyoto Protocol GHG's 62 by 80% by 2050, with an interim 2020 target of 42%, compared to the 1990/1995 baseline level.
4.2 The 2009 Act also requires that annual GHG emissions targets are set, by Order, for each year in the period 2010 – 2050. The third and most recent batch of annual targets, covering the years 2028 – 2032, was agreed by the Scottish Parliament in October 2016.
4.3 The Scottish Climate Change Adaptation Programme (the Adaptation Programme) 63 addresses the impacts identified for Scotland in the UK Climate Change Risk Assessment (CCRA) 64 . The Adaptation Programme sets out Scottish Ministers' objectives in relation to adaptation to climate change, their proposals and policies for meeting these objectives, and the period within which these proposals and policies will be introduced. The Programme also sets out the arrangements for wider engagement in meeting these objectives. The recently published 2017 UK CCRA 65 sets out priorities for the next five years, and the impacts identified for Scotland are expected to be addressed by the second iteration of the Adaptation Programme which is due in 2019 66 .
4.4 At the Paris climate conference (COP 21) in December 2015, 195 countries adopted the first ever universal, legally binding global climate deal. The Agreement entered into force on 4 November 2016 67 and sets out a global action plan to put the world on track to avoid dangerous climate change by limiting global warming to well below 2 o C 68 ; but countries should aim for the
61 The Scottish Government (2012) Climate Change (Scotland) Act 2009 [online] Available at: http://www.gov.scot/Topics/Environment/climatechange/scotlands-action/climatechangeact (accessed 21/06/2017)
63 Scottish Government (2014) Climate Ready Scotland Scottish Climate Change Adaptation Programme [online] Available at: http://www.gov.scot/Publications/2014/05/4669 (accessed 21/06/2017)
62 The basket of Kyoto Protocol greenhouse gases comprises Carbon dioxide (CO2), methane (CH4) and Nitrous oxide (N2O), for which the baseline is 1990; and hydrofluorocarbons (HFCs), perfluorocarbons (PFCs) and Sulphur hexafluoride (SF6), for which the baseline is 1995. Nitrogen triflouride (NF3) has subsequently been added.
64
https://www.gov.uk/government/publications/uk-climate-change-risk-assessment-government-report
UK Government (2012) UK Climate Change Risk Assessment [online] Available at:
21/06/2017)
(accessed
65 Committee on Climate Change (2016) UK Climate Change Risk Assessment 2017 [online] Available at: https://www.theccc.org.uk/uk-climate-change-risk-assessment-2017/ (accessed 21/06/2017)
67 UNFCC (2016) The Paris Agreement [online] Available at: http://unfccc.int/paris_agreement/items/9485.php (accessed 21/06/2017)
66 Committee on Climate Change (2016) Scottish Climate Change Adaption Programme: An independent assessment [online] Available at: https://www.theccc.org.uk/wp-content/uploads/2016/09/Scottish-Climate-ChangeAdaptation-Programme-An-independent-assessment-CCC-September-2016.pdf (accessed 21/06/2017)
68 European Commission (2016) Climate Action Paris Agreement [online] Available at: http://ec.europa.eu/clima/policies/international/negotiations/paris/index_en.htm (accessed 21/06/2017)
even more ambitious target of 1.5 o C 69 . A number of other agreements were reached on key issues such as mitigation through reducing emissions, adaptation and loss and damage 70 .
4.5 The EU Emissions Trading System (EU ETS) is a key component of the EU's policy to combat climate change. In operation since 2005, it aims to reduce GHG emissions from energy intensive industries, with emissions from within Europe aviation added in 2012 71 . The EU ETS has emission reduction targets for 2020 of 20% on 2005 levels for industrial emissions. To achieve this, the system works on a "cap and trade" principle, requiring participants to obtain allowances to cover their annual emissions; the availability of which reduces annually.
69 Energy & Climate Intelligence Unit (2016) The UK Climate Change Summit, What does the Paris Agreement mean for the UK? [online] Available at: http://eciu.net/reports/2016/what-does-the-paris-agreement-mean-for-the-uk (accessed 21/06/2017)
71 European Commission (2016) Climate Action [online] Available at: http://ec.europa.eu/clima/policies/ets/index_en.htm (accessed 21/06/2017)
70 European Commission (2016) Climate Action Paris Agreement [online] Available at: http://ec.europa.eu/clima/policies/international/negotiations/paris/index_en.htm (accessed 21/06/2017)
Overview
4.6 Over the past 50 years it has become increasingly apparent that the world's climate is changing at an unprecedented rate. Evidence of an increase in average global temperatures, along with an increase in greenhouse gases (GHG) in the atmosphere, has led to the conclusion that our use of carbon based fuels is the main reason for this increase. 72
4.7 Everyday activities such as our travel choices, heating our homes and how we dispose of our waste all lead to the production of GHGs. In 2013, net emissions of the seven main greenhouse gases 73 created by human activities in Scotland were estimated at 46.7 million tonnes. The biggest emissions share in 2014 came from energy supply, domestic transport and agriculture and related land uses 74 .
Key Pressures and Trends
4.8 While there was an overall decrease of 37.6% in total greenhouse gas emissions from 1990 - 2015 75 , climate change is considered to be one of the most serious environmental threats to sustainable development. A changing climate is expected to present adverse impacts for human health, food security, economic activity, our natural resources and physical infrastructure 76 . Adaptation to the effects of climate change is now acknowledged as being necessary to respond effectively and equitably to the impacts of climate change, and minimise the potential for adverse effects.
4.9 The extent of the effects of climate change will vary by location, but there is significant evidence supporting the belief that significant changes in precipitation, snowfall, seasonality, cloud cover, humidity, wind speeds, soil moisture, rising sea levels and more extreme weather events may occur 77 . More extended hot periods, increases in maximum temperatures nationwide, and fewer days of snow and frost are expected. Longer periods of dry weather
72 Scotland's Environment (2014) climate change [online] Available at: http://www.environment.scotland.gov.uk/our_environment/air_and_climate/climate_change.aspx (accessed 21/06/2017)
Scotland's Environment (2014) climate change [online] Available at:
73 The basket of Kyoto Protocol greenhouse gases comprises Carbon dioxide (CO2), methane (CH4) and Nitrous oxide (N2O), for which the baseline is 1990; and hydrofluorocarbons (HFCs), perfluorocarbons (PFCs) and Sulphur hexafluoride (SF6), for which the baseline is 1995. Nitrogen triflouride (NF3) has subsequently been added. 74
21/06/2017)
http://www.environment.scotland.gov.uk/our_environment/air_and_climate/climate_change.aspx
(accessed
75 Scottish Government (2016) High Level Summary of Statistics Trend Last update: Thursday, June 16, 2016 [online] Available at: http://www.gov.scot/Topics/Statistics/Browse/Environment/TrendGasEmissions (accessed on (21/06/2017)
77 IPCC (2014) Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change.
76 ICAO (undated) Climate change adaptation [online] Available at: http://www.icao.int/environmentalprotection/Pages/adaptation.aspx (accessed 21/06/2017)
in the summer are likely and the wettest days of the year are likely to be considerably wetter than at present 78 .
4.10 Indeed, there have already been changes observed in Scotland's climate. Higher temperatures and changes in rainfall patterns have been seen since 1961. For example, some parts of north-west Scotland have seen up to 45% drier weather in summer, while increases in as much as 60% of winter rainfall have been observed in northern and western regions 79 . Over the same period, average temperatures in all regions of Scotland have risen every season. It has been predicted that under a high emissions scenario, summer and winter temperatures in 2080 may be 4.3°C and 3.1°C higher, respectively 80 . UK climate projections indicate that temperature increases are expected to be greater throughout southern and central Scotland by 2080, and the largest decreases in precipitation observed in the central highlands and Dumfries and Galloway over the same period 81 .
4.11 Climate change projections also show that over the next century, sea levels around Scotland are expected to rise, owing to the effects of climate change; and with it, the potential for increased coastal flooding. All coastal areas of Scotland are now experiencing relative sea level rise, and there is an observed increased frequency of floods within the tide gauge record at Aberdeen, Millport and Stornoway 82 .Research has shown that one in 22 of all residential properties and one in 13 of all non-residential properties are at risk of flooding from rivers, the sea or heavy rainfall in urban areas 83 .
4.12 The development of greenspace and other measures, such as adding green roofs to buildings in town centres and high-density residential centres, can reduce run-off by around a fifth. The addition of grass, which can absorb up to 2.54 cm of rain water, can also prove beneficial in combating the threat posed by flooding, especially in urban areas 84 .
78 Scottish Government (2009) Scotland's Climate Change Adaptation Framework http://www.scotland.gov.uk/Resource/Doc/295110/0091310.pdf (accessed 21/06/2017)
80
79 Scotland's Environment (2016) Scotland's Climate Trends Handbook. Available at: http://www.environment.scotland.gov.uk/climate_trends_handbook/index.html (accessed 21/06/2017)
ibid
82 Committee on Climate Change (2016) UK Climate Change Risk Assessment 2017. Available at: https://www.theccc.org.uk/uk-climate-change-risk-assessment-2017/ (accessed 21/06/2017)
81 Defra, DECC, DOENI, The Scottish Government, Welsh Assembly government, Met Office and UK Climate Impacts Programme (2009) UK climate projections – Briefing Report [online] Available at: http://www.ukcip.org.uk/wordpress/wp-content/PDFs/UKCP09_Briefing.pdf (accessed 21/06/2017)
83 HR Wallingford, AMEC Environment & Infrastructure UK Ltd, The Met Office, Collingwood Environmental Planning, Alexander Ballard Ltd, Paul Watkiss Associates, Metroeconomica (2012) A Climate Change Risk Assessment for Scotland, DEFRA.
84 Scottish Natural Heritage (2014) Urban Green infrastructure Benefits Factsheets [online] Available at: http://www.snh.gov.uk/docs/A1413427.pdf (accessed 21/06/2017)
* The world's climate is changing at an unprecedented rate.
Climatic Factors – Key Points
* An increase in average global temperatures and an increase in GHG in the atmosphere has led to the conclusion that our use of carbon based fuels is the main reason for this increase. Over three-quarters of Scotland's GHG emissions are generated by the energy supply, domestic transport and agricultural sectors.
* While Scotland has achieved significant reductions in GHG emissions over the last few decades, there remains much to do to achieve the established targets.
* Large changes in precipitation, snowfall, seasonality, cloud cover, humidity, high winds, soil moisture, rising sea levels and increased extreme weather events are predicted from the effects of climate change. Many changes are already being observed in many parts of Scotland.
* Adaptation to climate change and its predicted effects is being progressed through actions such as a transition to a low carbon economy, involving increased renewable energy generation and a reduction in traditional energy sources such as fossil fuels.
5 Air
Environmental Protection Objectives
5.1 Scotland's environmental protection objectives for air quality are largely derived from the EC Air Quality Directive (2008/50/EC) and the 4th Air Quality Daughter Directive (2004/107/EC) 85 , via the Air Quality Standards (Scotland) Regulations 2010 86 which transposes these Directives into the Scottish context. There are also domestic objectives as part of the Local Air Quality Management system set under the Environment Act 1995 and associated regulations 87 . These objectives are largely aimed at reducing air emissions that are potentially harmful to human health and the environment, and together they set out the requirement for monitoring with a particular focus on areas where air pollution is concentrated.
5.2 Scotland's PPC Regulations 88 allow for the regulation and monitoring of certain industrial activities in Scotland that can generate airborne pollution. Together with the Air Quality Standards (Scotland) Regulations 2010 89 , the PPC Regulations enable regulators to monitor, manage and, ultimately, improve Scottish air quality. It also sets a requirement for monitoring of air quality with a
85 EC (2015) Air Quality – Existing Legislation [online] Available at: http://ec.europa.eu/environment/air/quality/legislation/existing_leg.htm (accessed 21/06/2017)
87 Scottish Government (2016) Local Air Quality Management policy guidance [online] Available at: http://www.gov.scot/Publications/2016/03/9717 (accessed 21/06/2017)
86 The Air Quality Standards (Scotland) Regulations 2010 [online] Available at: http://www.legislation.gov.uk/ssi/2010/204/pdfs/ssi_20100204_en.pdf (accessed 21/06/2017)
88 Scottish Parliament, The Pollution Prevention and Control (Scotland) Regulations 2012, Coming into force 7th January 2013 [online] Available at: http://www.legislation.gov.uk/sdsi/2012/9780111018408/pdfs/sdsi_9780111018408_en.pdf (accessed 21/06/2017)
89 The Air Quality Standards (Scotland) Regulations 2010, SSI 2010 No. 204 [online] Available at: http://www.legislation.gov.uk/ssi/2010/204/contents/made (accessed 21/06/2017)
particular focus on areas where air pollution is concentrated and seeks to identify the sources.
Overview
5.3 Air pollution can have a wide range of adverse environmental effects. For example, it can add nutrients to water bodies and soils, and contribute to acidification; both of which can have significant impacts on plant and animal life, and can also damage the fabric of buildings and monuments. 90 As discussed in the Population and Human Health section, air pollutants can also adversely affect human health and can impact on many aspects of quality of life.
5.4 The pollutants generally considered as being of most importance in relation to human health and the environment in Scotland include Sulphur Dioxide (SO2), Nitrogen dioxide (NO2) and particulate emissions (e.g. PM10). 91
Key Pressures and Trends
5.5 The quality of Scotland's air has improved considerably over the last few decades, and in general it is now cleaner than at any time since the Industrial Revolution (in the 19th century). The National Atmospheric Emissions Inventory has been collating emissions data for the UK since 1970, and provides an estimate of emissions in Scotland. While it shows that Scottish emissions for all pollutants have decreased since 2000, there are marked differences in the extent of the reductions for different pollutants between 2000 and 2014. NO2 concentrations have dropped by 51.4%, particulate matter by 14.3%, SO2 by 75.9%, Ammonia (NH3) by 11.4%, Carbon Monoxide (CO) by 51% and Volatile Organic Compounds by 40.1% 92,93,94 .
5.6 However, in some areas poor air quality remains an issue for both human health and the environment 95 . Some 38 Air Quality Management Areas (AQMAs) have currently been declared in Scotland, with 14 of Scotland's 32 Local Authorities having declared at least one area. The majority of these are located in urban areas as a result of Nitrogen oxide (NOx) concentrations, either
90 Scotland's Environment (undated) Air Quality: Why does the quality of our air matter? [online] Available at: http://www.environment.scotland.gov.uk/our_environment/air_and_climate/air_quality.aspx (accessed 21/06/2017)
92
91 ibid
Scotland's Environment (2014) Air Quality – State [online] Available at:
93
http://www.environment.scotland.gov.uk/get-informed/air/air-quality/
(accessed 21/06/2017)
Scotland's Environment (undated) Air Quality: Overview [online] Available at:
94 Scottish Government (2015) Scottish Environment Statistics Online: Air Pollutants by Gas (ktonnes): 1990 – 2014 [online] Available at: http://www.gov.scot/seso/DatasetSearch.aspx?TID=222 (accessed 21/06/2017)
http://www.environment.scotland.gov.uk/our_environment/air_and_climate/air_quality.aspx accessed 21/06/2017)
95 Scotland's Environment (undated) Air [online] Available at: http://www.environment.scotland.gov.uk/getinformed/air/ (accessed 21/06/2017)
alone or in combination with elevated PM10 levels, primarily as a result of traffic emissions 96 .
5.7 Increased uptake of measures such as using alternative fuel and energy sources, and changing travel behaviours (e.g. increased active travel), can help to reduce GHG emissions and improve air quality 97 .
* Air quality in Scotland has improved considerably in the last few decades and overall air quality is now better than at any time since the industrial revolution.
Air – Key Points
* Reductions in emissions for all major air pollutants were observed between 2000 and 2014, with the largest reductions seen for Sulphur dioxide (75.9%), Nitrogen dioxide (51.4%), and Carbon monoxide (51%).
* However, air quality issues persist in many parts of Scotland, particularly in urban areas and other locations with high density traffic. Transport, energy and industry remain the main contributors of air pollutants.
* Actions such as the progressive decarbonisation of the transport sector and the promotion of active travel and use of public transport, amongst others seek to further improve Scotland's air quality and deliver wider benefits (e.g. human health).
6 Water
Environmental Protection Objectives
6.1 Objectives relating to the condition of all water bodies are set through the Water Framework Directive 98 , which governs objectives for rivers, lochs, transitional waters, coastal waters and groundwater resources. The Directive sets out the requirement for an assessment of both chemical and ecological status, alongside the requirement to consider the status of biodiversity as an indicator in determining water quality.
6.2 These objectives are set in the Scottish context in a range of water, coastal and marine policies. Scotland's two River Basin Management Plans 99 aim to improve the overall condition of water bodies. The protection of Scotland's water resources has also been translated through the establishment of legislation and regulations such as the Water Environment and Water Services (Scotland) Act 2003 100 and the Water Environment (Controlled Activities)
96 Air Quality in Scotland (undated) Air quality management areas [online] Available at: http://www.scottishairquality.co.uk/laqm/aqma (accessed 21/06/2017)
98 European Commission (2000) The Water Framework Directive [online] Available at: http://eur-
97 Air Quality in Scotland (undated) Local air quality management [online] Available at: http://www.scottishairquality.co.uk/laqm.php?a=l&la_id=i (accessed 21/06/2017)
lex.europa.eu/resource.html?uri=cellar:5c835afb-2ec6-4577-bdf8-756d3d694eeb.0004.02/DOC_1&format=PDF (accessed 21/06/2017)
100 Water Environment and Water Services (Scotland) Act (2003) [online] Available at: http://www.legislation.gov.uk/asp/2003/3/contents (accessed 21/06/2017)
99 SEPA (2016) River Basin Management Planning, The Current Plans [online] Available at: https://www.sepa.org.uk/environment/water/river-basin-management-planning/ (accessed 21/06/2017)
(Scotland) Regulations 2011 101 . These complement the role of others such as the Pollution Prevention and Control (Scotland) Regulations 2012 102 , developed to specifically control pollution relating to industry discharges.
6.3 The Flood Risk Management (Scotland) Act 2009 103 provides for the management of flood risk, and translates the EU Floods Directive 104 into the national context.
Overview
6.4 Scotland's water resources help to support health and prosperity through the provision of potable water for drinking and domestic use, and as a resource used by sectors such as agriculture, aquaculture and industry. These important resources also support a rich diversity of habitats and species, play a key role in attracting tourism, and support a wide range of recreation activities.
Key Pressures and Trends
6.5 Scotland's water resources are generally considered to be in good condition. There have been significant reductions in pollution over the last 25 years and in 2015, 63% of Scotland's groundwater and surface water bodies were classified as being in good or excellent condition 105 . However, rivers across Scotland's central belt and east coast in particular, require additional work to achieve Scotland's overarching target of all water bodies achieving 'good or better' for overall status 106 . Similarly, coastal areas in the Firth of Clyde and off the east coast of the Scottish mainland are classified as 'poor', requiring further improvement. While around 80% of Scotland's groundwater is in good condition, there are particular regions with widespread problems; for example, in the Central Belt 107,108 .
101 Water Environment (Controlled Activities) (Scotland) Regulations (2011) [online] Available at: http://www.legislation.gov.uk/ssi/2011/209/contents/made (accessed 21/06/2017)
103 The Flood Risk Management (Scotland) Act 2009 [online] Available at: http://www.legislation.gov.uk/asp/2009/6/contents (accessed 21/06/2017)
102 The Pollution Prevention and Control (Scotland) Regulations (2012) [online] Available at: http://www.legislation.gov.uk/ssi/2012/360/contents/made (accessed 21/06/2017)
104 European Commission, Directive 2007/60/EC of 23 October 2007 on the Assessment and Management of Flood Risks [online] Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32007L0060&from=EN (accessed 21/06/2017)
106 Scotland's Environment (2016) Water [online] Available at: http://www.environment.scotland.gov.uk/getinformed/water/ (accessed 21/06/2017)
105 SEPA (2016) State of Scotland's Water Environment 2015: WFD Classification Summary Report [online] Available at: https://www.sepa.org.uk/media/219474/state-of-scotlands-water-environment-wfd-classificationsummary-report.pdf (accessed 21/06/2017)
107 Scotland's Environment (2014) Groundwater [online] Available at: http://www.environment.scotland.gov.uk/getinteractive/data/groundwater/ (accessed 21/06/2017)
108 SEPA ((2015) Water environment hub [online] Available at: http://www.sepa.org.uk/data-visualisation/waterenvironment-hub/ (accessed 21/06/2017)
6.6 The River Basin Management Plan for the Scotland river basin district 2015 – 2027 109 is Scotland's route map for protecting and improving the water environment in Scotland's river basin districts. Monitoring for the Plan shows that 66% of water bodies are currently in good or better condition with a further 22% expected to achieve good status by 2027. Some 83% of protected areas are currently classed as being in good or better condition with a further 16% expected to achieve good status by 2027 110 .
6.7 Development and urbanisation, an increase in invasive non-native species, intensive agriculture/aquaculture, and climate change are key pressures on Scotland's surface waters. As shown in Figure A6.1, diffuse pollution in rural areas and urban waste water remain the primary concerns for water quality; particularly in relation to agriculture, forestry, and urban development 111 . Significant quantities of water are also extracted for electricity generation and agriculture 112 .
6.8 Addressing the impacts of pollution and waste water discharges on the water environment requires considerable investment in upgrading sewers and waste water treatment works 113 . Programmes such as Sustainable Urban Drainage Systems (SUDS) continue to be encouraged to reduce contaminants from built up areas entering the environment. In rural areas, initiatives targeting sustainable land management seek to encourage and contribute to the costs of better land use practices to reduce diffuse pollution from agriculture 114 .
6.9 Floods and droughts can damage our economy and wildlife and affect our health and wellbeing. Potentially Vulnerable Areas to flooding have been identified in areas where the total impact of floods is considered nationally significant. This has been the basis for the development of Flood Risk Management Plans. The largest concentrations of Potentially Vulnerable Areas are located in Scotland's central belt, within the Scottish Borders, and the Shetland and Orkney Islands 115 .
109 SEPA (2015) The river basin management plan for the Scotland river basin district: 2015–2027 [online] Available at: http://www.sepa.org.uk/media/163445/the-river-basin-management-plan-for-the-scotland-river-basin-district2015-2027.pdf (accessed 21/06/2017)
111
110 SEPA (2015) The river basin management plan for the Scotland river basin district: 2015–2027 [online] Available at: http://www.sepa.org.uk/media/163445/the-river-basin-management-plan-for-the-scotland-river-basin-district2015-2027.pdf (accessed 21/06/2017)
ibid
113 SEPA (2015) The river basin management plan for the Scotland river basin district: 2015–2027 [online] Available at: http://www.sepa.org.uk/media/163445/the-river-basin-management-plan-for-the-scotland-river-basin-district2015-2027.pdf (accessed 21/06/2017)
112 Scotland's Environment (2016)Scotland's Water [online] Available at: http://www.environment.scotland.gov.uk/getinformed/water/ (accessed 21/06/2017)
114 Scotland's Environment (2014) Estuaries – What is being done? [online[ Available at: http://www.environment.scotland.gov.uk/get-informed/water/estuaries/ (accessed 21/06/2017)
115 SEPA (2015) Flood Maps [online] Available at: http://map.sepa.org.uk/floodmap/map.htm (accessed 21/06/2017)
Water – Key Points
* Scotland's water is generally in good condition with significant reductions in pollution over the last 25 years. In 2015, 63% of Scotland's groundwater and surface water bodies were classified as being in good or excellent condition. However many areas, including rivers across Scotland's central belt and coastal areas in the Firth of Clyde and along Scotland's east coast, require additional improvement works.
* The River Basin Management Plan for the Scotland River Basin District sets an objective for all water bodies to be 'recovering' or 'good' by 2027. It is expected that 88% of water bodies will have achieved good status by 2027, and a further 6% are expected to recover to 'good' status after 2027. However, 6% are not expected to achieve 'good' status through actions outlined in the plan.
* Rural diffuse pollution and urban waste water discharges are the biggest risks to Scottish water quality. Around 50% of water bodies, have been identified as having been polluted by rural diffuse pollution, and around 16% polluted by waste water discharges, amongst other sources.
* Climate change is placing a growing pressure on water resources, both in terms of water quality and the potential for increased weather events and flooding.
116 SEPA (2015) The river basin management plan for the Scotland river basin district: 2015–2027 [online] Available at: http://www.sepa.org.uk/media/163445/the-river-basin-management-plan-for-the-scotland-river-basin-district2015-2027.pdf (accessed 21/06/2017)
117 Many water bodies are subject to multiple pressures and may feature in several of the bars in this figure.
7 Soil
Environmental Protection Objectives
7.1 The European Commission's Thematic Strategy for Soil Protection 118 sets out common principles for protecting soils across the EU. Nationally, the protection of prime quality agricultural land and peatlands is set out in the Scottish Soil Framework 119 , Scotland's National Peatland Plan 120 and the Scottish Government's Draft Peatland and Energy Policy Statement 121 .
7.2 Geological sites receive protection through the designation of geological Sites of Special Scientific Interest at the national level and at the international recognition through establishment of a network of Geoparks 122 .
Overview
7.3 Scotland has a diverse range of soils, most of which have formed since the end of the last ice age 123 . Our soils are a non-renewable resource and are considered to be fundamentally one of Scotland's most important assets 124 . Soil supports a wide range of natural processes and underpins much of our natural environment.
7.4 Through this important role, Scotland's soils help to provide a wide range of environmental, economic and societal benefits: for example, soil provides the basis for food, controls and regulates environmental interactions such as regulating water flow and quality and provides a platform for buildings and roads 125 . There is an intrinsic relationship between soil health and other environmental topics; particularly biodiversity, water and air quality. For example, poor quality or contaminated soils can adversely affect plant growth and impact on biodiversity; soil erosion is one of the main contributors to diffuse water pollution 126 ; and soil disturbance can result air quality issues such as dust generation.
118 European Commission (2015) Soil, The Soil Thematic Strategy [online] Available at: http://ec.europa.eu/environment/soil/three_en.htm (accessed 21/06/2017)
120 SNH (2015) Scotland's National Peatland Plan, Working for our Future [online] Available at: http://www.snh.gov.uk/docs/A1697542.pdf (accessed 21/06/2017)
119 The Scottish Government (2009) The Scottish Soil Framework [online] Available at: http://www.gov.scot/Publications/2009/05/20145602/0 (accessed 21/06/2017)
121 The Scottish Government (2017) Draft Peatland and Energy Policy Statement [online] Available at: http://www.gov.scot/Resource/0050/00502389.pdf (accessed 21/06/2017)
123 Scotland's Environment Web (2016) Soils [online] Available at: http://www.environment.scotland.gov.uk/getinformed/land/soils/ (accessed 21/06/2017)
122 SNH (2015) Geoparks [online] Available at: http://www.snh.gov.uk/enjoying-the-outdoors/what-can-i-see/geologyrocks/geoparks/ (accessed 21/06/2017)
124 Scottish Government (2006) Scotland's Soil Resource Current State and Threats [online] Available at: http://www.scotland.gov.uk/publications/2006/09/21115639/7 (accessed 21/06/2017)
126 SEPA (undated) Soil [online] Available at: http://www.sepa.org.uk/environment/land/soil/ (accessed 21/06/2017)
125 Scottish Government (2009) Scottish Soil Framework [online] Available at: http://www.scotland.gov.uk/Publications/2009/05/20145602/0 (accessed 21/06/2017)
7.5 Soils also play a significant role in terms of storing carbon and therefore help to regulate GHG emissions. It is estimated that Scotland's soils contain 3,200 million tonnes of carbon; making up over 50% of the UK's soil carbon 127 . The organic carbon content of Scotland's soils is generally higher in the North West Highlands and Islands and Shetland, and the uplands of southern Scotland. 128
7.6 Scotland has a large amount of high quality soil suitable for crop production. This high quality agricultural land is distributed throughout the Lothians, Fife, Tayside and the eastern Scottish Borders, as well as Ayrshire, the Clyde Valley, the lowlands of Dumfries and Galloway and the north east of Scotland, including the coastal areas surrounding the Moray and Cromarty Firths. Land suitable for grazing extends through the southern uplands, the northwest highlands and islands, amongst others. 129
Key Pressures and Trends
7.7 The 2009 Scottish Soil Framework considered Scotland's soils to be in generally good health 130 . However, it is difficult to assess if, and how, soil is changing because of a lack of comparable data from which evidence of trends and change can be found 131 .
7.8 The loss of valued soils in particular has the potential for national impacts which will be difficult to reverse 132 . Climate change and loss of organic matter pose the most significant threat to Scottish soils. Both are likely to affect soil function and result in a reduction, or loss, of soil carbon. The predicted effects of climate change, such as an increase in extreme weather patterns that are expected to increase rainfall and temperature, and have the potential for increased erosion, are also likely to change the rate at which organic matter is lost or accumulated 133 .
7.9 Changes in land use and land management practices are also a significant pressures on our soils; particularly activities such as urban development, the cultivation of soils for agriculture and forestry, and expansion of these industries 134 . For example, urban development on greenfield land can lead to
127 Scotland's Environment (2016) Soil – State [online] Available at: http://www.environment.scotland.gov.uk/getinformed/land/soils/ (accessed 21/06/2017)
James Hutton Institute (2017) Climate change and carbon emissions [online] Available at:
128
http://www.hutton.ac.uk/learning/exploringscotland/soils-and-sustainability/climate-change
(accessed 21/06/2017)
130 Scottish Government (2009) The Scottish Soil Framework [online] Available at: http://www.gov.scot/Resource/Doc/273170/0081576.pdf (accessed 21/06/2017)
129 James Hutton Institute (2017) Land Capability for Agriculture in Scotland [online] Available at: http://www.hutton.ac.uk/learning/exploringscotland/land-capability-agriculture-scotland (accessed 21/06/2017)
131 Scotland's Environment Web (2016) Soils [online] Available at: http://www.environment.scotland.gov.uk/getinformed/land/soils/ (accessed 21/06/2017)
Scottish Government (2009) Scottish Soil Framework [online] Available at:
132
http://www.scotland.gov.uk/Publications/2009/05/20145602/0
(accessed 21/06/2017)
134 Scotland's Environment (2014) Soil [online] Available at; http://www.environment.scotland.gov.uk/getinformed/land/soils/ (accessed 21/06/2017)
133 Dobbie, K.E, Burneau, P.M.C, Towers, W. (2011) The State of Scotland's Soil, 2011 [online] Available at: http://www.sepa.org.uk/land/soil.aspx (accessed 21/06/2017)
significant changes for soil through soil disturbance and removal of vegetation, leading to the loss of organic matter and reduced organic matter incorporation. Historically, peat removal has been associated with major planning developments 135 . Soil sealing through development inevitably results in a net loss of organic matter through the removal of organic rich topsoil and preventing further organic matter being added to the soil.
7.10 Contaminated soils may be present on brownfield sites, and along with derelict infrastructure, may need to be removed for a site to be redeveloped. While this can have positive effects through the removal or remediation of contaminated materials, there is a need to ensure safe restoration for alternative uses whilst preventing further soil and groundwater pollution. While all local authority areas have derelict and urban vacant land, the primary areas in Scotland are within the central belt through East Ayrshire, North Ayrshire, Glasgow City, North Lanarkshire, Renfrewshire 136 .
* Soil is a non-renewable resource and one of Scotland's most important assets.
* Scotland's soils provide the basis for food production, regulates water flow and water quality, and provides a platform for building infrastructure.
Soil – Key Points
* Scotland's soil is in generally good health with many areas considered to be of a very high quality suitable for growing crops.
* Scotland's soils also store around 3.2 billion tonnes of carbon; equivalent to half of that in the UK.
* The predicted effects of climate change are likely to significantly impact on Scotland's soils; for example, an increase in frequency of extreme weather events, and changes in rainfall and temperature patterns could affect soil function and carbon sequestration.
* Changes in land use and land management are a key pressure to soils. Urban development, the remediation of contaminated land for development, and cultivation of soil for agriculture or forestry can lead to disturbance and/or removal of soil. Careful planning is required to mitigate the loss of soils and soil function, and minimise the potential for impacts to other aspects of the environment (e.g. water and groundwater pollution).
135 The State of Scotland's Soil, 2011, Dobbie, K.E, Burneau, P.M.C, Towers, W. [online] Available at: http://www.sepa.org.uk/land/soil.aspx (accessed 21/06/2017)
136 National Statistics (2016) Scottish Vacant and Derelict Land Survey 2015 [online] Available at: http://www.gov.scot/Resource/0050/00500617.pdf (accessed 21/06/2017)
8 Cultural Heritage and Historic Environment
Environmental Protection Objectives
8.1 Existing cultural heritage objectives are set out in legislation including the Historic Environment (Amendment) Scotland Act (2011) 137 , Ancient Monuments and Archaeological Areas Act 1979 (as amended) 138 and Planning (Listed Buildings and Conservation Areas) (Scotland) Act (1997) 139 . These objectives are focused primarily on the protection of valued sites and features, including townscapes (i.e. places, buildings and open spaces), buildings, archaeological sites, battlefields, wrecks and landscapes that have been recognised at the international, national and local levels through a hierarchy of designations.
8.2 Policies such as National Planning Framework (NPF3) 140 and Scottish Planning Policy (SPP) 141 aim to improve the quality of our settlements and built environment with a national level focus. These are complemented by the Historic Environment Strategy for Scotland (2014) 142 and the Historic Environment Scotland (HES) Policy Statement 143 which provide an overarching framework for historic environment policy in Scotland. Together, they emphasise the importance of preserving recognised sites, avoiding negative impacts on them and their wider setting, and contributing to their enhancement where appropriate. These key objectives also extend to taking into accounting of, and avoiding damage to or loss of currently unknown archaeology.
Overview
8.3 Scotland's many and varied historical sites are unique and are considered to be irreplaceable. In addition to their historical significance, they are also regarded as making a valuable contribution to our quality of life. Many features are considered to contribute to our sense of place and cultural identity, particularly at the local and community level. They also play an important role in an economic sense, particularly in relation to Scotland's tourism industry which can be important in supporting many communities.
137 The Historic Environment (Amendment) Scotland Act 2011 [online] Available at: http://www.legislation.gov.uk/asp/2011/3/contents/enacted (accessed 21/06/2017)
139 Planning (Listed Buildings and Conservation Areas) (Scotland) Act 1997 [online] Available at: http://www.legislation.gov.uk/ukpga/1997/9/contents (accessed 21/06/2017)
138 Ancient Monuments and Archaeological Areas Act 1979 (as amended) [online] Available at: http://www.legislation.gov.uk/ukpga/1979/46/pdfs/ukpga_19790046_en.pdf (accessed 21/06/2017)
140 The Scottish Government (2014) National Planning Framework 3 [online] Available at: http://www.gov.scot/Publications/2014/06/3539/0 (accessed 21/06/2017)
The Scottish Government (2014) Scottish Planning Policy [online] Available at: http://www.gov.scot/Publications/2014/06/5823 (accessed 21/06/2017)
141
142 Historic Environment Scotland (2014) Our Place in Time: The Historic Environment Strategy for Scotland [online] Available at: http://www.gov.scot/Resource/0044/00445046.pdf (accessed 21/06/2017)
143 Historic Environment Scotland Policy Statement [online] Available at: https://www.historicenvironment.scot/adviceand-support/planning-and-guidance/legislation-and-guidance/historic-environment-scotland-policy-statement/ (accessed 21/06/2017)
8.4 Many features are protected through designations developed to identify historic environment features for their significance (Table 8.1) 144 . However, it is also widely accepted that there are many more features that remain undiscovered.
8.4.1 Number of designated sites relating to Scotland's historic environment 2017 145
Key Pressures and Trends
8.5 Information on the condition of the historic environment is largely collated at a local level, and it can be difficult to assess changes and trends as a whole.
8.6 Data collected through regular inspection regimes for many historic sites shows that the condition of A-listed buildings (nationally or internationally important) is stable 146 . The condition of scheduled monuments is also considered to be generally stable, with some 85% of monuments visited in 2013 reported as being in an optimal or satisfactory condition. However, older buildings (built pre1919) are more likely than newer properties to have a need for basic and extensive repair 147 .
8.7 Development and land use change in particular present a significant pressure on Scotland's historic environment. Objectives for the development of housing and associated infrastructure, and other needs such as energy generation and transport infrastructure can have both direct and indirect effects. For example, inappropriate development and demolition can result in damage to, or the loss, of known and unknown features, and create the potential for impacts to their
144 Scotland's Environment (2015) Historic Environment [online] Available at:
21/06/2017)
http://www.environment.scotland.gov.uk/get-informed/people-and-the-environment/historic-environment/
(accessed
145 Historic Environment Scotland (2017) Designations 1880 – 2017 [online] Available:
146 Scotland's Environment (2015) Historic Environment [online] Available at: http://www.environment.scotland.gov.uk/get-informed/people-and-the-environment/historic-environment/ (accessed 21/06/2017)
http://portal.historicenvironment.scot/designations
(accessed 21/06/2017)
147 Historic Environment Scotland (2014) Summary of Scotland's Historic Environment Audit 2014 [online] Available at: https://www.historicenvironment.scot/media/2385/shea-2014-summary.pdf (accessed 21/06/2017)
setting. Other known pressures include changing land use and land management, tourism/visitors, pollution and the predicted effects of climate change 148 .
8.8 The continued use of Scotland's built historic environment and its on-going upkeep, particularly its aging housing stock, is likely to play an important role in the future. One fifth (19%) of our 2.4 million housing stock is now more than 95 years old. The continued sensitive use and maintenance of existing buildings, including implementation of programmes such as Scotland's Energy Efficiency Programme (SEEP) aimed at improving the efficiency of Scotland's buildings, is likely to be crucial in not just conserving our historic features, but also in meeting wider commitments (e.g. climate change and emissions reduction targets) 149 .
Cultural Heritage and Historic Environment – Key Points
* Scotland's many and varied historical sites are regarded as unique and irreplaceable.
* The importance of many sites is reflected in their designation, which include World Heritage Sites, listed buildings, scheduled monuments, designated gardens and landscapes, conservation areas, scheduled wrecks, Historic MPAs and nationally important battlefields. However, there are many more features that remain undiscovered.
* Information on the condition of the historic environment is largely collated at a local level, which can present difficulties in assessing changes and trends as a whole.
* Pressures on Scotland's cultural heritage and historic environment include development, maintenance, land use and land use change, climate change and coastal erosion, pollution, and tourism visitors.
148 Scotland's Environment (2015) Historic Environment – State [online] Available at: http://www.environment.scotland.gov.uk/get-informed/people-and-the-environment/historic-environment/ (accessed 21/06/2017)
149 Historic Environment Scotland (2014) Summary of Scotland's Historic Environment Audit 2014 [online] Available at: https://www.historicenvironment.scot/media/2385/shea-2014-summary.pdf (accessed 21/06/2017)
9 Landscape
Environmental Protection Objectives
9.1 There are environmental protection objectives in place that reflect the importance of all landscapes and also the need to help to improve those that have become degraded. The EC Landscape Convention 150 lays the foundation for these objectives.
9.2 The establishment of key national programmes including the National Scenic Areas (NSA) Programme 151 demonstrate a continuing commitment to protect the special qualities of nationally important landscapes and seascapes. The protection and enhancement of Scotland's landscapes are set out at the national level in SPP and are also referenced in relation to several national developments and under a natural, resilient place in NPF3.
9.3 SNH has undertaken research on areas which are viewed as wild land 152 . This has been based on four attributes: perceived naturalness of land cover; ruggedness of the terrain; remoteness from public roads or ferries; and lack of buildings, roads, pylons and modern artefacts. Areas with stronger wild land characteristics are more commonly found in the north and west, and in particularly areas of higher ground; although additional areas of wild land are present in other areas of Scotland 153 . The SPP reflects and protects areas of wild land identified in the SNH 2014 map of wild land areas from inappropriate development.
Overview
9.4 Rich in diversity, Scotland's landscapes are internationally renowned and are regarded as forming a key part of Scotland's cultural identity. Our distinctive landscapes are a significant part of the country's natural and cultural heritage, ranging from our cityscapes to the Wild Land Areas of the north and north-west and to the large areas of active and arable farmland 154 .
150 Council of Europe (2015) European Landscape Convention, ETS No. 176 [online] Available at: http://www.coe.int/en/web/conventions/full-list/-/conventions/treaty/176 (accessed 21/06/2017)
152 SNH (2012) Wild Land [online] Available at: http://www.snh.gov.uk/protecting-scotlands-nature/looking-afterlandscapes/landscape-policy-and-guidance/wild-land/ (accessed 21/06/2017)
151 SNH (2015) National Scenic Areas [online] Available at: http://www.snh.gov.uk/protecting-scotlandsnature/protected-areas/national-designations/nsa/ (accessed 21/06/2017)
153 SNH (2016) Mapping Scotland's wildness and wild land [online] Available at: http://www.snh.gov.uk/protectingscotlands-nature/looking-after-landscapes/landscape-policy-and-guidance/wild-land/mapping/ (accessed 21/06/2017)
154 SNH (2015) What is landscape? [online] Available at: http://www.snh.gov.uk/about-scotlands-nature/scotlandslandscapes/what-is-landscape/ (accessed 21/06/2017)
9.5 Over 13% of Scotland's land area has been classified as a NSA, recognised for their outstanding scenery and regarded as representing Scotland's finest landscapes. These areas are located predominantly across the north west of Scotland, and are largely focused on upland and coastal landscapes. However, they also include other features including lochs, estuaries and river valleys 155 .
9.6 Many local authorities have also developed local designations to identify valued landscapes, seascapes and townscapes considered important at the local or regional level. These areas have largely been designated for conservation purposes and protection from inappropriate development 156 .
Key Pressures and Trends
9.7 Landscapes are ever-evolving and change naturally; in many cases, evolving over thousands of years. For example, the movement of coastal sand dunes and the erosion of river banks are on-going processes, taking place usually over decades. However, these processes can also happen very quickly and can dramatically change a landscape in the space of a few hours; for example, as a result of severe weather.
9.8 Land use change and intensification present a direct man-made pressure to many landscapes and seascapes, particularly the potential to significantly influence their character. Incremental and on-going development such as infrastructure projects, housing, expansion of towns and villages, quarrying, upgrading roads, wind farms, hydro schemes and telecommunications masts
155 SNH (2016) National Scenic Areas, [online] Available at: http://www.snh.gov.uk/protecting-scotlandsnature/protected-areas/national-designations/nsa/ (accessed 21/06/2017)
156 SNH (2016) Local Designations, [online] Available at: http://www.snh.gov.uk/protecting-scotlandsnature/protected-areas/local-designations/ (accessed 21/06/2017)
are just a few examples of changes that can take place of over a period of decades. In agriculture, there has been an increasing focus on maximising yields and producing food more cheaply in recent years. This has prompted a move towards monoculture, where the most profitable and productive crops are grown, at the expense of a more diverse landscape of crop and field types, and hedgerows. 157
9.9 Urban development such as house building can have significant impacts on Scotland's urban and rural landscapes. New well located and designed housing and settlements can enhance the local environment and provide attractive and healthy places to live 158 . Attractive, accessible landscapes, including green spaces in urban environments, invite and encourage physical activity. As set out previously, these areas and facilities can have positive human health by significantly improving health and wellbeing 159 , and also be beneficial for biodiversity 160 .
9.10 There is an increasing demand for housing and associated infrastructure in many towns and rural areas, and the progression of inappropriately designed or located developments can impact on the character and 'identity' of many areas. There has also been a rise in the number of people choosing to live in the rural areas while continuing to work in towns and cities within commuting distance. These pressures are likely to remain key considerations in the future 161 .
157 Scotland's Environment (2016) Landscape – State – Pressures affecting landscape [online] Available at: http://www.environment.scotland.gov.uk/get-informed/land/landscape/ (accessed 21/06/2017)
Scottish Natural Heritage (2016) Landscape, housing and settlements [online] Available at:
158
http://www.snh.gov.uk/protecting-scotlands-nature/looking-after-landscapes/landscape-policy-and-
159 SNH (2016) Landscape, health and the economy [online] Available at: http://www.snh.gov.uk/protectingscotlands-nature/looking-after-landscapes/landscape-policy-and-guidance/landscape-health-and-the-economy/ (accessed 21/06/2017)
guidance/landscape-planning-and-development/landscape-housing-and-settlements/
(accessed 21/06/2017)
160
https://www.forestry.gov.uk/pdf/urgp_benefits_of_green_infrastructure_main_report.pdf/$FILE/urgp_benefits_of_gr
Forest Research (2010) Benefits of green infrastructure een_infrastructure_main_report.pdf
(accessed 21/06/2017)
161 Scottish Natural Heritage (2016) Landscape, housing and settlements [online] Available at: http://www.snh.gov.uk/protecting-scotlands-nature/looking-after-landscapes/landscape-policy-andguidance/landscape-planning-and-development/landscape-housing-and-settlements/ (accessed 21/06/2017)
* Scotland's distinctive landscapes are a significant part of the country's natural and cultural heritage. They range from our cityscapes to the Wild Land Areas of the north and north-west, and to the large areas of active and arable farmland.
Landscape – Key Points
* Over 13% of Scotland's land has been classified as a NSA and many additional designations have been established regionally or locally to identify valued landscapes, seascapes and townscapes at these levels.
* While landscapes are ever-evolving and change naturally, natural change can be exacerbated by pressures; notably the effects of climate change. Other pressures such as actions taken to adapt or mitigate the predicted effects of climate change, and human pressures associated with land use change, more intensified use of land, and incremental and on-going development have also been identified.
* There is an increasing demand for housing and infrastructure in many towns and rural areas, and inappropriately designed or located developments can impact on the character and 'identity' of many areas. However, well located and designed developments and infrastructure can enhance local environments, and in turn can provide additional environmental benefits (e.g. benefits for health and wellbeing, urban biodiversity).
10 Material Assets
Environmental Protection Objectives
10.1 While existing policies relating to planning and land use are wide-ranging, they largely share common aims for contributing to core planning objectives and supporting sustainable development, reducing GHG emissions, and making the best use of Scotland's resources and existing infrastructure.
10.2 There is a wealth of existing protection objectives and policy at the national and international levels relating to these broad topic areas. For example, these include commitments and ambitions set out in current policies such as Scotland's Land Use Strategy 2016 – 2021 162 , NPF3 163 , and SPP 164 , and sectoral policies such as the Scottish Government's More Homes Scotland approach 165 , amongst others.
162 Scottish Government (2016) Land Use Strategy 2016 – 2021 [online] Available at: http://www.gov.scot/Topics/Environment/Countryside/Landusestrategy (accessed 21/06/2017)
164 Scottish Government (2014) Scottish Planning Policy [online] Available at: http://www.gov.scot/Publications/2014/06/5823 (accessed 21/06/2017)
163 Scottish Government (2014) National Planning Framework 3 [online] Available at: http://www.gov.scot/Publications/2014/06/3539/0 (accessed 21/06/2017)
165 Scottish Government (2016) More Homes Scotland [online] Available at: https://beta.gov.scot/publications/morehomes-scotland/ (accessed 21/06/2017)
Overview
10.3 In this assessment, the Material Assets section has been developed to consider key issues relating to the integrated package of proposals set out in the Position Statement, and proposed for inclusion in an upcoming Planning Bill. This section focuses primarily on development and infrastructure, and pressures on land use, including competition for land.
10.4 Land use in Scotland is diverse and has a strong relationship with the intrinsic properties of the land 166 . Most of our land is used for more than one purpose. While agriculture is the predominant land use in Scotland, covering nearly 5.6 million hectares equating to around 73% of Scotland's land 167 , within this is a mix of uses such as rough grazing, crop production, crofting and woodland, amongst others.
10.5 However, our land and the many varied ecosystems within it are coming under increasing pressure. Many of these pressures, such as population growth, ambitious energy targets, housing need and demand, and commitments to expand woodland and forestry areas, are likely to continue in the future. Other issues present growing pressures; in particular, climate change is seen as a primary pressure on Scotland, and is predicted to alter the ability of our land to supply important ecosystems services and meet agricultural demands 168 . Scotland's commitments to adapting to and mitigating the effects of climate change are also likely to bring additional land use pressures; for example, the potential for increased low carbon energy infrastructure 169 , 170 .
10.6 There is increasing competition for land across Scotland around our towns and cities, and there is a need to balance development and existing land uses, such as agriculture, to ensure that this high-quality land is protected and sustainably used . Decisions about the way the land is managed are becoming increasingly important for balancing growing demands on the land and uncertain future pressures on ecosystem services 171 .
166 Scotland's Environment (2011) Land Use and Management [online] Available at: http://www.environment.scotland.gov.uk/media/54767/Land-Land-Use-and-Management.pdf (accessed 21/06/2017)
Scottish Government (2015) Statistics, Agricultural land use in Scotland [online] Available at:
167
(accessed 21/06/2017)
http://www.gov.scot/Topics/Statistics/Browse/Agriculture-Fisheries/agritopics/LandUseAll
169 Campbell, C., Lilly, A., Towers, W., Chapman, S., Werritty, A., & Hanley, N. (2012). Land use and a low-carbon society. Earth and Environmental Science Transactions of the Royal Society of Edinburgh, 103(2), 165-173 [online] Available at: https://www.cambridge.org/core/journals/earth-and-environmental-science-transactions-of-royalsociety-of-edinburgh/article/land-use-and-a-lowcarbon-society/86683197251CBA5BE68B7DEF9F5EDF3C/corereader (accessed 21/06/2017)
168 Committee on Climate Change (2013) Managing the land in a changing climate – Adaptation Sub-Committee progress report 2013 [online] Available at: http://www.theccc.org.uk/publication/managing-the-land-in-a-changingclimate/ (accessed 21/06/2017)
170 The Royal Society of Edinburgh (2011) Facing up to climate change: breaking the barriers to a low-carbon Scotland [online] Available at: http://www.rse.org.uk/wp-content/uploads/2016/09/RSE-Inquiry-Facing-up-toClimate-Change-Full-Report-med-res.pdf (accessed 21/06/2017)
171 Committee on Climate Change (2013) Managing the land in a changing climate – Adaptation Sub-Committee progress report 2013 [online] Available at: http://www.theccc.org.uk/publication/managing-the-land-in-a-changingclimate/ (accessed 21/06/2017)
10.7 The target to build 50,000 new affordable homes between 2016 and 2021 172 could present further pressure on land use, particularly around urban areas in absence of an appropriate planning response. Meeting these targets will require new or expanding infrastructure facilities to support new developments, including gas grid, electricity and water supply connections, roads, and other associated infrastructure. The changes in land use required to meet these targets could also have environmental effects; for example, soil sealing associated with building and infrastructure developments, and the potential fragmentation of land and habitats, amongst others.
Material Assets – Key Points
* Most land in Scotland is used for more than one purpose. While agriculture is the predominant land use in Scotland, covering nearly 5.6 million hectares equating to around 73% of Scotland's land; within this is a mix of uses such as rough grazing, crop production, crofting and woodland, amongst others.
* Our land and the many varied ecosystems within it are currently under pressure, and land use pressures and competition for land are expected to increase in the future. In particular, pressures as a consequence of climate change and increased demand for new housing, infrastructure, and services; renewable energy infrastructure; forests; and agriculture; have been identified.
* There is a need to balance development with existing land uses such as agriculture to ensure that high-quality land is protected and utilised sustainably.
* Land use change can also have environmental effects across a number of topic areas (e.g. soil sealing associated with building development, fragmentation of land and habitats).
172 Scottish Government (undated)Affordable Homes Supply Programme [online] Available at: https://beta.gov.scot/policies/more-homes/affordable-housing-supply/ (accessed 21/06/2017)
Appendix B: Abbreviations
Appendix C: Compliance Checklist
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Guidance Notes for Facilitators (National Discussion: Toolkit for Adults)
Contents
The National Discussion : Let's Talk Scottish Education
Background
- Twenty years ago Scotland held a national debate on the future of education and this led to the development of Curriculum for Excellence.
- The recent Muir Review (2022) recommended holding a national discussion to agree a clear vision for the future of Scottish education.
- Scottish government is inviting everyone who has an interest in the future of our education system to join 'Let's Talk Scottish Education' – Our National Discussion. This includes children and young people, parents and carers, adults, practitioners, and those in the community.
- Professor Alma Harris and Professor Carol Campbell, members of the International Council of Education Advisers, have agreed to oversee the process. They have developed eight core questions to support the National Discussion. These can be found at the start of this document.
- The key principles underpinning the National Discussion are that:
o it is inclusive
o it is in line with the UN Convention on the Rights of the Child (UNCRC) which states that children and young people should be at the heart of the process.
o parents and carers are involved and meaningfully engaged in the process as outlined in the Scottish Schools (Parental Involvement) Act 2006.
Children and young people, and parents all had a unique experience of education during the COVID-19 pandemic and are well placed to inform the future of education in Scotland.
- Practitioners and young people of all ages will be invited to test these materials prior to their formal launch and availability online, ensuring they best meet the needs of those working with children and young people in different contexts.
- The resources can be used either independently or by facilitators to support conversations.
- The resources are open source; they can be freely adapted to best meet the needs of different contexts.
- Evidence from conversations can be collected and submitted in a whole range of formats – video, audio, presentations, online conversations, posters. Those working with adults, children and young people are best placed to judge how, where and when conversations take place and the nature of the evidence that is collected.
Guidance
Facilitators working with adults are best placed to judge how, where and when national discussions can take place and the nature of the evidence that is collected.
- Facilitators should use the 'National Discussion: Toolkit for Adults' along with these Guidance Notes as appropriate and adapt if necessary. They are not meant to be prescriptive, rather they should be used as an aid to support meaningful discussions. Consideration should also be given to adults' circumstances and barriers to participation should be addressed before any sessions are delivered.
- Recent reports and consultations on education have produced valuable insights and will also be used to complement evidence collected from the National Discussion.
- The National Discussion will lead to a 'Call to Action' with clear priorities for the future of Scottish education.
- The national discussion will be launched by the Cabinet Secretary at the Scottish Learning Festival (SLF) on 21 st September.
Purpose of the Toolkit and this guidance
Purpose of National Discussion Toolkits
- Prepare participants to give a considered response to one or more of the eight core National Discussion questions and/or any additional questions.
- Produce artefacts (posters, drawings, video clips) that can be easily shared with the ND research team via email or Twitter.
Guidance for facilitating national discussions
- View the introductory video linked in the Toolkit from Professors Campbell and Harris at the outset of each session, if possible, to ensure a consistent understanding of the National Discussion.
- There is no requirement to cover all the questions.
- The Toolkit and text in this guide are for exemplification only.
- Facilitators are welcome to use the activities in the Toolkit or adapt their own group activities, or those from the other toolkits, to support discussion and exploration of the questions. Facilitators will know their participants' needs best.
- You may also wish to engage adults in discussions about the best ways to capture views around the questions. This will help to ensure that adult feel this process is being done 'with' them rather than 'to' them. Adults involved may have very creative ways of approaching and gathering data around the core questions.
- It is inevitable that in discussing the future shape of education in Scotland that participants may well refer to their personal experience of school, including their child's current setting or school. It will therefore be important to set boundaries around what should and should not be raised. For example, facilitators should request that individuals are not named and that discussions around people's experiences of education are sensitive and respectful.
- It is equally important to establish ground rules, such as respect and honesty, for your group discussions to ensure that everyone's voice is heard.
- It is important to ensure that the video from Professors Campbell and Harris is shown at the outset of the session, if possible, to ensure a consistent understanding of the National Discussion.
- Facilitators are encouraged to complete the survey from their perspective.
Session 1: Our Future Education
Facilitator Notes
Purpose
This session supports participants to consider the core National Discussion questions. Facilitators are encouraged to support groups to discuss the questions before summarising and sharing the output of their discussions. Depending on the group each of the questions could be discussed in turn, or alternatively the participants could be grouped and allocated different questions to explore.
*Questions 5 – 7 can be used together to facilitate deeper discussion on vision and prioritising the actions for implementation. Alternatively, they can be discussed separately.
Feedback:
Towards the end of the session participants should either work together – or through the facilitator - to complete their group's response via the following link: https://consult.gov.scot/learning-directorate/national-discussion-feedback
Participants can instead complete their own personal response via the formal consultation: https://consult.gov.scot/learning-directorate/national-discussion-oneducation
If neither of these options fit your needs, you can instead choose to email a summary to: firstname.lastname@example.org, or post on social media #TalkScottishEducation (via Instagram or Twitter). Please remember to include a rough description of who was in your group and how many people took part.
Core Question 1: What kind of education will be needed by children and young people in Scotland in the future and how do we make that a reality?
Discussion prompts:
Question 1, could be considered in two parts:
1 (a) What kind of education will be needed by children and young people in Scotland in the future?
1 (b) Do you have any thoughts on what might be needed to achieve this?
In considering questions 1 participants could be provided with the following scaffolding to support their thinking and any discussion. For example:
- What do children and young people need to learn to prepare them for the future and help them thrive? This may include developing skills that do not currently exist. They are skills to excel; to collaborate and empathise with others and to create their own future.
- What is needed for an education system that is fair to everyone and equitable (i.e. it works for everyone and any barriers to access and educational opportunities that any young person faces are removed)? What needs to be done to make this happen?
Core Question 2: How do we ensure that children and young people in Scotland feel supported in their learning in the future?
Discussion prompts:
A possible prompt to promote thinking around Question 2 - What do you think children and young people in Scotland will need in the future to help them feel supported in their learning?
In considering question 2, participants could also be provided with the following scaffolding to support their thinking and any discussion. For example:
- How can learners' views, experiences and suggestions be listened to, respected and included in future education decisions? What existing approaches can be built on, or what new approaches are needed?
- What supports for mental health and wellbeing are required? And how can the right help at the right time be provided?
- What is needed to ensure all children and young people feel safe in education settings?
Core Question 3: What is one thing that needs to stay and why?
Discussion prompts:
A possible prompt to promote thinking around question 3 - If there was only one thing about Scottish education that you think should continue, what would this be and why?
In considering question 3, participants could also be provided with the following scaffolding to support their thinking and any discussion. For example:
- Reflecting on your own and/or your child's experience of Scottish education, what works well and should continue?
Core Question 4: What are the most important priorities for a future Scottish education system?
Discussion prompts:
A possible prompt to promote thinking around question 4 - In your opinion, what do you think the most important priorities for the Scottish education system should be in the future?
In considering question 4 above, participants could also be provided with the following scaffolding to support their thinking and any discussion. For example:
- What should the 'point of education' be in Scotland? This question can support participants to consider what they see as current priorities in education as well as who sets them, and how much they feel involved in that process. It will likely involve discussions about success and how it is/might be measured.
- What is most important for children at different ages and stages of their development and education?
Core Question 5*: Overall, what is your vision for the future of education in Scotland?
Discussion prompts:
A possible prompt to promote thinking around question 5 - What are your thoughts on what the future of education in Scotland should look like?
In considering question 5 above, participants could be provided with the following scaffolding to support their thinking and any discussion. For example:
- What would the school day look like?
- What would classrooms look like?
- Where and when might learning happen?
- What would a timetable in a secondary school look like?
- What would assessment look like?
- What would teachers be like in future? How would they teach?
- What will the curriculum of the future look like?
Core Question 6*: How can we make that future vision for education a reality in Scotland?
Discussion prompts:
A possible prompt to promote thinking around question 6 – What are your thoughts on how that future vision for Scottish education could be achieved?
In considering question 6 above, participants could also be provided with the following scaffolding to support their thinking and any discussion. For example:
- Is there something that education in Scotland should be doing in future that it isn't now? This 'compare and contrast' question invites participants to consider how things might be, in contrast to how they are. This might involve them suggesting things to keep, discard or improve.
Core Question 7*: What are the most important steps we need to take to achieve the future vision for education in Scotland?
Discussion prompts:
A possible prompt to promote thinking around question 7 – What do you think would need to happen first to achieve that vision for education in Scotland?
In considering question 7 above, participants could be provided with the following scaffolding to support their thinking and any discussion. For example:
- Reflecting on your answers for questions 5 and 6, what is the first thing that needs to be addressed to make this happen?
- Who needs to be involved in the process?
Core Question 8: How can we ensure that everyone involved in education in Scotland has a say in future decisions and actions?
Discussion prompts:
A possible prompt to promote thinking around question 8 - What needs to happen to enable everyone with an interest in Scottish education, to have their say and contribute to future decisions and actions?
In considering question 8 above, participants could also be provided with the following scaffolding to support their thinking and any discussion. For example:
- How can parents/families be meaningfully engaged in knowing about and contributing to their child's learning in education settings, such as early years and schools?
- Thinking about your own circumstances, what would help you engage and contribute to future discussions and actions on Scottish education.
Session 2: Our future learning, equity, wellbeing, rights & world
Facilitator Notes
Purpose
This session supports facilitators to explore the five additional thematic questions of the National Discussion with groups. It is suggested that participants are split into small groups to explore some of the different themes included.
Feedback:
Towards the end of the session participants should either work together – or through the facilitator - to complete their group's response via the following link: https://consult.gov.scot/learning-directorate/national-discussion-feedback
Participants can instead complete their own personal response via the formal consultation: https://consult.gov.scot/learning-directorate/national-discussion-oneducation
If neither of these options fit your needs, you can instead choose to email a summary to: email@example.com, or post on social media #TalkScottishEducation (via Instagram or Twitter). Please remember to include a rough description of who was in your group and how many people took part.
Scaffolding/reframing Prompts
In considering each of the five additional questions, the following might be useful:
Our Future Learning: How can high quality educational experiences, teaching, and learning be best supported for children and young people in Scotland?
- What could effective learning for every young person look like in the future? What is most important for children at different ages and stages of their development and education? And for meeting each child and young person's individual and diverse needs?
- What will those supporting learning need to do to achieve this? How can high quality teaching and the work of practitioners be supported and developed to meet future learner' needs? What is the role of parents and carers and other local and national organisations in supporting learners' success?
- How can parents and carers be meaningfully engaged in knowing about and contributing to their child's learning in education settings, such as early years and schools?
- What will the curriculum of the future look like? What will young people need to know and do in order to be successful?
- Does Curriculum for Excellence need to be updated in any way? Are the four capacities (successful learners, confident individuals, responsible citizens and effective contributors) still relevant for future learners?
- What should be considered successful outcomes for learners? How will all learners have opportunities for their successes to be recognised? What
reforms, if any, to assessments will be required to meet future learners' needs?
- What would a successful education system look like?
Our Future Equity: How can every child and young person's individual needs be supported and addressed in the future?
- What is needed for an education system that is fair to everyone and equitable? For example, it works for everyone and any barriers to access and educational opportunities are removed for children and young people. What needs to be done to make this happen?
- What barriers to children and young people's engagement and achievements in education need to be addressed? How could this be done?
- What would a future education system look like if every child was respected, valued and included, and no-one was left behind? How can this be achieved in future?
- How can the education system be inclusive of, and appropriate for, the diversity of Scotland's children and young people, and their communities? What would need to change to make this a reality?
- How can children and young people learn to respect and value the diversity of people in Scotland and around the world? What would need to change to make this a reality?
Our Future Well-Being: How can children and young people's mental, emotional, social, and physical wellbeing and safety be cared for and supported in the future?
- What is needed to ensure all children and young people feel safe in education settings?
- What supports are required for the wellbeing of children and young people? And how can the right help at the right time be provided?
- How do we ensure that all children and young people feel good about themselves so that they are ready to learn?
- What opportunities are needed in the future for children and young people to be physically active in play and learning?
- What should the priorities be for children and young people's mental health? What can the future education system do?
- How can learners' views, experiences and suggestions be listened to, respected and included in future education decisions? What existing approaches can be built on or what new approaches are needed?
- How can respectful relationships be developed/achieved throughout the education system in future? What would this require?
- How can the future wellbeing of adults also be supported and addressed? What is required and how can this be achieved?
Our Future Rights: How can the right of every child and young person to have opportunities to develop their full potential be achieved in future?
- How can a child-friendly and learner-centred education system be developed for the future? What current successes can be built on and what changes are needed?
- How will an education system in the future fully represent and safeguard your rights and the rights of all young people?
- How can children and young people be supported to develop their understanding of human rights, to live peacefully, and to respect other people and the environment?
Our Future World: How can children and young people be helped to learn about our changing world, so they feel able to positively contribute?
- What are the key issues, in relation to Scottish education, that you feel passionate about right now? Are these being addressed and if not, how can they be best addressed in future?
- How can young people be supported in their educational pathways and transitions to fulfil their personal aspirations and future career ambitions?
- In your opinion, what would an appropriate and effective integration of digital technologies look like in learning and teaching?
- What do Scotland's learners need to know about the world we are living in, how it is changing, and how they can contribute to the world (locally and/or globally)?
Feeding Back:
Thank you for taking part in the National Discussion.
These tasks will have helped us all think about some of the National Discussion questions.
Learners should now either work in groups – or with the facilitator - to complete their group's response via the following link: https://consult.gov.scot/learningdirectorate/national-discussion-feedback
Or, complete their own personal response via the following link: https://consult.gov.scot/learning-directorate/national-discussion-on-education
If neither of these options fit your group's needs, you can instead choose to email a summary to: firstname.lastname@example.org, or post on social media #TalkScottishEducation (via Instagram or Twitter). Please remember to include a rough description of who was in your group and how many people took part.
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English for Speakers of Other Languages
Summary of English for Speakers of Other Languages (ESOL) activity from funding reports 2016-2017
Contents
Introduction
Over 2016-2017, Community Planning Partnerships (CPPs) received funding to support the delivery of ESOL to support the national strategy for ESOL. A total of £1,455,000 was allocated to CPPs. Funding bids received were reviewed by the Scottish Funding Council (SFC) and Education Scotland to ensure they were in line with the strategy objectives and were directly related to ESOL before funding was administered.
The summary report is organised according to regions with the intention of informing the newly formed Regional Improvement Collaboratives. The report gives a summary of key traits/characteristics along with potential areas of work that each collaborative area could focus on. The report provides a summary of each region and how the funding was used in 2016-17 and it is hoped will inform future activity in the context of the new regional improvement collaborative model. The information gathered here is based on the returns that CPPs were required to submit and provides an analysis of the evidence presented in the reports.
Overview in Figures
* In 2016-17, £1,455,000 was allocated to Community Planning Partnerships to support the delivery of ESOL programmes.
* As a result of this 12,852 learners were recorded as accessing provision.
* This figure reflects a 24% increase on the numbers recorded for 15-16.
* 2684 learners achieved SQA accreditation which represents almost 21% of the total number of learning opportunities made available.
* This figure is a small increase from 15-16.
* A total of 129 projects were proposed for the fund. 116 are reported as being complete giving a 90% completion rate.
ESOL Provision Settings
Providers were asked to give information on where provision took place. The majority (74%) of learning took place in community venues. 21% took place in further education college settings. 2% of learning took place in school settings, 2% of learning took place in workplaces, less than 1% took place in the learner's home and less than 2% took place in other settings including online, local job centre, local hotel and nursery setting.
community venue
FE college
school
workplace
learner's home
other
This information was requested to support Scottish Government's Race Equality Framework and in particular Goal 23:
23. Reduce barriers and provide support for minority ethnic people who are new to the labour market, including school leavers and new migrants
Our evidence gathering and stakeholder involvement processes demonstrated clearly that recent migrants face additional barriers to employment, on top of the barriers relating to structural and personal racism faced by the wider minority ethnic population in Scotland. In particular, challenges associated with recognition of overseas qualifications and experience, levels of English language proficiency and employer perceptions of these issues are impacting the ability of recent migrants to access employment.
There are also areas in which school leavers from minority ethnic backgrounds could be better supported. As well as our previously stated commitment to ensuring that careers guidance meets the needs of minority ethnic young people, we must ensure that they have equal access in practice to different post-school destinations, including Modern Apprenticeships which have historically had low levels of participation from minority ethnic groups.
(extract from the Race Equality Framework)
Part of the work to achieve this goal was to include measures to improve access to high quality advanced, vocational and conversational ESOL provision, linked to both employability schemes and with employers across all sectors to promote uptake for staff in post within the Implementation plan for the refreshed ESOL Strategy.
This is the only year that providers have been asked to report on learning settings and gives a baseline measure for any subsequent data gathering on this. From the data gathered, this funding source provides learning predominantly in community based venues. While a small percentage of provision took place in workplaces, this does not take account of the employability focussed learning that takes place in other settings.
South East Collaborative
Within this grouping of local authority areas, Edinburgh has by far, the largest proportion of ESOL learners. Edinburgh received over £160,000 of ESOL funding through the CPP which enabled them to offer provision accessed by over 2500 learners. There is a strong partnership working ethic that includes the College, the Council and third sector partners including the Workers' Educational Association (WEA), Saheliya and The Welcoming. A range of provision is offered. Targeted support is available for young people aged between 15-19 years who are at risk of disengaging because of the language barrier. There is a dedicated suite of programmes for this age group to support their language skills as well as opportunities to work towards qualifications such as the SQA NC ESOL for Employability (SCQF level 4) and integrated ESOL classes with a focus on employability including the opportunity to undertake work placements. Priority is given to those needing to meet language requirements for immigration purposes. This is taken into account when providers deliver ESOL in a broader context such as ESOL Family Learning.
East Lothian has a strong volunteering model and the service is mainly aimed at those in rural areas who are unable to attend formal classes. There is a focus on employability in classes. Many learners who have started their English language tuition with a volunteer tutor will progress to these classes. The employability programme also gives learners an opportunity to work towards an SQA ESOL qualification. East Lothian is a smaller partnership that received over £20,000 in funding and worked with around 100 learners. East Lothian are currently working to develop links with Edinburgh College to explore progression pathways for learners.
In Fife, the main partners in ESOL delivery are Fife Council ESOL Service, Fife College and SRUC Elmwood. However, the partnership also work with Fife Migrants' Forum, Nursery and Primary Schools and the Council's English as an Additional Language (EAL) Service. Key themes of provision include employability (and the promotion of volunteering opportunities), ESOL for Parents programmes that improve language and communication skills when engaging
with schools – this in turn has had a positive impact on the children's learning experience and increased their involvement in school activities. Like Edinburgh, the Fife partnership also offer provision targeted at young people (in S4-S6). The partnership received over £88,000 in funding and worked with 245 learners in 2016 -17.
The Midlothian and Scottish Borders partnerships deliver ESOL with similar themes such as employability. Both also report on the activity in working with Syrian families arriving in their areas through the Home Office resettlement scheme. While the Scottish Borders partnership is strong in terms of the link between the college provider and the community provider, in Midlothian there is only one ESOL provider – MALANI.
Common traits/characteristics of each partnership:
- focus on ESOL for employability – recognising the significance and impact of employability related goals
- focus on young people – recognising the risk of disengaging from education because of the language barrier and the transition out of school
- family ESOL – where the focus is mainly on the parents but with the recognition that the outcomes for parents will have a positive effect on their children
- the use of volunteers with volunteer support systems in place
Collaborative potential:
- sharing of effective practice in using and supporting volunteers
- making further links within the regional collaborative and the agenda around attainment for young people
- sharing of effective practice in the delivery of ESOL for employability
- sharing of learning and teaching resources that have been developed from the funded projects e.g. resources to deliver SQA accredited ESOL units, web design and development and content and course materials for Family ESOL learning
Tayside Collaborative
Dundee City providers include Dundee City Council, Dundee and Angus College and Dundee International Women's Centre. The partnership has been developing their volunteering infrastructure through this funding which has included the design and delivery of a volunteer training programme, the creation of a Dundee ESOL Volunteers' Group space on i-Develop and half day continuing professional development (CPD) events. A recruitment pack for volunteers and a toolkit for staff have also been developed. The partnership also explored and developed more blended provision through the use of digital technology. There is now a fully interactive online portal with training in the use of digital technologies available on mobile phones and tablets to support language teaching.
The partnership also deliver a range of language levels in outreach classes using a mix of
venues including community centres, schools and voluntary sector venues. These outreach classes ensure that provision is made accessible to learners within their own community.
Provision in Angus is offered by Angus Council and Dundee and Angus College. Funding was used to pilot an International Café in Montrose, build capacity of the service by recruiting and training volunteers for the Volunteer Buddy Scheme, CPD for staff and volunteers, a summer camp (which is planned and organised by the participants), a range of provision that is accredited or aimed at particular levels such as literacies level, and classes for parents with the availability of a crèche. The partnership worked with over 100 learners.
The Perth and Kinross partnership have offered a range of provision within this funding including a course at Perth College University of Highlands and Islands (UHI) which embeds an ASDAN Award, Scottish Qualifications Authority (SQA) ESOL units and SQA Communication units. ESOL courses are designed and delivered to increase learners' knowledge of their local community and how to access services. This work has involved wider partners such as community link workers and local primary schools. One partner provider also delivered a number of classes and a range of levels.
Community based ESOL features heavily in this partnership. Perth and Kinross Council, Crossing Borders, Minority Ethnic Hub and Perth College UHI are all involved in direct delivery of ESOL.
Common traits/characteristics of each partnership:
- development and capacity building work around volunteer staff
- strong involvement of third sector organisations
- key contexts for learning include employability and integration
Collaborative potential:
- sharing of resources such as those developed by the Dundee partnership
- making further links within the regional collaborative and the agenda around attainment for young people and family learning
- sharing of effective strategic development between providers and sectors
Forth Valley and West Lothian Collaborative
The West Lothian partnership is made up of West Lothian College and West Lothian Council. They worked with 456 learners with 271 of these achieving accreditation. More than half of the learners accessed provision at below Scottish Credit and Qualifications Framework (SCQF) level 2 indicating that the majority of the learners have low levels of English language skills. This is delivered by West Lothian Council's community based ESOL service as part of the
partnership arrangement where the College work with those who are SCQF level 3 and upwards. The partnership are working to develop transition pathways from community based learning to college provision.
The Stirling partnership is made up of a number of organisations including Stirling Council, Forth Valley College, Stirling Multi-Cultural Partnership, Stirling Council Libraries and the Stirling School of English. However, their wider partnership includes Stirling Education EAL services, Stirling Council Communities and Partnership Policy Officer and the Syrian Vulnerable Person's Resettlement (VPR) officer. The partnership's focus for delivery is ESOL for integration, socialisation and everyday life and ESOL for employability. There is a strong community based focus to ensure that a range of ESOL provision can be accessed across the Stirling area. Providers work with wider partners such as the local Jobcentre Plus office where there is a wellestablished referral process to the ESOL Work Club run by Stirling Council community based ESOL service that focuses on CV writing, job application and interview processes for ESOL learners with employability related learning goals. From their data, Stirling Council's community based ESOL service can identify demand for ESOL provision such as the need for ESOL support within the hospitality and tourism sector within the area.
Clackmannanshire's provision is arranged in a similar way to Stirling's in that there is a focus on employability and community based provision which offers beginner and literacy level provision. Their main providers are Forth Valley College and Clackmannanshire Council. Clackmannanshire International Learners is also involved in the planning of ESOL provision and represents learners views. It provides book clubs, conversation clubs and social, cultural and educational outings for members. The partnership also link with the local Jobcentre Plus office for their employability related ESOL work. Similar to Stirling, the Clackmannanshire community based adult learning service ensures that ESOL provision is available across the local authority area and has delivered classes ranging from beginner/literacy level to intermediate level. Their model of delivery is similar to the West Lothian partnership where Forth Valley College offer higher level progression ESOL opportunities which are award bearing. The employability focus of provision is similar to the model in Stirling where there is a partnership with the local Jobcentre Plus office and an established referral process to Clackmannanshire's ESOL work club.
The Falkirk partnership have an established ESOL provision within the college and the community. The college provider offers the full-time ESOL for Employability courses at SCQF level 4 and part-time ESOL courses including courses in the evening while the community based ESOL service focuses on accredited ESOL provision and supporting those needing to improve their English for visa applications as well as the broader context of the need to improve English for everyday life such as to help children in school and communication in the workplace. Community based ESOL provision also runs a Family ESOL group where parents and children come together to develop their English language skills around agreed themes of family, health and education. There is also a focus on employability with provision aimed at migrants who are needing to improve their English skills to enable them to work in their field. The partnership also has capacity to deliver ESOL in the workplace with the involvement of the WEA - a national third sector organisation for adult learning.
Common traits/characteristics of each partnership:
- delivery model has college provider working with higher level learners while community based providers work with lower level learners
- partnerships have a focus on employability and are all delivering accredited ESOL provision
- community based provision ensures that provision is accessible across a local authority area
Collaborative potential:
- sharing of effective practice in relation to how learners are supported in the transition between providers for progressing to other provision and ensuring supported learner journeys
- extend partnership working activity beyond existing partners to those in the new regional improvement collaborative and aligning to attainment objectives through family learning activity, employability and progression in learning through accredited ESOL provision
Northern Alliance
The Aberdeen ESOL partnership consists of Aberdeen City Council, North East Scotland College and the WEA. Each partner has a specific focus. The college's activity with the additional funding is delivering ESOL in the workplace working with local employers who employ large numbers of migrant workers. This is mainly in food processing companies within the area. The college has also offered beginner level courses on a part-time basis for refugees arriving on the Syrian resettlement programme. Aberdeen City Council provision has focussed on developing provision within the context of a Language Café which has now grown and is extending to more areas within Aberdeen City. To meet the demand for language support and to ensure learners are effectively supported, the Council's community based ESOL service has undertaken an intensive volunteer recruitment drive which has ensured that all ESOL classes will have a volunteer who is trained and has the necessary checks completed. Communitybased services have also worked with the WEA to pilot a small project to support ESOL parents supporting their children who are transitioning from nursery to primary school and an ESOL learner group at Woodside Community Centre have been supported to become a selfsustaining group. The WEA has supported the partnership in building its capacity through delivering a range of CPD opportunities to practitioners based on a training needs analysis exercise that was undertaken. CPD sessions covered cultural awareness, formal versus community based ESOL teaching approaches and working with learners who do not use the roman script. Practice sharing events were also organised.
Similar activities can be seen in the Aberdeenshire partnership where again the College is involved in workplace ESOL delivery along with the WEA. The partnership recognises and attempts to address the challenge of rurality for their area. Aberdeen Council Community Learning and Development (CLD) service endeavours to meet demands for learning through tailored and learner-centred provision. The development of specific provision in relation to family
learning, work with young people, e-learning opportunities and language cafes are attempts to address some of the challenges the partnership face in relation to meeting demand.
Workplace ESOL is also a feature within the Argyll and Bute partnership. They recognise that by going into the workplace, the Council's Adult Learning service has opened up learning opportunities to people living and working in isolated villages in Argyll. Community based ESOL classes comprise of family ESOL sessions, provision specifically for refugee families, drop-in classes, conversation classes, short part-time non accredited ESOL courses as well as accredited courses. As a result, ESOL learners feel less socially isolated and have increased opportunities to meet others. The partnership also offers 1:1 pairings for learners with significant ESOL learning needs and also work with those in rural/isolated areas to access provision and achieve their goals.
The partnership in the Western Isles is made of up two organisations – Cothrom Ltd (which is a third sector organisation) and the Learning Shop - an adult literacies centre run by the Adult Learning and Employability section of the Education & Children's Services department. It works with other council departments including Education, Employability services, libraries, early years and the NHS. Provision is a mixture of weekday daytime and evening classes and short term 1:1 tuition provided by volunteers for learners who cannot attend groups. All provision takes account of learners' goals which includes working towards a qualification to support progression or employability goals. Learners achieving their employability goals are able to progress into employment or gain higher paid work more in line with their previous occupation.
High Life Highland in the Highland partnership is the main provider of community based ESOL provision with a focus on supporting integration and inclusion, learner progression and employability. Classes are offered at a range of levels in community venues. Similar to Aberdeen, the WEA in Highland have a capacity building focus that includes the facilitation and coordination of Highland ESOL providers meetings, CPD opportunities for ESOL tutors as well as an element of direct ESOL delivery. Another third sector organisation delivers ESOL within a specific area of the Highlands (Badenoch) where learners have difficulty in reaching other centres for learning. As well as English, there is also a focus on local culture and natural heritage. An interesting point is made in the report here about the perceived unmet need:
Some learners, although highly qualified in their own language, appear to be content with their current work. Due to the limited range of industries in the area they may also not see any alternative to their current work and subsequently not see the need for studying English, content to learn 'on the job' and remain at the essential level of English skills that meet their immediate need.
The colleges within the partnership deliver accredited courses which not only includes SQA ESOL qualifications with one college, but also an opportunity for learners to sit Cambridge ESOL exams.
The Moray partnership offers provision which is flexible and takes account of learners' needs. Within the ESOL for Employability project, the focus is on improving language skills for access to qualifications and further education, increased confidence in participating in their local community and to be more productive and successful in their jobs. Learners can also work towards SQA ESOL qualifications. The project also refers to the potential of development work around ESOL for vocational learners such as Health and Social Care and Catering. The partnership also works with Syrian refugees and delivers an ESOL literacy class.
In Orkney, a small number of classes are delivered either by The Learning Link or Orkney College. The partnership have attempted to address access to ESOL for learners on the isles, in workplaces and remoter areas of Orkney by piloting delivery via Skype. Low numbers mean that running classes can be a challenge particularly for learners looking to undertake SQA ESOL qualifications. This has been partially addressed by referring learners to Shetland College where learning was accessed via distance learning. The Beginners group run by the Learning Link also incorporates a peer-support "buddy" system approach to enable further integration and cohesion within the group for new starts.
Key ESOL providers in Shetland are Shetland College and Shetland Island Council Adult Learning services. The college has a focus on ESOL provision to support employability goals, English for citizenship and ESOL for those in the senior phase in schools. The college recognises that most of its learners are under-employed or are working well below their qualification level or are in unfulfilling jobs. The employability focus of delivery takes this into account as part of delivery design. Shetland's Adult Learning services cover a range of ESOL provision to take account of the learners' levels. The service also delivers workplace ESOL classes and family ESOL classes that support parents whose children are transitioning from nursery to primary. Adult Learning services also offer a 1:1 service for learners who are unable to attend classes.
Common traits/characteristics of each partnership:
- challenge of rurality in terms of addressing access to provision for providers in rural areas
- challenge of rurality in terms of the risk of learners becoming socially isolated
- strong focus on ESOL for employability or work-related goals
- volunteer tutors feature strongly within the services
Collaborative potential:
- sharing of practice such as the Language Café toolkit that is being developed by the Aberdeen partnership
- sharing of practice on how providers are working with learners in isolated areas (Aberdeenshire/Argyll and Bute)
- developing effective practice in ESOL delivery around employability for learners who are identified as under employed or unemployed (Argyll and Bute, Western Isles, Moray)
- sharing of practice in relation to Family ESOL learning and how this is supporting parents whose children are transitioning from nursery to primary school (Shetland)
The West Partnership
In East Dunbartonshire, the CLD ESOL service is the only provider for the area. It organises its provision according to different levels and in different areas all within community venues. It also takes account of celebration events such as Adult Learning Week and Book Week. The majority of classes are for those at SCQF level 3 and below and they work with an extensive range of partners including Jobcentre Plus, Skills Development Scotland (SDS), East Dunbartonshire Leisure and Cultural Trust and East Dunbartonshire Council Skills for Learning, Life and Work Service. For provision at higher levels, learners have the opportunity to work towards SQA ESOL qualifications. The focus of provision has enabled people to be more independent and able to use their language skills for everyday life such as accessing public transport, speaking to the doctor or their neighbour, improved job prospects, increased confidence and reduced isolation. These are among the examples given.
East Renfrewshire's CLD service is also the only ESOL provider for their area and has a combination of classes that run according to level as well as project based learning that focuses on integration such as the World Café project. The service also offers accredited learning in partnership with Clyde College. The service reports on strengthened relations with educational establishments as a result of increasing numbers of EAL children arriving. The service offers courses and workshops for a range of learners including parents, refugees from the Syrian resettlement programme, learners looking for work and learners needing to prepare for the Life in the UK test. Their wider partners include schools and nurseries in Barrhead, the local authority's Syrian resettlement team and Libraries.
Glasgow has a range of partners involved in direct delivery of ESOL within the Glasgow area including the three regional colleges, Glasgow Life, WEA and the Glasgow ESOL Forum. These providers work with a wider range of partners within Glasgow such as Amina Muslim Women's Resource Centre, Scottish Refugee Council, Glasgow Council for the Voluntary Sector and Bridges Programme to name a few. The content and contexts for delivery include employability and family and community learning and targeted provision for learners with no English language skills. Employability focussed delivery includes working with wider partners to deliver classes to Muslim women or young refugees and asylum seekers. Classes take account of language level recognising that regardless of level, many learners are looking to improve their language skills to find employment. As a result literacies classes with an employability focus are delivered as well as classes aimed at higher levels. The recruitment of an employability officer (with ESOL expertise) by one provider has enabled learners to secure work placements and for some, move into employment. The employability courses can also be accredited with learners working on a range of SQA ESOL qualifications including ESOL for Work units and group awards. Family and community learning provision aims to address some of the barriers to learning including ensuring there is a crèche facility for learners with childcare commitments and delivering in venues that are accessible. Projects can also have a specific focus such as the Becoming a Mother project which is designed to attract women who may otherwise not access antenatal classes. Partners are also targeting learners with low level English skills which includes new refugees, asylum seekers and migrants to the city. The Glasgow partnership has been working to record the number of people in the city who are looking to access ESOL provision using a single access register system. The data from the
system shows that the demand for provision is extremely high with a peak recording of 11,000 applicants during this funded year. 3,500 of this figure are recorded as being unable to access provision. The partnership is strong in offering flexibility of provision to recognise the needs of learners in terms of their personal circumstances.
The Inverclyde Partnership is made up of Inverclyde Community Learning and Development and West College Scotland. Provision is delivered within community based venues with the opportunity for learners to undertake a qualification. The two providers work closely to support ESOL learners to transition from community based provision to broader college based provision. The partnership also has a focus on family learning with provision being offered in nurseries and community venues. Sessions were delivered using role play to support language needed for the parents to become engaged with their children's school. College provision also gives learners the opportunity to work towards a qualification.
The North Lanarkshire partnership consists of New College Lanarkshire and North Lanarkshire's CLD service. There is a strong capacity for the delivery of accredited classes with classes taking place both within the college and community based venues. Non-accredited provision offers opportunities to learners to improve their language skills within specific contexts such as the ESOL Book Club, Job Club, ESOL café, outdoor cooking project and family gardening project. Some of the projects have a family learning theme working in partnership with local primary schools.
Renfrewshire's provision is delivered by West College Scotland and Renfrewshire Council's Adult Learning and Literacies Service. The partnership worked with 287 learners in 2016-17 with 177 achieving accreditation on college ESOL courses. Again, employability is a key focus along with integration. Courses supporting employability goals have helped learners to find a job or to improve their ability to do their current job. The partnership are also engaging with refugees who have been resettled in Renfrewshire through the Syrian programme. Community based provision focusses on beginner level English, conversation classes, family learning and guidance sessions where learners are supported in their progression routes on to further education.
In South Lanarkshire, the partnership includes both South Lanarkshire College and New College Lanarkshire. College providers are in a position to offer accredited learning within community based settings as well as within college settings. While the partnership worked with 472 learners in 2016-17, over 300 of those learners engaged in ESOL through community based activity. The development of a Hamilton Hub has enabled learners to participate in other community based activity including a local political literacies group and a community consultation exercise. The partnership includes the WEA whose delivery focuses on employability within a community setting and ESOL in the workplace. Key workplace language issues include health and safety, pay and payslips, sickness, holidays, giving and understanding instructions while employability topics cover CV building, development of job seeking vocabulary, applications and telephone skills.
In West Dunbartonshire, the college (West College Scotland) is the biggest provider of ESOL having worked with 170 learners in 2016-17. West Dunbartonshire's community-based ESOL is provided by Working4U which targets members of the community who are furthest away from the job market and encounter barriers to learning. As part of the community based project, there is a Language Café set up as a way to provide additional learning hours to groups. While this partnership is small, it should be noted that the college covers this area as well as Renfrewshire and Inverclyde and has reported a high number of applicants for college places which have been unmet.
Common traits/characteristics of each partnership:
- key theme and focus of delivery is employability
- partnership work between CLD and college provider to support learners to transition from community based to college based provision as a way of progression
- working with learners with no English language skills offering "first steps" provision
- large number of learners at lower levels (SCQF level 2 and 3)
Collaborative potential:
- sharing of practice and approach to those preparing for the Citizenship test (East Renfrewshire)
- collaboration and partnership working with schools (East Renfrewshire)
- extending the wider partnership to the regional improvement collaborative and exploring potential links between ESOL providers and schools with high EAL populations and the promotion of ESOL family learning and SQA ESOL qualifications from SCQF level 2 up to 6
- sharing of practice and resources in relation to teaching ESOL literacies and ESOL digital course (Glasgow)
- project based learning including Living in Scotland/ESOL for Scottish Life accredited courses (Renfrewshire/West College Scotland)
- effective model of ESOL family learning (South Lanarkshire)
South West Collaborative
East Ayrshire's community based ESOL is run by the Vibrant Communities service where they have been developing ESOL hubs across the authority. Community based ESOL has a focus on engaging with hard to reach ESOL learners in small communities who are socially isolated and have limited English language skills. There is also a commitment within community based provision to the continuing professional development of staff involved in ESOL delivery and a programme of support and training was delivered. A family literacy learning programme was also delivered to Syrian refugee families who have settled in the area. Partnership with Ayrshire College included team teaching on accredited courses, proactive engagement between the college and ESOL learners in the community through their role in carrying out initial language assessments and co-delivery of the pan-Ayrshire tutor-training week.
North Ayrshire's community based ESOL provision has seen a change in demographics in their ESOL learners where there has been a drop in learners coming from EU countries while an increase has been seen in learners coming from India, Vietnam and Thailand. North Ayrshire Council delivered ESOL in three localities – Saltcoats, Irvine and the Isle of Arran. Further funding was secured through the Syrian resettlement project and European Social Fund funding for an ESOL and Employability project delivered by the WEA. Ayrshire College have also accommodated school aged refugees by providing them with language support. The course
which was run over the 4 weeks in July focussed on local investigation, a successful trip to the local Abbey which removed barriers to cultural differences and helped the young people identify places to visit with their families in their own leisure time. The College was also successful in working with school aged refugees in helping them to achieve the National 2 Preparation for Literacy Unit.
South Ayrshire has a strong ESOL volunteer tutor function as part of their community based ESOL services. Trained volunteer ESOL tutors deliver one to one tuition which takes place in locations throughout South Ayrshire. This provision is the route for engagement with informal ESOL learning in community settings. Signposting involves referring learners to the most appropriate level ESOL group. Community classes offered include a range of levels as well as contexts including Family ESOL learning, ESOL and IT for employability, ESOL book group and groups accommodating learners with higher language levels who are not interested in progressing to College ESOL provision. South Ayrshire's provision was accessed by 348 learners – the highest number among each of the three Ayrshire authorities. Learners who progressed to College ESOL provision gained accreditation. Ayrshire College also offered a Vocational Study Drop-In Service aimed primarily at students studying on mainstream programmes who have gaps in their knowledge of academic English. Learners who accessed this service were successful in gaining their qualifications. Further work on this service is to be carried out including awareness raising and promotion within the college to curriculum staff.
Dumfries and Galloway community based ESOL programme delivered a range of outcomes in 2016-17. The programme now sits within the newly formed Community Learning Service of the Council following a restructure. ESOL provision has helped improve learners' language skills as well as their confidence and life skills. Learners have improved their skills to progress into voluntary and paid employment, progressed onto further learning and are more able to contribute to their personal, family and working lives. The programme has also supported the Dumfries and Galloway resettlement project to develop English language skills of families and support integration into the local community. Coordination of provision and progression routes from community based provision to college based provision have been supported by a part-time funded coordinator based in the college who has promoted ESOL provision and is responsible for carrying out initial language assessment. The coordinator also acts as a main point of contact for learners. Dumfries and Galloway College worked with 78 ESOL learners with 55 of them achieving SQA accreditation. A third sector organisation – Dumfries and Galloway Multicultural Association have also been involved in ESOL delivery working with learners who are mainly beginner/literacy level.
Common traits/characteristics of each partnership:
- Focus on continuing professional development but differing levels of success between Dumfries and Galloway and the Ayrshires.
- All report on the response of ESOL services to the refugee resettlement programme of Syrian families.
Collaborative potential:
- Sharing of practice in supporting school aged refugees.
- Sharing of knowledge in accessing other sources of funding to support delivery.
- Delivery of CPD sessions focussing on common themes such as ESOL literacy.
Impact of Home Office Language Requirements
Partnerships were asked to report on any impact to the language requirements introduced in 2014 which has resulted in SQA ESOL qualifications not being recognised by the Home Office for those looking to extend their stay or apply for citizenship. The information which follows is a collation of responses given within the 2016-17 reports.
Fife
More students are working towards B1 Trinity exam and Graded Examinations in Spoken English (GESE) in Listening and Speaking; they study with us but have to go to Edinburgh or Glasgow to take the test and we notice that even beginner level students are able to pass despite poor literacy skills. It seems easier to achieve GESE than SQA Access 2 which covers 4 skills of speaking reading writing and listening.
Edinburgh
Edinburgh College have had a steady stream of learners asking for help to prepare for A2 or B1 testing as well as giving advice at Initial Assessment interviews about where to find information on the changes to the spouse visa process with testing and visa renewal now required at the half way point as well as at the end of the spouse visa. Many people seemed unaware of the new requirements. It is difficult to incorporate Life in the UK test preparation into a general ESOL course syllabus when only a small percentage of the class need to focus on this but tutors are able to direct learners to resources such as the interactive learning resources provided by the Edinburgh City Libraries web-site, as well as printed materials available from bookshops. 3 learners have successfully used this as the focus for their lessons with one of our volunteer home tutors.
Comhairle nan Eilean Siar (Western Isles)
Western Isles Learning Shop
As a result of SQA qualifications no longer being valid for Home Office requirements learners have continued to show a reluctance to register for and sit SQA assessments and this is indicated in the figures of learners achieving SQA accreditation.
As a result of the ongoing uncertainty over the UK's exit from the European Union, all learners who enrolled for the Citizenship - Preparation for Life in the UK test this year were European citizens with longstanding links to the local community. Their anxiety at their future status has led them to prepare for the possibility they may need to sit this test in order to remain in the country. The notes of interest for the next session of classes are also all European.
Cothrom
No learners accessed formal SQA qualifications in 2016/17 as these were no longer accepted by the Home Office.
This previous year the group of 5 who were hoping for citizenship, felt very uncertain about 'Brexit' and what this might mean for them. All of them have decided to "wait and see".
Stirling
We are not able to deliver the SQA unit that was previously accepted as evidence toward an application for visa or citizenship.
One project also states:
With SQA no longer being recognised by the Home Office in terms of citizenship, we are in the process of looking at how we increase our IELTS provision and provision at a lower level which
might support progression to IELTS. This work will include oral language assessment and ESOL for writing.
Argyll and Bute
Kintyre: Some of the qualifications that were acceptable for Home Office requirements are no longer acceptable. This now means that our learners would have to travel a 300 mile round trip to access a learning centre where these qualifications are delivered.
Highland
Following the decision by UKVI not to accept SQA ESOL qualifications as evidence of English Language ability, students wishing to apply for leave to remain or citizenship are required to sit SELT (secure English Language Tests) from an approved list of test centres. In Scotland, the test centres are in Edinburgh and Glasgow. The cost of the test is £150 (whether IELTS or Trinity). Students travelling from Highland also face high travel and overnight accommodation costs in addition to an exam format which is different to that offered by the SQA. Since this change students have approached staff requesting information about UKVI ESOL requirements and support for SELT examinations. Having canvassed our student group we would like to provide one day courses focussed on the requirements for Trinity GESE Level 5 (B1). The most appropriate SELT for our largely settled migrant population. We continue to provide support to students wishing to sit the Life in the UK: Citizenship test through the integration of citizenship studies throughout our curriculum. (West Highland College)
Moray
This has had an enormous impact on the learners in our provision. The Moray CPP ESOL provision offers learners the opportunity to gain an SQA ESOL qualification, which until the changes from the Home Office the learners could use for settlement purposes. However since the change in the Home Office requirements our learners have to travel to Edinburgh to do the exam. The cost and inconvenience of travelling south to an approved test centre is significant. As a result of the changes Moray Council has now become a listed provider of Trinity GESE training so that we can locally help students to be prepared for the exams. This means that they can learn locally despite having to still travel to Edinburgh or Glasgow for the exams.
East Dunbartonshire
There has been an impact on ESOL learners in East Dunbartonshire since the change to the Home Office Language Requirements.
In the past, learners used to study for accredited SQA provision to assist with gaining Citizenship etc. provided by East Dunbartonshire Council. Since the change of the qualifications recognised by the Home Office, learners have had to gain these qualifications outside East Dunbartonshire. (Learners can attend groups in East Dunbartonshire for general practice which may assist in study towards the Trinity Qualifications but cannot gain the qualification in their local area). This has proven very difficult for many learners as it costs them in time (including travelling time) to go elsewhere for the qualification and also has financial costs such as costs in course materials, courses, assessment fees and travel costs to provision outside their local area.
The impact on East Dunbartonshire Council is that more learners would have studied for SQA ESOL courses delivered by EDC if this qualification was recognised by the Home Office to fulfil its Language Requirements.
Glasgow
The change to the Home Office language requirements has had a significant impact on our learners. We spend an increased amount of time dealing with learner enquiries regarding the
new requirements and receive feedback that many of our learners simply cannot afford to do the tests. Other learners take the test when they are not well prepared due to a lack of preparatory courses for the new test. The courses that are available are expensive and infrequent and the option to prepare for the course online requires learners to already have a strong level of English, this is an additional barrier for our learners. As an SQA Centre we have also found that some learners question the validity of the SQA qualifications that we offer as these are no longer accepted. This has created a sense of confusion for learners. (Glasgow ESOL Forum)
Number of learners accessing provision per area in 2016-17
Case Studies
Partnerships were asked to provide case studies related to themes that:
* highlight the challenges and how they were addressed in supporting the integration of refugees and asylum seekers
* highlight the challenges and how they were addressed in supporting the integration of migrants and settled minority ethnic populations
* show the approaches used to involve learners in other groups beyond the ESOL classroom
* show the impact on personal, community, family and work life of the learner(s)
* show how barriers to learning were addressed and
* show how equality and diversity are promoted
The following is a selection which reflects the themes above.
Language cafes in Aberdeenshire
In addition to attending formal ESOL classes, Language Cafes started being developed in Aberdeenshire Council community venues during this period, to allow ESOL learners to further practice their English language skills in an informal café environment. This was a new development and these opportunities were provided in addition to the small group classes learners attended.
The Language Café sessions were run regularly and were facilitated by CLD staff and volunteers. Topics of discussion have included world cuisines, UK and local customs and etiquette, and learners have shared their personal 'stories'.
The Language Cafes have allowed learners to converse in English with learners, staff and volunteers from diverse countries and backgrounds. This includes learners who are here as economic migrants and with refugee status. These informal opportunities allow ESOL learners to meet new people, reduce social isolation and to help learners integrate further into their communities.
More advanced ESOL learners assisted staff with the setting up and running some of the Language Cafés. As a result of this work these learners started working towards SQA Core Skills Accreditation level 3 - 'Working with Others'.
ESOL learners in Clackmannanshire
An ESOL learner from Pakistan who has lived in Scotland for 20 years joined ESOL classes to improve her literacy skills so that she could help in her family's restaurant. She wanted to be able to write down orders for food and to be able to read the menu. She joined the Clackmannanshire Council Adult Learning ESOL beginners and literacy classes and has been working on tracing, writing the alphabet, letter sounds and reading words. Several Syrian refugee students joined the Clackmannanshire Council Adult Learning ESOL beginners' class half way through the year and she was able to communicate with them in English and Arabic. During the class break she spoke to them in English and for any words they couldn't say in English they used Arabic and were able to find things in common with each other. This made the Syrian students feel at ease and she has helped them integrate into the class easier. In
addition, her writing has improved and she is now able to form words and correctly identify the sounds of words and letters. She has been learning to read the takeaway menu for her family's restaurant and can now confidently work in her family's restaurant, once a week, taking orders for takeaway. She hopes to build this up to 3-4 days a week.
DA is of Filipino origin and has lived in Scotland for 3 years. DA learnt a little English when she was younger and recently married a Scottish man. He had been trying to help her with her English but she felt she needed more tuition so she started attending the Clackmannanshire Council Adult Learning post beginners ESOL class. DA was shy and timid when she first joined the class but her English was at a good level and she was always keen to do extra work at home. As her English improved so did her confidence. As a result, she is a great asset to have in the class as she is always willing to help her peers if she sees that they were struggling. DA was also very welcoming to the Syrian refugee students that joined her class and made them feel comfortable by asking about Syrian cultural traditions and sharing Filipino cultural traditions. DA was interested in finding a job and as her confidence in writing and speaking English improved she started attending the ESOL work club. She attended the ESOL work club for many weeks, taking time to work on building a great CV and cover letter. She was keen to practise interview techniques so she could feel confident when attending interviews. As a result of her determination and hard work, DA managed to find employment in a local supermarket and still attends English class when she can.
ESOL Learners in Glasgow
Students A (husband) and B (wife) are a married couple in their thirties who attend an ESOL literacies class. They are Kurdish asylum seekers from Iran and have a young daughter of 2 who is often in poor health. They have lived in Glasgow since November 2016 and are constantly under threat of deportation as their asylum case has not been successful. They are appealing their case at the moment. This has resulted in many disruptions to attendance, motivation and generally retention/attention difficulties with learning. During this year they were moved from accommodation near the college to Parkhead, which now means they have a one hour journey on two buses. They both speak Kurdish and little Farsi. Student A also speaks some Arabic. Although student A speaks these languages, he has very little knowledge of written language. Student B has strong writing skills, having attended school in her own country. Student A was a chef in Kurdistan and would love to continue this as a career if they get leave to remain, with the dream of opening a family restaurant one day. As a result, both are highly motivated. However, despite them juggling the childcare responsibilities and alternating absences, sharing work done in class at home, the outside influences of their asylum case and caring for a sick child is having a detrimental effect on attendance and progression. Student A is expected to pass SQA ESOL Literacies 1, whilst student B achieved a pass in this last year and will be put forward for ESOL Literacies 2, which with adequate preparation she is expected to pass.
MT initially started studying with Glasgow ESOL Forum at the start of this year when we were able to offer her a place on our 'First Steps' course. She had been on the Glasgow ESOL Access Project (GEAP) register for some time and this was her first opportunity to join an ESOL class in Scotland. MT enjoyed the course and was keen to continue with her studies when the course finished. Fortunately we were able to offer her a place on one of our National 3 courses (also funded by this funding stream) so that she could progress on to an accredited course with us. MT has complex health issues (both mental and physical) which have been a barrier to learning for her but the flexible learning environment which we were able to provide suited her
very well and she was able to participate well in class and successfully complete the assessments for the SQA 'ESOL in Context' unit. We provided some flexibility for MT when she was not well enough to attend class and provided catch up work so that she could slot back into the group when she felt able to return to class and although the assessments were challenging for her she successfully completed them all. In the longer term, MT hopes to complete National 4 and progress to college. The small class size and the informal learning environment that we have been able to provide have been a vital step in her learning journey as she has gained confidence, study skills and language skills that will enable her to progress into a more formal learning environment. At the time of writing, MT has a level testing appointment of City of Glasgow College and a potential place offer from Glasgow Kelvin College. If these do not suit her personal circumstances, we will offer her a place to continue to study National 3 'Everyday Life' here at Glasgow ESOL Forum
We have chosen this case study to highlight the need for the flexible provision we have been able to deliver and the progression routes we have been able to develop internally as part of our ESOL Strategy funded work.
Working with expectant mothers in Glasgow
The "Becoming A Mother in Scotland" pilot course was designed by Glasgow Life in collaboration with NHS Community Midwives to support women who have English as a second or other language (ESOL) access antenatal learning and support. The course aimed to empower pregnant women to be better able to access written and spoken information to make informed decisions, to understand the culture of childbirth in Scotland and, ultimately, to improve the health outcome for the women and babies.
The target learner was expectant mothers beyond 20 weeks in their pregnancy at ESOL Access 2 stage and above. The majority of women were recruited through Midwives, which was advantageous, as they were in a position to change antenatal appointments to support the women to attend the course. A small number of women were also recruited through Glasgow Life. This pilot course was delivered in an informal setting to a small group of 9 women running for 7 weeks in May and June 2017. In order to address potential childcare barriers, a free crèche was offered and refreshments were made available throughout the duration of the course.
The delivery model involved input from the midwives on the topic being covered that week followed by bespoke English language support from the ESOL tutor. The extremely good working relationships developed between Glasgow Life and NHS staff was a key contributing factor to the success of the pilot. Topics covered included pregnancy and childbirth in Scotland; support in pregnancy; understanding the maternity ward; giving birth; staying healthy; breastfeeding. Language support was vital as the learners sometimes felt vulnerable e.g. not understanding their notes in their maternity records or knowing what kind of pain relief to choose.
Quotes from learners who took the course:
"The midwife told me about the course. I came to find out about having a baby and to meet other mums. It helps me with speaking and to make a lot of friends. I live in Govanhill."
(ESOL learner from Algeria)
"I heard about the course at an ESOL assessment in college. I wanted to learn everything about pregnancy and about my unborn baby. I wanted to understand the Scottish people because the accent is different. We learn a lot of new words and have good feedback with the midwives and tutor. The class has helped to improve my English."
(ESOL learner from Moldova)
"The midwife told me about the course. I wanted to learn about pregnancy and healthcare. It is helpful for my English. Sometimes I don't understand the vocabulary and the class helps. We have information about hospital, the dentist and medicine. It has helped me to understand different words – they are explained easily."
(ESOL learner from India)
"I heard about the course from my ESOL tutor. I was interested in finding out about having a baby in Scotland. It is useful to learn about what to do in labour and about phoning the hospital. We have been given good information on pregnancy, health and labour."
(ESOL learner from the Czech Republic)
Language cafes in Aberdeen
The idea behind the cafes is to promote integration particularly among non-native English speakers (NNES) and their immediate community in Aberdeen, provide an opportunity to practice and improve spoken English skills (particularly to build confidence), and to find out more about services available in the local community. Language Cafes are promoted through social media and information is continuously updated and shared with other third sector agencies, housing associations, community centres, primary schools, Jobcentre, Aberdeen City Council (Adult Learning Development) and NHS. Clients and volunteers are updated through mailing lists (after permission is granted) as well as invited to join Grampian Regional Equality Council's Facebook page which is also coordinating a new Facebook page under the name "Learning English in Aberdeen". These two initiatives have proven to be successful in providing updated information, encouraging people to attend the Language Café sessions and integrating communities. The Language Café works also as a source of information for people who require additional English learning or advice regarding specific community queries. Language Café volunteers will refer learners to Aberdeen City Councils Adult Learning team for ESOL classes. Volunteers are encouraged to research information that may be of interest for clients, ranging from walking groups and transport facilities, to activities that may prove useful to increase knowledge about Scottish culture and local government. There are Language Cafes across Aberdeen including one in the city centre, Torry and a ladies only one in Sunnybank. Work has begun on a toolkit to support community groups in setting up their own Language Café groups.
One to One ESOL in Kintyre, Argyll and Bute
Although the numbers were small, the learners that did attend 1:1 provision felt empowered and ready to move onto a larger class where they could work towards an accreditation. The one to one provision was used almost like a feeder class for the larger group. When learners joined the larger group, those that had been feeling socially isolated were also able to meet up with other learners in the same position, and some firm friendships have now been formed within the group.
For example, one learner has been able to gain employment due to her attendance at our one to one provision. After her initial interview with a large well known company in the area, the feedback from the local HR department was that the ESOL learner was very suitable for the job, but her spoken English wasn't at a level they required to offer her employment. After attending English lessons, she was delighted to be offered the job. This learner has taken part in other activities and made new friendships along the way. Overall she has reported that she is now taking a more active part within social and community life, something she hadn't really done before, and is now feeling far less isolated than she had before. She feels that her reading and writing skills have improved, as well as her skills for work, encouraging her to be more vocal and confident in expressing her ideas and opinions to others.
ESOL learners in the Western Isles
A local family contacted Cothrom for language support for their new au pair, S***, whose first language was French. After an initial meeting with both S*** and her employer it was clear that although both her written and reading English skills were of a good level, her spoken language skills were low.
It was agreed that S*** would come along to the Learning Centre and meet the Tutor for some 1-1 tuition to start with. She began coming along twice a week to improve her conversational skills. She wanted to learn about a number of specific subjects such as tenses and how and when to use them; how to say and understand large numbers in terms of population of a country and distances; and to practise the different ways of telling the time using both digital and analogue. She spent time conversing with the tutor and speaking to other learners and staff in the building both in a class setting and socially at breaks. Through these conversations we realised that she enjoyed art and painting and this led her to join a local community group in furniture upcycling.
This allowed her to gain new skills in painting techniques, decoupage etc. while meeting other people and improving her conversation skills in English. S*** thoroughly enjoyed this experience and both her spoken language and self-confidence were greatly improved. Her learning experience was enhanced as she was doing something practical that she enjoyed and had an interest in. Throughout the class S*** had to listen to the tutor and work as a team to discuss what had to be done and how they would achieve this. She also had to ask questions if she was unsure of a task or asking where things were. This extended her English vocabulary and gave her more confidence in speaking to others. S*** was supported to translate her CV from French to English and updating it with her Uist experiences. She has since applied for work in Spain and moved there last month.
Multi-agency working in East Ayrshire
Family A arrived in East Ayrshire in March 2016 as part of the Syrian Refugee Resettlement Programme. East Ayrshire Council (EAC) has agreed to receive up to 50 refugees over the next five years and there is a multi-disciplinary and partnership approach to ensure they get the help and support they need to settle in East Ayrshire and integrate into community life. An important aspect of this support is English language learning, which is essential for people to integrate into the community, participate in society and fulfil their potential. The family included three adult members and a younger adult, M 22yrs, who not only had very little English, but was also hearing impaired.
The family were referred for English language learning, which in East Ayrshire is delivered in partnership between the Council and Ayrshire College. The ESOL Development worker met with the family initially to talk through the support we could offer and M was assessed with significant English learning needs, compounded by his hearing impairment. The family started to attend English family learning sessions and additional sessions were arranged for M, covering basic sign language and communication. These sessions were delivered through a local community partner, the Killie Browser, a third sector organisation and social enterprise based at Kilmarnock Train Station. The project worker there is fluent in British Sign Language and we also had help from an interpreter in Housing Services, which helped to break down communication barriers. As well as help with his English learning and communication, M wanted to find out more about volunteering, training and employment opportunities to build on his education and move on in his life here in Scotland. Through the links with the Killie Browser, M started to work in the community café there as a volunteer initially for 2 days a week. He was supported to attend a barista training course with the Mathew Algie Coffee School in Glasgow and then went on to undertake the REHIS course in Food Hygiene, accredited at SCQF Level 5 through the Wise Group, Kilmarnock. As well as receiving work experience and accredited training, M also took on the role of mentor with C, who is also hearing impaired and was attending the Killie Browser on a work experience placement from Grange Academy. M helped C to build his self-confidence and think about his own future. M has since moved with his family to Glasgow and is now working part time in a café and sandwich shop and is also enrolled in a graphic design course at the University of Glasgow. He is well integrated into community life and still keeps in touch with the staff and services that supported him initially in East Ayrshire. As well describing M's journey, this case study illustrates how the various services and partners are working together to secure positive outcomes for the people we support.
Website development and using social media for and with ESOL learners in East Lothian
The ESOLwithus group, in its original form, produced the East Lothian A-Z booklet which has been widely distributed throughout the region and which has proved to be a valuable resource for many new arrivals. Indeed, we have provided copies for the Syrian families who are new arrivals to Haddington and Musselburgh.
More recently the group have developed and are maintaining a website (www.esolwithus.com) following on from the success of the A-Z booklet, which has been incorporated. This online version ensures the sustainability of the resource and allows for it to be readily updated throughout the academic year, even more so now that it has been converted to the more userfriendly Weebly format.
In addition, the group have populated the site with a wealth of useful information. For example, the booklet ("What to know and where to go in East Lothian") informed several of the 'New Arrival' pages on the website, where students used their experiences to further highlight requirements and issues, such as how to enrol children at school, find and register for health care, or understand the legislation and practices for renting a home here. They have also offered a platform for comments and discussion and, additionally, they have included welcoming texts in various languages which we hope will help newcomers, with little English, to make earlier contact with our ESOL provision.
The 'Learning English' pages are useful for directing learners to our local English classes, with information on who to contact and how to register. There are also "tried-and-tested" websites for practising English, which should suit all levels.
A Facebook presence is maintained to publicise forthcoming events and post photographs, which is a good place for learners to interact away from the classroom setting. ESOL tutors are also encouraged to post information about their classes and to contribute articles.
Other activities they facilitate include termly parties, to which all ESOL learners are invited and, as the group are mostly very keen cooks, they hold regular 'bring a plate' events. These allow for informal discussion and mutual support. The group post their recipes on the website for other learners to try.
The group meet on a weekly basis at The Fisherrow Centre, Musselburgh with a qualified ESOL tutor. The tutor encourages the group to be self-determining and they respond extremely well to this. An additional focus for the tutor is ongoing formal guidance with employability skills such as interview techniques and applying for employment and/or other courses.
Working towards SQA National 5 in the community – East Lothian
The National 5 class at Knox Academy met on a weekly basis, for 2 hours. They used a variety of materials and sources, including a course book and One Stop English, in addition to SQA supplementary materials. The group was stable throughout the session; indeed, this was helped by 2 learners travelling in from Dunbar offering lifts to another learner, who wouldn't have been able to attend otherwise. Two of the learners within the group were project managers, both of whom feel their attendance has enhanced their working relationships with their teams and their abilities to deal with customer complaints.
Of the 9 learners who attended this group, all were entered at National 5, ESOL for Everyday Life, and all 9 achieved. Indeed, the tutor was given a special mention in the June External Verification report for their skilful use of video recording of the Speaking assessments. All 9 have re-enrolled for September 2017 with the aim of completing the second unit at this level. Many have also expressed an interest in sitting the external examination and we are currently liaising with our partner, Edinburgh College, to try to arrange this.
Project based learning in East Renfrewshire
Learner A started ESOL courses in 2014. Her English language was at pre-intermediate level when she first joined and she has worked well to improve this through attending our highest level ESOL classes. Learner A soon progressed to our ESOL for Work course as she was keen to find employment in the field of child care/teaching. She learnt how to create a CV, write a formal covering letter and use her language successfully in an interview, which gave her a better understanding of the employment system in the UK and more confidence to apply for jobs. She then joined the 'Welcome to East Renfrewshire project' which aimed to help learners use their skills gained on the course to work as a team and produce a booklet about East Renfrewshire. Although Learner A faced challenges during the project, it was a great experience for her and she gained excellent skills and experience of working as part of a team, using her English to communicate both orally and in writing and generally organising her workload.
Following this project, Learner A got involved in the 'Around the World in a Week' project. Along with the ESOL STEPS course, this helped her to gain valuable skills which enabled her to improve her confidence and believe in herself. During the course and her time in the primary school, Learner A experienced what it was like to work in a school, manage groups, engage children with different activities and make her workshops interesting and fun. Her presentation, designed during the course, was used in an interview for a job as a Japanese teacher, which she successfully gained. She is currently teaching Japanese with a private company in Glasgow and continues to challenge herself through joining our project based learning courses which are helping her to bridge the gap between the classroom and the outside world.
ESOL and community based learning supporting Syrian families in East Renfrewshire
Learner X started ESOL courses in East Renfrewshire in November 2016. He arrived with his wife and young family from Syria as part of the Home Office Vulnerable Persons Relocation Scheme (VPRS). He attended school in Syria until he was 14 and then left to become a tailor. He started his own business in Syria making bags and stitched clothes. Learner X had an initial assessment with the ESOL team in November and was placed at a pre-entry level. By January 2016, Learner X was taking part in 4 classes per week on our ESOL Refugee Resettlement programme, including ESOL for Parents and ESOL and IT. The programme was set up to accommodate the needs of the Syrian families who have many challenges and barriers to learning. The programme met the needs of 6 families settled in Barrhead at that time, in terms of providing them with a class for complete beginners which allowed more flexibility than our other ESOL classes. This enabled the families to start the settlement process whilst learning English, joining an English class that they weren't always able to attend due to health, hospital appointments and child care, which are some of the issues they face on a daily basis. We worked closely with the Education department to secure childcare for his young children to enable him to attend ESOL classes and other community events and projects. Learner X is improving his English every week and is gaining more confidence. Adult Learning are working towards providing opportunities for the families to integrate into the community and taking a holistic approach to supporting the refugees that have settled here. We have set up an ESOL for Parents course held in Carlibar Primary school, which enables Learner X and others to contribute to the arts and crafts group with other parents from the school. It provides a platform for the learners to discuss nursery and school life and helps them to integrate into the community, using their English informally to chat to other mums and dads. Learner X talked of not being able to support his children due to the language barrier, this is now improving. Learner X's confidence is building and he recently passed his driving theory. He is now focusing on preparing for his practical test. Learner X is also actively taking up opportunities presented to him by Adult Learning and is keen to integrate into his community and further improve his English language skills. He took an active role in the Café Kids World Café project in partnership with St John's Primary school. He enjoyed interacting with the children who served tea and cakes etc. and other parents too.
Improving the learners understanding of what is on offer to them in the community, to help them settle and improve their English, has led to Learner X volunteering with Community Transport ER . He accompanies elderly people for medical appointments taking them on the bus for shopping etc. He is very keen to start working and most recently attended an interview. He is currently waiting to hear back.
ESOL practice opportunities outside the classroom in Edinburgh
Feedback in tutorials consistently shows that many students do not have sufficient opportunity or confidence to practise their English outside class. In September 2016 a number of guest speakers were invited to talk to the class about chances to volunteer in the local area. One of these, from Carr Gomm, was very enthusiastic about encouraging the students to get involved with some of the community garden projects in the area. She put the class in touch with the manager of Sandy's Community Centre which is just around the corner from the school and a visit to Sandy's was arranged for the following week.
The students were impressed by the kitchen facilities at the centre and excited by the opportunity to grow fruit and vegetables in the raised beds. A number of other groups use Sandy's and it was agreed to set up a gardening and cooking group on Thursday afternoons. A model developed where one student would be directing the preparation of a meal with two helpers, while other people worked in the garden and woodland alongside. As much as possible the cooking uses ingredients grown on site, and some of the meals produced have been quite fantastic. Students wrote down their recipes and a set of cards was printed to publicise the group. The main impact though has been on the improvement in students' confidence in listening and speaking. The Chinese students in particular have benefitted from exposure to a range of native accents, but all students have enjoyed meeting and talking with people who have lived in the area all their lives.
As well as cooking and gardening, a number of workshops have also taken place which has helped students make the most of their own gardens and how to shop efficiently and effectively. Recently a group from Lloyds Bank were at Sandy's to do a day's voluntary work and some of the students were able to talk to them about their work and get advice on applying for jobs.
Like everyone, Community based ESOL students lead very busy lives and finding time to move outside the orbit of their own families and communities is difficult. By building time at Sandy's into a commitment they have already made to attend classes, it has been possible to extend their experience beyond the classroom and into their local community. A number of students have been encouraged to do further volunteering and others have been given the necessary impetus to look for work.
Tynecastle Women's ESOL groups
The Tynecastle Women's ESOL groups (Group 1: Beginner/Elementary, Group 2: PreIntermediate/Upper Intermediate) offer a mixture of English language tuition with a focus on practical language used in the context of women's and children's health, school and nursery education, community involvement and services and other relevant areas identified by the learners and information about community groups, children's learning, volunteering etc.
The groups offer crèche provision and so address one of the main barriers many women face to attending ESOL provision. They are mainly aimed at women from language backgrounds which don't use Latin script and who might be struggling with reading and writing (although this is not always the case and the groups are open to all women who might benefit). The groups offer women who for religious or personal reasons require or desire this a relaxed women only space to learn.
The majority of women who attended in 2016/17 came from Arabic speaking countries and were a mixture of refugees/asylum seekers and wives of PHD students attending Heriot Watt and Napier Universities. A number of Chinese, Japanese, Indian and Bangladeshi women also
attended. Most of these women find it difficult the access College or other provision usually because of a combination of immigration status/financial constraints and childcare issues.
As most of the women attending have children and often do not have a lot of support with caring for and supporting them, language which helps in communication with education and health care professionals and information about how health care and education services work are often a focus for the groups.
Tynecastle Community Wing, which is the venue for the groups and part of City of Edinburgh Council, also offers Peep groups for parents, and women from the group who have children of the right ages are encouraged and supported to join (in 16/17 3 women were able to take up this offer). In partnership with other organisations and colleagues 'Raising Children with Confidence' was offered, specifically aimed at Arabic speaking parents and 4 women attended. A 'Family ESOL' course which focused specifically on support for early learning in the transition from nursery to primary was attended by 4 others. 2 women made use of the offer of training and employment advice also offered in the Wing.
Diversity Festival at Fife College
In Fife College, the Diversity Festival is an opportunity to celebrate the diverse range of nationalities and cultures of students in the ESOL department, and to inspire students to consider the diversity of their local community.
Now an annual event, led by students, it's all about empowering the students, improving their independence and confidence in their own skills and potential, celebrating the sense of belonging and culture identity, by sharing cultures, languages, cuisines, history and achievements from the different countries which make up the spectrum of home countries of our students.
The Diversity Festival is held in the central atrium of the St Brycedale Campus, the main social space of the building, so students from across all areas of the college will encounter it. The stalls and displays are staffed by an ESOL student, and so the interactions with other students and staff attending the festival give native speaker opportunities which develop language skills.
The content and organisation of the festival is led by students, with each class making at least one contribution.
Each class, organised by level, developed a little project, or a few projects where there might be different nationality groups. This year, the Higher ESOL students contributed to the Nations Photo Gallery project, an exhibition of portrait photos of ESOL students to visually display the range of nationalities and ethnicities in the department. The ESOL Beginner class displayed a project on the History of Royal Poland, as a means of sharing heritage.
There was also a musical performance, by a band formed of students across the department, playing a mixture of traditional music, native pop and rock music and songs in the English language.
The sharing of traditional crafts and practical skills is very popular and draws the crowds! Traditional hand massage, demonstrating handicrafts and sharing of cakes and sweets from the range of different countries mean that students from across the college interact closely,
regardless of language ability or experience, and these offerings give a wonderful opportunity to open up new and compassionate conversations over the things that we have in common.
We've found that there is a real willingness and motivation amongst ESOL students to engage and participate in the showcasing of their skills and traditions and sharing of their culture, and a real willingness on the part of all students to receive that, and interact and listen, and we find this really valuable and heartening at a time when such conflict and distrust exists in the world.
We hope that the experience of college is a horizon-broadening one for everyone, regardless of mode or area of study, and the Diversity Festival brings an opportunity for the whole college to learn about the different cultures, celebrate the difference at college and widen their understanding of the world.
After-school ESOL Class in Fife
The main objective of the After-school ESOL class is to help senior high school pupils gain an SQA ESOL qualification and ease their transition from school to further or higher education.
Anna arrived from Poland in 2014 and was admitted to S2 at Dunfermline High School. Like many pupils from other countries, Anna initially struggled with the new learning environment; she had no friends and felt isolated from her peer group, she was not bullied as such but definitely felt aware of being 'different'.
By S4 Anna was still finding school work difficult and failed her National 5 English examination so the guidance teacher, and her mum, encouraged her to accept a place in the after-school ESOL class.
Anna attended the class regularly and proved to be a lively and friendly young woman, much different from her persona at school. She was delighted to be with pupils in a similar situation who were also struggling to settle into the Scottish education system; she made friends, felt less isolated and worked hard to achieve SQA ESOL units Everyday Communication and ESOL in Context. She persevered even when she didn't manage to achieve the outcomes first time.
In S6 the school placed such value on Anna's ESOL achievements that they further encouraged her to the re-join the class for another term and she passed the Added-value unit so that she now has the full National 4 ESOL course award which she used when she applied for a Business Studies course at college.
The after-school ESOL class is ideal for pupils like Anna who are not able to achieve any English qualifications at school, but it also helps them socially and emotionally by allowing them to share their experiences, help each other and be more confident.
Helping ESOL learners to volunteer in Fife
The ESOL Volunteer Tutor Programme was devised to serve two main purposes: to provide a new and needed link to our local Community and to meet the growing needs of the learners at SRUC requesting more than one tuition session a week. Classes are restricted at SRUC as there is no funding to support more tutors and so we continue to experience high levels of unmet demand in the local area. Learners who are committed to the weekly classes can now be
offered extra tuition (for an amount agreed between Volunteer and Learner) each week, to further support them.
Cxx and Vxx have been working together over the last 8 months. Vxx is from Moldova and was an Educational Puppeteer at home. Vxx came to Scotland with no English and so his employment options were limited. W paired Cxx and Vxx to work together, to offer Vxx some increased support, with a view to supporting him in the workplace.
Cxx recognised very quickly that Vxx wanted to work in Scotland, but his language skills were letting him down in interviews. He had several interviews for cleaning and manual labour jobs, but couldn't succeed at the interview stage. Cxx thought that getting him a volunteer position would help with many skills, and mainly improve his confidence which was being badly knocked with every job rejection.
Through a contact, Cxx got Vxx an interview with Age Concern and prepared him thoroughly. Vxx was successful and has been volunteering once a week for 6 months. There has been a huge boost to his confidence, language skills and understanding of the local accents – which was something he wanted to improve at the outset. More importantly he has something current to add to his CV, which he is immensely proud off.
This has been a real collaborative exercise between the Volunteer and Learner, something that the class teacher would have been unable to spend the requisite amount of time setting up and seeing through and also, producing a valuable outcome proving that the Volunteering programme can support and help the ESOL learners in many different ways.
Language learning outside the classroom in the Highlands
High Life Highland (HLH) ESOL worked in partnership with Rowan Waste Awareness to run a sewing class, making shopping bags and slippers from old clothes/materials. The class was partly funded by the Climate Challenge Fund and by HLH. 6 learners from the local Alness area came together to learn to sew. 3 ladies from Kerala joined the class, also comprised of local Scots. The course allowed them to develop skills in sewing, an understanding of upcycling but also gave the learners a chance to practise their language skills and develop confidence speaking in a non-threatening environment. The class provided an opportunity for these women to socialise with other women who lived locally and had kids in the same school. This helped develop new friendships and support networks. The ESOL tutor liaised with the sewing tutor to help give an understanding of cultural considerations in working with Muslim women and also to try to develop an understanding of working with people with limited English - this helped to remove language and cultural barriers and encourage the involvement of BME women.
ESOL for settling and living in the Highlands
In Inverness, we have met the needs of the community by offering, in addition to their ESOL class at the appropriate level, the opportunity to participate in group work learning around three priority areas: ESOL for Families, ESOL for Health and ESOL for Work. Challenges experienced by inward migrants and speakers of other languages include the differences in educational systems and national health systems (understanding policies and regulations); the need to raise awareness and develop employability skills as expected or required in the UK. This has been addressed by offering a series of ESOL courses for specific purposes, designed around some of these challenges. The courses help parents/carers to communicate with schools; introducing them to the educational system and how to help their children at school;
language for Health – how to communicate with health care professionals and access health services in Scotland; language for Work - authentic materials used as learning resources and through developing a strong network of partner agencies such as the Department for Work and Pensions (DWP), Skills Development Scotland (SDS) and Signpost.
Overcoming barriers in the Highlands
The owner of a local Chinese restaurant had three new staff members who recently arrived from China. They had very little English, but were keen to improve their language skills. Their boss wanted to support them in improving their English, making work life easier for them and allowing better integration into the local community. One learner, along with two colleagues came in for their first session with very limited English. The learner's colleagues were able to say a few words, but communication with the group was difficult. The group worked on everyday conversation and words/phrases associated with their jobs, supporting them in their work roles and life in the community. For the first few sessions the learner was very quiet and would ask the others in her native language questions and for help. The learner was struggling in comparison with the others for a couple of months. However, as the weeks passed, when doing a recap from the last session it was the learner who was answering the questions and seemed to recall the vocabulary. It became clear that learner was taking the handouts home and studying what was being looked at in each session. As time has gone on, her confidence has grown and she is now able to hold basic conversations. When the learner first arrived to the area she was nervous to go out alone, in case she had to speak English, which she wasn't able to do. The learner now enjoys going out for walks and discovering the local area; she gets the bus regularly and is no longer nervous in shops etc. She is now able to communicate what she has done with her week and continues to work hard in the group.
A learner from Spain this year came to the UK to develop their strength in English, and had considered moving permanently. While being a confident person, they lacked confidence in their spoken English, and their skills in written English. Following initial assessment it was decided with them that they would study at the SQA National 4 level. During the year the learner had expressed a desire to move on from being waiting staff to being a hotel receptionist. This was going to be a big step for them, but with this target in their mind they progressed well. The learner lived some 5 miles from the Learning Centre in an area which can be isolated, and in terms of weather, inhospitable at times. Public Transport from Kingussie to where they lived is very limited, and was not at times they needed to travel to their class. However, they overcame this in the warmer weather by using a bicycle, and in times of bad weather was sometimes able to obtain a lift from a friend or colleague. Sometimes this failed, and they would arrive having walked the 5 miles, drenched. Their employer was mostly co-operative in arranging their work rotas to fit with class times, although this was not always possible. For English study outside class-times, e.g. homework, self-directed learning, they found time in their limited "free-time" for study, with some consequences of reduced rest and/or social time. About a month before the end of the course they obtained a position in a major hotel in Inverness, and 3 months later had moved to another hotel and was able to negotiate a higher wage there. When they obtained the second hotel position they were able to show that they had studied, completed and satisfied the Assessment requirements for National 4.
Proactive engagement with ESOL learners studying part-time at West Highland College UHI
ESOL at West Highland College is currently taught as an evening class, as the majority of students are in full-time employment. ESOL students studying at the college are employed in occupations including forestry, timber finishing, fish production and hospitality. Integration of ESOL students into the student body has proved difficult in the past. This year West Highland College UHI won a national award for its Healthy Happy You project. As part of the 2017 project ESOL students were actively encouraged to join in the activities on offer both within the college and at local leisure facilities operated by partners Highlife Highland as a way of improving integration. ESOL students for example attended sessions on CPR and basic first aid. The sessions were integrated into the assessed SQA ESOL in Context (Work) module. The skills learned as part of the Healthy Happy You programme were followed up in class with learning outcomes linked to Health and Safety at Work. The sessions offered ESOL students the opportunity to integrate with students studying on mainstream FE and HE courses, gain confidence in speaking and asking questions within a fluent English audience, team work with L1 speakers and learn vocational skills.
Supporting refugees within community provision in Inverclyde
There have been several challenges in fully supporting the integration of the refugee families in Inverclyde. The language barrier coupled with cultural issues was hindering the refugees from becoming fully integrated in the local community.
CLD ESOL sessions have allowed the refugee families to develop their English language skills in a comfortable, supportive environment which has in turn supported a rise in confidence when using English language and self-belief that they have the ability to learn.
There was a Christmas coffee morning held, which was open to all CLD Adult Learners, and was supported by ALFI (Adult Learners Forum Inverclyde). Learners were encouraged to not only attend, but further participate by helping to organise the event, provide home baking and study British cultural traditions. The learners were also encouraged to share their own cultural traditions with Scottish learners and celebrate the difference and diversity.
As well as social events CLD tutors have supported several opportunities for further integration. One learner was supported to complete an 8 week work experience within a local garage. CLD staff also supported partnership agency events; encouraging learners to attend and support their preparation for a bazaar showcasing a number of different foods and crafts from around the world as well as a showcase at the local theatre to celebrate the end of Ramadan with traditional Syrian and Afghan music, traditions and food.
Supporting progression in Inverclyde
Many ESOL learners wish to progress to further learning and improve their employability prospects by improving their English language skills and achieving accreditation. CLD has supported these learners in community provision encouraging peer learning, group learning and self-study as well as highlighting adult learning opportunities and sign posting learners to partner agencies, training agencies and volunteer work experience. This year ESOL learners gained accreditation in ESOL & Core Skills totalling 16 separate units of accreditation at a number of levels. 7 of these learners then progressed to college ESOL provision at West College Scotland (WCS). As a result of effective communication with WCS staff the referral process from CLD to WCS provision has become more streamlined and CLD staff support the
learners in the registration and induction process making the transition from community to FE provision smoother. Joint planning has created a dedicated accreditation process clearly showing the progression opportunities available to community learners.
ESOL provision and support for four generations of one family in Midlothian
Since 2015, Midlothian Council has provided ESOL support for a severely disabled Italian woman (L) and her husband (Di) who is an electrical engineer. Their son (G) enrolled in high school, joining in 5th year with EAL support. In May 2017, L's parents (I and Du) arrived who are both in their late 60s with no English. L's grandmother aged 96 is due to arrive October 2017. L's grandmother has dementia and will live in her own flat with a full time Romanian carer. Nobody in the family apart from their son, G, has more than very basic English.
L and Di initially came to English classes at the centre together, but as her condition deteriorated, it was necessary to provide home tuition (with suitable risk assessment carried out). This was with both paid tutors and volunteers. Di had to remain at home as her carer, so he too had home tuition, and also support in working towards equivalent electrical qualifications to his Italian ones. He was also referred to Skills Development Scotland for his CSCS certificate. He did contract work for which he was not paid, so was helped in raising a claim though the small claims court. L has pre-intermediate level English, and Di is still elementary level English. Progress is slow. Di is now working and so there is a rota of carers and cleaners in place.
The son, G, didn't gain the required grades at Advanced higher to study medicine, so was referred to "Progress through learning Midlothian" to try to find a suitable alternative, as he was determined to study in a medical field. He is now studying at Queen Margaret University College, Edinburgh. He has to support the family with language requirements and care for his mother in the evenings.
I and Du sold their house in Italy and bought a house in Woodburn, Dalkeith, where they quickly fell foul of a building scam when they wanted to add an extension to their house. They too had to be supported in raising a small claim via Citizens' Advice. They have no English and have joined a complete beginners' group.
The support of the ESOL team has been invaluable for the family, allowing the husband to work, and the son to go the university. The older parents have been supported in accessing a basic English course, getting bus passes to visit their daughter and son-in –law (who live in Penicuik), and generally settling into their new life. We have also shown that disabled people and their carers have a right to work and education, also that age is no barrier to learning.
ESOL for young adults in Midlothian
Since January 2017 Midlothian Council has provided an ESOL Speakeasy for young adults in the area. Participants have recently moved to Scotland and are entering the school system with limited English at S5 or are not in the school system at all
The group was initially set up to support 2 young women from Poland, who were referred by the school that they had started attending in S5. S (16) and D (16) were extremely anxious to study in mainstream education having had little chance to learn English in their home country. School
staff had to focus on pupils sitting SQA examinations and so S and D did not have access to the level of English tuition they needed to fully participate at school.
From March 2017 learners from Central and Eastern Europe were joined by young people from Vietnam, 2 young men H (16), T (16) and a young woman, L (16). They had been victims of trafficking and are now in the process of seeking asylum. All 3 were placed with foster-carers in Midlothian and H and L were attending local schools although T was not. In September 2017, 2 learners from France joined the group. The course has helped them to understand the Scottish school system, make friends, find out about local events and courses for young people, access college English provision and planning for the future. Learners are regularly informed about community events and other learning opportunities in the area. Classes are held in a centre where a variety of adult learning staff work so learners can access support in researching next steps into further education. During August a class was held on the Edinburgh Festivals and learners used events brochures and maps to plan weekend visits with their host families. The tutor maintains close links with both the social work team supporting young asylum seekers, who have fed back on how important the classes are for them. Volunteering opportunities have also been explored by learners. Learning English to live in Scotland, and understanding everyday life here is much more challenging than learning English as a school subject in your home country. They are making friends with peers who understand the stress of moving to a new country. 2 of the young people from Vietnam have started college this term and 1 is also volunteering in Edinburgh with the Scottish Youth Parliament. Resources were targeted towards young people, with extensive use of laptops, Google Translate, music etc. Learners were initially supported in their bus journey to the centre, and there was extensive liaison with Social Work to retain and encourage the Vietnamese, and with the EAL service to support the Polish young people. In each class learners have the space needed to bring up any challenges they have had during the week and the tutor can signpost them to support services, and help them to raise their concerns.
ESOL learners in Moray
This case study is of an ESOL learner originally from Syria. She is a 28 year old woman with three young children and a disabled husband that uses a mobility scooter to get around. Prior to being resettled in Moray, she had never been to school and was completely illiterate in any language, unable to read or write. When her oldest daughter started primary school, aged 5, she was unable to help with homework or have discussions with the school or teachers regarding her education. As her husband is disabled, much of the day-to-day responsibilities for running the household fell to her. She is responsible for all the grocery shopping (a difficult task when you can't read or ask anyone what various products are and you can't understand the prices), making and attending health appointments, attending school meetings etc. Being illiterate it was difficult to slot this learner into regularly scheduled ESOL classes. As a result, 1:2 classes were provided to this learner and one other, starting with basic literacy skills. A keen and bright learner, this woman is now able to have a conversation with neighbours and indeed anyone she comes into contact with. She attends meetings at the school, makes and attends doctors' appointments independently, orders and collects prescriptions and has recently booked an appointment for her driving theory test. She is about to sit her SQA National 2 ESOL assessments. She is now hoping to further her education and ultimately obtain qualifications that will allow her to secure employment. She has communicated that these are opportunities that she would never have been able to dream of in Syria. The English classes that Moray Council has provided to this learner have opened doors that she could never have imagined would be opened. She is extremely grateful for the opportunities that have been presented to her and is happy and secure in her new environment as a result.
This case study is of a middle aged (64) Italian woman. This learner moved to the UK approximately 6 months into the year. She has had a varied career as a nurse, education assistant and mother. Her confidence in speaking and writing English was extremely low and she would tend to defer to others in the class and lack the confidence to speak. She was so insecure with her language skills that she had no local friends and would communicate in English only with her husband, who is British, but a fluent Italian speaker. She has now been attending classes regularly, twice a week. After every lesson she sends an email telling me what she has achieved. Her exuberance shines through each mail and through these weekly communications it is easy to see how her English is improving. Her hope is to be able to volunteer in an area of interest – such as neonatal nursing. She has already attended a premeeting with a third sector organisation who arranges volunteers for many other organisations. She credits the classes with the confidence that she now has to volunteer with a local third sector organisation.
ESOL learner experience at New College Lanarkshire
M is an Italian national whose family moved to Scotland over 5 years ago. M was a lawyer in Italy and decided to join a college accredited ESOL programme to improve her English skills.
"The class helped me so much in terms of improving my reading, listening, writing and speaking skills. It also helped me build up my confidence in English and it was really important being part of a class, having support from classmates and the lecturer. It provided me with a great environment for practising my English. I feel much more confident in my day to day life. Attending the class and then doing homework every week, gave me a focus and confidence to practise my English out-with class time. I am now studying for a Housing course at New College Lanarkshire's Motherwell Campus. I have just started the course and I am the only non-UK student in the class – doing Higher ESOL gave me the confidence to undertake this course. I hope to continue with my studies part time (moving on to Diploma level) and look at applying for part-time employment."
ESOL family learning project in North Lanarkshire
The family learning ESOL project was focused on ESOL learners who are living, working and studying in the area. It worked to encourage integration of the learners within the school area, introduce other ESOL parents to one another, access the support of the language tutor and build the relationship between school staff and the parents. The families were identified by the head teachers of the primary schools that the group ran in and the school supported the project by attending all of the sessions, engaging the families and giving accommodation for the sessions to take place in. This allowed the ESOL families to engage with the school staff and CLD Schools Worker in an informal, relaxed, supportive learning environment. It encouraged a positive relationship between the families and the school and increased the learners understanding of the processes of the school and homework requirements. The project also supported the increase in English of all the parents who attended, encouraging a number of families to progress on to ESOL groups that are ongoing in the area. The ESOL families all gained in confidence with understanding learning and teaching that takes place in the school. The homework box that was used as an engagement tool, has encouraged families to work with their children and understand the importance of the completion of homework and family learning, with parents/carers and children learning together. The partners in the project all reported that it had been successful as it had improved relationships between the families and
the school. It had also given the school a greater understanding of the difficulties the families were having in completing homework and how this could be improved in future.
ESOL delivery on the islands - Orkney
This project was in response to enquiries for ESOL support in the isles, remote areas of Orkney, and to employers and was not part of the original proposal – however tutor time was taken from the SQA project at Orkney College in order to support the trial and respond to enquiries. A direct mail campaign to all employers in Orkney was undertaken in January 2017 to all businesses which are known to employ workers from overseas and to all Health Visitors informing them of ESOL provision at The Learning Link. There were in total 6 enquiries: (Shapinsay (2), Westray (1) South Ronaldsay (1) Stromness (1) which converted into three learners who undertook a programme of ESOL support with the ESOL tutor via Skype. It was concluded that Skype does offer an alternative source of provision for hard to reach areas such as those residing in the outer isles and more remote areas of Orkney. As a delivery method, it can be seen to extend the reach of provision however, it is highly time intensive in terms of cost and there has been much development time invested in setting up the project. It was also disappointing that not all applicants who originally expressed interest in receiving support in this way took up the offer. Having said that, as a trial, it has demonstrated interesting learning points and that ESOL provision can be transported to the isles, the workplace and remoter areas of Orkney using Skype.
Progression to FE in Renfrewshire
This case study highlights how the funding has been used to support access to and progression within FE programmes for students from diverse backgrounds, including refugees, migrant workers and people from more settled immigrant backgrounds.
The Elementary ESOL Programme in 2016-17 recruited a more diverse cohort than in previous years, largely due to the arrival of Syrian refugees in Paisley as part of the Vulnerable Persons Relocation Scheme. These learners had previously been able to access part-time provision through Renfrewshire Council, and some had attended local secondary schools, but all were keen to access college ESOL provision with a view to progressing to vocational education and/or training. The programmes also recruited students from other backgrounds, most notably Polish learners who have been living in Scotland for several years but, due to various barriers, have been unable to develop their English skills in any meaningful way.
The Elementary ESOL programme delivered a range of SQA-accredited qualifications at SCQF level 2. National 2 qualifications in ESOL for Everyday Life and ESOL in Context allowed learners to develop basic language skills to facilitate integration in local communities and learners' capacities to use English in work- and study-related contexts. These qualifications were supported by college units, also levelled at SCQF 2, in English grammar, vocabulary and the development of learning strategies. Further to this, project work was undertaken to improve learners' ability to use technology, work in groups, and learn about Scottish life. Completion of these projects led to the attainment of the SQA core skills units ICT and Working With Others, along with the college unit ESOL for Scottish Life.
18 of the 21 students enrolling on this course successfully completed, with 17 progressing to the next level of ESOL at WCS.
Living in Scotland/ESOL for Scottish Life units at West College Scotland
An important aspect of WCS ESOL provision is to develop an understanding of Scottish life in order to facilitate integration in learners' local and wider communities. Many ESOL learners live segregated lives, rarely mixing socially with Scottish people. As a result they are often unaware of many aspects of Scottish life that pervade across the culture. This lack of awareness can cause barriers to understanding, both linguistic and conceptual, perpetuating the sense of "difference" between cultures rather than promoting similarities and cross-cultural understanding. This case study highlights how ESOL programmes at WCS address the issue of segregation. SQA offers units entitled ESOL: Living in Scotland at levels 4 and 5. The college has developed equivalent units at levels 2 and 3 – entitled ESOL for Scottish Life - to allow a focus on Scottish Life to be included across all levels of the FT ESOL curriculum. In delivering this unit at each level, all students receive content on a range of aspects to do with Scottish life, for example:
- Political systems and institutions
- History and Geography
- Scotland as a diverse nation
- Scots law and the criminal justice system
- Scotland's role in the world
- The Scottish education system
- Working in Scotland
- The NHS
Focusing on these issues in the classroom required students to learn about and then critically engage with these aspects of Scottish life. Projects and tasks required them to produce texts and/or presentations on aspects of Scottish life that they were particularly interested in, allowing for personalisation and co-creation of content. ESOL funding supported the delivery of these units by funding study trips to places of interest such as Linlithgow Palace, the Kelpies, Paisley Abbey, Auchentoshan Distillery and Scotland St School Museum. Funding also allowed for the purchase of useful resources and equipment to facilitate the delivery of these units. All students responded positively to this aspect of their course and demonstrated an increased understanding of Scottish life, particularly in the areas that they chose to research individually.
ESOL learners in the Scottish Borders
Learner K enrolled onto Borders College ESOL course in February 2016. In August 2016 she progressed onto the first year of a full time HND course at the College and continued to attend ESOL accredited classes in the evening. In order to achieve this K had to travel a quite distance to reach College (108 mile round trip) travelling on isolated rural roads in mid-winter. During the academic session K then experienced significant health and personal issues but despite losing a lot of learning and teaching she achieved the first year of her HND course and also one unit of National 4 ESOL. K has now enrolled onto the second year of her HND as well as the second unit of National 4 ESOL.
Learner M arrived in the Borders in Feb 2016 as part of the Syrian Refugee Resettlement Programme. He was assessed as a Literacy learner having very little formal education in Syria. He started bespoke ESOL classes in March 2016. Having very low level of functional literacy in his own language put learner M at a disadvantage from the start. This combined with the fact that 2 of his children have complex health issues and needed to attend many medical appointments put a lot of demand on his time. Despite this he has been a very regular attendee of Syrian ESOL classes, now attends mainstream ESOL provision, volunteers in the community and has passed his driving theory and practical tests. He has clearly progressed in his ESOL
learning and can now successfully fill out an application form without help. He is also receiving support to address his employability skills with a view to gaining employment in the Borders.
ESOL learners in Shetland
Learner 'B' moved to Shetland with her husband, who had acquired a job. 'B' initially found life in the Isles strange. She felt isolated as she did not have a job, and had not met many people who speak her native language. A friend told her about the ESOL classes provided by Adult Learning, 'B' enrolled, as she wanted to improve her English and meet people. Attending ESOL classes has made a huge impact on 'B's personal life and ability to feel more part of the community. She has made friends in her class, and feels less isolated. She feels more accustomed to life in Shetland, and continues to enjoy activities that she likes, e.g. swimming. She has found that her improving English allows her to go to the swimming pool and learn better techniques by talking to the staff and instructors at the swimming pool.
Learner 'C' moved to Shetland to take up a local GP position. NHS Shetland find it very difficult to attract new GPs to the area, and 'C' was keen to start but was worried about his verbal English as English is not his first language. Adult Learning met with his employers and discussed techniques to improve 'C's English so that he would be comfortable undertaking consultations with patients. 'C' arrived in Shetland, and divided his hours between ESOL support at Adult Learning and working in the practice. This gave 'C' many opportunities to practice his English and to learn about Shetland. Both the learner and his employer feel the support offered was a great success, and that his spoken English had improved significantly. This has enabled a 'C' to start seeing patients and make a positive contribution to the local community.
Since moving to Shetland in 2013, three members of one family have achieved SQA recognised qualifications through the college. The whole family came here with little or no English, but worked hard to support each other as they have learned English as a second language. This year the daughter received the ESOL class prize, in recognition of her excellent language skills and dedication to her studies. She was an excellent role model for other young people in the class and was highly commended by her tutor, for her commitment to language learning in her adopted country. She achieved the ESOL Higher with a very good pass, which enabled her to meet the entry requirements for her to study Pharmacy at the University of Aberdeen. She wants to eventually work in Shetland as a pharmacist. The mother of the Higher ESOL student also successfully completed one unit at National 3 whilst her son has successfully completed year 1 of the National 5 course and will do another year plus the exam this year. Completing National 4 ESOL with the college enabled him to obtain employment as an engineer at a local seafood factory. This year the Higher ESOL course in Shetland was also delivered to a student in Orkney via video conference, with this successful arrangement set to continue in 2017-18. This student has now successfully found employment as a primary teacher in Spain.
ESOL learner experience – Ayrshire College
FN was first referred to the college by her community tutor in the John Pollock Centre. She attended community classes as part of the Afghan Interpreters' Resettlement Project. FN came to Scotland with her husband and young child in 2015 and found life particularly difficult due to her low confidence and low level English skills. She had a great deal of difficulty in making the transition to college classes as she felt really apprehensive about the prospect of more formal
learning. She found speaking in class particularly challenging, she relied on her best friend (and their first language) to gain reassurance and affirmation.
Her initial heavy reliance on her friend's validation often caused problems in class dynamics, her lecturer had to work very hard to provide opportunities for FN to gain more confidence and to work more independently. Her problems were further exacerbated by the childcare issues that she had. Although her husband was not working at the time, he was unwilling to look after their young child and FN faced the difficult choice of bringing the child along to class with her or not attending her class at all.
As she lived a 15- minute train journey away from her college class, she was at the mercy of train time tables, her classmates' good will and friends' availabilities for babysitting. Organising a childminder or registered nursery to look after her child was made particularly difficult by her lack of transport, the distances that she would need to travel from her home to the childcare service and the college, as well as the availability of childcare in her area.
Her situation dramatically changed when her husband asked the lecturer's permission to visit his wife's class one day. Once he had seen the nature and level of work that his wife had to undertake in the class and the impact of her young child on her learning, he became an active enabler and advocate of his wife's learning at college. Having understood the importance of looking after their child while his wife was at college had a profound impact on the attitudes of some of the other men in their social group. His friend (who was the husband of FN's best friend in class) also started looking after his baby while his wife was in class.
2 years on, FN has transformed into a confident, conscientious and dedicated student. She is very committed to her college studies and she is very proud of her achievements. She actively participates in out of class learning opportunities and supports new students in their learning journey. FN has been contributing to a number of ESOL events in Ayrshire, and is now an active organiser of out of class activities. She regularly contributes to our ESOL newsletter and grabs every opportunity to improve her English. She is now a mentor of a newly arrived Afghan lady who is finding life particularly difficult in Scotland.
Drop-in support sessions for select Ayrshire College students
Ayrshire College is offering extra support to students whose first language is not English. The English for Speakers of Other Languages (ESOL) drop-in sessions will be available at every campus to help students, whose second language is English, with their academic writing.
Two students who benefitted from last year's drop-in sessions wrote to the Essential Skills and ESOL lecturer over the summer to express their gratitude. A Polish student who has returned to complete the next level of her Hair and Beauty course, said "When I first came to college I was shy and my English wasn't good, but after these classes it's much better. I feel more comfortable in conversation with people and I always get very good feedback on the projects that I'm doing with Ann's help. I think the ESOL classes are very helpful for students whose English is not their first language."
The Essential Skills and ESOL lecturer is also a Literacy Development Worker for South Ayrshire Council. She believes this helps the students when they arrive at the drop-in sessions, as they may have already met her.
She said "The College and South Ayrshire Council work in partnership, and students who start with language learning within the community would initially be interviewed by me. I'd put together an Individual Plan to meet their needs and part of the review process would be to refer them to college provision when they have reached National 3 level.
Workplace ESOL in South Lanarkshire
The funding received through this grant enabled the Workers' Educational Association (WEA), the national voluntary sector organisation for adult learning, to successfully apply for and 'lever in' additional funding via the Scottish Trade Union Congress' (STUC) Scottish Union Learning Fund (SULF). The combined funds were used to great effect at Johnstone's Bakery in East Kilbride who have a large, predominantly Polish workforce. WEA worked closely with the Bakers, Food and Allied Workers Union (BFAWU) union to publicise the course at the factory and encourage as many staff as possible to come forward and attend classes. Utilising the funds via the ESOL grant and SULF we were able to carry out Initial Assessments with over 30 staff and offer them all places on one of our ESOL Workplace courses delivered at the factory during working hours. Instead of being able to offer only a small proportion of interested learners a place we were in a position to invite everyone to attend and improve their English language skills and ability to integrate better into the workplace and their community life.
Following the Initial Assessment sessions we spilt the learners into four separate classes based on their language level. This allowed learners to progress more quickly and was particularly important for the Beginner level learners who may have felt inhibited and demotivated in a more mixed level class. Learners from all four classes 'voted with their feet' and attendance was excellent, 100% in many cases. Support from the employer was also key to the success of the provision and all in all it proved to be an excellent piece of partnership work which was to the benefit of all stakeholders involved: WEA, STUC, BFAWU, and Johnstone's Bakery but most of all the learners who were extremely committed to the courses and told us via evaluation that they had really benefitted from the opportunity.
Workplace ESOL in Stirling
Staff at Graham's Dairy Bridge of Allan Depot, have recently been improving their English language skills through attending a workplace ESOL class provided by Stirling Council's Learning and Employability Team. The programme aimed to improve participants' speaking and listening skills. The tutor took time to understand the roles of staff in the workplace so learning could be designed around the language needs of the participants at work. As a result of participating in the programme, staff now feel more confident in the workplace. They are better able to communicate and build positive relationships with colleagues and managers at work, they know more about health and safety processes in the workplace and feel the programme has helped them to improve their understanding of the roles and remits they have to undertake.
Project-based learning at West College Scotland
Fundraising Project
This case study highlights how the funding has been used to support integration by developing an awareness of local issues and a capacity for community participation and involvement. Many
students in West College Scotland make good progress in ESOL but continue to have little contact with Scottish nationals beyond their immediate communities of practice. In 2016-17 the full-time Intermediate ESOL Programme enrolled 19 students. More than half of these students came from Poland, with the rest being from a range of backgrounds. The National 4 ESOL for Everyday Life unit includes a focus on volunteering and charity. This allowed learners to develop useful language as well as some conceptual understanding of charity organisations, volunteer work and fundraising. Following on from this, the students worked together on a fundraising project. The project required each group to research and identify a charity that they wanted to raise money for, prepare and carry out a fundraising event to make money for the charity, and then review and reflect on the effectiveness of the project and the skills they had developed through its completion. Students researched local charities, deciding as a group to raise money for the local children's hospice charity CHAS, contacted local businesses to get donations in the form of money and prizes, worked with college facilities and marketing staff to organise the fundraising events, and engaged directly with students and staff in selling raffle tickets and publicising the charity. Funding was used to ensure college staff and material resources were sufficient to support the project. By completing this project the class raised £450 for their chosen charity, and each learner also attained the SQA core skills unit entitled Working With Others at SCQF level 4.
Employer Investigation Project
Many ESOL learners in the region are in employment that they are over-qualified for, having previously attained qualifications or gained useful work experience while living in their own countries. Other learners aspire to finding work but lack an awareness of work practices, expectations, employee rights and responsibilities in Scotland. This case study describes how West College Scotland students completed individual projects that allowed them to gain a useful insight into a local employer. Students on the full-time Pre-Intermediate ESOL Programme (SCQF level 3) were assigned a project which required them to research and identify a local employer that engages in an industry/profession that they are interested in working in. They then made contact with the employer and arranged to visit the institution, interviewing a key member of the organisation in order to learn more about the employer and its operations. This was a challenging project for many students due to the language requirements and the prospect of going out of the college on their own to use English in an authentic situation. Their activity was supported by the delivery of the SQA unit ESOL in Context at level 3, which allowed students to develop useful language for work-related contexts. Completing this individual project was structured to facilitate the completion of the SQA unit Local Investigations at level 3. All students also attained this unit. Funding was used to cover travel and other costs incurred by students in completing their projects, as well the purchase of additional resources for gathering evidence (e.g. audio recorders). Despite the challenges placed on them, all students found the experience very rewarding, with most reporting that it had significantly developed their confidence in using English outside the college, particularly in more formal contexts.
Experiences of Community Based Learner: Louise (name changed) in West Dunbartonshire
Louise came to Scotland 11 years ago, to join her husband who had a business here. At this point she knew very little English and managed to get by with the support of her husband. Once she had her children, she found daily activities, such as shopping and taking her children to the doctors more of a challenge. When her eldest child started school, Louise struggled to help him with his homework and to speak to his teachers. It was at this point a parent of her son's friend,
got information about local ESOL classes within the community. She then got in contact with Working4U Learning, where she met the Development Worker for initial guidance and was invited along to the appropriate group.
Louise started the Alexandria group in 2014, where she worked hard in the class and did extra work out with such as reading with her son and watching television programmes in English. The following year, she attended and completed an SQA communications at SCQF Level 3. Getting the qualification gave Louise more confidence with her English and she has progressed well in the class, so much so, she has applied and been accepted for the part time Intermediate course at West College Scotland.
Throughout the years, Louise has improved her vocabulary and grammar, to the point she is now speaking in sentences and not giving one word answers. This has given her a lot more confidence to speak English, which has helped her integrate more into the community. Louise also feels confident enough to help her children with their school work and is now able to read and understand letters from school and complete the forms that are attached. She says she has also gained the confidence to do other every day activities including going to the doctor's. Louise will be starting part time ESOL classes at West College Scotland in October and her main goal is to go onto university to study business.
ESOL learning in the Western Isles
Learning Shop - Lewis and Harris
In July 2016 two related Syrian families were resettled within the local community as part of the local authority's commitment to the Syrian Vulnerable Person Resettlement programme. English language acquisition was seen as a fundamental priority and classes to impart 'Survival ESOL' began within the first month of the families' arrival. One of the group, a young man, from the outset seemed key to the families' internal equilibrium and external communication. During early contact he good-humouredly referred to himself as "the screw" - the person who holds everything together. This young learner, over the course of his first year here in Scotland, has made enormous progress both in language and social terms. He has been fully supported in his commitment to his English language learning and his purpose in integrating socially. He has done this whilst maintaining his strong familial and cultural bonds. The learner was keen to reengage with sport after what he felt was a long period of inactivity. Initially, efforts were made to link the skills and interests of those wishing to volunteer with those within the resettled families, allowing common interest in social contact to develop English language conversation skills in informal settings. This allowed the learner to attend gym sessions and run a number of 5k and 10k races. However, he really wished to play football and through partnership with local coaches, the learner began attending local team training sessions. In the classroom this was supported with related footballing vocabulary, local names and vernacular. This led to the establishing of acquaintanceships within the training group and the learner is now a fully established member of a local team. His commitment to his English learning both within and out with the classroom setting led to a volunteer placement in a busy local café. This progression opportunity exposed the learner to different accents, dialects and variations of intonation in common speech, deepening his English language understanding and ability to communicate out with a classroom setting. This learner is developing his confidence in his language use and is due to begin a full-time supported employment opportunity which is due to begin within the next month.
Cothrom - Uist and Barra
A local family contacted Cothrom for language support for their new au pair, S***, whose first language was French. After an initial meeting with both S*** and her employer it was clear that although both her written and reading English skills were of a good level, her spoken language skills were low.
It was agreed that S*** would come along to the Learning Centre and meet the Tutor for some 1-1 tuition to start with. She began coming along twice a week to improve her conversational skills. She wanted to learn about a number of specific subjects such as tenses and how and when to use them; how to say and understand large numbers in terms of population of a country and distances; and to practise the different ways of telling the time using both digital and analogue. She spent time conversing with the tutor and speaking to other learners and staff in the building both in a class setting and socially at breaks. Through these conversations we realised that she enjoyed art and painting and this led her to join a local community group in furniture upcycling.
This allowed her to gain new skills in painting techniques, decoupage etc. while meeting other people and improving her conversation skills in English. S*** thoroughly enjoyed this experience and both her spoken language and self-confidence were greatly improved. Her learning experience was enhanced as she was doing something practical that she enjoyed and had an interest in. Throughout the class S*** had to listen to the tutor and work as a team to discuss what had to be done and how they would achieve this. She also had to ask questions if she was unsure of a task or asking where things were. This extended her English vocabulary and gave her more confidence in speaking to others. S*** was supported to translate her CV from French to English and updated it with her Uist experiences. She has since applied for work in Spain and moved there last month.
ESOL literacy learning in East Dunbartonshire
X moved to East Dunbartonshire from The Gambia in September 2015. He moved here to live with his wife who is Scottish and his son joined them a while afterwards.
X had not studied English before. X's father died when he was young and consequently there was not enough money for X to go to school and gain literacy skills. In The Gambia, X gained a mechanic apprenticeship before working as a mechanic. X is currently working in a fast food restaurant here.
When X first moved here he found various things difficult such as the weather, "…it is cold my country is not", the Scottish accent and, "…found it difficult because you needed to read and write".
X's goals are to improve his ESOL literacy skills so that he can email and get a job as a mechanic here. X said, "Everything here you need to read and write". There were some barriers to learning ESOL for X: he works during the day but was offered an evening ESOL literacy group, X moved house and the group time was slightly altered to suit X's bus times. X's main barriers to education out with ESOL learning are literacy skills but these are improving. X said, "On my way. Improved. Can read a bit now". X has been given information about Skills Development Scotland and will seek SDS's advice regarding pursuing a career in mechanics when he is ready.
Integration out with the service occurs as learners are given information and supported to attend events in the local community and further learning opportunities including employability, vocational and social options.
X said that he has learnt many English skills since attending the ESOL literacy group. "I learn English. I have been reading books. I have been answering questions on the books. I spoke at the celebration of learning, wrote my first story about my life".
X said that learning English has improved his confidence as he can now chat with friends and co-workers and can write some things for his wife such as cards. X feels more independent as he can write items at work, read signs and can write notes. Learning English has had an impact on his working life as, "It helps me read the name of items at work. I don't have to ask for help reading them". Learning English has had an impact on his family life as, "I want to do the same as my son who is learning to write at school". Learning English has had an impact on X's community life as, "I feel more confident. I can now chat with friends and co-workers". Learning English has had an impact on X's personal life, "… because I feel good about learning to read and write not just working". X said he, "…felt happier when I started the literacy classes. I feel it is good. I am happy with my family". "Things are going very well for me. I want to carry on working with the classes".
Learner experience in West Lothian
"I arrived in Scotland from China (myself, my wife and my son).
I questioned myself: How to learn English and to work in Scotland. With the need to work quickly, applied for a job on internet. Soon I started working at the factory and to week I left. Week later I started working at the Macdonald's Restaurant until now.
My first weeks in Scotland I made appointment at the Partnership Council in Bathgate to ask them how to study English language. During the meeting with them, I did an English test and I started to study ESOL level II. At that time, I did not know the meaning of ESOL. During the classes the lecturer concerned me to meet with Student Adviser at West Lothian College. At home I searched about ESOL and West Lothian College with google translation support. Later I went to West Lothian College to participate in open day. During the open day I met with ESOL people and I made appointment. After that, I made level test and started to study ESOL level III. Currently I am studying ESOL full time level 4/5 at College. ESOL became parts of my life and my family. My integration into the community is being gratifying. Little by little I felt that ESOL is going to give my life back. After this level, I would like to continue studying what would allow me to enter the skilled labour market. One day, I will return to University."
Education Scotland
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Summarised Inspection Findings
Langlands Primary School and Nursery
Glasgow City Council
SEED No: 8447241
02 May 2017
Section One
Summarised Inspection Findings
Langlands Primary School
1.3 LEADERSHIP OF CHANGE
good
This indicator focuses on working together at all levels to develop a shared vision for change and improvement which reflects the context of the setting within its community. Planning for continuous improvement should be evidence-based and clearly linked to strong self-evaluation. Senior leaders should ensure that the pace of change is well judged and appropriate to have a positive impact on outcomes for children and young people. The themes are:
- Developing a shared vision, values and aims relevant to the school and its community
- Strategic planning for continuous improvement
- Implementing improvement and change
- The school has developed a clear vision, values and aims in consultation with all staff and parents. The Parent Council worked effectively in partnership with staff to agree ten key values which they felt best reflected the needs of children and the approach required of staff in order to provide a learning environment where children feel safe, secure, nurtured and happy, and where they can achieve to the best of their ability. The headteacher and staff demonstrate these values consistently in their support for children and, as a result, children feel safe and happy and enjoy interacting with staff and visitors. They now need to increase the involvement of partners in school improvement planning.
- The headteacher knows his school very well and is outwardly focused. He and staff are well aware of the social, economic and cultural context of the school which takes children from across Glasgow. The headteacher and deputy headteacher work hard to promote inclusive practice and seek additional learning opportunities for children by building positive partnerships with parents, local schools and businesses, universities and health partners. Parents and partners report that senior managers are approachable and inclusive. Managers and staff regularly share their best practice through training opportunities delivered in the school and within the local community to better enable parents to attend. The school has a long history of providing highly valued visits and support for student teachers to develop their understanding of additional support needs.
- Almost all partner agencies feel that the school values their contribution and believe that, overall, partnership working is a strong feature of the school.
- The depute headteacher, principal teachers and staff work together effectively to share good practice through regular planned meetings to reflect on their learning and teaching approaches. They discuss and share initiatives such as video enhanced reflective practice (VERP) to help improve their approaches to meeting children's learning, emotional and social needs. Staff demonstrate their commitment to change by willingly taking on leadership roles such as organising playground games, presenting at 'Meet the Teacher' and charity events, and participating in working parties.
- The school has a well-established mentoring system for new staff which includes a helpful support strategies booklet, regular monitoring, and opportunities to shadow experienced colleagues. New staff undertake professional development in a range
of areas such as Alternative and Augmentative Communication (AAC) modules, and developing approaches to outdoor learning.
- The school has a suitable range of approaches in place to support planning for continuous improvement. The annual calendar helps managers and staff to ensure that there is a clear focus on improvement priorities. There is an appropriate focus on learning and teaching and the school recognises that it now needs to develop a progressive curriculum for children with complex additional support needs. Staff participate in identifying and monitoring school improvement planning priorities. Senior managers provide support and challenge to teachers through planned observations of learning and teaching including discussions about key strengths and next steps. Classroom observation sheets could be more focused and, where possible, linked to aspects of the school improvement plan related to learning, teaching and assessment. The headteacher monitors the quality and appropriateness of targets set within pupil plans and provides comments and feedback to teachers to ensure children are being challenged appropriately.
- The school has developed approaches to practitioner enquiry (small scale research) which have led to changes and improvement. These improvements include staff confidence in using AAC and their ability to effectively manage and support children's behaviour and anxieties. Senior leaders should now build on this in order to support further innovation and enquiry which is based on the context of the school and the needs of learners. In doing so, it is important that all staff develop skills in gathering and analysing information that provides evidence of whether changes lead to improvements.
- The school should consider ways, including better use of data, to evaluate the impact of changes over time and better evidence children's progress across the curriculum.
2.3 LEARNING, TEACHING AND ASSESSMENT
good
This indicator focuses on ensuring high quality learning experiences for children and young people. It highlights the importance of highly-skilled staff who work with children, young people and others to ensure learning is motivating and meaningful. Effective use of assessment by staff and learners ensures children and young people maximise their successes and achievements. The themes are:
- Learning and engagement
- Effective use of assessment
- Quality of teaching
- Planning, tracking and monitoring
- The school has a very strong, positive ethos where children's rights are respected. The environment for learning, teaching and assessment is one where staff show a commitment to children's wellbeing and development. Staff know the pastoral needs of children very well. All teaching staff have a sound knowledge of children's needs and personal circumstances.
- Learning intentions and success criteria are shared in most lessons and staff support the individual needs of children well. Staff use signifiers, visual cues, countdowns, Makaton and verbal instructions to help children complete their work timeously and move on to their next task. In a number of lessons, children set their own success criteria which is then reviewed as part of the teacher led plenary.
- Most staff use a range of creative learning and teaching approaches which help to motivate children. These approaches are particularly successful in engaging children when they relate to topics of personal interest such as favourite characters from a book, superheroes, cartoon characters such as Wallace and Gromit or a piece of music.
- Higher order thinking skills based on taxonomies has been developed within the school to provide a more progressive and evaluative use of language to describe children's progress in their learning. Staff feel confident in using this language and it is being used consistently throughout the school.
- There are examples of good teaching across the school with a few examples of very good teaching. In almost all lessons, children settle quickly when coming into class and behave very well. Children have a good understanding of what is expected of them during lessons. This supports them to make positive behaviour choices. All staff use a variety of different techniques and strategies to promote positive behaviour. All staff are trained in de-escalation techniques which has a positive impact in their ability to create a positive learning environment.
- Within the school, staff are deployed appropriately to support learners who need their help most. This allows children individual time with teaching staff and the opportunity to be supported in small groups.
- Most learning activities build on prior learning. Staff use a range of assessment approaches including advice and information from partner agencies and
developmental milestones to make judgements about children's progress. The school should now build upon their approaches to assessment and moderation to ensure that it informs planning to meet the learning needs of individual children.
- Experiences and Outcomes are not currently used to underpin targets set for children within pupil plans. It would be more effective to link targets more explicitly to the Es and Os as this would facilitate a more robust tracking system within Curriculum for Excellence. In most classes, staff gave children the opportunity to evaluate their own learning.
- While children's achievements are recognised through certificates at assemblies and displayed on the achievement wall, staff could record wider achievements and progression more formally over time. In particular, children would benefit from more opportunities to achieve skills related to life and work.
- Teachers successfully use a range of low and high technology devices to support communication and encourage independence. The school now needs to develop further use of digital technology to enhance teaching and learning and to ensure that the development of digital skills are relevant, ambitious and forward looking.
- Feedback is a strength across most lessons. In the best examples, children receive high quality feedback and are given encouragement and guidance on their next steps.
- In the majority of observed lessons, teachers made reference to skills for life and learning. Most children are learning to be independent through expressing personal choices at snack and lunch time tasks. They also choose activities for outdoor learning, pick songs during music and movement, and share preferences for particular colours and materials during art. Staff now need to increase opportunities for children to experience skills for work across the curriculum.
- Learners play an active role in the school particularly though the work of the pupil council. Children from each class are elected to represent their peers and make decisions about various aspects of the school.
2.2 CURRICULUM: theme 3 Learning and Development Pathways
- Children in the primary school experience a curriculum which takes appropriate account of the principles of Curriculum for Excellence and the four capacities. In most lessons, teachers match tasks and activities to children's differing needs well. There is an appropriate focus on literacy and numeracy and planning for progression takes place through individual targets and pupil profiles. The school uses a series of topic planners and grids to support teachers to plan for progression in children's learning. The school has rightly identified the need to further develop learning pathways through a progressive curriculum framework across all curriculum areas and through moderation activities.
- Children have a good number of appropriate opportunities to learn in a range of outdoor and community contexts. These include working in the sensory garden, horse riding, swimming and an allotment where they plant and grow vegetables, herbs and other healthy foods. Several children participate in the signing choir who, along with mainstream peers, perform at a local church at Christmas and at other events within the school and community.
- Through interdisciplinary learning (IDL), staff encourage children's involvement in choosing topics which are meaningful and interesting to them. This is helping children to make natural, relevant and meaningful links across learning. A recent 'Pokemon' event linked to the outdoor learning curriculum supported children to develop orienteering skills within the school environment.
- Most parents spoke very positively about the progress that their child has made since beginning their placement at the school. A few said that they would like more communication with staff about their children's progress.
2.7 PARTNERSHIPS: theme 3 Impact on children and families – Parental Engagement
- The school is very effective in establishing positive relationships with parents. Parents comment that all staff across the school are highly approachable and that this supports a culture of mutual trust and respect. The school's daily diaries ensure parents are kept well informed of their child's progress. Almost all parents said they found this a useful tool for promoting communication between them and the school. A few parents would like the school to give more notice when alerting them to upcoming events and provide more information about particular topics that children are learning about. The school prioritises communication with parents and is taking steps to address this.
- A few parents recognise and value staff's skills in teaching their children to develop their communication through talking and writing. This has raised their expectations of what their children can learn to do. For example parents speak very positively about meaningful homework tasks and the impact this is having on their ability to contribute to their children's progress in learning at home.
- The school responds promptly and helpfully when parents raise concerns about particular issues at home such as toilet training. Teachers adapt their approaches and children's learning targets accordingly to take account of any issues identified. Parents report that this is leading to their children being more settled at home and in school.
2.1 SAFEGUARDING
- The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. An area for development has been agreed with the setting and the education authority. The security entry will be reviewed to identify any possible additional security adaptations.
3.1 ENSURING WELLBEING, EQUALITY AND INCLUSION very good
This indicator reflects on the school's approach to children's wellbeing which underpins their ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of each individual. A clear focus on wellbeing entitlements and protected characteristics supports all children to be the best they can be and celebrates their successes and achievements. The themes are:
- Wellbeing
- Inclusion and equality
- Fulfilment of statutory duties
- All teaching and support staff have been trained in nurturing approaches. Nurture informs the school's overarching philosophy and this is evident in the caring and supportive culture throughout the school. Staff's understanding of each child's unique needs supports the very positive relationships between staff and children. Children's wellbeing lies at the heart of the work of the school and children are treated with the utmost dignity and respect. This is resulting in children establishing secure relationships with staff and enjoying attending school.
- The school places a strong focus on developing children's communication skills. The learning environment supports children's wellbeing well through the use of signs and objects of reference. This is supporting children to develop their understanding of the school environment. Music is played throughout the school corridor during the school day and staff report that this helps to calm children. Teachers, instructors and support for learning assistants use signs and signing well to communicate with children. The intensive interactions between teachers and children develop children's communication skills very well.
- Staff have been trained in a range of approaches to support their understanding of children's behaviour. These include how to better understand children's emotions and how to de-escalate children's behaviours if they become unsettled or distressed. Staff are now more skilled at identifying, and intervening appropriately, when children are unsettled or becoming distressed. This is resulting in a reduction in incidents where children are distressed and the school is now a calmer more productive learning environment.
- The school takes very good account of each child's progress and additional support needs when planning for the next stages. The school matches children according to how well they are progressing, the challenges they face, including physical and therapy needs, and who amongst their peers they are most happy sharing a class with. Teachers, instructors, child development officers and support for learning assistants contribute meaningfully to these plans and are involved in identifying which staff are best placed to meet the needs of each class. For example, the school ensures continuity by ensuring that one member of staff continues to work with the class the following year. This collaborative approach to planning is leading to children settling quickly into their new class each year.
- Planning for children's learning takes very good account of their parent's views. Where necessary, the school works well with parents to develop shared approaches to supporting their children to be as independent as possible, for example when eating or visiting the toilet. Parents say this enables them to better support their child in the home environment and their children learn better through the coherent approaches shared with the school.
- The school offers training to parents of children in the school and colleagues in local mainstream schools in a range of communication approaches, including signing. Colleagues and partners comment positively on the impact this training is having on outcomes for children attending other local schools. Parents of children attending Langlands state the training has helped them and their child's siblings are now more able to communicate with their child.
- The pupil council has achieved success in an application for funding for Science Week. Children are given the opportunity to lead the activities for Science Week with the most popular choice being 'Hocus Pocus', a range of science experiments. This is leading to children developing their confidence and self-esteem by expressing their choice of activities.
- Staff take very good account of children's additional support needs when planning to meet their needs. The school uses a range of communication approaches to support children to access their learning. Effective interventions and support are provided by staff across the school and a range of partners. Key partners include an educational psychologist, speech and language therapist and health professionals. They contribute well to planning and provide advice and support to ensure that children's physical, emotional, therapeutic and emotional needs are met very well.
- Children's learning targets are captured well in their additional support plans. Targets are formally reviewed regularly and updated to reflect each child's progress. Teachers review children's targets informally on a weekly basis. This supports them well to identify if a child is making expected progress and targets can be adjusted accordingly.
- Staff across the school have a very good understanding of the 'Getting it Right for Every Child' (GIRFEC) agenda. They work very well with a range of partners to ensure improvements in children's wellbeing. Professional colleagues speak highly of the quality of the partnerships they have with staff in the school. The high quality of this partnership working supports children's wellbeing very well and this is leading to children progressing well in their learning. Staff take very good account of the welllbeing indicators when setting targets at annual reviews. Parents and partners are fully involved identifying and agreeing targets. Where children are unable to attend review meetings, the school uses digital technologies to ensure their voice can still inform decision making. The school should continue with plans to involve children more fully in setting their own targets where appropriate.
- At the time of the inspection there were no children with a co-ordinated support plan (CSP). Children who are looked after are considered for a CSP as part of the annual review process.
- Attendance at the school is improving and there have been no exclusions.
- The school has established good links with a range of international partners from countries such as Poland, Romania and Malawi. The children at the school have exchanged Christmas cards with children in Malawi and this is supporting the development of their understanding of themselves as global citizens. The school celebrates other cultures well at events such as assemblies celebrating Divali and the Chinese New Year. Parent's and children's faiths and beliefs are taken into account when planning these events and this is raising children's awareness of a range of cultures and faiths.
- The school alerts parents to charity organisations who can offer support at times of crisis. This is leading to parents being more aware of what supports are available to them and how they can access them.
- The school should now continue to develop their plans to more robustly monitor and track the progress of children across the school. The subsequent analysis of data should provide the school with evidence to identify any groups of children not progressing as expected, particularly those experiencing disadvantage.
3.2 RAISING ATTAINMENT AND ACHIEVEMENT good
This indicator focuses on the school's success in achieving the best possible outcomes for all learners. Success is measured in attainment across all areas of the curriculum and through the school's ability to demonstrate learners' achievements in relation to skills and attributes. Continuous improvement or sustained high standards over time is a key feature of this indicator. The themes are:
- Attainment in literacy and numeracy
- Overall quality of learner's achievement
- Attainment over time
- Equity for all learners
- Most children are attaining appropriate levels in literacy and numeracy taking account of their additional support needs. According to the school's own information, the majority of children are working within the early level of Curriculum for Excellence and a few on aspects of the first level in literacy and numeracy. A few children across the school are exceeding expectations. The school is now looking to further develop its resources and curriculum framework to increase the level of challenge appropriately for those children who need it. Where children are achieving particularly well, the school is working with its co-located primary school to provide opportunities for them to work with mainstream peers. There is scope to further develop such opportunities.
- Through evidence from classroom observation and evaluation of pupil profiles, almost all children achieve most of their targets in literacy, numeracy and HWB. The school recognises that it needs more robust approaches to tracking and evidencing children's progress in literacy and numeracy towards and within the early level of Curriculum for Excellence. A recently developed, progressive curriculum framework for complex needs children will ensure greater consistency of approach and help staff to focus more clearly on evidencing progression and next steps in learning for all children.
- Literacy: At all stages, most children are making good progress from their prior levels of attainment in listening, talking, reading and writing. Across the school, children experience an environment which is rich in a range of different approaches to communication. Staff use symbols and signing well to help children understand their environment, make choices and express themselves. Almost all children can follow simple Makaton gestures which are used effectively to develop their understanding. In a few classes, children benefit from planned support to improve their reading at home. A few children at the early stages can identify letters and sounds. Staff encourage them to develop their literacy skills through a range of activities such as singing and moving in time to music. A few children can match words and pictures and are developing an understanding of letter names and sounds. Children have opportunities to develop their literacy skills across different curriculum areas through topic based activities. A few children in the senior stages are able to write simple stories and answer questions with support. Staff use children's interests to encourage communication.
- Numeracy: Across the school most children are making appropriate progress in numeracy and mathematics, depending on their needs. Most children are able to sort items including objects which go in the sink and those which go in the bin. A few in the early stages are able to sort a range of 2D and 3D shapes. Most children are able to identify and write numbers up to 10 with a few in the early stages being able to write numbers to 30. . Most children are able to identify difference, for example between fast and slow and when something is 'more'. The majority of children are beginning to understand the concept of time with a few in the early stages recognising symbols for day and night. Most children are developing their understanding of money with a minority across all stages able to identify coins to the value of £1In the middle stages, children can use coins to value £2 with a few able to exchange these in real life contexts or play.
-
While the school does not track children's attainment formally over time, senior managers review children's attainment systematically through reviews and note significant progress in children's attainments. The school is beginning to analyse the reasons why a few children are making exceptional progress in their learning. Staff involve parents in supporting their children's progress by sharing targets and including their views in setting the next steps for learning.
- Learners achieve through activities in the community such as their work on the school's allotment, through their performances at school shows, through the school's signing choir and a forthcoming exhibition of their work supported by a professional artist. These activities are increasing children's confidence and self-esteem and motivating them to engage in learning. The school has in recent years recognised children's wider achievements through the Caledonian Award prior to 2016/2017 and Sportstar Challenge. There is scope to further extend opportunities to recognise children's achievements through, for example more formal recognition of their outdoor learning achievements such as the John Muir Trust Award.
- Children and parents are well involved in decisions about the life and work of the school. For example, the pupil council choose play equipment, the winners of art competitions, snacks and topic choices such as the recent Pokemon event.
- Continue to develop effective approaches to moderation to increase staff's understanding of standards within the BGE. The school should now work towards confident teacher judgements, founded on systematic approaches to assessment and benchmarking across all curriculum areas.
- The school is sensitive to children and families for whom English is not their first language and those who may experience hardship. Across the school, staff make very effective use of boardmaker symbols which are universal to support children who have no verbal communication to express views, choices and feelings. Staff encourage parents to use the same symbols at home. Communications and reports to parents about children's progress are translated where appropriate. The school ensures that outings related to curriculum pathways, sponsored events and visits to places of interest do not incur additional financial costs to families.
SCHOOL CHOICE OF QI: 2.6 TRANSITIONS
- Arrangements to support learners and their families
- Collaborative Planning
- Continuity and progression in learning
- Transitions are a key strength across the nursery and school. Throughout all major transition points, children and their families are very well supported. This is leading to children settling well at either Langlands Primary School, or their new school after leaving Langlands. The school's options appraisal process provides valuable information at points of transition. This information is used well to support transition planning.
- Children are very well supported when moving from nursery into P1. Their mental, emotional, social and physical needs are taken very good account of and this leads to children settling well at the school. Parents are very well supported throughout the entire process. Any concerns they may have are addressed and this supports the effective partnership working between parents and the school.
- Parents of children planning to attend the school are offered the opportunity to link with a parent of a child currently attending. This provides parents with a valuable link where they can share their experiences of the school.
- Planning for children to undertake visits out with the school is very effective. Trips out with school take good account of, and build on, children's levels of tolerance. This leads to children building their resilience when exploring new environments. Trips take good account of issues identified by parents. Effective planning by the school supports families to expand the range of venues they can visit with their child at weekends and during holiday periods.
- Where children transfer to Langlands from another primary school, planning is effective and ensures they settle well into their new placement. The school takes good account of each child's unique needs and staff plan their teaching approaches accordingly. This is supporting each child to access their learning and make appropriate progress. The school nurse plans for children's physical and medical needs well and ensures health and wellbeing officers are trained in all aspects of a child's physical and medical needs.
- Planning for children moving on from Langlands Primary School is particularly effective. Children's and family's needs are assessed at an early stage before planning to move on from the school begins. Parents are fully involved in discussions and all appropriate possibilities for a future placement are explored. Parents are fully supported to identify where their child has made significant progress whilst at the school and this is resulting in parents raising their expectations as to which secondary school their child might move on to. Partners are fully involved in planning for when children move on from the school. This further supports the school and parents to identify the most appropriate placement.
- Reviews of targets in children's additional support plans provide information on children's progress. These are used sufficiently well to plan for progression in children's learning at points of transition. The school should continue to develop their plans for more robust tracking and monitoring of children's learning to provide more meaningful data on progression in children's learning. This data should be used to improve planning for progression in children's learning at points of transition.
Section Two
Summarised Inspection Findings
Langlands Primary School and Nursery
1.3 LEADERSHIP OF CHANGE
good
This indicator focuses on working together at all levels to develop a shared vision for change and improvement which reflects the context of the setting within its community. Planning for continuous improvement change should be evidence-based and clearly linked to strong self-evaluation. Senior leaders should ensure that the pace of change is well judged and appropriate to have a positive impact on outcomes for children. The themes are:
- Developing a shared vision, values and aims relevant to the setting and its community
- Strategic planning for continuous improvement
- Implementing improvement and change
- The setting has an agreed vision, values and aims in place. This was developed in full consultation with practitioners and parents and fully reflects the aspirations of the setting. While the vision was shared with partners, it would be useful to involve them more fully during the review process. Practitioners are highly committed to delivering high quality early learning and childcare in a safe and nurturing environment. This is evident in the high level of professional dialogue between the practitioners and the reflective discussion with the inspectors.
- The setting has an effective quality assurance calendar managed by the headteacher to support self-evaluation activities and ensure systematic opportunities for professional dialogue. This includes monitoring and evaluation of learning and teaching, the pace of learning and task planning to meet the differing complex needs of the children. Photographs and videos of the sessions are used well for professional dialogue with the headteacher and practitioners. This helps ensure that children receive high quality learning and teaching.
- The setting is fully involved in the school's well-established approach to improvement planning and identifying areas for development. This has involved practitioners in distributed leadership opportunities, working together in groups on key developments such as outdoor learning and augmentative and alternative communication. The setting's improvement plan includes key priorities. Practitioners use national guidance, visits to other settings and professional dialogue to support improvement. As planned, the setting should fully implement the national self-evaluation framework, "How Good is Our Early Learning and Childcare?" to support and drive improvement.
- The headteacher gives valuable support in improving the setting. Practitioners receive valuable support from the speech and language therapist, depute headteacher and principal teachers in order to better meet the needs of the changing population in the setting. The headteacher is clearly committed to developing the leadership skills of all practitioners. They are valued for their individual skills and experience. The practitioners are all at the same grade and work well as a team. However, they would benefit from more regular and sustained leadership support from a teacher given the complex needs of the children in the setting.
2.3 LEARNING, TEACHING AND ASSESSMENT
good
This indicator focuses on ensuring high quality learning experiences for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
- Learning and engagement
- Effective use of assessment
- Quality of interactions
- Planning, tracking and monitoring
- Children engage well in a range of interesting learning experiences and opportunities provided for them both indoors and outdoors. Relationships between practitioners and children are positive and children are well supported within this positive nurturing environment. Children are encouraged to share space with others and to make choices in the activities they do. Practitioners are skilled at recognising subtle signs which show children expressing choices and views. Visual objects of reference are used to ensure children know what to expect next. Visual timetables are helpfully displayed on playroom walls. The setting should continue to develop children's opportunities to make choices and communicate when they wish to access outdoor experiences and opportunities.
-
The sensitive and caring practitioners interact well with children. Almost all children have opportunities to participate in both adult-led and child-initiated experiences and opportunities. Activities are planned and based on relevant tasks and individual targets using a variety of sensory media to engage children. All practitioners use encouragement and praise to motivate children to remain on task. Progress is celebrated in the setting and during assemblies. Children's achievements are documented through photographs, wall displays and a variety of certificates. Practitioners use alternative and augmentative communication effectively to support access to learning. They make some use of digital technology. However, technologies could be used more consistently to improve learning and teaching. Practitioners should also ensure that children are fully engaged at all times.
- Practitioners use assessment folders to monitor and record children's individual learning and health needs. Where appropriate, they make effective use of children's postural management passports. Before their placement in the setting, practitioners gather information from previous placements, parents and carers and other professionals. This ensures that the children's individual targets in their additional support plans are appropriate. Practitioners use observations effectively to gather assessment data on whether the targets are met or should be reviewed. Video and photographic evidence is used well to assess progress and support joint discussions on next steps.
- Practitioners meet regularly as a team to plan and evaluate children's learning and progress effectively. All practitioners and in particular, their key workers, know children well as learners. Planned experiences are developmentally appropriate and tailored to meet all children's needs. As planned, practitioners along with school staff should further develop their approach to tracking and moderation.
2.2 CURRICULUM: theme 2: Learning and Development Pathways
- In the setting, children undertake a broad general education. They experience a varied curriculum which is designed to meet the children's individual needs. Practitioners match tasks, activities and resources to meet the needs of individuals. Children's progress is carefully tracked using targets within additional support plans and the pupil assessment profiles. All children have targets in languages, mathematics and health and wellbeing. Throughout the setting, planning for progression in learning is in place. Practitioners should continue working with management and school staff to further develop approaches to tracking and moderation.
- Practitioners have developed Curriculum for Excellence experiences and outcomes. Practitioners take responsibility for developing all aspects of the curriculum. They have established good links to seasonal events and celebrations. Practitioners should continue to improve the outdoor learning area through the provision of a greater variety of resources to ensure that children have a high quality learning experience.
- Children would benefit from more extended periods of free play suitably supported by an adult. Practitioners should use national practice guidance, Building the Ambition to assist them with this task.
2.7 PARTNERSHIPS: theme 3 Impact on children and families – Parental Engagement
- The setting has established very effective and positive relationships with parents and carers. Parents and carers feel very welcome and valued within the setting. Information is shared with parents about children's learning and progress in both formal and informal ways such as parents' evening and review meetings. Parents and carers also comment positively on the evaluation sheets sent home on topic work. The collaborative working approach between parents/carers, practitioners, management and other professionals ensures that everyone is working effectively together to meet children's needs. Daily diaries and recordable switches are useful tools for promoting communication between parents and the setting.
- The setting supports parents/carers very well if they identify management issues at home. Practitioners adapt their activities and the child's learning targets, taking good account of the identified issue. The setting makes effective use of partners when families need extra support. This is helping children to be more settled at home and within the setting.
2.1 SAFEGUARDING
- The setting submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. An area for development has been agreed with the setting and the education authority. The security entry will be reviewed to identify any possible additional security adaptations.
3.1 ENSURING WELLBEING, EQUALITY AND INCLUSION
This indicator reflects on the setting's approach to children's wellbeing which underpins their ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of each individual. A clear focus on wellbeing entitlements and protected characteristics supports all children to be the best they can be and celebrates their successes and achievements. The themes are:
- Wellbeing
- Inclusion and equality
- Fulfilment of statutory duties
- Children's wellbeing is central to the work of the setting and children are treated with dignity and respect. The ethos is caring and nurturing and the wellbeing of children is paramount. Practitioners are very well attuned to the varying needs of children and their families and are committed to improving their outcomes. They recognise the central importance of relationships in supporting children's social and emotional wellbeing. All practitioners have been trained in nurturing approaches. This is evident in the way all children are treated with dignity and respect. Children feel safe and secure which ensures that they are able to learn more effectively. This is further supported by health and wellbeing workers who play a crucial role in supporting children's health needs on a daily basis. Care is taken to minimise any disruption to children's learning. Practitioners are skilled in intervening appropriately when children are becoming distressed. This is helping to foster a calmer environment. The principles of Getting it Right for Every Child are embedded throughout practice. Practitioners have been trained in the use of wellbeing indicators which are used as a template for children's reviews. This is helpful in leading to a better understanding of children's needs.
- Practitioners have attended relevant training to ensure that they are knowledgeable about statutory duties. All children have an additional support plans. These contain relevant targets, agreed with parents and carers, which are reviewed regularly to ensure that children make appropriate progress. Practitioners consult very well with parents and other agencies to ensure that appropriate interventions are in place. Professional colleagues speak highly of the quality of the partnerships they have with practitioners in the setting.
- Parents report that they are well supported by practitioners to support their child in the home environment. There is very good communication between the setting and home helped by talking devices, home school diaries and regular reviews. This enables children to benefit from shared approaches to meeting children's needs at home and in the setting. Practitioners value and celebrate the diverse backgrounds, faiths and interests of all children and families. Songs in different languages which are used at home are played in the setting in order to celebrate diversity. They ensure that they put in place effective strategies so that the children in the setting make the best progress possible taking into account their additional support needs. The setting makes good use of the garden at the school, local allotment, school playground and local community to ensure children have opportunities to experience and be included in outdoor learning.
3.2 SECURING CHILDREN'S PROGRESS good
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
- Progress in communication, early language, mathematics and health and wellbeing
- Overall quality of children's achievement
- Children's progress over time
- Ensuring equity for all children
- All children have individual long and short term targets for language, mathematics and health and wellbeing. These are relevant to the individual children and regularly reviewed. The setting places a strong focus on developing children's communication skills. Practitioners use signs and signing well to communicate effectively with children. Children benefit from intensive interaction support from practitioners. This is improving children's communication skills. Throughout the day practitioners signpost activities in the learning environment through the use of signs and objects of reference. Practitioners use music well to help calm the children. Health and wellbeing is promoted well within children's long and short term targets. These focus on tasting healthy food and body movements such as walking, standing and swimming. In mathematics, children are working with cause and effect toys that light up and make sounds, counting games, number songs and rhymes and exploring different textures. Expressive arts is encouraged and the children enjoy being involved in messy play, painting and gluing and exploring musical instruments. Children use a range of technologies including switches and smart board. In religious and moral education they are exposed to different customs and festivals from different religions and cultures.
- Most children are making progress in their targets depending on their individual need. This progress is evident in additional support plans evaluations, reviews and children's assessment folders. Almost all children in the setting are working within the early level of Curriculum for Excellence in all areas of the curriculum. Practitioners are sensitive when discussing children's medical conditions with parents and the impact on these on their learning. They are beginning to use the primary order thinking skill terminology to give a more accurate picture of progress over time. The setting should continue, with school staff, to develop their plans to more robustly monitor and track the progress of children across the school. This will enable them to identify any groups of children not progressing as expected, including those experiencing challenges. They should also continue with their plans to ensure that next steps in learning are clear and well understood by practitioners and parents and carers.
- The setting celebrates children's achievement through praise, wall displays and various certificates. All children would benefit from a record of their achievements which can be shared and added to by parents. Parents are well informed about their children's progress through termly feedback. They also have two parents' evenings and a very detailed end of year report highlighting progress across all curricular areas.
SCHOOL CHOICE OF QI: 2.6 TRANSITIONS
- Quality of support for the children and their families
- Collaborative planning and delivery
Continuity and progression in learning
- There are very robust procedures for children transferring into and out of the setting. When it is agreed that the children will come to the setting, information is gathered from a range of sources. This ensures that management and practitioners have the necessary information to plan transitions carefully with parents and carers. Practitioners gather information on children's additional support needs including their physical and therapy needs. The family will be visited at home to both gather information and build the key relationship between the family and the setting. The setting arranges visits for children and their families to visit and spend time in the setting prior to starting their placement.
- When a child is moving from the setting to Langlands School practitioners and management take very good account of the child's progress and additional support needs when planning for the following year's class. The school matches children according to how well they are progressing, the challenges they face, including physical and therapy needs. Practitioners contribute meaningfully to these plans and are involved in identifying which class would best suit the child. Parents are very well supported throughout the process. Any concerns they may have are addressed promptly and this supports effective partnership working between parents and the school. This collaborative approach to planning is leading to children settling quickly into their new class.
- Planning for children moving on from the setting to a new school is particularly effective. Children's and family's needs are assessed at an early stage before planning to move on from the school begins. Parents are fully involved in all discussions and all appropriate possibilities for a future placement are explored. A well planned transition process is then begun where the child and parents/carers visit the new placement; meetings take place with parents/carers, all key staff and professionals to ensure that the information which will make for a successful transition is shared. Throughout this process children and parents/carers are fully supported. The school's collaborative approach to transition planning is resulting in children settling well into the setting and future school placements.
CARE INSPECTORATE EVIDENCE
1 Quality of Care and Support
CARE INSPECTORATE GRADE: very good
- All nursery staff attend annual child protection training and are clear in their roles and responsibilities in recording and reporting any concerns. Information is displayed within the playroom and distributed to parents to highlight the responsibility all adults have in safeguarding children.
- The service offers parents and carers a range of informal and formal opportunities to be involved in assessing and improving the quality of care and support provided by the service. Initially this includes visits to the child's home and settling-in visits to the nursery to ensure the child's keyworker and nursery staff team get to know the individual health and wellbeing needs of the child. Once settled, telephone calls, daily diaries, communication aids and an open door policy support on-going and open communication. Parents confirm that they are included in all aspects of their child's care and that their children are happy to go to nursery.
- Staff understand the care and support needs of the individual children in their care very well. The whole staff team demonstrate sensitive, respectful and nurturing interactions while supporting children to eat, drink, and participate in activities and during personal care routines. Information, support and guidance is sought from external agencies to meet children's needs as required. There are well-established links and working relationships in place. Clear information is reflected within children's individual personal plans.
- Children's preferences are respected and achievements recognised, celebrated and recorded. Children are included in whole school assemblies and given certificates to celebrate their success. This contributes to the respectful, nurturing ethos which is apparent within the service.
- Practice has been improved to offer children more choices throughout the day, extend opportunities for consultation and participation based on the interests, preferences and capabilities of the individual child. This includes and respects the views of children much more and meets two recommendations which were made at the last inspection.
- A nurse and health and wellbeing team support children who require medication or specialist feeding. Robust procedures are in place for the storage, administration and record keeping for all medication/feeds required by individual children. This contributes to the health, safety and wellbeing of children.
2 Quality of Environment
CARE INSPECTORATE GRADE: good
- The children have access to a designated playroom with direct access to an outdoor play area. The playroom is bright, clean and welcoming with a variety of resources now more accessible and available to meet the interests and needs of the children. Information is now displayed at the children's level to support participation, consultation, communication and choice. Staff have created a warm, nurturing environment for the children. This meets a recommendation made at the last inspection.
- The children have timetabled access to other areas within the school, which includes a sensory room, soft play room, hydrotherapy pool and sensory garden. This extends learning opportunities and active play for children, but can create barriers at times due to the staff: child ratio, as all children currently in attendance require a wheelchair to access these areas.
- The designated outdoor area offers an opportunity for fresh air and limited outdoor learning experiences. We acknowledge there has been vandalism in the school grounds, but recommend that this area is reviewed to extend outdoor learning opportunities for children. (see recommendation one)
3 Quality of Staffing
CARE INSPECTORATE GRADE: good
- The nursery team consists of three members of staff. All staff are very motivated, enthusiastic and keen to improve their knowledge and skills. They are all appropriately qualified and registered with the Scottish Social Services Council, as required. One member of staff has undertaken further qualifications in learning disabilities. This has informed her of strategies to assist her in her role.
- Staff are flexible and responsive to the needs of the individual children in attendance. Examples include recognising when a child is tired, respecting and following parents requests about changes to their child's daily routine, offering choice and activities to meet children's interests , following up parental enquiries and changing planned activities in response to a child's needs. This also meets a recommendation which was made at the last inspection.
- Effective systems were in place for staff training to be identified through their annual professional review and training was applied for through the local authority's continuous professional development website and other agencies. Staff spoke about annual core training, such as child protection and additional training they had attended, evaluating the impact and outcomes for children. This included Alternative and Augmentative Communication training which develops the use of Makaton, symbols and communication devices within the nursery and school.
- Staff had opportunities to work in other classes in the school to share ideas and work alongside teaching staff on a Thursday and Friday. They had opportunities in the past to visit other establishments which they found beneficial in sharing ideas and planned to re-establish links with the mainstream nursery within the shared campus. Through discussion, staff demonstrated that they were reflective and open to ideas and suggestions for improvement, such as peer assessment.
4 Quality of Management and Leadership
CARE INSPECTORATE GRADE: good
- The nursery staff have opportunities to be part of whole school working parties such as the development of outdoor learning and improved communication within the establishment. We found staff to be highly motivated in their plans to take these developments and ideas forward.
- Some monitoring has taken place to assist staff with reflecting on their practice and improving outcomes for children. Staff have found this beneficial and spoke of changes they had made. We advise that the head teacher should continue to develop monitoring systems to further improve outcomes for children and provide support for staff.
- The headteacher has a clear vision and commitment towards improvement within the nursery and ensures the nursery team are an active part of weekly team meetings with opportunities to add to the agenda.
- The headteacher and nursery staff team are highly motivated and keen to improve the service. The headteacher is open and committed to continuous improvement, nurturing a service which valued and respected the children and their families. However, due to the headteacher's overall remit and responsibilities we recommend that a more robust system for managing, monitoring and evaluating the nursery provision should be put in place. (see recommendation two)
During the previous Care Inspectorate inspection, the centre had no requirements and five recommendations. From these, all five recommendations have been met. As a result of this inspection, there are no requirements and two recommendations.
1. The service should review outdoor play and outdoor learning opportunities to ensure that the children have access to a range of suitable activities and experiences to meet their needs and interests.
National Care Standards Early Education and Childcare up to the age of 16: Standard 5: Quality of Experience
2. The provider and manager should review the roles, remits and current systems in place for the management, monitoring and evaluation of the nursery service. This is to improve outcomes for staff and people who use the service.
National Care Standards Early Education and Childcare up to the age of 16: Standard 14: Well Managed Service
PARTICULAR STRENGTHS OF THE SCHOOL
- Staff's sensitivity to ensuring children's wellbeing in the nursery. Children are safe and nurtured which allows them to participate well in their activities.
- Confident, friendly children in the primary department who communicate very well with staff and enjoy sharing their learning with parents, partners and visitors.
- Consistent and appropriate use of a wide range of alternative approaches to communication which are helping children in the school to engage more readily in their learning, to make choices and to experience independence.
- Strong and effective partnership working with parents, partner agencies and the local and wider school community. This is helping children to make successful transitions into and beyond the nursery and school. Staff raise awareness of additional support needs and learning disabilities within the local and wider community.
- The leadership of the headteacher and senior leadership team in developing a nurturing and inclusive learning environment across the school and nursery.
AGREED AREAS FOR IMPROVEMENT FOR THE SCHOOL
- Continue to develop approaches to tracking and evidencing children's progress across all areas of the curriculum including developing staff's understanding of assessment and shared standards.
- Develop the use of digital technology to support and enhance children's learning experiences at all stages.
- Develop further the management structure in the nursery to ensure there is an increased focus on learning activities and experiences for all children.
WHAT HAPPENS AT THE END OF THE INSPECTION?
We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Glasgow City Council will inform parents/carers about the school's progress as part of its arrangements for reporting on the quality of its schools.
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Following your child's lead
Children learn lots through play. When you follow your child's lead during play, you are taking their interests and expanding on them to teach new skills. Following your child's lead also:
* Helps to keep the play at the child's pace.
* Helps the child to develop play skills, imagination, problem solving and self confidence.
* Encourages the child to take charge and direct the activity.
* Lets your child know that you are interested in what they like.
* Helps to develop important pre-verbal language skills like joint attention and turntaking.
You may also find that your child is able to maintain interest in the activity for a longer period of time.
When you join in with your child's play....
Watch
* Watch your child play.
* Look at what your child does with the toys.
* Your child might not be using the toys in the way you expect. This is ok. They may be using the play to explore and learn in different ways.
Wait
* Don't be in a hurry to do things for your child. They may surprise you with what they are able to do.
* Resist the temptation to tell your child what to do.
* Wait until your child asks for help before you give it.
* Instead, copy what your child is doing.
Listen
* Listen to the sounds and words they are using in their play.
* Accept your child's ideas and go with the flow.
* Comment on, and talk about the play with your child.
Most importantly, have fun!
For more information from a local Speech and Language Therapist, visit:
http://www.lets-talk.scot.nhs.uk/ParentsFamilies
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Coronavirus (COVID-19): Early Learning and Childcare Services Guidance for early learning, school aged childcare and childminder settings on reducing the risks of COVID-19.
1
Who this guidance is for
- All providers of registered day care of children's services who provide care to children under primary school age, including nurseries, playgroups, family centres, crèches and fully outdoor services for children aged 5 and under
- Care Inspectorate registered childminders and assistants
- All providers of Care Inspectorate registered school age childcare services in all sectors – local authority, private and third sectors, including breakfast clubs, after-school care and holiday care
Aim of this guidance
To provide clear expectations to service managers and staff on practical approaches to safe provision of Early Learning and Childcare (ELC), school age childcare and childminding services in response to the COVID-19 pandemic. This guidance is not exhaustive, and providers must continue to operate within the relevant legal and regulatory frameworks to ensure the health and wellbeing of staff and of children and parents while they are using their service.
This guidance should be read alongside:
- Public Health Scotland non-healthcare settings guidance which contains information on health protection and infection prevention and control issues including cleaning, hygiene measures, what to do if someone falls ill, laundry considerations and waste management
- Infection Prevention and Control in Childcare Settings (Day Care and Childminding Settings) Guidance which provides guidance on routine infection prevention and control for staff working within the ELC sector
- NHS Inform: COVID-19 guidance for general information about COVID-19 and associated COVID-19 outbreak protective measures
Nothing in this guidance affects the legal obligations on providers regarding health and safety, and public health advice. Providers must continue to adhere to all such duties when implementing this guidance. Under the Coronavirus Act 2020, providers must have regard to any advice relating to coronavirus from the Chief Medical Officer for Scotland.
2
ELC, school age childcare and childminding services must continue to operate within the parameters of the national operating guidance and/or their Care Inspectorate certificate of registration.
How we update our guidance
The Advisory Sub-Group on Education and Children's Issues provides advice to support and inform the development of operational guidance for providers of learning, childcare and children's services and reflects the latest advice from public health experts. Unless otherwise stated, the protective measures set out in this guidance represent the routine protective measures that should be in place in all settings. This revised guidance replaces the suite of Coronavirus (COVID-19) guidance previously in place for early learning and childcare services, school age childcare services and childminder services.
Scotland's Strategic Framework
The Scottish Government published its Strategic Framework update on 22 February 2022. This makes clear that the population has much stronger protection against COVID-19 than at any other point in the pandemic, due to the vaccination programme and the development of natural immunity to the infection. The Strategic Framework assesses where we are in the pandemic and sets out Scotland's strategic approach to managing COVID-19 effectively, primarily through adaptations and health measures that strengthen our resilience and recovery, as we rebuild for a better future.
For childcare, this means:
- A small number of routine protective measures will remain, and these are set out in this guidance
- There will be no measures set out in regulations (i.e. that are legally enforceable); guidance for childcare will continue to be non-statutory
- The need for these protective measures will continue to be kept under constant review, and if data and evidence suggest that the approach to any specific mitigations should be updated then we will revise and reissue this guidance following public health and clinical advice
3
In line with Scotland's commitment to Getting It Right For Every Child (GIRFEC), children have the right to the best possible health with their best interests a top priority in all decisions and actions that affect them. Adults, of course, also have fundamental rights in relation to their health and wellbeing. These important rights and considerations have been factored into the development of this guidance.
The national practice guidance 'Realising the Ambition: Being Me' emphasises that our focus must remain on supporting children to form a secure and emotionally resilient attachment base which will stand them in good stead as they grow and develop. Secure, nurturing and attached relationships, supported by traumainformed practitioners, are essential to creating the conditions for children to flourish in childcare settings.
Impact assessment
The Scottish Government is committed to promoting and protecting equality in the implementation of all Government policy and in upholding the principles of the United Nations Convention on Rights of the Child (UNCRC), as well as GIRFEC, in relation to any government actions or guidance that impacts on the lives of children and young people. Information on the Child's Rights and Wellbeing Impact Assessment (CRWIA), Equality Impact Assessment (EQIA), Fairer Scotland Duty Assessment (FSDA) and Island Communities Impact Assessment (ICIA) associated with this guidance, has been published on the Scottish Government webpages.
Implementation
The Advisory Sub-Group has recommended that at this stage in the pandemic it is appropriate to devolve more autonomy and flexibility on decision-making relating to the management of COVID-19 safety to local authorities and settings, with the right support and guidance. We recognise that head teachers, setting managers, childminders and staff are best placed to understand the unique circumstances that they operate in and the needs of the families they support, and therefore to make their own judgements about risk assessment and how to operate safely within the parameters of this guidance.
4
The impact of the vaccination programme, the availability of and access to antiviral treatments, and increased scientific and public understanding about how to manage risk mean that we are able to remove many of the previous restrictions. However, we recommend retaining some routine protective measures in order to minimise risks in settings.
These changes should be led by local authorities, head teachers, managers and childminders in a way that capitalises on the good practice developed over the pandemic period, and which takes full account of practical considerations relevant to lifting mitigations in a way that does not create operational difficulties or unnecessary additional workload.
5
1. Minimising the spread of COVID-19
It is important that local authorities and providers take account of their own circumstances and assessment of risk when implementing this guidance, and take every appropriate step to ensure the safety and wellbeing of children and staff. Bespoke risk assessments should be completed for children and staff with particular vulnerabilities and appropriate mitigations adopted.
1.1 Vaccines
Vaccines are the most effective method of reducing the public health impact of COVID-19 and they are highly effective against serious illness. All settings should encourage and enable staff who have not been fully vaccinated to seek vaccination as soon as possible. NHS inform provides information and FAQs on the definition of 'fully vaccinated' and eligibility criteria.
Accessing a vaccine
- Advice and guidance on how to access COVID-19 vaccinations can be found online.
- You do not need an appointment to access a vaccine, you can attend a walkin vaccination clinic. More information on vaccines and eligibility is available on NHS Inform
- COVID-19 vaccines are recommended in pregnancy
Encouraging staff to be vaccinated
Vaccines are a safe and effective way of reducing the spread of COVID-19. The Scottish Government published a communications toolkit in February 2022 which provides ELC settings with posters, videos and scripts to discuss with staff to encourage COVID-19 vaccine uptake.
1.2 Testing
In line with the Testing Transition Plan of 15 March 2022, from 18 April, staff in childcare settings are no longer advised to test twice weekly and the ELC testing programme has ended. Local health protection teams are still able to deploy testing as one of a suite of measures for outbreak management purposes if it is necessary in their expert judgement.
For information on testing visit NHS Inform.
1.3 People who were on the Highest Risk List
The Highest Risk List ended on 31 May 2022. The success of the vaccination programme and the availability of new medicines to treat COVID-19 mean that the majority of people on the list are at no greater risk from COVID-19 than the rest of the population in Scotland.
The Chief Medical Officer has for some time advised people who were on the Highest Risk List, including children, to follow the same guidance as the rest of the population unless they are advised otherwise by their GP or clinician. This applies equally to household members of people who were on the list and includes going into schools and early learning and childcare settings. He has also advised people whose immune system is suppressed to take extra care and follow the advice of their GP or clinician, as they would have done before the pandemic.
Staff who were on the highest risk list
It continues to be the employer's responsibility to regularly carry out workplace risk assessments and put in place measures to make the workplace as safe as is reasonably practicable to try and minimise the risk to staff including contracting COVID-19. Employees also have a responsibility to comply with safe working practices.
It is essential that employers conduct COVID-19 risk assessments which will help them to identify measures which can be implemented to reduce the risk of transmission in the workplace and employers can be asked for a copy of this.
The Distance Aware scheme includes a toolkit to help those worried about mixing with others as we adapt to living with COVID-19. More information is available online at Coronavirus (COVID-19): distance aware scheme - gov.scot (www.gov.scot).
1.4 Hand hygiene
Ensuring that everyone within a setting carries out hand hygiene practices thoroughly, at the right time, using appropriate facilities and products helps to prevent the spread of COVID-19 and other infections.
Hand hygiene for staff
Hand washing must be performed after exposure to any blood and or body fluids e.g. toileting (including nappy changing), after providing care to a child with a diarrhoeal or vomiting illness, after exposure to respiratory secretions and when hands are visibly soiled/dirty. In all other circumstances, hand hygiene can be performed using an alcohol based hand rub (ABHR) provided this is stored securely out of the reach of children. Best practice on the use of ABHR can be found online as part of National Infection Prevention and Control advice. It is not recommended that children under the age of 5 use ABHR.
Hand hygiene for children
It is important that children understand why it is important to wash their hands and are supported to do so. They should be taught how to wash, rinse and dry their hands correctly from an early age. There are a range of resources available from the NHS such as the Children's Pack to encourage children with handwashing. NHS Education for Scotland (NES) has produced a video to demonstrate the correct way to wash hands with liquid soap and warm water.
Support children with handwashing at the following times:
- On arrival to the setting
- Before and after eating or handling food
- After toileting
- When returning from play outside
- After blowing their nose, coughing or sneezing
- After contact with contaminated surfaces
- At regular intervals throughout the day
Best practice for hand washing can be found online as part of National Infection Prevention and Control advice. The following are good practice points pertaining to hand washing:
* Use warm water, wash hands for 20 seconds and never share water in a communal bowl
* Use liquid soap (there is no need to use soaps advertised as antibacterial or antiseptic) and rub hands in the order described in the link above
* Dry hands thoroughly using disposable paper towels (childminders may use kitchen roll or a designated hand towel, which should be washed every day or more often if visibly dirty). A designated, lined bin that the children can operate easily, should be provided for the disposal of hand towels
* All visible cuts and abrasions should be covered with a waterproof dressing
* When away from the childcare facility, and if there is no running water available, hand wipes may be used (children and staff should wash their hands at the first available opportunity)
* Encourage children not to touch their face
Hand washing when outdoors
When learning is undertaken outdoors, considerations should be made on how to continue to provide suitable hand hygiene facilities for both staff and children. We recommend liquid soap and warm water for children under the age of 5 and where hands are visibly soiled.
1.5 Respiratory and cough hygiene
Respiratory and cough hygiene is designed to minimise the risk of the transmission of respiratory illness such as COVID-19. We appreciate that it is difficult to follow respiratory and cough hygiene practices, especially when working with very young children. Where possible, we recommend that staff and children should always try to:
- Cover their nose and mouth with a disposable tissue when sneezing, coughing, wiping and blowing their nose. If a disposable tissue is not available, use their elbow to cover their nose and mouth when coughing or sneezing
- Dispose of used and/or contaminated tissues and face masks immediately into a waste bin after use
- Wash hands with liquid soap and warm water after coughing, sneezing, using tissues, or after contact with spit or mucus
- When away from the childcare facility, and if there is no running water available, hand wipes may be used by staff and children and ABHR then applied (over the age of 5). Hands should then be washed at the first available opportunity
- Keep contaminated hands away from the eyes nose, mouth and other people
- Encourage children not to touch their face
1.6 Routine cleaning practices
It is important to maintain high levels of cleaning within childcare settings to reduce the risk of transmitting COVID-19 and other infections. Settings should produce local cleaning schedules which stipulate how frequently cleaning should take place and who is responsible for carrying it out.
A full routine clean should take place at least daily, which includes touch surfaces such as door handles, telephones and keyboards. This should then be followed by a second clean later in the day of touch surfaces only. General purpose detergent is sufficient for general areas and staff undertaking cleaning should wear an apron and gloves. Disinfectants should be used to clean toilet areas and food preparation areas. Surfaces in dining or snack areas should be wiped down and disinfected between use by each group of children. A disinfectant should also be used in any general area of the childcare setting if there is visible contamination with blood or body fluids. Cleaning staff areas should be an integral part of the routine and enhanced cleaning strategy.
Refillable spray containers are not recommended for use for cleaning products as there is a risk of contamination and other associated risks, which will prevent effective cleaning standards. Cleaning products which come in non-refillable spray containers may be used as long as they conform to EN standards.
Enhanced cleaning should also be carried out in the event of an outbreak (see section 2.4).
Equipment cleanliness
All toys and equipment must be safe for use and well maintained to reduce the spread of COVID-19. Advice on general equipment management can be found online as part of Infection Prevention and Control in Childcare Settings advice.
We recommend:
- Toys and equipment that children access should, as far as possible, be cleaned daily and if visibly contaminated or if groups of children change during the day, on a sessional basis
- Sand does not need to be changed daily and standard cleaning and changing protocols should suffice if good hand hygiene is carried out prior to and following the use of the sand
- If soft furnishings (such as throws and bedding) have been used by a child who shows symptoms of COVID-19, they should be removed and laundered as quickly as possible at the highest recommended temperature in accordance with the manufacturer's instructions
- Children are allowed to bring toys from home to the setting, but if visibly contaminated in the setting or shared among other children then the toy should be cleaned appropriately
In the event of a COVID-19 outbreak (two or more confirmed positive cases within a 14-day period), regular cleaning regimes should be temporarily enhanced. See section 2.4 for more information on cleaning during COVID-19 outbreaks.
1.7 Face coverings
Wearing a face covering is one of the ways you can help prevent the spread of COVID-19. However, we recognise the importance of faces being visible to children to aid in communication and relationship building.
The requirement to wear a face covering in most indoor places and on public transport has been replaced with Coronavirus (COVID-19): safer workplaces and public settings for people who are managing a workplace or organisation.
While wearing a face covering is no longer a requirement it remains strongly recommended if you are 12 years or over in indoor communal areas or on public transport, in line with the workplace guidance. Any individual who wishes to continue to wear a face covering in a workplace, health and social care or school setting (including childcare) should be supported to do so. As previously stated, careful attention should be given to the needs of individuals with additional support needs when implementing this measure.
For specific face covering advice see Face Coverings – Coronavirus (COVID-19): staying safe and protecting others.
Face coverings and children's wellbeing:
The use of face coverings may have an impact on babies and young children, especially those with additional support needs. The ability to see a person's face clearly contributes to babies and young children's communication and understanding. This is particularly the case for children with hearing loss, children who are learning English or another language and those who rely on visual cues to enable them to be included in learning.
Some children may need additional support and reassurance around the reasons for adults wearing face coverings, and the wellbeing and needs of children should remain a priority.
Clear instructions should be provided to staff on how to put on, remove, store and dispose of face coverings in all the circumstances above to avoid inadvertently increasing the risks of transmission. Advice on face coverings is available on the Scottish Government website: Coronavirus (COVID-19) staying safe and protecting others, including advice on wearing face coverings safely.
1.8 Personal protective equipment (PPE)
The term 'PPE' includes single-use disposable gloves, disposable plastic aprons, and fluid resistant surgical masks (FRSMs). PPE should be readily available, and staff should be trained on its use.
The use of PPE by staff within childcare facilities should continue to be based on a clear assessment of risk and need for an individual child or young person, such as personal care where staff encounter blood and body fluids. Beyond the advice set out on the use of face coverings, no additional PPE measures are required for general use in childcare settings. Specific advice on PPE in education, childcare and children's social care settings can be found online as part of Infection Prevention and Control in Childcare Settings advice.
1.9 Physical distancing
It is important for children to feel secure and well cared for, including through physical contact that is appropriate to their needs, especially when they are receiving personal care, need comfort or reassurance. Therefore, it is not appropriate to ask young children to maintain physical distancing from adults or other children. Staff and visitors should follow general guidance for safety in the workplace in indoor communal areas and when not working directly with children, and when moving around the building.
1.10 Ventilation
Updated advice published on 3 August 2021 emphasised the need for a renewed focus on the importance of good ventilation to help reduce the risk of transmission of COVID-19. The primary effective method of increasing natural ventilation remains the opening of external doors, windows and vents. All settings should work to increase natural ventilation where practicable, whilst maintaining appropriate internal temperatures. Guidance on heating, ventilation, lighting, noise and sustainability in ELC settings is available online as part of Early learning, childcare and out of school care services design guidance.
Ways to improve ventilation:
- Partially open doors and windows to provide ventilation while reducing draughts. Fire doors must never be propped open
- Open high-level windows in preference to low level windows to reduce draughts when weather conditions allow, and it is safe to do so. You may wish to open windows at different sides of the building to get a cross flow of ventilation
- Refreshing the air in spaces by opening windows, vents and external doors at times which avoid user discomfort (e.g. between sessions or when children are outdoors). This may be particularly appropriate during winter periods to balance ventilation and thermal comfort
- Flexible uniform/staff dress policies to help ensure that children, young people and staff can stay warm if/when windows or doors require to be opened
- Maintaining appropriate heating strategies
Settings should consider safety risks when opening windows and doors, and ventilation must be considered as part of local risk assessments.
The suitability of ventilation solutions will depend on a range of local factors including building type, occupancy patterns and weather conditions. All settings must ensure as a minimum, that adequate levels of ventilation are provided in line with existing guidance, the Care Inspectorate's "Space to Grow" design guidance and the Workplace (Health, Safety and Welfare) Regulations 1992.
Guidance on ventilation can be found on the webpages of the Health and Safety Executive.
Additional advice on ventilation, heating, temperature control and air cleaners which will also be applicable to childcare settings is available online in the updated Coronavirus (COVID-19) guidance on reducing the risks in schools.
CO2 Monitors
CO2 monitors can be used to support good air quality and they can be particularly beneficial in enclosed spaces. Local authorities should ensure that all local authority schools and relevant childcare settings have access to CO2 monitoring, whether via
mobile or fixed devices. This is to support the goal of all settings being assessed regularly for issues with a view to remedial action being taken when that is required.
Non-local authority settings are encouraged to use CO2 monitors and should contact their local authority for advice. CO2 monitors have not been required in childminding settings, and therefore this guidance does not apply to most childminding settings (other than larger settings).
It is important that local authority advice is sought on the use of CO2 monitors to ensure their proper specification, installation, location, calibration and effective use. Further guidance is available online from the Health and Safety Executive on ventilation in the workplace.
Outdoor learning and play
Outdoor play-based learning is an integral, every day, part of early learning and childcare in Scotland. It has many benefits for children's physical and cognitive development, physical health, and mental wellbeing. It improves their social competence and connection with their communities, and helps them develop a connectedness with nature. It is our vision that children in Scotland will spend at least as much time outdoors as they do indoors as part of their ELC experience. The Playwork principles specifically support school age childcare development.
Being outdoors also helps to limit the transmission of viruses and illnesses, including COVID-19. Staff should consider how they can safely maximise the use of outdoor space, as well as the opportunities of day visits and excursions.
1.11 Risk assessments
Infection prevention and control in childcare settings involves carrying out risk assessments and putting mitigations in place to manage any risks identified. Risk assessments are a legal requirement, and risks and mitigations should be reviewed and updated regularly, including taking reasonable steps to protect staff, children and others from COVID-19. Managers must ensure that risk assessments take place on a setting and individual basis, where required, and that these include input from staff and assistants, and trade unions. Student placements should also be part of
risk assessments. To help with setting-level risk assessments, the Health and Safety Executive has provided an example COVID-19 risk assessment.
Setting-level risk assessments are expected to consider all risks identified in respect of COVID-19 and other illnesses. These must take account of relevant guidance from Public Health Scotland and the Health and Safety Executive. All risk assessments should be reviewed regularly and as circumstances change. It is advised that, alongside workplace risk assessments, providers should also undertake individual risk assessments for staff who are at highest risk of COVID-19. Advice about individual risk assessments and the COVID-19 Age tool is available online.
Children with additional support needs
Every child will have different levels of required support. Risk assessments play a key part in considering the individual needs of a child. Risk assessments, which may be integrated into a Child's Plan, should already exist for children with complex additional support needs.
These risk assessments should be reviewed and updated as appropriate, reflecting current circumstances. Where they are not in place or they have not been updated they must be undertaken or reviewed swiftly. Where there is a need to work in close proximity with adults and children the safety measures to protect adults and children alike should be followed.
Staff should wear a face covering or PPE where a risk assessment has deemed it appropriate (e.g. when carrying out Aerosol Generating Procedures), and regularly wash their hands before and after contact. Guidance on supporting children and young people with additional support needs is published by the Scottish Government and continues to apply.
1.12 Pickups, drop-offs, visits and trips
Head teachers, managers and childminders are best placed to make risk assessments and take decisions for their individual setting about the best approach to movements in and out of settings, including pick-ups and drop-offs, visits, events and trips out. This should be in line with their overall approach to risk assessment
and the sections of this guidance on face coverings, physical distancing and hand hygiene. Subject to local risk assessments:
- Pick-up and drop-off arrangements
o Arrangements should be decided locally based on the best interests of children, families and staff
- Visits into the setting
o Specialist, peripatetic and agency staff, parents, carers and other visitors are welcome to attend settings, recognising the important role that they can play in supporting children's development and wellbeing
- In house events and parental engagement
o In-house events such as plays, and activity to support parental and carer engagement such as face-to-face meetings can take place. It should be noted that some childcare settings are small, and it may therefore be difficult for those settings to accommodate large groups of parents and carers at one time
- Visits out, to and from other settings and day trips
o Visits out and day trips can take place. Settings should continue to follow the usual risk assessment processes and ensure that they adhere to population-wide COVID-19 guidance, as well as any guidance that applies at the destination
2. Managing symptoms of respiratory infections, including COVID-19
2.1 When adults or children show symptoms of respiratory infections, including COVID-19
The guidance on symptoms of a respiratory infection, including COVID-19, has changed in Scotland.
The Staying at Home Guidance states that:
If you have symptoms of a respiratory infection, such as COVID-19, and you have a high temperature or do not feel well enough to go to work or carry out normal activities, stay at home and avoid contact with other people, until you no longer have a high temperature (if you had one) or until you no longer feel unwell.
Children and young people aged 18 and under with mild symptoms such as a runny nose, sore throat, or slight cough, who are otherwise well, do not need to stay at home and can continue to attend education settings.
Children and young people should only stay at home if they are unwell and have a high temperature. They can go back to school, college or childcare, and resume normal activities when they no longer have a fever and they feel well enough to attend.
For more information see Coronavirus (COVID-19): Staying safe and protecting others, or NHS Inform.
2.2 Self-isolation
From 1 May 2022 people who test positive or are close contacts no longer need to self-isolate for 10 days.
Stay at home guidance is in place for people who have COVID-19 symptoms, or who test positive, including specific details on when staff and children are advised to stay at home. More information can be found on NHS Inform.
2.3 Pregnant contacts
Pregnant staff who come into contact with someone who is COVID-19 positiveshould follow the same advice as the rest of the population.
2.4 Identifying and dealing with outbreaks
An outbreak is suspected if you are notified of two or more confirmed cases of COVID-19 in the setting within 14 days, particularly if there is a suspected link between the cases. Suspected outbreaks may also involve blended placements,
positive testing in childminder setting households, or where school and community premises are shared.
Identifying outbreaks relies on good absence reporting. The reason for staff and child absence should be recorded and reviewed by the setting regularly. Where an unusually high number of absences for a similar cause are noted, an outbreak may be suspected.
Suspected outbreaks should be:
- Reported to the Care Inspectorate; and,
- Trigger an internal review of risk and mitigation measures, and any improvements that can be made to their implementation.
Health protection teams
Childcare settings are considered to be low risk settings due to the relatively lower vulnerability of children to harm arising from COVID-19 infection, and the high vaccination coverage of the working age adult population.
There is no longer a need to inform local Health Protection Teams of all suspected outbreaks, or single cases of COVID-19. NHS Public Health / Health Protection Teams may make the decision to engage with settings in the handling of individual cases, clusters or outbreaks but it is expected that the majority of cases and clusters will be managed by individuals and settings themselves through usual sickness and absence processes for staff and children. Additional enhanced cleaning measures and guidance on communication during an outbreak are set out below. Any decisions on measures beyond these will be taken at a local level by Health Protection Teams.
Cleaning during outbreaks
In the event of an outbreak of COVID-19 within a setting, certain routine cleaning protocols may need to be temporarily intensified (see also section 1.6 on routine cleaning). These include the following:
* Gloves and aprons should be used by staff when cleaning areas where a person suspected of having COVID-19 has been identified
* Environmental cleaning and disinfection should be undertaken using disposable cloths and mop heads using standard household detergent and disinfectant. All cloths and mop heads used must be disposed of in waste bags
* Areas that the individual has directly used (such as desk space or locker) should be cleaned first using a detergent product and followed with a disinfectant. It is important to use a detergent first, as this improves the effectiveness of the disinfectant
* Any public areas where a possible case has only passed through (spent minimal time in) such as corridors, and which are not visibly contaminated (e.g. with any body fluids), do not need to be further decontaminated beyond routine cleaning measures
* If soft furnishings (such as throws and bedding) have been used by a child who shows symptoms of COVID-19, they should be removed and laundered as quickly as possible at the highest recommended temperature in accordance with the manufacturer's instructions
2.5 Communications during an outbreak
Since 18th April 2022, there has been no requirement for settings to issue individual information ("warn and inform") letters to low-risk contacts where positive cases have been identified.
Communication with parents, care givers, staff and children is important and it remains good practice to keep them regularly updated regarding concerns linked to respiratory infections such as COVID-19.
3. Wider harms of COVID-19
3.1 Supporting the childcare workforce
Staff in the childcare sector have worked incredibly hard to support children and families throughout the pandemic, under very challenging circumstances.
The following resources are available to support staff wellbeing:
- The Scottish Government has worked with Early Years Scotland to develop a Team ELC Wellbeing Hub that contains a wealth of practical hits and advice to help staff manage their wellbeing, connect with each and engage in shared learning
- Resources have been developed on mental health, wellbeing and professional learning to support schools and childcare practitioners
Self-Isolation Support Grant:
Self-Isolation Support Grant eligibility will remain in place until 30 June 2022. Following that, there will be a 28 day application window and the scheme will end on the 28 July. From 1 May an online tool will be available to (1) help people identify if they are eligible for the grant, and if so (2) they will be eligible to book a PCR test so that they can provide evidence of COVID infection to support their application.
Eligibility criteria can be found online. As isolation guidance evolves, the Scottish Government will continue to consider where targeted isolation support, including financial support, is required to support communities experiencing enduring transmission and COVID-19 related health inequalities.
3.2 Supporting children
The pandemic has been challenging for everyone but has had a disproportionate impact on some children, families and communities. As we recover from COVID-19, settings should be confident that they are providing experiences and sensitive interactions in a variety of outdoor and indoor spaces, in ways which best support the needs of children and help to develop the resilience and wellbeing of babies, toddlers and young children.
The national practice guidance 'Realising the Ambition: Being Me', supported by the National Health and Social Care Standards, emphasises the crucial role that high quality early learning and childcare can play in supporting children and families and giving children the best start in life by offering a nurturing environment. This is also outlined in Space to Grow, the design guidance for early learning and childcare and out of school care settings which notes the importance of positive interactions, health
and wellbeing, and supporting play and other positive experiences. This continues to be crucial as we support children and families to recover from COVID-19.
Support and guidance on supporting children's mental health, as well as supporting children with worries about nursery or childcare is available online.
Resources are available online to support young children at points of transitions as well as guidance on transitions in the context of COVID-19.
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BRITISH SIGN LANGUAGE (SCOTLAND) BILL: SUMMARY OF FACEBOOK COMMENTS
Introduction
The Education and Culture Committee set up a BSL group on Facebook in November 2014 with the aim of encouraging the Deaf community and BSL users to give us their views about the British Sign Language (Scotland) Bill. We especially wanted to allow people to submit their views in BSL video, a format which is well suited to Facebook.
Since it was created, the BSL group has attracted over 1900 members. Hundreds of comments have been posted, including numerous BSL videos.
This document identifies the key themes from these comments, particularly those most relevant to the Bill. It is not meant to be a complete analysis of all comments received, which are publicly available at: BSL Facebook Group.
Importance of BSL
Comments reflected there was strong support for the BSL Bill. There was very enthusiastic support for the opportunity the Bill provides to improve the quality of life for future generations of Deaf people.
Promoting the use of BSL was seen as vital as it is the language Deaf people use in daily life to connect to the world.
Many people commented they had missed out on normal family communication where, for example, family members had limited signing skills. They hoped the proposed change to the law would help families to enjoy fuller lives.
Legislating on BSL
It was felt the Bill was necessary in order to recognise BSL as a language in its own right. The existing equality legislation was criticised as it labelled Deaf people as disabled and not part of a linguistic and cultural minority. Others commented that BSL deserved equal recognition to other minority languages like Gaelic and Welsh.
People hoped that recognising BSL in this way would help to break down barriers, reduce Deaf people's feelings of isolation and promote their integration into Scotland's communities. For example, it was suggested that giving BSL the same status as spoken languages would help to validate the parenting role of Deaf parents where they had hearing children.
Barriers to BSL users
Many people had concerns about the barriers that stopped them accessing basic services. They hoped the Bill would resolve some of these issues by raising awareness of the needs of Deaf people.
1
Access to education
To many, it was vital the Bill improved access to quality education for Deaf people. Many people's experiences of education had been negative - the use of sign language had not been widely used, which had limited their learning experience and left them feeling isolated.
One of the reasons for this had been the approach taken in schools throughout the UK to promote oralism (i.e. spoken language) as the preferred method of instruction rather than manual sign language. Several people said this had put Deaf children at a huge disadvantage.
People told us they wanted basic levels of BSL to be part of the school curriculum. Pupils at Clydeview Academy, in Inverclyde - who were encouraged to use BSL as a first language - enjoyed learning the language as it enabled them to communicate more easily. Another 14-year old pupil felt Deaf children were not treated equally compared to their hearing peers because there was not equal access to information in school.
A large number of comments expressed disappointment that the Bill did not include a requirement to provide BSL classes in schools. It was suggested that such a requirement should be included in the national plan. Many felt that such a move would improve educational outcomes for Deaf pupils and give them access to a wider range of employment opportunities and to further or higher education. Several others highlighted the importance of teaching Deaf children BSL at an early age, as this would maximise children's potential for future bilingualism.
Access to healthcare
Deaf people also strongly felt the Bill could improve their lives by raising awareness about their needs in accessing health services.
People wanted healthcare professionals to be more Deaf aware and to understand that Deaf people often felt marginalised and isolated. For example, someone had felt they had been ignored in hospital and had not received the same level of emotional support from nurses as hearing patients. They had been forced to communicate by passing written notes back and forward.
A Deaf parent explained how she had taken her hearing child, who was sick, to the doctors. However, the child had to explain the symptoms to the doctor and then interpret to the parent what the doctor was saying. The parent hoped the Bill would mean that Deaf parents would be treated equally to hearing parents and be able to express their concerns easily.
Having an interpreter present at doctor and hospital appointments was critical. Some people had experienced potentially life-threatening situations where they had not been able to understand key messages about their illness or medication due to there not being an interpreter available. It was suggested that online interpreting services should be provided in hospitals and included in the national plan.
However, there were also some positive experiences. One person said their GP could use some sign language and this had been of great benefit. A number of others emphasised the importance of this and called for all doctors and NHS staff to be trained in the use of BSL.
Various comments referred to the need to ensure staff in social care settings were aware of the needs of Deaf people. It was of particular concern that older people in care homes should receive communication.
Access to other services
Other comments highlighted difficulties Deaf people had experienced in accessing other services.
It could take the Police hours to arrange an interpreter and so describing an incident or making a report could be a lengthy process involving communicating by written notes. In an emergency situation such delays could be critical. It was also seen as important that Deaf people should have access to an interpreter at every stage of the criminal justice system.
Another comment was that Deaf people sometimes found it difficult to access counselling services, where they might feel uncomfortable having an interpreter present. Their view was that Deaf people had the right to share their experiences in the same way as hearing people and suggested more counsellors should be able to use sign language.
There was also a call for people in public facing positions to have some level of sign language ability. A number of comments highlighted this was the case in the USA where many hearing people working in hotels and at tourist attractions could use sign language, which they had learned in high school. This was seen as a good model, which, if implemented in Scotland, would have a significant impact on the quality of life of Deaf people.
Some people referred to a lack of awareness by bus drivers who required Deaf travellers to state their destination when using a National Entitlement Card. An alternative method of providing the information should be worked out that did not require the Deaf traveller to type the information into their mobile phone and then show the driver.
Other challenges related to the use of technologies. For instance, a number of people highlighted difficulties using speech-only intercoms and wanted video screens to be considered where appropriate.
There was also a call for banks to have greater Deaf awareness. In one case, a bank had refused to deal with a family member of a Deaf person because they were not the account holder, despite money apparently having been illicitly withdrawn from the bank account. It was suggested people were forced to lie and pretend to be the account holder.
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Collaborative Action Research (CAR)
3 September 2015
Contents
03 | Introduction
05 | Key Facts
08 | Examples
Introduction
Collaborative Action Research (CAR) is a core element for working to improve educational and public services and is a core component of a model for improvement for Scotland's Public Services. Sometimes the term 'Collaborative Enquiry' is also used. It uses focused systematic practitioner research to critically examine current arrangements, make changes based on evidence, monitor the impact of these changes and refine and adapt them as appropriate. CAR can be seen as an overarching framework that can draw on a range of methods such as lesson study and instructional rounds. Importantly, effective CAR involves a team of practitioners and, where appropriate, partner service colleagues working to plan and co-ordinate research activities. CAR has particular value for practitioners in order to research focused questions designed to help close the attainment gap.
CAR has the potential to contribute to:
* Improving student learning
* Improving individual professional practice
* Wider professional development
* Combating professional isolation.
CAR is used worldwide as an effective means of lifting the burden of improvement from the shoulders of unsupported individual teachers and enabling them to tap into the collective knowledge and experience of a broader group of practitioners. It enables free and open discussion of what works, what hasn't worked and what needs to be improved and is a highly effective form of professional development with immediate practical relevance.
The effectiveness of collaborative research has been recognised for many years and has been reflected in many major partnership and collaborative programmes in which groups of schools worked with each other, and with other key agencies, to tackle specific issues. This form of joint working is considered to have the potential to address the under-achievement of disadvantaged groups, allowing schools and teachers to explore the impact of different methods and approaches that have been tailored to cater for the unique mix of students in their own classrooms. Key elements in the collaboration are the careful use of performance and contextual data and access to expert advice and support from local authorities and university researchers.
For the individual in the classroom, CAR bridges the 'gulf' between theory and practice. It converts academic concepts of 'best practice' into practical ways of improving outcomes with real students in real classrooms. It is what happens when schools and teachers research the changes they are implementing as they happen and it gives teachers the chance to 'flesh out' and adapt the solutions proposed by researchers so that they can work in real, specific situations. CAR also gives academic research a personal dimension that enables teachers to reflect on ideas in practice and create their own solutions.
Key Facts
CAR as part of a model for improvement for Scotland's public services.
CAR is an integral part of a broader three-step model designed to support delivery of interventions that have a positive impact on inequity and attainment. The three steps can be summed up in three questions:
* What are we trying to accomplish?
* How will we know that a change is an improvement?
* What change can we then make that will result in improvement?
This is, however, not just a simple three step/full-stop process. Each trio of steps can be viewed as one of a series − a single stage in a progressive cycle of change in which these three questions are repeatedly asked and, for each revolution, reviewed in order to establish:
* What works? and
* What needs to be changed and how?
The model requires engagement in a constant process of PLAN, DO, STUDY, ACT.
As with any research initiative or programme, it should be considered and applied in the context of Six Key Questions that are crucial in the delivery of any change programme.
Six Key Questions:
* Is there an agreed AIM that is understood by everyone in the system?
* Are we using all our knowledge to find the RIGHT CHANGES and prioritise those likely to have the biggest impact in relation to our aim?
* Does everyone UNDERSTAND THE METHODS we will use to improve the system?
* Can we MEASURE and report progress on our improvement aim?
* Are PEOPLE and RESOURCES deployed and developed in the best possible way to support improvement?
* Do we have clear plans for INNOVATING, TESTING, IMPLEMENTING and SHARING LEARNING so we can translate and apply the improvement more widely?
What does CAR look like?
CAR looks different in different circumstances but is characterised by these activities, linked here to three key phases:
Phase 1: Preparing the ground
* Analysis of context (Where are we now?)
* Agreeing research questions (What are our agreed key aims and concerns?)
* Agreeing purposes (Can we measure progress and impact? What would success look like?)
Essential elements of this first step are to question what is often taken for granted and to begin looking at existing knowledge about what works.
Phase 2: Exploring the evidence
* Using the available expertise (how do we exploit internal and external knowledge?)
* Collecting data (what further evidence do we need?)
* Making sense of the evidence (what new insights do we have?)
Phase 3: Testing change
* Deciding on actions to be taken (What changes do we need to make?)
* Implementing a strategy (How do we lever and embed change?)
* Monitoring outcomes. (How do we know we have made a difference?)
Reporting on activity and results is a key activity at every stage and findings need to be produced in a form that can be accessed and shared with other practitioners. These findings are the basis of on-going reflection on action that, in turn, informs future planning and the refinement of problem identification and activity.
There are nine action steps that can be used to guide and plan CAR and it is important to recognise that they are likely to overlap. Consequently, the implementation of the plan that is developed will involve a set of interconnected actions. Many will occur in parallel and it is likely you will move back and forth between phases and action steps. You will revisit ideas and refine understanding and actions. Each specific action step is illustrated as follows:
Action Step 1. Analysis of context - This involves generating an overview of the current situation and defining a focus for the enquiry. Teachers involved in the school's collaborative research will need to think about what they already know about the situation - what their 'hunches' are and what evidence is readily available. What further evidence is required to enable them to develop a set of enquiry questions? Many of the proposals focus on this phase of activity.
Action Step 2. Agreeing enquiry questions - Strategic questions are crucial in adopting an enquirybased approach. They determine what information is needed and how it should be collected. These questions must be generated by practitioners themselves. This ensures the focus is on 'real world' issues and that the findings of the investigations will be meaningful and relevant. This is why it is so helpful to have members involved in the school's collaborative research team who have different perspectives on the life of the school (teaching and non-teaching, perhaps even students). The questions should be refined to ensure they are specific to a particular cohort/ group of learners and focus on the relationship between socio-economic disadvantage and low educational achievement.
Action Step 3. Agreeing purposes - At this step it is important to clarify the school's collaborative research team's shared understanding of the questions and issues in hand before checking them out with a broader group. This involves reflecting on the initial 'hunches' and considering what analysis of the existing evidence suggests. Discussions include priorities for action and thinking about who needs to be involved. At this stage the school's collaborative research team may decide additional evidence is required. This phase is about generating a wider constituency and ensuring the issues the collaborative research team is raising resonate more widely across the school and partnership.
Action Step 4. Making use of available expertise - Here the collaborative research team will need to identify what expertise exists within their group, the school, partnership, the wider programme and beyond. What are the gaps in the expertise? And from where/ how can these gaps be filled? It is at this action step that specific methodologies such as Lesson Study, Learning Walk-Throughs etc. might be employed to support partnership working.
Action Step 5. Collecting data - There is a wide range of evidence available to those involved in school collaborative enquiry. This may include observations, interviews, focus groups surveys, Lesson Study etc. It is also likely to include statistical material that is readily available within the school and across partnerships of schools, such as attendance and performance data. This gives a general picture of what is happening in the school in relation to the issues under consideration. What is then needed is a much more specific analysis of the local situation, using qualitative data, probably including evidence provided by the students. Previous work has shown that such evidence can provide a powerful means of moving schools forward, not least because it may provide 'surprises' that challenge the assumptions of staff as to what happens within their classrooms. In so doing, it may also draw attention to students who are being overlooked.
Action Step 6. Making sense of the evidence - Each school collaborative enquiry team will need to analyse the evidence and orchestrate a widespread discussion within their schools. There are benefits in involving representatives from partner schools in these discussions, not least because 'outsiders' can helpfully ask questions and spot issues, trends and themes that 'insiders' may overlook. Where this is well led, it is a means of drawing people together around a common sense of purpose. Other projects note this process is a particularly effective means of encouraging innovation and experimentation. Clearly, the most important role of the collaborative research team is to coordinate and stimulate this analytical process.
Action Step 7. Deciding action to be taken- Having established areas for development, it will be necessary for the collaborative research team to formulate strategies for involving the school community to move forward. Here, the overall approach is based on the assumption that schools know more than they use. Therefore, the logical starting point for development is with a detailed analysis of existing ways of working. This allows the best practices to be identified and shared, whilst, at the same time, drawing attention to ways of working that may be creating barriers to the learning of some students. One of the most important aspects of formulating the strategy is moving beyond the spreading of accepted best practice by innovating new practices. This requires injecting new ideas, and evidence from other sources. At this point it is helpful to remember the old adage, educational change is technically simple but socially complex. In other words, planning the actions that are needed is likely to be relatively straight forward; the challenge for the team is to find ways of getting everybody involved to implement them.
Action Step 8. Implementing a strategy - The school collaborative research team will need a plan for implementing the intervention they have developed as a result of their analysis of the situation. This will involve identifying the resources required to support the change and a plan of action which moves from initiation to implementation through to embedding the change so it becomes an established norm or way of working which is sustainable in the longer term.
Action Step 9. Monitoring impact - As the collaborative research team moves forward with its plans, it is necessary for the changes implemented to be carefully and frequently monitored. Gathering evidence about what is happening as developments progress is crucial. This will determine their impact on the experiences of students and other associated outcomes. Examples include informal comments made by staff or students, or video recordings of meetings or activities. Whilst the work of the collaborative research team is key in coordinating this, senior and middle managers must also be involved in order to encourage an 'inquiring stance' throughout the school. This phase is supported by the collection of a diverse range of evidence of impact to offer a 'fuller picture' than can be provided by relying on accounts or statistics alone. As the school's collaborative research team comes to the end of this part of the process they will be in a position to analyse the new context they have created and thereby enter the next spiral of the cycle.
Example – Raising attainment in P5 mathematics with a focus on gender, EAL and SIMD
Phase 1 − As part of a local and national initiative, two primary schools in the same local authority collaborated to raise attainment in maths − particularly for boys and learners from minority ethnic backgrounds. Their project built on work done as part of two teachers' Masters courses and used Lesson Study to assess the impact of Cognitively Guided Instruction (CGI) pedagogy. The project involved staff from both schools, including 'Maths Champions', working closely with the headteachers, the Quality Improvement Manager and Quality Improvement Officer. The focus of the research was agreed on the basis of a full analysis of students' attainment in maths across both schools. This was also used to identify similar groups in both schools.
Phase 2 – The teams agreed that CGI would be an appropriate innovative activity and a series of lessons were planned using a problem-based approach developed at the University of WisconsinMadison. The Project used the Lesson Study approach to help develop, evaluate and refine their innovative pedagogical approach. Other evaluative resources were developed across this partnership, including baseline and follow-up:
* Centre for Evaluation and Monitoring (C.E.M). tests (Primary)
* Bespoke scale created to measure distance travelled by each student
* Myself As a Learner questionnaire (MAL) for students
* Student focus groups
* Parent events and surveys
* Surveys and focus groups with colleagues
Analysis of the activity included:
* The establishment of teacher reading groups to reflect on and discuss the various Lesson Study and CGI texts.
* Teachers have worked with other agencies, such as the Local Authority, to 'drill-down' into school level data on inequality so that it can be used to shape provision to meet students' needs and to track impact on individual students. The Local Authority's psychological services have also helped interpret data so that it informs practice for specific groups of students.
* Work with the University of Glasgow on an overall evaluation approach and support with analysis.
Phase 3 – Initial analysis was conducted and demonstrated a positive impact on primary students' mathematics:
* Students are more confident and have a more 'can do' attitude to problem solving.
* Children are developing their own strategies and exploring their learning through discussion and questioning.
* Students see themselves as problem solvers.
* Students are more engaged in the sessions and most students choose more challenging questions
* Students increasingly explaining findings both orally and in writing in pair, group and class situations.
* All students are highly motivated - teachers identified that this is not always the case in other areas of the curriculum.
* Teacher questioning is being used effectively to identify all students' understanding
The intervention was seen as effective and expanded across the two pilot schools at a pace that suited the school context. The support of the Local Authority has eased the inclusion of its development in School Improvement Plans. Colleagues from other Local Authorities have taken ideas from this pilot project and adapted them for their own contexts, in particular, the CGI pedagogy and Lesson Study approaches and are building these approaches into their own work.
Outcomes from this work are being reported in diverse formal and informal ways – through increased use of social media, such as Facebook, so that teachers can increasingly share experiences and ideas using this medium and through the Local Authority's facilitation of time for reflection and knowledge sharing. A report was presented at the authority's headteacher conference and the authority is looking at scaling up the approach to other schools.
Suggested reading and links
http://cadres.pepperdine.edu/ccar/define.html http://www.esri.mmu.ac.uk/carnnew/
Collaborative Inquiry; empowering teachers in their professional development, by Schneller, L. and Butler, D. 2015. Education Canada. Available at http://www.cea-ace.ca/educationcanada/article/collaborative-inquiry
Education Scotland
Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA
T +44 (0)141 282 5000
email@example.com
www.educationscotland.gov.uk
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| What | | Meeting with Fergus Ewing MSP – Touch Typing skills |
|---|---|---|
| When/Where | | Wednesday 6 July 2022 – 10:30 – 11:15 Click here to join the meeting |
| Who | | Fergus Ewing, MSP for Inverness and Nairn |
| Why | | Mr Ewing wrote to you in April seeking a meeting to discuss how touch typing tuition can be made available to all young people across Scotland. He raised the issue in Parliament on 28 April when you agreed to meet him, along with experts in the field, to discuss the issue. He believes that typing at speed and with accuracy is essential for those who wish to pursue careers in IT or digital media The meeting is to discuss the issue of Touch Typing and possibly piloting to young people in schools Linked to MiCase reference number. 202200297972 |
| Key messages | | To be agreed with Comms/Special Adviser if appropriate |
| Official support | | [redacted under s38(1)(b)] [redacted under s38(1)(b)] Directorate for Education Reform, Scottish Government [redacted under s38(1)(b)] , Scottish Government [redacted under s38(1)(b)] , Education Scotland [redacted under s38(1)(b)] Scottish Government |
| Agenda | | Introductions – Mr Ewing Presentation from [redacted under s38(1)(b)] – presentation paper below Question and Answer |
| | Main | Set out succinctly what the Scottish Government can achieve through the m eeting, and what would be a good outcome for the Minister. |
| | objective | |
| Briefing Contents | | Annex A – Summary/Agenda Annex B – Background Annex C – STEM messages |
ANNEX A
Summary
Mr Ewing had raised the point of touch typing skills at the Education, Children and Young People Committee last October 2021.
Mr Ewing corresponded with you January 2022, on behalf of constituent, to consider implementing Touch Typing Academy pilots across Scotland (Inverness, Aberdeen, Dundee, Glasgow or Edinburgh). We declined funding request to pilot the programme.
During General Question Time on Laptops and Internet Connection for Young People on the 28 April 2022, Mr Ewing raised the topic in relation to Touch Typing skills, and you agreed during the questions time to discuss the issue in more depth.
Sensitivities
Mr Ewing will request funding to pilot this project, however we are not in a position to financially support it.
Agenda
Introductions
Presentation from [redacted under s38(1)(b)]
Q and A
Why Should You Learn To Touch Type.d
Lines to take
The curriculum is flexible enough to allow learners to use and explore a range of technologies to solve problems. The use of keyboards and keyboard shortcuts supports this.
It is a matter for schools and local authorities to exercise their professional judgement and skills in designing the most appropriate and relevant learning opportunities for their learners and educational resources to support young people's learning.
In March 2017 a refresh to the technologies curriculum guidance, with a particular focus on digital literacy, was published alongside the publication of benchmarks in the technologies and all other areas of the curriculum.
CABINET SECRETARY FOR EDUCATION & SKILLS MEETING WITH MR FERGUS EWING, MSP, INVERNESS AND NAIRN.
The curriculum is flexible enough to allow learners to use and explore a range of technologies to solve problems. The use of keyboards and keyboard shortcuts supports this.
Attendees
Mr Fergus Ewing. MSP, Inverness and Nairn [redacted under s38(1)(b)]
ANNEX B
Background
Touch by Typing Tuition is run by the owner [redacted under s38(1)(b)] who was taught touch typing on a manual typewriter prior to going to university. [redacted under s38(1)(b)] self-taught her children touch typing and on observing the benefits turned to wider touch typing tutor to support others.
[redacted under s38(1)(b)] started Type by Touch as a 'Hands On' Touch Typing Tutor, and they are keen to support people gain this skill to help achieve their full potential. The courses offered are available online and face to face support
STEM Core Brief
Top Lines
* Scotland is a science and research nation and we continue to punch above our weight and enjoy a global reputation for research and innovation.
* Our fourth STEM education and training strategy - refresh: annual report of the STEM Education and Training Strategy published 26 May 2022 has demonstrated the challenges and opportunities facing STEM education and training, initially identified in the 2017 STEM Strategy, have remain broadly similar in 2022. While the pandemic has impacted on many aspects of project and programme delivery, our core goals remain unaltered and are supported by the available academic literature.
* STEM - Science, Technology, Engineering and Mathematics - is integral to our future economic and social development and we want everyone in Scotland to build a strong foundation of STEM skills and knowledge.
* We are working across all sectors of education to change perceptions about STEM and challenge assumptions about who does what job in relation to gender and wider inequalities.
* The Logan Review of Scotland's Tech Ecosystem includes a range of recommendations for school education. We are developing an action plan, building on what is already in place through the STEM Strategy and the Developing the Young Workforce programme.
* Data and digital skills are an increasingly prominent feature of the curriculum in schools in Scotland, underpinned by the focus on numeracy and mathematics.
* We have provided £3M to offer 150 STEM bursaries of £20,000 to encourage more people to train as secondary school teachers in physics, chemistry, maths, computing science, technical education and home economics. The scheme has been running for 4 years and has resulted in almost 450 teachers being recruited into ITE STEM courses.
* The latest Education Scotland annual STEM Practitioner Survey notes that the number of hours of career long professional learning in STEM had increased in academic year 2018/19 from the previous year. The most recent survey is currently being analysed.
* Local authorities are responsible for the recruitment and deployment of their staff. We continue to do everything we can to help them maximise the number of jobs available to teachers.
* Vocational qualifications are increasingly part of the make-up of the Senior Phase of schooling. Although attainment of skills based awards in 2021 is down when compared to last year, since 2014 there has been a sizeable increase in attainment in these, particularly those taken within schools.
* The STEM Nation Award programme has been developed to promote and celebrate whole-setting approaches to STEM. Education Scotland's STEM self-evaluation framework provides the foundations for the new award, helping to guide settings to highly effective practice, whatever their starting point.
5
ANNEX C
* 2021 demonstrated a record number of passes at Higher and Advanced Higher since qualifications were revised in 2014. There are nearly 170,000 passes (A-C grades) at Higher, up 14.9% since 2014 and over 24,000 passes (A-C grades) at Advanced Higher - up 33% since 2014.
* The number of A-C grades attained at Higher and Advanced Higher (169,989 and 24,162 respectively) are up on 2020 and on each year in the period 2017 to 2019. The number of A-C grades attained at National 5, at 255,517, is down on 2020, but higher than the number of A-C grades in each year in the period 2017 to 2019.
* Entries for Higher and Advanced Higher are up on 2020, and on each year in the period 2017 to 2019. Entries for National 5 are down on 2020, but up on each year in the period 2017 to 2019. Overall entries for National 2 to National 5, Higher, Advanced Higher and Skills for Work courses has increased by 8,201 to 660,661.
* While pass rate for the sciences is down 2021 as compared to last year, for all the science subjects at all levels (National 5s, Highers and Advanced Highers), the pass rate is up (National 5s, Highers and Advanced Highers) compared to 2019.
TEACHERS
* Figures from December 2021 show that teacher numbers rose for the sixth year in a row, rising to 54,285 in 2021 – an increase of 885 on the previous year.
* We have more teachers now than at any time since 2008 and the ratio of pupils to teachers is at its lowest since 2009.
* An Education Scotland survey noted that 273 have a Computing Science teacher and 36 out of 309 schools do not have a Computing Science teacher.
* We are offering up to 150 STEM bursaries to encourage more people to train as secondary school teachers in physics, chemistry, maths, computing science, technical education and home economics. The STEM Bursaries programme is administered by Skills Development Scotland and to date 505 bursaries have been awarded. STEM Bursaries provide financial help, making it easier for enthusiastic career changers to pursue a career in teaching.
* Our 'That's What Teaching Taught Me' campaign focuses on STEM and other hard-to-fill subjects. It is based on research showing that people attracted to teaching are motivated by helping to develop others and making the most of their own knowledge.
TEACHER PROFESSIONAL LEARNING
* This programme supports primary science development officers to lead STEM learning in primary schools and the early years across a local authority area.
* Since 2016, we have provided support to the Raising Aspirations in Science Education (RAiSE) programme, a partnership with the Wood Foundation, with a further £166K made available in financial year 2022/23. The programme is a partnership between the Wood Foundation, Scottish Government, Education Scotland and participating local authorities.
* We support the Scottish Schools Education Research Centre (SSERC) primary science cluster programme. Between 2012 and March 2019 the programme engaged with 99 school clusters across all local authorities, involving more than 6,000 teachers. More recently, for financial year 21/22, the Early Years and Primary Team at SSERC has delivered over 2,000 training days.
* Education Scotland has provided £430,000 in STEM small grants to benefit more than 700 schools and practitioners across Scotland. The aim is to develop education practitioner confidence in delivering STEM learning and we estimate we the scheme will positively impact around 11,000 teachers and education practitioners. Assessment is currently under of binds received for Round 4 of the programme.
* We continue to invest in developing the capacity of teachers and school leaders through the suite of professional learning and leadership programmes offered nationally by Education Scotland.
STEM STRATEGY
* To ensure improvement in STEM, we are taking concerted action through our STEM Education and Training Strategy.
* Education Scotland STEM and maths regional teams will ensure that those in receipt of STEM grants will promote sharing of effective practice across Scotland.
* We are supporting STEM learning in the primary sector through the SSERC Primary Cluster Programme in STEM, and the Raising Aspirations in Science Education (RAiSE) programme.
* The Young STEM Leader initiative will inspire and reward excellence of young people to create and lead inspirational STEM activities. Since the launch of the Young STEM Leader online programme over 700 trained Tutor Assessors, 380 delivery centres and an estimated 2,500 young STEM Leaders have engaged in the programme across all of Scottish local authority areas.
* Our Science and Society budget supports delivery of science engagement experiences to around a million people.
* College–led STEM partnerships have helped spread engagement throughout the country and build connections between colleges and schools.
COMPUTING
* We have updated the school curriculum to ensure that young people are learning upto-date computing and digital skills.
* Data and digital skills are an increasingly prominent feature of the curriculum in schools in Scotland, underpinned by the focus on numeracy and mathematics in education.
* We expect digital skills, including coding, to be a part of the curriculum in schools in Scotland, with the foundations of coding being built up from the early years onwards through the development of computational thinking.
* We have reviewed and refreshed the curriculum guidance to introduce the fundamentals of coding, computing, cyber skills and digital literacy from the earliest years of education onwards. We expect these to be developed in a progressive way across the Broad General Education and on into the Senior Phase of learning.
GENDER AND STEM
* We aim to change perceptions about STEM and challenge assumptions about who does what job. Women remain under-represented across the majority of STEM sectors, such as manufacturing, energy and water and construction.
* Equality for women and girls is at the heart of the Scottish Government's vision for an equal Scotland. Tackling gender inequality across different areas in the education and learning landscape is of fundamental importance.
* Last year we published guidance to support the implementation of Fair Work First Fair Work Employer Support Tool. The aim is to enable employers to gauge their progress on fair work.
* The DYW Strategy includes specific actions around promoting career options to different protected groups, designing senior phase vocational pathways to improve gender balance, reducing occupational segregation in Modern Apprenticeships (MAs), and embedding equality across Curriculum for Excellence.
* Education Scotland has developed an Improving Gender Balance Self-evaluation Framework. It is designed to support long-term sustainable work in schools to address gender imbalance and promote equalities. To date, the IGBE team has undertaken 866 engagements reaching 9,422 attendees in 1,156 education establishments.
* In the year to December 2020, Education Scotland's Improving Gender Balance and Equality Officers have engaged with 512 distinct establishments and have had over 4,900 practitioner engagements. The programme officers aim to engage with all school clusters in Scotland by 2022.
* Skills Development Scotland published their Apprenticeship Equality Action Plan in 2020.
* The pandemic has had a disproportionate impact on women. Existing job market inequalities have been reinforced with women, disabled people and minority ethnic people facing persistent employment and pay gaps.
* Each college has measures in place to help reduce gender disparities within STEM subject areas. The ambition is that by 2030 no college or university subject will have a gender imbalance greater than 75% of one gender.
* The Workplace Equality Fund supports labour market interventions for protected groups, including women, affected by the economic impact of COVID-19. 12 projects have been supported by the fund, amounting to more than £300,000.
CABINET SECRETARY FOR EDUCATION & SKILLS MEETING WITH MR FERGUS EWING, MSP, INVERNESS AND NAIRN
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PE1595/II
"Shared Spaces"
Lodged by Alex Cook
Community Councillor
Luncarty, Redgorton and Moneydie Community Council
Reference PE 1595. shared space
Our Community Council is constantly supporting citizens who have disabilities and we strive to ensure that policies and practice of Central and Local Government are tailored and implemented to support their needs.
Many have varying degrees of hearing and visual impairment.
I am of the opinion that shared space schemes could under certain circumstances pose danger for deaf/blind people as they can neither fully see nor hear traffic or cyclists or other motorized vehicles approaching.
Since the shared space scheme proposes to remove traffic lights, crossings and safety barriers from the high street I believe that this is an unnecessary objective danger to the safety of deaf/blind people. It is important to realise that they are unable to have "eye contact" with drivers and cyclist which underpins the shared space scheme.
They rely very much on familiar controlled crossings some with rotating cones and tactile markings to alert them and allow safe road crossing.
The shared space scheme will also eliminate many of the kerbs which are extremely important to deafblind and blind people if they use a stick for navigation.
Guide dogs are also trained to navigate by kerbs and respond to the "beeps" at controlled crossings.
The success of this scheme depends largely on drivers to drive with due care and attention at a slower speed and give way to pedestrians. Experience informs us that this is an unachievable success criterion which will, not maybe, endanger lives. The shared space scheme will have a negative impact on not only deafblind people but on many other groups in society including:
-Blind and partially sighted
-Elderly including those with dementia
-Physically disabled
-Children or adults with social challenges
-Adults or children with learning difficulties
-Adults or children with learning difficulties
-Cultural norms that perceive eye contact as being unacceptable
I believe that lives will be put at risk and safety severely compromised if this controversial shared space scheme is allowed to go ahead.
I give consent to this submission being posted on the Parliament website.
Alex Cook Community Councillor Luncarty and Redgorton Community Council
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Child Disability Payment care component - rates and criteria
Index
This chapter covers:
- Introduction
- Criteria of the care component
- Rates of the care component
- Renal dialysis and the care component
Introduction
1. This chapter looks at the criteria of entitlement to and rates of payment of the care component of Child Disability Payment (CDP).
2. This chapter should be read together with the Care Component - Definitions chapter.
3. Individuals must be below the age of 16 when entitlement to CDP begins 1 . The exceptions to this is where they are moving to Scotland from the rest of the UK or transferring to CDP under case transfer.
1 CDP regs, reg. 4(2)
4. Individuals must also satisfy the backwards and forwards tests to be entitled to CDP.
5. The backwards test looks at how long an individual has met or is likely to have met the criteria of entitlement. The backwards test for CDP is 13 weeks 1 .
1 CDP regs, reg. 11(3)(a)
6. The forwards test looks at how long an individual is likely to continue to meet the criteria of entitlement. The forwards test for CDP is 26 weeks 1 .
1 CDP regs, reg. 11(3)(b)
7. The individual must satisfy both tests to be entitled to CDP. This is because they help to distinguish between short-term and long-term need for assistance.
8. The exception to this is if an individual applies under Special Rules for Terminal Illness (SRTI). This is because individuals applying under SRTI do not need to satisfy the backwards or forwards tests 1 . They also do not need to meet the specific criteria discussed in this chapter. For more information, see the SRTI chapter.
1 CDP regs, reg. 15(2)(a) and CDP regs, reg. 15(2)(b)
Rates of the care component
9. The care component of CDP has three rates: lowest, middle, and highest 1 . An individual's needs determine what criteria they meet and the rate of CDP they are entitled to. For more information on the rates, see the Payment of CDP chapter.
1 CDP regs, reg. 11(5)
Lowest rate
10. Individuals are entitled to the lowest rate of the care component of CDP if they meet at least one of the following 1 :
- they require attention from another person for a significant portion of the day in connection with their bodily functions due to their physical or mental disability
- they are aged 16 or older and are unable to prepare a cooked main meal for themselves if they have the ingredients.
1 CDP regs, reg. 11(5)(c)
Middle rate
11. Individuals are entitled to the middle rate of the care component of CDP if they satisfy either 1 :
- the day criterion
- the night criterion.
1 CDP regs, reg. 11(5)(b)
Highest Rate
12. Individuals are entitled to the highest rate of the care component of CDP if they satisfy both the day criterion and the night criterion 1 .
1 CDP regs, reg. 11(5)(a)
13. Individuals applying under special rules for terminal illness are also automatically entitled to the highest rate of the care component 1 . They do not need to meet any of the criteria described below. For more information, see the Special Rules for Terminal Illness chapter.
1 CDP regs, reg. 15(1)(a)
Criteria of the care component
14. An individual is entitled to the care component of CDP for the period throughout which they satisfy at least one of the criteria set out for each rate. The exception to this is the highest rate which requires both criteria to be met.
15. The case manager must consider whether the individual can fairly be described as having needs which meet the criteria throughout the period in question. There is no requirement that the individual's needs are present more than 50% of the time, or "most" of the time. To conclude whether or not an individual meets the criteria for the care component the case manager should review the CDP Care Components – Definitions chapter, including the definition of "period throughout which".
16. Case managers must consider what attention or supervision the individual reasonably requires 1 . For more information, see the "Reasonably Required" section of the Care Component - Definitions chapter.
1 CDP regs, reg. 11(8)
17. The individual does not satisfy any of the criteria of entitlement to any rate unless they have either:
- requirements substantially in excess of what someone of their age normally requires 1
- substantial care requirements which younger children without a disability may also have. However, a child the same age as the individual without a disability would not have these requirements 2 .
1 CDP regs, reg. 11(2)(a) 2 CDP regs, reg. 11(2)(b)
18. The above requirements apply only to individuals younger than 16 years old 1 . This is because it is important to understand whether a disabled child's needs are due to their age, or are due to their disability.
1 CDP regs, reg. 11(4)
19. References to 'day' and 'night' do not relate to specific times of day. Instead, they are based on the ordinary domestic routine of the individual's household 1 . For more information, see the Care Component - Definitions chapter.
1 CDP regs, reg. 11(6)(a)
An individual may have reduced need for attention or supervision due to aids or appliances. This will not necessarily remove the need for attention or supervision, however. For more information, see the Care component – Definitions chapter.
Attention for a significant portion of the day
20. Attention is the provision of personal care, prompting or motivation in relation to bodily functions or assistance with communication needs.
1 CDP regs. Reg. 11(6)(b)
21. An individual is entitled to the lowest rate of the care component of CDP if they need attention from another person for a significant portion of the day in
connection with their bodily functions 1 . This must be due to their physical or mental disability.
1 CDP regs, reg. 11(1)(a)
22. This attention can take place during a single episode or multiple episodes during the day.
23. Bodily functions refer to the normal action of any part of the individual's body, including their brain, or any number of parts of the individual's body working together 1 .
1 CDP regs, reg. 2
24. If an individual has a disability that affects their bodily functions, it may mean that they require assistance with some or all of the following activities:
- bathing
- eating
- getting dressed
- communicating.
This list is not exhaustive. For more information, see the Care Component – Definitions chapter.
Example: a child entitled to the lowest rate of the care component because she requires attention to her bodily functions
Ziva is 4 years old and has undergone a colostomy operation. She now wears a colostomy bag attached to a stoma in her abdomen. She has been experiencing some minor leaks from the bag. She cannot change the bag herself because of her age. Her mum needs to do this around 3 times a day, for around 20 minutes each time. This involves providing help with changing soiled clothing and changing the bag. Ziva has no other needs resulting from her disability.
The case manager determines that Ziva is entitled to the lowest rate of the care component of CDP. This is because she requires attention for a significant portion of the day. This is about an hour each day. This is a substantial care requirement which is reasonably required. The care required is also greater than what is normally required for a child Ziva's age.
Example: a child is entitled to the lowest rate of the care component because he requires attention in the form of speech therapy
Josh is 5 and has a moderate speech delay identified 18 months ago. He is being given speech therapy at a clinic once a week. His fathers also have therapy to do with Josh 5 days a week. This lasts around 20 to 30 minutes and takes place twice a day.
Josh will sometimes have tantrums because he is not able to communicate his needs. He does not have any other disabilities or health conditions which might affect his development.
The case manager determines that Josh is entitled to the lowest rate of the care component of CDP. This is because his fathers need to provide attention in the form of speech therapy for around an hour each day. This is a significant portion of the day. This is a substantial care requirement which Josh reasonably requires. It is also attention which children Josh's age do not normally require.
Example: a child who is not entitled to the care component because he does not require attention from another person in relation to his bodily functions
Finn is 11 and has Asperger's syndrome. Overall he is able to manage his own bodily functions without any need for attention from another person. He will occasionally require prompting with tasks such as bathing or selecting clothing. He is able to manage everything else without requiring help from another person.
However, Finn requires guidance and supervision when moving around outdoors. This is because he is easily distracted and not always aware of dangers. Finn walks with his father to and from school every week day because he is not able to make the journey on his own safely.
The case manager determines that Finn is entitled to the lower rate of the mobility component of CDP but is not entitled to any rate of the care component. This is because, although he needs occasional prompting, Finn does not need attention to his bodily functions for a significant portion of the day. The information suggests Finn does not need any attention or supervision at night.
Unable to prepare a cooked main meal
25. Individuals aged 16 and over are entitled to the lowest rate of the care component of CDP if they are so severely disabled physically or mentally that they are unable to prepare a cooked main meal for themselves if they have the ingredients 1 . This is not a test of cooking ability. Instead, it looks at whether an individual can plan a complex activity and complete that activity safely.
1 CDP regs, reg. 11(1)(b)
Example: a young person who is entitled to the lowest rate of the care component because she is unable to prepare a cooked main meal for herself safely
Ruby is 16 and has severe Raynaud's phenomenon. This causes pain and loss of feeling in her hands and feet. She has been referred to a specialist because of her symptoms.
Ruby is able to wash and dress herself but she has great difficulty with peeling and chopping food. She also has trouble lifting and draining water from pans. Ruby has scalded herself before because she dropped a small pan full of hot water.
The case manager determines that Ruby cannot prepare a cooked main meal for one person on her own. This is because she cannot do it safely. This means she is entitled to the lowest rate of the care component of CDP.
Example: a young person who is not entitled to the lowest rate of the care component because he is able to prepare a cooked main meal
Nizar is 16 and has mild asthma. He takes a preventative inhaler twice a day in the morning and evening without needing help. His condition can flare up in winter which results in his condition worsening.
This normally happens 2 to 3 times a year with the exacerbation lasting between 3 to 5 days on average. He is able to deal with this himself using a reliever inhaler. Nizar has never had to have steroids prescribed or been admitted to hospital for his asthma.
The case manager determines that Nizar is not entitled to any rate of the care component of CDP. Although breathing is a bodily function and Nizar's asthma affects his breathing, he does not require attention from another person. It is also unlikely that Nizar would become so breathless while preparing food that he could not do it.
Additionally, Nizar does not meet the backwards and forwards tests. This is because Nizar's asthma only flares up for short periods of time during winter. This means he is not entitled to any rate of the care component of CDP.
The day criterion
26. To satisfy the day criterion, an individual must require either:
- continual supervision throughout the day to avoid substantial danger to themselves or others 2 .
- frequent attention throughout the day in connection to their bodily functions 1
1 CDP regs, reg. 11(1)(c)(i)
2 CDP regs, reg. 11(1)(c)(ii)
These needs must be due to the individual's physical or mental disability.
27. Supervision is the precautionary or anticipatory presence of another person to monitor an individual's:
- mental health
- physical health.
- emotional health 1
1 CDP regs, reg. 11(7)
28. This includes monitoring for obstacles or dangerous places or situations.
Example: a child is entitled to the middle rate of the care component because she requires frequent attention throughout the day in connection with her bodily functions
Kaleelah is 8 and has autism. She requires frequent attention during the day to help her communicate because she will only speak to specific individuals. When she does speak, Kaleelah's speech is unclear. Her parents use a sign board to help her communicate.
Kaleelah needs encouragement to wash and bathe. Her clothes also need to be laid out in a certain way when she gets dressed. Kaleelah is only able to wear certain colours and fabrics because of overstimulation. Finally, Kaleelah needs a strict routine because sudden or unexpected changes make her extremely anxious. This can result in her needing constant reassurance.
The case manager determines that Kaleelah's needs satisfy the day criterion. This means she is entitled to the middle rate of the care component of CDP. Kaleelah's care requirements are substantially greater than the level of care that children Kaleelah's age normally require.
Example: a child who is entitled to the middle rate of the care component because she requires continual supervision
Rhian is 7 years old and has spina bifida. This is a condition where the spine and spinal cord do not develop properly in the womb, causing a gap in the spine. Rhian had surgery to close this gap not long after she was born.
Rhian is able to walk and move around the house for short periods of time. This is because her legs are weak and she needs to rest frequently or be carried.
Rhian also has a loss of skin sensation in her legs which means she cannot feel hot or cold temperatures. This has led to injuries in the past. Rhian's parents need to watch her closely because of this.
The case manager determines that Rhian is entitled to the middle rate of the care component. This is because Rhian needs continual supervision throughout the day to avoid her getting injured. The level of care Rhian requires is greater than is normally required for children her age.
Example: a child who is not entitled to the care component because she does not require continual supervision
Ella is 9 and has a food allergy to eggs and peanuts. She has been prescribed an Epipen and her mother has been trained to use it if needed. The teachers at her school have also been given training on how to use the Epipen. They also know the signs to look out for in case Ella has an allergic reaction while at school. A 'no nuts' policy has been instituted to accommodate Ella's need to avoid peanuts.
Ella will need to attend hospital immediately if she does comes into contact with eggs or peanuts. This has happened twice so far since Ella was diagnosed at age 3. Ella's mother always takes pre-prepared food when eating outside the house, including packed lunches at school.
The case manager determines that Ella is not entitled to the care component of CDP. This is because, while Ella does require supervision, it is not continual. . Additionally, Ella and her mother have become familiar with which foods to avoid. This means they can minimise the chance of Ella having an allergic reaction.
The night criterion
29. To satisfy the night criterion, an individual must require either:
- prolonged or repeated attention at night in connection with their bodily functions due to their physical or mental disability 1,2
- for another person to be awake for a prolonged period of time or at frequent intervals to watch over them to avoid substantial danger to themselves or others 2 .
1 CDP regs, reg. 11(1)(d)(i) 2 CDP amendment regs, reg. 7 3 CDP regs, reg. 11(1)(d)(ii)
30.
31.
32. For a definition of 'prolonged' and 'watching over', please see the CDP Care Component – Definitions chapter.
Example: a child entitled to the middle rate of the care component because she requires repeated attention at night
Musa is 3 years old and has been recently diagnosed with ADHD. During the day she needs attention and supervision from her mother which is typical for someone of her age. At night, Musa has trouble getting to sleep. Her mother puts her to bed at 8:00 PM each evening and goes to bed herself at around 10:30 PM.
Musa will normally take around an hour to settle and can wake up several times a night. The first time this happens is normally between 10:00 PM and midnight. Her mother will then have to settle her into bed again. This can take between 20 minutes to an hour. This might happen 1 or 2 more times before they both get up at 7:00 AM. This pattern of waking up at night normally occurs at least 5 times a week.
The case manager determines that Musa satisfies the night criterion and is entitled to the middle rate of the care component of CDP. This is because Musa reasonably requires repeated attention from her mother to settle her into bed and get her to sleep when she wakes up at night. The attention she requires is prolonged because it lasts longer than 20 minutes. The attention is also greater than what is normally required for a child Musa's age. This is because children of Musa's age do not
normally wake up repeatedly through the night. Even when they do, it does not happen so frequently.
Example: a child who does not meet the night criterion because he does not require attention at night because of his disability
Raza is 7 and has a visual disability. During the day, Raza requires attention from another person in connection with his bodily functions. The case manager determines that Raze meets the day criterion after considering the evidence.
Raza goes to bed at 9:00 PM and wakes up at 7:30 AM. His parents have begun checking on him at night because he has started sleepwalking. He sleepwalks between three to five times a month. They do this before going to bed at around 11:00 PM and when they get up at 7:00 AM. They also occasionally check on him in the middle of the night if they hear noises in their home. Raza has injured himself previously while sleepwalking. His parents have installed stair gates to help prevent him walking into unsafe places during the night.
The case manager determines that Raza meets the day criterion but not the night criterion. This means he is entitled to the middle rate of the care component of CDP.
This is because his sleepwalking is not connected to his visual disability.
Example: a child who is entitled to the middle rate of the care component because he requires more repeated attention at night than what is normal for children his age
Sam is 12 and is experiencing nocturnal enuresis. On average, Sam will wet the bed between five and seven times a week. His parents check on him frequently to make sure he is dry. If he is not, they will wake him up so he can change while they change the bedding. Sam will then need to be settled back into bed. Sam does not have any trouble with his bladder during the day and has no other disabilities or health conditions.
Sam has recently started a new treatment which combines medication and an alarm which will go off if it detects wetness during the night. Sam's parents must be ready to get up and help Sam if the alarm goes off.
The case manager determines that Sam satisfies the night criterion and is entitled to the middle rate of the care component of CDP. This is because he requires repeated attention to his bodily functions from his parents at night. Sam's needs are substantially greater than what is normally required for children of his age.
Satisfying the day and night criteria
Example: a child who is entitled to the highest rate of the care component because she satisfies the day and night criteria
Maia is 10 years old and has a recent diagnosis of tonic-clonic epilepsy. This means she experiences seizures during which she convulses and briefly loses
consciousness. There is no obvious trigger for the seizures. They can occur any time during the day or night.
Maia can become incontinent during seizures and is confused, upset and drowsy afterwards for several hours. Her consultant is trying several different medications to get the condition under control.
When her parents see a seizure beginning, they have to make sure she is safe from anything that could cause her danger such as bathing or eating. She then needs to be laid out in a recovery position, making sure her airway is clear so she does not choke.
Maia needs to be reassured and comforted afterwards before needing to go to sleep. At night, one of her parents stays awake to check on her frequently because they must be ready to intervene if she has a seizure while asleep.
The case manager determines that Maia is entitled to the highest rate of the care component of CDP. This is because she satisfies both the day and night criteria.
Maia requires frequent attention and continual supervision during the day. She also requires repeated attention with her bodily functions at night. Her parents also watch over her for prolonged periods of time in case she has a seizure while asleep. The attention and supervision she requires is far greater than what is normally required for children Maia's age.
Renal dialysis and the care component
33. Individuals undergoing renal dialysis as a result of a disability or physical impairment at least twice a week are also entitled to the care component of CDP. They can be entitled to either the middle or highest rate depending on when the dialysis takes place. For more information, see the Renal Dialysis chapter.
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MEETING OF THE PARLIAMENT
Wednesday 20 November 2013
© Parliamentary copyright. Scottish Parliamentary Corporate Body
Information on the Scottish Parliament's copyright policy can be found on the website www.scottish.parliament.uk or by contacting Public Information on 0131 348 5000
Wednesday 20 November 2013
CONTENTS
James Dornan (Glasgow Cathcart) (SNP) ........................................................................................... 24679
Scottish Parliament
Wednesday 20 November 2013
[The Presiding Officer opened the meeting at 14:00]
Time for Reflection
The Presiding Officer (Tricia Marwick): Good afternoon. The first item of business this afternoon is time for reflection. Our time for reflection leader today is Peter Kelly, the director of the Poverty Alliance.
Peter Kelly (The Poverty Alliance): Thank you for the invitation to address the Parliament today.
As many members know, one of the main aims of the Poverty Alliance is to raise awareness and improve public understanding about poverty and inequality in Scotland. In doing that, we are often called on to give talks and presentations about the issues, and over the years we have spoken to thousands of people across Scotland, from school pupils to trade unionists, front-line workers, campaigners and, of course, politicians.
We are asked to talk about the impact on individuals and communities, or to highlight the root causes of poverty. Of course, we are always asked to identify the solutions. In our talks we often focus on trends and statistics. Members will be familiar with many of the numbers: the 200,000 children in Scotland who live in low-income households; the almost 1 million homes that are affected by fuel poverty; the 400,000 workers who are paid less than a living wage.
However, we know that what makes an impact is talking about the real lives behind the numbers—the people and not the statistics. People like the young woman I know in Fife. She is a lone parent who sometimes struggles to feed her family or heat her home. She is at college now and, in the long term, she will get her degree and continue to make a contribution to her community. Or the man from Glasgow we worked with, whose life had been scarred by drugs and crime but who is now clean and in recovery. He spends much of his time volunteering and helping others to make the journey that he has made.
There are hundreds and thousands of lives like that in Scotland, which confound our expectations of poverty and highlight that real change is possible for individuals and that people are not passive victims. Such stories remind us that labels such as skiver, scrounger or cheat just do not fit.
When it comes to what we do about poverty, we have choices to make. As our elected representatives, you have more say than most over those choices. You will rightly debate how we use our resources and focus our energies. However, in those debates, never forget the people behind the statistics, because if we treat people who live in poverty with dignity, as we expect to be treated, rather than as mere numbers or problems, we will increase the chances of finding the lasting solutions to poverty that I know that we all seek.
Thank you very much. [Applause.]
Motion of Condolence
14:03
The Presiding Officer (Tricia Marwick): The next item of business is a debate that I know that we would prefer not to be holding. It is a motion of condolence, in the name of Johann Lamont, on the death of Helen Eadie.
This is another sad day for our Parliament as we pay our tribute to Helen Eadie, our friend and our colleague. In doing so, I welcome to the Parliament Helen's husband Bob, her daughters Fiona and Jemma, and their family and friends.
Helen had already announced that she would not stand at the next election. She wanted to spend more time with her family—more particularly with her grandsons, who brought her such joy. Sadly, that was not to be, as she was taken from them, and from us, much too soon.
I knew Helen for at least 25 years, from the time when she was a Fife councillor. We were both delighted to be elected as MSPs in 1999. Helen was quite unique. She was kind, caring and compassionate, not just to her constituents but to her colleagues. Many of us can tell of her personal kindness to us in times of illness or difficulty.
During her time as a parliamentarian, Helen served on many committees of the Parliament, including the Public Petitions Committee, the Equal Opportunities Committee and, latterly, the European and External Relations Committee and the Standards, Procedures and Public Appointments Committee, where she served as deputy convener. She worked tirelessly for her constituents and the communities that she served.
Helen was never afraid to be different or to be true to her own beliefs, even if that meant disagreeing with the prevailing view. She always argued her case with passion and conviction. We will all miss her.
14:05
Johann Lamont (Glasgow Pollok) (Lab): Presiding Officer,
I move,
That the Parliament expresses its deep regret and sadness at the death of Helen Eadie MSP; offers its sympathy and condolences to Helen's family; recognises her proud record in Scottish politics as a parliamentarian, a campaigner and a constituency MSP, and acknowledges her as a true champion for the Fife communities that she represented for 14 years.
I rise to move the motion of condolence with a heavy heart and a sadness at the loss of Helen Eadie that I know is shared across the chamber and far beyond, and still shocked at the suddenness of her illness and her passing.
I know that Helen's family, who are here today, have been touched and moved by the warmth of the tributes to Helen and the support to them at this terrible, rawest time of loss, when they will so keenly feel the gap left by the passing of Helen.
I thank the party leaders, the Presiding Officers, members of the Scottish Parliament past and present, members of Parliament, councillors and folk from all airts and pairts—Fife and elsewhere in Scotland—who joined us at her funeral to mark her passing and celebrate the life of a woman who defied simple definition.
Helen was one of the class of 1999. She was part of that group who came together as the Scottish Parliament was created. She was marked out from the beginning as a woman of deep passion for a politics that was inclusive, and as a woman who was driven by a desire to create a better, fairer Scotland. She was spurred by a deep conviction that injustice, whether social, political or economic, could be tackled—it did not have to be this way.
From the start, it was evident that Helen, as a socialist and co-operator, did not simply talk about what she cared about; she campaigned, she championed and she got things done.
Born in Stenhousemuir, Helen had a lifelong commitment to the values of the Labour and cooperative movement. Leaving school at 15, she quickly became involved in trade union activity— and I understand that, equally quickly, she was sacked for that trade union activity. She went on to work for the GMB in London for many years and she influenced the Labour Party at its very heart and centre throughout the 1970s, an achievement that she was so modest about that most of us were not properly aware of what she had done.
When Helen and her family returned to Scotland in the mid-1980s, she was appointed to the post of manager of West Fife Enterprise, starting her new job on the first day of the miners strike in 1984. Her evident love for all of Fife's communities and her passion in support of the ex-mining communities in particular, working with the Coalfields Regeneration Trust among others, was shaped by the impact of that strike on the families and communities whom she tried hard to support through those times.
Helen's CV is a rich one of great achievement from a time when women were far less visible in political life than they should have been. She was a pioneer for women and a lifelong commitment to equality shaped her every action.
Helen was far more than her list of achievements. She was a woman of great warmth
and compassion and I was struck by the fact that the new members of our group after the 2011 elections all gave testimony to her warmth and her welcome to them when they first came to the Parliament at what was a very difficult time for the Labour Party. She could inspire great loyalty and affection, and that is no more evident than among her constituents. That, I believe, was because of her focus on making things happen. Not only did she talk about what she could do; she actually delivered. I understand that her commitment to childcare brought her to establish a co-operative nursery in London many years ago that is still going strong.
Watching Helen champion the cause of disabled workers at Remploy or speaking out on behalf of families without the proper care and support that they needed, I was always struck by the almost physical impact on her—the emotional drain on her of the desire to give them a voice. She did not simply represent people; she stood with them. Going beyond simple empathy, she felt their troubles and that gave her an even steelier resolve to get the help or action required. When, on occasion, she incurred the wrath of the Presiding Officer, it was always her overwhelming sense of injustice and her desire to make the case for action that led her to ignore the warnings from the chair to draw her remarks to a conclusion.
There is no doubt that some people underestimated Helen's capacities and abilities. She did not fit the stereotype of a politician. It is equally true to say that it was her unique, nonstereotypical approach to politics that engendered such love and affection from her constituents and all those who needed her to work as effectively as she did in the cross-party groups on which she served.
Helen was an unlikely rebel—and we all know how much party leaders love rebels. But rebel she did on occasion, always driven not by a desire to be noticed but by her absolute conviction of the right or wrong of an issue, which led her to act.
Helen was a fine parliamentarian, taking her role on committees seriously and tirelessly looking at legislation and interrogating ministers to ensure that they were held to account. She was an internationalist, proudly and fiercely pro-Europe when being so was not always in fashion in the Labour Party, and until her death championed the interests of people across eastern Europe, most recently Bulgaria.
Her constituents' love and admiration translated into political support at elections, not least in 2011 when many of us suffered electoral defeat and difficult times. I believe that that support was a harvest that she earned for the work that she did, but that harvest was not the purpose of her work. Her work, her motives and her campaigning were not about securing votes but about making a difference in people's lives and I believe that that is one of the many lessons that we can take from Helen Eadie about how to do politics.
Helen was a woman with a twinkle in her eye and a woman of modesty, loyalty, great warmth and deep compassion, and I count myself privileged to have been for many years a recipient of her kindness and generous praise. Above all, however, she was a woman who knew love in her long and happy marriage to Bob and who in equal measure loved and was loved by her daughters, her son-in-law, her beloved grandchildren and her family. Those who attended yesterday's funeral and saw all those wonderful photographs of Helen's life must, like me, have been struck by how happy she always seemed, how warm and enriched her family life was and how much more bitter it now makes the loss that her family is to be denied her planned retirement, when she was going to be able to spend even more time with her precious boys.
I was asked what Helen Eadie's legacy would be. I think that it is this: that politics can be honest; that political action can be part of, not separate from, communities; that politicians doing their job can make the world a better place; that as a society we can co-operate, not compete; that it is possible to do things in a different way; and that injustice in all its forms should be refused. Above all, her legacy to her beloved family is to know and understand the values of equality, justice and community and to know what love really is.
We salute Helen in all her many facets; thank her for all she did; and mark the passing of a wife, mother, mother-in-law, sister and grandmother, whose loss to those who loved her most is beyond words.
Farewell, Helen. We shall miss you. [Applause.]
14:12
The First Minister (Alex Salmond): On behalf of the Scottish National Party and the Scottish Government, I join in supporting Johann Lamont's motion, paying tribute to Helen Eadie and, of course, expressing our condolences to her family, her husband Bob and her daughters Fiona and Jemma.
This is the third motion of condolence that we have had in this chamber in the past few months. We have had motions for Brian Adam, David McLetchie and now Helen Eadie, all three of whom were lost to cancer and all three of whom were members of this Parliament from its beginning in 1999. All three combined a deep sense of public service with a high level of personal popularity and, as part of this Parliament's founding generation, they helped to
establish it as a positive force in Scottish public life. They remind us that the many successes of this chamber—and there have been many—are due to members of all political parties.
Helen was committed to politics and the trade union movement from a young age. However, her greater service to public life came after her return to Scotland, first as a councillor and then as an MSP for Dunfermline East and, more recently, Cowdenbeath. She was a dedicated parliamentarian and a tireless constituency MSP who never shrank from championing her constituents and the causes they believed in. Those of us who were fortunate enough to be at yesterday's funeral service—and I say fortunate because of the wonderful insight that it gave us into Helen's life—were not surprised to hear that she worked on constituency business even from her hospital bed for as long as she possibly could.
As Johann Lamont has rightly said, that commitment was reflected in her popularity with her constituents. At the last election, she not only retained her seat but increased her share of the vote. In some ways, the ultimate test of any politician's connection with their constituents is whether they can do that against a prevailing tide or wind, and Helen succeeded marvellously in that at the last election. I did not necessarily think that at the time; nevertheless, she succeeded marvellously against the prevailing wind.
Helen's motivation for entering politics was her passion for social justice and desire to see everyone get a decent shout and a fair chance. She fed her commitment to the European cause and, in particular, her concern for the integration of eastern Europeans into Scottish society. Tam Dalyell, who is no mean judge of these things, defined Helen as
"the best kind of honourable and tolerant issue politician"
when he described how, in her 20s, she helped the Polish population of Fife to integrate into the local community. That interest endured throughout her political career and was underlined by her role as the honorary patron of the Scottish Bulgarian Association.
We were reminded yesterday at the funeral service that Helen could be stinging in her putdowns of political opponents. Who could forget that, in 2007, when she resigned two of her committee posts in protest at the appointment of a Conservative MSP as convener of the Equal Opportunities Committee, she described the move as putting Attila the Hun in charge of community care?
Helen's commitment to social justice did not ignore party boundaries, but transcended them. I will give two examples. Helen convened the crossparty group on industrial communities, reflecting her concern for the people and communities who were most seriously affected by mining closures and industrial decline. It was an issue on which she had real authority, given her experience as a research assistant for her late father-in-law, Alex Eadie. I shared an upper committee corridor in the House of Commons with Alex Eadie and remember him coming in one day and telling us that we were breathing dead air. It turned out that the air conditioning system was attempting to suffocate the upper committee corridor and Alex, with his practical experience of mining, recognised the problem straight away. Helen came from a family background that gave her an insight that few had into the coal industry and industrial communities. Therefore, it was entirely fitting that her last speech in the chamber, in September, was on the harm that is caused by unrestored opencast mine sites.
Earlier this year, Helen served on the working group that Fergus Ewing chaired, the aim of which was to provide and share information on the support service for Remploy employees. Party affiliations were not an issue—Helen was committed to doing the right thing and finding solutions for people who needed help. Fergus Ewing testifies to Helen's exemplary approach to that cross-party group.
Most of all, the compassion that was apparent in Helen's politics was part of her personality. That was the insight that Johann Lamont correctly said that we got from the wonderful photographs that were displayed at the funeral yesterday. Helen was a caring, dedicated and warm-hearted individual, which is why she was held in genuine affection across the political divide and why the tributes of the past week have been so numerous and heartfelt. I hope that it is of some comfort to her loved ones to know the high regard in which Helen was held by all members of the chamber. She will be sadly missed by every member. [Applause.]
14:18
Ruth Davidson (Glasgow) (Con): The shocking suddenness of Helen's illness and loss has deprived Fife of one of its most dedicated servants in the chamber and of one of its most principled parliamentarians. Although we in this place are rightly talking about Helen's contribution to politics and public life, I recognise that it is undoubtedly as a wife, a mother, a grandmother and a friend that her loss will be most keenly felt. I extend the thoughts and prayers of myself and my party to Helen's family in supporting the motion of condolence.
In all the tributes to Helen Eadie over the past few days, two themes have emerged. The first of those is Helen's fundamental care for people.
Although I did not know her as well as other members did, it was evident to me that she was driven by a deep concern for others, be they her constituents, her colleagues or her family. That care for people and desire to help others shaped much of her career and many of her views. She was a vocal opponent of the local government reorganisation that introduced multimember wards largely because her experience as a councillor in Fife taught her that smaller wards allowed her to represent the interests of her constituents more effectively. Whether she was campaigning to improve the care of pensioners in Fife or working on behalf of the Polish and Bulgarian communities, Helen's priority was always her constituents rather than her career or status as a politician.
I was telling Johann Lamont that, when I first arrived here as an MSP, I was a little intimidated by Helen, which seems strange in retrospect. I knew that she had resigned from several committees in protest that a Conservative could take any sort of leadership role in equal opportunities. I had watched as Helen would raise herself in the chamber, trembling in paroxysms of anti-Tory ire on—well, actually, on almost any given subject that one cares to mention.
Helen caught me in the corridor a few weeks after I became leader and I have to say that I thought that I was for it. However, I was not, because in private Helen was both warm and kind hearted. She had stopped me to ask whether I would pass on a letter to a United Kingdom Cabinet colleague, because she needed help to help others in her constituency and wanted to know whether I would oblige.
That was not the only time that Helen asked me to help intervene on one issue or another on behalf of her constituents. I always did help, because her requests were so modest and her wish to help was so heartfelt. They almost became personal missions to her and she was always on the side of the weak and the poor—the people who just needed a big sister to wrap an arm around them and tell them, "Let's see if we can't make this better."
Neither the letters exchanged nor the back-door channels ever made it into the press, even when the situation was not resolved to Helen's liking. She was much keener to do whatever it took to help than to grandstand or gain credit just for trying. Not everyone in the chamber can say the same thing.
It has been said in newspaper tributes, at yesterday's funeral service and here again today that, even when Helen was confined to her hospice bed, she insisted on carrying on her duties as a local MSP, replying to correspondence and sending instructions to her colleagues—I hope that members have all done what she asked. That sort of dedication is remarkable, but I did not think that it surprised anyone who knew Helen, as they would not be able to imagine anything else. Her life and career were characterised by absolute honesty, decency and integrity.
We have lost too many of our class of 99 this year. With every Scottish election, new people have the privilege of taking their seats in the chamber. Helen was an example to all who came after of what a people's representative should be and of how to put your constituents first. She showed that, although one can put one's argument with force and passion in the chamber, one can work with others as colleagues—no matter what party—to make a difference.
The story of Helen's indignation and subsequent resignations at my colleague Margaret Mitchell taking on the convenership of the Equal Opportunities Committee is legend and, as the First Minister mentioned, it came with a withering comment about Attila the Hun. Less well known is that under Margaret's guidance, that same committee produced an in-depth report on women in prison and their rights and treatment. Helen sought out Margaret especially to tell her what a fine and important piece of work that was. That was Helen's other side: completely supportive and generous with her praise when she saw someone else standing up for the overlooked, the oppressed and the vulnerable.
Helen had unshakeable political convictions and passion for expressing her beliefs with full force. One would be hard pushed to find a more decent, honest or principled parliamentarian than Helen Eadie. For me, her most abiding quality was to care: to care for her constituents, to care for the difference that she could make and to show care and respect for her opponents as well as her friends.
As our thoughts and prayers go out to Bob, Jemma, Fiona and the wider family at this time, we remember with affection one of Holyrood's most honourable members.
14:23
Willie Rennie (Mid Scotland and Fife) (LD): Yesterday at the service at Dalgety Bay we sang the hymn "Will Your Anchor Hold". The refrain was particularly apt. It talked about anchors that keep the soul
"Steadfast and sure while the billows roll, Fastened to the rock which cannot move, Grounded firm".
That summed up Helen Eadie extremely well. She was very firm. No matter what happened around her, she was determined to carry on and achieve what she had set out to achieve.
I shared a constituency with Helen for four years, and I saw at first hand the quality of service that she provided to her constituents. It was therefore no surprise when I turned up—early, I thought—at the service at Dalgety Bay and found that the hall was already packed. There were several rooms to go into, and people were standing outside. To me, that showed the respect that people in the constituency and in the Labour Party had for her. She attracted the great and good of the Labour Party, with a former Prime Minister making a tribute and her friend Baroness Ramsay making such a personal contribution to the service. We also had Cathy Peattie singing a beautiful song and members of her family doing a reading during the service. That showed that she had so many dimensions to her life, and there was clear affection from her constituents.
Like Ruth Davidson and many others, I feared Helen Eadie. It was not a secret that she did not really like Liberal Democrats. She did not like Jim Tolson—[Laughter.] Now, now. I do not think that she liked me too often, or certainly not my views on proportional representation, and I do not think that she was the greatest fan of the coalition between the Liberal Democrats and Labour, and she certainly let me know it. In what I think was her last speech in the Parliament, she accused me of several things, but the very next day she was out being kind and warm and smiling, with that huge grin that immediately put people at ease. She was able to separate the personal from the political. Some of us find that hard, because we have great passion for our politics, but not Helen— she could separate the two.
I remember once campaigning in Cardenden in the Glenrothes by-election when it was bucketing with rain. A car screeched to a halt, and I saw Bob Eadie in the driving seat, then Helen bounced out to berate me about my latest misdemeanour in the constituency. However, the very next day, she had a big smile and a kind heart—she recognised that we were politicians together and we had a battle together.
Helen was colourful. I have laughed many times and so fondly at some of her enterprises, such as her demand about the Equal Opportunities Committee and her escapade in Cowdenbeath when she challenged young people on an estate, managed to escape and then called for a curfew in Cowdenbeath. She had a one-woman campaign to ban the amber traffic light to bring Scotland in line with Bulgaria, which she loved so much. She was not afraid of sticking out, saying different things and being colourful. We need colourful politicians like Helen, as they contribute so much.
Helen was clearly a socialist. I am not a socialist, but her commitment to socialism inspired me. She was never cynical at all, and she always believed and was optimistic. She was driven, passionate and optimistic and she cared for her constituents. I saw that at first hand as an MP in the constituency that we shared—she was often there before me on issues. She cared and she delivered results. She was a warm personality, with that huge big grin of hers.
Helen, today, we are celebrating your life. This is about you and, if you are watching, I hope that you appreciate it.
14:28
Margo MacDonald (Lothian) (Ind): The paths of my family and Helen Eadie's family crossed a long time ago, when Alex Eadie was a candidate in Ayr and my husband, Jim, was his election agent—that is a team, if members can imagine it. When Jim was elected to Westminster, he went to live with Helen, which is something that not everybody knows. He was there with a clutch of young members of Parliament, and she was the landlady. He says that, even then, her characteristics were kindness and consideration, which everybody has spoken about today.
I am glad that people have spoken about the fact that she could do one. When she heard some of the things that I said about Europe and the European Free Trade Association, she did one. However, I appreciated her, because she was that rare animal—she was loyal to her party, yet she walked to the beat of her own drum, which is a difficult feat to pull off.
Helen was a very admirable woman; she was a serious woman. A lot of people did not realise just how serious she was, but she was a mine of information on Europe, for example, because she took the research seriously and did not only read the first pages the way that most of us do.
We will miss Helen in the Parliament; she was so obviously a good person. She sought nothing more than to pursue what she saw as righteousness and people getting a fair deal. In that, I admired her, because she was never knocked off that course. Her intention in politics was to do good; she succeeded.
The Presiding Officer: I advise members that a book of condolence is available for members to sign in the black and white corridor. We will make sure that the book is passed on to the family as soon as practicable.
I now allow a short suspension before we move to this afternoon's business. The Parliament will resume at 14:45.
14:30
Meeting suspended.
14:45
On resuming—
Defence Industry
The Deputy Presiding Officer (Elaine Smith):
The next item of business is a debate on motion S4M-08348, in the name of Johann Lamont, on the future of the defence industry in Scotland. I advise members that we are tight for time in all this afternoon's debates.
Johann Lamont (Glasgow Pollok) (Lab): I am proud to speak in the debate.
In 2011, as a consequence of the reorganisation of the boundaries for Scottish Parliament elections, I was elected to represent the area that covers the Govan shipyard, which is a privilege that I know my predecessors Nicola Sturgeon and Gordon Jackson took very seriously. Across the water, Bill Kidd was given the honour of representing the area that includes the Scotstoun yard. On the opening of the Parliament, one of his predecessors—the late Donald Dewar—said:
"In the quiet moments today, we might hear some echoes from the past: the shout of the welder in the din of the great Clyde shipyards".
The twin centres of Clyde shipbuilding, and their sister yard in Rosyth, are a source of great pride, not just to those of us who are lucky enough to represent them, but to all of us who have a sense of Scottish history, an interest in our country's industrial heritage and the desire to create and retain high-skilled, well-paid jobs for our fellow Scots.
Gil Paterson (Clydebank and Milngavie) (SNP): I much appreciate Johann Lamont giving me the opportunity to intervene.
Does Johann Lamont think that democracy is an urgent issue for everyone in the world? Would she like to comment on the fact that the United Kingdom Parliament's representative for Govan has threatened the workers there by saying that if they exercise their democratic right to vote for independence, they will lose their jobs and livelihoods?
Johann Lamont: Ian Davidson stands second to none in championing the interests of shipyard workers. He has fought to secure jobs in the face of the threat that the commitment of Gil Paterson and his party to separate Scotland from the rest of the United Kingdom poses for those workers. Perhaps Gil Paterson and his party should be a little more honest about what their prospectus is.
Those black and white pictures of armies of working-class men flooding in and out of the shipyard gates, bending steel and metal against a backdrop of cranes and docks, and building floating marvels, are iconic images that are integral to the history of Glasgow and Scotland.
Jimmy Reid famously said:
"We don't only build ships, we build men."
We only have to listen to two of those great men— Sir Alex Ferguson and Billy Connolly—to get a sense of the pride that was felt about those workplaces and the special people who made up the workforce. The fact that we in Scotland possess those amazing skills and expertise, which were once the envy of the world, is a source of great pride to all of us.
Sadly, our competitors in other countries did not just sit back and admire what we did in Scotland and across the UK; they, too, learned how to build such amazing ships. They invested in their industries and found any competitive edge that they could to take us on at that game.
At one point in the early 1900s, the Clyde built one fifth of the world's ships and, at its peak, shipbuilding in Scotland employed 100,000 people. Scotland still has a proud shipbuilding industry, but it is not what it once was—we know that. The days of thousands of young men leaving school and walking into an apprenticeship in the shipyards the very next day have gone, yet the industry is still a key one for Scotland. It provides not just thousands of jobs but, with them, good wages and high skills to boot.
The decision to go ahead with the aircraft carriers, ordered by a Labour Prime Minister from Fife, may have been viewed as controversial in some quarters, but it was not viewed as such by the thousands of men and women who set about that mammoth project in the knowledge that it would provide for their families in the coming years. It was a lifeline for those workers, but it was a project that had a clear end date and, sadly, that end date is close. There will no longer be enough work on the Clyde to sustain the workforce at its present capacity. The fact that the 800 workers affected knew that this day would come makes it no less of a blow to them and to our shipbuilding industry.
In responding to the news from the Secretary of State for Defence earlier this month, the Deputy First Minister, Nicola Sturgeon, said much that I agree with. Yes, we are all saddened for the proud shipbuilders in Portsmouth, and we remember the solidarity that exists across the workforce, wherever it is based. It is beyond argument that there has been a steady decline in our shipbuilding industry over a long number of years, which should worry us all. I, too, am concerned about our reliance on naval contracts and the uncertainty that comes from the gaps in those order books.
The Minister for Transport and Veterans (Keith Brown): In the context of that last point about the decline in shipbuilding jobs, does Johann Lamont believe the promises to make the peace dividend pay for jobs in Scotland through the ending of the cold war, that Trident is useful Government expenditure and that both are missed opportunities in terms of safeguarding shipbuilding jobs?
Johann Lamont: I am not clear what point the minister is making.
We must recognise something about which the Government has done nothing. It spoke about diversification only last week, after the crisis emerged, rather than doing the work of Government in the long period beforehand.
Nicola Sturgeon has my full support in exploring any diversification routes that we can explore to move on from dependence on the Ministry of Defence for thousands of jobs, although it appears that BAE Systems is an obstacle to that. It does a particular kind of job and wants to continue doing it.
Perhaps we could have done more. We all knew that this day would come. Perhaps we should have come together across parties and Governments long before now and attempted to map a long-term future for our shipbuilding industry. However, it is not too late. We stand ready to engage in that debate, to learn from our neighbours the way that they once learned from us, to help to manage any change and to exploit future opportunities for the world-class skills and facilities that we have on the Clyde, at Rosyth and in our defence industries.
If Germany and our other neighbours in Europe can compete at the high end with Korea and China, let us understand what we have to do. Let us get round the table with the United Kingdom Government, the management and the trade unions and work together to save our shipyards. We can call it a summit, a commission, a task force or whatever, but it will have my full support and that of the Scottish Labour Party.
However, we must recognise that any change cannot and will not happen overnight. A diversification plan will take many years and much investment to implement. Scotland will not become a world leader in shipbuilding by sheer will alone or because the Scottish National Party says so.
If we are to have a future in shipbuilding, it will be possible only if we retain the skills and capacity that we currently have in Scotland. If the workers leave the shipyard gate with no prospect of returning anytime soon, the skills that have been passed down the generations will be lost with them. There will be no one to teach the next generation how Scots built ships. The one thing that we have—our skills—will be lost.
If we are to retain those skills, we need to keep the jobs on the Clyde and, no matter how inconvenient it is for some, there is only one game in town: our only option for bridging the gap between the carrier project that kept Govan and Scotstoun open and any future plans for shipbuilding is naval contracts. Members should make no mistake: if naval contracts dry up, the skills and capacity on the Clyde will go with them and the shipbuilding industry will be lost to Scotland. No one in the chamber would welcome that prospect.
There is a serious prospect of more naval contracts coming to the Clyde. Philip Hammond has announced three ocean patrol vehicles and, of course, the big prize—type 26 frigates. Despite the conspiracy theorists, he has also insisted that the Clyde is the best place in the United Kingdom to build those ships. On commercial grounds, there is no contest.
There is now only one barrier to the future of Scottish shipbuilding: the referendum on Scottish independence. Let us be absolutely clear: complex warships such as the type 26 frigates will not be built in an independent Scotland. Common sense tells us that Governments of any stripe will ensure that high-end defence projects are built within their own territories.
Chic Brodie (South Scotland) (SNP): Is Johann Lamont saying that BAE has taken a commercial decision—which she has recognised—to invest more than £300 million on the basis of whatever constitutional arrangement there might be? It has never said that.
Johann Lamont: The exemption applies precisely because we are inside the United Kingdom. [Interruption.] Members cannot wish that away. The Clyde is the best place inside the United Kingdom but, if we are not in the United Kingdom, the contract will not be let to an independent Scotland. [Interruption.]
The Deputy Presiding Officer: Order.
Johann Lamont: I have acknowledged Nicola Sturgeon's work with, and commitment to, the shipyards for which she once acted and I accept that she has a good understanding of the challenges that the industry faces, so I am at a loss to understand some of the wild misrepresentations that she has offered over the past few weeks.
Nicola Sturgeon has said that the Clyde is the only place where we can build these ships now. Let us put aside the fact that she argued her case even when Portsmouth was still open, but she knows that the UK Government has made it clear
that the recent decision is reversible and that Portsmouth could be fired up in plenty of time to take on the work if Scotland were to leave the United Kingdom.
Nicola Sturgeon has said that the UK Government currently orders warships from Korea and collaborates with Australia on defence projects. The UK Government ordered a tanker from Korea and worked with the Australians on design work. That lack of candour and honesty has been the hallmark of the SNP's approach to the referendum. The SNP tells us that there are no consequences and no downside to a yes vote, even when it comes to people's jobs.
Mark McDonald (Aberdeen Donside) (SNP): Will the member give way?
Johann Lamont: For the avoidance of doubt, let us be clear that if Scotland votes yes next year, it will be the death knell of a proud industry. [Interruption.]
The Deputy Presiding Officer: Order, please.
Johann Lamont: That is not defeatism but the real world. If SNP members do not believe me, they should come and join the people in the real world who work in the industry. John Dolan of Scotstoun said:
"It is quite clear if Scotland votes yes, we will not be building ships for the UK Government"—
Mark McDonald: Will the member give way?
Johann Lamont: Listen to the men who work in the industry. We know what you think. You should understand what the people in the shipyards think.
Raymond Duguid of Rosyth said:
"If Scotland was independent, no one in Scotland could bid to build type 26. So that would, yes, decimate the industry"—
Gil Paterson: But he works for you.
The Deputy Presiding Officer: Mr Paterson, order, please.
Johann Lamont: Duncan McPhee of Scotstoun said:
"we would be greatly reduced or completely finished as a shipbuilding industry".
John Wall of the Confederation of Shipbuilding and Engineering Unions has said that, to his mind, there is no way on God's earth that under an independent Scotland we will any longer be in the fight. Eric McLeod, GMB convener at Babcock Marine Rosyth, said:
"No UK Ministry of Defence means no more shipbuilding jobs in Scotland."
Mark McDonald: Will the member give way?
The Deputy Presiding Officer: Mr McDonald, please sit down.
Johann Lamont: As Donald Dewar foretold, we have heard the shout of the welder in the din of the great Clyde shipyards, and it is time that the Scottish Government listened. The shipyard workers have spoken out to protect their industry. SNP members may condemn me, but they ought to listen to what these men have to say about the consequences of next year's vote.
When people come to vote on 18 September next year, they will do so for many reasons and this may be a factor. I suspect that there are people on the Government benches who care about the shipbuilding industry but privately accept that the closure of the shipyards would happen and is a price worth paying in order for Scotland to be independent. However, the least that they can and should do is to be honest with the people whom they represent about the consequences of such a decision.
Jobs on the Clyde are not the reason why I support the United Kingdom. I believe that our argument is far deeper and richer. However, I have to say in all seriousness that, had I been a nationalist over these past few weeks, I am sure that I would have at least paused for reflection on whether my commitment to my political project would come at the cost of people's jobs. At least be honest and tell them, "You may lose these shipbuilding jobs, but it is a price worth paying for Scotland to be separate"—
Gil Paterson: You are a disgrace to Scotland.
The Deputy Presiding Officer: Order.
Ms Lamont, you are in your final minute.
Johann Lamont: The fact of the matter is that, in this debate, the people within the industry tell us the consequences and the people who support independence tell us that we should not listen to those voices in the industry. That is unacceptable. If people cannot speak truth to power, what is the point of this Parliament and what is the point of trade unionists who are committed to their industry saying what they believe to be the consequences?
Of course, there may be good things about independence and people are entitled to their view—although I am certain that there is a downside—but how can we have a real debate about our country's future in this climate when we are not even permitted to give voice to those who understand the industry, who understand the consequences and who are asking those who support independence to explain what they would do instead? The people of Scotland deserve honesty. The people who earn their living in the shipyards deserve honesty about their future. Let
us hope that we can have some honesty from the Government today.
I move,
That the Parliament regrets BAE System's announcement that it intends to cut 1,775 jobs across its UK shipyards and supports all efforts to minimise compulsory redundancies and to redeploy people where possible; welcomes, however, the confirmation by BAE Systems that the Clyde is its preferred UK location for the construction of the future Type 26 global combat ship; notes that Scotland plays a significant role in the UK, European and worldwide defence industries, including hosting the largest defence electronics manufacturing site in the UK in addition to its shipbuilding but notes the benefit to this industry of UK defence contracts, and therefore considers that the best way to safeguard the future of Scotland's defence manufacturing industry is to remain in the UK.
The Deputy Presiding Officer: Before I call the minister to speak, I remind the chamber that although debates can be robust and members can have opinions on all sides of them, they must be conducted with respect and members must respect each other across the chamber. I hope that the debate will continue now in that fashion— [Interruption.] Order, please.
I hope that the debate will continue in that fashion for the rest of the afternoon.
Neil Findlay (Lothian) (Lab): On a point of order, Presiding Officer. I wonder whether it is in order for a member to shout,
"You are a disgrace to Scotland", to a member who is defending her constituency interests and who has a long record of doing so. Will you rule on that?
The Deputy Presiding Officer: I have just made the point to the chamber that members must be respectful of each other. That is what it says in the standing orders, so we should all reflect on that for the rest of the debate.
Neil Findlay: On a point of order, Presiding Officer. I wonder whether you would allow the opportunity for the member to withdraw that disgraceful comment. [Applause.]
The Deputy Presiding Officer: Order, please. I have made the point that members should be respectful of each other, which is what it says in the standing orders. I now expect the debate to continue in that fashion.
We have now lost time from the debate, so I will be extremely strict with time for all members. I call Keith Brown to speak to and move amendment S4M-08348.3.
15:01
The Minister for Transport and Veterans (Keith Brown): It is perhaps worth remembering that this debate takes place against the background of the anxiety and insecurity of 835 people who are set to lose their jobs and livelihoods at Govan, Scotstoun, Rosyth and Filton, and of the 1,110 workers, including 170 agency workers, who do not feature in Johann Lamont's motion, whose jobs are to be lost at Portsmouth.
Drew Smith (Glasgow) (Lab): Will the member give way?
Keith Brown: No, I will not.
Our thoughts are with all those workers; it is worth taking time to think about that. Many of those workers and, indeed, their trade unions have asked—some have even pleaded—that their plight not be used as a political football. However, only a fortnight later we have this motion from Johann Lamont.
It is also worth saying that Johann Lamont's deputy leader said:
"Let's not make this a constitutional issue."
Worse still, on the very day that the announcement was made, Johann Lamont rushed on to the radio to blurt out:
"It's self-evident this decision is part of the union dividend."
She thinks that the 1,110 jobs and the 835 jobs that are being lost are part of the union dividend. It is Johann Lamont's obsession with Westminster control over these affairs and her proposition that everything is better under Westminster that I seek to challenge today.
Johann Lamont saw the job loss news as her latest opportunity to bang the drum for Westminster control over such decisions, but we should contrast that with the approach that has been taken by the Scottish Government. The focus of John Swinney, Nicola Sturgeon and the First Minister has been on working with the trade unions, the workforce and the management to safeguard as many jobs as possible, to help place those who need them into new jobs and to support the workforce. So, is Johann Lamont right that the UK is good for defence jobs?
Drew Smith: On a point of order, Presiding Officer.
The Deputy Presiding Officer: Minister, will you resume your seat? I have a point of order from Mr Drew Smith.
Drew Smith: Thank you, Presiding Officer. The minister draws attention to the efforts of the Scottish Government to protect employment. Can he indicate to the chamber why there is no employment minister, never mind any of the ministers that he mentioned, even present in the chamber for the debate? Why is the transport
minister responding to this debate about employment in my region?
The Deputy Presiding Officer: That is not a point of order.
Over recent weeks I have noticed that when members from all sides of the chamber have not been able to get interventions on speeches, they have been making points of order in the middle of speeches. That is not particularly respectful of their fellow members.
Keith Brown: Thank you, Presiding Officer.
So, is Johann Lamont right that the UK is good for defence jobs? To test that proposition, I will look at three particular projects. First, on the two aircraft carriers that Johann Lamont mentioned, only one will be operational and that will be nearly a decade after the UK last had aircraft carriers; the other will be held on what is called extended readiness but most of us would call being mothballed. The taxpayer was told by the Labour Party that the budget for both aircraft carriers was £3.6 billion. In the technical language that is common to Philip Hammond, that figure has been rebaselined; to the rest of us that means that the budget has been blown out the water, because it is now £6.2 billion for the two aircraft carriers.
Iain Gray (East Lothian) (Lab): Will the member take an intervention?
Keith Brown: No, I will not. I think that I have been delayed enough already.
UK defence procurement is a shambles.
Let us look at the Nimrod MRA4 project, costing up to £3.6 billion. The money paid was taken over by a £0.5 million commission. Therefore, there was £3.6 billion for the cost of the Nimrods and £0.5 million for a commission to scrap the Nimrods, and for that we got scrap value of £1 million. So there was a cost of £3.6 billion, but we have no Nimrod aircraft to show for it. We also had 100 civilian job losses in relation to that project. UK defence procurement is a mess and is losing us jobs.
In relation to that second project, Johann Lamont quoted a number of trade union leaders. I would quote Bernie Hamilton, a national trade union leader, who said of the Nimrod project:
"The lunatics have taken over the asylum ... The decision ... is a betrayal of the workers".
UK defence procurement is not good for workers in Scotland.
Let us take the Labour Party's £150 million award of a contract for two ships at Swan Hunter in 2000. They finally cost more than twice as much as they were intended to cost—£342 million— were years late and had to be moved from Swan
Hunter to the Clyde. One of the ships, the RFA Largs Bay, was then sold to Australia for £65 million after only four years in service. UK defence procurement is a shambles and it is costing jobs.
Johann Lamont: Nicola Sturgeon and I agreed that sustaining jobs on the Clyde was a good thing. This minister seems to be suggesting that it was a bad thing and that, if we lose the jobs in a year's time, the decision was a bad thing anyway. Will he clarify whether he thinks that the decision on the Clyde was a good thing, notwithstanding—I have talked about this on many occasions—the direct consequences and impact on those people who have lost their jobs?
Keith Brown: Inventing things that I have said is probably not the best way for the member to advance her argument. I have never said that it was a bad thing in relation to the job losses on the Clyde.
Our vision for the defence industry and, within that, the shipbuilding industry in Scotland, stands in stark contrast to the UK's record of massive cost overruns, projects delivered years late—and sometimes not delivered at all—and the badly managed decline of jobs.
To come back to Johann Lamont's point, in less than 20 years the UK has seen Scotland's shipbuilding workforce decline by 35 per cent. That is some union dividend, supported by the Labour Party.
For our part, we would take the missed opportunities to diversify. Johann Lamont says that she does not understand the point about diversification. She may remember the commitments that her own party gave at the end of the cold war to diversify defence jobs. That never happened.
The cost of Trident, at £100 billion, could much more properly be spent on traditional defence procurement to the benefit of jobs in Scotland.
An independent Scotland will not require £6.2 billion aircraft carriers. However, we will need to address the fact that not a single major Royal Navy surface vessel is in Scotland at this time. We have a coastline longer than India's, and the UK has left Scotland very poorly protected.
BAE has recognised the unique skills of the workforce on the Clyde and at Scotstoun, and we will work with the company to safeguard and build upon that expertise. Babcock is already diversifying into renewables. Thales, another company in Johann Lamont's constituency, is already working with the Scottish Government on transport projects. We can do better than the UK Government has done.
The Scottish Government is working hard to support the industry in identifying new markets
and capitalising on our real strengths in highly advanced, complex warship design and fabrication. We are currently determining our defence procurement needs. Decisions on those, alongside support for international trade, will support the long-term future of the yards.
I know that hundreds of BAE staff are working with Babcock at Rosyth to complete the assembly programme for the aircraft carriers. Those companies are hugely important to the Scottish economy.
Iain Gray: Will the minister give way?
Keith Brown: I have lost a lot of time already.
As well as diversification, we need to see a change in defence technologies, driven by new forms of combat that have led to changes in product design and manufacture across the defence industry. I have mentioned Thales; I could also mention Selex ES.
We in the Government have faith in the ingenuity and expertise of defence workers in Scotland. Johann Lamont says that the big threat to that is the referendum. On that point, we perhaps agree: the referendum to take the UK out of the European Union is a far greater threat to defence jobs in Scotland than any referendum on Scotland's independence. The uncertainty of the EU referendum is surely a concern, especially for companies such as Thales and Selex ES, which are headquartered in Europe. We have had no mention of that from the Labour Party.
In relation to the type 26 contract, the approach of the no campaign seems to be totally different from the approach of the Scottish Government.
Willie Rennie (Mid Scotland and Fife) (LD): Will the minister take an intervention?
Keith Brown: The no campaign wants to put the brakes on the type 26 contract coming to the Clyde in the event of a yes vote, but they are not ABS—anti-lock braking system—brakes, although it does want to put an ABS twist on this: for it, ABS means anywhere but Scotland, and it is happy for the UK to consider working collaboratively with Australia, India, Canada Turkey and the United States.
Willie Rennie rose—
The Deputy Presiding Officer: Order. Mr Rennie, the minister is not giving way.
Keith Brown: Johann Lamont now supports the most sensitive and dangerous piece of defence equipment—Clyde nuclear weapons—being procured from, leased from and owned by a foreign power. She will not trust the same workers who are working on these contracts now to work on them after Scotland votes for independence. Scottish workers are currently building these UK
warships. They have shown their ability over many years. Despite what Johann Lamont says, according to Philip Dunne, the UK defence minister, the decision was taken on business grounds and had nothing to do with the referendum. That is why the business came to Scotland in the first place.
What we have now seen, of course, is Johann Lamont's local MP, Ian Davidson, dreaming up and advocating a break clause to deny the yards in his own constituency the type 26 contracts should Scotland decide to vote for independence in what Jamie Webster calls a "democratic vote".
Willie Rennie: Will the minister give way?
Keith Brown: No, I cannot.
Willie Rennie is trying to speak, but these are the words of Alistair Carmichael:
"If Scotland were to vote Yes ... you would think Portsmouth would be well placed in that circumstance."
Therefore, the Secretary of State for Scotland is promoting Portsmouth as the place that should get the type 26 contracts. I know that Alistair Carmichael got his job in a hurry, but surely he should have checked his job description first. His job is to promote Scotland in the Cabinet, not promote the Cabinet in Scotland. He should defend those Scottish jobs, and it is a disgrace that he has not done so.
Willie Rennie: Can the minister tell me how many British warships have been built outside Britain since the second world war, and can he name each and every one of them?
The Deputy Presiding Officer: I will reimburse the minister with 30 seconds.
Keith Brown: I have already answered that point, and I do not intend to go back to it. [Interruption.]
The Deputy Presiding Officer: Order, please.
Keith Brown: At one stage, Johann Lamont said that we should get round the table and work together. I wrote to her on 25 June to ask her to work with me to provide the reassurances that are required to ensure that the type 26 contract came to Govan, but she never even bothered to respond. That shows her commitment to those jobs.
I will conclude with a quote about the type 26 contract from the union convener of the Govan yard, Jamie Webster. He said that what will happen will be the result of a "democratic vote" and that, in that context, everybody in Scotland,
"every ... politician of every section"
should work "to hell and back" to safeguard the jobs at Govan and on the Clyde. I am one
politician who will, after a yes vote, work to ensure that those jobs stay on the Clyde, and I think that every other politician in the Scottish Parliament should do the same.
I move amendment S4M-08348.3, to leave out from "but notes" to end and insert:
"; notes that independence will bring new opportunities for this industry, as for others, with naval procurement a key part of the future of Scotland's shipyards, and further notes that freeing Scotland's share of the estimated £100 billion lifetime cost of the Trident replacement programme would widen the choices that could be made to support increased diversification and take action to boost exports."
15:11
Murdo Fraser (Mid Scotland and Fife) (Con): I welcome the opportunity to debate the defence industry in Scotland.
The Scottish defence industry is one of our highest-value industry sectors. It employs nearly 40,000 people and is underpinned by the world's fourth-largest defence budget—that of the Ministry of Defence. In my region of Mid Scotland and Fife, we have great companies such as Raytheon Systems in Glenrothes, which employs more than 500 people, and Rolls-Royce, which has a presence in Dunfermline. Elsewhere in Scotland, Vector Aerospace is in Perth, there is Babcock in Rosyth, which works on aircraft carriers, and there are great companies such as Selex ES, Thales, QinetiQ and, of course, BAE Systems on the Clyde. All those companies rely on exporting, of course, but they are underpinned by UK domestic contracts from the Ministry of Defence, and they are key components of the Scottish economy. The jobs that they support are often well paid, highly skilled and much sought after, and we should be very concerned about anything that threatens them.
Margo MacDonald (Lothian) (Ind): Is the member concerned in any way that we should be concentrating on defence work for the Clyde when we know that the Ministry of Defence will cut back the size of the navy even more?
Murdo Fraser: Margo MacDonald makes a perfectly fair point about the long-term future prospects for the Clyde, and Johann Lamont touched very effectively on that in her speech in talking about the need to diversify in the long term. However, we need to deal with what is happening in the next two, five and 10 years, of course, which is why the type 26 frigate contracts will be so important.
Willie Rennie: Will the member take an intervention?
Murdo Fraser: No. I need to make some progress, if I can.
The new development that the debate touches on is BAE's announcement of job cuts. Keith Brown was entirely right to concentrate on the fact that that is very bad news for people in Portsmouth, and it is bad news for many of those who are employed in Govan, but it means that Govan will have a future, and we should welcome that. We should also welcome the fact that the UK Government has proactively brought forward three new offshore patrol vessels to fill the gap in work between the completion of the Queen Elizabeth class aircraft carriers and the new frigates. That point is covered in my amendment.
The key issue in the debate is what will happen if there is a yes vote in the referendum. The simple fact is that, since the second world war, no UK Government has ever had a complex warship built in any foreign country. That is the answer to Willie Rennie's question, which the minister could not bring himself to answer. If Scotland votes yes, post the referendum Scotland will be a foreign country, and we know that the contracts for those frigates will not be signed until after September next year.
Maureen Watt (Aberdeen South and North Kincardine) (SNP): Will the member give way?
Murdo Fraser: I will give way briefly.
Maureen Watt: Does the member accept that it was not the Government but BAE Systems that made the decision, and that it will have taken the future of Scotland, whatever it will be, into account?
Murdo Fraser: Of course it was BAE Systems that made the decision, but the UK Government will make the final decision on where the contracts are placed. Why would the UK Government break with convention and place the contracts anywhere outwith its own home country?
Let me pose a question to members on the SNP benches. If we imagine what would happen in an independent country, would the Government of an independent Scotland with a shipbuilding capacity ever place a warship contract outwith Scotland? No—it is utterly inconceivable that that would ever happen.
Jamie Hepburn (Cumbernauld and Kilsyth) (SNP): Will the member give way?
Chic Brodie: Will the member give way?
Murdo Fraser: I have given way twice already. [Interruption.]
The Deputy Presiding Officer: Order, please.
If Keith Brown was the minister for defence procurement, can we imagine him coming to this chamber and announcing that a warship was to be built somewhere other than Scotland and that Scottish jobs would be lost? That would never
happen in a million years, so why would it happen in the rest of the UK post-independence?
Jamie Hepburn: Will the member give way?
Chic Brodie: Will the member give way?
Murdo Fraser: I am not giving way. I have made that clear.
Can members imagine the political reaction in the House of Commons if the Secretary of State for Defence got up and said, "We're going to place these contracts in a foreign country"? Can members imagine the reaction from the representatives of Portsmouth and elsewhere? It is utterly inconceivable. [Interruption.]
The Deputy Presiding Officer: Order, please.
Jamie Hepburn: Will the member give way on that point?
Murdo Fraser: No. I have given way twice already. Mr Hepburn will have his chance to speak.
The Deputy Presiding Officer: The member has said that he is not giving way.
Murdo Fraser: I am sure that, in this debate, we will hear about the situation in Norway. We heard about it from the Deputy First Minister the other week. The most advanced frigate in the Norwegian navy is the Nansen-class frigate, which is currently being built in Spain under a €2.4 billion contract. It is true that Norway builds ships for the offshore oil industry, but globally new ship orders in 2012 were at their lowest level since 1998 and it is a difficult, competitive market.
We should be looking to diversify, but we should not underestimate how difficult that will be when we see commercial vessels that are required in Scotland today being built in the far east and elsewhere. Of course, if we are interested in diversification, the real question is why we did not start before now. Why did the Scottish Government not make efforts before today to start this very important work with a task force?
It is telling that, in his speech and his amendment to the motion, Mr Brown fell back on that old stalwart that is used whenever the SNP is in trouble and referenced Trident. Trident money is being spent again. According to my calculations, it has already been spent 20 times, but today we have it being spent for the 21st time, this time on defence procurement. What Mr Brown forgets is that Trident already supports jobs in Scotland and, if he scrapped that programme, those jobs would be lost.
Despite the protestations from the SNP benches, it is absolutely clear that the future of Govan is threatened by independence. Those jobs will be under threat if people vote yes in the referendum in September next year. That is why I support the Labour motion and my amendment.
I move amendment S4M-08348.1, to insert after "Type 26 global combat ship":
"; welcomes the announcement by the UK Government that three new offshore patrol vessels will be built in Scotland, sustaining the workforce between the completion of the Queen Elizabeth Class aircraft carriers and the new generation of frigates, securing the vital skills needed to build the UK's future warships".
The Deputy Presiding Officer: We turn to the open debate. Speeches should be a maximum of six minutes.
15:18
Annabelle Ewing (Mid Scotland and Fife) (SNP): My heart goes out to all those workers who have lost their jobs—I am thinking particularly of those in Govan, Scotstoun, Rosyth and of course Portsmouth—and notwithstanding that we are currently part of the United Kingdom it is right and proper that the Scottish Government's first priority will be the workers who face redundancy in Scotland. There will therefore be a focus on the support of the partnership action for continuing employment programme in helping those skilled workers to find alternative employment.
Turning to the Labour motion, I find it encouraging that there is recognition that Scotland's defence industry already plays a significant role not just at the UK level but further afield at the European level and indeed globally. To what can we ascribe that success? I submit that it is due to the skills of the workforce on the Clyde, at Rosyth and in our many electronic and high-tech defence companies, many of which Murdo Fraser listed. That has ensured that our industries have had an important role to play and will continue to have an important role to play furth of our borders.
As far as the Clyde yards are concerned, the terms of the BAE press release of 6 November are worth noting. I quote:
"BAE Systems has agreed with the UK Ministry of Defence that Glasgow would be the most effective location for the manufacture of the future Type 26 ships."
The press release went on to say:
"the Company proposes to consolidate its shipbuilding operations in Glasgow with investments in facilities to create a world-class capability, positioning it to deliver an affordable Type 26 programme for the Royal Navy."
That vote of confidence in the Clyde was based not on sentiment but on hard commercial considerations, which reflect the excellence and significant experience of the workforce and the principal location of the key design team of naval architects and naval engineers. It is clear that such
a rationale will determine where the type 26 ships are built.
On "The Andrew Marr Show" on Sunday 10 November, no less an authority than the chief of the defence staff, General Sir Nicholas Houghton, confirmed that the Westminster Government
"will go and get our ships in the place where it makes the most sense".
He went on to say that the BAE decision was
"very much a matter of a business rationalisation. In terms of raw business sense, it makes sense that the place where they have the greatest capacity and the best depth of skills, which is on the Clyde, that's driven by a business decision."
Johann Lamont: Will the member explain why she quotes so extensively from that person but chooses to ignore the words of the conveners in Scotstoun, Govan and Rosyth, who are telling her that the vote next year will have consequences for jobs on the Clyde? Why does not the member listen to the conveners? She is prepared to quote a man who happens to agree with her.
Annabelle Ewing: What the chief of the defence staff said is not irrelevant in the context of the debate. However, I remind the member that Jamie Webster said:
"If the situation is that Scottish people by democratic vote, vote Yes, I would expect, no sorry, demand, that every single politician of every section supports us to hell and back".
I do not think that it could be made any clearer than the convener of the Govan shipyard union made it.
We should also consider what the UK Secretary of State for Defence did not say. When he announced the closure of the Portsmouth shipbuilding facility, he refused to contemplate the cancellation of the type 26 orders in the Clyde in the event of a yes vote next year, although he was repeatedly asked to do so.
There we have it. The ships will be built where it makes the most sense to do so. That is the key political message that is coming from the UK Secretary of State for Defence and the chief of the defence staff, and it is the only conclusion that makes commercial sense. Moreover, the Clyde will be the only place in these isles that has the capacity to build large warships.
Alex Johnstone (North East Scotland) (Con): Will the member give way?
Annabelle Ewing: I am sorry, I must make progress.
On the procurement rules, article 346 is quite clear in providing that
"any Member State may take such measures as it considers necessary for the protection of the essential interests of its security", in the context of military procurement, as defined. Therefore, if the UK Government considered it necessary for the protection of its essential security interests to award a contract to BAE, and BAE in turn could complete the contract where it was most economically advantageous to do so, there would be absolutely no restriction in European Union law in that regard. That has been confirmed by Andrew Murrison, the Westminster Minister for International Security Strategy.
Drew Smith: Will the member give way?
The Deputy Presiding Officer: The member is in her final minute.
Annabelle Ewing: Thank you, Presiding Officer.
On the basis of the evidence that is before us, we must conclude that decisions are made on the basis of hard commercial facts and what is in the interests of the rest of the UK. Where is the expertise? It is on the Clyde. This is a no-brainer. It is clear from an examination of the facts that naval procurement in Scotland will continue and that the type 26 ships will indeed be built on the Clyde.
What are the Scots to believe? Should they believe logical argument or the Labour Party's project fear? I know where I put my faith—in the good sense of the people of Scotland.
15:24
Willie Rennie (Mid Scotland and Fife) (LD): The announcement was no surprise. People who are aware of the ebbs and flows of the defence sector and the warship sector were aware that the day was coming. The type 26 ships and the offshore patrol vessels were never going to make up for the huge activity that there was at the height of construction of the aircraft carriers and type 45 destroyers. However, although the announcement was not a surprise it has been hard for the workers involved.
The real question is why it has taken such an event for the Government to wake up to the need to diversify. My constituency covers the Rosyth dockyard, as did my previous Westminster seat, and I have been asking questions about diversification for years. Why has the Scottish Government not done that for the Clyde? A crisis seems to be required before this Government takes any action at all.
SNP members are making a brave attempt today, but sovereign capability has been an established principle in the Ministry of Defence and the UK Government—
Chic Brodie: Will the member give way?
Willie Rennie: Not just now.
That has been the case since the second world war, and we have not built any warships outside the UK. The vessels that went to Korea were fuel tankers, not warships, and they were built on a commercial contract.
Chic Brodie: Will the member take an intervention?
Willie Rennie: Not just now.
We have protected land-war vehicles, warships, and network-enabled capability and fixed-wing aircraft. That is regarded as sovereign capability. Why do we think that the SNP will, just because it says so, change decades of UK Government policy?
The yards in Portsmouth will not be closed—
Chic Brodie: Will the member give way?
Willie Rennie: Not just now.
The yards in Portsmouth will not be closed until after the referendum, and that is no coincidence.
Chic Brodie: Will the member give way?
The Deputy Presiding Officer: Mr Brodie, please sit down.
Willie Rennie: The orders for the type 26 frigates will not be placed until after the referendum. The UK Government is defending its—our—own defence interest. That is the reality.
Keith Brown: I refer Willie Rennie to the comments from the Liberal Democrat leader of Portsmouth City Council, who said in March 2012 that if a decision was not taken within the next year the skills would have gone.
The jobs cannot go to Portsmouth—your own Lib Dem leader is saying that. Do you not have faith in the Scottish workers on the Clyde to take on the job, or do you think that we should pay an expensive premium to go elsewhere?
The Deputy Presiding Officer: I ask all members to speak through the chair, please.
Willie Rennie: I think that I know Gerald Vernon-Jackson a little bit better than Keith Brown does, and I know that he is standing up for Portsmouth.
Keith Brown: That is what he said.
Willie Rennie: I am sure that the minister has read the statement in detail and discussed it with Philip Hammond. He will know that the orders for the type 26 frigates will not be placed, and the Portsmouth yard will not close, until after the referendum. That is the reality.
Members should look at Barrow, where the keep Barrow afloat campaign has been established. It is arguing that, in addition to the submarines, a shipyard capability should be constructed in Barrow. It has the ability to do so, but everybody else seems to ignore that reality.
Chic Brodie: We are hearing about localisation and where ships will or will not be built. Willie Rennie says that there is an inconsistency between the SNP's demands to build British warships at the same time as endorsing the Scottish Global Forum's report "Securing the Nation—Defending an Independent Scotland", which he says
"recommends buying anything but British".
The Deputy Presiding Officer: I must hurry you along, Mr Brodie.
Chic Brodie: However, we now have a letter that says:
"It is ... important to observe the conclusions that you appear to have drawn from our work are not an accurate reflection of our findings."
Willie Rennie: I thank Chic Brodie for taking up half of my speech time.
If Mr Brodie looks at the report in detail, he will see that it refers to Danish, New Zealand, Irish and German vessels, and the Norwegian navy. The report talks about anything but British warships, and it has been endorsed by the SNP. One week the SNP is saying, "Let's buy British", and the next it says, "Let's buy anything but British." Chic Brodie should read the report more carefully.
What we have here is a range of contradictions. The SNP condemns British foreign policy on numerous occasions but demands to build the British Government's warships and all its vehicles, just as it campaigned for the Trident refit facility to be constructed in Rosyth in my constituency. The SNP wants those weapons of mass destruction— as it would call them—to be in tip-top condition, ready for war at any time, because it is prepared to put its principles to one side in such cases. That is the contradiction that we face with the SNP. It says, "We could be like Norway", but it opposes Norway's policy on the EU, which subjects Britain to the EU competition rules.
In 2005, Nicola Sturgeon told us that the fisheries protection vessels should be reclassed as warships so that they can be built in this country, but the SNP expects the UK Government to do the exact opposite. Is the SNP suggesting that the type 45 destroyers or the type 26 combat ships should be reclassed as fishing vessels in the future? Is that the kind of contorted logic and the kind of ministry of defence that we could expect in an independent Scotland?
The reality is that the SNP has been found wanting on the shipyards. It does not understand
how British foreign policy and defence policy have been developed over decades.
The Deputy Presiding Officer: You must close, please.
Willie Rennie: The threat is to the shipyards on the Clyde and on the Forth, and the SNP needs to wake up to that.
The Deputy Presiding Officer: I remind members that they have a tight six minutes for speeches.
15:30
Michael McMahon (Uddingston and Bellshill)
(Lab): Although it is undoubtedly welcome that BAE Systems has chosen the Clyde for the construction of the future type 26 combat ships, we should be in no doubt that that work will materialise in Govan and Scotstoun only if they, like the rest of Scotland, remain part of the UK or if the white paper tells us next week that an independent Scotland will see massive investment on a similar scale to the UK's future naval procurement for the newly created Scottish navy.
Somehow I doubt that we can expect that, so the reality we face is that Scottish independence will put at risk the Scottish defence industry and with it, the wider Scottish manufacturing sector. Before the scaremongering klaxon sounds, let me explain why the defence sector is so important to the wider manufacturing sector.
When I was a welder during the 1980s and 1990s, engineering in Scotland was going through a very difficult period. If we were not losing whole companies such as Caterpillar, Cummings, Findlay's and many others, we were seeing downsizing on a massive scale. Skilled tradesmen in Lanarkshire had to travel further afield to the oilrig manufacturing yards or to defence contractors on the Clyde or at Rosyth in order not simply to find work but to retain their skills.
Recently, I was in discussion with union representatives at a major manufacturing company in my constituency, which has undergone a very difficult period of rationalisation, redundancy and short-time working. The unions expressed concern that many tradesmen had left that company rather than trying to continue to eke out a living under the financial constraints that were inflicted on them by the firm's circumstances. Those welders, platers and electricians were looking for some stability and they saw it in the shipyards, where defence work is being carried out at present and could be carried out in the future. Why then, when up to 90 per cent of the orders that are received by Scotland's shipbuilding industry are from the MOD, would the SNP want to introduce a barrier to that trade and put at risk the job prospects of so many highly skilled workers?
Lodging an amendment that raises the issue of Trident, while making the SNP back benchers happy, does nothing to address the reality facing workers in the defence industry in Scotland. Academics have clearly said that as many as 16,000 defence jobs would be affected by independence, including those on the Clyde and at Rosyth, and yet the Government seeks to deflect attention away from that by throwing in an issue on which even it cannot agree any longer but which suits its purposes this afternoon.
Also, the SNP blithely promotes the idea that Scottish shipyards could be used to build submarines but rather than provide a wellconsidered answer to diversification, that idea merely illustrates the SNP's lack of knowledge about the defence sector and shipbuilding. Although Motherwell Bridge benefited from large contracts in the 1980s to build submarine hulls, not only has that work gone but the factory itself is now a housing estate. That company had the highest level of coded welders in Scotland at that time, as the skills that were required to build submarine hulls were so extensive. The shipbuilding workforce in Scotland does not currently have the specialist skills that are needed to build submarines. That is a sad reflection—it is an indictment—but it is a fact. In the longer term, such work could lead to the creation of good jobs, but acquiring those skills would be a lengthy and costly process; it would not be a short-term solution to the adverse impact of losing major defence contracts due to Scotland becoming independent.
That is why people who know a bit about these things, such as John Dolan, the GMB convener at Scotstoun, are not just sceptical about the SNP's defence contracting plans, but scathing about them. As John Dolan rightly points out:
"if Scotland votes yes, we will not be building ships for the UK Government".
That is simply a fact, and yet, according to Nicola Sturgeon, as John Dolan went on to point out,
"we're the only shipbuilders capable of doing the work."
Clearly, Nicola Sturgeon has never heard of an organisation called the Confederation of Shipbuilding and Engineering Unions, which brings together the workforces of all the shipbuilding sites across the UK. It has 1.2 million members. That hardly suggests that there is no other place in the United Kingdom that can build ships. The very existence of those shipyards means that Nicola Sturgeon's claim that there is nowhere else for the work to go is either ill informed or deliberately misleading. The SNP
needs to stop playing with people's livelihoods in that way. It is far too important.
Next week, we expect the much-heralded white paper from the Scottish Government. Obviously, that will be after the media get hold of it first, as it will not be for the Parliament to have its place recognised. However, we will supposedly learn what we can expect in an independent Scotland. We will be expected to believe in what the white paper contains, because the Government says it is so. They are the Government's policies, and the white paper will tell us how things will be. When the UK Government and the UK-wide political parties state their policies, they are simply dismissed and denied if they do not sit with the SNP's view of the world. When Whitehall states that, post-independence, the rest of the UK would not award certain defence contracts to Scotland, just as it will not presently give them to foreign countries, we are told not to believe that. Not only will the white paper tell us what Scotland will do; it seems that it will also tell us what Scotland will tell other countries to do. That is not good enough for the workers on the Clyde. It is not good enough for the defence industry in Scotland. That is why we should support the Labour motion.
15:36
Stewart Stevenson (Banffshire and Buchan Coast) (SNP): Members might be rather sceptical about the idea, but there has been substantial consensus on some important things in the debate. The Labour motion mentions the skills of people in Scotland who are employed in the defence industries, and that aspect has attracted unanimity across the chamber. We have spoken about the need to consider diversification, and a recognition has been shared in speeches from across the chamber that relying simply and forever on defence alone is unlikely to be good enough.
Many of the issues that we are debating today are very far from new. I refer in particular to a decision that the UK Cabinet made on 19 May 1920 in relation to diversification in the defence industry. The Cabinet gave the Government's own Woolwich arsenal permission to take on private work, because the defence industry was no longer sufficient to keep employment there at its previous level. The Government paid off 1,500 workers— which might sound familiar—and it sought to diversify the factories concerned.
We have heard references to sovereign capability, specifically by Willie Rennie and indirectly, albeit without using those words, by Murdo Fraser, as well as by Michael McMahon. Let us examine the reality of the record. I start with the Fairey Rotodyne, which was an innovative UK project to build new vertical take-off bulk-carrying transport. Ultimately, that project was cancelled in
1962 by the UK Government. What did it buy instead? It bought Boeing Chinooks.
Willie Rennie rose—
Stewart Stevenson: I have lots more. I might come to Willie Rennie later.
Those Chinooks were to be deployed on the front line. Willie Rennie spoke about fixed-wing aircraft, and I will come to those as well, so he need not worry.
The Blue Streak missile was to be the missile to carry the independent nuclear deterrent for the UK. That proved to be unsupported by the Government of the day, and we now buy the missiles—rather, we lease them—from the United States, and we are not allowed to launch them against anyone without getting the codes enabling us to do so on each specific occasion. Sovereign capability? I doubt it.
Let me also mention the TSR-2, a fixed-wing aircraft that led the way in technology and capability. Once again, it was cancelled in the 1960s by the UK Government, which sought to buy American F-111s instead—although ultimately, of course, that is not what it bought. Incidentally, until it fell out of use 10 years ago, the F-111 had the unenviable nickname of "The Widowmaker", which it had been given by the Luftwaffe and the United States air force. That was the aircraft that the UK Government wished to operate.
Finally, of course, there is the Harrier jump-jet, which was a gem and a piece of leading-edge technology. It is no longer manufactured here but is bought from elsewhere by the UK Government.
Willie Rennie: Mr Stevenson might be educating us about various items of equipment, but I have to point out that no one has ever said that all equipment must be bought in-country. The Labour Government's defence industry strategy and the defence and security policy that has been developed under the current UK Government have determined what the sovereign capability is, and it is the four areas that I identified in my speech.
The Deputy Presiding Officer: I must hurry you, Mr Rennie.
Willie Rennie: Does the member not recognise that no British complex warships have been built outside the UK since the second world war?
Stewart Stevenson: I invite the member to examine the Official Report after the debate because he will find that he very specifically linked sovereign capability to fixed-wing aircraft such as the TSR-2, the Harrier GR5A and so on. It is absolutely clear that sovereign capability does not determine the purchasing decisions of the MOD and the UK Government; it all comes down to the
best place to get the best equipment, and Scotland will remain the best place to get much of the equipment that the UK Government and indeed Scotland will require in future.
The Deputy Presiding Officer: You are in your final minute, Mr Stevenson.
Stewart Stevenson: The Scottish defence industry is a feisty industry full of feisty people. We have heard quotes from a wide range of them, including the MOD itself and the workers whose voices must be heard in this debate. Those people have skills; indeed, I find it interesting that Michael McMahon chose to talk about Motherwell Bridge and how in a short space of time after it was closed down the same skills dissipated and could not be reconstituted. My friends in Portsmouth know that all too well in advance of the same fate being visited upon them. They certainly will not be in the same place that Scotland will be, whether under independence or not, to support the orders that there are.
Michael McMahon: Will the member give way?
The Deputy Presiding Officer: I am afraid that the member is finishing now.
Stewart Stevenson: Whatever the result of the referendum, I will support everyone on the Clyde—and everyone else must do likewise.
15:42
James Kelly (Rutherglen) (Lab): I welcome this opportunity to take part in a real debate on matters that affect people on the ground in Scotland. The motion notes with regret the job losses on the Clyde, mentions the importance of the sustainability of the shipbuilding industry and rightly points out the dangers of independence.
This is the kind of debate that the Parliament should be having, but the reality is that in recent times the SNP Government has not been interested in bringing forward proper debates. We had a two-and-a-half-hour debate looking forward to a golf tournament at a time when it was exposed that £30 million had been lost on the abandoned Glasgow airport rail link project. Next week, more public money will be wasted when a white paper is published in Glasgow instead of being introduced in its rightful place in this Parliament. This is an important debate, because it deals with real issues.
We must look at the benefits to Scotland's shipbuilding industry of operating in the UK market. After all, a third of the UK's shipbuilding jobs, including 3,000 on the Clyde and 2,000 at Rosyth, have been allocated to Scotland, and Scotland benefits from having 50,000 jobs in the defence industry. It is therefore naive to think that voting for independence will not undermine those jobs and industries.
The reality is that we would be moving from a market of 63 million customers to a market of 5 million customers, which would undermine not only the shipbuilding industry but our ability to trade as a country. We need only look at the figures. Trade with England, Wales and Northern Ireland is currently worth £45 billion, compared with our £22 billion in trade with the rest of the world. The dangers of independence to that trading are absolutely clear.
The minister talks about promoting Scotland, but perhaps he could start with the contracts that the Government is responsible for. In the initial allocation of contracts for the Forth replacement crossing, only £72 million of the first £230 million was allocated to Scottish companies.
Stewart Stevenson: The debate is about defence.
James Kelly: This is about Scottish companies. More than 70 per cent of the contracts were allocated to non-Scottish companies.
Margo MacDonald: Let us get back to shipbuilding on the Clyde. Can the member explain why it should still be in the same perilous state that it was in 40 years ago, when I represented the constituency? It has been hanging on by its fingernails for 40 years. Does the member agree that it would be a good idea to try something else?
James Kelly: Members across the chamber have expressed regret at the decline of shipbuilding and, in her opening speech, Johann Lamont agreed that we should work towards a sustainable shipbuilding industry going forward.
We should not lose sight of the decision that we will take next year on independence. Annabelle Ewing spoke about the exemption under article 346 of the EU treaty, which allowed £3 billion of business to be allocated to Scotland between 2007 and 2011. If Scotland were independent, that exemption would not apply any more. We need to be alive to that type of exposure.
Annabelle Ewing: Will the member give way?
James Kelly: No, I am sorry but I am running out of time.
The wider issue is how we support workers across the United Kingdom. The words of Mick McGahey's speech to the 1968 Scottish Trades Union Congress are still relevant today. He argued against independence on the basis that he was not prepared to leave the mill workers of Manchester or the dockers of Liverpool on their own.
The Deputy Presiding Officer: You are in your final minute, Mr Kelly. I would be grateful if you would speak on the defence industry.
James Kelly: On the issue of looking after workers in the defence industry and all industries throughout the United Kingdom, I and my Labour colleagues will not support independence, unlike the SNP, who would be quite happy to abandon people in Sunderland, Ipswich and Portsmouth to perpetual Tory Government. [Interruption.]
The Deputy Presiding Officer: Order, please, Ms Ewing.
James Kelly: We will not do that. In summing up—[Interruption.]
The Deputy Presiding Officer: Order, please. The member is closing.
James Kelly: I support the Labour motion, which recognises the contribution to shipbuilding that the UK market makes in Scotland, the benefit of Scotland being in the UK and the fact that independence would be a liability to the future of the shipbuilding industry in Scotland.
The Deputy Presiding Officer: I call Stuart McMillan, to be followed by Jamie Hepburn. I ask members to adhere to the terms of the motion and amendments.
15:49
Stuart McMillan (West Scotland) (SNP): This is an important issue not just for the future of the defence industry in Scotland but for all Scotland. It is therefore unfortunate that it has been turned into a constitutional issue by members of the no campaign. Some issues can be above the constitutional debate that is taking place. Unfortunately, in this instance, some members of the no campaign cannot rise above that. [Interruption.]
The Deputy Presiding Officer: Order on the front benches, please.
Stuart McMillan: Johann Lamont listed a number of individuals from the yards who have said that, if Scotland were to vote yes, shipbuilding on the Clyde would be lost. The men to whom I have been speaking over the past 10 days or so— men who work in the shipbuilding industry in Glasgow—understand that what the Labour Party has said up to now has been nothing short of scaremongering. They also know that the reason why work is going to Glasgow is the first-class workmanship, the excellent record and the better business case. If Scotland was to vote yes next year, type 26 orders could still come to Scotland.
Iain Gray: Am I right in understanding that Stuart McMillan is saying that the trade union conveners whom Johann Lamont quoted are not representing the views of the workforce? If that is what he is saying, he should say it explicitly.
Stuart McMillan: I am saying that I have been talking to people who work in the industry—no doubt Iain Gray has done so, too. I can only inform the chamber of the discussions that I have had with individuals who work in the industry, which is the case for Mr Gray and Johann Lamont as well. The people that I have been speaking to know that what is coming from the Labour benches is scaremongering.
Margo MacDonald: I hope that Stuart McMillan thinks that it strengthens his argument to recall that Jimmy Reid decided that independence was the way forward.
Stuart McMillan: I could not agree more with Margo MacDonald.
I want to focus on two issues. First is the role of the defence industry in Scotland today, with a focus on shipbuilding. Second is the potential that awaits shipbuilding and the rest of the defence industry in an independent Scotland. I will also touch on Faslane and its future.
The motion before us raises some basic issues. We all believe that the defence industry is an important element of Scotland's economy, but, although we on the SNP benches are prepared to stand by the workforce in the Glasgow yards to protect jobs, other parties qualify their support for the workforce, dependent on how it votes in the referendum. Ian Davidson, the local Labour MP for the area, even wants to take the jobs away from his own constituents, as he is calling for a break clause to remove the work if Scotland votes yes next year.
Willie Rennie: Will the member take an intervention?
Stuart McMillan: No; I am sorry—I have taken two already.
The defence industry is important to Scotland's economy and it provides many highly skilled jobs. Many of the companies involved are leaders in their field and rely on their well-qualified and welltrained workforce. Shipbuilding is a key aspect of the industry, and it is one that has a long history in Scotland.
At one time, Clyde shipyards produced around one third of the world's shipping tonnage. From its peak in the 1920s until as recently as the 1950s there were around 100,000 shipbuilding jobs in Scotland. After years of mismanagement of the economy and the industrial sector by successive UK Governments of varying political colour, by 2011 there were only around 6,000 shipbuilding jobs in Scotland. With the recent job losses announced by BAE, the numbers in the Clyde yards were reduced by a further 800 or so, leaving
only around 2,300 jobs. The Guardian leader comment on Wednesday 6 November stated:
"That's what happens when a whole political generation fails to develop an industrial strategy. It's another blow to the coalition promise to rebalance the economy."
Famous shipyards have been consigned to the history books. All that potential and all those jobs have been lost. The jobs went; all those shipyards are gone; all that industry has gone. The one yard that is left building ships on the lower Clyde is Ferguson Shipbuilders in Port Glasgow, and Garvel Clyde Ltd does ship repair in Greenock. The Scottish Government's award of a £20 million order has allowed Ferguson's to build ships again for the first time in five years, and that is very much a welcome addition.
Duncan McNeil (Greenock and Inverclyde) (Lab): Will the member give way?
Stuart McMillan: No, I have taken two interventions already. Sorry.
Incompetent UK Government ministers who had no industrial policy and politicians with a focus on the service sector—all of them have left us where we are now.
The Deputy Presiding Officer: You are in your final minute, Mr McMillan.
Stuart McMillan: The Clyde yards are being retained by BAE for one reason: they are the best place to build warships in the UK. The workforce's skills, abilities and experience have ensured that BAE sees a future for those yards.
Politicians are still trying to undermine the contracts for the Clyde yards, despite the evidence to the Scottish Affairs Committee—evidence that it refused to publish in its reports—that there are no barriers to the MOD ordering ships from Scotland. When Vice Admiral Andrew Mathews, chief of material (fleet), was asked whether type 26 frigates could be built on the Clyde if Scotland was outside the UK, he said:
"That's absolutely the case, it depends on the outcome of the referendum and the timing of the 26 order ... That is one of the options open to us."
I have another quick point, Presiding Officer.
The Deputy Presiding Officer: It will have to be quick.
Stuart McMillan: The GMB union, in a letter of 5 March 2012, described the fact that the contract for the MARS—military afloat reach and sustainability—tankers went to South Korea as
"an Exocet to UK shipbuilding".
The Deputy Presiding Officer: You must finish.
Stuart McMillan: I whole-heartedly support the amendment in the name of Keith Brown, and I certainly support shipbuilding in Scotland.
15:55
Jamie Hepburn (Cumbernauld and Kilsyth) (SNP): I welcome the debate, although I regret some of its terms.
I recognise the importance of shipbuilding to our country. It would be an exaggeration to say that I grew up in the shadow of the yards, but it was not a million miles away—within earshot of the horn rather than in the shadow of the yards—so I know the importance of the industry to Glasgow and Clydeside. It is an important part of our country's industrial heritage and it has to be an important part of our country's industrial future. Like Stewart Stevenson, who made this point very well, I hope that that perspective is shared by all members.
I regret the conclusion of the motion, which seeks to make the debate a constitutional bun fight. We hear consistently from Labour members that the SNP has a constitutional obsession, but the motion is just another example of the inconsistency of that argument. I find that, actually, it is the Labour Party that most frequently brings up the constitution in the Parliament. Frankly, when a number of members state directly that yards will close and jobs will go in the context of independence, that can only be described as naked scaremongering.
Iain Gray:
Will the member give way?
Jamie Hepburn:
No, thank you, Mr Gray.
Anas Sarwar, deputy leader of the Labour Party in Scotland, has made the point that the issue does not need to be a constitutional one and we do not need a constitutional rammy. That point should have been heeded, but we are where we are, and I am happy to debate the issue in that context.
Johann Lamont said that she is keen to ensure that trade union voices are heard, and I am, too. Jamie Webster's words have been quoted already, but his comment on "Newsnight Scotland" on the type 26 contract is worth hearing again:
"What I will say, and declare publicly: If the situation is that Scottish people by democratic vote, vote Yes, I would expect, no sorry, demand, that every single politician of every section supports us to hell and back".
He is absolutely right to make that demand.
Drew Smith: Will the member give way?
Jamie Hepburn: No, thank you, Mr Smith.
Willie Rennie: Will the member give way?
Jamie Hepburn: No, thank you, Mr Rennie.
It is extraordinary that the local member of the UK Parliament called for a "break clause" in the contracts so that the MOD could withdraw work from Scottish yards in the event of a yes vote. Johann Lamont suggested that Mr Davidson is "second to none" in his defence of shipbuilding, but that is a peculiar form of defending the industry and his constituents. It is one of the most cynical calls that I have ever seen and it actively works against his constituents' interests.
Willie Rennie: Will the member give way on that particular point?
Jamie Hepburn: No, thank you, Mr Rennie.
On the day of the UK Government's statement on shipyards in the House of Commons, Mr Davidson made a quite extraordinary comment. He said:
"This has been an excellent day for shipbuilding and industry on the Clyde".
That comment is still on his website. Of course, we all welcome the greater certainty for the future of the Clyde yards, but what Mr Davidson called an excellent day was a day on which more than 800 people in the yards lost their jobs. How excellent a day would they have felt it to be?
It is sad to reflect on the point that, as Johann Lamont and Willie Rennie said, we knew that this day was coming. To me, that speaks of the point that the issue is a long-standing one, as Margo MacDonald said. Under UK control, we have seen the managed decline of the shipbuilding industry in Scotland. Johann Lamont referred to the fact that 100,000 people worked in shipbuilding at the industry's peak. More recently, in 1998, 10,100 people worked in shipbuilding in Scotland, and, in 2011, the figure was down to 6,600, which is a decline of one third in 13 years. The number will fall by a further 15 per cent as a result of the recent announcement.
The point about BAE Systems recognising the expertise of the Clyde yards has been well made. The Clyde yards are the place to build the type 26 frigates, which can and will be built there when we are independent. We should reflect on the fact that Scottish shipyards already build ships for countries outside the UK. Whatever the circumstances might be, they already do that. They were involved in £1.5 billion-worth of export contracts with BAE, including eight ships for Malaysia, Brunei and Brazil and the reactivation of five frigates for Romania and Chile.
The most important question is what the future for the yards is once the type 26 frigates are built. On the current trajectory, will we be looking at another day that we all knew was coming? Independence, far from threatening the yards, can help to secure their future.
I will compare our situation with that of Norway, which other members have mentioned. In Norway in 2011, 22,210 people were employed in the building of ships, boats and oil platforms. In 2012, 42 shipyards built more than 100 ships. Murdo Fraser set out how we have a competitive market, which is absolutely the case—I cannot disagree— but I have set out the reality of shipbuilding in Norway compared with the reality in Scotland.
When we are independent we will need the expertise of Scotland's shipbuilding sector. Murdo Fraser inadvertently made that point when he said that he cannot conceive of the circumstances in which a Scottish Government would not award contracts to Scottish yards. He is saying that there will be work for the industry in an independent Scotland. He is absolutely right. Indeed, I have a copy of the Scottish Global Forum's letter to Willie Rennie—incidentally, I think that he misrepresented its report; the forum certainly thinks that—which talks about the number of vessels that could be procured from the Scottish yards in an independent Scotland.
We should all get behind Clydeside and Rosyth no matter what our constitutional future is, but let us hear no more about independence threatening Scotland's industries.
16:01
Drew Smith (Glasgow) (Lab): The announcement two weeks ago of significant job losses was not unexpected, but it remains a major blow, and it is not possible to talk about the issues raised in the motion without thinking of those who are at risk of losing their jobs.
The Clyde unions and management are to be commended for the constructive way in which they are negotiating with each other in the best interests not just of the current workforce but of those who we hope will work there in the future.
There is no better or more forceful advocate for the Clyde than those who work in the yards, and they should be listened to. I appreciate that Government back benchers have been handed their copy of Jamie Webster's quote, which they have stuck to and dutifully read out during the debate. I do not disagree with Jamie Webster. In the event of a yes vote, of course we would have to get behind the Clyde yards. The problem is that I do not want to get behind them just when they are arguing for something when they are put in a difficult position; I want us to have influence over such things. That is the point that all the other union conveners have made.
Others have said that the crucial issue for the success of the Clyde yards is a healthy order book. In fact, there are two issues: orders and skills. The unions will be making the case for
apprentices, who have been a major source of pride for everyone who knows the Clyde yards. It is vital that training continues and that the yards continue to be seen as an attractive career choice for young people from Glasgow and far beyond, because only by maintaining skills and training new apprentices will the yards be able to take advantage of the UK's policy of procuring UK defence ships within our borders and to build the new orders that I wish to see, among which the most crucial is the order for the type 26 global combat ship.
The extra work on the Queen Elizabeth class, which is to be transferred from Portsmouth, is, as Murdo Fraser said, very welcome, as is the order for offshore patrol vessels. That work can bridge the gap in the period up to an order for the type 26.
The order for the type 26 is the next major order that could and should be placed with the Clyde yards, following those for the aircraft carriers and, before them, the type 45 destroyers. Those ships, the Daring class, are in British service now, and no one who has any interest in Clyde shipbuilding will have failed to have noticed HMS Daring arriving in the Philippines this week, bringing with it muchneeded UK aid for the country.
I want to see HMS Daring, HMS Dauntless, HMS Diamond, HMS Dragon, HMS Defender and HMS Duncan, which were all commissioned by the previous Labour Government, joined by a new class of Clyde-built frigates that can play their role in the defence of the United Kingdom and in projecting British influence at sea—ships that Glasgow would be proud of.
BAE Systems has made clear that its preference is to build those UK defence ships in Glasgow. Therefore, the single biggest threat to that order coming to Scotstoun and Govan is the loss of the yards' status as domestic UK shipbuilders. As others have mentioned, UK yards are able to compete for the work under article 346 rules, which assist the UK to place orders for UK defence ships in the UK.
I listened with interest to what Annabelle Ewing said about article 346. The provision exists so that Governments can make decisions in their own interests as member states. She rightly said that a country must be a member state to benefit from the article.
Annabelle Ewing: Will the member give way?
Drew Smith: I can anticipate what Annabelle Ewing is about to say, so I do not think that I need to hear it, other than to say—[Interruption.] Okay, I give way.
Annabelle Ewing: It is kind of Drew Smith to let me intervene. Does he disagree with the MOD
minister who, when asked the very question whether a Clyde yard could receive work from the rest of the UK after Scotland has voted yes, said:
"I think the answer is technically yes, if it was in our national interests to do so"?
That is very clear.
Drew Smith: I successfully anticipated what Annabelle Ewing would say. It might be technically possible for something to happen, but that does not make it likely that any Government would make a decision that was against the interests of workers in the member state, as she put it. We need a bit of realpolitik in the debate.
The nationalists have tried, with little success, to convince the workers at the yards that all this will somehow not matter. It has been suggested that the Clyde yards could simply—and apparently immediately—diversify into other kinds of shipbuilding. Like Johann Lamont, I would support any intelligent ideas for new work. However, glib statements ignore the highly specialised nature of the yards as defence shipbuilders and forget that BAE Systems bought the Govan business from a Norwegian owner—Kvaerner—that tried to make exactly such a diversified business work on the Clyde.
I am not clear about whether the Scottish Government has urged BAE Systems to build commercial ships such as car ferries or tankers on the Clyde, but I would be interested to know BAE's response, given that it is a defence contractor.
Margo MacDonald: Will the member give way?
The Deputy Presiding Officer (John Scott): Drew Smith is in his last minute.
Drew Smith: If the response was not positive, can we presume that the Scottish Government believes that BAE should sell the Clyde yards to someone who might be prepared to make such a business work? The workforce is only too aware of the uncertainty that that would bring.
The only other suggestion—apart from the idea that the UK should buy Scottish, regardless of whether Scotland is in the UK—is that the yards will be kept busy building a Scottish navy. The SNP amendment seeks shamelessly to divert the debate from jobs in the defence industries to Faslane. That is probably the only case of a Government trying to distract attention from significant job losses by promising even more for a different group of workers.
We are told that the £163 million annual saving from Trident can be spent on building boats.
The Deputy Presiding Officer: You must draw to a close, please.
Drew Smith: However, we are not told how many boats would be built or how they would be procured, and we already know that that money is to be spent on resurrecting the historic regiments, international development, renewable energy, higher welfare benefits, earlier pensions, tuition fees and skills and training.
The Deputy Presiding Officer: Mr Smith, you must close, please.
Drew Smith:
I could go on, Presiding Officer—
The Deputy Presiding Officer: Do not.
Drew Smith: I will respect your entreaty not to do so.
The Deputy Presiding Officer: Thank you.
16:07
Chic Brodie (South Scotland) (SNP): I share Annabelle Ewing's view on the proposed loss of jobs in the fine city of Portsmouth.
I will start by drawing a couple of pictures. In picture 1, the Labour motion
"notes the benefit to this industry of UK defence contracts, and ... considers that the best way to safeguard the future of Scotland's defence manufacturing industry is to remain in the UK."
I will help Labour members with some numbers. In 1921, there were 100,000 shipbuilding jobs in Scotland. In 1955, the figure was almost 100,000. In 1998—there was no SNP Government yet—the figure was 10,100. That was pure decimation. In 2011, the number was 6,600. In 2015, it will be 1,500. How can the SNP Government possibly be blamed for such decimation and destruction of an industry?
Here is picture 2. I have spent the past two and a half years researching why Westminster Governments had, as we suspected, denied in the early 1980s the opportunity that existed in the Firth of Clyde for oil and gas production. The Secretary of State for Scotland at the time, who was a local Ayr MP, said that resources were there in exploitable quantities. I have the confidential ministerial papers that show that the Ministry of Defence refused to allow drilling in specific areas because of "special circumstances", which we know means nuclear submarines.
Over 30 years, we have lost thousands of jobs—not just in shipbuilding—because of the cover-up. Can members imagine the jobs in oil-rig production and maintenance and in the supply chain in Govan if we had been allowed to go ahead with such drilling? Thousands of long-term jobs have been lost, and for what?
Our amendment refers to
"the choices that could be made to support increased diversification"—
that could have happened—
"and ... action to boost exports."
That is absolutely right.
Because of Westminster's obsequiousness, that £100 billion spend on nuclear submarines and now Trident means that we have lost that added value. Yet still Labour continues to attach itself to the seekers of the lost empire. That is what it is about. It is not just about UK defence contracts but about years of missed opportunity, a lack of vision and a lack of planning and strategy.
As Charles Harrity, a senior GMB organiser— and a real person—said last week:
"I would say it's more a case of no planning, no strategy ... This is really about whether a British government ... has any kind of industrial strategy at all and the evidence of today shows that they haven't".
They never have. Still the Labour Party wishes to hitch itself to a Con-Dem boat that is steadily sinking.
Worse is the politicisation of what was clearly a commercial decision. The Government contracts with BAE Systems, not with another country. Surely the business and financial heads of BAE Systems are not going to invest hundreds of millions of pounds in upgrading a shipbuilding facility because of the constitutional situation; they will do so because of the skills, quality and rate of return on that investment that they will get for their shareholders. That understandable commercial judgment will now and in the future cross country boundaries. Joint procurement of defence contracts will allow the Clyde to compete and to work with the MOD in the UK; the Clyde will also be able to work with many other countries on many marine products. That should be our aspiration for the people on the Clyde. As part of a diversified industry in Scotland, there is no reason on earth why the Clyde should not be able to compete for business on a commercial basis and to work with other countries to do just that.
Drew Smith: Will the member take an intervention?
Chic Brodie: No. I am almost finished.
Collaboration and the development of specialisms are the secret to success. As the MOD said in January this year:
"In times of budget pressures for all nations, it makes sense to maximise economies of scale and work with our friends to get the best value for money on all sides."
Margo MacDonald: Will the member give way?
Chic Brodie: I cannot; I am in my last paragraph.
Many years ago, I was international production, procurement and distribution manager for NCR, and it never crossed my mind that collaborating and working in partnership with our sister companies in France, Switzerland and the United States of America to harness the best skills, quality and performance to meet our customers' needs was not the best way to build and sell a complete computer system or some of our security systems. The same will apply to the absolute protection for security modules on the Clyde. With product diversification, that is what the Clyde can do, and that is what the Clyde will do.
16:12
Sandra White (Glasgow Kelvin) (SNP): I express my solidarity with the workers in Glasgow, Filton and Portsmouth who have been affected by the announcement. I know only too well how important such jobs are, and I will go on to explain why.
It is a well-known fact among SNP members—I am sure that the Labour Party also has a memory—-that every single time there is a general election, the Labour Party comes out with the scaremongering story that we will lose our shipyards. That has happened at every general election during the 30 years that I have been involved in politics, but it did not work in 2007, it did not work in 2011, and it will not work in 2014. The people have seen through that ploy.
During last week's debate, I said that I was angry and sad about the announcement, and I still am. Labour members should take a look at themselves, because their mantra, which constantly belittles the people of Scotland, the people of Glasgow, the people of Govan and the people in my constituency, is wearing very thin.
Johann Lamont: Is Sandra White saying that John Dolan from the shipyards is belittling Glasgow and the people of Scotland when he expresses his concerns? What about the convener at Thales UK, who told me that it has moved from uncertainty to vulnerability? Is he belittling the industry that he cares deeply about?
Sandra White: I did not mention any of the names that Johann Lamont has mentioned. [Interruption.] Excuse me a minute, but Mr Smith should know that a lot of my constituents and family are affected by the announcement. If he would stop sniping from the sidelines, I could finish what I was saying.
I do not speak for the trade unions, but I speak for people in my constituency and people outwith it. They are not the only ones who talk to me and others. The Labour Party is not the only party that people go to to express their concerns. On Saturday, I was at a conference at Glasgow
Caledonian University at which a debate on independence was held. Out of all the people at the conference, only two—one of whom was a member of the panel—said that they would not vote yes in the referendum. All the rest of them said that they would vote yes. Afterwards, we spoke to people individually about the shipyards. A person who works in one of the yards, whom I will meet next week—I will not give their name, just in case Johann Lamont happens to speak to others—does not think that it will close. It is not the case that everyone in the yard says that it will close if people vote yes in the referendum. Johann Lamont should not tell me that the Labour Party speaks for every worker in the Clyde shipyards. It does not, and I am sure that others—both inside and outside the chamber—will agree with me.
I was born in Govan and my family—my father, my brothers and my uncles—worked in the shipyards. They were vital to the livelihoods of people in the area. Many other families worked in the yards, from Kvaerner to Harland and Wolff to Stephen and Sons to Fairfields, so I know only too well about the heritage of the Govan shipyards. I also know only too well that, as members such as Chic Brodie have said, they have been run down for many years. We should be diversifying and looking to the future. That is what the shipyard workers are telling us.
When we talk about the here and now, what gets to everyone is the fact that Labour is decrying the skills of the shipyard workers. Instead of supporting those workers, as the Opposition should, Labour is using a red herring and saying to them that if they do not stick by the union or by what Labour tells them, they will lose their jobs. Labour is not saying that they have great skills, that they are fantastic workers and that, if the defence jobs do not come to the Clyde yards, it will do everything that it can to ensure that their skills are used elsewhere. That is what we should be doing. That is why I repeat what I said to Opposition members last week: you should be ashamed of yourselves for constantly scaremongering. It is a disgrace.
I want to pick up on something that Chic Brodie mentioned: the suggestion that, if we vote for independence, defence work will never come to Scotland. The fact that the MOD is working with Australia on the type 26 frigates has been mentioned. The MOD press release that Chic Brodie cited says:
"Areas of potential co-operation include future frigates, with the Royal Navy's Type 26 design ... the first of many opportunities for future collaboration."
On 7 November, Jim Murphy, who is a member of Johann Lamont's party, said:
"Co-operation on defence procurement is critical, enabling us to maximise our ability"
to go forward. That is the view of someone in Johann Lamont's party, yet she argues against that.
Let us be grown up about this. Are all those on the unionist side really saying that a future UK Government would be so small-minded that if its nearest neighbour, an independent Scotland, had the best workforce, it would snub us by going elsewhere and having something much more expensive built?
Iain Gray rose—
The Deputy Presiding Officer: The member is in her final 15 seconds.
Sandra White: Thank you, Presiding Officer.
I say to those members: for goodness' sake, grow up and stop scaremongering. You have done it for long enough. As I said, it did not work in 2007, it did not work in 2011, and it will not work in 2014 either.
The Deputy Presiding Officer: I call Duncan McNeil, to be followed by Mark McDonald. I remind members to speak through the chair.
16:19
Duncan McNeil (Greenock and Inverclyde) (Lab): Johann Lamont said that she has the Govan shipyard in her constituency, and I am proud to say that I have constituents who work for BAE Systems in the Govan shipyard and at Rosyth.
The road has been long and it has not been an easy one. There are many reasons why we are in a situation in which so little shipbuilding is done in Scotland. There is no doubt that it has been a difficult journey. The issues that have brought about the situation do not change. EU competition laws do not change—and will not change, whether people vote yes or no in the referendum. That means that it will be difficult.
It is a long time since we have won and built a merchant ship. We cannot even win the competition to build boats for CalMac Ferries. That is the scale of the challenge, and we cannot ignore it.
All the other countries that have been mentioned have gone over the years. They came and we taught them. They built up their own capacity and then they decided, as independent nations, that they would rather build the ships themselves.
We heard from the Deputy First Minister that we could overcome the issue and that, under independence, we could build Australian ships. I found that most offensive. I hope that it was not deliberately misleading and that she was badly advised when she read out that statement. We have not built an Australian ship for 35 years. That is the reality, and we cannot overstate the scale of the issue.
About 15 years ago, when a Labour Government was in power, we got to a stage that was welcomed by all the trade unions and, I think, all the political parties. The shipbuilding industry was not the industry that we knew. It did not employ the tens of thousands of people that it had employed in the past, due to some of the things I have referred to: we could not compete effectively and we never invested effectively. We used to build out in the rain, whereas others built inside. Shipyards across Europe and in other countries now import the steel hulls. There are no steelworkers working in the shipyards in Germany. They import from Poland and exploit the cheap labour there. We have missed those chances to keep up, so we have a small number of people building ships.
We used to call it the rent book on the Clyde. The grey ships were the backbone—they were what we were guaranteed. I concede to the minister that they have been seen as a rent book and a subsidy for shipbuilding ever since. Those are the only orders that we can win, and that is why it is vital that we do not risk them. Regrettably, we do not have a plan in place that will carry the workforce, so we cannot risk having a situation in which the UK Government will not sign off the ships.
Sandra White: Will Duncan McNeil give way?
Duncan McNeil: No, thank you.
We have not diversified, but the threat is imminent. It is only a year until the ships will be signed off—or not.
Somebody mentioned Ferguson Shipbuilders, which was promised a ship in 2007. The Scottish Government and the previous Scottish Executive worked hard to get ships into Ferguson Shipbuilders. I am grateful for that, because the yard is in my constituency. However, we cancelled a ship in between. We promised Ferguson a ship and cancelled it. Do members know why we cancelled it? I suspect that we cancelled it because we came to the conclusion that we would be expending precious Scottish Government budgets to build in a shipyard that was not in Scotland. We had to wait two or three years until we finally got further contracts.
It is right that, if we have Government budgets to build smaller ships, we should take every advantage and pull every string to ensure that the orders go to Scottish shipyards. Every Government would do that and I argue that the Scottish Government, whatever its shape, would
do it in future. That is what the UK Government will do.
The really depressing factor that hits me as we discuss the matter today is that we knew that this was coming. We have talked about the gap in the orders. What have we done about diversification since then? What has Scottish Enterprise done to ensure that we build on the skills of the 800 ship designers who have designed a world-class product that people want to build?
Keith Brown: I am happy to lay out in my closing speech the work that we have done to help apprenticeships and training on the Clyde through Scottish Enterprise grants. However, does Duncan McNeil not think that the UK Government, which is in charge of defence, should have taken the lead on diversification? When has he criticised it for not doing so?
Duncan McNeil: I think that both Governments need to get together to discuss diversification in shipbuilding, with the defence contracts being used as a core or backbone.
We need to keep the First Minister, Mr Salmond, to his promise about the reindustrialisation of the Clyde. We need to deliver on renewable jobs. We need to re-equip the North Sea. We need to do all those things. There is no point in pointing to history and saying that it was all someone else's fault when in our time we are not doing any better. Where is our manufacturing strategy? That is the challenge to us today and in the future. Let us develop our manufacturing strategy, irrespective of whether people vote for independence or to remain within the union. That is our responsibility. Let us face up to it.
16:25
Mark McDonald (Aberdeen Donside) (SNP):
Next week, as members have alluded to, we will see the Scottish Government's white paper. Unfortunately, this afternoon we appear to have seen Scottish Labour's white flag. Today, Labour members have made it clear that their support for the Clyde shipyards is conditional on the constitutional arrangement. I wonder what those Clyde workers watching the debate at home are thinking today as Labour politicians queue up to write out the post-independence redundancy notices for the workers on the Clyde. Here today, Labour members have declared that, unless Scotland votes no, the Labour Party sees no future for the Clyde shipyards. What an utterly depressing way for the Labour Party to conduct itself in Scotland.
During the debate, some have argued—Willie Rennie majored on this—that no UK warship has been built elsewhere. In what I thought was an excellent speech, Stewart Stevenson took Willie
Rennie to task on the issue of sovereign capability, particularly in respect of fixed-wing aircraft. According to Hansard, speaking about the issue of the type 26 contract, the Parliamentary Under-Secretary of State for Defence, Mr Gerald Howarth, said:
"My right hon. Friend the Secretary of State has just returned from an extremely profitable visit to Malaysia, Australia, New Zealand and Turkey. All those countries have expressed interest in joining the United Kingdom in a collaborative programme".—[Official Report, House of Commons, 31 January 2011; Vol 522, c 575.]
That collaborative programme was to develop the type 26, so it is entirely conceivable that warships could be constructed outside the United Kingdom. The fact that it has not happened yet does not preclude such an opportunity in the future, as the under-secretary of state outlined.
Willie Rennie: Will the member give way?
Mark McDonald: I have a lot to get through, but I may come back to Mr Rennie in due course.
Margo MacDonald made the important point that no less a man than Jimmy Reid—he was second to none in his commitment to Scottish shipbuilding; he was certainly not second to Ian Davidson MP— supported Scottish independence. The very notion that a man with such a strong commitment to the Scottish shipbuilding industry would support independence without thinking that the Scottish shipbuilding industry could see a prosperous and better future as part of an independent country demeans the work that Jimmy Reid did throughout his life. The conclusion that he came to was that independence is the best way for Scotland to go.
We know that Ian Davidson MP is one to put out leaflets saying "Separation shuts shipyards". We know that the better together campaign has put out leaflets claiming that shipyard jobs are more secure as part of the UK. However, as my colleague Jamie Hepburn pointed out, the decline in those jobs while Scotland has been part of the union suggests that it is the United Kingdom that shuts shipyards and presents insecurity as the future of the shipbuilding industry in Scotland. Like the better together campaign's stories about losing the triple-A credit rating, that is yet another example of the reality belying the rhetoric.
I will back the Clyde workers whatever the vote next September, but it is disappointing that so many Opposition MSPs have written off the future of the Clyde yards in the event of a yes vote. Have they no ambition, no vision, no willingness to consider a better future? Interestingly, Duncan McNeil spoke about those other small independent nations that have developed and allowed their shipbuilding industries to thrive. Can he not make the causal link between what has been happening to Scottish shipbuilding as part of the union and
the ability of those countries to have control over their own futures and over their own industries? Can he not see that there may be a better future out there?
Michael McMahon spoke of the industrial decline in central Scotland. I understand entirely the pain that is felt in those communities from that industrial decline, yet still the Labour Party wants to cling to the very political system that delivered that decline.
As things currently stand at Westminster, that political system condemns Scotland to occasional rule by the Conservative Party even when the people of Scotland do not vote for that party. On James Kelly's remark that we would be condemning England to perpetual Tory rule, the Labour Party would still have won the 1997, 2001 and 2005 general elections if all Scottish MPs had been removed from the equation. The idea that England never votes Labour is a myth perpetuated by Scottish Labour MSPs as a sort of faux solidarity argument.
It has been argued that by removing Trident we would create economic insecurity. However, a 2007 report that was commissioned by the Scottish Campaign for Nuclear Disarmament and the Scottish Trades Union Congress—among those who compiled the report was one Claudia Beamish, who is now an MSP but was at that time the chair of Scottish Labour—concluded:
"Scotland would economically be a net loser from any decision to replace Trident. There would be serious consequences for its public services and for employment over a prolonged period of time."
Better together—ye couldnae make it up.
The Deputy Presiding Officer: I now call Margo MacDonald. You have up to two minutes, please—no more.
16:30
Margo MacDonald (Lothian) (Ind): Ooh! Thank you, Presiding Officer.
I cannot make too many points, but I will say that I am absolutely in solidarity with Duncan McNeil, because his ambitions are the same as mine were and still are. Chic Brodie made the same sort of point, which is that, at the end of the day, it is the bottom line that counts. There is not a Government in Europe just now that can afford to pay over the odds, and the United Kingdom Government is particularly strapped for cash.
I therefore suggest that timing is all. A fortnight after the Scots vote for independence, it is just possible that there would be folk in England who might object if some warship orders for England were placed with a Scottish yard. That is a fortnight afterwards, but a couple of years afterwards who cares? The rule of thumb will be how much it will cost in Scotland compared with elsewhere.
I talk about diversification with some bitterness because, when I was elected for Govan, it was in the same situation as it is just now, so I suggested that the yards could make liquid gas carriers, which was a market that was only just opening up. However, I have to be honest and say that the unions, led by Jim Airlie, laughed at me and told everybody that I was a silly lassie—I wisnae a silly lassie then and I'm no one now.
There are still things that could be built on the Clyde, but Duncan McNeil knows better than anybody else that the upper Clyde is limited in the type of ships that can be built there. As for diversification, it has been tried: Kvaerner did it when it built the upper structures for oil rigs. Lots of things have happened on the Clyde.
The Deputy Presiding Officer: You should be drawing to a close, please.
Margo MacDonald: It is a case of putting our minds to ensuring that things happen in a logical, planned fashion
The Deputy Presiding Officer: We move to closing speeches.
16:32
Alex Johnstone (North East Scotland) (Con): This has been a bad-tempered little debate. In fact, it has been not one debate but two. There has been one set of issues that those of us who wish to see the union continue have talked about, and a completely different set of issues that those in the party of government have talked about, and it seems never the twain should meet.
First, on behalf of the Conservatives, I take this opportunity to offer our solidarity with the workers in the shipyards, both those who are losing their jobs and those who will continue to have their jobs. If that requires us to make the commitment out loud so that everybody can hear it that we will do everything necessary to ensure that the type 26 frigates are built on the Clyde, whether before or after September next year, then we will make that commitment, just as I am sure that our friends opposite will make that commitment.
The problem that we have is that there is a lack of understanding as to who is responsible for what in this debate. If this debate is in any way a constitutional one, then who made it a constitutional debate? Whose bill is it that made us go towards a referendum in September next year? It is this Government that decided to make the constitution the number 1 issue.
Keith Brown, in his speech against the motion, chose to make a desperate and futile defence of his party's position, which he gave up only to replace it with a vicious attack on the UK Government. He went through all the things that have been done and all the things that he portrayed as failures, such as the cost of the aircraft carriers and the abandonment of the Nimrod programme. To tell you the truth, if that is the way he seeks to make friends, I wouldnae like to be one of his enemies.
However, Keith Brown went on to talk about other things. His amendment mentions Trident. The truth is that he tells us that these contracts could be won after Scotland became independent yet any such negotiation would take place at exactly the same time as his Government was trying to close down the Faslane naval base. If that is how he makes friends, I do not know what he intends to achieve through his negotiations. Give and take is how we negotiate traditionally. I suspect that he would not be willing to negotiate on that or many other points.
Many times during the debate, red herrings have been raised. The concept of us working jointly with countries such as Australia to develop the type 26 has been raised as an example of how we can, of course, work across international boundaries.
Other speeches, though, showed a bit more understanding about how joint defence procurement works. First, I do not believe for a minute that Australia intends to build any of those ships itself. Secondly, where joint defence procurement happens, it tends to be on the basis that contractor work is shared out among the customers. The idea that Scotland will indulge itself in joint procurement work with another country when it is not in fact a customer for those ships is a bit naive.
Chic Brodie: Will the member take an intervention?
Alex Johnstone: No, I will not.
I want to talk about BAE's decision to commit to the Govan and Scotstoun shipyards. It made that decision because the Govan and Scotstoun shipyards are the best place to build modern warships. It made that commitment because it believes that the staff at those shipyards are the best people to build modern warships. However, it also made that decision based on the key assumption that Scottish independence will be decisively rejected.
Chic Brodie: Will the member give way?
Alex Johnstone: I hear the constant whining from the SNP back benchers. During the debate, they have had the opportunity to express themselves, make their case and set out why the rest of the United Kingdom might choose to build its ships here in Scotland. They have had the opportunity to make the commitment that has been asked of us by the trade unions and their leadership. We know that the Clyde is the best place for the UK to build its warships but they have chosen to put it at risk.
It is, without a shadow of a doubt, our duty to support the shipyards and their workers. I give the commitment that I will work to ensure that that work goes to the Clyde, but I will not delay the start of that commitment until the day after the referendum. It starts now. My commitment is that I will fight Scottish independence to protect those jobs.
16:38
Keith Brown: As Alex Johnstone said, this has been a fairly ill-tempered debate, which has, perhaps not unexpectedly, been dominated by the constitution. It is important to remember that we are talking about at least 800 people in Scotland losing their jobs; around 1,200 people elsewhere in the UK face the same prospect. At the root of the issue, we must remember that the support that the Scottish Government provides through PACE and other means is vital to ensure that those individuals have the prospect of further employment, if that is what they so wish. That is an important point—I take that point in Johann Lamont's motion.
Nevertheless, it is regrettable that the constitution has intruded in the way that it has. Despite what Alex Johnstone says, the Labour Party's motion makes this a constitutional issue. That is in stark contrast to the request by Johann Lamont's deputy leader that we should not make this a constitutional debate, and to the position of Jamie Webster, who said that the issue should not become a political football.
Instead, the motion quite clearly tries to identify the decision that was taken as a constitutional consequence. Incredibly, Johann Lamont has said—she will get the chance to clarify these remarks if I am wrong—that the decision was an example of the union dividend. The decision to cut 800-plus jobs in Scotland and many more in the rest of the UK was an example of the union dividend.
Chic Brodie: Is it not the case that, as soon as the announcement was made about Portsmouth, very skilled people there—engineers and what have you—would almost automatically and immediately have started to seek other jobs so that, by the time the decision would theoretically be changed because of constitutional
arrangements, there would be fewer skilled people in the Portsmouth area?
Keith Brown: That is a natural consequence. If people, especially at that skill level, knew that there was not the future that they would want at that yard, they would start to look for other opportunities. That is natural enough. It would, of course, have been useful had Willie Rennie acknowledged his political ally in Portsmouth, who mentioned that those jobs will be long gone by the time the contract has been awarded.
Johann Lamont made the point that the SNP should consider its arguments because of the consequences. That is not a bad discipline. Perhaps we would not do that in the course of this debate, but we should all from time to time check the arguments that we are deploying and the effects that they would have. Perhaps it is time for Johann Lamont to undergo a little bit of selfexamination as well, because she is now ignoring her deputy leader's calls not to make the issue a political one and supporting her Conservative friends—I think that that was the phrase that Alex Johnstone used. Members should bear in mind, of course, that many Labour Party people outwith the chamber say that they do not have the stomach to work with the Tories but, obviously, all the Labour Party people here like working with them. Not a word of criticism has come from the Labour Party today about the Tory Government's various failures on defence; the criticism has all been directed at the SNP, of course.
Worst of all are the explicit—they were previously implicit—threats to the workforce on the Clyde. The Labour Party is telling people on the Clyde, "If you do the democratic thing and don't vote the way we want, your jobs are gone." It is a disgrace that it should do that. It is, of course, possible to say—as I think Alex Johnstone tried to say and we will say—that, whatever the outcome of the referendum, we will help people to try to retain those jobs.
I want to go back to a point that I made earlier, which I hope Johann Lamont will respond to in summing up. I wrote to her on 25 June to ask whether she could clarify whether Scottish Labour would commit to work with the Scottish Government to give our shipyards the best possible chance of winning this contract as soon as possible, thus safeguarding hundreds of jobs and the local communities that depend on them. I still have not had a response from her. Perhaps that colours my view of her call for cross-party working. I welcome the commitment from Alex Johnstone to cross-party working. The point is to provide reassurances from the UK Government, should they be required, that the type 26 contracts can, of course, be delivered in an independent Scotland. There is no question about that.
Duncan McNeil was looking back to what has not happened up till now on diversification as he saw it. I have pointed out to him the number of times—six this year, for example—that Scottish Government ministers have worked with BAE alone on improving productivity, modernisation, job opportunities and apprenticeships. Duncan McNeil has not said one word about the fact that, as I have pointed out, the UK Government is responsible for diversification, as it is responsible for defence. It has some responsibility, as well. As soon as I raised that issue, his response was, "Oh, don't look back." His first point was, "What have we done up till now?" All that I am saying is that we should be even-handed. The lion's share of the responsibility has to be with the UK Government. At the end of the cold war in the 1990s, the Labour Party said, "Let's make sure that we make the premium from this the fact that we can diversify arms jobs." That has not happened.
Duncan McNeil: I concede that I did not intend to take the minister back to that point. The point that I tried to focus on was that it is surely not beyond the Scottish Government, which has been in power for six years, to connect up the skills shortage in the North Sea with the overabundance of skills on the west coast of Scotland. We could have delivered renewables and manufacturing jobs, and we could be renewing vessels in the North Sea. Why is that beyond us after six years of SNP government?
Keith Brown: That is exactly the kind of work that has been going on. I will point to a couple of examples. On the North Sea and renewables, members will, of course, know that Babcock has diversified at Rosyth. It has already taken that position, and it is starting to do that. I think that we all know that BAE is much more explicitly a defence supply industry contractor—that is what it does—but where diversification can take place, we have tried to support that.
I note that Willie Rennie opposed the extension to the Rosyth base that Babcock applied for. He opposed the future opportunities in terms of the ferry terminal, so I take his support for diversification with a pinch of salt.
Willie Rennie: Will the minister give way on that point?
Keith Brown: No, I will not.
There was not enough mention in the debate of the impact of the extended overruns in UK defence procurement. They have been wished away and not mentioned by either side: the cost of aircraft carriers going from £3.6 billion to £6.2 billion, and £3.6 billion being spent on aircraft that never flew a mile—I would have thought that people would make a connection between those things and the jobs that are lost in Scotland. We
get only 5 per cent of the defence procurement jobs in the UK. I am sure that we could get an awful lot more if it was not for the huge overruns and wastage that we see within UK defence procurement.
Of course I am more than happy to discuss those things with the UK, but we cannot hide the facts, and we should not hide them. We should point them out. Can members imagine what would happen here? James Kelly has regularly debated the Glasgow airport rail link with me and he has mentioned £30 million that was spent but not then recouped. Today we are talking about the spending of £2.6 billion—that is £2,600 million—on the aircraft carriers and £3.6 billion on aircraft that never flew but were scrapped at a cost of £500,000 and had a scrap value of £1 million, yet there is not a word of criticism about that. I would have thought that James Kelly would make the connection in relation to that.
Much has been said about the people who work on the Clyde and everyone has a person that they can refer to. I will not repeat Jamie Webster's comments, but they are key. We seem to be getting something of a consensus around the fact that we should all commit to help out the workforce whether the Scottish people vote yes or no. We should all do that.
However, I should also mention somebody else—he is a former shipyard worker and TGWU official—who said:
"The industry has for years been far too reliant on Admiralty contracts for warships. What we need to do is diversify and build a range of craft like cruise liners, ferries and offshore patrol boats." [Interruption.]
I do not know why Duncan McNeil finds this objectionable.
The Deputy Presiding Officer: You must close, please, minister.
Keith Brown: He continued:
"What we must not do is allow all that skill, expertise and technology to disappear and I fear that is happening under Westminster. We need to be in control so that we make decisions here in Scotland that suit Scotland."
Those are the words of the former Labour Lord Provost of Glasgow, Alex Mosson, and I support them.
16:47
Iain Gray (East Lothian) (Lab): In closing the debate, I start by putting on the record again our concern, which has been expressed by members in every part of the chamber, for those workers who face redundancy in BAE shipyards and their families, for whom this will be a difficult time. I welcome the measures that the Scottish Government has taken in Glasgow and Rosyth to help with that. I give the workers in Portsmouth a particular mention since, for them, this is more than the ebb and flow of contracts but rather the end of a shipbuilding era. We all, I think, regret that.
Yet this debate is about opportunity and the potential of a bright future for our defence industries, and rightly so, because they demonstrate what is possible if we seize the opportunities that the United Kingdom gives us. Contrary to the hand wringing that we have heard from SNP members, the UK defence sector is the second largest in Europe and Scotland's skills, ingenuity and reliability have always ensured that we punch above our weight in claiming a share of that. We have 10 per cent of the defence jobs. That equates to almost 12,600 people and is way above our population share. We have one third of the UK's shipbuilding, which is several times our population share.
The industry is not just involved in shipbuilding and is not just on the Clyde, as we have Rosyth, too, and the largest defence electronics site in the UK just down the road at Selex Galileo. Indeed, a third of all MOD sites are right here in Scotland and an estimated 50,000 jobs depend on the sector. Just as our electricity industry benefits from the single British energy market and our universities benefit from access to UK-scale research funds, so our defence industry can make the most of a UK defence budget of £34 billion.
By the way, the cost of Trident—the centrepiece of the Government amendment—is included in that defence budget, so an independent Scotland's share of that would already be in the £3 billion Scottish defence budget. It is not some extra lottery win to get us out of any fiscal hole that the Government finds itself in on any given day. As for using it for diversification, as the Government amendment suggests, many speakers spoke about the difficulty over decades of finding ways of diversifying in the defence industry. It is not enough just to say the word. We have to hear the actual plans and suggestions.
The one SNP idea for defence in the future that we know about is the plan to divert half a billion pounds out of the defence budget and put it straight into the coffers of the banks and the energy companies, by cutting their corporation tax. The SNP will replace 11,000 Faslane jobs with bigger bonuses for bankers and bigger profits for the energy companies.
Wide as our defence sector is, much of the debate has focused on shipbuilding, where the issues are starkest. That is no wonder. The industry's heritage looms large in our collective story, and not just for Clydesiders. I am not from Glasgow, as anyone who hears me can tell, but there was a shipyard at the bottom of my granny's
street in Leith and I remember being shepherded into the hall at primary school to watch the launch of the QE2 on the Clyde on television.
Four years ago, I was privileged to attend the launch of HMS Defender—a type 45 frigate—at Scotstoun. I defy anyone who has a soul not to shed a tear when they watch the chains slip away and 8,500 tonnes of steel slip away with them. The ships are a living testament to and symbol of our capacity to shape not just steel but our world and our destiny. For that reason, the industry's story echoes through our story, in prose, poetry and song, and in politics and this Parliament, as Johann Lamont illustrated when she quoted Donald Dewar's great speech on the day when the Parliament opened.
Our ships are more than artefacts of steel. They are packed with the most sophisticated technology ever devised. They are the pinnacle of human ingenuity. The industry therefore deserves rigorous and honest arguments, but it has not heard such arguments from the SNP benches today. We heard tankers being misrepresented as warships that have been built elsewhere. We heard the argument—absurd, in the 21st century—that a global corporation such as BAE could not recruit or transfer skills to build ships elsewhere in the United Kingdom. Of course it could. We heard design partnerships being misrepresented as agreements to build abroad. We even heard the argument that, because there have not been as many defence contracts in the past as we would have liked there to be, we should turn our backs on the contracts that are available today. What kind of argument is that?
Every SNP speaker has quoted Jamie Webster, who said:
"If the situation is that Scottish people by democratic vote, vote Yes, I would expect, no sorry, demand, that every single politician of every section supports us to hell and back".
Let us be clear about this—and this is Mr Brown's answer, on Johann Lamont's behalf. I have fought for shipbuilding jobs before. I did it in Whitehall when I worked for the Secretary of State for Scotland and, when I was Labour leader here in Holyrood and the carrier contracts were under threat, I suggested to Alex Salmond that we go together to fight for shipbuilding jobs. We did that, going all the way—not quite to hell but to Liam Fox's office, where we made the case and we won.
If by some chance there is a yes vote next year, I promise that I will stand shoulder to shoulder with Alex Salmond, Nicola Sturgeon or whoever—even Alex Johnstone—and argue that the type 26 contracts should stay on the Clyde. So will Johann Lamont and so will Mr Drew Smith.
Keith Brown: Will the member give way?
Iain Gray: No, minister. You would not give way to me.
Members should understand that, at the moment when we must make that case, we will be arguing against the whole peacetime history of naval construction in this country, which has never built a warship abroad. At that moment, we will be arguing against a Government that has a multibillion pound contract to award and the choice of spending it on jobs for its citizens or jobs for ours. We will be arguing against EU law, which says that a defence contract awarded externally must be awarded in open competition. We will be arguing with a Westminster Parliament whose Scottish representatives have lost all authority— [Interruption.]
The Presiding Officer (Tricia Marwick): Order.
Iain Gray: We will make those arguments, to hell and back, but by then those arguments will have all the staying power of the proverbial snowball in that place.
Margo MacDonald: Will the member give way? Iain Gray: No—I am sorry.
We accept Jamie Webster's comments. Why is it, then, that when his fellow conveners' views are quoted in the chamber, in comments such as
"If Scotland was independent, no one could bid to build type 26",
"there is no way on God's earth"
that shipbuilding can survive in an independent Scotland, and
"no UK Ministry of Defence means no more shipbuilding jobs in Scotland", they are dismissed by the likes of Stuart McMillan and Sandra White? Why are those TU conveners told to grow up and stop scaremongering?
Sandra White: Will the member take an intervention?
Iain Gray: No.
Sandra White: Will the member take an intervention?
Iain Gray: No—I have said no.
The Presiding Officer: The member is not taking an intervention—sit down, Ms White.
Iain Gray: We will make the case for the Clyde in any constitutional circumstance, but the tragedy is that this case is already won. The fight is over, and the type 26 contracts are heading for Scotland. The workforce on the Clyde have earned the right to these jobs, and the only thing that can threaten that—the only reason why we will have to go to hell and back and win the
argument again—is the SNP's independence project.
The problem is not Labour's motion but the SNP's referendum.
I am not suggesting that colleagues on the SNP side of the chamber do not care about those jobs. I am sure—
Stuart McMillan: Will the member take an intervention?
Iain Gray: No—I have said no.
I am sure that those nationalist MSPs are sincere in their wish to keep these contracts on the Clyde, and that those slipway chains tug at their heartstrings just as they did at mine. However, the trouble is that, whatever their hearts are saying, their souls belong to separatism. That is the reality that they cannot acknowledge; that is the credo that dare not speak its name. That is the inconvenient truth that they have tried to shout down all afternoon because they cannot face up to it.
No matter how important shipbuilding might be and how much these jobs matter to the SNP, independence matters more to it.
The Presiding Officer: You need to bring your remarks to a close, Mr Gray.
Iain Gray: Their ideology is wrong and damaging, but I would respect it more if just one of them had the guts to stand up and say that they believe that placing Scotland's shipbuilding industry at risk is a price worth paying for independence. That is the logic of their position, and if they really wish to transcend it, they should vote for the motion tonight and back those shipbuilding workers.
Marriage and Civil Partnership (Scotland) Bill: Stage 1
The Presiding Officer (Tricia Marwick): The next item of business is a debate on motion S4M08327, in the name of Alex Neil, on the Marriage and Civil Partnership (Scotland) Bill.
16:58
The Cabinet Secretary for Health and Wellbeing (Alex Neil): The Marriage and Civil Partnership (Scotland) Bill will make a number of changes to the law on marriage and civil partnership, but the centrepiece is obviously the legalisation of same-sex marriage, which will allow all people in Scotland who love each other the same opportunity to have their marriage recognised in the eyes of the law. That will create a more tolerant society in Scotland and will mean that there are genuine equal rights in respect of marriage across the entire community.
The bill provides that married transgender people will be able to obtain gender recognition and stay married, thereby removing the need to divorce. That provision will make a huge beneficial difference to the lives of transgender people and their spouses. I will turn later to the detail of the bill and, in particular, to the points that the Equal Opportunities Committee's report raises.
Before doing so, I will give a brief general overview of the provisions in the bill. The bill contains a number of changes to marriage law that have been planned for some time, and some other changes to ensure that marriage ceremonies in Scotland continue to be carried out with due solemnity and dignity.
The bill also provides greater flexibility on where civil marriage ceremonies can take place; it will permit civil marriage ceremonies to take place at any location that is agreed between the couple and the registration authority, as long as that place is not religious premises.
The bill also clarifies the position of belief celebrants and puts them on the same footing as religious celebrants. That is a welcome change that acknowledges the role that humanists, for example, play in solemnising marriage in Scotland.
The bill will increase flexibility in relation to civil partnerships and will allow the religious or belief registration of civil partnership where the religious or belief body is happy to take part.
While providing greater freedom and flexibility for couples generally, the bill will also ensure that marriage procedures in Scotland remain rigorous. For example, the bill clarifies the offence of
bigamy, and a number of other provisions in the bill show that we in Scotland will not tolerate sham or forced marriages, which are real problems in Scotland today, so I pay tribute to registrars and others across Scotland who are vigilant in tackling those issues.
The bill will extend the normal notice period for marriage and for civil partnership from 14 days to 28 days. That reflects the reality of the length of time it can take to check that a person is eligible to marry or to enter into a civil partnership. It will also be a deterrent to sham marriages. The bill will allow district registrars to require specified nationality evidence when a couple is seeking to enter into a marriage or a civil partnership. Such information may be needed for a variety of reasons, for example for statistical reasons. Again, requiring such evidence could combat sham and forced marriages.
The bill will also empower ministers to make regulations on qualifying requirements for religious and belief bodies to meet before their celebrants can be authorised to solemnise marriages or to register civil partnerships. Scotland has a rich diversity of religious and belief bodies that can solemnise marriage. That is very welcome, but it also means that we need to make certain that the dignity and solemnity of the ceremonies are upheld. The qualifying requirements could cover such issues as the requirement not to carry out ceremonies for profit or gain and the requirement to have an awareness of forced and sham marriages.
We will consult widely with religious and belief bodies and with others before we make any regulations. I know that religious and belief bodies share our determination to ensure that marriage ceremonies remain dignified. Equally, though, the state must not interfere with the internal workings of religious and belief bodies, so we need to ensure that a reasonable balance is struck.
Chic Brodie (South Scotland) (SNP): What provisions are there in the bill to avoid situations in extremis that may occur when one party challenges the other, which could possibly force action that is contrary to article 9 of the European convention on human rights?
Alex Neil: I will go into detail on such issues later when I discuss the recommendations from the Equal Opportunities Committee.
I have already referred to same-sex marriage. Respect for religious beliefs and views has also been at the heart of our work on same-sex marriage and we have consulted twice. We have not consulted more on any bill that has passed through Parliament than we have consulted on this measure.
There has also, of course, been detailed examination of the bill at stage 1 by the Equal Opportunities Committee, led initially by Mary Fee and now by Margaret McCulloch.
Alex Johnstone (North East Scotland) (Con): Can the minister clarify at this point exactly how he intends to deal with the issue of the 4,100 consultation submissions that were—through no fault of his—apparently lost?
Alex Neil: We have found the submissions and we will put them on the website. As Alex Johnstone said, they were not lost through any fault of the Scottish Government. There was a technical hitch on the part of the people who submitted those 4,100 submissions.
I know that the detailed examination of the bill by the Equal Opportunities Committee has been challenging, so I pay tribute to all the members of the committee—in particular Margaret McCulloch and Mary Fee, who have been the two conveners of the committee during that period.
Throughout the consultations and the stage 1 process, the Government has acknowledged the diversity and strength of religious beliefs. In the foreword to the first consultation, my predecessor Nicola Sturgeon emphasised that
"This Government believes in religious tolerance and the freedom to worship."
We recognise—although we disagree with them— that some people of faith sincerely believe that marriage should be between, and only between, one man and one woman. There is a vigorous and respectful debate on same-sex marriage in many religious bodies, as there is across society and in Parliament. Some religious and belief bodies wish to solemnise same-sex marriage, and the bill provides a balanced and fair package.
Richard Lyle (Central Scotland) (SNP): As the cabinet secretary knows, my wife and I adopted our daughter some 30 years ago. Would he agree with me that because my wife and I do not support same-sex marriage we would not be allowed to adopt today, or that questions would be asked of our suitability to adopt or even to foster? Where are the equal rights of people like us?
Alex Neil: Believing in or opposing same-sex marriage is in itself no barrier to adoption. I am happy to write to Richard Lyle to clarify the law on adoption in relation to same-sex marriage.
Murdo Fraser (Mid Scotland and Fife) (Con): The cabinet secretary will know that a Roman Catholic adoption agency is currently having its charitable status threatened because it does not recognise same-sex couples. What guarantees can he give us that, if the bill is passed, faith groups and service providers that do not recognise
same-sex marriage will not, similarly, have their charitable status in any way questioned?
Alex Neil: That matter is currently under legal appeal. Therefore, it would be inappropriate for me to comment on that particular example. I am happy to clarify such matters more generally, either during tonight's debate or by writing to Murdo Fraser.
The bill establishes an opt-in system for religious and belief bodies in relation to same-sex marriage and civil partnerships, and makes it clear that there is no duty to opt in. The bill will impose no duty on any person who is an approved celebrant to solemnise same-sex marriages or to register civil partnerships. In addition, the United Kingdom Equality Act 2010 will be amended to protect individual celebrants who refuse to solemnise same-sex marriage from court actions claiming discrimination. Same-sex marriage will not be introduced in Scotland until the amendment to the 2010 act has been secured—as I believe it will be. We have reached agreement with the UK Government about the amendment to the Equality Act 2010, and we have published a detailed statement on what is planned.
As we have indicated, the amendments that will be made will also cover other persons who play an integral part in the religious or belief aspects of the marriage or civil partnership ceremony. They will protect persons who control use of religious or belief premises and who refuse to allow those premises to be used for same-sex marriage or civil partnership ceremonies.
Jamie Hepburn (Cumbernauld and Kilsyth) (SNP): At present, the state dictates what the position of each religious denomination should be on the matter: it explicitly does not allow them to marry people of the same sex who wish to enter into a marriage. Does the cabinet secretary agree with me that the Government's approach is to empower religions to make a decision and that, in that sense, it is about the freedom of religion?
Alex Neil: Absolutely; a number of religious organisations and churches are very much in favour of the proposed legislation—the Quakers being a good example. Until now, they have not been allowed to carry out same-sex marriages, and they want to be allowed to do so.
We have carefully considered the need for wider protections across society as a whole. The issues are challenging ones, and we have to respect religious beliefs while ensuring that there is no discrimination against lesbian, gay, bisexual and transgender communities or individuals.
We need to avoid interfering with the employeremployee relationship. We need to balance parental rights in areas such as education with the right of the child to receive a full and comprehensive education. Therefore, the protections that we are introducing more generally are a mixture of legislation and guidance.
The bill has provision at section 14 that makes it clear that the introduction of same-sex marriage will have no impact on existing rights to freedom of speech, thought, conscience and religion. In addition, the Lord Advocate has issued prosecution guidance that makes it clear that
"criticism of same sex marriage or homosexuality is not in itself an offence", and that
"Views expressed or comments made in relation to same sex marriage in ways which do not incite hatred or violence towards a particular person or group"
of people
"and which do not cause or intend to cause public disorder will not be the subject of criminal prosecution."
Moreover, the vigorous debate on same-sex marriage during our consultations and while the bill has been with Parliament shows that freedom of speech is very much alive and well.
John Mason (Glasgow Shettleston) (SNP): Does the cabinet secretary agree with the Queen's counsel who told the Equal Opportunities Committee that legally the guidance will have no binding effect?
Alex Neil: I do not agree at all. The guidance is from the chief prosecutor to every prosecutor in Scotland. In my view, to say that it will have no impact is absolute nonsense. Of course it will have an impact—it says what will and will not be prosecuted in Scotland. I think that that is the right approach.
With regard to education, after seeking views on updating the guidance on the conduct of relationships, sexual health and parenthood education, we have received around 60 responses and are currently considering the points that have been made by those who have commented on the draft guidance. We have said that, where teachers have concerns about educational material that they might be asked to use, they should raise those concerns with the school or the local authority. We believe that to be the right local approach; after all, such detailed issues are best discussed and resolved at local level, rather than being dealt with through our trying to dictate from the centre. There is also existing guidance reflecting the professional standards that teachers have to meet when giving classes. Similarly, we have indicated that we are opposed to a legislative opt-out from same-sex marriage for civil registrars, and that any issues or concerns should be dealt with at local level by employers.
Turning to the Equal Opportunities Committee's stage 1 report, I note that the committee has
asked us to take account of stakeholders' views on matters such as protection of celebrants. We will, of course, do that. That we have kept an open mind throughout the bill process is, I believe, shown by the balanced package that we have put forward.
As for the committee's other recommendations, we will consider the point about the distinctions between religious marriage and belief marriage. As the committee noted, we considered those points following the second consultation, but coming up with designations that please everyone is not a straightforward matter. The committee has suggested that couples in a non-Scottish civil partnership should be able to change their relationship to a marriage in Scotland. Although we need to respect non-Scottish jurisdictions as well as to ensure that we do not cause confusion with regard to a couple's civil status, we will consider in detail the point that the committee has raised.
We have also written to a number of religious bodies to seek their views on a change to genderneutral marriage ceremonies. However, we have concerns about the committee's recommendation on spousal consent. It is spousal consent to decide to stay in a marriage—and it takes two to stay in a marriage. As the committee has noted;
"spouses of people seeking gender recognition may find themselves in circumstances that are very difficult to face".
That said, we will consider the point further with the aim of balancing everyone's rights.
On long-term transitioned people, we will seek to lodge an amendment at stage 2 to introduce provisions similar to those that were added to the UK legislation in the House of Lords. Finally, we will respond in detail with regard to lowering the age at which applications can be made to the gender recognition panel. We need more medical and psychological evidence of the potential effect of any possible change, but I recognise the points that were made in evidence to the committee and acknowledge the need for the Government to give further thought to the issue.
In conclusion, I strongly urge my fellow MSPs to vote for a bill that will make sensible improvements to marriage and civil partnership law, that provides greater flexibility for couples who are seeking to get married or enter into a civil partnership, and which will introduce same-sex marriage, which will further promote equality and diversity in our society while respecting the views of those who do not wish to take part.
I believe that the bill's provisions will improve our society in Scotland and make it much more civilised in its treatment of LGBT people. I look forward to the debate and ask my colleagues to support the bill's general principles at the vote at 8 pm tonight. [Applause.]
I move,
That the Parliament agrees to the general principles of the Marriage and Civil Partnership (Scotland) Bill.
The Presiding Officer: I remind people in the gallery not to applaud.
17:15
Margaret McCulloch (Central Scotland) (Lab): I welcome the opportunity to speak on behalf of the Equal Opportunities Committee, following our stage 1 report on the Marriage and Civil Partnership (Scotland) Bill.
Before I introduce the report and speak about our conclusions, I extend my thanks to the clerks, all my committee colleagues and the members of the other committees that considered the bill—the Finance Committee and the Delegated Powers and Law Reform Committee. I also thank everyone who responded to our call for written evidence and all those who took part in oral evidence sessions in September and October. All of us on the committee recognise the validity, strength and sincerity of the views that we received on this clearly emotive issue. I am personally grateful for the sensitive and respectful way in which those views were presented by witnesses and then considered by committee members. I hope that the wider debate about same-sex marriage will proceed in the same dignified way.
The committee noted the differing views that were expressed in evidence on the meaning and purpose of marriage. We considered evidence from faith groups and from LGBT people on the perceptions and understanding of marriage, and we heard from a number of witnesses about rights-based arguments and social attitudes.
Margaret Mitchell (Central Scotland) (Con): Will Margaret McCulloch give way?
Margaret McCulloch: No—I do not have time. I have a lot to get through on the report.
Some witnesses emphasised the concept of complementarity between men and women. The Catholic parliamentary office, on behalf of the Bishops Conference of Scotland, wrote:
"The complementarity of male and female, and their unique role in the transmission of life, underscores the reality of marriage as a natural social environment for the birth and growth of every person."
John Deighan, from the Catholic parliamentary office, described complementarity as the "inherent essence" of and "rational basis" for marriage. However, John Phillips, who was representing the
Religious Society of Friends—the Quakers—gave a different perspective. He said:
"For us, the crucial thing is the complementarity between two individuals who are making a committed relationship with each other".—[Official Report, Equal Opportunities Committee, 5 September 2013; c 1382.]
Tim Hopkins, from the Equality Network, said:
"Our view is that the bill is about love—and marriage is about love. I think if you ask most married couples what their marriage is about they will say that it is about love, a commitment to each other and, if they have children, their family. All those things apply to same-sex couples, as well."—[Official Report, Equal Opportunities Committee, 5 September 2013; c 1382.]
Colin Macfarlane, from Stonewall Scotland, says that the bill is
"about much more than the complementarity issue"
and that it is
"about how gay people are viewed in society and about being equal in the eyes of the law."—[Official Report, Equal Opportunities Committee, 5 September; c 1382.]
Indeed, we gave a great deal of consideration to equal recognition, human rights and public attitudes. Dr Kelly Kollman highlighted to us the "transformative" power of rights-based arguments in the debate.
I am aware that many of the responses to the Scottish Government's consultation did not favour the bill. That point was made to the committee in written and oral evidence from John Deighan. However, Ross Wright from the Humanist Society Scotland commented that a consultation "not a referendum". Professor John Curtice, from the University of Strathclyde, advised that we
"should not look to consultations as a way of understanding the balance of public opinion",
but that we should instead look to
"the structure of public opinion"—[Official Report, Equal Opportunities Committee, 19 September; c 1516.]
and technical issues with bills and proposals. There was a huge amount of diversity as well as depth in the views that we received, so I hope that the whole range of opinions is adequately reflected in the report.
The committee also noted varying views among stakeholders on the approach that the bill takes to protecting celebrants of faith, as well as the freedom of religious organisations to conduct legal marriages that are in keeping with their own doctrines. We heard differing views on the opt-in approach for religious and belief celebrants, on protections for service providers and on concerns about attrition. In our report, we asked the Scottish Government to consider that range of views during the amending stages of the bill.
Under the Marriage (Scotland) Act 1977, there are two types of marriage ceremony: civil and religious. Since 2005, humanist celebrants have been authorised under a provision of the 1997 act that was designed for temporary authorisation of religious celebrants. The bill would retain two categories, but would redefine non-civil marriage ceremonies as "religious or belief" ceremonies, to capture a wider range of beliefs and to put religious and belief celebrants on the same legal footing.
Ephraim Borowski of the Scottish Council of Jewish Communities considers that there is a distinction between religious and belief ceremonies, and so believes that belief ceremonies should form a third category. The committee notes the Scottish Government's explanation for why the bill retains two ceremony categories, but we have sought the Scottish Government's views on an amendment to the bill.
The committee took a range of evidence on civil partnerships, including evidence on the difference between marriage and civil partnerships, the treatment in the bill of civil partnerships that have been registered abroad, and the future of civil partnerships in Scotland. We note that the Scottish Government plans to consider issues relating to reform of civil partnerships, including civil partnerships for opposite-sex couples, in its forthcoming review.
Should same-sex marriage be introduced, there would be a procedure for converting civil partnerships into marriage. We believe that couples who enter into civil partnerships abroad, who would have to dissolve their partnerships before marrying here, should have similar rights to that procedure as couples whose civil partnerships have been conducted in Scotland.
The committee noted the Scottish Government's position that it has struck the right balance regarding gender-neutral ceremonies, and that allowing such ceremonies could cause problems for denominations that might not want to use gender-neutral marriage declarations. However, we believe that it should be possible to allow gender-neutral language, which is why we call on the Scottish Government to reconsider its position.
We note evidence that calls for the requirement for spousal consent to be removed from the gender recognition process. The spouses of people who seek gender recognition may find themselves in circumstances that are difficult to face and we have not received specific evidence from their perspective. However, we believe that the non-transitioning spouse's personal choice is sufficiently protected by the automatic grounds for divorce that are triggered by his or her partner seeking gender recognition. We also believe that the requirement of spousal consent for gender
recognition, also known as the spousal veto, is unnecessary and should be removed.
We have drawn two further conclusions regarding gender recognition issues that were raised in evidence. First, we have welcomed the Scottish Government's willingness to consult on difficulties that are faced by long-term transitioned people, in particular around evidence requirements, with a view to amending the bill at stage 2. Secondly, we have noted representations that were made by the Scottish Transgender Alliance about lowering the age at which a person can secure gender recognition. We accept that it may not be possible to deal with those issues effectively in the bill, but I feel nonetheless that it is important to highlight them to Parliament.
The committee took evidence on how the bill could impact on other areas of life, including the education system and chaplaincy in public services. We heard from John Brown, from the Scottish Catholic Education Service, and Michael Calwell, from the Family Education Trust, who spoke about the conflict between different views of marriage and the implications that they fear it could have for teaching in schools. However, when asked whether the bill would have an impact on how teachers teach in the classroom, Stephen McCrossan of the Educational Institute of Scotland said:
"I do not think that the bill will have a significant impact on the way in which teachers teach in the classroom. We simply see the bill as another strand in equality and diversity, promoting equal opportunities and challenging discrimination."—[Official Report, Equal Opportunities Committee, 26 September 2013; c 1534.]
On behalf of the committee, I draw Parliament's attention to the views that were expressed regarding the relationship between the bill and public services, and to the recommendations that were made by the Delegated Powers and Law Reform Committee, which we note and support.
To paraphrase Robert Louis Stevenson, we agree to differ, for agreeing to differ is a form of agreement, rather than a form of difference. The majority of the committee supports the general principles of the bill and recommends that Parliament approve the bill at stage 1. A minority of the committee does not support the bill. Those members either disagree in principle or are not convinced that adequate protections are in place. However, we are unanimous in supporting the right of individual members to decide on the bill as a matter of conscience.
On a personal note, I know what my conscience tells me; I associate myself with the majority view that is expressed in the report. I back the general principles of the bill and I hope that there is a majority in favour of equal marriage when we vote at decision time tonight.
17:25
Jackie Baillie (Dumbarton) (Lab): I am pleased to participate in this stage 1 debate on the Marriage and Civil Partnership (Scotland) Bill. At the outset, I commend the Scottish Government unreservedly—not something that I do terribly often—for its work on the bill. I also commend the members and clerks of the Equal Opportunities Committee for their diligence in scrutinising the bill at stage 1. I associate myself with the cabinet secretary's remarks about Mary Fee, the former convener of the committee, and Margaret McCulloch, the current convener.
Undoubtedly, there has been a volume of evidence in favour of and against the bill, and the committee's stage 1 report is a comprehensive record of that evidence and the process of the committee's consideration. The report notes that the majority of the committee supports the general principles of the bill, but the convener was right to remind us that the decision will be a matter for individual members, as I believe that all parties have agreed that there will be a free vote. Ultimately, it is a matter for each of us in the Parliament.
I therefore recommend that all members read the stage 1 report. I know that it is long, but it helpfully sets out the arguments and, where there are concerns, the scope for amendments. I will come on to consider some of those concerns. For me, though, the bill is about equality, fairness, social justice and the values that were instilled in me by my parents, my community and society. For many of us, the bill is also about how we see ourselves as a nation and how others see us. It is about the values that we hold and whether Scotland is indeed a confident progressive nation where equality is truly valued.
Most members will have received a considerable volume of correspondence on equal marriage, both for and against. Many of the arguments are detailed and the views are passionately held. Some members even received emails as we were walking into the chamber, never mind late last night. I thank people for giving their time and energy to inform the debate.
It is true that attitudes in Scotland are changing. The Scottish social attitudes survey in 2002 showed that 41 per cent of people were in favour of same-sex marriage and 19 per cent were against. In the same social attitudes survey, but this time in 2010, the proportion of people who were in favour of same-sex marriage had risen to 61 per cent. A shift of 20 per cent in opinion on any issue in such a short space of time is, frankly, astonishing. If we begin to unpack the detail, we find that support for equal marriage can be found in those who are religious, in people from across all income groups and all geographic areas of
Scotland. The support cuts right across our country and right across our society.
In the survey, 55 per cent of those who identified themselves as Catholic supported samesex marriage and 21 per cent were opposed. Among Scottish Presbyterians, 50 per cent supported same-sex marriage and 25 per cent were against. Of those living in the most deprived areas, 67 per cent support same-sex marriage, while the figure for those who live in the most affluent areas is 63 per cent. Frankly, it makes no difference whether someone lives in urban or rural Scotland, because support for same-sex marriage is roughly the same and consistently above 60 per cent. There is no doubt about current public attitudes.
I read with much interest the evidence to the committee from Professor John Curtice, whom many members will know better for inhabiting television studios in the wee small hours of the morning, sharing his wisdom on elections and voting behaviour. He described to the committee a cultural shift in Britain over the past 30 years. According to Professor Curtice, in 1983, 62 per cent of the population believed that same-sex relationships were mostly or always wrong. That figure has dropped to 28 per cent, which is quite extraordinary. His explanation for that shift is that it is young people who increasingly support samesex marriage. The Equality Network backs that up and tells us that support for same-sex marriage is highest among those who are under 55. I, like many in this chamber, take it as a compliment that being under 55 is still considered to be young. Joking apart, there is robust and credible evidence of changing views in our society and support for equal marriage.
It is also useful to consider what has happened in other countries that have legislated for samesex marriage. In Europe, since 2001, we have seen the Netherlands, Belgium, Spain, Portugal, Norway, Sweden, Iceland, Denmark, France, and, most recently, England and Wales, provide equal marriage rights for same-sex couples. In Canada, South Africa, Argentina, New Zealand, Uruguay, Brazil and 17 states in America, equal marriage is the norm.
I know Portugal quite well. Like Christian Allard, one of my parents was Portuguese. Eighty one per cent of Portugal's population describe themselves as Catholics, which is a huge proportion of any country and is, without doubt, a significant number. In 2009, Portugal passed its law to allow same-sex marriage. There is no doubt that that was hotly contested, and it was passed to the constitutional courts for review. In 2010, those same courts said that the law was perfectly legal and the then president, Cavaco Silva, signed it off and there have been same-sex marriages ever since.
Interestingly, when I asked one Portuguese friend, who is quite religious, about the legislation he said, "It is about love. There should be no difference whether it is a man or a woman or they are the same sex; it is whether they love each other that really matters."
When the Parliament passed a law on civil partnerships, we took a huge step forward. Samesex couples had the legal rights associated with marriage. However, I recognise that that, for some, falls far short of marriage in which their love and commitment is fully recognised. The Equality Network talks about a gold standard; for me, it is a matter of equality and fairness.
For a host of reasons, I believe that equal marriage is an idea whose time has come and I will support the general principles of the bill. That said, very few in this chamber are deaf to the concerns that have been raised. The principal area of concern appears to relate to the protections put in place by the Scottish Government. It is the case that no religious or belief body can be forced to perform a same-sex marriage. It is also the case that celebrants will not be forced to perform a same-sex marriage if it is against their beliefs. I agree. Those are matters of doctrine and belief that are properly for the church and not the state.
Mark McDonald (Aberdeen Donside) (SNP): Will the member give way?
Jackie Baillie: I will in a second.
Religions can and do refuse to marry people. That is a matter for them; it is not proposed that that will change.
Mark McDonald: The member has just made my point, which is that churches are already able to choose who they marry.
Jackie Baillie: I am never keen to give up time to the member, but I am glad that we are in agreement.
I welcome that point because it is important. However, I acknowledge that some people are concerned that even those protections might be challenged in the courts. I therefore very much welcome the arrangement between the Scottish and UK Governments to amend the UK Equality Act 2010. The 2010 act contains provisions about not discriminating when providing a service, with exemptions for religious and belief bodies that apply in certain circumstances. The Scottish Government has rightly sought the protection to be more comprehensive by asking for a further amendment that would help to allay fears about challenges being brought on grounds of discrimination. It is helpful that an agreement has
been reached with the UK Government on that point.
Concerns have also been expressed about whether it would affect someone's employment if they held views that were opposed to same-sex marriage. The example most often cited is that teachers would be somehow forced out of their job if they refused to teach about same-sex marriage because they were fundamentally opposed to it. I think that we all acknowledge that teachers deal with difficult situations every day in schools. In the main, they do so sensitively—they balance their beliefs with the needs of the child or children before them. It would be wrong to put something in the bill when education circulars and guidance have served us extremely well in the past.
Existing legislative provision allows parents to withdraw their children from religious education. Existing guidance allows parents to withdraw their children from sexual health education. I welcome the Scottish Government's proposal to update that guidance to reflect the introduction of same-sex marriage. Faith aspects of the curriculum in Catholic schools will continue to be a matter for the Scottish Catholic Education Service. However, it is important for the Scottish Government to review any suggested impact on education, to make doubly sure of the position. Like many other members, I have received thoughtful letters from teachers who support the proposal and teachers who are concerned about how to deal with samesex marriage, so updated guidance will undoubtedly be helpful.
I have no doubt that amendments will be lodged with the aim of respecting the right of those who, as a result of their religious beliefs, take the traditional view of marriage as being between a man and a woman. Concerns have also been highlighted about freedom of speech. I note that the Lord Advocate has published guidance on the matter, which refers to provisions in the European Convention on Human Rights and the Charter of Fundamental Rights of the European Union on the right to freedom of thought, conscience and religion, along with freedom of expression. However, concerns remain. It is right for the Parliament to explore the subject again and ensure that the arrangements are robust.
The committee has also asked the Scottish Government to look again at the gender recognition provisions in the bill and at policy areas such as gender-neutral language and spousal consent for gender recognition. I have not had time to explore in detail all the issues that the committee raised but, Presiding Officer, you will have the fortune—or misfortune, depending on your view—to hear from me again in the closing speeches.
I hope that members will support the bill's general principles at decision time. We and the Scottish Government have work to do to improve the bill and make it more robust. We must have adequate protections that genuinely address people's concerns, but it is time for change. It is time to support equal marriage.
17:37
Ruth Davidson (Glasgow) (Con): The debate is not easy and it was never going to be. When areas of love meet the law and when belief, commitment and faith collide with legislation, the waters will always be difficult to navigate. I therefore commend all the contributors to the debate in the past months and years who have sought to make thoughtful comments, to elevate the ideas and to temper the language. People have displayed a respect for beliefs that differ from their own and have recognised that those beliefs are just as sincerely held. I hope that that temperance will continue this evening, to demonstrate that, although this may be a fledgling Parliament, it has maturity.
It is precisely because of the nature of the debate that I believe that the bill is a matter of conscience. That is why, like members of other parties, Scottish Conservative members have been given a free vote.
Today, I speak on behalf of only myself. I have no doubt that this could be the most personal speech that I will ever make in the chamber. I hope to explain why I support the broadest principle of the bill—the principle of extending marriage.
I believe in that principle because I believe in marriage. I believe that marriage is a good thing. I saw the evidence of that every day growing up in a house that was full of love. My family had the stresses and strains that are common to all, but there was never any doubt, question or fear in my mind that our togetherness was in any way insecure.
The bedrock of that stability and security was my parents' marriage. That stability helped me and my sister to flourish and have confidence that we could be whoever we wanted to be. After more than 40 years of marriage, my parents still love each other. I look at what they have and I want that too, and I want it to be recognised in the same way. That recognition matters.
Presiding Officer, from childhood, you have known without even thinking that if you found someone you loved and who loved you in return, you would have the right to marry them. The same unthinking right to marry extends to the cabinet secretary, the Labour Party leader and the Liberal Democrat leader. I want that right to extend to not
just me but the thousands of people across Scotland who are told that the law says no and that they cannot marry the love of their life. They are not allowed and, unless we change the law, they will never be allowed.
It does matter. It matters that a whole section of our society is told that they can have the facsimile of civil partnership but they cannot have the real thing. It is not for them. Their love is something different and something less. Their commitment is denied.
I do not want the next generation of young gay people to grow up as I did, believing that marriage is something that they can never have. With this bill, we have the opportunity to change that, and to change the attitudes and stigma that being lesbian, gay, bisexual or transgender can still evoke, and that can cause so much harm.
Jamie Hepburn: I thank Ruth Davidson for giving way during her very eloquent contribution; I am enjoying it very much. She spoke about the next generation. I am the father of two very young children. I do not know what their sexual orientation will be, but if they grow up and have a same-sex attraction, and if the Parliament fails to pass the proposed legislation that is before us today, what would the member suggest that I should say to them in future if they want to be married? How does she think that I could look them in the face and say that this Parliament missed the opportunity to give them that right?
Ruth Davidson: I would hope that their father would have helped to vote them that opportunity. Talking about the next generation is important because it is those people we must think about.
Last year, the University of Cambridge conducted a huge body of research called "The School Report". The researchers spoke to hundreds of LGBT pupils from across the UK who were open about their sexuality. The majority said that they were the victims of homophobic bullying and that it happened to them in their schools. More than half of the respondents deliberately self-harmed. Nearly a quarter had attempted to take their own life on at least one occasion.
These are our children and they are made to feel so much guilt, shame and despair. We have an opportunity today to make it better for them. At the moment, we tell these young people, "You are good enough to serve in our armed forces. You are good enough to care in our hospitals. You are good enough to teach in our schools. But you are not good enough to marry the person you love and who loves you in return." We tell them that they are something different, something less, something other, and that the dream and gold standard of marriage does not apply to them. They do not get to have it. That apartheid message, that
"same but different" or alien quality, and that otherness is reflected in every hurtful comment, slander, exclusion and abuse, whether it takes place in the school playground, on the factory floor, or in the local pub.
That is why the bill matters to those people who will directly benefit from it, such as those couples who are eager to commit their relationship in marriage and who should be allowed to do so. More than that, it matters to the future nature of our country. We have an opportunity today to tell our nation's children that, no matter where they live and no matter who they love, there is nothing that they cannot do. We will wipe away the last legal barrier that says that they are something less than their peers. We can help them to walk taller into the playground tomorrow and to face their accuser down knowing that the Parliament of their country has stood up for them and said that they are every bit as good as every one of their classmates. They will know that their Parliament has said that they deserve the same rights as everyone else.
I believe in marriage. I believe that it is a good thing and something to be celebrated, and I want everyone in Scotland to know that marriage is important to them. I support the principles of this bill.
The Presiding Officer: We now move to the open debate. I have 20 members who wish to take part in the debate. I am absolutely determined that those who have already indicated their wish to take part will be heard. The debate is unique because it is a free vote and I want as many voices as possible to be heard. To allow everyone to get in who has already indicated that they wish to speak, I can allow the first number of speakers to have six minutes, and thereafter, speeches will be five minutes. The Presiding Officer will tell you when that change occurs.
17:44
Marco Biagi (Edinburgh Central) (SNP): Thank you, Presiding Officer. I apologise for not noticing earlier that we were running slightly ahead of schedule.
As is becoming clear to everyone, the bill that we are debating is different from the bills about which we debate policy or the intricacies of law. Speaking personally, as Ruth Davidson did, I can only feel that the Marriage and Civil Partnership (Scotland) Bill is much more immediate and more fundamental, and that it deals with the question of my civil rights. After consideration, I concluded that my remarks, too, ought to reflect that.
It will not come as a surprise to anyone that, when I was young and my classmates started to notice girls, I started to notice boys. I was afraid. I
looked at our society and I did not see myself looking back, whether in our institutions, such as marriage, in what was regarded in public debate at the time as good and moral, or even in how our society portrayed itself in fiction, in which any representation of same-sex attraction made the subject matter adult, to be ranked alongside pornography and violence. When all that I saw or knew of gay people was Julian Clary, Kenneth Williams or Graham Norton, I—a boy from a chip shop in Dunbartonshire—did not see myself. I could only conclude that I was different from normal and that what I was was less deserving as a result.
Today, this chamber can add a new tile to the great interlocking mosaic of our society that has been built up steadily, one piece at a time, since the Wolfenden report of 1957. Same-sex marriage will not be the last piece to be added to that mosaic. The bill is not the finished article, not least for the transgendered, but today we can further build a picture of our society that generations of young people to come can look at and see themselves in. People of faith, whether gay or straight, must see themselves in that image, too, because it would be perverse to expand the freedom to express sexuality only at the cost of the freedom to practise faith. Both are fundamental cornerstones of a humane society, and the dichotomy between them is a false one.
Amending UK equality laws puts beyond doubt any concern that churches could be forced to hold same-sex marriages by domestic law. Anyone can speculate about hypothetical European challenges, but the ECHR includes specific protection for freedom of religious practice. I quote:
"There would ... be a quite a hurdle and a strong protection under article 9 if churches can prove that they are not part of the state."
"The Church of Scotland is not and has never been a department of the state".—[Official Report, Equal Opportunities Committee, 19 September 2013; c 1495, 1494.]
Those are not my words, but those of Aidan O'Neill QC, when, as legal adviser to the campaign against the bill, he gave evidence to the Equal Opportunities Committee. If the Kirk is not classed as a department of state, which faith would be? The Equality and Human Rights Commission and Karon Monaghan, who is a human rights law specialist, formed part of the consensus that the protections were strong and that the freedom of religion was genuine.
However, we do not have to speculate. Nine countries in Europe have already legalised samesex marriage and not one has seen churches being forced to hold such marriages. That fact was confirmed to the Equal Opportunities Committee not once, not twice, but three times over by different witnesses.
Above all, we must not be drawn by the remote and hypothetical challenge to religious freedom to such an extent that we overlook the very tangible, very real and very much on-going violation of personal freedom that is the exclusion of people of same-sex attraction from expressing their love through marriage, which is the institution that our society considers to be the paragon of commitment.
Civil partnerships were a welcome step, but they remind me of the ladies degrees that were offered before women were admitted to Scotland's universities on an equal footing for the first time in 1892. Those degrees were progressive for their time—they opened the door—but who today would argue that a women-only degree was a substitute for allowing women to study on the same terms as men? Civil partnerships are "separate but equal", which is always separate and never equal. They are not enough.
If we were to surprise everyone and to vote down the bill today, who would we be to continue to infringe the freedom of those progressive faiths such as Scotland's Quakers and Scotland's Unitarians that sincerely consider same-sex ceremonies to be part of their understanding of what marriage is and should be?
Alison McInnes (North East Scotland) (LD): Is the member aware that last month marked the 50th anniversary of the publication of a book called "Towards a Quaker View of Sex"? That book said:
"Surely it is the nature and quality of a relationship that matters: one must not judge it by its outward appearance but by its inner worth. Homosexual affection can be as selfless as heterosexual affection, and therefore we cannot see that it is in some way morally worse."
Does the member agree that that conclusion, which was unprecedented for its time, is still significantly more advanced and progressive than some of the views that some people have expressed during the debate on the bill?
Marco Biagi: I very much agree with the sentiment that was expressed, although I speak up for Unitarians, who have also been performing same-sex blessings since the 1950s. There is plenty of progress all round.
If we were to vote down the bill, who would we be to say that the understanding of the sacrament of marriage held by other faiths that do not share that view should be allowed and the views of the Quakers and Unitarians should be forbidden unless we somehow believed that same-sex relationships were intrinsically different, wrong and worthy of legal proscription?
I cannot bring myself to believe that any member subscribes to that view, but I will tell members a secret: I did once. The shame of those days has now given way to a shame that I fought those feelings for such a long time. Sadly, I know too many who still fight them—people young and old whose lives are a daily denial. I do not have to imagine how it feels to live like that because I remember it.
When I came out, I stopped looking at those around me and wishing that I was the same as them. Instead, I started to wish that I had the same rights as them—the same right to love, marry and dream of what might be.
The bill grants people throughout Scotland that right and the freedom to be true to their faith and to their love. I implore all members to join together and endorse it. For all those people, young and old, what a sign that would be.
The Presiding Officer: I remind members that the debate will be really tight if I am to get everybody in. I urge them—beg them, in fact—to keep to their time limits.
17:51
Mary Fee (West Scotland) (Lab): The debate is truly historic and long overdue. I am delighted to take part in it as a supporter of LGBT rights. It will also come as no surprise that I will be saying "I do."
I pay compliments to the Equality Network, the Transgender Alliance, Stonewall Scotland and all the equality groups that played their part in the campaign that now results in the Parliament making its first vote on the bill that will make marriage equal in Scotland. The debate has often been contentious, particularly when played out in the media, and I am sure that all members will be sincere and courteous in their deliberations.
The Scottish Parliament was established to promote the values of social justice and tackle inequality. Since its inception, it has acted against social and moral inequality by repealing section 28, levelling the age of consent, allowing samesex couples to adopt and foster, and introducing legislation to ensure that LGBT people are protected under hate crime laws. It is only right that we extend to LGBT citizens the rights and freedoms that many of us take for granted each day.
I ask the opponents of the bill who comment that civil partnerships were introduced for LGBT people whether the suffragettes were happy when the Representation of the People Act 1918 was introduced, allowing women over 30 to vote. No, they were not. They fought for a further decade to enfranchise all women and equalise the voting ages of men and women.
Lesbian, gay, bisexual and transgender couples who wish to marry should be able to do so. They should not be told that they must accept the current two-tier discriminatory system. Adapting our marriage laws will end that discrimination with no impact on any other marriage.
Our society has become increasingly liberal since 1999, and attitudes towards the LGBT community are changing, even if it sometimes feels as though they are doing so at a snail's pace. Support for equal marriage is at an all-time high, and my vote will represent the majority of correspondence that I have received from constituents in West Scotland.
Although it is widely recognised and documented that attitudes are changing, the levels of stigma and discrimination towards LGBT people remain unacceptably high. Like many, I believe that same-sex marriage will help to tackle and reduce prejudice.
I will address the specifics of the bill and the Equal Opportunities Committee's stage 1 report. Changes still need to be made and it is likely that amendments will be lodged that improve the opportunity to increase equality. However, I welcome the consideration of the Scottish Government and the Equal Opportunities Committee to report on issues such as gender recognition difficulties faced by long-term transitioned people and civil partnerships performed in another country.
The committee report also raises questions about the meaning and purpose of marriage. Those who are against the bill argue that the complementarity of a man and a woman is the basis of marriage, but that suggests that the basis of marriage is really about procreating. As we know all too well, the ability to create a child does not automatically create a perfect parent or, indeed, an ideal family unit. It seems that some people are living in a different society from the rest of us, and outdated values give no justice to the children of today.
As I said earlier, we have become more liberal. The number of single-parent families is increasing, and they are becoming more accepted as the norm. Suggesting that marriage is the basis for a stable environment for raising a family adds to the stigma that many single parents feel and it does no service to the tremendous work and support that many single-parent families do and give every week.
Marriage is a commitment between two loving and consenting adults; whether to have children after being married, or indeed before or never, is a decision solely for the couple, no matter how the
family is created. The legislation allowing samesex couples to adopt, which came into force in 2009, was long overdue, but it gave the right to offer a child a safe, stable and loving home.
Having been married for 36 years and having raised two children, I strive to understand how introducing the bill takes anything away from my marriage. I agreed with the First Minister, for probably the first and perhaps the last time, when he stated at the Scottish Government Cabinet meeting in Renfrew last year:
"I personally struggle to see whose freedoms are being infringed by the move towards this legislation."
It is right that freedom of thought, freedom of religion and freedom of speech are protected. However, at what point does one person's freedom override the equality of others? As many supporters of the bill have said, there are enough safeguards for people to express their view, as long as it is not seen to be hateful or discriminatory.
The bill is a step, if not a leap, towards ensuring equal rights for all Scots. I hope that it will add to the important and crucial work carried out to tackle inequality and discrimination. I look forward to casting my vote in support of the bill.
17:57
John Mason (Glasgow Shettleston) (SNP): I am very grateful to have the opportunity to take part in this debate today.
Clearly, we are dealing with a sensitive subject, and there has been a certain amount of strident language in the media from people at both ends of the spectrum. However, it was encouraging that in committee there was a generally reasonable tone from both committee members and witnesses. That tone was important because, whether Scotland is devolved or independent, we must be able to disagree among ourselves in a civilised way. I believe that that is what this Parliament is for.
We do not all need to be the same as each other and we do not all need to agree on one point of view. I want what I hope we all want, which is a pluralistic and inclusive Scotland that is made up of a wide variety of people and groups, and in which people of different backgrounds and orientations, and people with traditional faiths or none, can all belong and feel at home.
I think that we have to note as well that Parliament is not reflecting public opinion on this issue. We can argue about whether those supporting or those opposing the bill have the greater numbers on their side, but there is certainly not the overwhelming support outside this place for the bill that there seems to be inside.
Parliament therefore needs to tread wisely if it is to keep all the people of Scotland on board.
Patrick Harvie (Glasgow) (Green): Does the member accept that, as well as some people on both sides of the argument having strong feelings on it, there are an awful lot of people out there who are just puzzled that we have not got over this already?
John Mason: There are people puzzled because we have not got over it already, and there are people puzzled about why we are looking at it when they think that there are other things that are more important.
We need to deal with this subject sensitively—I think that Ruth Davidson gave us a tremendous example of that—as we are talking about personal relationships. We have people who have a relationship with a partner whom they love and who want the right to marry them; we have people in a loving marriage relationship who feel that the proposed changes could devalue that relationship; and we have people like me who have a relationship with Jesus and want to show our love for him. Let us all accept that and try at least to tolerate a range of views.
There are two main arguments against the bill: one is on the principle that marriage is between a man and a woman and the second is about whether adequate safeguards are in place for those who disagree.
The latter is a concern that comes on top of the feeling of some religious people that they are being increasingly marginalised in society. On the first, the argument is that the word "marriage" has had a recognised meaning for a very long time. Some would argue that Parliament cannot or should not change that meaning. By widening the meaning, it dilutes the value.
John Lamont (Ettrick, Roxburgh and Berwickshire) (Con): Will the member take an intervention?
John Mason: No. I am sorry but I have to get on.
From a personal perspective, I have a lot of sympathy for that argument. However, that raises the question of how much my faith as a personal position should decide how I vote on an issue such as this. Coming from a Baptist perspective, I believe strongly in the separation of church and state. While state has responsibility for restricting some actions and behaviour, it cannot ultimately impose values on people.
For me, therefore, the crucial arguments are around the protections for those who disagree with same-sex marriage, whether they are denominations, celebrants, or public sector or other workers. We have assurances from the
Scottish and Westminster Governments that all is safe and full protection is in place. However, there remain a number of concerns.
First, the Equality Act 2010 does not say that all protected characteristics are equal; nor does it say how conflicts between different characteristics are to be decided. As a result, the courts have to decide which rights are most important. The perception among many religious people is that religion and belief often come at the bottom of the pile.
Secondly, the European Court of Human Rights can trump the UK and Scottish Governments. We heard at committee that the ECHR will not get involved if there is no such thing as same-sex marriage but, once same-sex marriage is permitted, will it switch to making it compulsory for churches and others to take part?
If churches are considered to be providing a public service, the courts could act against them for providing that service only to some and not to others. That is effectively what has happened with adoption agencies. At the time that adoption by same-sex couples was permitted, well-meaning assurances were given that no agency would be forced to take part. However, we now have the situation where the Office of the Scottish Charity Regulator states that an agency cannot be a charity if it refuses to take part. Will permission turn to compulsion in a few years' time? That is the concern of many of us.
We looked at that issue in committee and received different legal views about what might happen in future. Members might have seen in the Equality Network's briefing that Karon Monaghan QC said that it is "inconceivable" that the European Court would overturn the protections. However, that is only one half of the story.
The other half is what Aidan O'Neill QC said, which was:
"if marriage is extended to same-sex couples, it will become a human rights requirement that there be equality of treatment and regard. In a sense, that is what is important about the Marriage and Civil Partnership (Scotland) Bill—it shifts the position in that regard."
He went on to say:
"Therefore, I think that the Equality Act 2010 leaves open the possibility of conflict".—[Official Report, Equal Opportunities Committee, 19 September 2013; c 1500-01.]
Not for the first time, we get a variety of legal opinion from a variety of legal experts. There is doubt whether the protections in place are robust; there are certainly no guarantees.
In a similarly controversial area, namely abortion, there is specific provision for national health service workers to be able to choose whether to take part. That seems to me to be a reasonable compromise. The NHS as a whole provides the service, but individuals are given reasonable accommodation. If the bill is to go forward, I would like to see similar increased protection for the individual conscience and belief of public sector and other workers.
I do not seek to impose Christian values on what is an increasingly secular society; nor do I seek to restrict the rights of anyone in society. I seek equality for each person in society, but I remain unconvinced by the assurances given and therefore I will vote against the bill.
18:03
Elaine Smith (Coatbridge and Chryston) (Lab): A week past on Saturday, as the constituency member for Coatbridge and Chryston I hosted the Conforti Institute's intercultural dialogue conference here, which included delegates from home and abroad, gay, straight, Catholic, humanist, Protestant and pagan. They all recognised that we have to share this planet for the short time that we are here and that, while we may not all agree on issues such as same-sex marriage, we can surely disagree in a respectful fashion. Indeed, Alex Neil asked that the debate
"be conducted in a good spirit and civilised manner, with respect on all sides."
Since I indicated that I did not intend to support the redefinition of marriage, my religion has been disparaged, I have been branded homophobic and bigoted, I have been likened to the Ku Klux Klan and it was suggested that I be burned at the stake as a witch.
The irony is that I spent 12 years serving on the Equal Opportunities Committee, when we removed section 2A, permitted same-sex adoption and introduced civil partnerships. No one accused me of homophobia then—indeed, quite the opposite.
Most of the people who have engaged with me on the issue are not homophobic. They have the sincerely held beliefs that marriage means one man and one woman as the social construct that forms the basis of family life and that, by altering that reality, the state will fundamentally affect our society with as yet unknown consequences.
Catholics and other Christians who believe that marriage is a sacrament cannot support the redefinition. Of the 77,000 respondents to the Government's consultation, which is the biggest response ever, 67 per cent were against redefining it. Those people need a voice in the Parliament tonight.
As we have heard, amendments to the Equality Act 2010 will be sought to try to protect the clergy from legal action. That clearly recognises that
court cases are likely, but those protections should be for everyone. Freedom of worship and freedom of religion are two different things, and both need to be protected. Section 14 of the bill could be amended to give wider protection, but I am not convinced that that would be unassailable. In evidence, Alex Neil said:
"Sometimes, it depends on the judge."—[Official Report, Equal Opportunities Committee, 3 October 2013; c 1597.]
Previously, we were given promises by ministers that they did not foresee unintended consequences of same-sex adoption and that Catholic adoption agencies specifically would be able to continue their work. I was in the chamber then and voted for the legislation on that basis. We now know that that is not the case, and the closure of agencies means that many children will suffer as a consequence.
The problem with the threat of legal challenges is that the churches cannot afford to fight them, even if they ultimately win. Both the Catholic church and the Church of Scotland have therefore stated that they may be forced to separate religious ceremonies from state ceremonies. The consequence of that would be that thousands of heterosexual couples would need to get married in a registry office and then seek a religious blessing so that a few same-sex couples would have the full ceremony in a church. Those who support the bill and think that it will have no impact on them and most of us who just want to live and let live need to understand that they may be directly affected.
The Minister for Parliamentary Business (Joe FitzPatrick): Will the member take an intervention?
Elaine Smith: I do not have time.
There are wider implications and consequences, both intended and unintended. Aidan O'Neill QC's legal opinion says that parents with children in faith schools could be affected, and teachers, chaplains, registrars and other public sector workers may be subject to disciplinary action.
Despite Government promises, no additional measures have as yet been included to safeguard freedom of speech and religion. The Lord Advocate's guidance to prosecutors for those who oppose same-sex marriage also gives cause for concern and suggests the expectation of legal challenges.
As the constituency MSP for Coatbridge and Chryston, I have been approached by hundreds of constituents who have asked me, either individually or as part of the numerous local religious organisations, to vote against the bill. It does not seem that many members will speak against it, but MSPs have a responsibility to ensure to the best of their ability that they are not introducing legislation that will have consequences—albeit perhaps unintended—that will negatively impact on society.
Some members may believe that, as a result of signing a pledge, they must support the bill. Indeed, it is worrying that the director of the Equality Network claimed in Holyrood magazine a few weeks ago that
"Over two-thirds of MSPs have now signed the Equality Network's 'Equal Marriage Pledge' committing themselves to voting in favour of same-sex marriage."
It is important to clarify that signing a pledge and voting for legislation are two very different things. Members signed that pledge before they set eyes on the legislation or before they scrutinised the proposal. The bill may well have detrimental consequences for many people, and their representatives need to be clear about that when they vote.
The committee report deals with the oral evidence, but it seems to be silent on the vast amounts of written evidence, including mine. In my submission, I cited Professor Tom Gallagher, who is a gay man who lives with his partner of 31 years and is the author of "Divided Scotland: Ethnic Friction & Christian Crisis". He had hoped to give oral evidence, but he was not called. He would like his remarks to be put on the record. He said:
"The arrival of gay marriage only benefits a small group of activists, who have the ear of part of the media, the civil service & of politicians who naively think there are a few votes in it for them. Some gays and lesbians feel they have been hi-jacked by these campaigners. Many more are bound to be upset by the hurt caused to un-bigoted fellow citizens as they see one of mankind's most important social structures—marriage—become a battleground in schools & almost certainly the courts. This is no liberation for gay Scots: instead it creates unnecessary distrust between them and a large swathe of the population."
Patrick Harvie: Will the member take an intervention?
The Deputy Presiding Officer (John Scott): The member is in her last minute.
Elaine Smith: In conclusion, my considered view is that, while attempting to tackle a perceived inequality, we will create the conditions for discrimination and legal action against many of our citizens. In perhaps striving for an enlightened position that makes everything for the best in the best of all possible worlds, the bill will bring consequences that will have a detrimental impact on our fragile society.
I hope that MSPs have not been bounced into voting yes because of the fear of being branded homophobic, because they signed a pledge or because they have not reflected on all the arguments presented to the Government and the committee.
The Deputy Presiding Officer: You must draw to a close, please.
Elaine Smith: I have no doubt that the majority of MSPs who vote for the bill will do so with good intentions, but unfortunately, as Karl Marx pointed out in "Capital" with regard to unforeseen consequences, the way to hell is paved with good intentions. I will be voting no this evening.
18:10
Kevin Stewart (Aberdeen Central) (SNP): First, I would like to thank all those folks who took the time to write to me and let me know their views on the issue. An overwhelming majority of those of my constituents who have corresponded with me have said that I should vote in favour of the bill today.
I would like to read part of an email that I received. It says:
"As a gay teenager I cannot state strongly enough the impact that marriage equality would have on me personally, and the wider community. The majority of the political spectrum in Scotland stand by the principle of equality. I ask only that you adhere to it now."
That email made me think of my teenage years. I became a teenager the year after homosexuality was decriminalised in Scotland, I was a teenager at the time of section 28 and I was a teenager at the time when some horrendous things were said about HIV being a "gay plague". Society seemed to me to be hostile towards gay people.
At that point, I decided to play it straight, or at least to try to. I denied my sexual orientation throughout my teens and most of my 20s. I only told some of my close friends at the tail end of my 20s that I was gay. I did not tell my parents that until I was 39, which is something that I really regret and feel guilty about. I kind of slighted them, because their reaction was the same as it had always been in life—unequivocal love.
I believe in traditional marriage. I think that it has served me well in terms of the parents that I have, the grandparents that I have, and had, and my brother and sister. It has served people so well that I believe it should be extended to all people. I think that that is only right.
On religious tolerance, I have great respect for all views and I can understand why some folk have taken the stance that they have taken. However, Mr Mason talked about religious folk feeling marginalised. I think that we have to take account of folk who have felt marginalised for oh so many years, and actually get this right here today. [Applause.]
I have absolutely no malice for those who intend to vote no or abstain today, but I urge them to think of their children and grandchildren, who may well turn out to be lesbian, gay, bisexual or transgender. We should give them the right to share the happiness and love and the trials and tribulations of marriage. I urge members, please, to support the bill today.
18:14
Jim Hume (South Scotland) (LD): This is one of those historic days not just for the Parliament but for Scotland as a whole. The past years have seen a massive change in the perception of samesex couples. It has been legal for some years now to be openly gay, whereas in previous generations people were at risk of persecution and conviction. Gay people can now serve openly in the armed forces and, of course, we are proud of all who are brave enough to do so to keep us safe at home. Same-sex couples can now adopt and have the joy and the responsibilities that that brings.
This is not just another bill. It is a reform that demonstrates that our Scottish society values everyone, whatever their sexuality and their relationships.
I will not argue that all Scotland or even all members of this Parliament think that we should allow same-sex marriage, but I think that Scotland is changing. In 2002, 41 per cent of the Scottish people agreed that same-sex couples should be allowed to marry, and just eight years later the proportion had risen to 61 per cent. The Equal Opportunities Committee's call for evidence attracted 1,300 responses, and 75 per cent of respondents were positive about equal marriage— a clear majority. There is clearly growing support for equal marriage. If my bulging in-box is anything to go by, by far the majority are in favour of equal marriage. There is no unanimity of course, but there is a clear majority in favour.
It will not surprise members that Liberal Democrats will support the bill as it goes through the Parliament. Our constitution says:
"The Liberal Democrats exist to build and safeguard a fair, free and open society, in which we seek to balance the fundamental values of liberty, equality and community, and in which no one shall be enslaved by poverty, ignorance or conformity."
We made equal marriage our party policy in 2010. I think that we were the first major party to do so. We submitted a positive response to the consultation, in which we said that Scotland can prove to the world that it is one of the fairest and most equal places in which to live.
The progress that we have made, for example by allowing gay people to serve in the forces, makes it more difficult to accept that there should be any barrier to a religious body that is willing to do so marrying two people who have religious
beliefs and who feel strongly enough to want to accord their relationship the sanctity of marriage.
I emphasise that the religious body must be willing. I know that there are concerns that religious bodies, whatever their denomination, might be forced on human rights grounds to marry people whom they do not want to marry, but I simply do not buy that. I am aware of churches that would not marry opposite-sex couples, for example because the couple were not regular attenders. I know of no case in which such a couple would take a church to court; they would simply go to a church that was happy enough to sanctify their relationship. I cannot envisage a same-sex couple having any joy in taking a religious body to court on human rights grounds. It is worth noting that the Scottish Human Rights Commission and the Equality and Human Rights Commission support the bill.
The bill makes clear that no religious body will be required to solemnise a same-sex marriage and that even if a religious body opts in, individual celebrants will be under no obligation to marry a same-sex couple. We believe in freedom of expression, which extends to religious bodies, whether they want to opt in or out of equal marriage.
I mentioned the Liberal Democrats' support for liberty, fairness and equality and said that we will support the bill. It is worth noting work that is going on elsewhere in the UK. Under the Protection of Freedoms Act 2012, a previous conviction for a homosexual act can be deleted. There has been a change to allow gay men to give blood and there has been an end to deporting gay asylum seekers to countries that would torture them for being gay. The UK Government encourages sports organisations to sign up to its sports charter, which calls for an end to homophobia and transphobia. There is also the UK Government's Marriage (Same Sex Couples) Act 2013. I am sure that members—at least some of them, anyway—will applaud the positive difference that Liberal Democrats in coalition have made on equal rights for all.
I am proud to be a member of the Scottish Parliament while the bill is going through, albeit that we are not the first country in Europe to legislate for equal marriage. Westminster is ahead of us, and Belgium, France, Sweden, Denmark, the Netherlands, Spain and Iceland have legislated, as have 16 of the 50 states of the United States of America. The bill's progress today will prove that Scotland is a fairer and more equal country, in which we can all be proud to live.
18:19
Joan McAlpine (South Scotland) (SNP): I will vote for the bill, because I think that it is underpinned by tolerance, recognition and respect. It is about the fundamental human right to love and to express that love publicly, in a declaration of commitment that cannot be dismissed as second class or second best.
The bill is a mark of how far we have come on the issue of equality in a relatively short period of time. It is only a few decades ago, in my own lifetime, that homosexuality was criminalised, and people lived double lives and lived in fear of exposure, blackmail and sometimes even imprisonment. We should never forget that such hazards remain very real in other countries where human rights are denied on the basis of sexuality and often gender.
The language that is used by a small number of people outside the chamber in the wider debate on equal marriage has on occasion become polarised. We have heard the preposterous allegation that gay unions are tainted, and similarly we have seen those who have asked for reassurances in respect of their religious beliefs dismissed as homophobic. That language is not helpful, and I do not think that it reflects where the majority of the population stand on the issue.
I support equal marriage in principle, but one of my reasons for speaking in the debate is personal. Like many people of my generation, I did not, when I was growing up in a very religious Roman Catholic family in a small Scottish town, know anyone who was gay. My first encounter with homosexuality was in 1975, when Thames Television broadcast "The Naked Civil Servant" in which John Hurt portrays Quentin Crisp. Although it was a breakthrough in the sense that it was a sympathetic film, it gave a stereotyped and almost caricaturish portrayal of homosexuality as outrageous and eccentric: something that was outside the mainstream. However, within a few years of that film, everything had changed. Suddenly we all knew someone in our own family or wider circle of friends who was openly gay. In my case, my cousin and close childhood friend Cal came out at the age of 18, and through him I formed many firm friendships with gay men in particular that have lasted a lifetime.
It is perhaps not surprising, given my age and liberal outlook, that I was happy to accept my friend's sexuality. What is more significant is that the older people in our family, who had very strong religious beliefs and grew up in a far more socially conservative age in the 1950s and 1960s, also accepted his sexuality. I am not saying that it happened overnight or that there was no awkwardness—or that there were not aunties whispering in private, "I just wish he'd meet a nice
girl"—but there was public acceptance. There were joint invitations and Christmas cards, and family gatherings, and over time—as in many, many families—having a gay couple was utterly unremarkable. It was mainstream.
When my cousin Cal died of cancer at the age of 50 three years ago, we grieved as a family, and his male partner was treated with the same consideration and sympathy as any heterosexual partner who had suffered such a loss would have been. The family saw the devoted nursing care that he gave to Cal in his last weeks, and at the funeral he was the chief mourner.
That is not to say that the older members of the family, in their 70s, 80s and 90s, had abandoned in any way their strong religious beliefs, but, just as they said a silent prayer at the humanist funeral, they had reached an accommodation with the partnership that was based on love, and loyalty and basic human decency.
That is why I believe that those harsh voices speaking out against the legislation are not typical of lay members of the Christian church-going population. The vast majority of religiously observant people—even those in churches that are officially against equal marriage—will accept this change in practice, just as they have accepted their gay friends and family members. They judge people on the basis of their character, not their sexuality. They ask, "Are they kind, loyal, generous and fair?" and "Are they a good son or daughter?" That is what matters to most of us.
I welcome the fact that the Equality Act 2010 will be amended to further protect individual celebrants who do not wish to carry out same-sex marriage but who belong to a religious body that has opted to do so. That is about tolerance. Just as I do not believe that those with religious views opposing equal marriage should dictate the law, I do not believe that the law should impose my values on religious denominations.
I conclude by reflecting on Margaret McCulloch's comment when she spoke for the committee earlier that the committee would "agree to differ". As we move forward, I think that society as a whole will agree to differ, and in doing so they are agreeing to respect difference: difference in sexuality. That is a mark of our tolerance.
This piece of legislation is about the journey that we have made as a society. Although we have heard a lot today about marginalisation and alienation, and people feeling bullied and excluded, my personal experience is that the bill will bring the law into line with real life and real families. We are actually a much more tolerant society than this debate has sometimes given the impression we are.
18:24
Alex Johnstone (North East Scotland) (Con): I have heard many of my colleagues who are in the chamber today being asked why they got involved in politics. The most common answer is that they got involved in politics because they wanted to change the world. My most usual answer is that I got involved in politics because I thought that the world was changing too fast and I wanted to slow it down a bit. Perhaps that is the definition of conservative with a small c.
When I look at the proposals contained in the bill I see some specific issues that I hope to have time to address later, but I also see a general principle, which is to change the way in which we view marriage and to extend that to a greater, more complete range of people in our society. That is a principle that, at heart, I believe to be sound. My problem, however, is with the effect on the overall balance of our views on marriage and with why we have chosen to act in this way at this time to the exclusion of other possibilities.
I view marriage as an important cornerstone of our families and our society as a whole. During my lifetime, I have seen society begin to fall apart. I have seen families in instability, and I have seen individual children raised in difficult circumstances as a result. That is why I would argue that one of the priorities of the Parliament should be to strengthen families, to find ways to reinforce marriage and to reverse the trends of half a century and more in order to gain that stability. That is why I worry that we are making this policy a wrong priority at the wrong time.
During the conduct of its inquiry, the Equal Opportunities Committee, its members and all those who came before it treated the whole issue with a very high degree of mutual respect and maturity. The evidence that was given and the debate that took place were of the highest standard, and I commend the report that the committee produced. However, during its preparation and while we were taking evidence, I found that I had to dispute one or two issues.
Professor Curtice spoke about the level of public support. True enough—opinion polls indicate that support for the change is growing rapidly in society. I believe that similar polls also indicate that that is largely because people no longer have the care to commit to a particular policy. It may not be that people care more; it may be that people actually care less.
We have spoken about the redefinition of marriage. Other members have mentioned traditional marriage as a key element of what we have discussed. I believe that traditional marriage can be undermined by the proposed change. As a result, I ask the minister to say something either
during the debate or before stage 2 about the other proposals that he has brought forward, such as the forthcoming review of same-sex civil partnerships. Is there any way that, during that process, he can consider how we might lend a hand to those people within families who require support to enjoy greater stability?
Elaine Smith raised the issue of tolerance. She was concerned that, once she had made her opinion public, she had suffered as a result. I have found that there is an extent, within the broader argument, to which that can happen—I have had some interesting emails—but that is just a measure of the passion that people hold within the debate. We need to promote tolerance through the debate, and we must ensure that it does not become a one-way street. It is important that that tolerance continues.
There is a requirement to protect the freedom of those who disagree with the change in legislation, whether they be religious bodies or staff in our public bodies, particularly teachers in our schools. I am worried that if we get this wrong we will create a situation that has certain parallels with the debate on section 28, which resulted in teachers, parents and pupils facing some very difficult circumstances.
John Finnie (Highlands and Islands) (Ind): Will the member give way?
The Deputy Presiding Officer: I am afraid that the member is in his last minute.
Alex Johnstone: I am sorry—I am coming to a conclusion.
Although I will not support the bill as a whole, I am prepared to support a number of proposed amendments to it. However, I am concerned about proposals to lower the age at which the gender recognition process can begin. I will seek further information on the matter and will most likely oppose any change in the Government's policy in that respect.
The Deputy Presiding Officer: You should be drawing to a close, Mr Johnstone.
Alex Johnstone: I understand the equality and diversity arguments that are contained within and surround the bill, but I want to ensure that we also achieve stability and security in our families and our society and I believe that, by broadening the bill's perspective, the Government could achieve so much more.
18:31
Nigel Don (Angus North and Mearns) (SNP): I am grateful to the Equal Opportunities Committee for its careful consideration of the bill and the report that it has produced. Of course, for those who are not on the committee in question, it is only when we get to see the stage 1 report that we get a sense of the issues that have generated discussion and the areas of detail that need to be addressed.
The committee heard a great deal of evidence that same-sex couples feel that they are discriminated against; indeed, the same point has been very well and movingly articulated by members this evening. That view has to be respected—and I do respect it. However, I ask members to bear with me while I take a slightly different tack from what has come before and see where it takes us.
It seems to me that what is being proposed is not very different from a civil partnership. The present differences between civil partnerships and marriages are helpfully outlined in paragraph 214 of the report and essentially relate to pension rights and international recognition. However, revising the law on marriage is not the only way of dealing with such issues. Of course, pension rights are reserved and can be worked through only in co-operation with the Westminster Government, and it is clear that a significant amount of work needs to be done to resolve the matter. International recognition is important, but I simply point out that a couple in a civil partnership who wish to move abroad ought to be in a position to marry there, if that is desirable, and I am not convinced that it is our duty to accommodate every nuance of other jurisdictions' law in our own.
Patrick Harvie: Will the member give way?
Nigel Don: The member must forgive me if I make some progress. I will come back to him if I can.
Having been around for millennia, the traditional view of marriage has worked rather well as the basis of family relationships in societies around the world. In the Christian faith, it is not just a practical policy but also hugely symbolic—and I want members to understand that. Jesus' death and resurrection are central to the Almighty's redemptive purpose for his people, while the church—that is, his people—is described as the bride of Christ many times in the Bible. The differences between the two parties could hardly be clearer; equally, their complementarity is evident from the fact that it is those very people— the Christian church—who demonstrate the outworking of Christ's love to each generation. That is why the so-called traditional view of marriage actually matters to the Christian church. Some will say that marriage is only a word—and they would be right. However, words have meaning and I am in no hurry to change the meaning of a word in our law when so much has been attached to it in our literature and liturgy.
Much of the evidence given to the committee relates to protections for those who do not want to have to celebrate same-sex marriages. I hope members will understand from what I have said that such views can be held without any feelings of homophobia; indeed, concern has also been expressed about the position of teachers.
I note first of all the general belief among witnesses that the proposed protections are strong but, secondly, the doubts that remain about the robustness of those protections, particularly in the context of European law and how that might develop over time. What is clear is that if the bill is enacted substantially as drafted the meaning of marriage will have been radically altered.
The cabinet secretary says that he will not regard his marriage as having been diminished by what is proposed. I understand his view and, indeed, hold a similar view about my own relationship with my wife. However, I remind members that a set is not defined by its present population but by its boundaries. What is being proposed will change marriage as an institution— and that will alter the context for everyone in the future. As Mr Spock would have put it, "It's marriage, Jim, but not as we know it."
Joe FitzPatrick: I respect the right of everyone of a religion to hold their views, but does the member acknowledge that the current legislation—the law—discriminates against me and other LGBT people in Scotland?
Nigel Don: I would prefer to acknowledge that it distinguishes, because heterosexual and homosexual relationships are dealt with differently. It seems to me—I had hoped that the member would have picked this up—that those differences are what we should address. Those issues of pension rights and international recognition should be dealt with. My concern is that we are focusing on this one word, and I hope that, from what I have said previously—I encourage members to read it in the Official Report—members recognise that there are reasons for being concerned simply about that word.
Patrick Harvie: Will the member give way?
Marco Biagi: Will the member give way?
Nigel Don: I will give way to Patrick Harvie.
Patrick Harvie: It is interesting that the member seems to place great emphasis on the value of that word in relation to his own marriage, whereas in discussing the merits of civil partnership he talks about not an essential difference, but a technical one. Why should those of us who place value in that word and to whose lives its cultural meaning is relevant not also enjoy the freedom to express it?
Nigel Don: I am absolutely clear that they can, and I think that they will. I am asking members to understand that there are reasons why, within a biblical theology, people in the Christian church feel that that word has another meaning—that is all. That is the historical position.
Kevin Stewart: Will the member give way?
The Deputy Presiding Officer: The member is in his last minute.
Nigel Don: Gosh! My speech is going to have to be shortened.
The future of civil partnerships is already under review. I wonder why we are in such a hurry to change the meaning of marriage at the moment, when many of the issues—some of which were picked up in the Delegated Powers and Law Reform Committee—could have been much more easily dealt with had we rationalised civil partnerships across same-sex and opposite-sex relationships. I encourage the minister to consider whether it might be better to do that before we implement the bill because, had that been done, it might have reduced some of the problems.
The Deputy Presiding Officer: Sadly, we now have to move to five-minute speeches.
18:37
Drew Smith (Glasgow) (Lab): Members bring a range of experiences, ideas and beliefs to the chamber, but it is always worth reminding ourselves that, although they might not always seem to do so, our debates and judgments affect how real people live their lives, the opportunities that they have and their sense of the value that society places on them.
The issue of equal marriage rights was raised with me during the 2011 election campaign, when I strongly supported the references to it in my party's manifesto. Nevertheless, I had perhaps not thought through the reasons why I felt that way about it—my response was instinctual. I was first asked my views on the issue a few days after the election and, over time, I have found myself being asked about it more and more often. As I thought more about it and listened to others expressing their views, I came to understand my own feelings about it a bit more clearly. In the course of the wider debate that led up to the introduction of the bill, I remembered someone whom I had not forgotten but the extent of whose influence on the view that I had thought was instinctual I had not realised.
Like the majority of the Scottish population, I strongly support the provisions of the bill. I have also, at various times, pressed the cabinet secretary—and, indeed, his predecessor—to hurry along. Therefore, I am very pleased that we have
got to this point and hope that we will follow the example of England and Wales and the many other countries that have created equal marriage. I believe that marriage rights are an issue of equality, and I feel strongly that the current position of civil partnerships, which I supported at the time and was proud of my party for having taken the lead in introducing, is not quite enough. Although there is little difference between civil partnerships and marriage in terms of legal rights, the fact that civil partnerships preclude the right of gay people of faith to commit themselves to each other in a religious service is discriminatory. I hope that one of the major achievements of the bill will be to remove that discrimination.
Equality does not mean that everything must be the same; equally, difference should not be imposed on identical things. Same-sex relationships may be different from opposite-sex relationships, but are all relationships not different and unique? Do they not all share the same basic principle: love for another human being and a desire to commit to spending your life with that person? I do not think that the state has the right to draw a distinction between human partnerships that human beings do not draw themselves, and to me that is fundamentally what the bill is about and why I support it.
In 2000, this Parliament repealed section 28— section 2A—which it did in advance of the rest of the UK. Looking back, we can see that the repeal of section 28 was a victory for equality, but it did not come without cost, just as the years of various discriminatory laws did not come without cost and just as that cost still exists in many parts of the world, as Joan McAlpine rightly highlighted. There are members in the chamber who will have celebrated that victory and they might also recall some of the pain of that debate: the things that were said that can never be unsaid and the people who pushed ahead and, in my view, have never been properly recognised for their efforts.
When section 28 was debated by the Parliament, I was still at school—a religious school—and I recall what was said. I recall talking to classmates about the leaflets that were going through our parents' doors, the newspaper headlines and the things that were said on the school bus.
I mentioned that I thought of someone in the context of this debate. I remember a girl—a young woman—in my year at school, who one evening appeared on the TV news, which was rather unexpected. She spoke out and, to many of us, she became the first person we knew to come out. She did it by asking a very simple and powerful question: what right do others have to make a judgment about me and my life or to make a distinction about who I am and what I am? That was in the context of the section 28 debate.
There are many things that I could say about the detail of the bill, and others are rightly saying them. I celebrate the fact that this may be the last major legal change required to remove discrimination against lesbian, gay and bisexual people from our law, and I am very privileged to be in this place, at this time, to support it. I will follow the amendments at stage 2 and I will support efforts to improve the bill. It is probably not the last major piece of legislation for transgender people, but it is a significant step on the way.
I will oppose any change to the bill that could threaten a new section 28, however well intentioned people may be on that issue. I do not want a situation in which there is a campaign to come back to the bill because of a section that is inserted at stage 2.
I do not know whether the woman that I mentioned has sent one of us an email asking us to support this legislation or if she has put her activism behind her.
The Deputy Presiding Officer: You must close, please.
Drew Smith: However, I will vote tonight for her, as much as for any of the other good reasons— and I thank Ruth Davidson for giving a voice to those reasons. It is thanks to that woman and many people I have met in the course of this campaign that a generation of people will be able to grow up, fall in love and get married, not with the world not caring who they get married to, but with the world recognising the partnership that they make rather than differentiating their relationship.
I am very grateful to support the general principles of the bill.
The Deputy Presiding Officer: Again, my apologies: we have to cut the debate back to fiveminute speeches.
18:42
Christian Allard (North East Scotland) (SNP):
I thank Mary Fee, the previous convener of the Equal Opportunities Committee, who welcomed me to the committee when we first considered the bill. A few months later, I welcomed Margaret McCulloch as our new convener.
Before I come to the detail of the recommendations that we made in our report, I thank all the members of the committee for their warm welcome and for the way that we worked together on the bill. I echo the words of Alex Johnstone and John Mason when I say that we agreed to disagree and then moved forward.
We made a couple of recommendations on registration of celebrants. The first came from the evidence of Ephraim Borowski of the Scottish Council of Jewish Communities, who addressed the definition of non-civil marriages, particularly in the context of humanist marriages. We feel that it is important to reflect the distinction between religious ceremonies and belief ceremonies, which is why we ask the Scottish Government its views on the suggested amendment on the redefinition of non-civil marriages.
Ross White of the Humanist Society Scotland gave evidence and commented on the Church of Scotland's preferential status in law. We ask the Government to clarify its view on the claim that the Church of Scotland has a privileged status in marriage law.
A lot was said about the Government's forthcoming review of civil partnerships and we heard the cabinet secretary today reassure us that the review will come soon. We note the Scottish Government's plan to consider issues relating to civil partnerships, including opposite-sex civil partnerships.
To understand better the reasons behind the bill, we did a fair bit of travelling when taking evidence. Believe me, the international perspective was always there. Under the bill, same-sex couples who have entered into a civil partnership in another country will have to dissolve their partnership before being permitted to marry here in Scotland. The committee feels that such couples should be able to convert their civil partnership to a marriage, just as couples whose civil partnerships were conducted in Scotland will be able to do.
The Scottish Government believes that allowing gender-neutral ceremonies could cause problems for denominations that might not want to use a gender-neutral marriage declaration when marrying an opposite-sex couple. We kind of disagree, and we would like the Government to reconsider. It should be possible to allow a choice of gender-neutral or gender-specific language for marriage declarations.
Professor John Curtice told us how much public opinion has changed regarding attitudes towards same-sex relationships. I am pleased that a lot of our work was to recognise the change of gender for married persons or civil partners, as I feel that attitudes towards transgender communities have not yet changed as much as I would like. James Morton of the Scottish Transgender Alliance told us about his proposal for an amendment to the bill to make sure that a spouse cannot stop his or her partner's gender recognition. James said that for someone to have their gender identity legally recognised and respected by their Government is a human right and something that no one should be able to stop.
We considered how spouses of people seeking gender recognition might find the process difficult, although an important point is that we have not received any evidence from their perspective. After long consideration, we came to the conclusion that the non-transitioning spouse's personal choice is sufficiently protected by the automatic grounds for divorce that are triggered by his or her partner seeking gender recognition. In the report, we ask for the requirement for spousal consent for gender recognition to be removed.
We received evidence about lowering the age requirement to change gender. James Morton said:
"Transgender people aged 16 or 17 will remain discriminated against under the bill as drafted".—[Official Report, Equal Opportunities Committee, 5 September 2013; c 1391.]
We do not think that we have enough evidence on lowering the age requirement, which is why we have asked the Government to provide a detailed response on the issue in advance of stage 2.
To conclude, I would like to share a thought about how the world has moved on. As members must know by now, I was raised on a chicken farm in Burgundy in France. I clearly remember the day my father told me about one of his regular customers, a farmer who lived in the remote village with his partner. I was struck by the way that my father spoke about this couple, with great respect and in a friendly tone. I disagree with Elaine Smith, who talked about a small group of activists, because I would not consider that couple, deep in rural France, to be a small group of activists. I wonder what happened to them, and I wonder how much those two farmers—those two men—would have liked to get married, like every other farming couple in rural France many decades ago.
18:48
Patrick Harvie (Glasgow) (Green): Thank you, Presiding Officer, for the privilege of taking part in this debate. I also thank several of the speakers who have given a very personal take on the issue—Kevin Stewart, Marco Biagi and, in particular, Ruth Davidson. In 10 years as a member of the Parliament, I have never so enthusiastically applauded a Conservative speech. I am always open to a new experience, of course.
Members might be a little surprised that my personal circumstances place me in what I regard as impeccably neutral territory on the issue: I am single, I am bisexual, I have no idea whether I will have a long-term relationship with a man or a woman in future and I have no idea whether I
would want to get married. Certainly, I do not personally regard marriage as a gold standard; I regard it as one of the many options on family status that people will make a choice between on the basis of their values and not the values that we would impose on them.
The arguments that we have heard against the bill have been many and varied. Some have been frankly spurious and silly, such as the one that goes, "Well, you know, you can get married already, just to somebody of the opposite sex." I cannot believe how frequently I have heard that nonsensical and demeaning argument.
Some arguments have been mischievous. There have been deliberate attempts to whip up ungrounded fears about ministers in the Church of Scotland being dragged off by the police, taken to the courts and prosecuted for refusing to marry same-sex couples.
Some of the arguments against the legislation have simply been curious, such as the view that, from the starting point of religious freedom, the law ought to tell churches who they may not be allowed to marry. It seems to me that the argument for religious freedom must be in favour of what the Government is trying to achieve with the bill, which is to permit but not compel.
Some arguments against the legislation are serious and we should not ignore them—quite the contrary. There has been serious opposition to pretty much every step that has been taken in the equalities story over many generations. Certain voices have opposed every step towards LGBT equality, from decriminalisation onwards. Those serious arguments absolutely must not be ignored but must be confronted and defeated because they assert, whether in religious or other terms, the lesser worth, dignity, status or value of LGBT people and our relationships. Those arguments should be and deserve to be defeated. In more than 20 years of volunteering, working or campaigning on many of those issues, I have in all honesty never heard a coherent moral argument in favour of the view that same-sex relationships are of lesser worth or status or that they are morally wrong. I have heard many such arguments rooted in homophobia but none in a coherent moral case.
Some of the arguments that I have heard fall under the heading "I'm not homophobic, but". That amounts to someone saying that they are not homophobic but they are concerned that one day they might need to treat LGBT people as though they were their equals. On that basis, we have heard demands for so-called protections to be built into the legislation—protections from the indignity of having to treat other people as equals. If we look at the evidence that we heard on the call for those protections, were we to give in to the demands, that would amount to a rolling back of
10 or 15 years of legislative and cultural progress towards equality. We should hold the line against those demands absolutely.
I was proud of Scotland's Parliament—not as an MSP but as a citizen—not only when it repealed section 28 but when it held the line against the forces of social conservatism and homophobia and did not give in to the demands for concessions. We should be equally proud today and over the months to come not only of passing the legislation but of holding the line against demands for amendments that would weaken the principle of equality. We should also listen seriously to the calls for amendments on issues that members have mentioned, such as the spousal veto, overseas civil partnerships, gender neutral language and gender recognition for younger people. If we do that, we will deserve the pride of many Scottish citizens when we pass the bill at stage 3.
18:53
Jim Eadie (Edinburgh Southern) (SNP): The bill before us concerns an issue that is deeply close to my heart, as it is for other members and for our fellow citizens who have joined us in the gallery this evening.
Ruth Davidson was right to say that the debate is a sign of the growing maturity of the Parliament. The bill is about marriage, but its passage into law will also represent the culmination of decades of struggle for equality for lesbians and gay men, as well as bisexual and transgender people.
Let us not forget that, as recently in our history as 1980, homosexual relations between two men remained illegal, while the very concept of relations between two women did not exist in law. In truth, to be lesbian or gay in Scotland—I can speak only from my experience—was to inhabit a cold and inhospitable place. To come out at that time was to face rejection from friends, family and work colleagues; it was also to risk opprobrium and, in some cases, violence. There were precious few positive role models in the media or in our communities, and it seemed that the further one travelled from metropolitan Glasgow or cosmopolitan Edinburgh, the harsher and the colder that climate became.
Many people chose to leave Scotland rather than stay to face the discrimination and prejudice that were, sadly, a hallmark in much of Scottish society at that time. Thankfully, the culture and temperature have changed. To have had this debate even 10 years ago would have been unthinkable. I believe that, in time, the passage of the bill will enjoy widespread acceptance in our society.
The challenge for those of us who make our laws is not to do what is popular—to stick our finger in the air and see which way the wind is blowing—but to represent our constituents, to listen to the voice of our conscience and to do what is right. I believe that the bill is right and that it commands the public's support.
In the years since 1980, much progress has been made towards equality through employment legislation, the lifting of the armed forces ban, an equal age of consent, adoption rights and this Parliament's introduction of a law to outlaw hate crime. However, the struggle for equality has not yet been won. That is why the bill and the debate are so important to so many of us.
In the context of the debate, the most significant change has been the introduction of civil partnerships, which have undoubtedly enhanced the lives of many same-sex couples across the country by conferring on them many of the rights that married couples enjoy. However, a civil partnership is a legal contract; it is not marriage.
My constituents have written in their hundreds to urge me to support the bill and I have been moved and humbled by their testimony. One woman wrote to say:
"I am a practising Catholic who is a strong supporter of same-sex marriage and would very much want my voice to be heard".
One man urged me to support the bill to end what he called
"government supported prejudice against gay people as second class Scots."
Another constituent contacted me to say:
"I simply cannot understand what harm it does to anyone if two other people decide to get married. What possible grounds can there be to object to the legislation"?
The reason cannot be freedom of religion, because the bill enshrines protection for denominations that oppose same-sex marriage on the ground of theology. At the Equal Opportunities Committee, I asked:
"Has your denomination been compelled to perform same-sex marriage in any of the countries that have introduced same-sex marriage?"
and the Catholic Church's representative said:
"The Catholic Church has not."—[Official Report, Equal Opportunities Committee, 5 September 2013; c 1432.]
Let us be clear: no synagogue, mosque, temple or church—whether of the Catholic or reformed tradition—will be forced to conduct same-sex marriages. The bill will not undermine freedom of religion. We will enhance freedom of religion by allowing faiths that recognise same-sex marriage as part of their understanding of God's love for all people to conduct such ceremonies.
The objection to the bill cannot relate to the need to protect traditional marriage, as marriage has evolved over time. Today, who would defend the subjugation of women in marriage as expressed in the 18th century by a Lord Justice Clerk, Lord Braxfield, when he said that
"in law a wife has no person"?
Traditional marriage has evolved to recognise the rights of women and allow divorce and it has always evolved to reflect social mores.
The objection to the bill cannot be that it represents an attack on marriage. On the contrary, how can that be the case when it will meet the desire of thousands of loving couples to be brought within the ambit of marriage? Contrary to what Alex Johnstone said, the bill will strengthen marriage.
Scotland is no longer the cold and inhospitable place that I described. Tonight, we have the opportunity to take a further significant step as a society to recognise that love is love, whether it involves a man and a woman, a man and a man or a woman and a woman.
The Deputy Presiding Officer: You should draw to a close, please.
Jim Eadie: The bill offers a state and social affirmation of the right of two people who love each other to proclaim that love before the world. This is a wonderful opportunity for the Parliament to signal to the world the type of country that we want Scotland to be—one that is open, tolerant and generous to all.
The time for equality in Scotland has arrived.
The Deputy Presiding Officer: You must close, please.
Jim Eadie: The time for marriage equality is now.
18:59
Elaine Murray (Dumfriesshire) (Lab): I am pleased to speak in the stage 1 debate on the bill.
I am not a member of the Equal Opportunities Committee, but I have opposed discrimination that is based on people's sexual orientation since I was a student, which was about 40 years ago. That was in the bleak and inhospitable place that Jim Eadie just spoke about, where sex between men was still illegal, where lesbianism was not recognised because—apparently—Queen Victoria did not think that it could happen, where same-sex partners rarely dared to express their affection publicly, where coming out to the family was a major difficulty for many gay people, and where the popular terminology that was used to describe gay people was derogatory and offensive. I found
all that to be totally abhorrent, as were apartheid and racial segregation, which existed at the same time.
I have had many representations on the bill from constituents, many of whom have been supportive and many who oppose the bill. To constituents who have asked me to vote against the bill because it redefines marriage, I apologise, but I do not agree with their arguments, and I will explain why. To those who told me that they will not vote for me—well, that is their prerogative.
The view that marriage is solely the union of a man and a woman for procreation is outdated and simplistic; there has always been a lot more to marriage than that. For monarchs and powerful families, marriage created and cemented alliances. For others, it represented respectability and the division of labour and responsibilities between men and women. Until recently, as Jim Eadie said, women were the possessions of their husbands. Marriage signified that the woman belonged to the man so that no one else could have a sexual relationship with her and the man could be sure that the children were his.
In these more egalitarian times, marriage is a public declaration of love and of the intention that the relationship will be permanent. It might or might not involve children. If it does, those children might or might not be the biological children of both or either of the parents. Many of us—myself included—have been married more than once; indeed, my oldest lad was at my second wedding. Many other people have stable long-term relationships and bring up their families without feeling the need to be married. Many families consist of one parent bringing up their children with the support of relatives and friends.
The bill will enable people of the same gender who want to make that public declaration of love and permanence in a religious ceremony that reflects their faith to do so. I also support the Government's proposal for an opt-in process and I welcome the assurances that have been given. However, some of my constituents' representations have expressed concern about possible discrimination against people of faith. The cabinet secretary talked about circulating letters to certain members; I wonder whether he could circulate that information to all MSPs so that we can offer reassurance to constituents who have been in touch with us.
Other members have reflected on how far we have come in the past 40 years. If someone had told me 40 years ago that a Conservative Prime Minister in the UK Parliament would promote equal marriage, I simply would not have believed them. I am proud of Scotland's journey, I am proud that more than 60 per cent of Scots now agree with equal marriage, and I am proud that three quarters of those who responded to the committee's consultation also agree.
As a young woman, I read books that described the experiences of gay people, including Radclyffe Hall's "The Well of Loneliness" and Gore Vidal's "The City and the Pillar". They were stories of tragedy, but the story of being LGBT today should no longer be a tragedy.
I remind people who say that civil partnerships should be enough of the 1976 hit by the Tom Robinson Band "(Sing if You're) Glad to be Gay", which, despite its cheerful title, spoke of police harassment, beatings, and insults, and ended with—I will not say the word—the b's
"are legal now; what more are they after?"
Well, like most people, they want equality.
I will support the bill at stage 1 and I hope that it makes its way through Parliament into legislation. It will not mean the end of discrimination against LGBT people, but it will be an expression by this Parliament of the will to treat people equally and not to discriminate on the basis of sexual orientation or the sexual identity that a person is born with.
When I was young, people used to think that being LGBT was a choice, or something their mum or their school did, but people are born that way. A person who is born LGBT does not make the choice to be that, any more than I made the choice to grow to only five foot one. [Applause.]
The Presiding Officer (Tricia Marwick): Ms Murray, can you bring your remarks to a close please?
Elaine Murray: It is just part of the glorious diversity of human beings. Legislation should treat people equally and not discriminate on the basis of sexual orientation or gender identity, any more than on the basis of gender, race or faith. The Government is getting that balance right. I am pleased to support the bill, and I am so proud of the progress that we have made in Scotland during my lifetime.
19:04
Linda Fabiani (East Kilbride) (SNP): That description
"of the glorious diversity of human beings"
from Elaine Murray just sums everything up. That was great.
I am pleased to take part in the debate today because I feel that it has been a long time coming, although that might be a mark of my own frustration about things. I looked back at the debate that took place during the passing of the
2004 legislation for civil partnerships, and at that time, I asked:
"How can anyone sit here and say that it is equality if same-sex couples are not allowed to manifest their faith in the same way that mixed-sex couples can"—[Official Report, 3 June 2004; c 8935.]
even if the minister is happy to carry out the ceremony? I still feel that way. I just cannot get my head round the idea that some people should be treated differently from others; it just very, very wrong.
However, it may well be that, although I saw civil partnerships as a temporary solution that ought to be quickly overtaken, it was right at the time that that step was taken, so that we could move on. The figures that Jackie Baillie cited on how social attitudes have changed perhaps indicate that it was correct to introduce civil partnerships.
I have been struck by the amount of personal testimony that has been given; members have been extremely brave. No one need get their notebook out—I am not about to say anything stunning—but I would like to illustrate how time moves on and attitudes change. Thirty-odd years ago, my standing up and saying, "You know what? I'm not married. I live in sin," might have been as stunning as saying the things that we have heard some members say today. Now, no one cares about that. In the 1960s, it might have been stunning to hear an 11-year-old say, "You know what? My mum's just run off with another man and my mum and dad are going to get divorced." I was that 11-year-old. I hid that from people at school, from neighbours and from other people I met for a couple of years because I was ashamed of it. According to social mores at the time, a child's parents getting divorced was extremely shocking.
What we are doing today is extremely important and represents a natural step forward. I hope that we get to the point—when I am no longer here— when someone, in the course of explaining to Parliament something that had been taboo for many years, says, "You'll never guess what. It's not that long ago that same-sex marriages were something that people found it really difficult to talk about. People found it hard to say that they were in a same-sex relationship because that was what was right for them." To me, the issue is just about equality—straight, simple equality. It is about accepting people the way they are. Why cannot everyone just accept people the way they are if they are not hurting anyone else? It is extremely simple.
That brings me on to the spousal veto. I had intended to talk about it more, but I am aware that other members want to speak. I was pleased to hear the minister say in his opening remarks that he would look at the spousal veto on legal gender recognition, whereby the spouse of a person who has been through the whole process can still prevent them from having their gender legally recognised. That must be looked at, so I am glad that the minister said that he would do so.
I would like to give due recognition to everyone who has worked so hard for same-sex marriage. There is a great wee book called "Six Reasons to Support Equal Marriage" by the Equality Network. What struck me when I looked through it was how happy everyone in it looks—it is such a happy document—and when we were standing outside in the wet mud getting our photographs taken earlier today, it struck me how happy everyone is that the bill is going ahead. Let us not lose that sentiment. We should be extremely happy that we are moving forward in such a way.
It is true that we still have a way to go, but what we are doing today is very good for Parliament and—in the longer term, even though some may not feel that way now—for everyone in it. It is also very good for Scotland, and we should celebrate that.
19:08
Margaret Mitchell (Central Scotland) (Con): In this important debate about same-sex marriage— which is more often referred to as equal marriage—it is worth taking a moment to set the debate in context. The Equal Opportunities Committee is the lead committee for consideration of the bill and it has the formal remit of considering and reporting on matters that relate to equal opportunities, which include the prevention, elimination or regulation of discrimination between persons on the grounds of, among other things, gender, marital status, race, disability, age, sexual orientation and religion.
The proposition that is before us today is that the belief that is traditionally, if not exclusively, held by members of the Christian faith and other religions—that marriage is a relationship between a man and a woman—discriminates against samesex couples and therefore the law must be changed to allow equal marriage. That is a dangerous distortion of equality. Equal opportunities celebrates diversity. In that context, equality is not about seeking to make everyone the same but is, in essence, about elimination of discrimination and concentration on fairness and diversity. Equal marriage sets two equality strands—sexual orientation and religious belief— in competition with each other.
Mark McDonald: Will Margaret Mitchell give way?
Margaret Mitchell: My view is in the minority and, if Mark McDonald does not mind, I will use the time that is available to me to develop it coherently.
The decriminalisation of homosexuality in 1980 was an important milestone in tackling the historic discrimination against LGBT people, but same-sex couples in stable and loving relationships still had no legal rights vis-à-vis their partners for many years. If one partner was hospitalised, the other had no legal right to be given any information about their illness or care because they were deemed not to be a relative. The Civil Partnership Act 2004, together with the inclusion of same-sex cohabitees in the Family Law (Scotland) Act 2006, ended that terrible injustice. Provision was made to recognise legal rights to, for example, inheritance and property ownership for same-sex couples.
The point is that discrimination has been addressed, as I have described. In seeking to go further and to redefine marriage, the Government is blurring the distinction between state or civil provision, in which it has a role to play, and religious belief and teaching, in which it does not.
Furthermore, people who believe passionately in the sanctity of marriage between a man and a woman have felt empathy with the LGBT community and have supported and campaigned to eliminate discrimination against it. They did so because that is the fair and right thing to do, despite warnings and fears being voiced that marriage would be undermined. Those same people now find that there is little reciprocal empathy and, sometimes, little tolerance for their views.
With the attempt to redefine marriage, the pendulum has swung too far. Passing the bill will do nothing to address the totally unacceptable abuse of LGBT individuals, which still exists and includes, for example, instances of homosexuals within the Asian community being forced into heterosexual marriages.
However, if the bill is passed, people who oppose same-sex marriage and who already feel inhibited in expressing that view will, ultimately, be more apprehensive about expressing their religious beliefs—regardless of the wellintentioned proposals for safeguards.
There is nothing remotely fair about seeking to dismiss and diminish the deeply held convictions and religious beliefs of thousands of people in Scotland who attend church, temple or mosque, who work hard to do their best for their families and who go about their everyday business without imposing their views on anyone else. That is why I will vote against the bill.
19:14
James Dornan (Glasgow Cathcart) (SNP): We are all hugely influenced by our early experiences. I was fortunate in mine: I come from a conscientious, working-class, Irish Catholic family steeped in social awareness and was taught from an early age that perceived difference mattered not a jot and that we were all Jock Tamson's bairns.
That maxim has stood me in good stead over the years, and that is why I will support the bill at decision time. It is not because I have had a number of emails that say I should support it. If anything, on balance, I have probably had more against it than for it. I will vote on the basis of what I believe to be right and because of some personal experiences.
This is a huge step for the Parliament and for Scotland. We have talked about the bill being a good thing for the Scottish Parliament, but I think that it is a good thing for the country. We pride ourselves on our values of equality, fairness and social justice, as Jackie Baillie said earlier, and I think that the bill is a perfect example of those.
We have talked about safeguards and the bill has safeguards for celebrants, both religious and belief celebrants. We are not forcing anyone. The bill is about religious freedom, because it will allow certain religions to opt in or to opt out: they do not need to do same-sex marriages and nobody is forcing anyone. I have two sons who are both married and neither of them will feel less married if my brother can get married to his partner. That kind of argument is ridiculous.
I am a bit older than some of the earlier speakers who gave very eloquent speeches, such as Ruth Davidson, Marco Biagi and Kevin Stewart. I remember what it was like for people who were gay when I was growing up, although we did not really know who they were, because they were in the shadows. My brother Michael was 15 when he came out, but the situation was so bad in Glasgow and Scotland at the time that he never came out to us. He waited until he was 17, then he went down to London and started a new life. He met a guy and went over to Portugal with him. He had to do that because of the Scotland that we lived in at the time, yet people say that we should not be moving on.
The bill is a good thing. There are no losers in this; there are only winners. I completely understand that people have different views. I completely understand that people with a religious perspective might have concerns about the bill. The interesting thing for me is that Michael was more religious than me and kept his faith much longer than I did, even though he was being discriminated against by his church. Religion should not be a barrier to accepting the bill, which is highly important legislation.
Michael created a life for himself outwith his homeland. He is in Portugal with his partner of 39
years. I am delighted to say that I phoned him up last night and said, "Michael, guess what I'm doing? I'm going to use you in a speech in the Parliament tomorrow." He said "Oh, again. Right." So, he is comfortable with it.
He told me a wee while ago that he was thinking of getting married. He and his partner have been together for 39 years, which is a fairly long engagement, but they have decided that now is probably the time to get married. I suspect that part of the reason for that is that none of us is getting any younger, so they are looking to make sure that everything is right for when one of them goes, and so on. It is great that they are getting married but, unfortunately, they have to do it in Lisbon.
I hope that any member of my family, or anybody I know of a younger generation who is homosexual—gay or lesbian—will be able to get married in Scotland. I do not know whether the party whip is in the chamber. He is. Hello, Joe, I will speak to you. I will be looking for that day off to go to Lisbon to see my brother getting married. It would be much easier if he was getting married in Glasgow or Edinburgh. The bill is a great thing.
When I spoke to my brother last night, I said to him that I was going to use him in this speech and he said to me, "Oh? Okay. Coincidentally, James, I'm going in tomorrow to sign the papers so that we can organise the day that the marriage gets celebrated." His marriage is coming soon and same-sex marriage will be coming soon in this country. I am confident that we will vote yes tonight and I am confident that when we get to stage 3 the bill will become law. Scotland will be a much better place for it.
19:18
Anne McTaggart (Glasgow) (Lab): As an MSP representing the large, diverse and multicultural region of Glasgow, I believe that it is part of my duty to tackle prejudice, intolerance and discrimination in all forms, not only because prejudice impacts on the lives of those who experience it, but because it holds us back as a nation.
The passing of the bill will have both legal and symbolic significance for LGBT people and their families, who are often on the receiving end of prejudice and discrimination. As Ruth Davidson said in her eloquent speech, recent research tells us that one in four young people who identify as gay, lesbian or bisexual have seriously contemplated or attempted suicide. That figure is a disgrace in modern Scotland. I truly believe that by eliminating some remaining differences, we can remove the stigma that affects so many of our young people.
As has been mentioned, access to civil partnerships was a huge, commendable step forward, but it ensured that a division between same-sex and mixed-sex couples carried on into the 21st century. I believe that opening up the institution of marriage would achieve true legal equality for the first time. I recognise that equality does not mean that we all have to be the same, but in my view it means sharing the institution of marriage with those who have suffered discrimination, oppression and persecution for centuries.
I also believe that the principle of equality should be extended to heterosexual couples who would like their relationship to be recognised in a different way. I have argued that civil partnerships should be extended to mixed-sex couples who choose to celebrate their relationship in a civil or secular ceremony outside of traditional marriage. As a consequence of denying heterosexual people access to civil partnerships, we are, once again, segregating couples based on their sexual orientation. That is outdated and it is something that the bill should seek to remove fully from our society.
I recognise that the proposal of same-sex marriage is challenging to many people of faith and to some of our religious organisations. I have Christian values and I understand the view that marriage is an institution specific to the relationship between one man and one woman. Although I do not share that view, I passionately believe that those who hold it should be free to express it. That is why I am reassured to note that no religious organisation will be forced to perform same-sex marriages against its will and that religious freedoms will be protected by the bill.
Attitudes are changing. In Parliaments throughout the world, greater recognition for same-sex couples is high on the agenda. We should not be left behind on the issue and I look forward to being part of the Parliament that brought this long overdue legislation to the people of Scotland.
19:22
Richard Lyle (Central Scotland) (SNP): Presiding Officer, I thank you for the opportunity to take part in the debate.
I have been contacted by a large proportion of my constituents about the Marriage and Civil Partnership (Scotland) Bill, the majority of whom are opposed to the bill. My constituent Ronnie Mathieson questions why we are redefining a word—marriage—that once meant one thing to mean something different. He suggests that all previous literature, text books, records, legislation, poetry, plays, songs and so on will have to be
dated and have footnotes to explain the change of Scottish terminology. He suggested in an email to me that there already appears to be a legal challenge to the watertight safeguards in the similar English legislation. Will this bill be watertight? I do not think so, and many others repeat that observation.
I heard from my constituent Mrs Morris, who is concerned that people who do not support samesex marriage will suffer in the workplace. Other constituents, such as Ms Young, have concerns that ministers of religion could be prosecuted for refusing to marry same-sex couples.
I asked the cabinet secretary about adoption earlier. I had a letter from my constituent Anne McCool, who said:
"I would ask you to look very carefully at the introduction of safeguards for people who believe in the existing definition of marriage. There is a danger that foster carers or adopters may be classed as unsuitable because of their opposition to same-sex marriage. The government's suggested solutions for fostering guidance is not good enough. I would be grateful if you would highlight the following concerns.
(A) That a clause be inserted in the Bill that views on the nature of marriage should not be considered during the approval process for foster carers and adopters
(B) That a statutory safeguard should be introduced into the Children and Young People (Scotland) Bill to ensure that what people think about same-sex marriage does not influence decisions on their applications to be adoptive parents."
As I said earlier, 30 years ago I was an adoptive parent and, because of my views, I do not think that I would have passed.
Margaret McCulloch: Will the member take an intervention?
Richard Lyle: No. I do not have time.
My wife's minister, the Rev Derek Hughes, recently emailed us stating that, as the bill stands, it will place supporters of traditional marriage in conflict with equality laws. He went on to say that, at the very least, amendments need to be introduced to the bill to protect ministers, chaplains, teachers and registrars, among others, who will find themselves in an uncomfortable situation when forced to choose between their deeply held religious views and the proposed new law.
In light of that, many of my constituents feel that the section of the bill that is meant to be designed to protect those who speak out against same-sex marriage is not fit for purpose and should be amended to specify clearly that it is not against the law to criticise same-sex marriage.
Rest assured that, when the bill is passed, it will be tested to the limit. Adoption will be tested, and people who want to adopt will be questioned on their views, as I suggested earlier.
I remind members about the response to the specific question in the Scottish Government's consultation on whether same-sex marriage should be allowed. Some 64 per cent of responses from within Scotland said that it should not be. Furthermore, the Scotland for Marriage petition, which opposes the redefinition of marriage, has recently passed the 53,000 signature mark. That demonstrates the enormous strength of feeling on the issue. Based on the figures that have been given to members, Scotland does not support the bill.
The Presiding Officer: I am sorry, but you need to start to wind up.
Richard Lyle: I know that the bill will be passed eventually, but that does not prevent me from voicing my constituents' concerns. I intend to vote against the bill, conscious of the fact that I have stood up for my constituents and presented their views.
The Presiding Officer: John Finnie is the final member to speak in the open debate. You have four minutes, please.
19:26
John Finnie (Highlands and Islands) (Ind): Thank you, Presiding Officer. I apologise to you and the cabinet secretary for missing the opening remarks.
I am a member of the committee that put together the report, which reflects a wide range of views. It is very important that all voices are heard.
My colleague John Mason, who is also a member of the committee, talked about the importance of the bill in negative terms, if I heard him correctly. For me, there is little more important than equality and fairness and, for that reason, I fully endorse the bill.
A number of members have talked about changed attitudes. That is reflected in attitudes to gender, disability, race and sexual orientation. As a police officer who commenced work in the mid1970s, I learned laws about homosexuality that seem bizarre and are totally unacceptable nowadays.
The Equality Network's recent briefing says that marriage equality "matters to LGBT people". That is very apparent, and we have heard powerful testimonies from Ruth Davidson, Marco Biagi, Kevin Stewart, Jim Eadie and other members.
I have received many communications from people of faith and I hope that I showed that I was respectful of their views. Those views were clearly individual ones. There were individual
interpretations individually made from self-selected sources.
I am sure that the faith groups recognise that attitudes have changed, not least to things such as mixed-race marriages and divorcees. If members check the Official Report, they will see that Professor John Curtice talked about the
"liberalisation of attitudes even among regular worshippers."—[Official Report, Equal Opportunities Committee, 19 September 2013; c 1518.]
It is clear that there is no requirement to marry same-sex couples and that protection is afforded to faith groups by article 9 of the ECHR. I, for one, commend the legislative co-operation with the UK Government on aspects of that. I hope that faith groups will participate at some future point, and I commend the humanists, Quakers, Unitarians, liberal Jews and others.
Not much has been said about registrars; I thought that more would have been said about them. They are public servants and should complete public duty. We would not tolerate people saying that they would not participate in conducting a mixed-race marriage so, frankly, they need to get on with it.
There has been a lot of talk about the nature of communications. Unlike Margaret Mitchell, I have not found opponents to be inhibited in any way in their contact with me. I have received individually written letters, mass postcards and personal representations. Some people have strange obsessions with physical acts. I found reading about some of them to be very uncomfortable. Like many others today, I got a communication that started, "Dear Frequent Sinner". Uniquely, however, when I tried to explain things to someone in the range of other parliamentary work, I got back, "Nice work, Satan." It is important to recognise that there are genuine, strongly held views on both sides and that those remarks are not representative of all the faith organisations.
Other members have touched on the issues that the Scottish Transgender Alliance raised; time will not permit me to go into them. I commend the cabinet secretary for his comment that he will think further about those issues. There are a number of issues and they are challenging to discuss, not least the age aspect, but I was reassured by what I heard from the cabinet secretary at the Equal Opportunities Committee and I look forward to those issues being addressed.
The future will not be without challenges, but it must be without prejudice. The bill will make Scotland fairer and more equal and, I hope, an enlightened and inclusive nation. Equality in love, and the opportunity for that love to be publicly displayed via marriage, must trump intolerance and inequality, and that will happen if we support the general principles of the bill tonight.
19:30
John Lamont (Ettrick, Roxburgh and Berwickshire) (Con): Few matters in politics today have evoked such emotive engagement as the issue of same-sex marriage. Engagement has taken place at all levels and indeed across all parts of Scottish society. It has taken place between constituents and their elected representatives, between those elected representatives and, of course, between the people of Scotland. Wherever that engagement has taken place, we have found passionate, profound and deeply held views on all sides of the debate.
I speak today as a Church of Scotland elder as well as a Conservative. I therefore understand the anxiety that the proposals for same-sex marriage are causing churches and religious groups across Scotland, but I also understand and share the desire for religion to remain relevant in our modern, 21st century, progressive society. Religion is not, after all, afraid of change. It has responded in the past to changing conditions and standards, and the religions that many of us celebrate and enjoy in our lives today are products of the environment that they operate in.
We do not even have to go back as far as Leviticus and its proclamations on footballs made of pig skin, beard trimming and bowl-shaped haircuts to prove that point. In the New Testament, Mark is seemingly unequivocal in his opposition to divorce, as is Timothy in his prohibition of the wearing of pearls and gold. Religion has moved on from those times. Indeed, it has done so repeatedly, time and time again, and when it did it was right that the state recognised and facilitated that evolution. That is a point that I would like to stress.
I have heard opposition to the same-sex marriage proposals on the basis that they represent an unjustified and unwarranted interference in the affairs of religion by the Government, or by the state. That could not be further from being the case. If religions do not want to embrace this gradual tide of change, they will not be forced to do so. If anything, the bill will give religions greater freedom and greater autonomy by allowing them to pursue the agenda and the pace of change that they believe to be right when it comes to same-sex marriage.
If the change is no change, that would be, in my view, a sad state of affairs. I believe that our country, our society and our religions would be worse off for that, but I recognise that it is a religious and not a political decision. Our role as
politicians here today is limited to deciding whether we should enable that process of change, whatever it may be, to occur. I believe that such change is not only right but inevitable. Religion and the church do not exist in a vacuum. Indeed, they cannot if they are to remain relevant in our society and to continue to act as a credible force for good in our world.
That is why I urge those who oppose the proposals that we are debating tonight to seriously and critically examine the reasons for their opposition to same-sex marriage and to ask themselves whether they want their religion, their church and their society to fail to embrace change, the time for which has surely come.
Patrick Harvie: Will the member also acknowledge that most marriages that are conducted in Scotland are already civil or indeed conducted by the Humanist Society, and so even those who have concerns about the impact on religion should be supporting the bill because of the opportunity for people to have civil marriages on the basis of equality?
John Lamont: That is my point. The bill allows the religions and the churches to opt in or opt out as they require and as they want, and to develop at their own pace.
It remains my view that the proposal is about consistency more than it is about equality. Marriage is permitted for one set of individuals, and there has to be a very good reason if we are to exclude another set of individuals. I believe that, in order to be consistent, and because society accepts same-sex relationships, there is no good reason to exclude them from marriage—certainly not on the basis of what sex the person whom someone falls in love with happens to be.
When I travel around my constituency and visit schools or meet young constituents, the idea of opposition to the bill is met with what I can only describe as bafflement. My experience has been that the younger generation supports the proposal's aims in overwhelming numbers. If religion does not evolve, and if the state does not allow it to evolve when it wants to do so, we risk excluding those younger voices from a tradition that is woven intrinsically into the basic fabric of our society. In his eloquent speech in the debate on same-sex marriage in the House of Lords, the Earl of Courtown warned of the danger and implored his fellow peers to
"allow the next generation not to reject the traditions of yesteryear but to build the traditions of the future."—[Official Report, House of Lords, 3 June 2013; c 1042.]
His words are as true here as they were in Westminster.
Our society has found itself at similar crossroads before now. In the past 20 years we have debated, passionately and often robustly, section 28, the lowering of the age of consent, gay adoptions and civil partnerships. In each case, I am proud that our progressive democratic tradition eventually prevailed. Today, we in the Scottish Parliament have the opportunity to add our voices to that tradition and the privilege of contributing to our society's progress.
I will vote for the bill. It is the right thing to do for our country, it is the right thing to do for our church, and it is the right thing to do to strengthen the wonderful institution of marriage.
19:36
Jackie Baillie: In the main, this has been a good and mature debate. I was struck by many of the speeches, as I am sure that many members were. Some members spoke from a very personal perspective and others made humorous speeches. I have no time to mention them all, but I will attempt to cover some of the territory.
Ruth Davidson was right when she said that marriage is a good thing—I have been married for almost 30 years, and I keep telling myself that it is a good thing. She was right to talk about the value of extending marriage as an institution. She made a personal and powerful contribution to the debate, which should give us all pause for thought. What we do tonight matters for the future nature of our country and for our young people.
Marco Biagi talked about how he felt as he grew up. I know the area where he grew up, and it can sometimes be pretty unforgiving. He talked about how he was made to feel different and somehow less deserving. His testimony of his personal journey richly informed our debate.
I will disagree with Mary Fee, which is always a dangerous thing to do. She said that attitudes are changing at a snail's pace. I think that she is wrong. Society's attitudes are changing much faster than we are able to keep up with them. In the 2002 Scottish social attitudes survey, 41 per cent of people were in favour of same-sex marriage. By 2010, a mere eight years later, 61 per cent favoured same-sex marriage. A 20 per cent shift in opinion, on any issue, in such a short time is hugely significant.
John Mason talked about the importance of tolerating different points of view. Our debates in the Parliament are often robust, and rightly so, but we need to move forward together. His concern, which is shared by some people inside and outside the Parliament, is that the protections are not sufficiently robust. I might well think that they are sufficiently robust, but I know that the cabinet secretary will want to look at the matter, so that we are assured that the provisions that he makes with
the UK Government to amend the Equality Act 2010 are indeed sufficiently robust.
However, I am mindful that in the 10 European countries that I listed earlier—the Netherlands, Belgium, Spain, Portugal, Norway, Sweden, Iceland, Denmark, France, and, most recently, England and Wales—which have all passed same-sex marriage laws, no religious or belief body or celebrant has been forced to conduct a same-sex marriage. I accept that same-sex marriage legislation was introduced only recently in England and Wales, but no such claim can be made of the other countries. Same-sex marriage legislation was passed in the Netherlands in 2001, in Belgium in 2003 and in Spain in 2005—I could go on, but just in the countries that I mentioned the laws were passed 12 years ago, 10 years ago and eight years ago respectively, which is quite a period over which to be able to judge whether the protections are sufficiently robust and whether any church or celebrant has been forced to do something.
John Mason: I take Jackie Baillie's point with regard to marriage specifically, but will she accept that some of the assurances for adoption agencies have proved not to be solid over time?
Jackie Baillie: Many countries are moving in the direction of wanting to ensure that there is more equality and are taking appropriate steps forward, but ultimately it is a matter of equality. Of course we need to ensure that protections are in place, but that does not remove the need to ensure that we operate as an equal nation.
Some members, such as Elaine Smith, Richard Lyle and Margaret Mitchell, have spoken against the bill. I respect their right to hold a different view, but I think that they are—quite simply—wrong. Margaret McCulloch spoke about agreeing to differ, and Joan McAlpine rightly picked up on that theme.
Our society is actually quite mature. We do not always agree with one another—one needs only to look at the chamber to see the truth of that—but we can walk out of the chamber and still work together.
Bob Doris (Glasgow) (SNP): Will the member give way?
Jackie Baillie: I will in a moment.
Joan McAlpine was right to reflect that our society will do just that. We are tolerant of one another, and we come to accommodations with one another—that is life, and that is how we live it.
I am happy to give way to Bob Doris.
Bob Doris: I have listened with interest to the vast majority of this afternoon's debate. Does Ms Baillie agree that the debate is not about the competing interests of traditional and modern views of marriage? The reason why I will vote yes this evening is that this piece of legislation allows everyone's views of marriage to be reflected in statute in Scotland.
Jackie Baillie: I could not agree more. Jim Eadie, like Bob Doris, set out—in a very powerful speech—how the bill will expand freedom for belief organisations that want to marry same-sex couples, and how it will strengthen marriage. I agree completely with Bob Doris, which must be a first for him.
Drew Smith and Patrick Harvie spoke about repealing section 28 and our pride in doing so; I thank Drew for making me feel old and reminding me that he was at school then. He is right to remember that the repeal of section 28 was not without consequences—often serious—for members of the LGBT community, as they had to deal with some of the hysteria and homophobic bullying that surrounded it. We need to ensure that that does not happen again.
James Dornan mentioned the bill's ability to strengthen marriage and spoke about the experience of his brother Michael; we all look forward to receiving our invitations to the wedding in Lisbon, now that we know about it.
The debate has been extraordinarily interesting. Elaine Murray and Patrick Harvie remarked on how extraordinary it was that there was agreement across the chamber—indeed, Patrick noted that it was probably the first time that he has applauded Ruth Davidson with such enthusiasm. That may well be true for many of us. It is not often that I find myself in complete agreement with Alex Neil and Mark McDonald—and even, for goodness' sake, Kevin Stewart; it must be a truly historic day.
Elaine Murray was right to remind us about the glorious diversity of human beings, even those whom she described as being vertically challenged. We are all different, and that is what makes us all so interesting. Whatever that difference is, we should be tolerant of one another, but we should respect and celebrate our difference, because that is the tapestry of our nation.
For me, and for many members on all sides of the chamber, the legislation is about equality, fairness, social justice and values that I believe we all share. I know that some may be hesitating tonight, but I ask them to think for a moment. What if your son or daughter is unsure about their sexuality? What if they have a same-sex partner? Do you really want to deny them the opportunity to marry? I hope not.
I urge all members to support the general principles of the bill to ensure that the next generation can marry the person they love.
The Presiding Officer: I call on Alex Neil to wind up the debate. Cabinet secretary, you can continue until 7.56 pm.
19:44
Alex Neil: That will not be a problem, Presiding Officer.
I begin by reminding the Parliament what the Equal Opportunities Committee said in its report. The committee hoped that members of the Parliament would
"approach the Stage 1 decision with the same dignified tenor as our evidence sessions and with due respect for a diversity of views."
Everybody who has spoken has tried to live up to that ideal, and I think that this has been one of the most powerful debates that the Parliament has ever held. It is a real tribute to the Parliament.
We have heard some wonderful speeches, from Ruth Davidson and many others, some of which have been very powerful indeed, putting the case for the bill. There have also been powerful speeches putting the case against.
I will begin by dealing with two fairly fundamental points that have been raised by those who do not feel that they can vote for the bill tonight. First, I emphasise that there are essentially two aspects to marriage: there is the religious aspect and there is the state law aspect. What we are dealing with tonight is the state law aspect of marriage. We believe that the state should recognise marriage between same-sex couples as well as between mixed-sex couples.
The bill does not in any way interfere with any religious or belief body's approach to marriage. Indeed, there is only one way in which it even touches on it, and that is that churches and other religious organisations such as the Unitarians and the Quakers will now be able to have same-sex marriages, which they want to carry out, carried out on their premises under their religion. Those marriages will now be recognised by the state. Beyond that, the proposed legislation has no other impact on marriage as carried out by, defined by, exercised by or recognised by such bodies.
Secondly, we are not redefining marriage. I refer to Mary Fee's point, and I have heard the First Minister say this—and many of us would agree: the bill does not in any way redefine our marriage. It does extend the eligibility for marriage, which is the key point of the proposed legislation. People in Scotland who have been ineligible for marriage will now be eligible for marriage and for that marriage, and the love that it represents, to be recognised by the state and by those religious bodies—and only those religious bodies—who want to recognise those marriages out of their own choice.
Jamie McGrigor (Highlands and Islands) (Con): I thank the minister for his usual magnanimity in allowing me an intervention.
I wish to put down a marker in this debate. A substantial number of my constituents in the Highlands and Islands have expressed to me their concerns that sections that are designed to protect teachers, parents, ministers, foster parents, registrars and public sector workers who hold what I could call traditional views will not be strong enough and that they might be open to legal challenge, including at European level.
What specific guarantees can the minister give that legal safeguards will be watertight? My constituents are very anxious for that reassurance. Can the minister give it to them?
Alex Neil: Absolutely. Let me explain exactly why.
We are giving four sets of guarantees. First, there are the guarantees in the proposed legislation itself. Probably the biggest single guarantee is that, in order to carry out same-sex marriage, any religious organisation, belief organisation or celebrant has to opt in. It is their decision to opt in, and they obviously cannot be forced to opt in.
That is the case not just for the organisation. As the bill states, if, for example, the Church of Scotland changed its mind and agreed to recognise, participate in and carry out same-sex marriages, but its own celebrants—its own ministers—did not wish to do so, those ministers would still have the right not to opt in.
The rights of the organisation, religious body or belief body, as well as those of the individual celebrant, are absolutely guaranteed under the bill, which is totally compatible with the European convention on human rights. If it had not been, the Presiding Officer would not have approved it as competent proposed legislation.
Secondly—and on top of that—there are the amendments that we have agreed with Jamie McGrigor's own UK Government. Maria Miller and I have been working very closely on this matter, and we have agreed amendments to the Equality Act 2010 that will underline all the relevant protections for those who take a different view or do not want to participate in same-sex marriages. In fact, some aspects actually go slightly further than the protections that were built in during the passage of the UK legislation.
The third protection is in relation to education. My friend the Cabinet Secretary for Education and Lifelong Learning is at this very moment consulting on the legislation's impact on educational guidance. He will announce the outcome of that consultation within the next two to three months.
The final protection is the Lord Advocate's guidance to all prosecutors in Scotland, which has already been published and which absolutely, explicitly and unequivocally guarantees the rights of those people who are opposed to the principle of same-sex marriage and those who do not wish to participate in or carry out such marriages.
In short, we are providing not just one but four sets of protections specifically for this legislation. I believe that to be a very reasonable balance between extending the freedom and rights of those who are entitled to marry and extending and guaranteeing protections for those who disagree with the policy and do not wish to carry out samesex marriages.
Annabel Goldie (West Scotland) (Con): Like John Lamont, I speak as an elder of the Church of Scotland and I propose to vote for the bill this evening.
I am concerned about the level of protection afforded to, say, an individual celebrant from a religious community that has opted in but who chooses to opt out. As I read it, the relevant amendment to the Equality Act 2010 says that a person controlling the use of religious or belief premises will not contravene the act by refusing to allow the premises to be used for a same-sex marriage or a civil partnership.
However, we might be talking not about a person within the Church of Scotland but about a collective entity such as a congregational board. It might also be that, after a request to participate in a same-sex marriage is declined, a subsequent request to use the church premises for a reception is also declined. Is that also covered by this protection?
Alex Neil: Yes, it is and I must also inform the chamber that I intend to issue the legal text of the proposed amendments to the 2010 act before the completion of stage 2. Obviously, we have to agree the legal text with the lawyers in London as well as the lawyers here, but if members look at the protections in our bill alongside the text of the amendments to the 2010 act, they will see that the protections are unequivocally unchallengeable with regard to the individuals and the churches in question. Indeed, the protections extend to organists, who are essential to a church ceremony. If an organist turns round and says, "I refuse to play the organ at a same-sex marriage ceremony", they, too, will be protected from any prosecution. This is the most comprehensive set of protections imaginable for any piece of legislation that we have ever introduced.
As a result—and I thank Jackie Baillie for emphasising this point—I think that we have achieved a balanced package. On the one hand, we are extending the freedom and rights of those who wish to engage in same-sex marriage and, on the other, we are putting in place all these protections for people who are either against it in principle or who do not want to participate.
Hanzala Malik (Glasgow) (Lab): Will the cabinet secretary give way?
Alex Neil: Of course I will.
The Presiding Officer: As briefly as possible, please, Mr Malik.
Hanzala Malik: What protection can you guarantee if someone challenges our decision in the European Court and we lose?
Alex Neil: We are very clear that there is no chance of a successful appeal to the European Court. Apart from anything else, the European convention on human rights does not give someone the right to same-sex marriage in the first place. There are also other reasons, which I do not have time to go into tonight, why we are absolutely sure that any appeal to the European Court would not be successful.
In summary, I believe that the bill is—as Jackie Baillie and others have said—a balanced package that allows freedom and rights to be exercised by those who at present cannot exercise them, without in any way diminishing or threatening the rights and freedoms of those who take a different point of view.
More importantly, as many speakers have pointed out, it is not the text of the bill that matters but the message that it sends out about 21stcentury Scotland. We are joining those 16 states in America, those nine European countries, our friends south of the border and all the other countries, including South Africa, that have already passed legislation to provide a modern framework of legislation relating to marriage that recognises the equality of all our people. As Rabbie said, we are all Jock Tamson's bairns, and all the bairns are entitled to exactly the same treatment throughout our law, now including marriage law.
This is a historic day for Scotland. Future generations will look back and congratulate the Parliament on passing this progressive piece of legislation. [Applause.]
Business Motions
followed by
Business Motions followed by
Parliamentary Bureau Motions
The
The Presiding Officer: Paul Martin has asked to speak against the business motion. Mr Martin, you have up to five minutes.
19:58
Paul Martin (Glasgow Provan) (Lab): I rise on behalf of the Scottish Labour Party to oppose the business motion in the name of Joe FitzPatrick on behalf of the Parliamentary Bureau.
Members will note that, next Tuesday, after great debate, there will be a statement on the independence white paper. However, the sting in the tail is that the Scottish Government will arrange for an inspired parliamentary question next Tuesday morning so that it can launch the white paper at an event in the Glasgow science centre, clearly sidelining the role of the Scottish Parliament.
The arrogance and contempt that the Scottish Government displays for the Parliament is beyond belief. It makes no sense to anyone other than the Scottish Government that, on the very day that it will apparently set out its vision for the future of Scotland, it will sideline the role of the Parliament.
I will make clear our position, which I understand is the position of the other main parties that are represented on the Parliamentary Bureau. Next Tuesday, there should be a statement to the Parliament first—[Interruption.]
The Presiding Officer: Order. Can we hear the member speak, please?
Paul Martin: There should be a statement to the Parliament first, with the white paper being launched and released to the Parliament at the same time. It is the Government's business if the First Minister wants to massage his already inflated ego by then presenting the white paper to a very carefully selected audience in the Glasgow science centre.
The Deputy First Minister and Cabinet Secretary for Infrastructure, Investment and Cities (Nicola Sturgeon): It is the media. [Laughter.]
The Presiding Officer: Order. Could members please settle down? We have just had the most fantastic debate, which was conducted in a great spirit of respect across the chamber, so could we now have the same kind of respect for members who are speaking?
Paul Martin: The chamber is not the Government's selected audience; it is elected democratically by the Scottish people. The principles that we stand for are written on the parliamentary mace before you, Presiding Officer: wisdom, justice, compassion and integrity. What we see before us in the business programme ensures that the Government has no respect for those words. We oppose the business motion in the name of Joe FitzPatrick.
The Presiding Officer: I call Joe FitzPatrick to respond. You have up to five minutes.
20:00
The Minister for Parliamentary Business (Joe FitzPatrick): Thank you very much. That makes 10 minutes that we could have spent continuing the debate that we just had. It was a fantastic debate and a great advert for this Parliament. [Interruption.]
The Presiding Officer: Order.
Joe FitzPatrick: The language that has been used by some Opposition members about next week's business has been nothing short of ridiculous—although I could use other words— especially when we consider that, just last week, during the landmark passing of the Scottish Independence Referendum Bill at stage 3, they showed little interest in the referendum. Of the last nine speakers in last week's debate, none came from the no parties. They could have pressed their buttons, but they all sat on their hands. [Interruption.]
The Presiding Officer: Order.
Joe FitzPatrick: The rank hypocrisy of the Opposition on this issue today is further exposed when we look at their behaviour in the chamber just four years ago.
The Presiding Officer: Mr FitzPatrick, could you address the motion?
Joe FitzPatrick: Absolutely. I am addressing the motion and Mr Martin's speech.
The Government, which was then a minority, was delayed in holding a debate on a similar publication on Scotland's future because the Opposition voted to block it. That hypocrisy is there on the record for all to see.
To be clear, the Scottish Government is proposing that an inspired parliamentary question will be answered on Tuesday morning prior to the launch, which will be a press conference. The answer to the IPQ will include access for members to the full contents of the white paper and hard copies will be lodged in the Scottish Parliament information centre. The Deputy First Minister will then make a ministerial statement on Tuesday afternoon and on Wednesday there will be a full parliamentary debate, allowing the better together members to bring their combined wisdom to bear in the chamber. To any reasonable person, that would seem to be a comprehensive and balanced proposal.
On the opening day of this Parliament in 1999, Donald Dewar said many things that are often quoted. I will quote just one:
"A Scottish Parliament. Not an end: a means to greater ends."
Perhaps the feigned outrage of the MSPs from the no camp is because they know that next Tuesday marks a significant milestone in Scotland's journey to those greater ends: an independent Parliament with the powers to build a better—[Interruption.]
The Presiding Officer: Order. We will hear the member.
Joe FitzPatrick:
—fairer and more prosperous
Scotland.
The Presiding Officer: The question is, that motion S4M-08364, in the name of Joe FitzPatrick, be agreed to. Are we agreed?
Members:
No.
The Presiding Officer: There will be a division.
For
Adam, George (Paisley) (SNP)
Adamson, Clare (Central Scotland) (SNP)
Allan, Dr Alasdair (Na h-Eileanan an Iar) (SNP)
Allard, Christian (North East Scotland) (SNP)
Beattie, Colin (Midlothian North and Musselburgh) (SNP)
Biagi, Marco (Edinburgh Central) (SNP)
Brodie, Chic (South Scotland) (SNP)
Brown, Keith (Clackmannanshire and Dunblane) (SNP)
Burgess, Margaret (Cunninghame South) (SNP)
Campbell, Aileen (Clydesdale) (SNP)
Campbell, Roderick (North East Fife) (SNP)
Coffey, Willie (Kilmarnock and Irvine Valley) (SNP)
Constance, Angela (Almond Valley) (SNP)
Crawford, Bruce (Stirling) (SNP)
Cunningham, Roseanna (Perthshire South and Kinross- shire) (SNP)
Dey, Graeme (Angus South) (SNP)
Don, Nigel (Angus North and Mearns) (SNP)
Doris, Bob (Glasgow) (SNP)
Dornan, James (Glasgow Cathcart) (SNP)
Eadie, Jim (Edinburgh Southern) (SNP)
Ewing, Annabelle (Mid Scotland and Fife) (SNP)
Ewing, Fergus (Inverness and Nairn) (SNP)
Fabiani, Linda (East Kilbride) (SNP)
Finnie, John (Highlands and Islands) (Ind)
FitzPatrick, Joe (Dundee City West) (SNP)
Gibson, Kenneth (Cunninghame North) (SNP)
Gibson, Rob (Caithness, Sutherland and Ross) (SNP)
Grahame, Christine (Midlothian South, Tweeddale and
Lauderdale) (SNP)
Harvie, Patrick (Glasgow) (Green)
Hepburn, Jamie (Cumbernauld and Kilsyth) (SNP)
Ingram, Adam (Carrick, Cumnock and Doon Valley) (SNP)
Johnstone, Alison (Lothian) (Green)
Keir, Colin (Edinburgh Western) (SNP)
Kidd, Bill (Glasgow Anniesland) (SNP)
Lochhead, Richard (Moray) (SNP)
Lyle, Richard (Central Scotland) (SNP)
MacAskill, Kenny (Edinburgh Eastern) (SNP)
MacDonald, Angus (Falkirk East) (SNP)
Mackay, Derek (Renfrewshire North and West) (SNP)
MacKenzie, Mike (Highlands and Islands) (SNP)
Mason, John (Glasgow Shettleston) (SNP)
Matheson, Michael (Falkirk West) (SNP)
McAlpine, Joan (South Scotland) (SNP)
McDonald, Mark (Aberdeen Donside) (SNP)
McKelvie, Christina (Hamilton, Larkhall and Stonehouse)
(SNP)
McLeod, Aileen (South Scotland) (SNP)
McLeod, Fiona (Strathkelvin and Bearsden) (SNP)
McMillan, Stuart (West Scotland) (SNP) Neil, Alex (Airdrie and Shotts) (SNP)
Paterson, Gil (Clydebank and Milngavie) (SNP)
Robertson, Dennis (Aberdeenshire West) (SNP)
Robison, Shona (Dundee City East) (SNP)
Russell, Michael (Argyll and Bute) (SNP)
Salmond, Alex (Aberdeenshire East) (SNP)
Stevenson, Stewart (Banffshire and Buchan Coast) (SNP)
Stewart, Kevin (Aberdeen Central) (SNP)
Sturgeon, Nicola (Glasgow Southside) (SNP)
Swinney, John (Perthshire North) (SNP)
Torrance, David (Kirkcaldy) (SNP)
Urquhart, Jean (Highlands and Islands) (Ind)
Watt, Maureen (Aberdeen South and North Kincardine)
(SNP) White, Sandra (Glasgow Kelvin) (SNP)
Wilson, John (Central Scotland) (SNP)
Yousaf, Humza (Glasgow) (SNP)
Against
Baillie, Jackie (Dumbarton) (Lab)
Baker, Claire (Mid Scotland and Fife) (Lab)
Baker, Richard (North East Scotland) (Lab)
Baxter, Jayne (Mid Scotland and Fife) (Lab)
Beamish, Claudia (South Scotland) (Lab)
Bibby, Neil (West Scotland) (Lab)
Boyack, Sarah (Lothian) (Lab)
Brown, Gavin (Lothian) (Con)
Buchanan, Cameron (Lothian) (Con)
Carlaw, Jackson (West Scotland) (Con)
Chisholm, Malcolm (Edinburgh Northern and Leith) (Lab)
Davidson, Ruth (Glasgow) (Con)
Dugdale, Kezia (Lothian) (Lab)
Fee, Mary (West Scotland) (Lab)
Fergusson, Alex (Galloway and West Dumfries) (Con)
Findlay, Neil (Lothian) (Lab)
Fraser, Murdo (Mid Scotland and Fife) (Con)
Goldie, Annabel (West Scotland) (Con)
Grant, Rhoda (Highlands and Islands) (Lab)
Gray, Iain (East Lothian) (Lab)
Griffin, Mark (Central Scotland) (Lab)
Henry, Hugh (Renfrewshire South) (Lab)
Hilton, Cara (Dunfermline) (Lab)
Hume, Jim (South Scotland) (LD)
Johnstone, Alex (North East Scotland) (Con)
Kelly, James (Rutherglen) (Lab)
Lamont, Johann (Glasgow Pollok) (Lab)
Lamont, John (Ettrick, Roxburgh and Berwickshire) (Con)
Macdonald, Lewis (North East Scotland) (Lab)
Macintosh, Ken (Eastwood) (Lab)
Malik, Hanzala (Glasgow) (Lab)
Marra, Jenny (North East Scotland) (Lab)
Martin, Paul (Glasgow Provan) (Lab)
McArthur, Liam (Orkney Islands) (LD)
McCulloch, Margaret (Central Scotland) (Lab)
McDougall, Margaret (West Scotland) (Lab)
McGrigor, Jamie (Highlands and Islands) (Con)
McInnes, Alison (North East Scotland) (LD)
McMahon, Michael (Uddingston and Bellshill) (Lab)
McMahon, Siobhan (Central Scotland) (Lab)
McNeil, Duncan (Greenock and Inverclyde) (Lab)
McTaggart, Anne (Glasgow) (Lab)
Milne, Nanette (North East Scotland) (Con)
Mitchell, Margaret (Central Scotland) (Con)
Murray, Elaine (Dumfriesshire) (Lab)
Pearson, Graeme (South Scotland) (Lab)
Pentland, John (Motherwell and Wishaw) (Lab) Rennie, Willie (Mid Scotland and Fife) (LD) Scanlon, Mary (Highlands and Islands) (Con) Scott, John (Ayr) (Con) Smith, Drew (Glasgow) (Lab) Smith, Elaine (Coatbridge and Chryston) (Lab) Smith, Liz (Mid Scotland and Fife) (Con) Stewart, David (Highlands and Islands) (Lab)
The Presiding Officer: The result of the division is: For 64, Against 54, Abstentions 0.
Motion agreed to.
Decision Time
20:04
The Presiding Officer (Tricia Marwick): The next item of business is decision time. There are five questions to be put. The first question is, that motion S4M-08347, in the name of Johann Lamont, on a motion of condolence for Helen Eadie, be agreed to.
Motion agreed to,
That the Parliament expresses its deep regret and sadness at the death of Helen Eadie MSP; offers its sympathy and condolences to Helen's family; recognises her proud record in Scottish politics as a parliamentarian, a campaigner and a constituency MSP, and acknowledges her as a true champion for the Fife communities that she represented for 14 years.
The Presiding Officer: The next question is, that amendment S4M-08348.3, in the name of Keith Brown, which seeks to amend motion S4M08348, in the name of Johann Lamont, on the future of the defence industry in Scotland, be agreed to. Are we agreed?
Members: No.
The Presiding Officer: There will be a division.
For
Adam, George (Paisley) (SNP) Adamson, Clare (Central Scotland) (SNP) Allan, Dr Alasdair (Na h-Eileanan an Iar) (SNP) Allard, Christian (North East Scotland) (SNP) Beattie, Colin (Midlothian North and Musselburgh) (SNP) Biagi, Marco (Edinburgh Central) (SNP) Brodie, Chic (South Scotland) (SNP) Brown, Keith (Clackmannanshire and Dunblane) (SNP) Burgess, Margaret (Cunninghame South) (SNP) Campbell, Aileen (Clydesdale) (SNP) Campbell, Roderick (North East Fife) (SNP) Coffey, Willie (Kilmarnock and Irvine Valley) (SNP) Constance, Angela (Almond Valley) (SNP) Crawford, Bruce (Stirling) (SNP) Cunningham, Roseanna (Perthshire South and Kinrossshire) (SNP) Dey, Graeme (Angus South) (SNP) Don, Nigel (Angus North and Mearns) (SNP) Doris, Bob (Glasgow) (SNP) Dornan, James (Glasgow Cathcart) (SNP) Eadie, Jim (Edinburgh Southern) (SNP) Ewing, Annabelle (Mid Scotland and Fife) (SNP) Ewing, Fergus (Inverness and Nairn) (SNP) Fabiani, Linda (East Kilbride) (SNP) FitzPatrick, Joe (Dundee City West) (SNP) Gibson, Kenneth (Cunninghame North) (SNP) Gibson, Rob (Caithness, Sutherland and Ross) (SNP) Grahame, Christine (Midlothian South, Tweeddale and Lauderdale) (SNP) Harvie, Patrick (Glasgow) (Green) Hepburn, Jamie (Cumbernauld and Kilsyth) (SNP) Ingram, Adam (Carrick, Cumnock and Doon Valley) (SNP) Johnstone, Alison (Lothian) (Green) Keir, Colin (Edinburgh Western) (SNP) Kidd, Bill (Glasgow Anniesland) (SNP) Lochhead, Richard (Moray) (SNP) Lyle, Richard (Central Scotland) (SNP)
MacAskill, Kenny (Edinburgh Eastern) (SNP)
MacDonald, Angus (Falkirk East) (SNP)
Mackay, Derek (Renfrewshire North and West) (SNP)
MacKenzie, Mike (Highlands and Islands) (SNP)
Mason, John (Glasgow Shettleston) (SNP)
Matheson, Michael (Falkirk West) (SNP)
McAlpine, Joan (South Scotland) (SNP)
McDonald, Mark (Aberdeen Donside) (SNP)
McKelvie, Christina (Hamilton, Larkhall and Stonehouse)
(SNP)
McLeod, Aileen (South Scotland) (SNP)
McLeod, Fiona (Strathkelvin and Bearsden) (SNP)
McMillan, Stuart (West Scotland) (SNP)
Neil, Alex (Airdrie and Shotts) (SNP)
Paterson, Gil (Clydebank and Milngavie) (SNP)
Robertson, Dennis (Aberdeenshire West) (SNP)
Robison, Shona (Dundee City East) (SNP)
Russell, Michael (Argyll and Bute) (SNP)
Salmond, Alex (Aberdeenshire East) (SNP)
Stevenson, Stewart (Banffshire and Buchan Coast) (SNP)
Stewart, Kevin (Aberdeen Central) (SNP)
Sturgeon, Nicola (Glasgow Southside) (SNP)
Swinney, John (Perthshire North) (SNP)
Torrance, David (Kirkcaldy) (SNP)
Urquhart, Jean (Highlands and Islands) (Ind)
Watt, Maureen (Aberdeen South and North Kincardine) (SNP)
White, Sandra (Glasgow Kelvin) (SNP)
Wilson, John (Central Scotland) (SNP)
Yousaf, Humza (Glasgow) (SNP)
Against
Baillie, Jackie (Dumbarton) (Lab)
Baker, Claire (Mid Scotland and Fife) (Lab)
Baker, Richard (North East Scotland) (Lab)
Baxter, Jayne (Mid Scotland and Fife) (Lab)
Beamish, Claudia (South Scotland) (Lab)
Bibby, Neil (West Scotland) (Lab)
Boyack, Sarah (Lothian) (Lab)
Brown, Gavin (Lothian) (Con)
Buchanan, Cameron (Lothian) (Con)
Carlaw, Jackson (West Scotland) (Con)
Chisholm, Malcolm (Edinburgh Northern and Leith) (Lab)
Davidson, Ruth (Glasgow) (Con)
Dugdale, Kezia (Lothian) (Lab)
Fee, Mary (West Scotland) (Lab)
Fergusson, Alex (Galloway and West Dumfries) (Con)
Findlay, Neil (Lothian) (Lab)
Fraser, Murdo (Mid Scotland and Fife) (Con)
Goldie, Annabel (West Scotland) (Con)
Grant, Rhoda (Highlands and Islands) (Lab)
Gray, Iain (East Lothian) (Lab)
Griffin, Mark (Central Scotland) (Lab)
Henry, Hugh (Renfrewshire South) (Lab)
Hilton, Cara (Dunfermline) (Lab)
Hume, Jim (South Scotland) (LD)
Johnstone, Alex (North East Scotland) (Con)
Kelly, James (Rutherglen) (Lab)
Lamont, Johann (Glasgow Pollok) (Lab)
Lamont, John (Ettrick, Roxburgh and Berwickshire) (Con)
Macdonald, Lewis (North East Scotland) (Lab)
Macintosh, Ken (Eastwood) (Lab)
Malik, Hanzala (Glasgow) (Lab)
Marra, Jenny (North East Scotland) (Lab)
Martin, Paul (Glasgow Provan) (Lab)
McArthur, Liam (Orkney Islands) (LD)
McCulloch, Margaret (Central Scotland) (Lab)
McDougall, Margaret (West Scotland) (Lab)
McGrigor, Jamie (Highlands and Islands) (Con)
McInnes, Alison (North East Scotland) (LD)
McMahon, Michael (Uddingston and Bellshill) (Lab)
McMahon, Siobhan (Central Scotland) (Lab)
McNeil, Duncan (Greenock and Inverclyde) (Lab)
McTaggart, Anne (Glasgow) (Lab)
Milne, Nanette (North East Scotland) (Con)
Mitchell, Margaret (Central Scotland) (Con)
Murray, Elaine (Dumfriesshire) (Lab)
Pearson, Graeme (South Scotland) (Lab)
Pentland, John (Motherwell and Wishaw) (Lab)
Rennie, Willie (Mid Scotland and Fife) (LD)
Scanlon, Mary (Highlands and Islands) (Con)
Scott, John (Ayr) (Con)
Smith, Drew (Glasgow) (Lab)
Smith, Elaine (Coatbridge and Chryston) (Lab)
Smith, Liz (Mid Scotland and Fife) (Con)
Stewart, David (Highlands and Islands) (Lab)
Abstentions
Finnie, John (Highlands and Islands) (Ind)
The Presiding Officer: The result of the division is: For 63, Against 54, Abstentions 1.
Amendment agreed to.
The Presiding Officer: The next question is, that amendment S4M-08348.1, in the name of Murdo Fraser, which seeks to amend motion S4M08348, in the name of Johann Lamont, on the future of the defence industry in Scotland, be agreed to. Are we agreed?
Members:
No.
The Presiding Officer: There will be a division.
For
Baillie, Jackie (Dumbarton) (Lab)
Baker, Claire (Mid Scotland and Fife) (Lab)
Baker, Richard (North East Scotland) (Lab)
Baxter, Jayne (Mid Scotland and Fife) (Lab)
Beamish, Claudia (South Scotland) (Lab)
Bibby, Neil (West Scotland) (Lab)
Boyack, Sarah (Lothian) (Lab)
Brown, Gavin (Lothian) (Con)
Buchanan, Cameron (Lothian) (Con)
Carlaw, Jackson (West Scotland) (Con)
Chisholm, Malcolm (Edinburgh Northern and Leith) (Lab)
Davidson, Ruth (Glasgow) (Con)
Dugdale, Kezia (Lothian) (Lab)
Fee, Mary (West Scotland) (Lab)
Fergusson, Alex (Galloway and West Dumfries) (Con)
Findlay, Neil (Lothian) (Lab)
Fraser, Murdo (Mid Scotland and Fife) (Con)
Goldie, Annabel (West Scotland) (Con)
Grant, Rhoda (Highlands and Islands) (Lab)
Gray, Iain (East Lothian) (Lab)
Griffin, Mark (Central Scotland) (Lab)
Henry, Hugh (Renfrewshire South) (Lab)
Hilton, Cara (Dunfermline) (Lab)
Hume, Jim (South Scotland) (LD)
Johnstone, Alex (North East Scotland) (Con)
Kelly, James (Rutherglen) (Lab)
Lamont, Johann (Glasgow Pollok) (Lab)
Lamont, John (Ettrick, Roxburgh and Berwickshire) (Con)
Macdonald, Lewis (North East Scotland) (Lab)
Macintosh, Ken (Eastwood) (Lab)
Malik, Hanzala (Glasgow) (Lab)
Marra, Jenny (North East Scotland) (Lab)
Martin, Paul (Glasgow Provan) (Lab)
McArthur, Liam (Orkney Islands) (LD)
McCulloch, Margaret (Central Scotland) (Lab)
McDougall, Margaret (West Scotland) (Lab)
McGrigor, Jamie (Highlands and Islands) (Con)
McInnes, Alison (North East Scotland) (LD)
McMahon, Michael (Uddingston and Bellshill) (Lab)
McMahon, Siobhan (Central Scotland) (Lab)
McNeil, Duncan (Greenock and Inverclyde) (Lab)
McTaggart, Anne (Glasgow) (Lab)
Milne, Nanette (North East Scotland) (Con)
Mitchell, Margaret (Central Scotland) (Con)
Murray, Elaine (Dumfriesshire) (Lab)
Pearson, Graeme (South Scotland) (Lab)
Pentland, John (Motherwell and Wishaw) (Lab)
Rennie, Willie (Mid Scotland and Fife) (LD)
Scanlon, Mary (Highlands and Islands) (Con)
Scott, John (Ayr) (Con)
Smith, Drew (Glasgow) (Lab)
Smith, Elaine (Coatbridge and Chryston) (Lab)
Smith, Liz (Mid Scotland and Fife) (Con)
Stewart, David (Highlands and Islands) (Lab)
Against
Adam, George (Paisley) (SNP)
Adamson, Clare (Central Scotland) (SNP)
Allan, Dr Alasdair (Na h-Eileanan an Iar) (SNP)
Allard, Christian (North East Scotland) (SNP)
Beattie, Colin (Midlothian North and Musselburgh) (SNP)
Biagi, Marco (Edinburgh Central) (SNP)
Brodie, Chic (South Scotland) (SNP)
Brown, Keith (Clackmannanshire and Dunblane) (SNP)
Burgess, Margaret (Cunninghame South) (SNP)
Campbell, Aileen (Clydesdale) (SNP)
Campbell, Roderick (North East Fife) (SNP)
Coffey, Willie (Kilmarnock and Irvine Valley) (SNP)
Constance, Angela (Almond Valley) (SNP)
Crawford, Bruce (Stirling) (SNP)
Cunningham, Roseanna (Perthshire South and Kinross- shire) (SNP)
Dey, Graeme (Angus South) (SNP)
Don, Nigel (Angus North and Mearns) (SNP)
Doris, Bob (Glasgow) (SNP)
Dornan, James (Glasgow Cathcart) (SNP)
Eadie, Jim (Edinburgh Southern) (SNP)
Ewing, Annabelle (Mid Scotland and Fife) (SNP)
Ewing, Fergus (Inverness and Nairn) (SNP)
Fabiani, Linda (East Kilbride) (SNP)
Finnie, John (Highlands and Islands) (Ind)
FitzPatrick, Joe (Dundee City West) (SNP)
Gibson, Kenneth (Cunninghame North) (SNP)
Gibson, Rob (Caithness, Sutherland and Ross) (SNP)
Grahame, Christine (Midlothian South, Tweeddale and
Lauderdale) (SNP)
Harvie, Patrick (Glasgow) (Green)
Hepburn, Jamie (Cumbernauld and Kilsyth) (SNP)
Ingram, Adam (Carrick, Cumnock and Doon Valley) (SNP)
Johnstone, Alison (Lothian) (Green)
Keir, Colin (Edinburgh Western) (SNP)
Kidd, Bill (Glasgow Anniesland) (SNP)
Lochhead, Richard (Moray) (SNP)
Lyle, Richard (Central Scotland) (SNP)
MacAskill, Kenny (Edinburgh Eastern) (SNP)
MacDonald, Angus (Falkirk East) (SNP)
Mackay, Derek (Renfrewshire North and West) (SNP)
MacKenzie, Mike (Highlands and Islands) (SNP)
Mason, John (Glasgow Shettleston) (SNP)
Matheson, Michael (Falkirk West) (SNP)
McAlpine, Joan (South Scotland) (SNP)
McDonald, Mark (Aberdeen Donside) (SNP)
McKelvie, Christina (Hamilton, Larkhall and Stonehouse)
(SNP)
McLeod, Aileen (South Scotland) (SNP)
McLeod, Fiona (Strathkelvin and Bearsden) (SNP)
McMillan, Stuart (West Scotland) (SNP)
Neil, Alex (Airdrie and Shotts) (SNP)
Paterson, Gil (Clydebank and Milngavie) (SNP)
Robertson, Dennis (Aberdeenshire West) (SNP)
Robison, Shona (Dundee City East) (SNP)
Russell, Michael (Argyll and Bute) (SNP)
Salmond, Alex (Aberdeenshire East) (SNP)
Stevenson, Stewart (Banffshire and Buchan Coast) (SNP)
Stewart, Kevin (Aberdeen Central) (SNP)
Sturgeon, Nicola (Glasgow Southside) (SNP)
Swinney, John (Perthshire North) (SNP)
Torrance, David (Kirkcaldy) (SNP)
Urquhart, Jean (Highlands and Islands) (Ind)
Watt, Maureen (Aberdeen South and North Kincardine) (SNP)
White, Sandra (Glasgow Kelvin) (SNP)
Wilson, John (Central Scotland) (SNP)
Yousaf, Humza (Glasgow) (SNP)
The Presiding Officer:
The result of the division is: For 54, Against 64, Abstentions 0.
Amendment disagreed to.
The Presiding Officer: The next question is, that motion S4M-08348, in the name of Johann Lamont, on the future of the defence industry in Scotland, as amended, be agreed to. Are we agreed?
Members: No.
The Presiding Officer: There will be a division.
For
Adam, George (Paisley) (SNP)
Adamson, Clare (Central Scotland) (SNP)
Allan, Dr Alasdair (Na h-Eileanan an Iar) (SNP)
Allard, Christian (North East Scotland) (SNP)
Beattie, Colin (Midlothian North and Musselburgh) (SNP)
Biagi, Marco (Edinburgh Central) (SNP)
Brodie, Chic (South Scotland) (SNP)
Brown, Keith (Clackmannanshire and Dunblane) (SNP)
Burgess, Margaret (Cunninghame South) (SNP)
Campbell, Aileen (Clydesdale) (SNP)
Campbell, Roderick (North East Fife) (SNP)
Coffey, Willie (Kilmarnock and Irvine Valley) (SNP)
Constance, Angela (Almond Valley) (SNP)
Crawford, Bruce (Stirling) (SNP)
Cunningham, Roseanna (Perthshire South and Kinross- shire) (SNP)
Dey, Graeme (Angus South) (SNP)
Don, Nigel (Angus North and Mearns) (SNP)
Doris, Bob (Glasgow) (SNP)
Dornan, James (Glasgow Cathcart) (SNP) Eadie, Jim (Edinburgh Southern) (SNP)
Ewing, Annabelle (Mid Scotland and Fife) (SNP)
Ewing, Fergus (Inverness and Nairn) (SNP)
Fabiani, Linda (East Kilbride) (SNP)
FitzPatrick, Joe (Dundee City West) (SNP)
Gibson, Kenneth (Cunninghame North) (SNP)
Gibson, Rob (Caithness, Sutherland and Ross) (SNP)
Grahame, Christine (Midlothian South, Tweeddale and
Lauderdale) (SNP)
Hepburn, Jamie (Cumbernauld and Kilsyth) (SNP)
Ingram, Adam (Carrick, Cumnock and Doon Valley) (SNP)
Keir, Colin (Edinburgh Western) (SNP)
Kidd, Bill (Glasgow Anniesland) (SNP)
Lochhead, Richard (Moray) (SNP)
Lyle, Richard (Central Scotland) (SNP)
MacAskill, Kenny (Edinburgh Eastern) (SNP)
MacDonald, Angus (Falkirk East) (SNP)
Mackay, Derek (Renfrewshire North and West) (SNP)
MacKenzie, Mike (Highlands and Islands) (SNP)
Mason, John (Glasgow Shettleston) (SNP)
Matheson, Michael (Falkirk West) (SNP)
McAlpine, Joan (South Scotland) (SNP)
McDonald, Mark (Aberdeen Donside) (SNP)
McKelvie, Christina (Hamilton, Larkhall and Stonehouse)
(SNP)
McLeod, Aileen (South Scotland) (SNP)
McLeod, Fiona (Strathkelvin and Bearsden) (SNP)
McMillan, Stuart (West Scotland) (SNP)
Neil, Alex (Airdrie and Shotts) (SNP)
Paterson, Gil (Clydebank and Milngavie) (SNP)
Robertson, Dennis (Aberdeenshire West) (SNP)
Robison, Shona (Dundee City East) (SNP)
Russell, Michael (Argyll and Bute) (SNP)
Salmond, Alex (Aberdeenshire East) (SNP)
Smith, Elaine (Coatbridge and Chryston) (Lab)
Stevenson, Stewart (Banffshire and Buchan Coast) (SNP)
Stewart, Kevin (Aberdeen Central) (SNP)
Sturgeon, Nicola (Glasgow Southside) (SNP)
Swinney, John (Perthshire North) (SNP)
Torrance, David (Kirkcaldy) (SNP)
Urquhart, Jean (Highlands and Islands) (Ind)
Watt, Maureen (Aberdeen South and North Kincardine)
(SNP)
White, Sandra (Glasgow Kelvin) (SNP)
Wilson, John (Central Scotland) (SNP)
Yousaf, Humza (Glasgow) (SNP)
Against
Baillie, Jackie (Dumbarton) (Lab)
Baker, Claire (Mid Scotland and Fife) (Lab)
Baker, Richard (North East Scotland) (Lab)
Baxter, Jayne (Mid Scotland and Fife) (Lab)
Beamish, Claudia (South Scotland) (Lab)
Bibby, Neil (West Scotland) (Lab)
Boyack, Sarah (Lothian) (Lab)
Brown, Gavin (Lothian) (Con)
Buchanan, Cameron (Lothian) (Con)
Carlaw, Jackson (West Scotland) (Con)
Chisholm, Malcolm (Edinburgh Northern and Leith) (Lab)
Davidson, Ruth (Glasgow) (Con)
Dugdale, Kezia (Lothian) (Lab)
Fee, Mary (West Scotland) (Lab)
Fergusson, Alex (Galloway and West Dumfries) (Con)
Findlay, Neil (Lothian) (Lab)
Fraser, Murdo (Mid Scotland and Fife) (Con)
Goldie, Annabel (West Scotland) (Con)
Grant, Rhoda (Highlands and Islands) (Lab)
Gray, Iain (East Lothian) (Lab)
Griffin, Mark (Central Scotland) (Lab)
Harvie, Patrick (Glasgow) (Green)
Henry, Hugh (Renfrewshire South) (Lab)
Hilton, Cara (Dunfermline) (Lab)
Hume, Jim (South Scotland) (LD)
Johnstone, Alex (North East Scotland) (Con)
Johnstone, Alison (Lothian) (Green)
Kelly, James (Rutherglen) (Lab)
Lamont, Johann (Glasgow Pollok) (Lab)
Lamont, John (Ettrick, Roxburgh and Berwickshire) (Con)
Macdonald, Lewis (North East Scotland) (Lab)
Macintosh, Ken (Eastwood) (Lab)
Malik, Hanzala (Glasgow) (Lab)
Marra, Jenny (North East Scotland) (Lab)
Martin, Paul (Glasgow Provan) (Lab)
McArthur, Liam (Orkney Islands) (LD)
McCulloch, Margaret (Central Scotland) (Lab)
McDougall, Margaret (West Scotland) (Lab)
McGrigor, Jamie (Highlands and Islands) (Con)
McInnes, Alison (North East Scotland) (LD)
McMahon, Michael (Uddingston and Bellshill) (Lab)
McMahon, Siobhan (Central Scotland) (Lab)
McNeil, Duncan (Greenock and Inverclyde) (Lab)
McTaggart, Anne (Glasgow) (Lab)
Milne, Nanette (North East Scotland) (Con)
Mitchell, Margaret (Central Scotland) (Con)
Murray, Elaine (Dumfriesshire) (Lab)
Pearson, Graeme (South Scotland) (Lab)
Pentland, John (Motherwell and Wishaw) (Lab)
Rennie, Willie (Mid Scotland and Fife) (LD)
Scanlon, Mary (Highlands and Islands) (Con)
Scott, John (Ayr) (Con)
Smith, Drew (Glasgow) (Lab)
Smith, Liz (Mid Scotland and Fife) (Con)
Stewart, David (Highlands and Islands) (Lab)
Abstentions
Finnie, John (Highlands and Islands) (Ind)
The Presiding Officer:
The result of the division is: For 62, Against 55, Abstentions 1.
Motion, as amended, agreed to,
That the Parliament regrets BAE System's announcement that it intends to cut 1,775 jobs across its UK shipyards and supports all efforts to minimise compulsory redundancies and to redeploy people where possible; welcomes, however, the confirmation by BAE Systems that the Clyde is its preferred UK location for the construction of the future Type 26 global combat ship; notes that Scotland plays a significant role in the UK, European and worldwide defence industries, including hosting the largest defence electronics manufacturing site in the UK in addition to its shipbuilding; notes that independence will bring new opportunities for this industry, as for others, with naval procurement a key part of the future of Scotland's shipyards, and further notes that freeing Scotland's share of the estimated £100 billion lifetime cost of the Trident replacement programme would widen the choices that could be made to support increased diversification and take action to boost exports.
The Presiding Officer: The next question is, that motion S4M-08327, in the name of Alex Neil, on the Marriage and Civil Partnership (Scotland) Bill, be agreed to. Are we agreed?
Members:
No.
The Presiding Officer: There will be a division.
For
Adam, George (Paisley) (SNP)
Adamson, Clare (Central Scotland) (SNP)
Allard, Christian (North East Scotland) (SNP)
Baillie, Jackie (Dumbarton) (Lab)
Baker, Claire (Mid Scotland and Fife) (Lab)
Baker, Richard (North East Scotland) (Lab)
Baxter, Jayne (Mid Scotland and Fife) (Lab)
Beamish, Claudia (South Scotland) (Lab)
Beattie, Colin (Midlothian North and Musselburgh) (SNP)
Biagi, Marco (Edinburgh Central) (SNP)
Bibby, Neil (West Scotland) (Lab)
Boyack, Sarah (Lothian) (Lab)
Brown, Keith (Clackmannanshire and Dunblane) (SNP)
Buchanan, Cameron (Lothian) (Con)
Burgess, Margaret (Cunninghame South) (SNP)
Campbell, Aileen (Clydesdale) (SNP)
Campbell, Roderick (North East Fife) (SNP)
Carlaw, Jackson (West Scotland) (Con)
Chisholm, Malcolm (Edinburgh Northern and Leith) (Lab)
Coffey, Willie (Kilmarnock and Irvine Valley) (SNP)
Constance, Angela (Almond Valley) (SNP)
Crawford, Bruce (Stirling) (SNP)
Davidson, Ruth (Glasgow) (Con)
Dey, Graeme (Angus South) (SNP)
Doris, Bob (Glasgow) (SNP)
Dornan, James (Glasgow Cathcart) (SNP)
Dugdale, Kezia (Lothian) (Lab)
Eadie, Jim (Edinburgh Southern) (SNP)
Ewing, Annabelle (Mid Scotland and Fife) (SNP)
Fabiani, Linda (East Kilbride) (SNP)
Fee, Mary (West Scotland) (Lab)
Findlay, Neil (Lothian) (Lab)
Finnie, John (Highlands and Islands) (Ind)
FitzPatrick, Joe (Dundee City West) (SNP)
Gibson, Kenneth (Cunninghame North) (SNP)
Gibson, Rob (Caithness, Sutherland and Ross) (SNP)
Goldie, Annabel (West Scotland) (Con)
Grahame, Christine (Midlothian South, Tweeddale and
Lauderdale) (SNP)
Grant, Rhoda (Highlands and Islands) (Lab)
Gray, Iain (East Lothian) (Lab)
Griffin, Mark (Central Scotland) (Lab)
Harvie, Patrick (Glasgow) (Green)
Henry, Hugh (Renfrewshire South) (Lab)
Hepburn, Jamie (Cumbernauld and Kilsyth) (SNP)
Hilton, Cara (Dunfermline) (Lab)
Hume, Jim (South Scotland) (LD)
Ingram, Adam (Carrick, Cumnock and Doon Valley) (SNP)
Johnstone, Alison (Lothian) (Green)
Keir, Colin (Edinburgh Western) (SNP)
Kelly, James (Rutherglen) (Lab)
Kidd, Bill (Glasgow Anniesland) (SNP)
Lamont, Johann (Glasgow Pollok) (Lab)
Lamont, John (Ettrick, Roxburgh and Berwickshire) (Con)
Lochhead, Richard (Moray) (SNP)
MacAskill, Kenny (Edinburgh Eastern) (SNP)
Macdonald, Lewis (North East Scotland) (Lab)
Macintosh, Ken (Eastwood) (Lab)
Mackay, Derek (Renfrewshire North and West) (SNP)
MacKenzie, Mike (Highlands and Islands) (SNP)
Marra, Jenny (North East Scotland) (Lab)
Martin, Paul (Glasgow Provan) (Lab)
Matheson, Michael (Falkirk West) (SNP)
McAlpine, Joan (South Scotland) (SNP)
McArthur, Liam (Orkney Islands) (LD)
McCulloch, Margaret (Central Scotland) (Lab)
McDonald, Mark (Aberdeen Donside) (SNP)
McDougall, Margaret (West Scotland) (Lab)
McInnes, Alison (North East Scotland) (LD)
McKelvie, Christina (Hamilton, Larkhall and Stonehouse)
(SNP)
McLeod, Aileen (South Scotland) (SNP)
McLeod, Fiona (Strathkelvin and Bearsden) (SNP)
McMillan, Stuart (West Scotland) (SNP)
McNeil, Duncan (Greenock and Inverclyde) (Lab)
McTaggart, Anne (Glasgow) (Lab)
Murray, Elaine (Dumfriesshire) (Lab)
Neil, Alex (Airdrie and Shotts) (SNP)
Paterson, Gil (Clydebank and Milngavie) (SNP)
Pearson, Graeme (South Scotland) (Lab)
Pentland, John (Motherwell and Wishaw) (Lab)
Rennie, Willie (Mid Scotland and Fife) (LD)
Robertson, Dennis (Aberdeenshire West) (SNP)
Robison, Shona (Dundee City East) (SNP)
Russell, Michael (Argyll and Bute) (SNP)
Salmond, Alex (Aberdeenshire East) (SNP)
Scanlon, Mary (Highlands and Islands) (Con)
Scott, John (Ayr) (Con)
Smith, Drew (Glasgow) (Lab)
Stevenson, Stewart (Banffshire and Buchan Coast) (SNP)
Stewart, David (Highlands and Islands) (Lab)
Stewart, Kevin (Aberdeen Central) (SNP)
Sturgeon, Nicola (Glasgow Southside) (SNP)
Swinney, John (Perthshire North) (SNP)
Torrance, David (Kirkcaldy) (SNP)
Urquhart, Jean (Highlands and Islands) (Ind)
Watt, Maureen (Aberdeen South and North Kincardine)
(SNP)
White, Sandra (Glasgow Kelvin) (SNP)
Wilson, John (Central Scotland) (SNP)
Yousaf, Humza (Glasgow) (SNP)
Against
Allan, Dr Alasdair (Na h-Eileanan an Iar) (SNP)
Brown, Gavin (Lothian) (Con)
Cunningham, Roseanna (Perthshire South and Kinrossshire) (SNP)
Don, Nigel (Angus North and Mearns) (SNP)
Ewing, Fergus (Inverness and Nairn) (SNP)
Fergusson, Alex (Galloway and West Dumfries) (Con)
Fraser, Murdo (Mid Scotland and Fife) (Con)
Johnstone, Alex (North East Scotland) (Con)
Lyle, Richard (Central Scotland) (SNP)
Mason, John (Glasgow Shettleston) (SNP)
McGrigor, Jamie (Highlands and Islands) (Con)
Milne, Nanette (North East Scotland) (Con)
Mitchell, Margaret (Central Scotland) (Con)
Smith, Elaine (Coatbridge and Chryston) (Lab)
Smith, Liz (Mid Scotland and Fife) (Con)
Abstentions
Brodie, Chic (South Scotland) (SNP)
MacDonald, Angus (Falkirk East) (SNP)
Malik, Hanzala (Glasgow) (Lab)
McMahon, Michael (Uddingston and Bellshill) (Lab)
McMahon, Siobhan (Central Scotland) (Lab)
The Presiding Officer:
The result of the division is: For 98, Against 15, Abstentions 5.
Motion agreed to,
That the Parliament agrees to the general principles of the Marriage and Civil Partnership (Scotland) Bill.
Applause
[
.]
Meeting closed at 20:10.
Members who would like a printed copy of the Official Report to be forwarded to them should give notice to SPICe.
Available in e-format only. Printed Scottish Parliament documentation is published in Edinburgh by APS Group Scotland.
All documents are available on the Scottish Parliament website at:
For information on the Scottish Parliament contact Public Information on:
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For details of documents available to order in hard copy format, please contact: APS Scottish Parliament Publications on 0131 629 9941.
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e-format first available ISBN 978-1-78392-147-8
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The Scottish Parliament and Scottish Parliament Infor mation C entre l ogos.
SPICe Briefing Early Years – Subject Profile
29 June 2011
11/51
Camilla Kidner
This subject profile provides an introduction to services for pre-school children. It updates and expands SB 06/83 published in October 2006.
Early Years refers to pre-school education, child health, children‟s social work and childcare. The main policy document – the Early Years Framework covers 0-8 years whereas childcare policy covers 0 – 14 years and policy often makes a distinction between pre-birth, birth to 3, 3 to 4 and school age children. This briefing focuses on 0 to 5 years and so does not cover antenatal, school services or childcare for school age children except where these are also provided to pre-five children.
CONTENTS
2
EXECUTIVE SUMMARY
There are nearly 300,000 children aged under five years in Scotland. From birth until starting school, the main contacts which young children and their families have with the state are through health checks, childcare and then pre-school education at age 3. A very small but increasing number of pre-fives are becoming looked after 1 .
Early years policy is influenced by a strong evidence base for the benefits of early intervention. Factors such as poverty, poor educational attainment and poor health have a strong influence on child outcomes but measures such as good quality pre-schooling and a strong home learning environment have been found to mitigate these effects.
Since devolution there has been a continuing aspiration to expand pre-school provision and to improve early interventions, integrated working and quality of provision. In 2009, the SNP Government‟s Early Years Framework continued these themes, but with a strong emphasis on local development and shifting resources from crisis intervention to preventative work. There has been much new guidance in this area and so this may take time to embed itself into practice. Increasingly, policy throughout children‟s services is being described using the language of the "Getting it Right for Every Child" approach. This is a programme which seeks to change working cultures, systems and practices in order that professionals are able to: "give every child the help they need when they need it." In addition, there is a long running programme to improve the qualification levels amongst childcare and pre-school education staff. From December 2011 all managers will be required to hold or be working towards the new childhood practice degree.
While health visiting and pre-school education are fairly standard across the country, and the amount of registered childcare available is fairly well known through national statistics, there is no national picture of targeted, integrated support for vulnerable families as this type of support is developed at a local level and tends to be small scale. For example, the 136 family/children‟s centres cater for less than 1% of children, and well known pilots such as Family Nurse Partnerships currently support 145 mothers.
Pre-school education makes up the main local government investment in early years. Local authorities spent £305m (net) on this in 2009/10. In the same year, the NHS spent around £200m (net) on community health services for children. There is also considerable investment through welfare benefits and tax – in particular: maternity benefits, child benefit, child tax credit, the childcare element of working tax credit and the childcare voucher scheme.
The SNP made a number of manifesto commitments on early years including introducing legislation, developing a National Parenting Strategy, extending Family Nurse Partnerships across Scotland and establishing a £50m fund for early intervention projects.
1 Looked After in terms of the Children (Scotland) Act 1995 – including social work supervision and fostering.
3 The local variation from 15.8% in Orkney to 3.5% in East Lothian suggests there may be an issue with different
2 i.e. parents sent letter A or B following P1 basic dental inspection. http://www.scottishdental.org/?record=265
3
LEGISLATIVE FRAMEWORK
Figure 1 outlines the key legislation in the field of pre-school education, health and childcare. Local authorities must develop childcare services plans and provide free part time education to all 3 and 4 year old children. Children in pre-school education fall within the additional support for learning statutory framework as do all disabled children. In their manifesto the SNP stated that they would review the Children (Scotland) Act 1995 and introduce new duties on health boards and local authorities in relation to early years services (SNP, 2011).
Figure 1: Key legislation in early years
| Legislation | Brief Description |
|---|---|
| The National Health Service (Scotland) Act 1978 (c 29) (the 1978 Act), as amended | General duties to provide a health service. Ministers must make arrangements for the care, including medical and dental care, of expectant mothers and nursing mothers and of young children (s.38). |
| Education (Scotland) Act 1980 (as amended in 2000) | As amended, places a duty on local authorities to provide early education. |
| Children (Scotland) Act 1995 | Local authorities must produce „children‟s services plans,‟ (s.19), must provide day care for „children in need‟ and can provide day care for other children (s.27) |
| Regulation of Care (Scotland) Act 2001 asp 8 (as amended) | Established the Scottish Social Services Council which registers staff. |
| Education (Additional Support for Learning) (Scotland) Act 2004 (as amended 2009) | The local authority has a power to provide additional support to any child living in their area. However, they must provide additional support to: school children (including pre-school education) provided by or in partnership with the local authority and to disabled children under school age who are brought to their attention. |
| Protection of Vulnerable Groups (Scotland) Act 2007 | Introduced a new system of criminal record disclosures for staff working with children or vulnerable groups. The new system is being phased in from February 2011. |
| Provision of school education for children under school age (prescribed children) (Scotland) Order 2007 SSI 2007/396 | Increased the required amount of free pre-school education from 412.5 to 475 hours per year. |
| Public Services Reform (Scotland) Act 2010 asp 8 | Replaced the Care Commission (established in 2001) with Social Care and Social Work Improvement Scotland to register and inspect care services from April 2011. |
THE PRE-FIVE POPULATION
The number of children under five is increasing and is projected to reach over 293,000 by 2012 before starting to decline again (GROS). The longitudinal study, Growing up in Scotland (GUS) is providing useful data on the circumstances of young children and their families in Scotland. While the vast majority are healthy, happy and have no cause for concern, the study does reveal the incidence of circumstances such as poverty and poor health. Findings include:
- Nearly a quarter (24%) of 3 to 4 year olds were living in persistent poverty. (i.e. a couple with two children with an income of less than £17,000 in the first four years) (Barnes, 2010).
- About one in ten children (11%) experienced parental separation in the first five years of their lives (Chanfreau et al 2011)
4
The health of children under five is generally good, but:
- A minority of the children were in poor general health (5%) or had a long-term illness that limited daily activities (4%)
- 18% had three or more health problems in the past year, and 11% had experienced three or more accidents or injuries requiring medical attention since birth
- 17% had some tooth decay (Although a basic inspection of P1 children found that 38% had some tooth decay 2 ).
- More than a third reported low physical activity (38%) and high screen time (39%)
- 35% consumed snacks with a high sugar or fat content more than once a day, and 69% lacked a varied fruit and vegetable diet (Parkes and Wright 2011)
Some children need extra support from social work or education. A small proportion of children and families need intensive support.
- 13% of under fives had moderate to severe social, behavioural or emotional difficulties (Parkes and Wright 2011)
- The latest pupil census found that 8% of pre-school children had been identified as having additional support needs. 3 However, only 0.4% had complex, long lasting, multiple needs requiring a Co-ordinated Support Plan (Scottish Government, 2010a).
- 4.3% per cent of all children under five were referred to the Children‟s Reporter in 2009/10, mostly by the police on care and protection grounds (SCRA, 2010). Most do not go on to become looked after, but numbers are increasing. In 2001, 571 children under five became „looked after‟, by 2010, the figure was 931 (Scottish Government, 2010b).
The chart below illustrates some of these findings for children under five.
Figure 2: proportion of under fives experiencing various events/welfare issues
Note: SEBD is social, emotional and behavioural difficulties. Sources as detailed in text above.
The GUS study asked parents about their child's behaviour, looking specifically at conduct issues, hyperactivity, emotional difficulties and peer problems 4 . The vast majority of children (80%) scored in the 'normal' range for social, emotional and behavioural characteristics.
2 i.e. parents sent letter A or B following P1 basic dental inspection. http://www.scottishdental.org/?record=265
4 Strengths and Difficulties Questionnaire.
3 The local variation from 15.8% in Orkney to 3.5% in East Lothian suggests there may be an issue with different approaches to identification of ASL.
5
Conduct difficulties were slightly more common (73% scored in the 'normal' range). However, around a fifth of children had high scores on all the „problem scales‟ in addition to a particularly high score for either hyperactivity or emotional problems. These proportions match those which are expected from any community population. As the GUS report notes: "Difficulties with inattention, social interaction and emotion regulation can all provoke a poor reaction to the school environment and experience and ultimately lead to more negative school outcomes" (Bradshaw and Tipping 2010).
Children in low income families are more likely to have conduct difficulties, more likely to have emotional difficulties and be hyperactive. Children with poorer general health tended to have greater behavioural difficulties. In addition, delays in language development at age 2 were associated with hyperactivity and peer problems at school entry. Parenting styles also have an effect. Children who do not experience shouting or smacking and who do experience higher levels of parent-child social interaction, and a higher frequency of social visits, are less likely to have problems with their conduct or hyperactivity. As with all this type of research, these associations should not be treated as implying that poor outcomes are inevitable, or that the associations found necessarily tell the whole story about complex issues of behaviour or cognitive ability.
In addition to social, emotional and behavioural issues, a child's cognitive development will impact on their future educational achievement. The GUS study looked at language development and problem solving at around 3 years of age and found that:
"Children from more disadvantaged backgrounds in terms of their household income, employment status, area deprivation and maternal education and age have lower ability scores than children from more advantaged backgrounds. Low birth weight and signs of developmental delay at 22 months are also associated with low scores" (Bromley 2009)
GUS (Bradshaw, 2011) found that,
"The largest differences in ability are between children whose parents have higher and lower educational qualifications. At age 5, compared with children whose parents have no qualifications, those with a degree educated parent are around 18 months ahead on vocabulary and 13 months ahead on problem-solving ability."
However, in common with other studies, GUS found that a good home learning environment can mitigate (although not eradicate) some of the effects of disadvantage. This reflects findings in other studies looking at early intervention programmes.
EARLY INTERVENTION
Early years is a policy area which has been heavily influenced by the research evidence base. There is a vast amount of research literature in this area. The following picks out a few of the most influential findings.
PERRY PRE-SCHOOL STUDY
One particularly influential project has been the long term evaluation of the 1960's American High Scope Perry Pre-school project. In 1962, 64 children aged 3 and 4 who were considered at risk of failing at school were provided with high quality pre-school education. This involved 2 ½ hours a day of pre-school and a 1 ½ hour a week home visit which sought to involve the child's mother in delivering the curriculum. The emphasis was on active learning and both the
6
centre based sessions and the home visits were delivered by degree educated teachers. The programme cost $11,300 per child (2007 prices). At age 40, those who had received the intervention were less likely to have been in prison, more likely to be earning more and less likely to have received government food stamps than the control group (Coalition for evidence based policy online). The largest savings were from diversion from crime. Estimates vary, but the latest found a range of between $4 and $7 return for every $1 invested (using 5% discount rate) (Heckman et al 2010).
'THE HECKMAN EQUATION'
Based largely on findings from projects such as Perry Pre-school, the economist James Heckman compared the 'rate of return' to the level of public sector investment and proposed that there should be far larger investment in the early years. Heckman argues that many social and economic problems are linked to low levels of skills and abilities. These are social and emotional abilities (e.g. motivation, perseverance) as much as cognitive. The family environment is therefore crucial in enabling the formation of skills and abilities and effective early intervention can assist in this. As he argued: "If society intervenes early enough it can improve the cognitive, socio-emotional abilities and health of disadvantaged children." This creates an ability to learn, which in turn begets further skills and abilities in later childhood and later life. He therefore argues that: "early interventions promote economic efficiency and reduce lifetime inequality" but: "early investments must be followed by later investments if maximum value is to be realised" (Heckman, 2008).
EFFECTIVE PRE-SCHOOL EDUCATION
While Perry Pre-school was targeted at disadvantaged children, the „Effective Pre-school Education‟ project (EPPE) has shown the value of universal pre-school education. This large scale English study found that good quality pre-school improved children's attainment in primary school. This was true for all income groups, although the effect in lower income groups was to bring children above the minimum expected level. The effects of pre-school are therefore more important for children in disadvantaged families. The study identified five elements of effective pre-school which were:
1. Quality of adult-child verbal interaction.
2. Staff knowledge and understanding of the curriculum.
3. Staff knowledge of how children learn.
4. Adults‟ skills in helping children resolve conflicts.
5. Helping parents to support children‟s learning at home.
(Sylva et al, 2003)
HOME LEARNING ENVIRONMENT
GUS found that even where children are growing up in less affluent and less advantaged circumstances, being read to every day, visiting a wide range of places and doing a wide range of activities is associated with better cognitive development. Activities included things like looking at books, reciting rhymes, singing songs, running around, playing outdoors, painting, drawing and playing at recognising letters. Visits included things like going to a swimming pool, library, zoo or park. In other words, a good home learning environment can mitigate some of the effects of disadvantage (Bromley, 2009).
7
Effective early intervention programmes seem to involve both the parents and the child in seeking to improve the home learning environment. This was the case for Perry Preschool (see above) and outreach work in English Sure Start. Melhuish comments that:
"A thorough review of early interventions concluded that, to gain the most impact, interventions should include both parent and child together, with a focus on enhancing interactions (Barnes & Freude-Lagevardi, 2003). Such work indicates that parenting behaviours are learnable, and changes in parenting are associated with improved child development" (Melhuish, 2010a).
Similar conclusions have been drawn from GUS, which found that this may have more effect for disadvantaged families (Bradshaw 2011)
"strategies aimed at improving school readiness via the preschool setting need to include, for more disadvantaged children, strategies which seek to influence the child‟s home environment and parenting experiences at the same time. To ensure that children‟s cognitive ability is maximised in the pre-school period, our findings suggest that such strategies should focus on the quality of the parent-child relationship and frequency of home learning activities."
However, the findings emphasise that a range of policies will be needed:
"The findings in the report present a complex picture of the numerous elements of children‟s lives which, taken together, can influence their cognitive development. Influencing just one factor is unlikely to generate any change in children‟s ability."
This brief overview of some of the research in this area highlights that there is a broad range of policy interventions and services that are required to close the gap between advantaged and disadvantaged children. It shows that policies addressing poverty and health are relevant as well as those addressing childcare and education. It suggests that work with parents is important as well as work with children. It also highlights that while there is a sizeable minority of children who may have some issues with „school readiness‟ there is a very small proportion of children who receive intensive social work support. Families with different levels of need may require different policy approaches.
POLICY CONTEXT
Policies in early years have tended to divide into those dealing with pre-school education, provision of childcare and targeted, integrated services for the very young. The Early Years Framework is the main current policy in this area and it covers all these areas together. This is reflected in its age range of 0 to 8 years. The general policy aspirations have not altered significantly since the late 1990‟s. These include improving the quality, affordability and availability of childcare, providing free pre-school education, improving co-ordination between services, focusing on the child rather than the service and identifying and implementing effective early interventions. Developments in childcare were largely set in train by the childcare strategy in 1998 (DfEE) and the 2001 report For Scotland's Children (Scottish Executive, 2001) was the starting point for a renewed focus on integrated services. In 2002 HALL4 led to a different approach to health visiting (Hall and Eliman). However, particular policy frameworks and
8
documents have changed and the following sets out the main policy context in the period 2007 to 11 5 .
NATIONAL PERFORMANCE FRAMEWORK
The SNP government's national performance framework includes the outcomes that: "our children have the best start in life and are ready to succeed " and "we have improved the life chances for children, young people and families at risk" (Scottish Government, 2007a). Beneath this are the three main policy frameworks of which the key one is the 2009 Early Years Framework (Scottish Government, 2009a). The other two are Equally Well – tackling health inequalities (Scottish Government, 2008a) and Achieving Our Potential – tackling poverty (Scottish Government, 2008b). In addition, the Child Poverty Strategy pulls together the relevant policies within an anti-poverty framework (Scottish Government, 2011a).
EARLY YEARS FRAMEWORK
The Early Years Framework builds on existing developments but sets them in a framework of key principles (see annex). It covers the age range 0 to 8 years. There was no funding attached to the strategy although there were some funds for some specific initiatives mentioned in it. The over arching themes were local implementation, integrated working, early intervention and re-focusing effort on prevention rather than crisis intervention. It does not provide detail about how this is to be achieved and much of the implementation has been left to Community Planning Partnerships. The local government element of these partnerships is under a statutory duty to produce integrated children's services plans, and in addition, their progress towards achieving the national performance framework outcomes is expected to be included in their Single Outcome Agreement annual reports. The health aspects are being taken forward by a range of projects and link to work on modernising nursing in the community which began in 2010. In 2011, the Scottish Government published a report on progress so far, noting that:
"Real change is only possible through local implementation and joined up action by local partners and agencies, focused on improving outcomes for our youngest children. Shifts in local strategies and structures are certainly happening. Services are being redesigned and resources redirected to meet our agreed early years priorities" […] At the heart of the framework is a desire to see a shift in investment in early years from crisis management to early intervention and prevention. We all know that the pressures on budgets are going to intensify and that hard decisions are inevitable" (Scottish Government, 2011b).
Figure 3, below highlights some of the short term „priorities for action‟ referred to in the Early Years Framework and progress on them by April 2011. Further detail on many of these policies is given later in this briefing.
5 The range of services involved in the early years means that there is a large number of relevant policies – many of them extending beyond the early years. The main ones are referred to in the text where relevant, but comprehensive coverage is not possible in this short briefing.
9
Figure 3: Short term actions in Early Years Framework.
Sources: Scottish Government 2009, 2011b unless otherwise indicated.
GETTING IT RIGHT FOR EVERY CHILD
Getting it Right for Every Child (GIRFEC) is described by the Scottish Government as the „methodology‟ or „delivery mechanism‟ for their frameworks on poverty, health inequalities and early years. GIRFEC is a programme which seeks to change working cultures, systems and practices in order that professionals are able to: "give every child the help they need when they need it" (Scottish Executive, 2006a). It seeks to increase personalisation, reduce bureaucracy and improve multi-agency working. GIRFEC extends to all children‟s services and to adult services which impact on children. There is a National Practice Model which seeks to create a degree of consistency in assessment and planning for children across different services. Each child has a „named person‟ – the health visitor for pre-fives and a school staff member for older children. This is someone who acts as the initial point of contact for children and families. Where co-ordination of services is required then a „lead professional‟ should be appointed. The key values and principles in GIRFEC are that all professionals working with children will seek to ensure that children are: Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included.
CURRICULUM FOR EXCELLENCE
In its inclusion of pre-school and early primary education, early years services must also be seen in the context of Curriculum for Excellence with its four key capacities of creating successful learners, responsible citizens, confident individuals and effective contributors. Preschool education is part of the „early‟ stage of the curriculum which also includes Primary 1. This is discussed further under pre-school education on p.17. It is also linked to the literacy action plan published in 2010 which seeks to improve literacy at all ages including the early years.
SNP MANIFESTO COMMITMENTS
Building on the above developments and reflecting findings from research, the SNP manifesto in 2011 included the following commitments:
- A £50m „change fund‟ for early intervention projects
- New legislative duties to support early years services and a review of the Children (Scotland) Act 1995
- Ensure early years services are included in local authorities‟ Single Outcome Agreements
- Continue to expand pre-school education and access to a teacher in pre-school
- Set out steps towards increasing support for childcare
- Develop National Parenting Strategy
- Establish a task force to ensure early years spending is prioritised by the whole public sector
- Roll out Family Nurse Partnerships across Scotland
SERVICE PROVISION IN THE EARLY YEARS
The Early Years Framework, GIRFEC and the Curriculum for Excellence are implemented through particular services. Between the ages of 0 and 3 most contact with the state is through the health service. A substantial minority of children in this age group access childcare which can be either private, public or voluntary sector provision. At age 3 and 4 there is almost universal use of free pre-school education, currently at 475 hours a year. At around age 5 children start school although a substantial proportion continue to access childcare. A very small number of children receive social work services.
SERVICES FOR UNDER 3'S
There is an increasing emphasis on the value of provision for children under three years. For example, the Early Years Framework states:
"A renewed emphasis on the period between early pregnancy and 3 years old is needed to reflect the evidence that this is the period with the greatest bearing on outcomes and a critical period in terms of breaking cycles of poor outcomes. Risks of poorer outcomes for children and families are strongly correlated to underlying factors, mainly poverty and lack of parental skills and knowledge as well as education" (Scottish Government 2009a)
Guidance for staff working with very young children has recently been revised (Scottish Government, 2010c). This emphasises partnership working, shared approaches across professions, a focus on the child and the value of preventative work. It summarises key messages from research about child development and encourages staff to engage in continuous learning and reflect on how research can inform their practice. The guidance sets out four interconnected key principles of rights of the child, relationships, responsive care and respect.
The midwife and health visitor are the main contacts for parents of very young children. Other recent guidance described the role of the community nurse as pivotal to the provision of children‟s services:
"The focus of professional practice is early intervention; prevention and health promotion for children and families; promoting social inclusion and reducing inequalities in health; addressing key public health priorities and supporting the capacity of families to parent
within their local communities through the provision of universal services" (Scottish Government 2011e).
Given the development of national guidance in this area it is interesting to look at how much contact the under 3's actually have with public services.
All children receive a „core‟ programme of immunisation and health surveillance, which includes screening for certain conditions within days of birth, a visit from a health visitor at around 10 days and a 6 to 8 week review. Following concerns that this could leave children with no health visitor contact between 8 weeks and starting school, guidance was issued in January 2011 to re-instate the 24-30 month check for all children. These visits collect information relating to nutrition, parental concerns, physical and motor development. They are also an opportunity for health promotion and to identify children who need additional support (Scottish Government, 2011d).
GUS findings from sweep 2 (where the birth cohort were aged just under 2 years old) confirm that the main contacts are visits to the GP and health visitor. Very few children had seen a social worker (2%) although this was more likely amongst younger mothers (8% of mothers aged under 20). However, contact with childcare is also substantial, and is likely to be over a longer period of time (Bradshaw et al 2008 ch.8). Figure 4 below shows the different levels of contact for families with two year old children.
Figure 4: Two year old contact with various services.
Source: Bradshaw et al 2008, Tables 8.7, 9.2. paras 8.4.1 – 2.
GUS (Mabelis and Marryat 2011) found that the most vulnerable mothers were the least likely to engage with services. The authors considered that for some, extra signposting may be sufficient but:
"For other women, where stigma of engagement is an issue, an informal-formal support service, such as Community Mothers 6 , may help give this group support and could eventually break down barriers with formal services. For a small group though, more intensive professional support, such as the Family Nurse Partnership, is required in order to help them become the parent they want to be and for their child to have the best early years experience possible."
6 Breastfeeding support project using local volunteers. See: http://www.nhslanarkshire.org.uk/Services/Breastfeeding/LBI/Pages/CommunityMothers.aspx
FAMILIES NEEDING EXTRA SUPPORT
Much of the policy focus on the 0 to 3 age group has been on those families and children who may need extra support. As part of the standard programme of surveillance, health visitors identify such families. Guidance sets out factors which may indicate that additional support is required as well as factors that indicate family strengths. There is an emphasis on flexibility and the need to respond to individual and changing need. The „named person‟ is the mid-wife until birth and then the health visitor until the child starts school. This means it is their responsibility to identify whether a „lead professional‟ needs to be appointed to co-ordinate support across different services (Scottish Government 2011d).
One area where health visitors will be expected to identify concerns is in child protection. Over half (52%) of the children on the child protection register in 2010 were aged under five (1,306 children) (Scottish Government 2010d). A child protection reform programme launched in 2002 with a focus on the need for better integrated services. This was also one of the main aims of GIRFEC which was developed at the same time. New guidance on child protection was issued in 2010 which emphasises the continuing role of the multi-agency Child Protection Committees as well as collective responsibility for child protection.
"All agencies, professional bodies and services that deliver adult and/or child services and work with children and their families have a responsibility to recognise and actively consider potential risks to a child, irrespective of whether the child is the main focus of their involvement. They are expected to identify and consider the child's needs, share information and concerns with other agencies and work collaboratively with other services (as well as the child and their family) to improve outcomes for the child" (Scottish Government 2010e).
Integrated services are also a key feature of early intervention projects targeted at vulnerable children and families. The focus though is on preventive work, compared to the 'crisis intervention' which marks much of child protection.
In 1998, English Surestart promoted services which linked health, education and care and which provided support for parents as well as children. There was also an extensive evaluation programme which has provided a wealth of information about the efficacy of different kinds of interventions. Early Surestart projects did not produce the hoped for results with the most vulnerable families. However, its transformation since 2006 into integrated children's centres run by local government and with a more clearly specified set of services has been more successful (Melhuish 2010b). This illustrates the need to focus not just on early intervention, but on the detail of the kinds of interventions that have been shown to be effective.
In England, there was greater consistency and national direction than in Scotland. Surestart Scotland was introduced in 1999/00 and although the basic principles were the same, it was generally left to local authorities to develop and funding was not ringfenced. With the publication of the Early Years Framework, national policy no longer referred to Surestart, although the Framework promoted similar kinds of provision. There is no national overview which quantifies the number of projects which provide integrated support to vulnerable families. However, some examples are given below:
- there are 136 family centres (Scottish Government, 2010f). These tend to combine childcare, pre-school education and various types of parental support. GUS found that fewer than 1% of children attend family centres (Bradshaw et al 2008 table 9.2). In her recent report Joining the Dots, Susan Deacon recommended increasing this type of provision.
"Where children and family centres work well, and offer a range of childcare, activities, services and support - as well as valuable opportunities for parents to volunteer and to
support one another – they can have a major beneficial impact on the wellbeing and development of young children, the family and the wider community. When coupled with effective outreach work they can often engage with parents and children who might otherwise not seek - or be offered - support from which they could greatly benefit." (Deacon 2011).
- Pre-school education for vulnerable two year olds was a pilot scheme from 2006-08 delivered in four local authority areas. Its evaluation found that parenting capacity improved. Child outcomes improved in both the control and intervention groups (Woolfson and King 2008).
- Parenting skills courses such as Triple P, Mellow Parenting and Incredible Years are available in some local authorities (HMIe 2009a).
- Early learning support is available in a number of local authorities and includes partnership working with libraries, encouraging fathers to play a more active role in their child‟s learning, and support to families and children for whom English is an additional language (HMIe, 2009a).
- Family Nurse Partnerships is an intensive home visiting programme for vulnerable young mothers which has been run in the US and England where it has been shown to be highly effective in improving life outcomes. It has been introduced on a pilot basis in Edinburgh and is currently supporting 145 mothers: "six family nurses visit expectant mothers every one or two weeks during pregnancy and throughout the first two years of their baby's life, offering guidance on child development, preventative health measures, parenting skills, breastfeeding, better diet information and advice for mothers on education and employment" (GP online 2010). The cost of providing the scheme throughout Scotland has been estimated as £35m p.a (Scottish Parliament, 2011).
There are also some services available to all parents which extend beyond children aged 0 to 3. These nationwide initiatives include:
- The Scottish Book Trust's 0 to 5 programme includes 'Bookbug' providing books to all children in Scotland at six weeks, 18 months, 3 years and primary one (Scottish Book Trust online).
- Playtalkread is a Scottish Government marketing campaign launched in 2009. This combines Bookbug, advertising and roadshows to encourage positive parenting (Scottish Government online).
- Homestart is a UK wide initiative organised on a local basis which has offered volunteer home visiting for over thirty years (Homestart online).
- Children 1 st has provided a phone help line – parentline since 1999 and have received around 113,000 calls in ten years (Children 1 st online).
The Scottish Government also provides funding to a range organisations providing support to parents including: Parenting Across Scotland, Parent Network Scotland, One Parent Families, Families Outside, Relationships Scotland, Scottish Marriage Care and Cruse Bereavement Scotland.
Generally, integrated provision supports the parent and the child, pre-school education supports child development and childcare policy is based mainly on enabling parents to work.
CHILDCARE
Policy
The Childcare Strategy in 1998 marked a significant shift in childcare policy in its ambition to develop high quality, affordable, accessible childcare for children aged up to 14 years. As a result, childcare costs were subsidised through welfare benefits and local authorities improved the information they provided about availability. Local authorities still spend around £28m per year on childcare (CIPFA 2010). This money was initially used establish Childcare Partnerships which bring together local organisations involved in early years care and education to help plan provision in the local area. These have often become part of the wider Community Planning Partnership and now sometimes referred to as Early Years Partnerships or Childcare and Early Years Partnerships. Local authorities also provide social work children‟s daycare and spent £44m on this in 2010/11 (CIPFA 2010). There is a national website to help parents locate local childcare. See http://www.scottishchildcare.gov.uk/LocalCategoryDetail.aspx?chisid=23&bbcid=6
Providers
As figure 5 shows, there are many kinds of childcare services. The most common type of provider is childminding, although as they take only a few children each, they only cater for a relatively small proportion of children attending day care.
Source: Scottish Government 2010f
The voluntary sector provides most of the playgroups, out of school care clubs and sitter services whereas most pre-school provision is run directly by the local authority and all childminders are in the private sector. Overall, not including childminders, provision is 44% public sector, 27% private sector and 29% voluntary sector. When childminders are included, provision is 18% public sector, 70% private sector and 12% voluntary sector. There has been a small decline in the number of centres. Compared to 2006 there were 7% fewer childcare
centres and 5% fewer pre-school providers in 2010. However, there has been an 8% increase in pre-five children registering at childcare centres. This would appear to suggest that centres are getting bigger. The number of childminders remained almost the same.
Pattern of use
Figure 6 shows the use of registered day care by 0-5 year olds in 2010. This shows how the use of the early years sector is dominated by nursery provision for 3 and 4 year olds, reflecting the provision of free part time pre-school education. Most parents use more than one provider and their use changes over time. There is also a strong reliance on informal childcare – particularly grandparents. There is a great range in the number of hours used. For example, around a fifth of 1 to 2 year olds spend less than nine hours a week in childcare, but a not dissimilar proportion (23%) are there for more than 30 hours. The number of hours in childcare increases with age until children start school. Nearly a third of 3 and 4 year olds are in childcare for more than 30 hours a week. There have often been concerns raised about what effect time in childcare has on children. GUS found that childcare of between 17 and 40 hours a week at age 10 months had a positive impact on a child's vocabulary at age 3, but that more than 40 hours at age 3 was associated with behavioural problems at age 5 (Bradshaw, 2009).
Source: Scottish Government 2010f
Cost
The increasing cost of childcare continues to be a key campaigning issue for organisations like the Day Care Trust. In 2010, they found that 25 hours of nursery care for a two year old costs £5,178 p.a. (£100 per week) (Daycare Trust online). However, in considering these types of survey, it is necessary to bear in mind the complex pattern of childcare use described above. It is more common to pay more when the children are under 3. This is because staff ratios are higher for under 3s. The GUS study found that around 20% of parents of 1 and 2 year olds and 11% of parents of pre-school children were paying over £100 a week for childcare. A substantial proportion (42%) were paying less than £20 when their children were 3 and 4 (Bradshaw et al 2008).
Work life balance
The use of childcare is linked to parents' working patterns and the provision of flexible working practices. The GUS study found that around a fifth of parents could access childcare vouchers, 60% had flexible working and around 60% of employers offered time off for children's illness (Bradshaw et al 2008).
PRE-SCHOOL EDUCATION
Free part time provision
One of the biggest changes over the last 15 years has been the expansion of pre-school education. Nearly all 3 and 4 year olds now attend pre-school education. The Labour Government had an objective of providing a free pre-school place for every 4 year old child by 1998/99 and for every 3 year old by 2002. In 2002 it became a statutory requirement to offer this in Scotland. The original requirement was for 412.5 hours per year, but this has since increased to 475 per year. The SNP government had an ambition to increase this further to 570 hours per year but, following a 2009 agreement on achieving primary class size reductions, this was left to the discretion of local authorities (Scottish Government online). Local authorities can commission pre-school provision from the voluntary and private sector, known as „partnership‟ provision. In 2010, local authorities commissioned just over 1,000 pre-school providers, making up 40% of their provision (Scottish Government 2010f).
Pre-school curriculum
Apart from an increase in the number of hours of provision, a key change since the late 1990‟s has been the development of the pre-school curriculum. Curriculum guidance was provided in 1998 (SCCC). Curriculum for Excellence continues the focus on learning through play but places more emphasis on the links between pre-school and early primary. Pre-school and the first year of primary now make up the „early‟ stage of the Curriculum for Excellence. The key principles are: active learning, an holistic approach to learning, smooth transitions and learning through play. Children attending pre-school education are entitled to additional support for learning as are disabled children under three years of age. As with school education, preschool education is inspected by HMIe, due to become Education Scotland in July 2011.
Pre-school teachers
Nursery classes used to be required to have a teacher for every twenty pre-school children. This requirement was removed in 2002 7 at the same time as local authorities were developing „partnership‟ provision. This resulted in fewer teachers being employed – particularly by the new providers. By 2010, 94% of local authority nurseries included a teacher, but only 36% of partnership nurseries did so (Scottish Government 2010g). While this was happening, research such as EPPE (Sylva et al, 2003) was starting to show the beneficial effect of involving teachers in pre-school. However, some argued that it was the level of qualification that mattered rather than a teaching qualification per se and proposed a childhood practice degree. Responding both to research on the value of teachers and arguments of the value of a childhood practice degree, SNP government policy included increasing access to a teacher and creating a childhood practice degree. This degree will soon be a required qualification for all managers in pre-school and childcare (see below p.19).
7 Part of the repeal of the Schools (Scotland) Code 1956
HMIe guidance recommended that teachers should spend a substantial amount of their time involved directly with children rather than just taking a 'backroom' planning or advisory role. They found that support for children with additional support needs was particularly good where there was a teacher involved (HMIe 2009b). (Around three quarters of the teachers involved in pre-school do provide direct support to children with additional support needs (Scottish Government, 2010a)).
Between 2008 and 2010 the proportion of pre-school centres with a teacher working „under a regular arrangement‟ increased from 66% to 70% (Scottish Government 2010a). However, there was a reduction in the number of pre-school teachers employed from 1,685 FTE in 2007 to 1,613 FTE in 2010, indicating that progress in this policy was achieved by deploying a slightly reduced number of teachers across a larger number of nurseries.
REGULATION AND INSPECTION
The regulation of services and the workforce has completely transformed since devolution. This is part of a broader policy theme of increasing regulation of the social care workforce generally but was also a response to the Childcare Strategy‟s ambition to improve the quality of care. The Regulation of Care (Scotland) Act 2001 created the Care Commission to regulate and inspect social care services and the Scottish Social Services Council (SSSC) to regulate the workforce. On 1 April 2011 the Care Commission became Social Care and Social Work Improvement Scotland although its functions in relation to childcare and pre-school services will not change.
While the Care Commission inspects the care elements of pre-school education, HMIe inspects the delivery of the pre-school curriculum. In July 2011 the Education Scotland will be established from the merger of HMIe and Learning and Teaching Scotland. The agency will be responsible for inspection and curriculum development.
Inspections have found that pre-school is generally of high quality. Centres are welcoming and children are keen to learn. However, HMIe has found that "in around a quarter of voluntary and private centres, children are less well supported." While there was effective support for parenting and child development in some local authorities there was generally a need to improve integrated working with children with complex needs (HMIe, 2009c).
WORKFORCE DEVELOPMENT
THE CHILDREN'S WORKFORCE
There are a large number of people working with children. Some estimates put it as high as 250,000 (Scottish Government 2011c) which is 10% of the entire Scottish workforce 8 . It is difficult to identify which of these are focused on early years, but figure 7 gives an indication of the scale of the workforce in particularly relevant areas. It is clear that the most numerous area is childcare and pre-school. Although health visitors are often mentioned in early intervention polices, there are only around 1,500 of them.
A consultation on common core skills for the children's workforce was launched in March 2011. This defines the workforce as including "anyone working (paid or unpaid) with any child, young person or family across health, education, social services, justice and community services, in the public, private or voluntary sectors." It draws heavily on GIRFEC to propose values
8 2.5m people employed in Scotland in Nov – Jan 2011 (National Statistics 2011).
common to all those who work with children and also attempts to suggest common skills and knowledge (Scottish Government 2011c).
Source: ISD online, Scottish Government 2010a, 2010f, 2010g and 2010h. Children‟s daycare, childminders, nurses, health visitor and midwife figures are headcount. CAMHS is child and adolescent mental health services targeted at pre-5s. ASN is additional support needs. Social workers is children‟s social workers employed by local authorities.
Given their domination of early years services, the following focuses on efforts to increase qualification levels amongst children‟s daycare workers.
REQUIRED REGISTRATION FOR CHILDREN'S DAYCARE WORKERS
The children's day care workforce is regulated by the Scottish Social Services Council (SSSC), established in 2001. With the exception of childminders, the SSSC is phasing in the requirement for the workforce to register with them, based on obtaining certain qualifications. Between 2004 and 2008 £6m p.a. was provided to local authorities to support this process. Since 2008, this money has been 'rolled up' into the general local government revenue support grant. Since November 2010, managers of children's daycare have been required to hold or be working towards a degree level qualification. From December 2011 they will be required to hold or be working towards the new degree in Childhood Practice. Figure 8 below shows the dates for voluntary and required registration of children‟s daycare staff.
Figure 8: Registration dates for children's day care workforce
| | Register Opened | Required to register |
|---|---|---|
| Managers | October 2006 | 30 November 2010 |
| Practitioners | March 2007 | 30 September 2011 |
| Support workers | October 2008 | 30 June 2014 |
Source SSSC online.
In January 2010, 80% of centres had a plan for how their staff will meet these registration requirements. At that time 34% of managers held a childcare related degree. Statistics do not give the breakdown for support staff or practitioners, but 82% of all staff had a qualification at SVQ level 2 or above (the required level for support workers) and 74% of all staff had a qualification at SVQ level 3 or above (the required level for practitioners). Out of school care clubs and voluntary sector provision in general tended to have less well qualified staff. Around a fifth of all staff are currently working towards qualifications (Scottish Government 2010f).
FUNDING
The main identifiable area of spend under the control of the Scottish (rather than UK) Government is local authorities' provision of pre-school education and provision of certain health services. In 2009/10 local authorities spent £316m on pre-school education. Spend increased significantly until 2007 but has since declined in real terms. However, this appears to be mainly a result of inflation and a change in the way the statistics are calculated. 9 Figures for 2010/11 are not yet available.
Source: Scottish Executive 2003, 2004, 2005, 2006b. Scottish Government 2007b, 2008c, 2009b, 2010i, 2011g, converted to real terms using HM Treasury deflator
In March 2011, the Scottish Government announced an 'Early Years and Early Action Fund of £6.8m for national voluntary organisations (Scottish Government 2011f). It is to be administered by Inspiring Scotland who also manage the government's £4m Go Play programme and the 14:19 fund. The fund is expected to open for bids in May 2011. In their 2011 manifesto, the SNP stated that they would introduce a £50m „sure start‟ fund. This would be: "a change fund to support projects designed to deliver effective early intervention in a child‟s life, including the
9 In cash terms, funding only declined in 2009/10 and this was also the year in which the way PPP payments are accounted for changed. This resulted in education services overall being about 5% lower than they would have been if the finance statistics had been calculated according to the previous method.
development of a new generation of Children and Family Centres across Scotland" (SNP, 2011).
In terms of health expenditure, while it is not possible to identify exact spend on early years child health, a rough indication of scale is given by the net expenditure on community services by NHS Boards in 2009-10 of £80m on health visiting, £40m on midwifery, and £80m on child health (this covers immunisations, child health, school nursing, school health and community paediatrics) (NHS Scotland, 2010).
In addition, substantial UK Government investment is provided through welfare benefits. Maternity benefits include: Statutory Maternity Pay of 90% income for 6 weeks followed by £128.73 for 33 weeks. Alternatively, some mothers will get Maternity Allowance of £128.73 per week and some mothers on certain benefits can get a Surestart maternity grant of £500. Child benefit provides £20 per week for the eldest child and £13 for younger siblings. While the detail of child and working tax credits is complex, some examples of the level of payments are:
- £5,660 for a non-working family with 2 children, with income up to £15,000 p.a.
- £5,470 for a working family with 2 children, with income of £20,000pa and childcare costs of £90 a week (DirectGov online).
In December 2010, there were 369,300 children in Scotland in families receiving more than £545 a year in working tax credit (HM Revenue, 2010).
The OECD recently published an estimate of government spending according to age. Figure 10 shows the distribution of spend on cash transfers, in-kind benefits, childcare and education. The first solid section is cash benefits and tax breaks, the hashed section is childcare, the white section is education and the dotted line shows the totals for 2003. The general pattern is of high levels of spend throughout childhood with the exception of the 1 to 2 year olds. This probably reflects the gap in state assistance between the ending of maternity benefits and the starting of free pre-school education. This pattern is similar to many other European countries but is very different to the United States which shows an increase in state investment with age. The dotted line shows the position in 2003 and shows how there has been increased investment particularly in maternity and pre-school.
(reproduced from OECD, 2011)
ANNEX: PRINCIPLES AND VALUES IN EARLY YEARS POLICIES
Many of the different elements of early years services have set out key principles and approaches. Many of these are aligned with GIRFEC. Examples are given below:
10 Elements of Transformational Change in the Early Years Framework
1. A coherent approach
2. Helping children, families and communities to secure outcomes for themselves
3. Breaking cycles of poverty, inequality and poor outcomes in and through early years
4. A focus on engagement and empowerment of children, families and communities
5. Using the strength of universal services to deliver prevention and early intervention
6. Putting quality at the heart of service delivery
7. Services that meet the needs of children and families
8. Improving outcomes and children's quality of life through play
9. Simplifying and streamlining delivery
10. More effective collaborations
GIRFEC principles
Safe
Healthy
Achieving
Nurtured
Active
Respected
Responsible
Included
Curriculum for Excellence capacities
- successful learners,
- confident individuals
- responsible citizens,
- effective contributors
Within this, the „early‟ level approach (pre-school and primary 1) is based on: active learning, an holistic approach to learning, smooth transitions and learning through play.
Pre-birth to three: guidance
The four key principles are the inter-related ones of:
- Rights of the child
- Responsive care
- Relationships
- Respect
NHS Quality Strategy
This sets out the internationally recognised 6 dimensions of healthcare quality - healthcare that is: person-centred, safe, effective, efficient, equitable and timely. The 3 Quality Ambitions set out in the strategy to which all NHSScotland staff and its partners will be aligned are: Personcentred, safe and effective:
Child protection: framework for standards
Guidance issued in 2010 set child protection in the context of the UN Convention on the Rights of the Child, GIRFEC and equalities requirements. It also re-iterated the approach of the „Framework for Standards‟ which is:
- Children get the help they need when they need it
- Professionals ensure children are listened to and respected
- Professionals take timely and effective action to protect children
- Agencies and professionals share information about children where this is necessary to protect them
- Agencies and professionals work together to assess needs and risks and develop effective plans
- Professionals are competent and confident
- Agencies, individually and collectively, demonstrate leadership and accountability for their work and its effectiveness
- Agencies work in partnership with members of the community to protect children
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Scottish Government. (2009a) Early Years Framework. Edinburgh: Scottish Government. Available at: http://www.scotland.gov.uk/Publications/2009/01/13095148/0
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Scottish Government. (2010d) Children's Social Work Statistics 2009/10 Edinburgh; Scottish Government. Available at: http://www.scotland.gov.uk/Publications/2010/09/27113315/0 Scottish Government. (2010e) National Guidance for Child Protection in Scotland. Edinburgh: Scottish Government. Available at: http://www.scotland.gov.uk/Publications/2010/12/09134441/0
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London. Available at: http://eprints.ioe.ac.uk/5308/ Woolfson, L and King, J. (2008) Evaluation of the extended pre-school provision for vulnerable two year olds pilot programme final report. Edinburgh: Scottish Government. Available at:
http://www.scotland.gov.uk/Resource/Doc/255044/0075576.pdf
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Summarised inspection findings
Eastfield Primary School Nursery Class
North Lanarkshire Council
8 September 2020
Key contextual information
Eastfield Nursery Class is situated within Eastfield Primary School. The nursery serves the area of Cumbernauld and provides early learning and childcare for children from three years of age. The nursery is registered for 40 children at any one time. The current roll is 70. All morning children remain in the setting for lunch.
2.3 Learning, teaching and assessment
good
This indicator focuses on ensuring high quality learning experience for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
n learning and engagement
n quality of interactions
n effective use of assessment
n planning, tracking and monitoring
n The nursery is a welcoming and relaxed environment for children to learn. Positive relationships are evident between children and practitioners. Children arrive at nursery, motivated and eager to learn. They are confident within the nursery and access a range of interesting and stimulating experiences. Almost all children engage very well during free-play. They use open-ended and natural materials creatively both indoors and outdoors. Children sustain interest for extended periods as they build various structures and engage in imaginative play.
n During free play, children have the opportunity to make their own choices and decisions. Senior leaders and practitioners should review and refresh the flow of the day. They need to reach an appropriate balance of adult-led and child-led activities. Children require sufficient time to lead their play and follow their interests in depth.
n Practitioners are nurturing and responsive to children's needs. They make effective use of questions and discussions to support children's learning and deepen thinking. This is particularly evident during storytelling. Practitioners support children well to develop skills in listening, remembering and understanding. Children use the range of digital technologies well to support their learning. This includes tablet computers, interactive boards and story phones to enhance literacy and numeracy.
n Each child has an individual electronic learning journal, which contains photographs and observations of learning. Practitioners use this information to make judgements about children's progress and to identify next steps in learning. They are beginning to develop a shared understanding of expectations and children's progress through professional dialogue within and outwith the nursery. Practitioners need to continue to develop their skills in identifying and recording significant learning. They should set clear and relevant next steps for children. Practitioners need to have a sharper focus on skills development.
n Practitioners support children to reflect on and share their learning with others at the end of each session. This is building children's confidence and enabling them to begin to recognise themselves as learners. Practitioners keep parents informed of children's learning and achievements through attractive displays, floorbooks, electronic journals and social media. They should continue to encourage parents to contribute to children's journals.
n Teachers from P1 and practitioners support children well during the transition process to ensure they are familiar with the school and classroom. Moving forward, senior leaders should provide opportunities for all practitioners working across the early level to engage in professional dialogue. They need to promote continuity for children in curriculum, methodologies and learning.
n Practitioners plan over different timescales to provide children with access to a wide range of experiences across the curriculum. They should ensure experiences provide a suitable level of challenge to extend further all children's learning. Children contribute well to planning, identifying what they know and would like to learn about specific learning contexts. Practitioners monitor and track children's progress in literacy, numeracy and health and wellbeing. They use this information well to identify where further support in learning may be required. As a result, practitioners create individual plans for children and provide targeted support to ensure children continue to make progress. This process should include children who require further challenge in their learning.
Eastfield Primary School Nursery Class (8359822)
North Lanarkshire Council
2.1 Safeguarding and child protection
n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. Areas for development have been agreed with the school and the education authority.
3.2 Securing children's progress
good
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
n progress in communication, early language, mathematics, and health and wellbeing
n children's progress over time
n overall quality of children's achievement
n ensuring equity for all children
n Most children are making good progress in health and wellbeing. They demonstrate an understanding of emotions, feelings and a few of the national wellbeing indicators. Children relate these to real-life situations. They are independent as they get ready for outdoors, however, they need to have greater independence at snack and mealtimes. The focus on food is enabling children to associate skills required when cooking such as kneading and chopping. Children demonstrate a range of physical skills when visiting the school gym and when using balance bikes.
n Children are making good progress in numeracy and mathematics. Most children confidently count to 10 and beyond. They recognise numerals and count out objects one by one. The majority of children use mathematical language appropriately when making comparisons of height, weight and length. Children recognise a range of two-dimensional shapes during play. The majority are ready to explore three-dimensional objects and their properties. A few children gather and record information on what jobs their friends would like to do when they are older. Practitioners should ensure they provide further challenge for children to develop and apply skills in numeracy and mathematics across learning and in real-life situations.
n In early language and literacy, most children are making good progress. Most children demonstrate good listening skills during adult-led activities. A few should continue to develop skills in taking turns when listening and talking. Children are confident to share their experiences and ask relevant questions. They demonstrate their understanding of the role of an author and illustrator. Children develop early writing skills through play. The majority of children form recognisable letters to write their name and other familiar words. Children should continue to develop emergent writing through a range of developmentally appropriate experiences.
n Children are becoming familiar with the range of jobs within the community. This helps them to develop their understanding of the individual roles and skills required. They enjoy music and singing and practise keeping the beat to music. Children represent their ideas and interests creatively through art and role-play. During this play, children confidently use real-life and open-ended materials very well to support their play.
n Practitioners celebrate children's successes through 'star of the week' and make links with the national wellbeing indicators to support children's understanding. They should continue to encourage parents to share children's achievements from outwith the setting. Practitioners should track these achievements in order to build upon children's developing skills. Children
are involved in a few enterprise activities within the school. Practitioners need to develop this further through greater involvement in a wider range of projects.
n Practitioners gather a range of information on children's learning and use this appropriately to demonstrate the progress children have made over time. They engage in 'Progress and Impact Conferences' with senior leaders. These meetings enable practitioners to discuss children's progress and identify where further support is required. Practitioners are aware of potential barriers to learning and are proactive in ensuring all children access the full range of experiences. They use specific language programmes, which are having a positive impact on children's ability to communicate verbally and through sign and gesture. Practitioners evaluate termly the impact of strategies and interventions to ensure children continue to make the best possible progress.
Explanation of terms of quantity
The following standard Education Scotland terms of quantity are used in this report:
Other quantitative terms used in this report are to be understood as in common English usage.
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Guidance on Health Assessments for Looked After Children and Young People in Scotland
Contents
ASSESSMENTS
Page
Annexes
MINISTERIAL FOREWORD
The Scottish Government‟s vision for children and young people is clear. We want Scotland to be the best place in the world for them to grow up; a place where rights are respected and where children can access all the opportunities and support they need. We want Scotland to be a place where children have the best start in life and live longer, healthier lives.
All children should have the chance to fulfil their potential and there should be no difference between the outcomes of young people in care and their peers.
I am delighted to introduce this guidance, which has been produced on behalf of the Looked After Children Strategic Implementation Group, to assist those involved in carrying out health assessments of our looked after children and young people. This document sets out the minimum standardised elements of a health care pathway which we would expect Boards to implement in collaboration with local authorities and other organisations. I would like to thank everyone involved for their contribution and re-emphasise the importance of recording and reporting on the health and well-being of looked after children and young people.
Looked after children and young people share many of the same health risks and problems as those who have not been in care. But in addition, they may have been exposed to additional risks to their well-being including poverty, abuse and neglect. They often experience multiple placements and daunting statutory processes which can be detrimental to their emotional and physical well-being whilst in care.
Good health makes an active and enjoyable life possible, as well as underpinning achievement in school and, in due course, the work place. It is therefore crucial to identify a child or young person‟s health needs early in their care planning in order to ensure as far as possible that the health outcomes of children and young people who are, or have been, looked after will be as good as those who have not.
As corporate parents, we have a duty to improve the support to our most vulnerable children and young people. These children are our responsibility, are in our care, and we need to do the best for them that we possibly can.
Aileen Campbell MSP Minister for Children and Young People
PURPOSE AND AIMS OF GUIDANCE
Scottish Health Boards are required by the Scottish Government (through Chief Executive Letter 16, 2009) to provide all children who become looked after children with a health assessment within 4 weeks of notification.
This guidance has been developed to assist NHS Boards and local authorities with the discharge of that obligation. It sets out the process that should be followed, and provides a template for the health assessment itself (including details of the specific data which should be recorded). The guidance will be of interest to anyone involved in organising or delivering health assessments to looked after children, including strategic and operational managers in health and local authority children‟s services, public health colleagues, doctors, nurses and social workers.
The guidance applies to all territorial health boards and local authorities in Scotland.
The aims of this guidance are:
To ensure that every looked after child or young person receives a comprehensive health assessment within four weeks of the NHS Board receiving notification (that an individual has become „looked after‟).
To provide strategic and operational managers in NHS Boards with information and advice in respect to planning and delivering holistic health assessments for looked after children (in the context of Getting it Right for Every Child).
To provide healthcare professionals with a practical guide to completing a health assessment for a looked after child or young person, by stating what aspects of health should be assessed.
To ensure that the health assessment provided to looked after children and young people is delivered consistently across Scotland, in respect to both content and approach.
To suggest items for a comprehensive data set on looked after children‟s health, to be collected at local level.
As a corporate parent, NHS Boards should view the looked after children‟s health assessment as an opportunity to assess an individual‟s overall health and wellbeing, including behavioural and emotional development and risk taking behaviour.
Compliance with this guidance will be monitored through regular multi-agency inspection, carried out by the Care Inspectorate, Healthcare Improvement Scotland and their partners. The Scottish Government may also monitor provision and access to health assessments for looked after children at various intervals.
This guidance has been written by the Scottish Government working group on „Health Assessments for Looked After Children‟. The group was chaired by the Scottish Government‟s Senior Medical Officer (Children and Young People), and included representatives from nursing, general practice, paediatrics and health service commissioners. The guidance fulfils a commitment made by Scottish Government in the Chief Executive Letter 16, 2009, to provide a template health assessment for looked after children.
SECTION 1: STRATEGIC CONTEXT
Introduction
The Scottish Government has 5 objectives underpinning its core purpose – to create a more successful country, with opportunities for all of Scotland to flourish, through increasing sustainable economic growth.
The strategic objective for health is to help people to improve and sustain their health, especially in disadvantaged communities, ensuring better, local and faster access to health care. Of the 16 National Outcomes, a number are particularly relevant to looked after children‟s health and wellbeing:
Our children have the best start in life and are ready to succeed
Our young people are successful learners, confident individuals, effective contributors and responsible citizens
We have improved the life chances for children, young people and families at risk
We live longer, healthier lives
We have tackled the significant inequalities in Scottish society
The Scottish Government‟s vision for children and young people is clear: we want Scotland to be the best place in the world for them to grow up; a place where rights are respected and where children can access all the opportunities and support they need; and a place where children have the best start in life, are ready to succeed and live longer, healthier lives.
The Scottish Government is also striving to improve the life chances for children, young people and families at risk. Looked after children have some of the poorest life outcomes of the child populations. The factors associated with the child becoming looked after are often associated with a range of health needs and higher vulnerability. An additional factor in poor health outcomes is disjointed and disrupted health care as a result of multiple placement moves.
Our aim is that the health outcomes of children and young people who are, or have been, looked after will be as good as those of their peers who have not.
„Getting it right for every child‟ (GIRFEC) is Scotland‟s overarching approach to improve outcomes for all children and young people. It is being threaded through all existing and new policy, practice, strategy and legislation affecting children, young people and their families. GIRFEC therefore provides the framework for all work with looked after children and young people including health assessments and planning.
The Children and Young People (Scotland) Act 2014 will require through regulation that the looked after child‟s plan is fully integrated with the holistic Child‟s Plan described in the Act and GIRFEC policy. NHS Scotland policy supported by legislation provides the framework for health boards, services and practitioners to assess, plan and deliver health services for all children and young people taking a GIRFEC approach. Health assessments and planning for Looked After Children should be carried out within the Values and Principles of the Getting it right approach and applying the core components of the approach.
Looked After Children in Scotland
In 2012/13 16,041 children were looked after by local authorities in Scotland.
The vast majority of looked after children have become looked after for care and protection reasons. Some will have experienced neglect or mental, physical or emotional abuse. Some parents are unable to look after their children because of their own health problems, substance misuse or poor parenting skills.
Children who are looked after can either be looked after at home (eg supervised by the local authority but living at home) or looked after away from home (eg living in residential accommodation or with family and friends in kinship placements). In 2012/13 this was broken down as follows:
Scottish Government Children‟s Social Work Statistics Scotland 2012/13 show that the majority of looked after children will have more than 3 placement moves during their time in care. These moves uproot the child or young person from their known support systems, their family, local community and – from a health service perspective - from their local school, GP, health visitor and/or school nurse.
Professionals working with looked after children should be aware of the negative impact on long-term outcomes of such disruption of children‟s attachments.
Looked after children often face a range of difficulties arising from their home circumstances, health or learning needs. The GIRFEC approach provides the framework to address these wellbeing needs. The approach requires different agencies to work together with children, young people and families to holistically assess and consider the wellbeing needs of the child in the context of their wider circumstances. Services and practitioners can then prioritise and plan action to address the identified needs.
Policy Context
In 2007, We Can and Must Do Better set out an action plan to improve the life outcomes of Looked After children and young people. Action 15 stated that:
„Each NHS Board will assess the physical, mental and emotional health needs of all Looked After children and young people for whom they have responsibility and put in place appropriate measures which take account of these assessments. They will ensure that all health service providers will work to make their services more accessible to Looked After and accommodated children and young people, and to those in the transition from care to independence.‟
Recommendations designed to address this action were issued to health boards on 28 April 2009 in Chief Executives Letter (CEL 16 (2009)) – see para 59. CEL 16 instructs NHS Boards to implement the 7 recommendations applying to all looked after children and young people.
The Looked After Children (Scotland) Regulations 2009 reflect a child‟s journey through the looked after system. These Regulations set out the statutory requirements for every looked after child to have their needs assessed and a child‟s plan created setting out the child‟s immediate and long term needs and how they will be met.
Part II of the Regulations establishes the care planning process, including gathering information on the child; assessment of that information and the formation of the child‟s plan. Section 3(b) states that the local authority must obtain a written assessment of the child‟s health and their need for health care by a registered medical practitioner or a registered nurse. This requirement may not apply if a health assessment has been carried out in the 3 months before the child began to be looked after.
The Healthcare Quality Strategy for NHSScotland (May 2010) sets out 3 clearly articulated and widely accepted ambitions based on what people said they wanted from their NHS – care which is person-centred, safe and effective.
The strategic narrative Achieving Sustainable Quality in Scotland's Healthcare: A 20:20 Vision (September 2011) provides the context for taking forward the required actions to improve efficiency and achieve financial sustainability to meet the significant challenges that Scotland's health services face. This will involve planning sufficient universal health service to meet the needs of looked after children.
Service providers should ensure that services for young people reflect the Quality ambitions and the 2020 vision.
Child Centred Approach to Care Planning
Getting it right for every child (GIRFEC) is the national approach to supporting and working with all children and young people in Scotland. It affects all services for children and adult services where children are involved. It is designed to ensure all parents, carers and professionals work effectively together to give children and young people the best start we can and improve their life opportunities. The looked after child‟s assessment and plan is administered in this context.
It is Scottish Government and NHS Scotland policy that children and young people should benefit from a single planning process when they require assessment, planning and action to promote, support or safeguard their wellbeing. In many situations, as for children and young people who are looked after, the Child‟s Plan will include contributions from different services and agencies including needs identified through specialist assessments such as the Health Assessment and the actions to address these needs. To ensure that a consistent approach is taken by services and agencies the GIRFEC National Practice Model, should be utilised as the framework for any assessment and planning.
The GIRFEC National Practice Model provides a framework for practitioners and agencies to structure and analyse information consistently to understand a child or young person‟s holistic needs and consider what support they might require. It is a dynamic and evolving process of assessment, analysis, action and review, and a way to identify outcomes and solutions for individual children or young people. It is not intended or designed to replace existing methodologies but should be used as a „common tool‟ alongside and in conjunction with other processes and assessment tools. It is a way for all agencies and workers who support children, young people and their families to begin to develop a common language within a single framework, enabling more effective inter- and intra-agency working.
The Early Years Collaborative (EYC) is a good example of joint working between government, local authorities and health boards. It is an outcomes focussed, multi-agency, quality improvement programme, which aims to deliver nationally on the vision and priorities of the Early Years Taskforce and build on the Early Years Framework. It covers children pre-birth to 8 years old.
The EYC breaks traditional approaches, enabling professionals from all disciplines and agencies, including third sector, as well as children and families to test ideas for improvement that will lead to transformational change. Driven by those receiving or closest to the service delivery, changes are rigorously tested using rapid small scale tests of change before implementing and spreading across local and national areas.
Corporate Parenting
The Children and Young People (Scotland) Act includes provision that requires every corporate parent to:
be alert to matters which, or which might, adversely affect the wellbeing of looked after children, young people and care leavers under the age of 26;
assess the needs of those children and young people for the support and services it provides; places a duty on corporate parents to collaborate with each other when exercising their responsibilities in relation to looked after children and young people;
promote the interests of those children and young people;
seek to provide those children and young people with opportunities to participate in activities designed to advance their wellbeing;
take action it considers appropriate to help those children and young people to access opportunities and support and make use of the services it provides; and
take any other action as it considers appropriate for the purposes of improving the way in which it exercises its functions in relation to those children and young people.
There will also be a requirement for corporate parents to collaborate with each other when exercising their corporate parenting responsibilities. They will be required to prepare, consult on and publish a corporate parenting plan and keep this under review. They will also be required to report on how they are exercising their corporate parenting duties to Scottish Ministers.
Community Planning helps public agencies work with the community to deliver better services. Community Planning Partnerships (CPPs) have been established to drive children‟s integrated service plans to achieve better outcomes. As well as local authorities and health boards, CPPs comprise a diverse range of public, private, voluntary and community organisations within their membership – some of who will also have corporate parenting responsibilities.
SECTION 2: HEALTH OUTCOMES IN LOOKED AFTER CHILDREN
Evidence from research and practice 1 shows that looked after children and care leavers are more likely to experience health problems than young people in the general population.
A number of studies have identified that the mental health problems for looked after children and young people are markedly greater than that of their peers in the community. The prevalence of speech and language problems is above average, as are issues with co-ordination, eyes and sight. Oral and foot health can be poor, and across all age groups the number of looked after children identifying themselves as regular smokers and consumers of alcohol is significantly higher than the average.
It is estimated that a quarter of young women leaving care are pregnant or have a child and that the numbers of young women who give birth increases within 18-24 months of leaving care.
Looked after children experience a greater number of moves than children in the general population. Moving between different homes or units can mean that health problems get overlooked. Moves may involve changing health board areas, resulting in appointments being changed, missed, delayed or cancelled. Changes in placements can also result in changes in schools and this, together with higher truancy rates, can mean looked after children miss out on universal school health services and health promotion initiatives within school.
The disruption of children‟s attachments caused by multiple placements can have a negative impact on long-term outcomes.
Research informs us that a child‟s first attachments are vitally important. Children whose needs have been met in a sensitive, loving and timely way by their primary carer have a sense of trust and confidence in themselves. Securely attached children do better at school and these early attachments help them to form close relationships later in life. They grow up knowing that when they need something, someone will help them. Children whose early experiences of attachment have been less optimal can have insecure or disorganised attachments. These children will potentially be more vulnerable with respect to coping with future relationships and life events.
Secure, organised attachments are associated with the development of effective physiological regulatory systems and better physical and mental health outcomes across the life cycle. Children with disorganised attachments are more likely to have a developmental trajectory associated with anti-social behaviour and violence. They are more likely to require disproportionate levels of health care themselves and in some cases their behaviour to others may result in physical or emotional injury.
1 Evidence Summary: Looked After Children (NHS Scotland 2012) Looked After Children in Glasgow and Scotland: A Health Needs Assessment (ScotPHN 2013)
Fetal Alcohol Spectrum Disorder
Because many looked after children will have come into care because of parental drug and alcohol use, it is important that family history is well documented, and a clear understanding of the effects of alcohol on the developing foetus and the child is appreciated by all health and care workers.
Fetal Alcohol Spectrum Disorder (FASD) is the leading known preventable cause of permanent learning disability worldwide and is caused by maternal use of alcohol during pregnancy. Affected children can have a wide range of physical, growth and neurobehavioural problems which impact on their everyday lives and limit their independence.
Fetal alcohol spectrum disorders are permanent lifelong developmental disabilities caused by maternal use of alcohol during pregnancy. Alcohol consumption in Scotland is high, but recognition of children affected by fetal alcohol harm in the UK is poor, much lower than in other parts of the world.
Young women in care should also be made aware of the dangers of drinking in pregnancy. Pre-conception and pregnancy are arguably the earliest stages at which services can work effectively together to offer guidance and support to families at risk from substance misuse issues. Women do not need to be alcohol dependent to have a child with FASD, although it is much more common in children of dependent women, and alcohol use is often a co-occurrent substance use with drug problems. Since the brain of the foetus develops throughout the duration of pregnancy, it can be damaged at any time during pregnancy.
Health for All Children 4 (Hall 4)
Where a child is Looked After, they should receive the full core/universal programme of screening, surveillance and health promotion as set out by Hall 4 in addition to any specialist health assessment required.
Hall 4 is the programme of screening, surveillance and health promotion contacts which every child in Scotland should receive.
The Hall 4 guidance introduced a tiered programme of support and intervention for those children who are vulnerable or are considered to be at risk, empowering health visitors and school nurses to assess the level of support and intervention required according to assessed need. The guidance expects health professionals to work closely with other agencies and services, in particular childcare and early education to build on existing contacts with children and families. Looked after children should have access to the full range of health services, including General Practitioner (GP), health visiting/school nurse, child and adolescent mental health, speech and language therapy, audiology, vision, health promotion, oral health, specialist, and sexual health services. All Hall 4 contacts will result in data being recorded about a child‟s looked after status on the National Child Health Surveillance Programme.
A New Look at Hall 4, launched by the Scottish Government in January 2011, set out the way forward for the successful delivery of Hall 4 in the Early Years. It supplements the 2005 guidance and addresses key issues identified as requiring further clarification. In line with GIRFEC, it recommends the Health Visitor should be the Named Person for the 0-5 age group or until the child enters school, to act as the first point of contact for children and families.
From April 2013, a new review at age 27-30 months has been introduced to the universal core programme of contacts. This review covers issues such as child development (including social, emotional and behavioural, speech and language, and gross and fine motor skills), nutrition and growth, physical health, home learning environment, early learning and childcare as well as parental health (all those in a parenting role, including foster parents and other carers).
Dental Health
Childsmile is a national programme designed to improve the oral health of children in Scotland and reduce inequalities both in dental health and access to dental services. The programme combines targeted and universal approaches to tackling children‟s oral health improvement. This combination provides a comprehensive pathway of care that is tailored to the needs of individual children.
At a population level, every child will have access to:
A tailored programme of care within Primary Care Dental Services.
Free daily supervised toothbrushing in nursery.
Free dental packs to support toothbrushing at home.
Directed support targeting children and families in greatest need through:
Additional home support and community interventions.
An enhanced programme of care within Primary Care Dental Services.
Clinical preventive programmes in priority nursery and primary schools and facilitation into dental services as appropriate.
Daily supervised toothbrushing in P1 to P2 of priority schools.
Health Promotion
Health promotion is the process of enabling people to increase control over and improve their health through evidence-informed action within health education, protection and prevention. Health professionals play a lead role in health promotion through a range of action such as screening, immunisation, health education, signposting, behaviour change, and promoting healthy lifestyles. Health promotion acknowledges the wide range of factors which influence health and wellbeing. It extends beyond the individual to include the wider social and physical environments which influence health and wellbeing.
Adopting a multi-agency approach encourages health professionals to liaise with a wide range of partners such as education, social care and the Third Sector. These partners are in a strong position to support behaviour change, reinforce health promotion messages and influence the social, emotional, physical and organisational environments within which people live their life. As such, they have a supporting role to play in responding to health promotion activity identified as part of a comprehensive health needs assessment for looked after children.
Mental & Emotional Health
There are a number of factors which may impact on a looked after child‟s mental health including: the child‟s experience in terms of poor parenting, trauma, bereavement or serious illness, mental health difficulties in one or both parents, and the impact on the child of the environment such as poor neighbourhoods, deprivation, social exclusion and poverty.
Additional factors can include stability and quality of care, and the child‟s links to family, friends and peers.
Source: Centers for Disease Control and Prevention
The Mental Health of Young People Looked After by Local Authorities in Scotland (2004) found that among young people (n=242), aged 5-17 years, looked after by local authorities, following assessment:
45% were diagnosed with a mental disorder
38% had clinically significant conduct disorders
16% were assessed as having emotional disorders – anxiety and depression
10% were rates as hyperactive
It is recommended that looked after children are screened for emotional and mental health difficulties using Goodman‟s Strengths and Difficulties Questionnaire (SDQ). This can be easily used by the professional carrying out the health assessment and can be scored using online programmes. The form can be discussed as part of the assessment or completed by the young person as they wait for their appointment.
While it is important to pick up any formal „mental disorder‟ amongst these children, arguably a more important task is to respond appropriately to the emotional distress that they experience. Understanding that distress in the contents of attachment processes is quite a challenge, but one that health professionals should try to respond to.
The SDQ is weighted towards externalising difficulties like ADHD and behavioural problems and tends to be less useful for picking up internalising problems such as anxiety, depression or attachment difficulties. To address this, additional questions should be added to capture more information about internalising difficulties.
Where the tools is being used for younger children, questions about attachment should be included.
If further specialist services are required, consultation should be provided by CAMHS for any concerns raised during the health assessment and mental health screening, or if there is uncertainty around results. Where children are thought to have significant emotional and/or mental health difficulties, they should always be referred to a specialist service for full assessment.
It is worth remembering that CAMHS services are specialist children‟s services and that access to clinical psychology, educational psychology, primary care mental health workers and voluntary agencies may be more useful to support looked after children.
SECTION 3 - HEALTH SERVICE RESPONSIBILITIES FOR LOOKED AFTER CHILDREN (HEALTH ASSESSMENT)
In 2009, a letter was issued to NHS Board Chief Executives (CEL 16 (2009)) making the following recommendations:
Each Territorial Health Board should nominate a Board Director who will take a corporate responsibility for looked after children and young people and care leavers by 30 June 2009.
The Director will be responsible for ensuring that Health Boards fulfil their statutory duties under the Looked After Children Regulations (1996)*. This will enable the Board, on the basis of information from local authority partners, to identify all looked after children and young people and care leavers in their areas by 31 July 2009, including those who are looked after at home and those placed from outwith their Health Board areas.
The Director will also be responsible for the implementation of Next Step (a) under Action 15 of We Can and Must Do Better:
Joint assessment and planning which takes into account the views of the young person and includes details of their particular health needs, including registration with a GP, dentist, regular health and dental checks, advice on sexual health, mental health and emotional wellbeing and access to any mental health services required.
The Director will ensure that the Board offers ever currently looked after child and young person in their area a health assessment by April 2010. Any new child or young person coming into the system from March 2010 should have a health assessment within 4 weeks of notification to the Health Board.
The Director will ensure that the Board offers a mental health assessment to every looked after children and young person. This recommendation should be phased in line with the implementation of "Mental Health of Children and Young People Framework for Promotion Prevention and Care" (FPPC) by 2015.
The Director will ensure that every looked after child or young person who has general and mental health needs identified as part of their health assessment, the person undertaking that health assessment takes responsibility for ensuring their care plan is delivered/coordinated as appropriate.
The Director will ensure, using existing systems, that the performance of the Board in carrying out general and mental health assessments for looked after children and young people, and the health outcomes of those assessments, is reported annually to the Scottish Government.
*(now replaced by the Looked After Children (Scotland) Regulations 2009).
HEALTH BOARD DIRECTOR WITH RESPONSIBILITY FOR LOOKED AFTER CHILDREN (LAC DIRECTOR)
CEL 16 (2009) recommended that each Territorial Health Board should nominate a Board Director to take a corporate responsibility for looked after children and young people and care leavers. In 2012 the Looked After Children Strategic Implementation Group (LACSIG), in consultation with LAC Directors, described what was expected from LAC Directors, clarifying the role and responsibilities.
The LAC Director should ensure that the Health Board works with placing authorities in its area to ensure:
the Board is able to identify all looked after children and young people in its area, making sure there are clear procedures in place, detailing who should be informed and how.
structures are in place so health professionals are involved in the decision-making process regarding care placements where there are specific health needs.
there are processes and resources in place to support health professionals with the complex issue of health consent and confidentiality.
arrangements are in place for a registered medical practitioner or a registered nurse to offer a written assessment of the child‟s health and their need for health care within 4 weeks of notification.
that looked after children‟s nurses, school nurses, health visitors and paediatricians have the capacity to:
- receive referrals;
- identify health records and request them from the NHS Board in whose care they are held;
- provide a comprehensive health assessment;
- make sure that the looked after children and young people are engaged with primary care, secondary care and specialist care as required;
- facilitate transfers where looked after children and young people move to another health board area, including information sharing and continuity of service delivery and care planning.
information and data from the health assessment is fed back into the Child‟s Plan.
a Lead Professional is identified to ensure the child‟s health needs are addressed. Where the lead professional is not from the Health Board, a key worker should be identified to liaise over delivery of healthcare.
arrangements are made for looked after children and young people to be provided with healthcare services, including medical and dental treatment.
the connection between the child protection processes and wider structural processes to support and plan services for vulnerable people.
procedures are in place so the Health Board is able to offer a mental health screen to every looked after child or young person by 2015.
At Health Board level, the Director should
engage Board members in the Corporate Parenting agenda.
ensure s/he is able to access specialist health advisors.
ensure mechanisms are in place for multi-agency partnership working
support Board members to ensure that the needs of looked after children and young people are articulated within the Community Plan, associated action plans, Integrated Services Plan and Single Outcome Agreement.
actively seek to promote the needs of looked after children and young people within service design and improving patient care.
ensure that arrangements are in place for the transition of looked after children and young people from child health to adult health services.
advocate on issues around consent, confidentiality and implications of data protection, relevant to looked after children and young people.
CHILD HEALTH COMMISSIONERS
There is a Child Health Commissioner appointed in every Health Board in Scotland. Whilst there is some variance across Scotland, the broad role of the Child Health Commissioner should include the following –
Lead on local child health strategy
Board and CHP reports with a children's element
Regional planning
Involving children and young people in service planning and provision
Child health contribution to local delivery plans and Single Outcome Agreements
Communication across local systems on new policy
Providing advice to NHS Board on policy matters
Champion partnership working with local authority and other key local partners
Involvement in performance reviews of child health services
Participation in the National Child Health Commissioners Group.
This role was set out more fully in CEL 19 (2011).
In addition, many of the Child Health Commissioners are leading on the looked after children health strategy in their Board wide area.
OUT OF AREA PLACEMENTS (cross boundary and cross border placements)
CEL 06 (2013) sets out the procedures for establishing the Responsible Commissioner for an individual‟s care within the NHS. Paras 75-80 outline arrangements for looked after children where they are placed in a setting out with their home Board area:
ESTABLISHING THE RESPONSIBLE COMMISSIONER: GUIDANCE AND DIRECTIONS FOR HEALTH BOARDS, MARCH 2013
Children who are looked after by local authorities can remain at home or be provided with accommodation away from their normal place of residence (i.e., kinship/foster/residential placement, respite care). The responsible Health Board should be established by the usual means identified in paragraph 6 et seq (i.e. the address where the child is ordinarily resident).
The Looked After Children (Scotland) Regulations 2009 place a duty on local authorities to notify Health Boards when they place children in a kinship/foster/residential setting. There may also be cases where a child who is looked after at home moves to a new area. The duty to notify applies regardless of whether or not the child moves out of the original local authority area. This applies in respect of placements with foster carers and kinship carers as well as placement in a residential establishment and must be carried out as soon as reasonably practicable. Where placements are arranged urgently the notification should be done as soon as reasonably practicable.
Under regulation 3(3)(b) of The Looked After Children (Scotland) Regulations 2009, when a child becomes (or is about to become) looked after, the local authority must obtain a written health assessment by a registered medical practitioner or a registered nurse. CEL 16 (2009) recommended that this is offered within four weeks of notification to the Health Board. A new assessment may not be necessary where one has been carried out within three months of the child becoming looked after.
If a looked after child moves to a new area, the receiving Health Board should honour the current health care plan until this is changed following a new assessment. Arrangements should be made, in discussion between those currently providing the health care and with the new Health Board and relevant specialist services, to ensure continuity of health care. Continuity in some circumstances may involve continued care from the original provider until a handover can be arranged. Any changes in the health care commissioning responsibilities must not be allowed to disrupt the ultimate objective of providing high quality, timely care for the individual child or young person. It is important to ensure a smooth handover of clinical care where that is the agreed best plan for the child.
For all looked after children, the local authority and receiving Health Board should identify a lead professional to ensure the child‟s health needs are addressed.
When a child who is looked after reaches the age of 18, the test to determine their ordinary residence does not change: the ordinary residence of the child on his or her eighteenth birthday will identify the responsible Health Board, unless the child is attending a special school when the rule set out in paragraph 73 will apply.
SECTION 4: HOW TO DELIVER A HEALTH ASSESSMENT
The following charts show the systems and processes required to deliver comprehensive health assessments for children and young people who become looked after.
There may not be a requirement to have repeated comprehensive health assessments every time the child moves into and out of care.
LOOKED AFTER CHILDREN AND YOUNG PEOPLE HEALTH ASSESSMENT PATHWAY
LOOKED AFTER CHILDREN AND YOUNG PEOPLE HEALTH ASSESSMENT PATHWAY
| Notification | Local Authority to inform | Every Health Board to |
|---|---|---|
| | Health Board re status of | have a central |
| | child | administration co- |
| | | ordinator for looked after |
| | | children |
| | Health Board to ensure | IT system |
| | consent to carry out | |
| | assessment from person | |
| | with parental rights and | |
| | responsibilities is confirmed | |
| | via Lead Professional | |
| | Central admin to identify the | Local Authorities should |
| | key health partner to the | have a standard list of |
| | plan | essential information to |
| | | be provided at time of |
| | | notification |
| Information | Generate a profile which | Identify appropriate |
| Gathering | includes: | admin system and |
| | a copy of the Child‟s | support to complete |
| | Plan | profile |
| | name of Lead | |
| | Professional | An IT system which |
| | names of all health | connects primary |
| | partners to the plan | care/universal services |
| | hospital out patient | to secondary care and |
| | | includes dental services, |
| | history | |
| | | eg NHS SIRS, CHI and |
| | details of outstanding | |
| | | ISOFT/Education and |
| | appointments | |
| | | Social Work systems |
| | name of GP | |
| | immunisation record | |
| | Review of profile by clinical | |
| | staff | |
| | Identify most appropriate | A clinician with |
| | health professional to | appropriate knowledge |
| | undertake a health | and skills should make |
| | assessment | this decision |
| | Inform appropriate person | Health visitors, school |
| | of their role/task | nurses and |
| | | paediatricians should |
| | | know they have specific |
| | | roles and tasks in this |
| | | assessment and should |
| | | be provided with |
| | | adequate training and |
| | | resources |
LOOKED AFTER CHILDREN AND YOUNG PEOPLE HEALTH ASSESSMENT PATHWAY
| | Has an assessment of | A suitable screening tool |
|---|---|---|
| | emotional wellbeing /mental | has been used, eg |
| | health been made? | WEMWS, SDQ, BAAF |
| | | emotional and |
| | | behavioural wellbeing |
| | | profile |
| Assessment | Carry out age appropriate | Provide supporting |
| | health assessment as per | documentation: |
| | agreed national guidance | General health |
| | | profile |
| | | Child‟s Plan |
| | | Others? |
| | Complete appropriate pro- | Health Board to provide |
| | forma | a standard proforma |
| | | based on national |
| | | minimum data set |
| | | A national system |
| | | should be developed to |
| | | collate the agreed |
| | | dataset |
| Summary of Health | Summarise identified health | Electronic |
| Needs | needs | communication |
| | Complete child‟s health plan | |
| | Communicate with key | |
| | health partner to Plan | |
| | Integrate health needs | Child‟s Plan |
| | within inter-agency Child‟s | |
| | Plan | |
| Implementing | Identify who will address | Meeting required with |
| Health Plan | health needs | Lead Professional to |
| | | discuss how health |
| | | needs will be addressed |
PART 1 - NOTIFICATION
Referral Process To Health
The local authority must inform the health board nominated administrator for looked after children within 5 working days of any child or young person who becomes looked after. A health assessment should be carried out within 4 weeks of this notification to the Health Board. The Health Board should ensure there is a clear process to carry out a health assessment.
Consent
Local authorities should have guidance in relation to consent to the medical examination and treatment of children/young people who are looked after. They should make this known to the child/young person, health services, the parents, carers and staff. The arrangements for medical consent should be set out in each care plan where a child/young person is looked after. These will vary according to the legal status of the child/young person (Section 17(6) of The Children (Scotland) Act 1995), the age and understanding of the child/young person and whether a local authority does or does not have parental responsibilities for the child.
In Scotland, the starting point for who is entitled to consent to medical treatment for an individual child/young person is section 2(4) of The Age of Legal Capacity (Scotland) Act 1991. This states that:
A person under the age of 16 years shall have legal capacity to consent on his own behalf to any surgical, medical or dental procedure or treatment where, in the opinion of a qualified medical practitioner attending him, he is capacity of understanding the nature and possible consequences of the procedure or treatment.
PART 2 – INFORMATION GATHERING
Before the health assessment, it is essential to gather as much relevant health and social information as possible.
This will include information from the following sources:
local authority‟s information on the child, including child‟s plan incorporating social work report, child protection report and any available parental health information;
child health surveillance information, including child health screening and immunisations;
GP-held information;
community health services;
Health Visitors/School Nurses/AHPs;
NHS system (eg TRAKCARE), access to note, attendance at Accident and Emergency and other paediatric departments, or out of hours GP services;
referrals or contact with hospital services;
referrals or contact with child and adolescent mental health services;
referrals or attendance at primary care dental services (Public Dental Service or General Dental Practice).
Local authorities and NHS Boards should have in place protocols, which establish the framework for information sharing. The issues to consider would include:
who has access to what information and how data security is ensured;
arrangements for seeking consent to information sharing;
how children, parents and other third parties are informed of, and allowed to challenge, information that is kept on them;
how carers contribute to and receive information;
mechanisms for sharing information between local authorities and health boards.
Guidance from the Information Commissioner‟s Office on information sharing between services in respect of children and young people is attached at Annex C.
PART 3 – COMPREHENSIVE HEALTH ASSESSMENT
Objectives of health assessment
The objectives of the health assessment are to:
Provide an opportunity to collate and to analyse the child/young person‟s health history including antenatal, birth, neonatal, past medical and family history.
To identify unrecognised/unmet health needs, ascertain if the child/young person has missed or has any outstanding appointments, and to plan appropriate action.
To comprehensively assess the child/young person‟s current physical, developmental and emotional health needs.
All assessments and planning by each Agency involved in a child‟s plan should be constructed around the 8 wellbeing indicators; safe, healthy, achieving, nurtured, active, respected, responsible and included. The Child‟s Plan should contain a holistic overview of all information gathered and assessments carried out and structured around the wellbeing indicators; a summary of how this information was considered in terms of the child‟s circumstances identifying strengths and pressures; how specific actions/ priorities were identified; and detail of a clear action plan. This must include the health assessment and action plan.
The comprehensive health assessment will lead to a single agency health plan that can be shared and integrated to develop the multiagency Child‟s Plan. The initial health assessment should be submitted to the multi-agency plan in My World Assessment format – ie strengths and pressures around SHANARRI.
This comprehensive assessment is best achieved using a proforma to prompt clinicians to seek relevant details and the recommended content for the different stages of childhood are outlined on pages 24-25. Local arrangements may vary, but standardised assessment tools have been developed which may assist NHS Boards (eg BAAF health assessment tool).
Information relating to the child‟s attendance, behaviour and achievement at school should also be taken into account as these factors can be related to unmet health needs and low self-esteem.
The clinician carrying out the assessment has a duty of clinical care to the child which includes making any necessary referrals for investigation and possible treatment of any health needs identified at the assessment. The clinician should follow up any concerns sharing appropriate, and proportionate information with the Named Person.
It should be ascertained at the time of this assessment whether the child/young person is already receiving or awaiting health treatment. Every effort should be made to ensure that being looked after does not disrupt existing arrangements or cause them to lose a place on a waiting list. Health professionals must be informed of placement changes in a timely manner.
The content of the assessment should be age sensitive and developmentally appropriate. The recommended content for the different stages of childhood are outlined on the following pages.
Age-appropriate recommended content of the comprehensive health assessment for looked after children and young people
UNDER 5s
For children under five years or pre-school, the focus will be on:
Assessing child development, in particular the development of speech and language, gross and fine motor function, vision and hearing, play and pre-literacy skills, social and self-help skills and progress in nursery. Standardised assessment tools such as Schedule of Growing Skills may be useful.
Assessing physical health and identification of health conditions.
Assessing and interpreting growth.
Ensuring childhood immunisations are complete for age.
Dental health and registration with a dentist.
Consideration of antenatal exposure to drugs and alcohol and exposure to blood borne viruses, either from birth or exposure in the home.
Emotional wellbeing including consideration of attachment issues.
AGES 5-10
For primary school age children the focus will be on:
Assessing child development, in particular the development of speech and language, gross and find motor function, vision and hearing, play, social and self-help skills, and progress at school.
Assessing physical health and identification of possible health conditions.
Assessing and interpreting growth.
Level of physical activity, dietary intake and understanding of a healthy lifestyle.
Dental health and registration with a dentist.
Emotional wellbeing including consideration of attachment issues
Assessing level of self-care skills; eg personal hygiene, tying shoe laces, telling the time.
Awareness of basic safety issues, including road safety and social media.
Where appropriate, to recognise and cope with the physical and emotional changes associated with puberty.
Ensuring childhood immunisations are complete for age.
ADOLESCENCE AND LEAVING CARE 11-18
For secondary school age children and young people and care leavers the focus will be on:
Assessing physical health and identification of health conditions.
Ability to take age appropriate responsibility for their own health, including responsibility for specific health conditions eg asthma, diabetes.
Assessing and interpreting growth.
Level of physical activity, dietary intake and understanding of a healthy lifestyle.
Dental health and registration with a dentist.
Vision and hearing – last eyesight test.
Progress/attendance at school and whether any additional supports required.
Ensuring childhood immunisations are complete for age.
Communication and interpersonal skills, including ability to make and sustain friendships.
Emotional health and wellbeing including consideration of mental health issues.
Where appropriate, to recognise and cope with the physical and emotional changes associated with puberty.
Assessing young person‟s understanding of relationships, sexual health and the particular risks of early sexual activity.
Assessing young person‟s understanding of involvement with health risk taking behaviour eg smoking, misusing alcohol and drugs, inappropriate access to social media.
Assisting the young person to access appropriate sources of information and advice about a range of health issues.
Ensuring care leavers have an understanding of their own health history and knowledge on how they can access their health records so they are able to make informed choices relating to their health.
Specialist assessments
If the Comprehensive Health Assessment identifies the need for any further specialist assessment that the child or young person may require, the assessing clinician should discuss this need and make the appropriate referrals. Such specialist assessment may include:
Specialist LAC assessment
Child and Adolescent Mental Health Assessment
Education Psychology Assessment
Speech and Language/Physiotherapy/Occupational Therapy assessment
Specialist Paediatric/Surgical Paediatric assessment
Ophthalmology/Audiology
PART 4 – SUMMARY OF HEALTH NEEDS
After the assessment the clinician should compile a health care plan specifying any timescales for actions to be completed and when the health care plan will be reviewed. As outlined in CEL 16 (2009), the clinician undertaking the health assessment takes responsibilities for ensuring the care plan is delivered/co-ordinated as appropriate.
PART 5 – IMPLEMENTING THE HEALTH PLAN
Where two or more agencies need to work together to help a child or young person, there will be a lead professional to co-ordinate that help. It is the responsibility of the Lead Professional to ensure that relevant assessment information, outcomes and actions are integrated into the Child‟s Plan and that what is recorded is agreed by the contributing parties.
Clear explanations should be given to the child/young person about any further consultations, treatment or care. Referral to local services should be made where appropriate.
If the child/young person ceases to be looked after the social worker needs to inform the LAC Administration team. On-going implementation of the child‟s health care plan will then be the responsibility of primary care.
IMPLEMENTING HEALTH SERVICES FOR LOOKED AFTER CHILDREN
NURSING WORKFORCE
The Children‟s (Scotland) Act (1995) emphasises that looked after children are entitled to the same health services as any other child. In response most Health Boards have established LAC Health Teams based on local needs and requirements. Currently therefore, roles, titles, responsibilities, delivery models and managerial arrangements differ across Scotland. Initially aims of LAC Teams were to improve outcomes through assuring appropriate health assessment and intervention. In support NHS Education Scotland and the RCN developed A Capability Framework for Nurses who Care for Children and Young People who are Looked After Away from Home (2009).
Universal services
Universal services, Midwives, Health Visitors and School Nurses play a vital role in reviewing and improving the health of looked after children. For all preschool children Hall 4 sets out a number of child health reviews from 0-5 years of age. For the majority of school age children, currently universal school health reviews are provided only once at Primary One although many school age looked after children are more likely to have poor attendance at school, be excluded, have more complex needs, and in addition many experience a number of placements making continuity of care and intervention difficult. For children of school leaving age to 18 years, no universal health services are identified to undertake the child‟s health assessment.
Specialist Looked After Children (LAC) Health Services
Over the past 12 years, the introduction of LAC Health Services, Lead Nurses and LAC Health Teams; paediatricians and LAC nurses, have made significant improvements in improving the health needs of looked after children. The principle aim is to improve outcomes through assuring delivery on statutory and CEL16 (2009) requirements and by providing continuity of health assessments from age 0-19. LAC Teams have evolved to include a variety of roles and complexities ranging from staff nurse to those at advanced practitioner level. These encompass engaging with vulnerable children, assessing and analysing health information and providing comprehensive reports detailing implications of the information for the child‟s current, future health and wellbeing. Prior to the development of specialist services for looked after children identified challenges included: inconsistent, delayed or repeated health assessments of variable quality, use of a variety of assessment tools, lack of consistent health care together with the need for additional consideration to be given to such issues as blood borne virus testing, sexual exploitation, abuse in care which universal services may not have previously considered.
CEL16 (2009) is currently the only performance measure against which all NHS Boards report in respect of looked after children.
Current Nursing Workforce
In June 2013 a review of current nursing provision for looked after children was undertaken by the Scottish Government's Directorate for Chief Nursing Officer, Patients, Public and Health Professions (CNOPPP) to identify existing nursing roles and resources. Findings indicate that the majority of current service provision is directed to looked after and accommodated children and young people. Some Board areas have expanded this to include all looked after children, as per CEL 16 (2009) requirements. Two models of service provision were identified.
Model 1 - Designated Specialist LAC Health Teams
Specialist designated nurses and LAC Health Teams offer health assessments for looked after and accommodated children. Usually these specialists are Band 6 or 7 nurses who may be led by a Band 8 nurse. These teams are responsible for undertaking statutory health assessments for looked after children, developing health care plans, coordinating health care and supporting staff and carers. They ensure information is gathered on admission to care, is regularly reviewed and provide reports for children undergoing permanency and adoption processes. Some teams are multidisciplinary including paediatricians ensuring appropriate health action plans are in place based on health needs. Standardised comprehensive health assessment tools such as the BAAF are used. All approaches to medical consent and information sharing, complies with The Children (Scotland) Act 1995, Age of Legal Capacity Act and conditions of orders from children's hearings. The LAC nurse co-ordinates children's health care irrespective of the number of care placement moves, ensuring coordinated continuity of health care and avoiding repeated assessments.
These designated nursing services are in addition to universal services such as health visiting and school nursing and encompass leadership and management responsibilities. Teams serve as a HUB and central point of contact for health information, the local authority and care placements irrespective of where a child is placed. Roles are highly developed, understanding the impact of neglect and abuse on children and child development, attachment difficulties and high level health risk taking behavior. Children have a named LAC nurse who follows the child irrespective of placement and children who are excluded from education or have left school are offered a consistent service up to 18 years.
Model 2 - Lead Nurse for Looked After Children
NHS Boards have a Lead Nurse for looked after children (Band 7 or 8) who provides professional leadership within the NHS Board structure for staff caring for looked after children. The role of the Lead Nurse centres on ensuring improvement of outcomes and delivery of legal and CEL 16 (2009) requirements within universal services. The role manages a system wide process which ensures health professionals (across all disciplines associated with the child), are active, accountable and responsible for delivery of care as the child moves across placement. The role also includes up skilling, training and support of staff in universal services, clinical supervision and governance of staff with looked after children on their case load, Quality Assurance of health assessments, input to the multi-agency plan, working at a leadership level within the NHS Board, with systems in place to support staff in universal services support looked after children. In terms of competencies of the workforce, the Lead Nurse needs specialist skills, however the role is principally professional lead with the driver to improve the skills in the universal workforce in respect of looked after children.
Future Models
There are advantages and disadvantages associated with both current models described but currently both lack a robust evaluation or research base. Although future team compositions are likely to continue to vary across Health Boards due to differing levels of need, it is essential nursing staff are able to evidence competency and job descriptions should state the range of duties related to the role. Examples of current role descriptions are attached at Annex B.
Implications for Nursing Resource
As set out in CEL 16 (2009) the health needs of all looked after children should be assessed within 4 weeks of notification by the local authority or evidence exists that a health assessment has taken place within the previous three months.
The review by CNOPPP recommended that, despite the need for locality responsive models, it is essential that a consistent approach is taken nationally to roles, support and supervision of nursing resource, and expected levels of service provision. The following good practice is required:
Universal services should be provided to all looked after children 0-19 years as set out in Hall 4 and according to additional HV/SN guidance (currently under development).
Assessments should be undertaken regularly by HV/SN in line with GIRFEC and HPIs allocated accordingly, based on individual needs.
Each Health Board should have a named designated lead nurse for LAC and or ANP with appropriate knowledge and skills to ensure appropriate leadership and governance and to assist nominated Board Directors fulfil responsibilities in accordance with CEL 16 (2009).
Looked after children aged 5-19 should be frequently assessed by SNs and or LAC Health Care Teams according to local needs, models and requirements.
Looked after children may require additional specialist assessments. These may be carried out by LAC Specialist Nurses, LAC Teams and or universal services (supervised by LAC specialist nurses) depending
on local delivery models.
LAC Teams and Specialist Nurses should provide specialist and additional support, assessment and intervention as required. They should provide a key leadership role for universal services which includes training, education, supervision and quality monitoring.
National nursing guidance for looked after children should be re-assessed and/or developed which standardises roles, appropriate knowledge, skills and competencies required.
LAC Nurses job titles should be standardised and job descriptions should be precise and transparent.
In areas where numbers of looked after children are high, Boards may benefit from specialist LAC nursing teams.
LAC Teams and Specialist Nurses should ensure practice, professional and/or managerial links with universal services, nursing and child protection services and structures and/or LAC nursing services should be supported and line managed through a nursing structure within children/community services
On-going professional clinical supervision, support and professional development are essential for the LAC Nurse, when providing a service to this highly vulnerable child population.
Consideration at Board level needs to be given to expected levels of input from universal services for looked after children if this is in addition to the core programmes. It is well recognised that Health Visitors due to more structured contact with families often have a more established relationship with parents, children and or foster carers. For school age children, this is more challenging due to children from the same placement attending different schools, SN caseload size and a possible lack of relationship with the child or placement. It may be that for children of school age, health needs are co-ordinated by a specialist nursing team, due to care placement complexity and levels of vulnerability of the child.
MEDICAL WORKFORCE
The Medical Workforce delivering clinical assessments of looked after children has historically been based in Community Child Health (CCH) services, with little uniformity across Scotland in sizes of medical teams, and no matching of medical resource against population need. In addition, demands for statutory provisions of medical advisers to adoption and fostering panels has far outweighed supply of a new generation of doctors. There is a national shortage of paediatricians training in CCH, and even fewer applying for consultant posts, leaving Consultant Paediatricians being appointed with competing demands between acute paediatric services and community based services including looked after children.
In 2013 there were 45 doctors working within looked after children‟s services across 14 Health Boards and liaising with 32 Local Authorities. The extent of each doctor‟s involvement with looked after children, those moving towards permanence, adults wishing to care for all these children varies on an individual basis. The Adoption Act (2007) states a legal requirement to have a Medical Adviser appointed to each adoption, permanence or fostering panel. Although it is not a requirement for them to attend fostering panels there is a considerable workload in evaluating the health assessment of looked after children so that all the relevant medical information is available for the other panel members in a timeous fashion.
Medical Workforce resource
Whilst developing this guidance, an informal audit of the present medical workforce roles and responsibilities was carried out. It is apparent that the vast majority of medical staff, if not all, were unable to fit their current workload into agreed job plans. Nearly all require to read the detailed, extensive paperwork for panels at home, in their own time in order to complete this before panels take place. As local authorities have increased the number of LAC permanence panels, the workforce is struggling to meet the demand for medical reports.
| LAC stats | Consultant | Assoc. Spec. | Specialty Dr |
|---|---|---|---|
| Total number | 9 | 21 | 10 |
| Total PAs | 11 (1.1) | 24 (2.4 ) | 9 ( 0.9) |
| (WTE) | | | |
Total PA‟s for clinical assessments = 48.5 ( WTE 4.85)
Total PA‟s for Panel work
= 46.5 ( WTE 4.65 )
Several of these paediatricians are due to retire leaving significant gaps in service. The specialist nature of these jobs necessitates specific training and experience to fulfil these positions. Although some roles could be filled by GPs with a special interest, they require training and supervision to deliver their responsibilities adequately.
The fourth edition of Health for All Children estimated that a Health Board covering a population of 100,000 would provide about 50 comprehensive assessments and 100 health reviews per year. It suggests that a comprehensive assessment report takes on average 6 hours. For workforce calcuations, they suggest:
2 notional half-days per week of medical time for comprehensive assessments
One FTE designated nurse (H Grade) to undertake and coordinate health reviews
One session per week for the designated doctor
Administrative and data management support
However, medical skill mix has been used creatively with specialty doctors, consultants and GPs with special interests participating on provision of services.
In addition most Health Boards have appointed a Lead Paediatrician for LAC, mainly Associate Specialists with a few Consultants but in some areas, the strategic lead is providing direct clinical care to looked after children.
Implication For Medical Resource
New Consultant job descriptions need to be explicit about the tasks that require specific competencies, to deliver medical assessments of looked after children. BAAF and RCPCH (should) have detailed job descriptions of these roles.
LAC health teams should consider skill mix across specialist medical and nursing CCH teams, to deliver the tasks that require specialist competencies.
LAC Executive Director at Board level should engage with local authorities at the earliest opportunity, through the Integrated Service‟s Plans, and Single Outcome Agreement, to detail the investments in medical and nursing resource needed to increase capacity to deliver timeous reports for the Permanence and Adoption Panels.
Board Workforce Planners should participate in a workforce exercise across health and social care, to deliver robust medical and nursing resource to meet the CEL16 requirements.
SECTION 5: CORE DATASET TO BE RECORDED ON ALL COMPLETED ASSESSMENTS
In general there is value in recording the findings of looked after children health assessments in a consistent way across Scotland. A consistent approach to capturing the rich information required to
understand and plan to meet children‟s needs
allow clear communication of children‟s needs between professionals and agencies responsible for their care; and
facilitate transfer of information between areas when children move.
In addition, ensuring that a core subset of this detailed information is captured (according to agreed definitions and standards) will enable local monitoring and governance of looked after children‟s health assessments and the health needs of this group. Such a subset would also provide the essential first step towards developing a national data return that would allow comparative reporting and benchmarking between areas.
Data should be consistently captured and be compatible with existing systems across social work and health.
A required core subset of data to be captured electronically on all LAC health reviews along with supporting definitions and standards is provided in Annex A. This dataset focuses on the personal identifier information that should be captured on children undergoing a LAC health assessment and key health areas that are known to be particularly poor for looked after children. The personal identifier information is required to enable subsequent data linkage (e.g. linkage of LAC health assessment data to children‟s subsequent hospital admission records) which is an important way of monitoring outcomes for this group of children.
SUBSET OF DATA TO BE CAPTURED ON ALL LOOKED AFTER CHILDREN AND YOUNG PEOPLE'S HEALTH ASSESSMENTS
The following core subset of information should be captured electronically on all completed assessments using the definitions specified.
Ethnicity code list
Please note that this code list is the one developed for the 2011 census and is used as standard across the NHS. Alternative code lists should not be used.
Code 99 indicates that the individual was not asked to give their ethnicity. If they are asked but decline to answer, code 98 should be used.
Group A - White
1A Scottish
1B Other British
1C Irish
1K Gypsy/ Traveller
1L Polish
1Z Other white ethnic group
Group B - Mixed or multiple ethnic groups
2A Any mixed or multiple ethnic groups
Group C - Asian, Asian Scottish or Asian British
3F Pakistani, Pakistani Scottish or Pakistani British
3G Indian, Indian Scottish or Indian British
3H Bangladeshi, Bangladeshi Scottish or Bangladeshi British
3J Chinese, Chinese Scottish or Chinese British
3Z Other Asian, Asian Scottish or Asian British
Group D - African
4D African, African Scottish or African British
4Y Other African
Group E - Caribbean or Black
5C Caribbean, Caribbean Scottish or Caribbean British
5D Black, Black Scottish or Black British
5Y Other Caribbean or Black
Group F - Other ethnic group
6A Arab, Arab Scottish or Arab British
6Z Other ethnic group
Group G - Refused/Not provided by patient
98 Refused/Not provided by patient
Group H - Not Known
99 Not Known
Looked after status code list
NURSING WORKFORCE - CURRENT ROLE DESCRIPTIONS
Further details of roles are outlined in RCN/ RCPCH Looked after Children: Knowledge, Skills and Competences of Health Care Staff Intercollegiate Document (2012)
Links to Further Information
CEL 16 (2009): Implementation of Action 15 of the Looked After Children and Young People: We Can and Must Do Better Report www.sehd.scot.nhs.uk/mels/
CEL2009_16.pdf
Supporting Young People‟s Health & Wellbeing – A Summary of Scottish Government Policy www.scotland.gov.uk/Publications/2013/04/4112
We Can and Must Do Better www.scotland.gov.uk/Publications/2007/01/15084446/0
Health for All Children 4: Guidance on Implementation in Scotland www.scotland.gov.uk/Publications/2005/04/15161325/132
69
A New Look at HALL 4
www.scotland.gov.uk/Publications/2011/01/11133654/11
The Scottish Child Health Programme: Guidance on the 27-30 month child health review www.scotland.gov.uk/Publications/2012/12/1478
Equally Well www.scotland.gov.uk/Resource/Doc/229649/0062206.pdf
Better Health, Better Care www.scotland.gov.uk/Publications/2007/12/11103453/9
A Pathway of Care for Vulnerable Families (0-3)
www.scotland.gov.uk/Publications/2011/03/22145900/8
A Guide to Implementing Getting it right for every child: Messages from pathfinders and learning partners http://www.scotland.gov.uk/Publications/2010/07/19145422/0
A Capability Framework for Nurses who Care for Children and Young People who are Looked After Away from Home www.mnic.nes.scot.nhs.uk/media/17530/lac_framework_fin alf in al. pd f
Looked After Children: Knowledge, skills and competences of health care staff – Intercollegiate Role Framework http://www.rcpch.ac.uk/sites/default/files/RCN%20&%20RCP C H % 20 LA C % 20 comp et e nc e s% 202012%20v1.0%20WEB%20Final.pdf
Looked After Children (Scotland) Regulations 2009 www.legislation.gov.uk/ssi/2009/210/contents/made
Guidance on the Looked After Children (Scotland) Regulations 2009
www.scotland.gov.uk/Publications/2010/06/01094202/28
These Are Our Bairns: A guide for community planning partnerships on being a good corporate parent
www.scotland.gov.uk/Publications/2008/08/29115839/24
Looked After Children in Glasgow and Scotland: A Health Needs Assessment www.scotphn.net/pdf/2013_05_13_Health_Needs_Assessment_Looked_After_Children_in_G lasgow_and_Scotland_Final_Draft_for_Web_Publication.pdf
Attachment Matters for All – An Attachment Mapping Exercise for Children‟s Services in Scotland http://www.celcis.org/media/resources/publications/Attachme nt -Mat t ers -F o r-A ll. p df
Consent
The Age of Legal Capacity (Scotland) Act 1991
A Good Practice Guide on Consent for Health Professionals in NHSScotland NHS HDL (2006) 34
NHS Code of Practice on Protecting Patient Confidentiality SEHD 2003
© Crown copyright 2014
You may re-use this information (excluding logos and images) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: firstname.lastname@example.org.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
First published by the Scottish Government, May 2014 ISBN: 978-1-78412-414-4 (web only)
eBook first published by the Scottish Government, May 2014 ISBN: 978-1-78412-415-1 (ePub)
Kindle eBook first published by the Scottish Government, May 2014
ISBN: 978-1-78412-416-8 (Mobi)
The Scottish Government St Andrew's House Edinburgh EH1 3DG
Produced for the Scottish Government by APS Group Scotland DPPAS28350 (05/14)
Published by the Scottish Government, May 2014
www.scotland.gov.uk
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WORK PACKAGE 1.1: SOILS
The aim of Work Package (WP) 1.1, is to develop new tools and approaches for the sustainable management of soils in Scotland, so that they can continue to provide the range of benefits required of them.
Soils provide us with crucial benefits while at risk from numerous drivers of change. They are required to support a number of functions from the same land and landscapes, such as food production, biodiversity conservation, nutrient cycling, carbon storage and the regulation of water quality.
This WP will improve our knowledge and understanding of soil processes and how these contribute to the functioning and resilience of soils in Scotland.
The focus is on semi-natural systems including peatlands, machair, extensive grasslands and low-input arable and will complement work on water (WP 1.2) and biodiversity (WP 1.3). All three WPs will contribute to work on integrated approaches to land management (see WP 1.4). Relevant findings from both intensive and extensive agricultural systems will be brought together via collaboration with Productive Land Use Theme researchers (e.g. WP 2.3). WP 1.1 outputs will also enhance our ability to monitor soils and assess how the benefits they provide are affected by disturbance, supporting the implementation of the Soil Monitoring Action Plan.
A diverse team of natural scientists and socio-economic researchers will work with stakeholders (e.g. via the Soil Engagement Group) to develop tools for decision makers, and raise awareness of how sustainable management and restoration of degraded soils can benefit society. Case studies developed and tested through research will be used to demonstrate sustainable soil management practices to stakeholders.
WP 1.1 will deliver knowledge, information and tools to improve Scotland's capacity for sustainable management of soil for multiple benefits, through:
* Experiments to explore how soil functions are affected by different management interventions, including peatland restoration and rotational management.
* Sampling and characterising soil fungal communities at different stages of peatland restoration to look at their role in restoring soil functions, including carbon and nitrogen cycling.
* Developing indicators and measures for soil nutrient cycling based on soil organisms and soil properties, and testing their performance in grassland and barley systems.
* New models of how soils in semi-natural ecosystems respond to disturbance, to assess resilience.
* A user-friendly tool to measure and manage soil structure (to help combat soil compaction/erosion).
* Field experiments and models to improve quantification of greenhouse gas (GHG) uptake and release in peatland/moorland ecosystems, including identification of 'GHG hotspots'.
* Improved understanding of the impacts of management practices (such as muirburn) and changes in management (such as long-term agricultural intensification) on soil carbon sequestration.
* A Digital Soil Map for Scotland including risk mapping (e.g. for soil erosion) and mapping of soilderived ecosystem services (e.g. those related to soil hydrology).
* Assessment of how monetary and non-market benefits associated with soils and key soil habitats (e.g. peatlands) influence land managers' decision-making.
* Decision tools based on cost-effectiveness and cost-benefit analyses, to help achieve peatland restoration targets and overcome barriers to managing peatlands for multiple benefits.
Work Package co-ordinator:
Allan Lilly (James Hutton Institute), email@example.com
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Summarised inspection findings
Lockerbie Primary School Nursery Class
Dumfries and Galloway Council
9 June 2020
Key contextual information
Lockerbie Nursery is situated within Lockerbie Campus. The nursery is registered for 48 children aged from two years to those not yet attending primary school. At the time of inspection, there was a maximum of 25 children attending on any given session. There were no two year old children present during inspection. The nursery has experienced several changes in staffing since August 2019.
2.3 Learning, teaching and assessment
satisfactory
This indicator focuses on ensuring high quality learning experience for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
n learning and engagement
n quality of Interactions
n effective use of assessment
n planning, tracking and monitoring
n Relationships among children, practitioners and families are a positive feature across the setting. Children are welcomed individually when they arrive each day. At the time of the inspection, a few younger children were new to the setting and required extra support at times. Children feel safe, secure and most are settling well into their nursery experience. They are making positive relationships with each other, beginning to make friendships and are enjoying their time in the setting.
n Practitioners need to review how they organise the daily session. In free play, most experiences are the same for all children and at a similar level. A better balance of child-led and adult-initiated learning is needed to help ensure all children are making the very best progress in their learning. Children also need a quieter, calmer area in the nursery where they can relax, be by themselves or with one or two others.
n Children access a good range of loose parts, particularly in the redesigned outdoor area. This access to loose parts is working well and children are showing more interest in their learning. To encourage children's curiosity and help them explore their sensory experiences, they need more frequent access to loose part play to develop a more positive level of engagement when playing.
n Across the team, there are some positive examples of interactions, where practitioners support children's learning well. At these times, they respond to children's interests by asking what they want to learn. For example, the provision of a police station in the imaginative play area following a visit from the community police. Practitioners need to review how they improve further their interactions with children. They should ensure all experiences support children's learning in interesting and dynamic ways. They need to help children to think through what they are doing and extend their play through modelling. Practitioners are not always providing resources or using question skilfully to extend children's thinking. Practitioners need to ensure that when interacting with children, they interact in consistent and positive ways which further children's learning and development.
1 |
Lockerbie Primary School Nursery Class (5948827)
Dumfries and Galloway Council
n Children are interested in using cameras, walkie-talkies and torches during free play. A few children explore enthusiastically how they work. Practitioners need to support children to test their ideas in different contexts. They do not always allow children time to persevere. Practitioners should build on these skills to develop further children's levels of concentration when playing.
n Practitioners use their observations to discuss individual children's progress with each other and parents. They plan children's next steps in learning using information gathered from the observations. To improve this further, practitioners need to make better connections between information from observations and children's prior learning.
n Practitioners would benefit from further professional learning outwith the setting to widen their knowledge. Their skills and confidence in assessing and recording observations of learning are not yet fully effective.
n Local authority trackers, developmental milestones and progression pathways, are helping practitioners record an overview of children's progress in literacy, numeracy, health and wellbeing. This overview of progress is at an early stage of development.
Lockerbie Primary School Nursery Class (5948827)
Dumfries and Galloway Council
2.1 Safeguarding and child protection
n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. Areas for development have been agreed with the school and the education authority.
3.2 Securing children's progress
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
n progress in communication, early language, mathematics, and health and wellbeing
n children's progress over time
n overall quality of children's achievement
n ensuring equity for all children
n Overall, the majority of children are making satisfactory progress in language and communication. During free play, the majority engage in conversation with their peers, adults and visitors. The majority of children enjoy mark-making when both indoors and outdoors, with a few exploring writing letters and numbers. A few children write their name with confidence. They need to develop their skills in writing for a purpose. Children enjoy listening to a story read by an adult and access to a range of fiction and non-fiction books across the setting. Children need support and encouragement to engage meaningfully with books to develop further their knowledge and understanding. In order for children to continue to make progress in language and communication, they need to develop their skills further in listening and talking.
n The majority of children are making satisfactory progress in numeracy and mathematics, with a few making good progress. They are showing an increasing interest in numbers, with the majority of children counting upwards to ten and a few counting confidently beyond. A few children use the language of measurement and size, as they build towers with the blocks. Children use loose parts increasingly to problem solve indoors and outdoors. They need to explore a range of natural materials to develop further their skills in this aspect. Children are beginning to develop an understanding of money as they take the snack money to the school office. In order to continue to make progress, children need to develop and apply their skills in numeracy and mathematics across a range of contexts. For example, when purchasing nursery snack from local shops.
n The majority of children are making satisfactory progress in health and wellbeing, with a few making good progress. The majority are developing their physical skills well in the large outdoor space, riding bikes independently and playing football. The majority of children are developing resilience and an increasing sense of risk. Children have an awareness of healthy eating as they enjoy a range of fruit and healthy snacks. They should continue to develop further their independence skills, for instance, continuing to prepare their own snack. Children are developing their hygiene skills well. In order for children to make continued progress, they need to develop further their knowledge and understanding of their emotions, including learning how to express and manage their feelings.
n Practitioners are at the early stages in using learning profiles, developmental milestones sheets and a recently introduced tracking system to capture fully children's progress over time. In the majority of children's learning profiles, practitioners are beginning to document children's engagement across all curricular areas. Parents are encouraged to share the
learning profiles with their children and this is at the early stage of development. They have regular informal and formal opportunities to discuss their children's progress. Practitioners need to continue to develop their approaches to record children's progress over time in order to have an accurate overview of their progress and develop clear and specific next steps in learning.
n Celebrating children's achievements are a regular feature of practice in the setting. Children's 'star of the week' awards link well to the four capacities and parents view these through the weekly celebration book. Children are proud of, and enjoy adding to, their individual learning profiles, which they readily discuss with adults. Practitioners should continue to record children's successes and wider achievements to allow all children to experience success.
n There is an ethos of mutual respect and trust. Practitioners and external agencies as appropriate, support children who may experience a potential barrier to their learning. Interventions such as those which support language and communication, help a few children to make continued progress in their learning. Practitioners should continue to monitor the current interventions to ensure they have maximum impact on progress for all children and inform future interventions.
5 |
Summarised inspection findings
Lockerbie Primary School Nursery Class (5948827)
Dumfries and Galloway Council
Explanation of terms of quantity
The following standard Education Scotland terms of quantity are used in this report:
Other quantitative terms used in this report are to be understood as in common English usage.
6 |
Lockerbie Primary School Nursery Class (5948827)
Dumfries and Galloway Council
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Management of Acutely Disturbed or Challenging Behaviour In Children Aged 5-12 years
Behavioural Interventions
- Ask parents/carers 'what works and does not work' for the child – esp important if LD, ASD etc.
- Ensure minimal numbers of staff in immediate area - staff should remain at safe distance and encourage engagement with distraction activity.
- Speak in a calm and non-threatening tone, offering guidance to positive activity.
IF INEFFECTIVE
- Avoid the use of authoritarian or challenging specific behaviour, instead adopt a nonconfrontational stance and praise positive choices/actions.
- Adapt the environment to minimise overstimulation – include removal of "visual clutter" / furniture etc. Ensure that a single room is used, where the door can be closed and noise levels managed.
- Offer food / drink if appropriate – will avoid added stress due to hunger, over heating etc.
- Encourage the young person to engage with safe toys and activities, encourage the use of any sensory soothing strategies, such as play doh, theraputty, fidgit toys etc.
Written By:
Drs R McKay, J Basra, G Akram & G Oommen
Date Created:
01
th
Jan 2020
Version: 4
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Submission from Trevor Lord , BA Hons (De Montfort), PGCE English with TEFL (Warwick), MA Advanced Japanese Studies (Sheffield)
I would like to give my ideas in support of the introduction of additional language learning in Scottish primary schools.
1. There is undeniable evidence that younger minds are more capable of accepting and absorbing new ideas. The older a child is before starting to learn a language, the less chance there is for ongoing successful learning. If languages are compulsory at high schools, it makes sense for the learning process to start earlier. This will decrease the dislike of languages experienced by many secondary school pupils as language learning will already be familiar. However, I do not feel there necessarily has to be a continuum. It is the process of learning a language that needs to be accepted at primary schools. Many successful language learners go on to learn further languages because the process is no longer alien to them. In short, if a child is taught, for example, Japanese at primary school, it is not the case that this same language must continue at high school (although clearly it would be desirable if a child has a particular penchant or shows above average aptitude in the language taught at primary).
2. Although I strongly believe that numbers of pupils who are unable to learn a language w ouldfall, there will still be those whose abilities lie elsewhere. It is unrealistic to imagine that if languages are introduced at primary school we will soon have a nation of linguists (interest has to come from home too). If a pupil goes on to become fluent in a target language, wonderful, but there are great advantages to language study even if this proves unattainable. For a start there is a broadening of the mind to accept other cultures, thus leading to a decrease in bigotry and xenophobia among future generations.
3. Another advantage (and I put this as a separate point because I think it is so important) is that language learning creates a more flexible young mind, leading to greater learning capacity in all areas. I believe that the greater overall learning ability brought about through language learning may be connected to a subconscious grasp that, if there are other ways to communicate, there must be other ways to do many things. In other words language learning leads to a willingness to be academically creative. There is no greater example of "thinking outside the box" than thinking outside your native language.
4. I am sure there must be a glut of teachers who could fill these roles. One idea would be for local councils to employ language teachers within its area rather than at specific schools. Teachers would then make the rounds. This could involve accumulating materials from class teachers so that key points taught in classes could be reinforced through the target language.
I sincerely hope that language learning in Scottish primary schools becomes a reality.
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Environment, Climate Change and Land Reform Committee Environmental impacts of salmon farming
Written submission from Iona Barr
Many studies have shown that sea lice from farmed salmon adversely affect wild salmon.
The toxic chemicals used to attempt to control sea lice are polluting the sea and harming other creatures.
Effluent from salmon farms should not be allowed to pollute the sea. If this effluent were from a land based company it would not be allowed to flow into the sea. Thus salmon farms should not be exempt from regulations designed to protect the natural environment.
The acoustic deterrent devices used to deter seals are harming ceteaceans.
Many tourists who come to Argyll, where I live, are put off by the unsightly fish farms when they have been drawn to the area because of claims of the natural wildlife and wild land and seascapes here. Tourism is a large income source for this area and people depend on it. Tourists must not be put off by large fish farms.
Rare species of skate and sea fans can be poisoned by effluent from fish farms.
My own family had a business selling fish and we therefore know about quality and health of fish. I would never buy farmed salmon in a shop or restaurant as they contain dye and are unhealthy and frequently diseased.
I urge the Committee to take these points seriously when considering the environmental impacts of salmon farming.
Iona Barr
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Scottish Fisheries Statistics, 2000
Table 1. Sea fish landings by Scottish based vessels and Scottish GDP, 1990 to 1999
1999 GDP figures are provisional; data consistent with ESA95
Table 2. Employment in sea fishing and Scottish labour force, 1990 to 2000
Table 3. Value of sea fish landings into Scotland by Scottish based vessels; fishermen employed, by region 1998 and 2000
| Region | GDP (1) Landings (2) As % GDP 1998 1998 1998 | Labour Fishermen As % force (3) employed labour force |
|---|---|---|
| Borders, Edinburgh and Lothian Clackmannan and Fife Angus and Dundee North East Scotland Highland Islands East and North Ayrshire South Ayrshire Dumfries and Galloway Other inland authorities | 12,441 12.0 0.1 4,091 8.3 0.2 2,929 2.6 0.1 7,723 224.5 2.9 2,654 40.8 1.5 806 81.8 10.1 2,141 21.8 1.0 1,368 1.0 0.1 1,633 6.0 0.4 26,365 0.0 0.0 | 441 289 0.07 179 164 0.09 116 76 0.07 227 2,400 1.06 180 1,453 0.81 33 1,640 4.97 150 432 0.29 46 156 0.34 65 292 0.45 907 0 0.00 |
(1) Scotland, £ million at factor cost (2) £ million (3) thousands, Labour Force Survey spring 2000
Table 4. Production and value of farmed fish, Scotland, 1990 to 2000
| | 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 |
|---|---|
| Fish: salmon (1) - ('000 tonnes) - value (£m) : smolts - ('000 fish) - value (£m) : rainbow trout (2) - ('000 tonnes) - value (£m) : other - ('000 tonnes) - value (£m) | 32.4 40.6 36.1 48.7 64.1 70.1 83.1 99.2 110.8 126.7 129.0 na na na na na na 248.0 265.0 na na na 24,875 22,404 20,827 21,043 23,117 26,540 33,619 38,187 44,853 39,763 45,583 na na na na na na na na na na na 3.2 3.3 4.0 4.0 4.3 4.7 4.6 4.7 4.9 5.8 5.2 na na na na na na na na na na na na na na na na na na na na 0.1 0.2 na na na na na na na na na na na |
| Shellfish: mussels - ('000 tonnes) - value (£m) : other - ('000 tonnes) - value (£m) | 0.5 1.0 0.9 0.7 0.7 0.9 1.1 1.3 1.4 1.4 2.0 na na na na 0.5 0.7 1.0 1.3 1.4 1.5 2.0 0.2 0.3 0.3 0.3 0.2 0.4 0.3 0.3 0.5 0.4 0.3 na na na na 0.7 1.0 0.8 0.7 1.3 0.9 0.9 |
(1) Atlantic salmon production (2) production for stocking and table
Source: FRS
Table 5. Staff employed in fish farming, Scotland, 1990 to 2000
(1) Employed in salmon production (2) employed in production of salmon eggs/smolt (3) employed in production for stocking and table
Source: FRS
Chart 1. Active Scottish based vessels, 1987 to 2000
Scottish based vessels are those licensed at a Scottish port;Scottish registered vessels are those registered at a Scottish port on the Register of Shipping and Seamen.
| | 10 metres >10 <15 15<20 20<25 25<30 30<35 35 metres & under metres metres metres metres metres & over Total | |
|---|---|---|
| | | Number |
| Number 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 | 988 472 406 323 110 22 47 2,368 1,013 463 398 315 109 25 52 2,375 1,135 445 396 307 114 27 58 2,482 1,562 438 379 300 118 30 68 2,895 1,703 430 356 289 120 28 68 2,994 1,583 397 331 279 121 23 58 2,792 1,668 357 305 260 132 22 62 2,806 1,659 348 298 247 133 18 67 2,770 1,628 316 272 229 134 17 65 2,661 1,604 298 263 209 128 19 64 2,585 1,622 290 254 202 126 22 64 2,580 | 1,380 1,362 1,347 1,333 1,291 1,209 1,138 1,111 1,033 981 958 |
| | | Tonnes |
| Total tonnes 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 | 3,401 6,525 13,439 19,605 11,897 3,542 17,429 75,838 3,452 6,537 13,324 19,269 12,151 4,171 20,941 79,845 3,961 6,395 13,269 18,844 13,046 4,732 23,139 83,386 5,070 6,320 12,747 18,951 13,458 6,036 26,505 89,087 5,466 6,160 12,076 18,416 14,001 5,773 29,097 90,989 5,191 5,678 11,232 18,133 15,070 4,268 30,203 89,775 5,530 5,209 10,442 17,064 17,423 4,096 41,432 101,196 5,537 5,143 10,182 16,175 17,772 3,860 46,470 105,138 5,464 4,669 9,250 15,215 18,446 4,815 51,352 109,210 5,537 4,382 10,450 25,077 27,044 6,408 52,804 131,701 5,786 4,257 12,374 29,249 28,441 7,564 53,476 141,146 | 72,437 76,393 79,425 84,017 85,523 84,584 95,666 99,602 103,747 126,165 135,361 |
| | | Power |
| Total power (kW) 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 | 33,416 48,958 85,567 111,167 56,184 14,359 62,124 411,775 35,633 49,110 83,885 109,129 55,750 16,938 68,846 419,291 41,535 48,008 84,676 107,822 58,712 17,903 77,474 436,130 63,892 48,736 83,358 109,554 60,304 20,327 90,028 476,199 68,812 48,657 79,973 107,084 61,545 18,088 90,606 474,765 64,789 45,725 74,874 106,107 62,479 14,146 80,987 449,107 70,949 42,234 70,392 101,103 69,596 13,682 90,725 458,681 71,419 41,489 68,837 97,373 70,392 11,037 97,113 457,661 70,686 37,910 63,511 91,374 71,428 12,771 102,290 449,970 71,684 35,686 61,630 84,070 69,633 15,002 101,723 439,428 76,742 35,234 60,417 83,209 70,070 17,601 106,312 449,584 | 378,359 383,658 394,595 412,307 405,953 384,318 387,732 386,241 379,284 367,744 372,843 |
| | 10 metres >10 <15 15<20 20<25 25<30 30<35 35 metres & under metres metres metres metres metres & over Total | Over 10 metres |
|---|---|---|
| Number Under 10 years 10<15 15<20 20<25 25<30 30<35 35 years & over Not known | 304 21 16 30 27 7 20 425 275 73 20 42 31 2 6 449 225 41 24 38 12 0 7 347 202 28 32 36 19 2 12 331 124 52 69 34 30 3 6 318 67 27 53 11 2 3 2 165 133 33 34 8 1 3 5 217 292 15 6 3 4 2 6 328 | 121 174 122 129 194 98 84 36 |
| Total Average age (years) | 1622 290 254 202 126 22 64 2580 | 958 |
| | 18.8 21.7 25.6 18.2 16.4 18.6 16.0 19.6 | 20.8 |
| Total tonnage Under 10 years 10<15 15<20 20<25 25<30 30<35 35 years & over Not known | 1250 368 1627 5680 8834 3745 27804 49308 902 1114 1618 6566 7336 592 3827 21955 849 638 1842 5688 2588 0 2858 14463 704 395 1436 4765 3266 564 7512 18642 547 623 2783 3832 4972 697 2836 16290 211 411 1837 1187 360 571 892 5469 447 484 983 754 72 600 1655 4995 875 225 248 778 1014 795 6092 10027 | 48058 21053 13614 17938 15743 5258 4548 9152 |
| Total Average tonnage | 5786 4257 12374 29249 28441 7564 53476 141146 | 135364 |
| | 4 15 49 143 225 338 817 58 | 137 |
| Total power (kW) Under 10 years 10<15 15<20 20<25 25<30 30<35 35 years & over Not known | 21142 3900 5736 15503 18917 8027 48423 121648 13593 11032 6404 18862 17549 1601 6881 75922 10580 4760 7301 14557 5800 0 11958 54956 8408 2959 8271 13700 9887 1489 16150 60864 5359 4741 15628 12369 14284 2042 6448 60871 1899 2796 10125 3352 844 1495 1845 22356 3425 2771 5700 2803 368 1169 2690 18926 12337 2275 1254 2063 2421 1778 11917 34045 | 100506 62329 44376 52456 55512 20457 15501 21708 |
| Total Average power | 76742 35234 60417 83209 70070 17601 106312 449584 | 372845 |
| | 48 120 239 408 554 791 1628 185 | 381 |
Chart 4. Scottish based vessels by type, 1985 to 2000
Chart 5. Scottish based vessels, average age, 1987 to 2000
Table 8. Active Scottish based vessels: number, tonnage and power by overall length group, 31st December 2000
| Length | Tonnes Vessels Total tonnes |
|---|---|
| 10m & under | <40 1,622 5,786 |
| >10 <15 | <40 289 4,216 40<60 1 41 |
| | Total 290 4,257 |
| 15<20 | <40 149 4,007 40<60 45 2,185 60<80 17 1,198 80<100 14 1,240 100<150 23 2,695 150<200 6 1,049 |
| | Total 254 12,374 |
| 20<25 | 40<60 12 601 60<80 13 902 80<100 11 974 100<150 79 10,205 150<200 63 10,867 200<300 22 5,080 300<500 2 620 |
| | Total 202 29,249 |
| 25<30 | 60<80 3 219 80<100 4 359 100<150 9 1,137 150<200 38 6,530 200<300 48 11,278 300<500 24 8,918 |
| | Total 126 28,441 |
| 30<35 | 150<200 5 913 200<300 7 1,699 300<500 3 1,067 Over 500 7 3,885 |
| | Total 22 7,564 |
| 35 & over | 200<300 1 281 300<500 26 10,107 Over 500 37 43,088 |
| | Total 64 53,476 |
| Total | Under 40 2,060 14,008 40<60 58 2,827 60<80 33 2,319 80<100 29 2,573 100<150 111 14,037 150<200 112 19,359 200<300 78 18,337 300<500 55 20,712 Over 500 44 46,973 |
| | Total 2,580 141,146 |
| 10 m & under | <40 917 15,965 40<75 349 18,869 75<150 293 29,511 150<225 52 9,594 225<375 11 2,803 |
|---|---|
| | Total 1,622 76,742 |
| >10<15 | <40 3 104 40<75 39 2,411 75<150 183 19,077 150<225 46 8,507 225<375 18 4,614 375<550 1 522 |
| | Total 290 35,234 |
| 15<20 | 40<75 2 133 75<150 35 4,404 150<225 87 16,724 225<375 119 34,143 375<550 11 5,013 |
| | Total 254 60,417 |
| 20<25 | 75<150 1 149 150<225 4 807 225<375 90 30,774 375<550 89 39,842 550<750 17 10,727 Over 750 1 910 |
| | Total 202 83,209 |
| 25<30 | 150<225 2 442 225<375 7 2,400 375<550 59 27,986 550<750 54 35,139 Over 750 4 4,102 |
| | Total 126 70,070 |
| 30<35 | 225<375 1 354 375<550 5 2,243 550<750 9 6,254 Over 750 7 8,750 |
| | Total 22 17,601 |
| 35 & over | 375<550 3 1,506 550<750 9 6,059 Over 750 52 98,747 |
| | Total 64 106,312 |
| | Under 40 920 16,069 40<75 390 21,413 75<150 512 53,140 150<225 191 36,074 225<375 246 75,089 375<550 168 77,112 550<750 89 58,179 Over 750 64 112,509 |
Table 9. Active Scottish based vessels by main fishing method, 31st December 1990 to 2000
| | 10m & under | Over 10m | | | |
|---|---|---|---|---|---|
| | Nephrops Creel Other Total trawl fishing | Pelagic | Demersal | Shellfish | Total |
| | | Purse Pelagic Other Total seine trawl | Trawl Seine Lines Other Total | Nephrops Other Total trawl | |
| 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 | 67 906 103 1,076 67 946 97 1,110 69 1,069 91 1,229 47 1,421 94 1,562 50 1,527 127 1,704 43 1,448 97 1,588 53 1,520 109 1,682 62 1,480 117 1,659 63 1,440 125 1,628 73 1,411 120 1,604 91 1,404 127 1,622 | 47 13 - 60 40 14 - 54 40 12 - 52 37 15 - 52 37 14 - 51 34 15 - 49 33 17 - 50 28 17 - 45 25 17 - 42 21 19 - 40 19 19 - 38 | 377 217 6 6 606 356 219 9 6 590 381 208 10 6 605 417 192 20 12 641 371 174 22 11 578 374 146 14 9 543 409 122 14 8 553 418 104 8 14 544 390 96 5 14 505 375 87 4 15 481 371 85 4 12 472 | 391 235 626 395 226 621 364 232 596 357 283 640 366 296 662 322 254 576 300 255 555 277 245 522 248 238 486 236 224 460 223 225 448 | 1,292 1,265 1,253 1,333 1,291 1,168 1,158 1,111 1,033 981 958 |
Table 10. Active Scottish based vessels, by main fishing method and overall length group, 31st December 2000
| | <8 metres 8-10 >10-12 >12<15 15-18 >18-24 >24-30 >30-40 >40-50 over 50 metres metres metres metres metres metres metres metres metres | Total |
|---|---|---|
| Demersal single trawl Demersal pair trawl Seine net Lines Demersal pair seine Demersal gill nets Demersal twin/mult trawl Beam trawl Other demersal | 4 13 6 5 40 129 84 18 1 0 0 0 0 0 5 19 23 2 0 0 0 1 1 1 5 33 27 0 0 0 25 10 0 0 0 0 1 3 0 0 0 0 0 0 0 8 10 0 0 0 9 11 2 2 0 0 5 3 0 0 0 0 0 0 0 15 8 2 0 0 0 1 0 0 0 0 0 7 7 0 3 1 0 0 0 0 0 0 0 0 | 300 49 68 39 18 32 25 15 4 |
| Demersal total | 41 37 9 8 50 204 158 35 8 0 | 550 |
| Purse seine Pelagic trawl Other pelagic | 0 0 0 0 0 0 0 1 5 13 0 0 0 0 0 0 0 2 6 11 0 0 0 0 0 0 0 0 0 0 | 19 19 0 |
| Pelagic total | 0 0 0 0 0 0 0 3 11 24 | 38 |
| Creel fishing Nephrops trawl Mechanical dredging Suction dredging Shell fishing by hand Shrimp trawl | 1,016 388 97 18 6 4 0 0 0 0 3 88 70 50 81 20 2 0 0 0 3 12 17 12 29 24 4 5 0 0 0 0 2 0 0 0 0 0 0 0 26 6 7 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 | 1,529 314 106 2 39 2 |
| Shellfish total | 1,048 496 193 80 116 48 6 5 0 0 | 1,992 |
| Total | 1,089 533 202 88 166 252 164 43 19 24 | 2,580 |
Table 11. Active Scottish based vessels by base district and overall length group, 31st December 2000
| | <8 metres 8-10 >10-12 >12<15 15-18 >18-24 >24-30 >30-40 >40-50 over 50 metres metres metres metres metres metres metres metres metres | Total |
|---|---|---|
| Eyemouth Pittenweem Aberdeen Peterhead Fraserburgh Buckie Wick | 37 32 14 9 9 11 3 0 0 0 57 32 8 7 5 6 3 0 0 0 51 19 5 3 5 12 6 1 0 0 22 10 3 3 5 28 48 10 9 4 61 34 4 1 10 86 47 7 7 11 17 10 2 0 9 36 20 5 0 0 74 25 17 4 4 12 2 0 0 0 | 115 118 102 142 268 99 138 |
| Total east coast | 319 162 53 27 47 191 129 23 16 15 | 982 |
| Orkney Shetland Stornoway | 92 40 25 8 6 3 4 4 0 1 110 72 12 3 6 12 18 0 1 8 196 64 32 12 18 3 0 0 2 0 | 183 242 327 |
| Total Islands | 398 176 69 23 30 18 22 4 3 9 | 752 |
| Kinlochbervie Lochinver Ullapool Mallaig Oban Campbeltown Ayr Portree | 13 3 1 0 2 2 0 0 0 0 8 2 2 1 1 5 1 1 0 0 23 15 10 4 6 1 0 0 0 0 27 20 8 5 26 9 1 0 0 0 82 51 19 4 5 2 1 0 0 0 96 36 17 12 25 3 0 0 0 0 55 26 7 8 20 20 10 15 0 0 68 42 16 4 4 1 0 0 0 0 | 21 21 59 96 164 189 161 135 |
| Total west coast | 372 195 80 38 89 43 13 16 0 0 | 846 |
| Total | 1089 533 202 88 166 252 164 43 19 24 | 2580 |
Table 12. Active Scottish based over 10m vessels by overall length group, 31st December 1999 to 2000
Table 13. Active Scottish registered vessels: number, tonnage and power, by overall length group, 31st December 1998 to 2000
| Year | 10 metres >10 <15 15<20 20<25 25<30 30<35 35 metres & under metres metres metres metres metres & over Total |
|---|---|
| Number 1998 1999 2000 | 1,609 368 371 267 141 28 76 2,860 1,622 310 312 225 128 26 72 2,695 1,618 290 295 216 126 23 71 2,639 |
| Total tonnes 1998 1999 2000 | 5,328 5,573 12,421 17,332 18,910 6,911 55,865 122,340 5,372 4,699 12,254 27,609 27,471 8,063 56,812 142,280 5,600 4,426 15,077 31,577 29,354 7,891 57,086 151,011 |
| Total power 1998 1999 2000 | 68,157 43,749 82,038 101,485 74,571 20,331 111,887 502,219 70,139 37,297 71,210 87,360 69,708 19,067 110,998 465,780 74,782 35,037 69,417 86,707 70,190 19,514 115,730 471,377 |
Table 14. Active Scottish over 10m registered vessels by base district and overall length group, 31st December 2000
Table 15. Active Scottish over 10m based and registered vessels by overall length group, 31 December 2000
Table 16. Scottish based sea fishing licences by category, 31st December 1999 to 2000
| | Vessel licences | Entitlements |
|---|---|---|
| | Category A Category B Category C <=10m | Category A Category B Category C <=10m |
| 1999 2000 | 833 89 65 1,546 811 89 65 1,594 | 73 1 3 102 98 2 3 89 |
In 2000, excludes 17 over 10m licences used for engine power purposes. Includes 43 pelagic licences (category A) on vessels
Table 17. Scottish based sea fishing licences: vessel capacity units by type of licence, 31st December 2000
| | On vessels | Entitlements |
|---|---|---|
| | Category A Category B Category C <=10m | Category A Category B Category C <=10m |
| Pelagic licences Other licences | 60,836 0 0 0 236,009 10,060 9,588 66,194 | 2,666 0 0 0 21,623 155 320 3,012 |
Table 18. Scottish based, over 10 metre sea fishing licences, by category, 31st December 1999 and 2000
Table 19. Voyages by Scottish based over 10m vessels by landing district, 1999 & 2000
| Voyages ending in district: | 1999 | 2000 |
|---|---|---|
| Eyemouth Piitenweem Aberdeen Peterhead Fraserburgh Buckie Wick Orkney Shetland Stornoway Kinlochbervie Lochinver Ullapool Mallaig Portree (in Mallaig district until 2000) Oban Campbeltown Ayr Other UK Denmark Netherlands Norway Spain Other foreign ports | 4,101 2,687 2,392 5,581 3,962 1,041 1,864 1,549 3,170 5,528 1,130 1,374 2,068 7,900 0 2,221 8,502 5,279 3,155 161 620 320 213 86 | 4,364 2,803 2,102 4,651 4,042 1,215 2,012 1,236 2,917 5,625 1,097 1,456 2,938 4,409 3,036 2,451 7,758 4,712 3,382 107 562 298 214 60 |
| Total | 64,904 | 63,447 |
Table 20. Live weight and value of landings by species type, 1996 to 2000
| | Tonnes (thousand) | Value (£ million) |
|---|---|---|
| | 1996 1997 1998 1999 2000 | 1996 1997 1998 1999 2000 |
| Landings by UK vessels into: Scotland Demersal Pelagic Shellfish Total Rest of UK Demersal Pelagic Shellfish Total Landings by foreign vessels into: Scotland Demersal Pelagic Shellfish Total Rest of UK Demersal Pelagic Shellfish Total | 241.9 225.1 208.8 175.9 152.7 112.7 107.0 105.9 123.9 103.2 51.8 54.7 54.4 49.9 51.8 | 197.9 168.3 182.0 173.4 159.9 20.2 21.4 24.2 14.4 15.6 85.7 89.3 85.5 94.3 86.0 |
| | 406.4 386.8 369.1 349.7 307.7 | 303.8 279.1 291.6 282.1 261.5 |
| | 89.5 90.5 82.8 68.4 56.9 60.1 44.6 30.0 21.7 24.8 79.8 71.8 69.8 66.8 75.2 | 115.3 116.4 109.9 105.2 87.7 9.7 8.6 6.9 4.9 5.5 62.6 64.1 75.2 72.0 67.3 |
| | 229.3 206.9 182.6 156.9 156.9 | 187.7 189.0 191.9 182.1 160.5 |
| | 26.8 19.3 22.3 25.5 29.6 32.1 18.3 22.6 14.2 22.8 0.4 0.0 0.3 0.1 0.1 | 27.0 18.2 28.6 35.0 43.0 2.8 2.3 5.8 2.0 2.3 0.5 0.1 0.4 0.2 0.4 |
| | 59.3 37.7 45.2 39.9 52.4 | 30.3 20.6 34.9 37.3 45.7 |
| | 14.4 12.7 11.9 10.6 7.3 1.1 0.4 0.8 2.7 1.3 0.3 0.2 0.6 0.4 0.6 | 21.7 21.9 21.2 19.8 13.6 0.2 0.1 0.2 0.5 0.3 0.5 0.3 0.9 0.6 0.9 |
| | 15.8 13.4 13.3 13.8 9.2 | 22.4 22.3 22.3 20.9 14.8 |
| Landings by UK vessels into UK Demersal Pelagic Shellfish Total All landings into UK Demersal Pelagic Shellfish Total | 331.4 315.6 291.6 244.3 209.6 172.8 151.6 135.9 145.6 128.0 131.6 126.5 124.2 116.7 127.0 | 313.2 284.7 291.9 278.6 247.6 29.9 30.0 31.1 19.3 21.1 148.3 153.4 160.7 166.3 153.3 |
| | 635.7 593.7 551.7 506.6 464.6 | 491.5 468.1 483.5 464.2 422.0 |
| | 372.6 347.6 325.8 280.4 246.5 206.0 170.3 159.3 162.5 152.1 132.3 126.7 125.1 117.2 127.7 | 336.1 324.8 341.7 333.4 304.2 32.9 32.4 37.1 21.8 23.7 149.3 153.8 162.0 167.1 154.6 |
| | 710.8 644.8 610.2 560.3 526.2 | 544.1 511.0 540.7 522.4 482.5 |
| Landings by UK vessels into Scotland as per Demersal cent of landings by UK vessels into UK Pelagic Shellfish Total Landings into Scotland as per Demersal cent of landings into UK Pelagic Shellfish Total | 73.0 71.3 71.6 72.0 72.9 65.2 70.6 77.9 85.1 80.6 39.4 43.2 43.8 42.8 40.8 | 63.2 59.1 62.4 62.2 64.6 67.6 71.3 77.8 74.6 73.9 57.8 58.2 53.2 56.7 56.1 |
| | 63.9 65.2 66.9 69.0 66.2 | 61.8 59.6 60.3 60.8 62.0 |
| | 72.1 70.3 70.9 71.8 74.0 70.3 73.6 80.7 85.0 82.8 39.5 43.2 43.7 42.7 40.6 | 66.9 41.4 61.6 62.5 66.7 69.9 33.6 80.9 75.2 75.5 57.7 41.7 53.0 56.6 55.9 |
| | 65.5 65.8 67.9 69.5 68.4 | 61.4 58.6 60.4 61.1 63.7 |
| Scottish based vessels - landings into UK Demersal Pelagic Shellfish Total - landings abroad Demersal Pelagic Shellfish Total Other UK based vessels - landings into UK Demersal Pelagic Shellfish Total - landings abroad Demersal Pelagic Shellfish Total Scottish registered vessels - landings into UK Demersal Pelagic Shellfish Total - landings abroad Demersal Pelagic Shellfish Total Other UK registered vessels - landings into UK Demersal Pelagic Shellfish Total - landings abroad Demersal Pelagic Shellfish Total | 237.9 223.1 208.4 173.7 147.9 145.6 130.0 117.5 129.0 114.2 50.5 54.6 54.7 49.6 51.9 | 194.2 166.9 181.2 172.1 155.0 24.7 25.1 26.0 16.0 18.0 83.7 90.0 85.3 93.4 86.8 |
| | 434.0 407.7 380.6 352.3 314.0 | 302.6 282.0 292.5 281.5 259.8 |
| | 23.6 35.8 31.3 19.2 18.1 136.1 162.2 247.9 224.8 189.0 0.5 0.4 0.5 0.3 0.2 | 17.3 27.5 27.8 24.2 19.0 42.4 48.6 77.4 38.1 50.0 1.0 1.2 1.9 1.1 0.9 |
| | 160.2 198.3 279.8 244.3 207.3 | 60.6 77.3 107.2 63.4 69.9 |
| | 93.5 92.5 83.2 70.6 61.7 27.2 21.6 18.4 16.6 13.8 81.1 71.9 69.5 67.1 75.1 | 119.0 117.8 110.7 106.5 92.6 5.2 4.9 5.1 3.3 3.1 64.6 63.4 75.4 72.9 66.5 |
| | 201.8 186.0 171.1 154.3 150.6 | 188.8 186.1 191.0 182.6 162.2 |
| | 38.2 40.6 34.9 28.7 28.2 47.3 43.5 49.5 49.9 39.8 8.5 6.1 7.9 6.8 8.2 | 51.9 54.1 45.1 36.1 33.3 17.5 12.0 12.5 11.3 9.6 14.0 10.9 12.8 12.9 15.4 |
| | 93.9 90.3 92.4 85.4 76.2 | 83.5 77.0 70.5 60.3 58.3 |
| | 246.4 232.6 218.4 181.1 164.8 143.6 129.8 117.7 129.0 108.2 50.0 54.9 55.1 50.9 45.2 | 203.7 177.8 191.8 181.1 173.3 24.4 25.1 26.0 16.1 17.6 83.7 89.7 85.7 95.5 76.5 |
| | 440.1 417.4 391.2 361.0 318.2 | 311.9 292.6 303.5 292.7 267.4 |
| | 27.6 39.6 34.8 21.4 18.7 138.0 162.2 248.0 224.8 189.0 1.9 0.6 1.3 2.5 0.2 | 23.3 31.4 29.0 24.0 17.7 43.3 48.7 77.5 38.0 50.0 3.3 1.5 2.0 6.3 0.5 |
| | 167.5 202.4 284.1 248.7 207.9 | 70.0 81.5 108.5 68.3 68.2 |
| | 85.0 83.0 73.2 63.2 44.8 29.2 21.8 18.2 16.6 19.8 81.6 71.6 69.1 65.8 81.8 | 109.5 106.9 100.1 97.5 74.3 5.5 4.9 5.1 3.2 3.5 64.6 63.7 75.0 70.8 76.8 |
| | 195.6 176.3 160.5 145.7 146.4 | 179.6 175.5 180.0 171.5 154.6 |
| | 34.2 36.8 31.4 26.5 27.6 45.4 43.5 49.4 49.9 39.8 7.1 5.9 7.1 4.6 8.2 | 45.9 50.2 43.9 36.3 34.6 16.6 11.9 12.4 11.4 9.6 11.7 10.6 12.7 7.7 15.8 |
| | 86.6 86.2 88.1 81.0 75.6 | 74.1 72.8 69.1 55.4 60.0 |
| Landings by UK vessels Demersal Pelagic Shellfish Total | 393.2 392.0 357.8 292.2 255.9 356.2 357.3 433.3 420.3 356.8 140.6 133.0 132.6 123.8 135.4 | 382.4 366.3 364.8 338.9 299.9 89.8 90.6 121.0 68.7 80.7 163.3 165.5 175.4 180.3 169.6 |
| | 889.8 882.3 923.9 836.3 748.1 | 635.6 622.4 661.2 587.9 550.2 |
| Percent landed by Scottish based vessels Demersal Pelagic Shellfish Total Percent landed by Scottish registered vessels Demersal Pelagic Shellfish Total | 66.5 66.0 67.0 66.0 64.9 79.1 81.8 84.3 84.2 85.0 36.3 41.4 41.6 40.3 38.5 | 55.3 53.1 57.3 57.9 58.0 74.7 81.3 85.5 78.7 84.2 51.9 55.1 49.7 52.4 51.7 |
| | 66.8 68.7 71.5 71.3 69.7 | 57.1 57.7 60.5 58.7 59.9 |
| | 69.7 69.4 70.8 69.3 71.7 79.1 81.7 84.4 84.2 83.3 36.9 41.7 42.5 43.1 33.5 | 59.4 57.1 60.5 60.5 63.7 75.4 81.5 85.5 78.7 83.8 53.3 55.1 50.0 56.5 45.4 |
| | 68.3 70.2 73.1 72.9 70.3 | 60.1 60.1 62.3 61.4 61.0 |
Table 21. Total Allowable Catches, UK quotas, and liveweight landed by UK vessels, 1996 to 2000
EU total
UK quota
UK uptake
| North Herring IVc,VIId sea Mackerel IIa (EU),III(EU), IV Horse IIa(EU),IV(EU) mackerel Blue IIa(EU),IV(EU) whiting Sandeel IIa(EU),IV(EU) Sandeel IV (Norway) Pout & IV (ex EC) blue (Norway) whiting Sprat IIa(EU),IV(EU) | 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 | 50,000 25,000 25,000 25,000 25,000 18,815 18,815 22,055 22,055 24,725 55,000 55,000 55,000 58,000 49,400 50,000 50,000 50,000 50,000 50,000 na na 970,000 970,000 970,000 150,000 150,000 150,000 150,000 150,000 50,000 50,000 50,000 50,000 50,000 200,000 125,000 131,000 156,000 220,000 | 1,730 3.5 1,730 6.9 1,700 6.8 1,692 6.8 1,656 6.6 1,190 6.3 930 4.9 1,290 5.8 1,390 6.3 2,140 8.7 na - na - 5,530 10.1 5,840 10.1 4,960 10.0 na - na - 1,070 2.1 1,070 2.1 963 1.9 na na na na 19,000 2.0 20,000 2.1 20,000 2.1 7,500 5.0 7,500 5.0 1,500 1.0 7,500 5.0 7,500 5.0 2,500 5.0 2,500 5.0 2,440 4.9 2,500 5.0 2,500 5.0 1,500 0.8 1,500 1.2 3,950 3.0 7,810 5.0 8,350 3.8 | 1,252 72.4 1,861 107.6 169 9.9 1,765 104.3 1,612 97.3 443 37.2 465 50.0 434 33.6 1,458 104.9 1,896 88.6 na - na - 2,932 53.0 2,523 43.2 3,480 70.2 na - na - 193 18.0 16 1.5 - - na na na na 18,067 95.1 7,318 36.6 6,425 32.1 174 2.3 210 2.8 715 47.7 - - - - - - 654 26.2 484 19.8 511 20.4 - - 3,015 201.0 1,362 90.8 184 4.7 2,994 38.3 2,027 24.3 |
|---|---|---|---|---|
| West of Cod Vb(EU),VI Scotland XII(int'l), XIVb(int'l) Haddock Vb(EU),VI XII(int'l), XIVb(int'l) Whiting Vb(EU),VI XII(int'l), XIVb(int'l) Saithe Vb(EU),VI XII(int'l), XIVb(int'l) Plaice Vb(EU),VI XII(int'l), XIVb(int'l) Sole Vb(EU),VI XII(int'l), XIVb(int'l) Anglers Vb(EU),VI XII(int'l), XIVb(int'l) Norway Vb(EU),VI lobster Megrim Vb(EU),VI XII(int'l), XIVb(int'l) Pollack Vb(EU),VI XII(int'l), XIVb(int'l) | 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 | 13,000 14,000 11,000 11,800 7,480 22,900 20,000 25,700 19,000 19,000 10,000 13,000 9,000 6,300 4,300 13,000 12,000 10,900 7,500 7,000 2,400 2,400 2,400 2,400 2,400 155 155 155 155 155 8,600 8,600 8,600 8,600 8,000 12,600 12,600 12,600 12,600 12,600 4,840 4,840 4,840 4,840 4,840 1,100 1,100 1,100 1,100 1,100 | 6,640 51.1 7,210 51.5 5,676 51.6 5,960 50.5 3,530 47.2 17,970 78.5 15,760 78.8 20,414 79.4 14,705 77.4 15,002 79.0 6,445 64.5 8,380 64.5 5,805 64.5 4,060 64.4 2,875 66.9 3,520 27.1 3,470 28.9 3,407 31.3 3,125 41.7 2,970 42.4 1,450 60.4 1,450 60.4 1,450 60.4 1,450 60.4 1,450 60.4 31 20.0 30 19.4 30 19.4 30 19.4 30 19.4 2,720 31.6 2,826 32.9 2,665 31.0 2,695 31.3 2,505 31.3 12,305 97.7 12,305 97.7 12,305 97.7 12,305 97.7 12,305 97.7 1,520 31.4 1,520 31.4 1,515 31.3 1,520 31.4 1,530 31.6 400 36.4 400 36.4 400 36.4 400 36.4 400 36.4 | 6,357 95.7 6,026 83.6 4,783 84.3 3,514 59.0 2,647 75.0 17,832 99.2 15,167 96.2 16,911 82.8 13,262 90.2 8,647 57.6 5,463 84.8 5,218 62.3 3,658 63.0 3,308 81.5 2,421 84.2 3,431 97.5 2,994 86.3 2,962 86.9 2,630 84.2 2,787 93.8 1,365 94.1 1,140 78.6 1,032 71.2 686 47.3 469 32.3 29 93.5 27 90.0 23 76.7 17 56.7 12 40.0 2,973 109.3 2,893 102.4 2,269 85.1 2,197 81.5 2,195 87.6 11,211 91.1 11,149 90.6 10,822 87.9 11,299 91.8 10,800 87.8 1,311 86.3 1,323 87.0 1,225 80.9 1,208 79.5 1,145 74.8 216 54.0 164 41.0 147 36.8 136 34.0 117 29.3 |
Table 21. continued
| Area Species Sea area | Year | EU total allowable catch | UK quota After % of exchanges TAC | UK uptake % of Tonnes quota |
|---|---|---|---|---|
| West of Herring Vb(EU), Scotland VIa(N),VIb Mackerel I(excl EU,Iceland) Vb(EU),VI,VII, VIII(excl c), XII(intl),XIVb(int Herring VIa(Clyde) Horse Vb(EU),VI,VII, mackerel VIII(excl c), XII(intl),XIVb(int Blue Vb(EU),VI,VII, whiting VIII(excl c), (inc XII(intl),XIVb(int Biscay) Hake Vb(EU),VI,VII, XII(intl),XIVb(int | 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 | 76,710 76,710 76,710 64,940 41,340 247,070 247,070 306,130 282,090 329,410 1,000 1,000 1,000 1,000 1,000 293,000 293,000 313,000 258,000 233,000 69,000 73,000 123,000 150,000 150,000 28,660 33,720 33,160 30,910 23,600 | 46,359 60.4 46,309 60.4 46,360 60.4 39,240 60.4 24,990 60.4 144,940 58.7 145,042 58.7 178,287 58.2 164,580 58.3 192,770 58.5 1,000 100.0 1,000 100.0 1,000 100.0 1,000 100.0 1,000 100.0 na - na - 30,700 9.8 23,560 9.1 19,314 8.3 47,500 68.8 51,500 70.5 101,500 82.5 35,000 23.3 42,921 28.6 5,140 17.9 5,895 17.5 5,843 17.6 5,533 17.9 4,353 18.4 | 46,505 100.3 46,010 99.4 43,153 93.1 37,395 95.3 23,625 94.5 146,729 101.2 149,151 102.8 179,070 100.4 165,193 100.4 191,852 99.5 698 69.8 371 37.1 113 11.3 16 1.6 1 0.1 na - na - 30,633 99.8 18,503 78.5 13,618 70.5 5,348 11.3 30,867 59.9 71,219 70.2 92,694 264.8 42,921 100.0 5,148 100.2 5,491 93.1 4,771 81.7 5,146 93.0 4,115 94.5 |
2000
700
385 55.0
383 99.5
| Area Species Sea area | Year | EU total allowable catch | UK quota After % of exchanges TAC | UK uptake % of Tonnes quota |
|---|---|---|---|---|
| Area VII Sole VIIfg Sole VIIhjk Norway VII lobster Anglers VII Megrim VII Pollack VII (Lythe) Herring VIIa(excl part) Herring VIIe,f Herring VIIg,h,j,k,part a Sprat VIIde | 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 | 1,000 900 850 960 960 720 720 720 720 720 23,000 23,000 23,000 23,000 21,000 23,560 26,670 26,670 26,670 23,000 19,000 22,400 22,400 22,400 17,920 15,000 17,000 17,000 17,000 17,000 7,000 9,000 9,000 6,600 6,600 1,000 1,000 1,000 1,000 1,000 16,500 22,200 22,200 21,000 21,000 12,000 12,000 12,000 12,000 12,000 | 280 28.0 255 28.3 219 25.8 261 27.2 291 30.3 150 20.8 120 16.7 120 16.7 120 16.7 151 21.0 7,545 32.8 7,638 33.2 7,590 33.0 7,640 33.2 6,965 33.2 4,290 18.2 4,694 17.6 4,640 17.4 4,252 15.9 3,990 17.3 2,720 14.3 3,210 14.3 3,210 14.3 2,889 12.9 2,634 14.7 2,570 17.1 2,960 17.4 2,980 17.5 2,960 17.4 2,960 17.4 5,180 74.0 6,660 74.0 6,660 74.0 4,880 73.9 3,960 60.0 500 50.0 576 57.6 500 50.0 500 50.0 500 50.0 30 0.2 30 0.1 30 0.1 30 0.1 30 0.1 6,300 52.5 6,300 52.5 6,300 52.5 6,300 52.5 6,300 52.5 | 258 92.1 250 98.0 198 90.4 231 88.5 243 83.5 152 101.3 111 92.5 114 95.0 97 80.8 96 63.6 6,626 87.8 7,702 100.8 6,927 91.3 6,832 89.4 5,568 79.9 4,306 100.4 4,477 95.4 3,972 85.6 3,483 81.9 3,109 77.9 2,692 99.0 3,083 96.0 2,645 82.4 2,263 78.3 2,260 85.8 2,475 96.3 2,507 84.7 2,287 76.7 1,626 54.9 1,711 57.8 4,546 87.8 5,326 80.0 4,841 72.7 4,388 89.9 2,003 50.6 473 94.6 476 82.6 389 77.8 176 35.2 239 47.8 - - 17 56.7 1 3.3 12 40.0 1 3.3 1,788 28.4 1,614 25.6 1,972 31.3 3,557 56.5 1,692 26.9 |
| Norway Cod I, II (Norway) Haddock I, II (Norway) Saithe I, II (Norway) Redfish I, II (Norway) Greenland I, II (Norway) halibut Other I, II (Norway) species | 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 | 30,050 35,650 27,082 19,870 16,150 3,500 4,000 2,500 1,700 1,360 7,000 4,000 4,000 3,100 3,000 3,500 3,500 3,500 3,500 3,300 100 100 100 100 100 450 450 450 450 450 | 13,685 45.5 15,940 44.7 11,395 42.1 9,845 49.5 7,607 47.1 2,138 61.1 2,535 63.4 1,616 64.6 895 52.6 603 44.3 630 9.0 614 15.4 285 7.1 136 4.4 302 10.1 400 11.4 400 11.4 400 11.4 400 11.4 360 10.9 50 50.0 50 50.0 50 50.0 64 64.0 46 46.0 240 53.3 240 53.3 240 53.3 235 52.2 240 53.3 | 12,978 94.8 13,666 85.7 9,244 81.1 8,916 90.6 7,619 100.2 1,909 89.3 2,193 86.5 1,076 66.6 607 67.8 417 69.2 686 108.9 635 103.4 244 85.6 136 100.0 306 101.3 311 77.8 219 54.8 181 45.3 232 58.0 80 22.2 90 180.0 53 106.0 54 108.0 66 103.1 36 78.3 92 38.3 56 23.3 80 33.3 59 25.1 0 0.0 |
Table 21. continued
| Area Species Sea area | Year | EU total allowable catch | UK quota After % of exchanges TAC | UK uptake % of Tonnes quota |
|---|---|---|---|---|
| Faroes Cod/ Vb (Faroes) haddock Saithe Vb (Faroes) Redfish Vb (Faroes) Ling/blue Vb (Faroes) ling Flatfish Vb (Faroes) Other Vb (Faroes) species Blue Vb (Faroes) whiting | 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 | 500 500 500 500 500 2,500 2,500 2,500 2,500 2,500 7,000 7,000 7,000 7,000 7,000 3,600 3,600 3,600 3,600 3,600 1,000 1,000 1,000 1,000 1,000 760 760 760 760 760 25,000 25,000 25,000 25,000 25,000 | 480 96.0 430 86.0 430 86.0 450 90.0 445 89.0 585 23.4 580 23.2 630 25.2 580 23.2 628 25.1 75 1.1 75 1.1 75 1.1 75 1.1 375 5.4 205 5.7 205 5.7 205 5.7 205 5.7 190 5.3 680 68.0 680 68.0 680 68.0 680 68.0 680 68.0 180 23.7 180 23.7 180 23.7 220 28.9 180 23.7 11,000 44.0 11,000 44.0 13,000 52.0 11,000 44.0 11,000 44.0 | 507 105.6 411 95.6 381 88.6 422 93.8 440 98.9 571 97.6 376 64.8 317 50.3 453 78.1 518 82.5 68 90.7 16 21.3 23 30.7 31 41.3 144 38.4 32 15.6 23 11.2 134 65.4 136 66.3 69 36.3 71 10.4 27 4.0 43 6.3 45 6.6 195 28.7 111 61.7 164 91.1 140 77.8 133 60.5 171 95.0 - - - - 8,279 63.7 6,346 57.7 2,127 19.3 |
| Greenland Cod V,XIV,NAFO1 (Greenland) | 1996 1997 1998 1999 2000 | 31,000 31,000 31,000 31,000 31,000 | 5,640 18.2 5,640 18.2 5,640 18.2 5,612 18.1 5,640 18.2 | 181 3.2 284 5.0 149 2.6 95 1.7 1 0.0 |
| Area Species Sea area | Year | EU total allowable catch | UK quota After % of exchanges TAC | UK uptake % of Tonnes quota |
|---|---|---|---|---|
| Greenland Redfish NAFO1 (Greenland) Redfish V, XIV (Greenland) Greenland V, XIV halibut (Greenland) Capelin V, XIV (Greenland) Roundnose V,XIV,NAFO1 Grenadier (Greenland) | 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 1996 1997 1998 1999 2000 | 5,500 5,500 5,500 5,500 5,500 46,820 46,820 46,820 46,820 48,320 4,250 4,250 4,250 4,250 5,430 62,050 46,150 na 48,945 98,945 4,650 4,650 4,650 4,650 4,935 | 105 1.9 105 1.9 105 1.9 105 1.9 105 1.9 220 0.5 220 0.5 220 0.5 520 1.1 220 0.5 633 14.9 210 4.9 210 4.9 233 5.5 268 4.9 na na na na na na na na na na 250 5.4 250 5.4 250 5.4 0 0.0 250 5.1 | - - - - - - - - - - 247 112.3 28 12.7 43 19.5 68 13.1 45 20.5 277 43.8 217 103.3 190 90.5 226 97.0 268 100.0 na na na na na na na na na na na na na na na na na na 0 0.0 |
| Iceland Redfish Va (Iceland) | 1996 1997 1998 1999 2000 | 3,000 3,000 3,000 3,000 3,000 | 1,058 35.3 1,160 38.7 1,160 38.7 1,160 38.7 1,160 38.7 | na na na na na na na na 819 70.6 |
| NEAFC Redfish | 1996 1997 1998 1999 2000 | 27,000 27,000 27,000 27,000 20,780 | 44 0.2 44 0.2 44 0.2 44 0.2 35 0.2 | 43 97.7 na na 0 0.0 0 0.0 0 0.0 |
Chart 7. UK uptake of main quota stocks, 2000
NS: North Sea WS: West of Scotland
Table 22. Liveweight and value of landings into the UK, by main species (over £5m value in 2000) and country of landing, 1996 to 2000
| | | Tonnes (thousand) | Value (£ million) |
|---|---|---|---|
| | | 1996 1997 1998 1999 2000 | 1996 1997 1998 1999 2000 |
| UK vessels into: Scotland | Cod Haddock Monks Whiting Ling Mackerel Norway lobster Scallops Crabs Other | 42.3 37.6 39.8 26.1 23.3 82.3 75.6 76.3 66.4 46.3 26.1 21.4 15.4 12.1 11.9 29.7 26.8 20.1 20.3 19.5 7.2 7.5 8.2 7.2 6.5 41.5 38.1 40.2 33.3 43.5 20.3 21.6 20.0 21.8 20.6 9.6 9.8 9.7 8.5 8.8 10.0 10.7 10.9 9.6 12.3 137.4 137.7 128.5 144.4 115.0 | 38.9 36.1 44.2 35.3 32.9 49.9 40.1 51.9 54.4 46.9 44.8 38.1 32.2 28.4 27.5 15.6 12.7 10.4 11.3 12.1 5.5 5.2 6.9 7.1 6.6 11.9 14.5 17.8 7.0 10.4 44.1 48.2 43.2 57.5 48.0 15.8 16.0 15.6 14.3 13.9 11.5 11.5 11.7 11.0 13.9 65.8 56.7 57.6 55.8 49.3 |
| | Total | 406.4 386.8 369.1 349.7 307.7 | 303.8 279.1 291.6 282.1 261.5 |
| England and Wales | Cod Monks Plaice Sole Scallops Crabs Other | 31.2 31.1 30.7 19.0 12.8 3.3 3.9 2.8 3.1 2.7 7.5 8.6 7.2 6.6 6.3 2.4 2.3 2.0 2.0 1.8 7.3 8.4 9.7 10.2 10.3 10.0 11.8 16.1 13.1 12.7 141.0 113.5 89.7 83.2 88.2 | 28.7 28.9 32.4 24.8 16.3 6.1 7.4 5.9 6.6 5.8 10.4 11.4 9.2 9.5 8.3 13.9 14.6 13.8 13.6 11.1 11.0 11.4 13.9 14.2 16.1 10.5 12.9 20.4 15.7 13.6 87.9 80.7 76.4 76.2 72.0 |
| | Total | 202.7 179.6 158.2 137.2 134.8 | 168.5 167.3 172.0 160.6 143.2 |
| Northern Ireland | Norway lobster Other | 5.7 6.6 6.1 6.2 5.0 20.9 20.6 18.2 13.5 17.1 | 8.3 10.6 9.2 10.5 7.9 10.9 11.1 10.8 11.0 9.3 |
| | Total | 26.6 27.2 24.3 19.7 22.1 | 19.2 21.7 20.0 21.5 17.2 |
| UK | Cod Haddock Hake Monks Megrim Plaice Whiting Dogfish Ling Lemon sole Skates and rays Sole Mackerel Norway lobster Scallops Crabs Others | 75.8 71.0 72.7 46.7 37.0 89.1 82.6 82.8 71.4 50.2 2.8 2.7 2.5 3.9 3.5 29.7 25.6 18.5 15.5 14.8 6.0 6.0 5.3 5.0 5.0 12.5 12.9 11.5 9.6 8.5 37.3 34.5 26.7 25.4 23.2 9.7 8.6 7.4 6.8 7.4 9.2 9.4 10.0 8.8 7.5 5.1 5.2 4.7 4.5 4.0 8.3 7.2 6.8 5.6 5.5 2.5 2.3 2.0 2.0 1.8 60.5 63.2 54.4 41.3 54.6 29.0 31.1 28.6 31.0 28.3 17.1 18.6 20.1 19.2 19.6 20.3 22.5 27.2 23.0 25.6 220.8 190.3 170.4 186.9 168.1 | 69.8 67.7 79.4 62.6 50.6 54.4 44.8 57.1 59.3 51.2 7.3 6.4 5.1 7.8 7.0 51.5 45.9 38.5 35.5 33.6 10.4 9.5 8.6 9.4 8.9 16.0 15.5 13.2 12.6 9.8 19.0 15.9 13.4 13.9 14.4 7.0 5.6 5.5 5.2 5.9 6.9 6.6 8.3 8.5 7.5 11.9 11.8 10.6 10.4 10.0 7.5 6.2 6.4 5.4 5.7 14.1 14.8 14.0 13.8 11.2 15.8 19.8 21.8 9.6 13.8 57.2 63.5 56.8 74.3 60.7 27.0 27.6 30.2 29.2 30.7 22.2 24.3 32.3 27.0 28.0 93.4 82.2 82.3 79.7 72.9 |
| | Total | 635.7 593.7 551.7 506.6 464.6 | 491.5 468.1 483.5 464.2 422.0 |
Table 23. Liveweight and value of landings into Scotland by UK vessels, by main species (value over £0.1m in 2000), 1996 to 2000
| | Tonnes | Value (£ 000) | £ per tonne (standard weight) |
|---|---|---|---|
| | 1996 1997 1998 1999 2000 | 1996 1997 1998 1999 2000 | 1996 1997 1998 1999 2000 |
| Blue ling Catfish Cod Dogfish Forkbeard Greenland halibut Haddock Hake Halibut Lemon sole Ling Megrims Monks Plaice Pollack (Lythe) Roes Roundnose grenadier Redfish Saithe (Coalfish) Sandeels Scabbard fish Sharks Skates & rays Turbot Tusk Whiting Witches Other flatfish Other or mixed demersal | 1,559 1,755 1,923 3,705 2,375 837 790 634 628 740 42,306 37,634 39,807 26,098 23,305 6,895 5,803 4,300 3,181 3,768 69 210 121 173 270 1,712 1,213 1,370 1,104 895 82,284 75,601 76,348 66,359 46,347 1,194 874 1,137 1,362 1,252 353 337 169 226 172 1,835 1,882 2,118 2,576 2,184 7,160 7,542 8,199 7,190 6,480 4,339 4,153 3,615 3,241 3,183 26,118 21,448 15,374 12,139 11,864 4,721 4,092 4,184 2,813 2,138 996 1,020 794 660 874 217 122 144 120 110 185 228 320 1,035 589 965 1,107 1,165 1,306 1,096 10,126 10,043 8,462 8,211 8,629 9,321 14,521 11,585 6,785 9,654 38 247 156 200 399 62 137 227 258 78 4,696 3,447 2,942 2,430 2,466 260 226 208 150 154 368 462 599 770 962 29,664 26,795 20,076 20,334 19,490 1,972 1,912 1,538 1,822 2,145 176 168 193 163 157 1,474 1,327 1,044 880 909 | 1,133 1,103 1,374 2,945 2,039 1,221 1,004 932 914 1,023 38,912 36,073 44,247 35,332 32,945 5,057 3,583 3,238 2,373 3,059 39 114 79 124 198 2,582 1,918 2,395 1,841 1,500 49,851 40,091 51,891 54,432 46,946 1,695 1,234 1,510 1,744 1,954 1,023 953 677 666 562 3,570 3,651 4,038 4,944 4,650 5,452 5,229 6,931 7,150 6,624 6,227 5,396 4,900 5,148 4,587 44,804 38,121 32,207 28,435 27,461 5,398 3,897 3,891 2,961 1,531 784 831 743 716 982 250 169 178 148 156 113 160 176 675 321 726 873 1,003 1,125 914 4,201 3,894 4,141 3,835 3,433 505 815 732 283 400 49 193 187 269 389 50 180 301 259 109 3,524 2,252 2,107 1,812 2,030 1,055 739 843 595 458 182 247 371 555 637 15,639 12,650 10,382 11,335 12,073 2,735 1,928 1,298 1,826 2,071 228 211 283 221 210 891 833 916 714 681 | 836 723 822 914 987 1,721 1,499 1,735 1,719 1,632 1,076 1,121 1,301 1,584 1,654 1,005 846 1,032 1,021 1,113 640 613 737 815 828 1,629 1,707 1,889 1,801 1,812 703 615 788 952 1,175 1,647 1,638 1,541 1,485 1,811 3,131 3,053 4,314 3,186 3,513 2,023 2,017 1,983 1,996 2,214 876 797 972 1,144 1,176 1,507 1,364 1,423 1,668 1,513 2,182 2,267 2,676 2,970 2,928 1,223 1,019 995 1,126 766 897 929 1,067 1,236 1,280 1,153 1,386 1,232 1,239 1,418 612 702 550 652 545 752 788 861 862 834 494 461 582 556 473 54 56 63 42 41 1,298 781 1,195 1,347 975 1,099 1,808 1,815 1,376 1,912 848 738 809 842 930 4,342 3,494 4,328 4,239 3,181 560 604 700 815 749 596 533 584 630 700 1,442 1,049 878 1,042 1,004 1,297 1,259 1,463 1,351 1,338 796 605 834 810 908 |
| Total demersal | 241,902 225,096 208,754 175,919 152,685 | 197,896 168,342 181,971 173,377 159,943 | 948 862 1,004 1,134 1,201 |
| Argentines Blue whiting Herring Horse mackerel Mackerel Sprats Other pelagic | 247 40 89 576 2,311 3,495 12,387 26,955 38,432 17,685 64,117 49,637 33,660 42,290 34,452 405 1,456 2,167 590 988 41,515 38,149 40,213 33,332 43,542 2,889 5,327 2,759 8,611 4,238 35 52 79 55 1 | 88 8 31 174 392 187 687 1,597 1,476 737 7,613 5,405 4,039 4,589 3,425 55 232 300 83 134 11,898 14,472 17,829 6,998 10,443 351 633 334 1,043 495 5 7 20 47 2 | 356 198 347 302 170 54 55 59 38 42 119 109 120 109 99 136 159 138 141 136 287 379 443 210 240 122 119 121 121 117 - - 432 1,400 2,000 |
| Total pelagic | 112,702 107,048 105,922 123,886 103,217 | 20,197 21,444 24,150 14,410 15,628 | 179 200 228 116 151 |
| Edible crabs Lobsters Mussels Norway lobsters Periwinkle Pink shrimps Queen scallops Razor fish Scallops Squid Velvet crab Whelks Other shellfish | 7,234 7,872 8,479 7,722 9,909 619 654 638 527 408 927 714 518 229 864 20,340 21,580 19,983 21,817 20,599 2,032 2,462 1,675 1,002 928 1,833 365 1,366 456 378 1,901 5,264 6,912 4,962 4,159 67 220 115 79 87 9,645 9,801 9,715 8,465 8,807 637 823 1,355 1,199 852 2,788 2,849 2,436 1,882 2,425 3,548 1,894 1,074 1,300 2,274 275 153 169 272 150 | 6,541 6,857 7,697 7,768 9,840 5,965 5,769 6,168 5,532 4,544 171 150 100 46 178 44,132 48,249 43,181 57,508 48,040 1,705 2,211 1,664 1,036 935 2,049 312 1,431 451 361 1,034 1,794 2,422 2,150 1,774 142 497 294 178 211 15,833 16,016 15,561 14,314 13,933 970 1,523 2,189 1,395 1,103 4,929 4,639 4,050 3,267 4,037 1,359 623 317 386 817 878 695 447 282 193 | 904 871 908 1,006 993 9,631 8,824 9,670 10,494 11,137 185 210 193 201 206 2,170 2,236 2,161 2,636 2,332 839 898 993 1,034 1,008 1,118 855 1,048 988 955 544 341 350 433 427 2,109 2,258 2,562 2,265 2,425 1,642 1,634 1,602 1,691 1,582 1,524 1,851 1,615 1,163 1,295 1,768 1,628 1,663 1,736 1,665 383 329 295 297 359 1,155 1,055 584 299 2,514 |
| Total shellfish | 51,845 54,651 54,433 49,912 51,840 | 85,708 89,335 85,521 94,313 85,966 | 1,653 1,635 1,571 1,890 1,658 |
Table 24. Liveweight and value of landings into Scottish ports by UK vessels, by landing district and species type, 1996 to 2000
1996
1997
1998
1999
Tonnes Value (£000)
4,575
4,050
Tonnes
4,360
Value (£000)
3,266
Tonnes
4,331
Value (£000)
3,442
Tonnes Value (£000)
3,525
3,689
2000
Tonnes Value (£000)
2,218
2,403
Eyemouth Demersal
Table 25. Liveweight and value of landings into Scotland by UK vessels, by landing district and main (1) species, 2000
| | Eyemouth Tonnes £'000 |
|---|---|
| Cod Catfish Dogfish Gurnards Haddock Lemon sole Ling Monks Plaice Whiting Witches Other demersal Total demersal | 349 415 21 18 44 43 92 23 1,050 1,148 158 335 60 46 36 75 108 84 238 143 22 25 41 50 2,218 2,403 |
| Total pelagic | 1 1 |
| Brown crabs Lobsters Norway lobster Scallops Squid Other shellfish | 409 355 68 710 913 1,946 25 49 68 100 22 25 |
| Total shellfish | 1,505 3,186 |
| Total landings | 3,725 5,590 |
| | Buckie Tonnes £'000 |
|---|---|
| Cod Dogfish Haddock Ling Megrims Monks Plaice Saithe Skates & rays Tusk Whiting Other demersal | 168 252 91 84 264 250 158 173 50 68 182 423 39 22 69 23 46 33 78 54 60 36 98 108 |
| Total demersal | 1,304 1,525 |
| Total pelagic | 17 8 |
| Brown crabs Norway lobster Scallops Squid Velvet crabs Other shellfish | 48 40 696 1,180 787 1,230 62 83 26 31 2 8 |
| Total shellfish | 1,620 2,572 |
| Total landings | 2,940 4,105 |
| | Pittenweem Tonnes £'000 |
|---|---|
| Total demersal | 66 72 |
| Total pelagic | - - |
| Brown crabs Lobsters Norway lobster Scallops Other shellfish | 70 56 31 298 1,109 1,642 106 149 13 13 |
| Total shellfish | 1,328 2,157 |
| | Aberdeen Tonnes £'000 |
|---|---|
| Blue ling Catfish Cod Dogfish Greenland halibut Haddock Hake Lemon sole Ling Megrims Monks Plaice Pollack Roes Redfish Saithe Skate Tusk Whiting Witches Other demersal | 39 27 99 148 3,424 4,695 85 62 102 133 7,382 8,187 58 62 404 942 294 295 66 84 478 1,162 251 215 156 180 25 37 24 24 1,299 496 104 90 31 22 2,624 1,866 118 124 38 128 |
| Total demersal | 17,103 18,981 |
| Blue whiting Other pelagic | 8,755 366 26 4 |
| Total pelagic | 8,781 370 |
| Brown crabs Lobsters Norway lobster Scallops Squid Other shellfish | 264 226 25 263 436 1,210 345 576 41 63 7 5 |
| Total shellfish | 1,117 2,343 |
| Total landings | 27,002 21,694 |
| | Peterhead Tonnes £'000 |
|---|---|
| Blue ling Catfish Cod Dogfish Greenland halibut Haddock Hake Halibut Lemon sole Ling Megrims Monks Plaice Pollack Roes Redfish Roundnosed grenadier Saithe Skate Tusk Turbot Whiting Witches Other flatfish Other demersal | 30 30 357 513 11,668 16,478 192 179 63 96 20,882 21,041 206 228 37 168 1,085 2,494 1,616 1,676 545 807 2,872 6,710 632 531 481 557 45 62 43 37 44 26 3,689 1,470 184 132 142 106 82 115 9,606 6,189 654 649 87 132 63 69 |
| Total demersal | 55,305 60,494 |
| Argentines Herring Horse mackerel Mackerel Other pelagic | 1,581 228 15,532 1,564 209 15 13,354 2,786 + 2 |
| Total pelagic | 30,677 4,595 |
| Norway lobster Pink shrimps Scallops Squid Whelks Other shellfish | 1,491 4,749 86 78 228 474 109 161 29 6 9 6 |
| Total shellfish | 1,953 5,474 |
| Total landings | 87,935 70,563 |
| | Shetland Tonnes £'000 |
|---|---|
| Catfish Cod Spur dogfish Haddock Hake Ling Megrims Monks Plaice Pollack Saithe Sandeels Skates & rays Lemon sole Tusk Whiting Witches Other demersal | 32 40 1,851 2,719 135 129 2,975 2,934 40 29 534 523 248 317 1,316 3,087 184 125 58 61 576 197 9,654 400 206 144 84 135 41 22 1,865 1,161 63 54 93 108 |
| Total demersal | 19,956 12,185 |
| Blue whiting Herring Horse mackerel Mackerel Other pelagic | 8,930 369 11,105 1,099 342 21 19,801 5,327 1 2 |
| Total pelagic | 40,178 6,818 |
| Brown crabs Norway lobster Queen scallops Scallops Squid Velvet crabs Whelks Other shellfish | 431 314 103 307 50 32 327 412 160 111 55 78 427 102 20 231 |
| Total shellfish | 1,571 1,589 |
| Total landings | 61,705 20,592 |
| | Fraserburgh Tonnes £'000 |
|---|---|
| Blue ling Catfish Cod Dogfish Haddock Hake Lemon sole Ling Megrims Monks Plaice Pollack Saithe Skate Turbot Whiting Witches Other demersal | 39 32 37 52 1,634 2,080 80 62 4,092 3,387 30 21 223 359 369 378 75 92 1,601 3,574 220 96 34 34 356 150 82 43 23 118 2,347 1,002 358 254 213 182 |
| Total demersal | 11,812 11,918 |
| Argentines Herring Mackerel Horse Mackerel | 399 60 7,292 717 9,302 2,089 85 11 |
| Total pelagic | 17,078 2,876 |
| Brown crabs Norway lobster Pink shrimps Scallops Squid Other shellfish | 514 508 4,750 10,628 292 283 267 427 151 231 29 85 |
| Total shellfish | 6,002 12,161 |
| Total landings | 34,892 26,955 |
| | Stornoway Tonnes £'000 |
|---|---|
| Cod Dogfish Haddock Hake Monks Skates & rays Whiting Witches Other demersal | 40 35 132 93 66 39 33 9 54 82 30 19 107 37 45 25 74 61 |
| Total demersal | 581 398 |
| Total pelagic | - - |
| Cockles Brown crabs Lobsters Norway lobster Razor fish Scallops Velvet crabs Other shellfish | 25 20 722 715 52 620 1,750 4,573 20 54 586 1,000 278 466 22 52 |
| Total shellfish | 3,455 7,500 |
| Total landings | 4,036 7,898 |
| | Lochinver Tonnes £'000 |
|---|---|
| Blue ling Bluemouth Catfish Cod Dogfish Forkbeard Haddock Hake Halibut Lemon sole Ling Megrims Monks Plaice Redfish Roundnose grenadier Saithe Scabbardfish Skates & rays Tusk Whiting Witches Other demersal | 811 700 86 80 71 100 293 448 499 386 118 105 781 785 222 863 20 66 28 45 1,396 1,465 270 536 455 1,148 57 48 240 209 168 101 114 58 64 60 233 183 318 209 146 114 454 631 66 73 |
| Total demersal | 6,911 8,411 |
| Total pelagic | - - |
| Norway lobster Squid Other shellfish | 765 2,010 32 38 24 44 |
| Shellfish | 821 2,092 |
| Total landings | 7,732 10,503 |
| | Wick Tonnes £'000 |
|---|---|
| Blue ling Catfish Cod Spur dogfish Forkbeard Greenland halibut Haddock Hake Halibut Lemon Sole Ling Megrims Monks Plaice Pollack Redfish Roundnose Grenadier Saithe Scabbardfish Skates & Rays Tusk Whiting Witches Other demersal | 382 348 32 41 2,151 3,344 551 530 41 20 702 1,226 3,335 3,734 122 131 76 144 79 147 997 1,007 454 679 1,809 4,543 231 175 60 64 654 536 35 21 1,923 809 64 70 391 366 105 69 711 469 72 49 88 110 |
| Total demersal | 15,065 18,633 |
| Argentines Other pelagic | 238 71 0 0 |
| Pelagic | 238 71 |
| Brown crabs Lobsters Mussels Norway lobster Scallops Squid Velvet crabs Whelks Other shellfish | 3,179 3,758 54 527 864 178 338 623 540 669 92 135 60 100 295 105 11 16 |
| Total shellfish | 5,433 6,112 |
| Total landings | 20,736 24,815 |
Table 25. continued
Kinlochbervie
| Catfish Cod Dogfish Haddock Hake Lemon sole Ling Megrims Monks Plaice Pollack Saithe Skate Tusk Whiting Witches Other demersal | 20 24 1,011 1,487 235 195 2,787 2,806 69 46 58 91 353 358 888 1,212 1,725 3,899 271 144 31 29 312 99 485 391 35 18 718 425 23 16 153 173 |
|---|---|
| Total demersal | 9,152 11,412 |
| Total pelagic | 3 0 |
| Brown crabs Norway lobster Squid Other shellfish | 280 269 81 205 102 127 9 36 |
| Total shellfish | 472 636 |
46
24
93
22
30
10
44
| | Portree Tonnes £'000 |
|---|---|
| Cod Dogfish Haddock Ling Megrim Monks Other demersal | 21 32 32 26 97 91 29 31 22 35 47 101 74 56 |
| Total demersal | 323 371 |
| Herring Horse Mackerel Other pelagic | 228 17 54 4 1 1 |
| Total pelagic | 283 22 |
| Brown crabs Velvet crabs Nephrops Periwinkles Scallops Other shellfish | 254 276 51 69 889 3180 51 53 185 323 12 119 |
| Total shellfish | 1,443 4,020 |
| Total | 2,048 4,413 |
| | All ports Tonnes £'000 |
|---|---|
| Blue ling Blue mouths Catfish Cod Conger eels Dabs Dogfish Forkbeard Greenland halibut Gurnards Haddock Hake Halibut John Dory Lemon sole Ling Megrims Monks Plaice Pollack Roes Roundnose grenadier Redfish Saithe Sandeels Scabbard fish Sharks Skate Tusk Turbot Whiting Witches Other flatfish Other demersal | 2,375 2,039 86 80 740 1,023 23,305 32,945 117 79 44 22 3,768 3,059 270 198 895 1,500 108 29 46,347 46,946 1,252 1,954 172 562 31 49 2,184 4,650 6,480 6,624 3,183 4,587 11,864 27,461 2,138 1,531 874 982 110 156 589 321 1,096 914 8,629 3,433 9,654 400 399 389 78 109 2,466 2,030 962 637 154 458 19,490 12,073 2,145 2,071 157 210 523 421 |
| Total demersal | 152,685 159,943 |
| Argentines Blue whiting Herring Horse mackerel Mackerel Sprats Other pelagic | 2,311 392 17,685 737 34,452 3,425 988 134 43,542 10,443 4,238 495 1 2 |
| Total pelagic | 103,217 15,628 |
| Cockles | 101 70 9,615 9,701 290 135 408 4,544 864 178 20,599 48,040 928 935 378 361 4,159 1,774 87 211 8,807 13,933 852 1,103 2,425 4,037 2,274 817 52 127 |
| Brown crabs Green crabs Lobsters Mussels Norway lobster Periwinkle Pink shrimps Queen scallops Razor fish Scallops Squid Velvet crabs Whelks Other shellfish | |
| Total shellfish | 51,840 85,966 |
| Total landings | 307,741 261,536 |
| | Ullapool Tonnes £'000 |
|---|---|
| Blue ling Catfish Cod Dogfish Forkbeard Haddock Hake Ling Megrims Monks Roundnose grenadier Redfish Saithe Scabbard fish Sharks Skate Tusk Whiting Witches Other demersal | 658 576 22 26 188 292 781 467 65 41 998 989 58 111 339 367 163 236 662 1,293 275 140 61 45 198 93 187 165 49 57 135 96 98 65 151 103 44 36 63 86 |
| Total demersal | 5,196 5,286 |
| Argentines Herring Mackerel Other pelagic | 70 24 156 14 624 121 + + |
| Pelagic | 851 159 |
| Brown crabs Norway lobster Scallops Other shellfish | 960 1,005 649 1,802 98 201 31 83 |
| Total shellfish | 1,737 3,091 |
| Total landings | 7,784 8,536 |
| | Campbeltown Tonnes £'000 |
|---|---|
| Cod Dogfish Haddock Hake Skates & rays Whiting Other demeral | 66 80 25 19 142 141 44 57 26 21 69 35 48 43 |
| Total demersal | 418 396 |
| Sprats Other pelagic | 200 28 1 0 |
| Total pelagic | 201 29 |
| Brown crabs Green crabs Lobsters Norway lobster Periwinkles Queen scallops Razor fish Scallops Velvet crabs Whelks Other shellfish | 338 343 21 9 24 307 2,193 4,007 144 106 124 65 33 81 1,292 2,086 684 1,174 916 372 9 19 |
| Total shellfish | 5,778 8,568 |
| Total | 6,397 8,993 |
Chart 8. Liveweight landings into Scotland by UK vessels, by species type, 1960 to 2000
Chart 9. Average prices of landings into Scotland, by species type and month, 2000
36
70
(1) landings of £0.1 million or more in 2000
| | Tonnes 1996 1997 1998 1999 2000 |
|---|---|
| Blue ling Blue mouth Cod Dogfish Forkbeard Greenland halibut Haddock Hake Halibut Ling Megrims Monks Orange roughy Rabbitfish Roundnose grenadier Redfish Saithe Scabbard fish Shark Tusk Witches Other demersal | 1,474 1,503 2,840 3,458 3,892 176 168 183 139 203 8,706 3,780 1,319 1,613 1,375 23 495 893 1,184 2,236 86 129 154 280 493 351 276 127 460 242 2,830 2,433 1,262 1,721 1,279 2,199 715 1,104 1,238 2,353 128 32 10 47 45 1,854 1,445 2,379 1,850 1,239 156 147 166 169 146 991 707 1,364 957 626 113 70 183 185 109 0 32 88 403 556 1,442 1,748 2,099 4,567 7,353 477 448 320 689 405 2,286 2,197 1,982 3,435 3,799 907 1,319 1,437 1,085 1,874 857 377 254 362 224 547 299 333 399 380 152 273 309 252 139 1,057 748 3,460 1,050 582 |
| Total demersal | 26,810 19,342 22,267 25,545 29,550 |
| Blue whiting Horse mackerel Mackerel Other pelagic | 18,262 9,738 9,460 9,107 16,422 987 322 3,741 0 576 2,441 2,718 6,927 3,551 5,342 10,430 5,510 2,457 1,567 411 |
| Total pelagic | 32,120 18,288 22,585 14,225 22,751 |
| Norway lobsters Other crustaceans | 39 12 38 50 70 359 26 293 93 74 |
| Total shellfish | 397 38 331 143 144 |
| Total | 59,327 37,667 45,183 39,913 52,445 |
Table 27. Liveweight and value of landings into Scotland by foreign vessels, by nationality, 1996 to 2000 (1)
| | Tonnes 1996 1997 1998 1999 2000 |
|---|---|
| Belgium Denmark Eire Faroe France Germany Iceland Norway Russia Spain Other | 267 295 189 300 183 9,547 3,458 1,704 207 1,383 4,843 4,648 10,970 4,413 6,190 12,714 7,229 2,995 6,146 2,719 6,634 7,827 12,723 16,481 21,676 420 437 657 397 126 0 0 0 165 1,443 18,691 10,568 9,294 7,696 11,717 2,312 644 2,954 780 2,781 3,856 2,393 3,676 3,322 4,061 43 168 21 6 166 |
| Total | 59,327 37,667 45,183 39,913 52,445 |
(1) landings of £0.1 million or more in 2000
Table 28. Liveweight and value of landings into Scotland by foreign vessels, by landing district, 1996 to 2000
| | Tonnes 1996 1997 1998 1999 2000 | Value (£'000) 1996 1997 1998 1999 2000 |
|---|---|---|
| North east ports (1) Other east coast North mainland ports (2) Orkney/Shetland North west/WI ports (3) South west ports (4) | 4,817 1,517 2,579 271 2,537 0 1 0 0 0 11,872 7,564 4,250 5,410 3,503 27,543 13,799 13,586 11,878 18,808 14,477 14,752 24,657 21,415 27,507 618 34 111 939 90 | 3,640 835 1,475 188 851 0 1 0 0 0 9,328 4,743 6,527 6,551 4,639 1,779 945 1,008 870 1,218 15,232 13,925 25,415 28,740 38,897 355 116 434 902 89 |
(1) Aberdeen to Buckie port districts; (2) Wick to Kinlochbervie; (3) Lochinver to Oban; (4) Campbeltown to Ayr
Table 29. Liveweight and value of landings by Scottish based vessels, by main (1) species, 1996 to 2000
| | Landings into UK & abroad (tonnes) | | |
|---|---|---|---|
| | Into UK 1996 1997 1998 1999 2000 | Abroad 1996 1997 1998 1999 2000 | Total 1996 1997 1998 1999 2000 |
| Blue ling Brill Catfish Cod Dabs Dogfish Dover sole Forkbeard Grenadiers Greenland halibut Gurnards Haddock Hake Halibut John dory Lemon sole Ling Megrims Monks Plaice Pollack Redfish Roes Saithe Sandeels Shark Skate Tusk Turbot Whiting Witches Other demersal | 1,487 1,711 1,890 3,598 2,147 12 13 12 9 9 814 782 631 617 723 41,438 37,085 39,656 25,952 23,336 229 184 181 76 43 6,852 5,942 4,278 2,880 2,836 41 27 52 28 25 71 210 123 198 232 154 240 320 1,037 597 1,404 946 1,120 943 638 56 21 91 44 120 82,121 75,803 76,538 66,267 46,212 1,189 928 1,130 1,667 1,367 337 333 170 224 170 1 11 7 18 31 1,864 1,938 2,251 2,617 2,226 6,971 7,365 7,999 6,371 5,567 4,256 4,112 3,600 3,192 3,137 24,720 20,537 15,235 11,690 11,375 4,614 4,185 4,291 2,829 2,188 976 1,012 777 608 813 670 572 846 1,199 777 213 126 140 119 105 9,543 9,635 8,393 7,832 7,463 9,321 14,521 11,585 6,785 9,654 137 229 119 87 159 4,398 3,258 2,823 2,353 2,238 356 447 588 722 874 261 207 215 153 161 29,900 27,247 20,626 20,628 19,634 1,923 1,916 1,549 1,593 1,835 1,586 1,606 1,209 1,347 1,203 | 121 29 33 20 18 38 39 52 40 49 8 8 11 11 23 756 939 1,244 615 332 578 915 1,000 1,153 764 38 89 460 705 548 237 198 330 492 345 563 396 401 388 561 0 0 0 0 0 0 0 0 2 15 80 66 119 63 110 163 300 213 149 87 477 547 520 334 242 2 2 2 3 1 0 5 1 2 13 142 235 249 232 151 954 1,166 1,039 607 480 190 241 196 55 58 437 827 682 260 202 4,278 5,351 5,258 5,199 5,934 89 68 83 8 2 191 38 25 214 147 0 0 7 0 0 69 101 49 39 37 11,935 22,175 17,485 7,318 6,876 617 607 532 365 351 163 173 126 143 205 7 21 119 63 2 120 123 132 176 161 106 132 144 31 39 126 270 191 216 276 1,076 698 654 290 93 | 1,608 1,740 1,923 3,618 2,165 50 52 64 49 58 823 790 642 628 746 42,194 38,024 40,900 26,567 23,668 806 1,099 1,181 1,229 807 6,890 6,031 4,738 3,585 3,384 278 225 382 520 370 634 606 524 586 793 154 240 320 1,037 597 1,404 946 1,120 945 653 135 87 210 107 229 82,285 76,103 76,751 66,416 46,300 1,666 1,475 1,650 2,001 1,609 339 335 172 227 171 1 16 8 20 44 2,006 2,173 2,500 2,849 2,376 7,924 8,531 9,038 6,978 6,048 4,446 4,353 3,796 3,247 3,195 25,157 21,364 15,917 11,950 11,577 8,892 9,536 9,549 8,029 8,122 1,065 1,080 860 616 815 861 610 871 1,413 924 213 126 147 119 105 9,612 9,736 8,442 7,871 7,500 21,256 36,696 29,070 14,103 16,530 753 836 651 452 510 4,562 3,431 2,949 2,496 2,443 363 468 707 785 876 381 330 347 329 322 30,005 27,379 20,770 20,659 19,674 2,049 2,186 1,740 1,809 2,112 2,661 2,304 1,863 1,638 1,296 |
| Total demersal | 237,914 223,149 208,445 173,683 147,898 | 23,559 35,759 31,357 19,194 18,123 | 261,473 258,908 239,802 192,877 166,020 |
| Argentines Blue whiting Herring Horse mackerel Mackerel Pilchards Sprats Other pelagic | 247 38 89 572 2,310 3,495 12,387 26,941 38,432 17,704 63,645 48,280 33,181 40,881 36,622 17,135 3,891 3,892 1,135 1,908 53,087 56,331 46,470 37,109 48,975 5,706 4,468 4,504 3,509 2,668 2,284 4,565 2,399 7,368 4,014 0 13 60 30 1 | 2,281 2,581 1,126 309 3,000 9,663 21,011 65,488 60,422 24,793 41,229 38,367 54,364 43,574 28,344 16,603 30,517 16,112 10,607 9,348 66,000 67,155 104,769 107,397 122,128 301 2,102 2,111 1,222 1,380 0 0 2,061 907 0 0 425 1,890 365 0 | 2,528 2,619 1,215 881 5,310 13,157 33,398 92,429 98,854 42,497 104,874 86,647 87,545 84,455 64,965 33,738 34,408 20,004 11,741 11,255 119,088 123,486 151,239 144,507 171,103 6,007 6,570 6,615 4,731 4,049 2,284 4,565 4,460 8,275 4,014 0 438 1,950 395 1 |
| Total pelagic | 145,599 129,972 117,536 129,037 114,202 | 136,077 162,158 247,921 224,802 188,992 | 281,677 292,130 365,457 353,839 303,194 |
| Edible crabs Lobsters Norway lobster Pink shrimps Queen scallops Scallops Squid Velvet crabs Whelks Other crabs Other shellfish | 5,619 5,929 6,234 5,824 7,855 634 648 653 537 403 20,138 21,830 20,049 22,136 21,155 1,832 365 1,366 456 378 1,581 5,189 7,476 5,112 4,372 9,651 11,173 9,215 9,031 9,668 666 843 1,350 1,161 860 2,791 2,850 3,821 1,885 2,414 3,722 1,833 1,074 1,314 2,321 519 438 467 263 450 3,303 3,551 3,004 1,929 2,016 | 20 10 13 7 3 0 0 0 0 0 125 123 139 42 30 80 0 0 23 0 0 0 0 0 0 0 0 0 0 0 217 200 217 153 129 0 6 3 0 0 40 6 39 48 0 59 5 95 66 10 5 2 10 5 12 | 5,639 5,939 6,247 5,831 7,858 635 648 653 537 403 20,263 21,953 20,188 22,178 21,185 1,912 365 1,366 480 378 1,581 5,189 7,476 5,112 4,372 9,651 11,173 9,215 9,031 9,668 883 1,043 1,567 1,314 989 2,791 2,856 3,824 1,885 2,414 3,762 1,839 1,113 1,361 2,321 578 443 562 328 460 3,308 3,553 3,014 1,935 2,027 |
| Total shellfish | 50,456 54,649 54,708 49,649 51,892 | 546 352 516 344 184 | 51,003 55,001 55,224 49,993 52,075 |
| Total landings | 433,970 407,770 380,689 352,369 313,991 | 160,182 198,269 279,794 244,340 207,298 | 594,152 606,039 660,483 596,709 521,289 |
2
| | Into UK 1996 1997 1998 1999 2000 | Abroad 1996 1997 1998 1999 2000 |
|---|---|---|
| Blue ling Brill Catfish Cod Dabs Dogfish Dover sole Forkbeard Grenadiers Greenland halibut Gurnards Haddock Hake Halibut John dory Lemon sole Ling Megrims Monks Plaice Pollack Redfish Roes Saithe Sandeels Shark Skate Tusk Turbot Whiting Witches Other demersal | 1,066 1,069 1,347 2,846 1,787 43 44 41 33 37 1,186 990 927 902 1,000 38,186 35,984 43,942 35,134 32,948 128 104 115 41 21 5,019 3,714 3,187 2,228 2,339 223 142 221 137 109 40 114 79 128 162 89 166 176 676 325 2,097 1,492 1,946 1,576 1,076 29 8 27 16 33 49,722 40,243 52,035 54,327 46,794 1,773 1,351 1,454 2,469 1,892 983 944 682 661 555 3 18 10 26 51 3,639 3,746 4,248 5,025 4,708 5,316 5,123 6,731 6,287 5,600 6,124 5,345 4,858 5,045 4,440 42,858 36,608 31,822 27,373 26,492 5,214 4,005 4,016 2,965 1,575 766 824 729 669 922 469 367 692 1,032 640 245 172 173 148 152 3,983 3,753 4,105 3,642 2,920 505 815 732 283 400 177 318 168 78 158 3,261 2,110 1,998 1,729 1,783 176 238 365 518 557 1,058 758 898 622 502 15,742 12,854 10,613 11,457 12,137 2,679 1,934 1,307 1,473 1,582 1,585 1,522 1,568 2,598 1,268 | 94 15 17 10 11 231 207 230 203 222 23 17 18 19 29 733 951 1,318 879 470 685 881 688 996 707 36 59 209 416 338 1,659 1,551 1,766 2,842 1,982 469 451 528 512 745 0 0 0 0 0 0 0 0 2 20 25 24 32 20 143 94 212 247 134 60 709 3,440 3,501 2,211 687 10 14 7 21 4 0 29 6 11 73 366 570 493 556 357 884 1,484 2,179 1,391 1,321 173 838 836 229 244 635 3,083 2,804 1,007 761 6,511 7,220 6,775 7,630 6,376 82 50 58 12 2 98 128 99 299 347 0 0 43 0 0 55 49 26 24 14 743 1,458 1,234 320 342 505 1,374 1,216 799 804 235 261 275 362 549 5 14 98 70 2 902 887 927 1,471 1,036 74 53 61 14 18 127 723 800 879 1,186 1,106 1,437 1,385 865 126 |
| Total demersal | 194,383 166,877 181,213 172,140 154,964 | 17,271 27,474 27,873 24,208 18,979 |
| Argentines Blue whiting Herring Horse mackerel Mackerel Pilchards Sprats Other pelagic | 88 7 31 173 392 187 687 1,596 1,476 743 7,460 5,365 3,931 4,476 3,643 2,292 641 619 160 336 13,603 17,246 18,819 8,263 11,882 786 571 657 529 523 287 548 288 923 463 0 1 22 42 2 | 637 817 418 63 450 536 1,381 4,971 2,246 1,285 5,976 4,997 8,306 5,518 3,605 3,831 5,742 4,522 2,604 2,649 31,393 35,202 58,516 27,067 41,729 36 404 249 194 285 0 0 103 47 0 0 84 307 333 0 |
| Total pelagic | 24,703 25,066 25,963 16,040 17,984 | 42,408 48,626 77,391 38,072 50,004 |
| Edible crabs Lobsters Norway lobster Pink shrimps Queen scallops Scallops Squid Velvet crabs Whelks Other crabs Other shellfish | 4,862 5,075 5,468 5,668 7,726 6,018 5,741 6,212 5,378 4,427 43,699 48,811 43,550 58,170 49,242 2,049 312 1,431 451 361 881 1,766 2,641 2,163 1,808 15,717 17,692 14,749 14,874 15,555 1,046 1,562 2,177 1,436 1,114 4,934 4,640 5,929 3,272 4,015 1,401 599 318 391 819 284 260 253 133 279 2,849 3,515 2,551 1,454 1,488 | 17 9 14 7 3 1 0 0 1 2 447 430 487 151 107 68 0 1 26 0 0 0 0 0 0 0 0 0 0 0 264 674 1,282 878 763 0 31 11 0 0 24 1 9 16 0 134 9 96 66 10 7 2 13 8 12 |
| Total shellfish | 83,739 89,971 85,279 93,390 86,834 | 962 1,155 1,912 1,153 897 |
Table 31. Liveweight and value of landings from specified ICES areas by Scottish based vessels, by main (1) species, 2000
| EU: Denmark Eire France Holland Spain Other Non- Faroes EU: Denmark Norway | 33,341 51,577 66,311 77,191 51,785 24,673 9,003 4,738 3,917 1,774 1,876 2,666 4,042 2,217 2,157 7,792 11,179 10,575 10,731 7,861 5,227 4,900 5,145 3,474 3,235 14 0 0 0 17 20,182 29,064 49,512 28,674 24,664 0 1,092 18,720 1,713 101 67,076 88,788 120,751 116,424 115,705 | 5,282 9,886 11,204 7,415 7,177 3,279 1,669 1,001 1,022 517 383 617 720 571 380 11,596 13,416 12,912 15,038 10,950 5,772 13,834 15,546 9,981 8,053 24 0 0 0 14 3,837 7,101 8,400 4,560 5,566 0 78 1,309 84 99 30,468 30,655 56,083 24,761 37,122 |
|---|---|---|
| Total | 160,182 198,269 279,794 244,340 207,298 60,640 77,256 107,175 63,432 69,880 | |
(1) Total value over £0.1m
| ICES area | Liveweight (tonnes) | | |
|---|---|---|---|
| | North sea Area Faroes West Scotland Irish sea Rest of Other IV a IV b II a V b VI a VI b VII a area VII | Total | North sea Area Faroes West Scotland Irish sea Rest of Other IV a IV b II a V b VI a VI b VII a area VII |
| Blue ling Brill Catfish Cod Dabs Dogfish Dover sole Forkbeard Grenadiers Greenland halibut Gurnards Haddock Hake Halibut John dory Lemon sole Ling Megrims Monks Plaice Pollack Redfish Roes Saithe Sandeels Shark Skate Tusk Turbot Whiting Witches Other demersal | 26 0 2 27 1,209 860 0 17 24 0 47 0 0 2 0 2 2 4 489 78 0 7 17 153 0 0 1 18,925 2,125 1 193 2,015 286 90 3 29 22 762 0 1 8 1 1 1 12 781 117 0 12 1,687 295 70 398 25 1 336 0 0 3 2 7 2 19 7 0 0 1 139 36 0 607 4 7 0 0 44 383 157 0 0 6 116 0 41 110 381 0 0 0 5 4 109 0 0 9 0 11 94 1 32,443 5,166 2 163 5,939 2,469 113 3 1 331 23 0 3 644 15 34 558 0 68 10 1 22 42 26 0 0 2 8 0 0 0 23 0 0 14 0 1,019 1,176 0 11 103 52 2 12 1 3,335 93 2 54 1,628 460 9 462 6 2,039 3 1 66 719 243 1 124 0 9,084 347 1 121 1,442 256 27 301 0 1,145 6,255 0 19 386 63 37 2 214 691 28 0 1 85 1 4 5 0 232 5 78 114 77 293 0 56 70 74 3 0 4 20 3 0 0 0 4,711 81 8 415 2,013 105 106 61 0 4,781 5,978 0 0 5,771 0 0 0 0 8 1 0 0 61 142 0 179 118 780 53 1 5 1,173 166 49 204 12 328 2 1 11 172 360 0 2 0 118 149 0 1 20 3 3 24 4 15,621 1,672 1 12 2,241 57 36 21 12 1,061 231 0 2 304 220 6 287 0 373 70 0 11 616 55 28 138 6 | 2,165 58 746 23,668 807 3,384 370 793 597 653 229 46,300 1,609 171 44 2,376 6,048 3,195 11,577 8,122 815 924 105 7,500 16,530 510 2,443 876 322 19,674 2,112 1,296 | 25 0 2 26 998 716 0 9 22 1 212 0 0 7 0 8 13 17 700 97 0 10 19 200 0 1 2 26,835 2,723 2 295 2,942 439 142 4 36 11 701 0 0 4 0 0 1 10 737 110 0 10 1,318 198 60 225 20 7 1,928 0 0 13 3 27 17 97 5 0 0 1 80 25 0 793 3 3 0 0 24 191 103 0 0 4 196 0 63 178 653 0 0 0 6 2 28 0 0 3 0 3 140 0 32,863 5,191 2 220 5,966 2,492 112 7 1 315 30 0 2 717 16 57 1,441 0 259 59 1 53 89 94 0 0 3 10 0 0 0 38 0 0 75 0 2,149 2,589 0 39 165 83 2 35 2 3,404 82 1 59 1,674 485 8 1,192 15 2,916 4 0 63 1,000 344 1 356 0 21,185 786 2 292 3,248 623 53 1,063 0 832 6,593 0 27 222 52 27 4 195 789 33 0 1 88 1 6 7 0 185 4 58 95 56 255 0 269 65 108 5 0 7 27 4 1 0 0 1,821 34 2 166 805 43 35 27 0 202 298 0 0 242 0 0 0 0 14 2 0 0 139 177 0 427 204 612 36 1 4 909 142 59 556 14 228 2 1 8 108 211 0 2 0 317 851 0 7 71 11 9 244 28 9,701 1,007 1 11 1,345 51 20 15 4 924 237 0 2 214 183 3 1,205 0 335 64 0 10 508 72 11 391 2 |
| Total demersal | 98,630 24,918 139 1,429 29,336 6,779 636 3,576 577 | 166,020 | 107,693 23,707 136 1,613 23,855 7,025 645 8,518 752 |
| Argentines Blue whiting Herring Horse mackerel Mackerel Pilchards Sprats Other pelagic | 78 0 18 248 4,963 3 0 0 0 0 0 0 2,127 23,905 16,420 0 45 0 29,134 992 14,563 0 20,276 0 0 0 0 3,054 411 0 0 1,893 0 0 5,649 249 55,997 715 0 0 96,271 0 1 18,077 43 0 0 0 0 0 0 0 4,049 0 0 0 0 0 4,014 0 0 0 0 0 0 0 0 0 0 0 1 0 | 5,310 42,497 64,965 11,255 171,103 4,049 4,014 1 | 23 0 6 39 772 1 0 0 0 2 0 0 145 1,099 776 0 7 0 3,275 97 1,715 0 2,161 0 0 0 0 835 123 0 0 418 0 0 1,544 64 20,543 196 0 0 28,002 0 0 4,858 13 0 0 0 0 0 0 0 808 0 0 0 0 0 463 0 0 0 0 0 0 0 0 0 0 0 2 0 |
| Total pelagic | 88,264 2,118 14,581 2,375 151,321 16,423 1 27,820 292 | 303,194 | 24,678 417 1,721 184 32,915 777 0 7,219 77 |
| Edible crabs Lobsters Norway lobster Pink shrimps Queen scallops Scallops Squid Velvet crabs Whelks Other crabs Other shellfish | 2,701 751 0 0 4,404 0 0 2 0 137 126 0 0 135 0 4 0 0 7,368 3,017 0 0 10,235 1 518 46 1 378 0 0 0 0 0 0 0 0 1,923 740 0 0 5,121 0 702 1,182 0 63 86 0 0 836 0 3,386 0 0 543 92 0 2 208 4 5 134 1 817 19 0 0 1,575 0 3 0 0 1,115 10 0 0 1,010 0 172 8 6 242 13 0 0 48 10 146 1 1 1,064 13 0 0 939 0 0 11 0 | 7,858 403 21,185 378 4,372 9,668 989 2,414 2,321 460 2,027 | 2,512 642 0 0 4,573 0 0 2 0 1,616 1,295 0 0 1,471 0 44 0 2 17,540 5,756 0 0 24,995 5 847 204 3 361 0 0 0 0 0 0 0 0 45 36 0 0 340 0 1,387 0 0 2,955 1,240 0 0 8,125 0 1,230 2,005 0 680 145 0 4 257 9 11 769 1 1,255 28 0 0 2,728 0 4 0 0 334 3 0 0 425 0 50 3 2 114 12 0 0 21 11 129 1 1 358 11 0 0 1,117 0 0 14 0 |
| Total shellfish | 16,350 4,867 0 2 24,510 15 4,937 1,385 9 | 52,075 | 27,770 9,168 0 4 44,053 25 3,703 2,998 10 |
| Total landings | 203244 31903 14720 3806 205167 23217 5573 32781 878 | 521,289 | 160,141 33,292 1,857 1,800 100,823 7,827 4,348 18,736 838 |
| | Liveweight (tonnes) | | |
|---|---|---|---|
| | Overall vessel length group | Total | Overall vessel length group |
| | <8 8-10 >10-12 >12-15 >15-18 >18-24 >24-30 >30-40 >40-50 over 50 | | <8 8-10 >10-12 >12-15 >15-18 >18-24 >24-30 >30-40 >40-50 over 50 |
| Blue ling Brill Catfish Cod Dabs Dogfish Dover sole Forkbeard Grenadiers Greenland halibut Gurnards Haddock Hake Halibut John dory Lemon sole Ling Megrims Monks Plaice Pollack Redfish Roes Saithe Sandeels Shark Skate Tusk Turbot Whiting Witches Other demersal | 0 0 0 0 0 46 817 1,282 19 0 0 0 0 1 2 2 1 23 28 0 0 0 0 0 4 222 381 112 27 0 6 48 43 116 679 7,345 13,922 1,197 311 0 0 1 5 2 4 23 6 402 365 0 1 47 40 59 257 781 1,209 978 12 0 0 1 0 3 3 6 2 170 184 0 0 0 0 0 0 4 290 499 0 0 0 0 0 0 0 0 95 470 32 0 0 0 0 0 0 0 414 162 34 44 0 1 0 0 6 94 19 98 11 0 0 29 25 127 1,034 17,136 24,458 3,211 280 0 0 4 5 31 128 371 566 495 9 0 0 0 0 0 2 22 95 43 7 0 0 0 0 0 1 8 25 10 0 0 0 6 17 22 162 1,104 830 152 83 0 1 2 3 2 50 998 3,746 1,191 55 0 0 0 0 3 105 1,262 1,428 301 95 0 0 14 13 35 421 4,405 5,423 906 361 0 0 19 21 16 161 1,069 636 3,377 2,823 0 0 2 6 0 8 132 517 138 12 0 0 0 0 0 1 3 289 482 143 7 0 0 0 0 3 30 62 9 1 0 8 13 2 1 33 1,722 4,538 969 210 5 0 0 7 0 2,235 2,092 0 3,507 8,690 0 0 0 2 0 0 2 98 404 1 0 3 11 19 29 207 793 906 414 61 0 0 2 0 0 0 79 339 439 16 0 0 1 1 2 8 48 54 96 113 0 0 26 25 97 970 8,321 9,666 512 57 0 0 5 6 21 177 938 560 401 3 0 0 30 16 27 155 329 327 397 12 5 | 2,165 58 746 23,668 807 3,384 370 793 597 653 229 46,300 1,609 171 44 2,376 6,048 3,195 11,577 8,122 815 924 105 7,500 16,530 510 2,443 876 322 19,674 2,112 1,296 | 0 0 0 0 0 36 670 1,069 22 0 0 0 0 2 8 10 3 105 130 0 0 0 0 0 4 292 546 152 35 0 7 54 45 128 837 9,806 20,181 1,885 476 0 0 0 2 1 2 10 3 367 342 0 1 51 28 45 210 669 917 749 8 0 0 6 1 11 15 28 8 969 1,055 0 0 0 0 0 0 3 339 565 0 0 0 0 0 0 0 0 43 271 11 0 0 0 0 0 0 0 716 254 52 73 0 0 0 0 2 24 15 131 3 0 0 25 17 106 884 16,292 25,553 3,679 298 0 0 4 6 20 130 384 834 1,197 5 0 0 1 1 2 13 108 277 133 26 0 0 0 0 0 1 9 64 50 0 0 0 11 34 41 287 2,252 1,915 321 202 0 1 2 1 1 48 963 4,154 1,690 60 0 0 0 0 3 114 1,776 2,107 579 104 0 0 27 19 65 872 9,763 13,176 2,469 862 0 0 14 14 13 106 714 484 3,511 3,096 0 0 2 3 0 11 151 592 150 14 0 0 0 0 0 1 2 425 426 126 8 0 0 0 0 6 41 93 11 2 0 2 5 3 0 13 620 1,797 403 89 1 0 0 0 0 93 86 0 172 391 0 0 0 4 1 0 3 207 746 0 0 2 8 13 24 167 614 823 642 40 0 0 1 0 0 0 53 219 276 10 0 0 5 3 10 37 230 246 584 423 0 0 11 9 39 466 4,758 6,473 363 36 0 0 5 4 14 119 788 773 1,062 3 0 0 15 13 20 97 304 395 539 8 4 |
| Total demersal | 20 265 256 596 6,815 49,388 71,719 22,845 14,055 61 | 166,020 | 15 249 219 546 4,541 50,789 84,049 25,520 7,929 86 |
| Argentines Blue whiting Herring Horse mackerel Mackerel Pilchards Sprats Other pelagic | 0 0 0 0 0 0 63 290 1 4,955 0 0 0 0 0 0 0 0 0 42,497 0 0 0 0 13 1 1 2,402 16,484 46,063 0 0 0 0 0 0 0 389 825 10,042 155 221 3 1 2 7 19 4,949 27,354 138,391 0 0 0 0 0 0 0 1,630 1,866 552 0 0 0 0 2,313 910 0 0 790 0 0 0 0 0 0 0 0 0 0 1 | 5,310 42,497 64,965 11,255 171,103 4,049 4,014 1 | 0 0 0 0 0 0 17 95 0 730 0 0 0 0 0 0 2 0 0 2,026 0 0 0 0 2 0 0 213 1,628 5,405 0 0 0 0 0 0 0 81 159 2,744 60 83 1 0 0 2 8 1,321 7,514 44,622 0 0 0 0 0 0 0 266 363 179 0 0 0 0 253 99 0 0 111 0 0 0 0 0 0 0 0 0 0 2 |
| Total pelagic | 155 222 3 1 2,328 919 84 9,661 47,320 242,501 | 303,194 | 60 83 1 0 256 102 27 1,976 9,774 55,709 |
| Edible crabs Lobsters Norway lobster Pink shrimps Queen scallops Scallops Squid Velvet crabs Whelks Other crabs Other shellfish | 934 1,910 1,676 923 906 1,507 0 3 1 0 160 109 72 30 25 7 0 0 0 0 195 1,817 2,219 2,116 6,449 7,480 880 29 0 0 0 0 0 0 4 270 104 0 0 0 24 89 21 33 267 3,924 10 3 0 0 202 262 548 822 2,837 3,146 697 1,155 0 0 0 25 2 16 127 349 337 129 4 0 1,400 620 298 64 31 2 0 0 0 0 665 498 807 127 193 14 17 0 0 0 168 139 36 105 0 1 0 11 0 0 1,119 5 867 0 9 15 2 10 0 0 | 7,858 403 21,185 378 4,372 9,668 989 2,414 2,321 460 2,027 | 887 1,759 1,518 901 1,009 1,651 0 3 1 0 1,772 1,245 751 341 241 77 0 0 1 0 973 5,475 6,535 4,177 12,411 17,078 2,561 138 0 0 0 0 0 0 4 250 107 0 0 0 19 43 14 15 135 1,575 5 2 0 0 378 522 897 1,224 4,541 5,005 1,171 1,819 0 0 0 31 3 24 72 542 644 555 6 0 2,340 1,040 479 103 50 2 0 0 0 0 217 167 306 49 73 3 3 0 0 0 79 81 17 99 0 0 0 12 0 0 1,221 15 225 5 16 4 2 11 0 0 |
| Total shellfish | 4,866 5,473 6,545 4,237 10,847 16,714 2,048 1,340 5 0 | 52,075 | 7,888 10,379 10,744 6,939 18,551 26,189 4,492 2,540 9 0 |
(1) Total value over £0.1m
2
Table 33. Liveweight and value of landings by Scottish based vessels, by main (1) species and fishing method, 2000
| | Liveweight (tonnes) |
|---|---|
| | Demersal Demersal Demersal Gill Beam Other Demersal trawl seine twin trawl Lines nets trawl demersal total |
| Blue ling Brill Catfish Cod Dabs Dogfish Dover sole Forkbeard Grenadiers Greenland halibut Gurnards Haddock Hake Halibut John dory Lemon sole Ling Megrims Monks Plaice Pollack Redfish Roes Saithe Sandeels Shark Skate Tusk Turbot Whiting Witches Other demersal | 1,946 0 198 1 1 0 0 2,146 2 1 0 0 0 50 0 53 550 90 82 0 0 21 0 743 15,952 4,382 2,586 37 15 269 0 23,240 23 11 4 0 0 765 0 803 1,719 249 312 618 372 5 0 3,275 10 0 0 0 0 351 0 362 434 0 16 13 301 0 0 764 584 0 11 0 0 0 0 595 596 0 52 0 0 0 0 648 204 5 2 0 0 17 0 229 31,209 11,179 3,416 28 1 47 0 45,880 939 244 101 54 147 6 0 1,491 145 11 12 0 0 1 0 169 32 2 6 0 4 0 0 44 1,472 545 159 0 0 141 0 2,317 4,253 152 1,092 215 246 25 0 5,983 2,264 159 609 0 1 103 0 3,135 8,168 347 2,278 1 96 325 0 11,216 1,369 476 174 1 0 6,037 0 8,057 628 98 76 4 1 1 0 808 857 1 43 1 19 0 0 921 76 18 10 0 0 0 0 105 5,298 1,091 1,051 25 10 4 0 7,479 16 0 0 0 0 0 0 16 24 1 1 203 277 0 0 507 1,743 147 329 9 49 67 0 2,342 657 3 123 78 0 10 0 870 84 8 13 0 21 185 0 312 13,238 4,328 1,657 0 1 44 0 19,266 1,556 210 216 0 0 2 0 1,985 952 64 101 7 11 18 0 1,152 |
| Total demersal | 96,999 23,819 14,732 1,296 1,572 8,496 0 146,913 |
| | Pelagic Pelagic Other Pelagic purse seine trawl pelagic total | Pelagic Pelagic Other Pelagic purse seine trawl pelagic total |
|---|---|---|
| Argentines Blue whiting Herring Horse mackerel Mackerel Pilchards Sprats Other pelagic Other species | 342 4,675 0 5,017 0 45 42,452 42,497 12,551 52,409 0 64,960 28 11,227 0 11,255 15,352 155,348 0 170,700 0 4,049 0 4,049 0 4,014 0 4,014 0 2 0 2 4 39 16,515 16,558 | 50 699 0 749 0 7 2,019 2,026 1,214 6,032 0 7,246 1 2,984 0 2,985 4,781 48,677 0 53,458 0 808 0 808 0 463 0 463 0 3 0 3 2 39 742 783 |
| Total pelagic | 28,273 231,768 42,452 302,493 | 6,046 59,674 2,019 67,739 |
| | Liveweight (tonnes) | Value (£'000) |
|---|---|---|
| | Creel Nephrop Hand Shrimp Shellfish fishing trawl Dredging shellfishing trawl total | Creel Nephrop Hand Shrimp Shellfish fishing trawl Dredging shellfishing trawl total |
| Edible crabs Lobsters Norway lobster Pink shrimps Queen scallops Scallops Squid Velvet crabs Whelks Other crabs Other shellfish Other species | 7,823 20 4 1 0 7,847 393 2 0 0 0 395 1,349 9,137 18 0 12 10,516 0 0 0 0 269 269 0 33 4,021 10 0 4,065 16 88 9,233 329 0 9,667 4 44 0 0 0 49 2,410 1 0 2 0 2,413 2,219 70 0 0 0 2,289 0 0 0 0 0 0 453 2 873 1,121 0 2,449 33 2,446 40 0 43 2,562 | 7,693 16 8 1 0 7,718 4,392 9 0 3 0 4,403 7,198 17,642 29 1 33 24,902 0 0 0 0 261 261 0 17 1,635 10 0 1,662 28 149 14,633 743 0 15,553 3 68 0 0 0 72 4,008 1 0 4 0 4,013 781 31 0 0 0 812 0 0 0 0 0 0 335 1 188 1,217 0 1,741 24 2,700 105 0 47 2,875 |
| Total shellfish 14,668 9,397 14,149 1,464 281 39,959 24,437 17,936 16,494 1,977 294 61,138 | | |
(1) Total value over £0.1m
Chart 12. Liveweight landings by Scottish based vessels, by quarter, 2000
19
Chart 12. continued
NS:North Sea WS:West of Scotland
Table 34. Value of landings per day at sea (1) by Scottish based over 10m vessels, by vessel type, 2000
| Demersal vessels | |
|---|---|
| Value of landings per day at sea | Days at sea Value of landings Number Total ('000) Total (£m) |
| <£500 £500<£1000 £1000<£1500 £1500<£2000 £2000<£2500 £2500<£3000 £3000<£4000 >=£4000 | 42 3.6 1.330 125 21.3 16.534 146 31.5 39.515 131 30.6 52.921 59 15.4 34.678 30 7.3 19.751 26 6.8 24.069 11 3.8 14.637 |
| Pelagic vessels | |
|---|---|
| Value of landing per day at sea | Days at sea Value of landings Number Total ('000) Total (£m) |
| <£5000 £5000<£10000 £10000<£15000 £15000<£20000 >=£20000 | 7 0.7 2.487 14 1.7 11.842 7 0.9 10.599 8 1.0 17.056 9 0.9 25.991 |
| All | 45 5.2 67.977 |
| Shellfish vessels | |
|---|---|
| Value of landing per day at sea | s Days at sea Value of landings Number Total ('000) Total (£m) |
| <£250 £250<£500 £500<£750 £750<£1000 £1000<£1500 £1500<£2000 >=£2000 | 60 8.4 1.502 180 29.2 11.007 138 22.0 13.372 51 7.5 6.456 32 6.0 7.125 15 2.9 4.748 9 1.7 4.323 |
(1) For each voyage, counts day of departure and day of return as a day at sea, except in cases where where the next voyage starts on the same day as the previous voyage ends.
Chart 13. Value of landings per day fished (1) by Scottish based over 10m vessels, by vessel type, 2000
Demersal
Shellfish
Pelagic
(1) £ per day. A day in which fishing activity, of whatever duration, takes place is counted as a day fished.
Table 35. Disposal of sea fish landed (1) into Scotland by UK vessels, 1996 to 2000
| | Demersal 1996 1997 1998 1999 2000 | Pelagic 1996 1997 1998 1999 2000 |
|---|---|---|
| Human consumption Klondyked Meal and oil Dumped/ bait Withdrawn Other Total | 226.5 205.9 195.8 168.2 142.2 0.0 0.0 0.0 0.0 0.0 9.0 12.7 11.6 6.7 10.3 0.3 0.2 0.1 0.1 0.2 6.1 6.2 1.2 1.0 0.0 0.0 0.0 0.0 0.0 0.0 241.9 225.1 208.8 175.9 152.7 | 69.0 77.2 70.1 86.2 86.5 21.1 9.9 5.8 0.0 0.6 20.3 15.0 28.8 32.0 16.1 1.6 0.4 0.1 1.7 0.1 0.7 4.4 1.1 4.0 0.0 0.1 0.1 0.0 0.0 0.0 112.7 107.0 105.9 123.9 103.2 |
(1) '000 tonnes
Table 36. Number of fishermen employed on Scottish based vessels, 1996 to 2000
Table 37. Number of fishermen employed by district and employment status, 2000
Chart 14. Number of fishermen employed on Scottish based vessels, 1960 to 2000
Table 38. Production of farmed fish and shellfish (tonnes), Scotland, 1996 to 2000
| | 1996 1997 1998 1999 2000 |
|---|---|
| Atlantic salmon - 0 year fish - grilse - pre-salmon - salmon Rainbow trout - for the table - for restocking Shellfish - Pacific oysters - native oysters - scallops - queen scallops - mussels | 638 585 2,048 2,763 2,673 25,776 34,227 38,963 41,259 45,229 32,222 37,122 47,820 42,564 44,734 24,485 27,263 21,963 40,100 36,323 3,884 3,848 4,069 4,857 4,311 746 805 844 975 843 224 224 261 232 247 8 1 7 11 4 36 27 1,355 15 39 51 46 147 114 58 1,072 1,307 41 1,400 2,003 |
Source: FRS
Table 39. Production of farmed fish ('000 tonnes), by method of farming, Scotland, 1996 to 2000
| | 1996 1997 1998 1999 2000 |
|---|---|
| Atlantic salmon: seawater tanks seawater cages Rainbow trout: freshwater cages freshwater ponds/raceways saltwater cages other | 0.5 0.5 0.3 0.2 0.1 82.6 98.7 110.5 126.5 128.8 1.8 1.7 1.9 2.2 2.3 1.6 1.7 2.3 2.4 2.0 0.6 0.6 0.5 1.1 0.8 0.7 0.7 0.2 0.1 0.1 |
Source: FRS
Table 40. Production of farmed fish: number of production sites, Scotland, 1996 to 2000
| | 1996 1997 1998 1999 2000 |
|---|---|
| Atlantic salmon Rainbow trout Other species Shellfish | 209 218 213 193 163 56 57 56 49 44 na na na 58 55 157 158 158 137 132 |
Source: FRS
Table 41. Production of farmed fish: production by number of production sites, Scotland, 2000
| Atlantic salmon | 50 tonnes or less | >50-100 tonnes | >100-200 tonnes | >200-500 tonnes | >500-1000 tonnes | >1000 tonnes |
|---|---|---|---|---|---|---|
| | 8 | 20 | 15 | 40 | 40 | 40 |
| Rainbow trout | 25 tonnes or less | >25-100 tonnes | >100-200 tonnes | >200 tonnes | | |
| | 16 | 12 | 8 | 8 | | |
Source: FRS
Table 42. Production of farmed fish, staff employed, Scotland, 1996 to 2000
Source: FRS
Chart 15. Farmed fish and shellfish labour, Scotland, 1987 to 2000
Source: FRS
Chart 16. Active fish farming sites, 2000
Chart 17. Active shellfish sites, 2000
1. Scottish based and registered
vessels
The statistics in this volume are produced mainly from the Scottish Executive Rural Affairs Department's database, which records details of sea fish landings into Scotland and landings by Scottish based vessels abroad (i.e those which are licensed by Scottish ports). Under devolution, a Scottish vessel is one, which is registered on the UK register of Seamen and Shipping at a Scottish port.
2. Base district/ creek.
Defined as the geographical area in which most of the owners of a vessel live and which includes the fishery office responsible for the issue of licences for that vessel. A creek is subdivision of a district.
3. Fishing Methods Demersal trawl
The gear consists of a net in the shape of a funnel attached to the vessel by wire ropes or 'warps'. As the net is towed over the sea floor the mouth is kept open by a combination of boards, floats and weights. The tail end of the net where the fish are trapped is the 'cod end'. The length of the warp is normally about three and a half to four times the depth of the water and can be used in depths of 100 to 450 metres from the stem of the vessel. Other single vessel trawling methods (lndustrial Queen Scallop, Shrimp and Nephrop) follow the same principal. Nephrop trawl is used by 'inshore' vessels in the 10-25 metre length group, many of which are multi-purpose and may also use seine nets; if so rigged, a vessel can tow 2 or more smaller type trawls (Nephrop twin/multiple trawls).
Pair (two boat/mid-water) trawl
Used to fish at depths between the surface and the sea floor. The net is towed by two vessels which may be up to 400 metres apart, the depth of the net being mainly controlled by the length of the warps and the vessels' speed . The method is used by vessels in the inshore fleet for catching both demersal and pelagic species.
Pelagic trawl
Also used at depths between surface and sea floor, but vessel's (Or vessels') speed when towing nets is greater than demersal trawling.
Seine Nets
Another bottom fishing method. The gear consists of a sac of netting with wings on either side kept in position vertically by floats and weights. Long warps are attached to the net, one of which is initially fastened to a flagpole paused through a buoy ('dahm buoy'). The vessel steams forward paying out warp, then the net itself, then more warp to form a triangle back to the dahm, which may be 1 to 3 km from the net. The vessel then steams ahead causing the warps to herd the fish into the path of the net, which is then winched aboard.
Purse seine
This method involves complete encirclement of a shoal or an area known to contain fish. The net, which may be up to 1.2 km long and 240 metres deep, is shaped like a purse. One end is first attached to a buoy, and the vessel then steams round the shoal paying out the net as it goes. On return to the buoy, the net is closed at the foot or 'pursed'. It is then winched to the side of the vessel and the fish taken on board by means of a fish pump. This gear requires relatively heavy equipment and is not generally suitable for vessels below 20 metres. It is used to catch pelagic species (mainly Herring, Mackerel, Sprats). Ring nets are similar except that the net is much smaller and operated by two vessels, although the use of ring nets is now uncommon.
Beam Trawl
The beam trawl is a bottom fishing trawl net, used mainly for catching flatfish with the headrope attached to a beam towed along the bottom on runners at either end. The net is heavily weighted with a chain on the underside and has tickler chains running in front.
Gill Nets
Sheets of netting, each about 35 metres long and totalling up to 1,500 metres or more, are paid out to form a curtain or barrier in the path of on-coming fish. The net is kept vertical by floats on the headrope and a heavy footrope, the fish being caught in the mesh by their gills. For white fish the nets are anchored near to the sea floor from which they are made to stand upright (by floats) likes fence.
Great Lines
These are lines of thin rope totalling 1,500 metres long with hooks attached at intervals. The hooks are baited and the lines then laid along the sea floor, their position being marked by floats at each end. This method is particularly suitable for rocky and uneven grounds where other methods may be impractical. It is used by vessels in the 25 to 30 metre group, although few use the method now.
Small Lines
Work on the same principal as Great Lines, but the vessels using this method are smaller and are usually at sea only one day at time.
Creels
These are traps or pots used to catch shellfish, especially lobsters, nephrops and crabs. The pots are generally made from a combination of wood cane and netting. They are normally arranged on the sea floor in lots between 10 and 50, depending on the capacity of the vessel.
Mechanical Dredge
Used to catch scallops, queen scallops and cockles. The gear consists of a steel-framed mouth attached to a bag of light metal link chain. As the dredge is towed along the sea floor, metal teeth attached to the underside of the mouth rake the shellfish into a bag. The number of dredges on the vessel - which maybe up to 20 metres - may vary depending omits power and size.
Suction Dredge
Consists of a sledge dredge, which is towed along the sea bottom and a suction pipe, which transfers the cockles from the dredge to the vessel. Another method uses the suction pipe to blow sand clear of the shellfish, which are then gathered by hand by divers.
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Safe Skin to Skin Guideline
What is skin-to-skin contact?
Skin-to-skin contact is usually referred to as the practice where a baby is dried and laid directly on their mother's bare chest after birth, both of them covered in a warm blanket and left for at least an hour or until after the first feed. Skin-to-skin contact can also take place any time a baby needs comforting or calming and to help boost a mother's milk supply. Skin-to-skin contact is also vital in neonatal units, where it is often known as 'kangaroo care', helping parents to bond with their baby, as well as supporting better physical and developmental outcomes for the baby.
Why is skin-to-skin contact important?
There is a growing body of evidence that skin-to-skin contact after the birth helps babies and their mothers in many ways.
[x] Calms and relaxes both mother and baby
[x] Regulates the baby's heart rate and breathing, helping them to better adapt to life outside the womb
[x] Stimulates digestion and an interest in feeding
[x] Regulates temperature
[x] Enables colonisation of the baby's skin with the mother's friendly bacteria, thus providing protection against infection
[x] Stimulates the release of hormones to support breastfeeding and mothering.
Additional benefits for babies in the neonatal unit
[x] Improves oxygen saturation
[x] Reduces cortisol (stress) levels particularly following painful procedures
[x] Encourages pre-feeding behaviour
[x] Assists with growth
[x] May reduce hospital stay
[x] If the mother expresses following a period of skin-to-skin contact, her milk volume will improve and the milk expressed will contain the most up-to-date antibodies
What happens during skin-to-skin contact?
When a mother holds her baby in skin to skin contact after birth it initiates strong instinctive behaviours in both. The mother will experience a surge of maternal hormones and begin to smell, stroke and engage with her baby. Babies' instincts after birth will drive them to follow a unique process, which if left uninterrupted will result in them having a first breastfeed. If they are enabled to familiarise themselves with their mother's breast and achieve self-attachment it is very likely that they will recall this at subsequent feeds, resulting in fewer breastfeeding problems.
After birth, babies who are placed skin-to-skin on their mother's chest will:
[x] initially cry briefly – a very distinctive birth cry;
[x] enter a stage of relaxation, where they display very little movement as they recover from the birth;
[x] start to wake up, opening their eyes and showing some response to their mother's voice;
[x] begin to move, initially little movements, perhaps of the arms, shoulders and head;
[x] as these movements increase the baby will draw up their knees and appear to move or crawl towards the breast;
[x] once they have found the breast, they will tend to rest for a little while (often this can be mistaken as the baby being not hungry or not wanting to feed);
[x] after a period of rest the baby will start to familiarise with the breast, perhaps by nuzzling, smelling and licking around the area. This familiarisation period can last for some time and is important so should not be rushed. Sometimes it is tempting to help baby to attach at this time but try to remain patient to allow them to work out how best to attach themselves;
[x] finally baby will self-attach and begin to feed. It may be that mother and baby need a little help with positioning at this stage;
[x] once baby has suckled for a period of time, they will come off the breast and often both mother and baby will fall asleep.
Most term healthy babies will follow this process, providing it is not interrupted by anything, for example taking the baby away to weigh, or the mother going for a shower. Interrupting the process before the baby has completed this sequence, or trying to hurry them through the stages may lead to problems at subsequent breastfeeds. If mother has been given a lot of analgesia during labour baby may be drowsy and this process can take longer.
It is strongly recommended that mothers are not asked their feeding intention prior to delivery. Maternity staff should be proactive in the promotion and support of breastfeeding in the immediate postnatal period. On admission in labour the benefits of skin to skin
following delivery for mother and baby should be discussed as part of the care planning process. Parents should be actively encouraged to allow the baby at least one hour of uninterrupted skin to skin contact as part of the infants' adaptation to extra uterine life. If a baby requires non-urgent admission to the NNU, skin to skin should be carried out in accordance with the above guidelines. If a baby is admitted to NNU immediately after delivery, skin to skin should be initiated as soon as the baby's condition allows.
Unhurried skin to skin contact following birth
Every mother should be encouraged to have a prolonged period of skin to skin contact immediately following birth, or as soon as the condition of mother and baby allows.
During this time of skin to skin, babies' instinct to feed is heightened and the women should be offered the opportunity to encourage the baby to attach to the breast at this point. If the mother expresses a wish to give her baby formula milk it is important that the skin to skin contact is not interrupted and the woman should be encouraged to give the first formula feed while her baby remains in skin contact.(2)
The contact should last for at least one hour and not end until after the first feed unless the mother makes an informed choice to end skin to skin or either mother or baby requires acute medical attention.
If a mother requests her baby to be weighed this may be done immediately following delivery to prevent interruption of skin contact. The baby check can wait until skin to skin contact has ended naturally. Where appropriate and if maternal condition allows, skin to skin should take priority over 'non-urgent' procedures including perineal repair.
It is detrimental to the establishment of breastfeeding to end skin contact before the baby shows signs of readiness to feed. Mothers may be very tired or sedated after the birth and respiratory stability in new-borns can be sub optimal. It is vital that a vigilant supporter accompanies her during the contact. Birth partners are also encouraged to have skin to skin contact with the new baby.
Particular attention should be paid to drying babies carefully before keeping them warm in skin contact. This, together with an early feed, should be a priority for all babies but is essential for babies who are at risk if they become hypoglycaemic.
Safety of the baby is the responsibility of both family and staff.
Whether the baby is in skin contact with mother or father or in a cot, the parents or birth supporter will normally be expected to watch their baby during the first few hours. The midwife has a responsibility to explain to the parents and/or birth partner the guidelines
[x] If in skin to skin contact, mother and baby are supported in a position that ensures baby's airway is open and nostrils not occluded.
[x] How to recognise good colour and easy, regular breathing.
[x] How to call for emergency help if baby's colour or breathing become abnormal.
[x] Lighting in the room must be bright enough for the baby's colour and breathing to be easily observed.
[x] The baby should be covered with a dry warm towel, ensuring the baby does not get cold.
It is vital that the mother or father is capable of observing and assessing the baby, or that parents are accompanied by a vigilant supporter during this early period. Mothers may be very tired or sedated after the birth and the baby's breathing may be irregular.
The midwife has a responsibility to assess the parents' competence to observe their baby. If the midwife judges that parents are unable to observe their baby, or if parents feel unable to observe their baby, staff will make every effort to identify a staff member who will assist the parents in observing the baby who is in skin contact with mother during these early hours.
If parents are not able to observe their baby, and no supporter or staff member is available to help, the safest option is to place the baby in a cot at that time.
It is the responsibility of the midwife to document any episode of skin contact in the SWHMR notes and also any reasons why skin contact has not taken place.
Skin contact and perineal suturing
During perineal suturing skin to skin contact may be maintained if all the following conditions are present:
[x] The mother wishes it
[x] She is pain free and not using entonox
[x] Someone other than the mother and the person doing the suturing is available to observe the baby continuously during this time.
The observer must be instructed about good positioning, good colour and breathing patterns and when and how to call for help.
The ambient lighting must be sufficient to see the baby clearly.
If mother has had opiate analgesia within 2 hours prior to giving birth, a member of staff should be present to observe the baby who remains in skin contact with his mother during perineal suturing.
If the baby is breastfeeding there should be extra vigilance as it may be possible for the baby's position to become suboptimal while the mother is in lithotomy position.
If a mother and baby cannot maintain skin contact for any reason, the best alternative is skin contact between baby and father. Skin to skin contact with fathers has been shown to provide calming and warming effects and to elicit pre-feeding behaviour similar to skin contact with mothers (24).
If there has been a necessary interruption of skin to skin contact between mother and baby, it should be resumed as soon as possible.
Skin to Skin in Theatre:
Caesarean Section or Instrumental Delivery in Theatre should not interfere with skin to skin contact.
[x] In order to help women achieve skin to skin in theatre we will:
[x] Leave one arm out of the theatre gown to ease access.
[x] Place ECG leads on the woman's back, leaving the chest clear.
[x] Following delayed cord clamping, dry the baby thoroughly, apply a nappy and ID bands prior to skin to skin starting.
[x] Raise the woman's head slightly, so that they are not too flat. (The anaesthetist will help by placing another pillow under the woman's head or raising the head of the theatre table)
[x] The baby should be placed in a position that ensures its airway is open and nostrils are not occluded.
[x] Cover the baby with warm towels or blankets to keep them warm.
The midwife will explain to the parents / birth partner:
* How to recognise good colour and easy, regular breathing.
* How to help support the baby while the mother has only one free arm to hold it.
* How and who to call for help if they are concerned about the baby's breathing or colour. (This is of particular importance for when the midwife is out of the theatre checking and disposing of the placenta)
* How and who to call for help if the woman becomes nauseous or unwell and is unable to continue holding the baby.
Offer the partner skin to skin if the woman feels too unwell.
Facilitate continued skin to skin contact, during transfer from theatre table to postnatal bed and transfer from theatre to the recovery bay.
The Healthcare Safety investigation branch report and the key facts and learning from this report
HISB National Learning Report Neonatal collapse alongside skin-to-skin contact published August 2020
The HSIB maternity investigation programme report completed in March 2020 and then published on the 13 th of August, explored sudden unexpected postnatal collapse (SUPC) at term in relation to skin to skin care. In their findings, the number of SUPC incidents was small compared to the number of term babies who had skin-to-skin contact at birth (82% of 603,766 births in England 2018/19) (NHS Digital, 2019), however these incidents may be avoided in the future and so learning is essential.
Learning observations include:
[x] Based on the evidence, a baby who is born apparently well, with good Apgar scores, can be safely laid skin-to-skin with the mother or parent and requires close observation in the first minutes after birth.
[x] Apgar scores must be attributed using close clinical observation of the baby. This can be achieved with the baby remaining in skin-to-skin contact.
[x] Vigilant observation of the mother and baby should continue, with prompt removal of the baby if the health of either gives concern.
[x] Mothers should be encouraged to be in a semi recumbent (half lying, half sitting) position to hold and feed their baby, ensuring the mother can see the baby's face.
[x] Care should be taken to ensure that the baby's position is such that their airway remains clear and does not become obstructed.
[x] Always listen to parents and respond immediately to any concerns raised.
[x] Medicines given to the mother should be considered when discussing skin-to-skin contact. Pain relief given to mothers can affect their ability to observe and care for their baby.
Additional risk factors should be considered. The level of risk for SUPC when a baby is in skin-to-skin contact can increase with, for example, increased maternal body mass index, antenatal use of opiate medication, sedation, and staff's focus on other tasks.
References
(2) UK Baby Friendly Initiative. Guide to the Baby Friendly Initiative Standards, 2012.
4) DeChateau P. The first hour after delivery. Paediatrician 1980; 9: 151–168. (24) UNICEF UK. The evidence and rationale for the UNICEF UK Baby Friendly Initiative standards. UNICEF UK, 2013.
HISB National Learning Report Neonatal collapse alongside skin-to-skin contact published August 2020
Originator:
Ann Marie Bruce (2015)
Date Ratified: November 2021
Ratified by:
Clinical Effectiveness Maternity Sub Group
Review Date: November 2024
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Impact of Bank Closures
Erica Johnson Chairman of Dalbeattie Community Council Treasurer of Dalbeattie Museum
I live in a small town, Dalbeattie, in Dumfries and Galloway, South of Scotland.
This is our background:
We lost our last bank in September 2017. Ten years ago, my town had 3 banks, then we lost the Clydesdale Bank. Five years ago, we lost the Royal Bank of Scotland and its Cash Point. A couple of years later the remaining bank - The Bank of Scotland went to only opening Part time hours. In September 2017 it closed completely and removed its Cash Point. We now have no banks left, and the Post Office is up for sale, and has already announced that after over 12 months on the market it has had no interest and they intend to close completely also at some point in the future.
We have one remaining Cash point in situ where the Clydesdale bank left it - but it frequently has no money left in it by Saturday lunchtime.
We have another Cash point outside our Local Co-op. which also runs out of money by Saturday Lunchtime, but also has a faulty Screen which is normally only half visible.
Both of these Machines are normally not refilled until Tuesday.
There is a further Cash Point inside a small grocery store, but it is over half a mile from the main shopping area.
We have a mobile bank from the RBS and the BoS visit once a week, but they cannot deal with large amounts of Cash, they do everything manually, you have to wait your turn outside in the rain, feeling very vulnerable as everyone knows you are waiting for the bank, and may have cash on you either before you go in or after you leave. Bills are not paid instantly like they would be in the Branch but inputted later by staff. They are unable even to give you a balance from your account or check if you have been paid.
My answers to your questions, on a personal level and also from Information brought to me as Chairman of our Community Council:
Impact of bank closures on local businesses and the local economy
1. Has your business been affected by closures of local banks or will such closures impact on your business in the future?
I don't have a business but I am Treasurer for the local Museum [Charity] I have to bank large amounts of coin donations, which I have to take on the Bus to the nearest bank [6 or 15 miles away] which is heavy and makes me feel
very vulnerable - I don't drive by the way. A simple trip to the bank to pay a bill is a 30-minute bus ride, 10 minutes in the bank, 50 minutes wait for the bus home and another 30-minute bus ride. 2 HOURS!!!
2. If so, in what way? What could be done to mitigate any negative impact?
don't know, SEE ABOVE, but we need banking facilities here in town, especially with there being an ageing population here and the Cash Points being so dire. A lot of older people are carrying more cash as they can't access the bank easily so that makes them more vulnerable
3. Have you received business advice and support from your local bank? What is or will be the impact of local bank closures on the provision of such advice and support?
No. No Support or Advice but they won't take the money at the Mobile bank as they do not have the facilities to count it.
4. Are there any ways in which such advice and support could be accessed through different channels?
Not that I know of
5. Have closures of local banks had, or will future closures have, an impact on the wider local economy? What steps could be taken to mitigate any negative impact on the wider local economy?
Most Local Businesses find it very difficult to bank now, if they have to travel to the next town to bank one man concerns often need to close their businesses or Shops for the afternoon
6. Is there (or is there likely to be) reduced footfall in towns or areas where local banks have closed or are due to close?
People visiting a neighbouring town to bank will shop there rather than in our town.
7. How have or would local bank closures impact on tourism in your area?
Same for tourists, if they need a bank they will shop there, not in our town, the impact is already being felt.
8. What should happen to the bank premises when they are vacated by local banks? How does this impact on the local High Street?
They lie empty unless another business takes them over. The RBS Building was large and has been turned into a Bridal Salon [3 years ago], the Clydesdale Site has only in the last 6 months become a Nail Parlour [after 10 years empty] the BoS site is still empty.
Impact on consumers and other organisations and on the community 9. Will future closures of local banks impact on you as a consumer or local organisation, or have you already been affected by such closures?
We have already been severely affected by the complete closure of all our banks and threatened closure of our Post Office
10. If so, in what way? What could be done to address any negative impact?
We need a bank to come back into our town, which is the largest in Population in our County [Kirkcudbrightshire], the nearest town [6 miles] is smaller than us in Population but still has 3 banks. and a 2 hour round trip by bus from us!
11. Will closures of local banks impact on the local community, or has your local community already been affected by such closures?
It has had a drastic impact, see other answers. Our Broadband isn't that reliable to do internet banking, and you can't get cash out of your PC!
12. If so, in what way? What could be done to address any negative impact?
You need to work this out, as it is beyond the ability of the Community to fix this
13. What is the impact of local ATMs closing or imposing charges for transactions?
It has been awful, the remaining ATM's run out of Money every Saturday Lunchtime and not filled again until Tuesday. People have to drive or take the bus [2 hours again] just to get money. People struggle to get cash for a taxi fare if they are going somewhere where the bus does not go and you cannot get a mini statement to check your finances!
Alternatives to local banks
14. What are the alternatives to local banks?
The Post Office, which is threatening to close, and also is unreliable as it has lost business cheques, and some businesses have found it takes over 10 working days for money paid into the post office to reach their banks and small businesses can't cope with that.
15. Are Credit Unions, Post Offices or internet banking suitable substitutes for local banks?
See above re the Post Office. The Local Credit Union's nearest Office is 15 miles away [a 3-hour bus journey!], Internet bank is not easy as the internet connection is not reliable in our rural area.
16. What are the barriers to success for any alternative to local banks?
See Above. Also, all our Solicitors have all closed, except one, and they all used to be agents for Building Societies, now we have no such agents.
17. What steps could be taken to address these barriers?
The Government should lay down minimum standards of service by Banks to local communities as law, after all we have to have our Wages, Pensions and Benefits paid into a bank account, we have no choice in the matter, but they don't give us a decent service.
Erica Johnson
Chairman of Dalbeattie Community Council
Treasurer of Dalbeattie Museum
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Inquiry into teenage pregnancy
Fife Gingerbread - Teen Parent Response
Due to nature of the questions posed by the inquiry they were reframed in a way more appropriate for the young parents to answer.
Linktown Young Parents Group – 5 young mums age 17-18 years
a. Do you have any views on the current policy direction being taken at the national level in Scotland to reduce the rate of teenage pregnancy?
o What do you think the government in Scotland are doing to reduce the rate of teenage pregnancy?
- Nothing
- Stopping people getting houses from 2015
- They have stopped giving some grants for pregnant women
b. Do you have any views on the action being taken at local level by health boards, local authorities and other relevant organisations to reduce teenage pregnancy, particularly in the under 16 age group?
o What do you think is happening in Fife to reduce teenage pregnancy, particularly in under 16s?
- Nothing
- You can go to the clinic at any age now to get contraception
- Schools are giving sex education to much younger pupils in P3/4 now – it is interesting to note that only 1 of the 5 mums agreed with this approach, most thought it was too young to be teaching children sex education
c. What are your views on the relationship between higher levels of teenage pregnancy and socio-economic inequality?
o Do you think there is a link between teenage pregnancy and your background e.g. how much money your parents had, where you lived, what school you went to?
- All parents stated that they did not believe there was a link between teenage pregnancy and socio-economic status. They said that even upper class girls get pregnant.
- However, they did go on to say that lots of their friends from Kirkcaldy High School had gone on to have children in their teens but that no one from Balwearie High School had done so. This they said was because it was a 'fashion' at KHS and it is a rubbish school but that Balwearie is a good school and the people that go there have more money.
- They felt that the education they received from KHS had let them down. They did not feel the school made any attempt to
raise their aspirations e.g. by encouraging them to attend college or university. They felt that the school was surprised when they turned up for classes and did not take them seriously when they tried to make an effort. One young mum stated that the school were shocked that she had passed her exams.
d. What are the barriers and challenges to making progress in achieving positive change in communities that might lead to reductions in the levels of teenage pregnancy?
o What do you think makes it hard to reduce the number of pregnant teenagers?
- The government can't control how people are brought up
- Some teenagers think it is cool to have a baby and look up to older people with children
- It is a fashion in some places to be a young mum
- Peer pressure
- Young people these days act older so they think it's okay to be parents younger
- Most young people have no idea about the realities of bringing up a child and just how hard it is going to be
e. What are your views on the current support services available to young parents / young mothers, e.g. range of services, focus of services and whether services are being delivered in the most appropriate settings?
o What do you think about the support services that are available for teen parents in your area?
- There are hardly any but the ones that do exist are good (specifically the groups provided by the Teen Parent Project in Kirkcaldy)
- The groups are the best. Just being able to get out the house and away from your partner. Seeing other young parents and getting to talk to them and let the children play.
- All parents stated that they would not go to groups that were not specifically for their age group (i.e. under 25 years old)
- The ideal would be to have a group 3-5 days a week (at the moment there is a group 1 day a week)
- Groups need to be within walking distance or with travel provided as the majority do not have access to a car and the buses only allow 1 or 2 prams on so they could not all travel to groups together
g. Are there specific approaches to reducing teenage pregnancy that are not currently getting sufficient attention in order to affect positive change for children and young people?
o Do you think there are other better ways to reduce teenage pregnancy?
- Not really, it should really be up to the individual
- Should be telling schools and pupils about the sexual health clinics and that they can get free contraception at any age
These questions prompted a great deal of discussion with these young mums. In the first instance, they did not feel that being a teenage parent was necessarily a bad thing that should be reduced. They questioned what was the difference between a 17 year old parent living on benefits and a 30 year old parent living on benefits? It was their opinion that circumstances are more important than age, so the government should be seeking to reduce the number of families relying on benefits rather than specially the number of teen pregnancies. All but one had disengaged from school by the start of 4 th year, and the one that did stay on until the end of 6 th year did so because she was given a monetary reward for each exam result (e.g. £100 for an A, £50 for a B).
They felt it was important to differentiate between accidental teenage pregnancy and planned teenage pregnancy. All of these mums are in a relationship with their child's father and 3 out of 5 had planned to get pregnant which they felt was very different to a 14 year old falling pregnant after a fling at a party.
Louise Morris Teen Parent Support Worker (Kirkcaldy) Fife Gingerbread
6 February 2013
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CASE STUDY
Community Engagement in Decisions Relating to Land
Cumbernauld Living Landscapes Partnership – Natural Connections
Theme: Environmental / Conservation – working with urban communities
Overview
With a population of around 52,000, Cumbernauld is the tenth most populous town in Scotland, characterised by high density urban living and some of the highest areas of multiple deprivation.
However, it is also one of the greenest towns in Scotland, with over 50% of the town being greenspace.
Land ownership around the town is complex.
The greenspaces around the town are owned mostly by North Lanarkshire Council, Scottish Wildlife Trust, Forest Enterprise, Scottish Enterprise, social housing providers and private developers.
Approaches to managing it are not joined up, and it can be difficult to track who owns what. Organisations and private owners have different resources, views and remits, and there is no one set route for how things are achieved. Land management varies considerably depending on the understanding, skills and resources of each owner. The landscape areas have therefore often been disconnected and in some cases neglected, with awareness and use of natural heritage by the local population being very low.
To address this Cumbernauld Living Landscape used a living landscape partnership approach to bring different landowners together to develop shared approaches to volunteer-led conservation, based on community engagement and sustainability. The initiative has a long-term vision for transformational change to the towns' environment. By engaging with a wide range of interested parties, it works to benefit local people and wildlife, and to support an evolving regional economy by reinforcing and expanding existing green and blue networks, reconnecting the people of Cumbernauld to their natural environment.
Key land owners in Cumbernauld formed the initiative and this has expanded to other interested parties that now include:
* Scottish Wildlife Trust (project instigators)
* North Lanarkshire Council
* The Conservation Volunteers
* Sanctuary Scotland Housing Association
* The James Hutton Institute (research partners)
* Forestry Commission Scotland
Several community partners across the town also support individual projects within the initiative, including: Community Councils, NHS, Police Scotland, Youth Services, Fire Services, the Corra Foundation, The Prince's Trust, New College Lanarkshire, and North Lanarkshire Council Education and Social Work services.
The key objectives of the Initiative are:
* To enhance and protect the biodiversity of the sites and reconnect the wider green network
* To involve the community, local groups and schools in both decisionmaking and practical management of local greenspaces
* To raise community awareness and ensure more people can benefit from nature though school workshops and practical volunteering
Approach
To increase the awareness and use of the green spaces, the first phase of the Cumbernauld Living Landscape worked with local schools to support young people and their communities. This drove improvements to three important wildlife sites across the town – two North Lanarkshire Council green-spaces and one Scottish Wildlife Trust reserve.
Management Plans were drafted by the relevant land owners for each area. The Living Landscape initiative then aims to works with local communities to create Action Plans for aspects of direct community management at each of the three sites. Communities were reluctant to take on ownership for the action plans, however, due to a combination of lack of technical knowledge, capacity, skills and dedication to co-ordinate multiple contributors. Plans therefore needed to be adjusted to reflect what the community could reasonably do.
Communities in the town have seen a lot of projects led by short term funding over the years. As funding ends, the projects generally also end, often leaving no real sense of legacy and a jaded view towards new proposals. The Living Landscape initiative therefore needed to take a creative and multi-layered approach to encourage people to get involved and establish confidence through long-term presence and visibility.
Over a two-year period, the team spoke to over 10,000 people at 84 different events using both traditional and digital media, including:
* A weekly column in the local newspaper
* Positive content on the website and social media accounts celebrating 'the green side of the town'
* A pop-up 'Living Windows' exhibition in an empty town centre shop window – telling the story and celebrating the young people's work, which was then opened up for art workshops and where people could find out more about the project
* Volunteering opportunities through weekend volunteers – the 'Nature Ninjas'. The monthly Sunday conservation group began from work with teenagers, and has now also become popular with families, younger working adults, and retirees.
'The hooks to attract people to this group were simple, but not offered elsewhere in the town. They were held at a time when busy working people could come, activities area fun and the sessions are open to all.'
Project Officer – Cumbernauld Living Landscapes
* Project based 12-week internships and work placements for young people, leading to two paid employment places through the Community Jobs Scotland scheme
* Outreach work through social events for the community such as family BBQs and 'Hallow Scream' at the local reserves
Achievements and Benefits
'Teaching people to take care of nature is not enough to sustain interest. Creating spaces and activities that benefit the people and have a mutually beneficial impact on the environment has been more successful.'
Senior Project Officer
Engaging with Young People
Recognising that the voice of young people in the town was not being heard, the Engaging Communities Project worked with young people identified by their schools as being at risk of disengaging. They provide a programme of 'Natural Connections' workshops which first explored the
values, perceptions and explores the aspirations, community and environment of the young people involved. Once a relationship was established, subsequent sessions explored sites closest to each school and identified practical activities to improve them that the students could deliver. There was a strong focus on employability and personal skills development to make the project relevant to the students' individual needs.
'Whether it is the connection to the community, nature or with the workshops there is a clear change in the students. They stand tall, are more confident and chat freely with adults where once they would mumble a response. In the first school workshop the students are asked do you feel connected with the community. The answer from every group has been a resounding No. At the end of the workshops the answer is Yes. Project Officer
The Multiplier Engagement Effect through Volunteering – The 'Nature Ninjas' A major challenge for the initiative's Engaging Communities project, funded through the Heritage Lottery
Fund, was to recruit volunteers for weekend conservation work (the selfdeclared 'Nature Ninjas). In the past the Scottish Wildlife Trust struggled for volunteers from the Cumbernauld area despite being in the town
since 1995. Most volunteers who worked with the Reserves Project Officers came from Glasgow, Falkirk and Stirling.
Cumbernauld Living Landscape promoted the work of volunteers across social media and celebrated the mosaic of habitats and wildlife that could be found in the town, beginning with the story of resident pine martens. Many of the weekend volunteers have also been inspired to join in and support the work they see being done by young people. By making the volunteering fun and sociable, the self-named 'Nature Ninjas' now include a more diverse range of members of the local community, ranging from families with young children, teenagers, people who are unemployed and wanting to develop for new skills to people who are working and unable to help during the week and retirees.
Volunteering is linked to the positive benefits for both mental wellbeing and physical health. Fitbits have been used to demonstrate the number of miles walked and calories burned in a typical volunteering session, for example. This became a big talking point on social media, with new people attracted to volunteering to stay fit and healthy without being associated with traditional 'exercise'.
Community Awareness and Use of Greenspace has Increased
Working closely with volunteers in local communities has increased awareness of the town's green spaces and promoted their use. The community value of the three sites has been increased by, for example, creating a community orchard, improving paths, and rejuvenating a dilapidated wildlife garden. Reducing vegetation encroaching onto paths makes them feel wider and safer, with improved buggy and disabled access. People's enjoyment of the open spaces has improved, with community art benches providing space for people to 'stop and breathe'.
'There's a sense that (the open spaces,) it's 'not for us'. Older people feel unsafe and the younger people feel unwelcome, and so the spaces become neglected and underused and targets vandalism.'
Local Resident
Learning - Particular Urban Challenges
The experience of residents in an urban setting can be very disconnected from their wider environment. Many Sanctuary Housing residents overlooking the Northside Wood reserve, for example, were unaware that it was public space and saw little immediate benefit of the reserve to them.
'Our generation has been used to (things) being managed by the Council and not having to think about it, They don't see the land as 'theirs' and have no sense of ownership or responsibility for it.
They don't understand why I want to volunteer – 'That's the council's job' is a comment frequently flung at us. There's not the same sense of connection or understanding of landscape that you maybe still get in a rural area.'
Community Council Chair
Working with disengaged / disadvantaged communities around conservation awareness and support is very challenging It takes time and perseverance.
'It takes a huge shift in thinking; to look at the needs of local people first, putting people at the centre of projects, listen to what people are saying and the life challenges they are facing. We look for where things collide – where community needs touch on our own objectives and what we can achieve together.'
Programme Manager
For Cumbernauld Living Landscape this led to a shift in focus to developing projects that supported compassion, employability and skills development, and good mental health. Being embedded and visible in the community and working with local partners was crucial.
'Good engagement needs the right people with the right attitude to be committed for the long term, to be recognised in the street and able to have conversations and build relationships that last. We work (as partner organisations) together to provide a platform for people to come together and share ideas and experience. Providing opportunities for people to come together socially and share food are really important for building relationships and starting informal dialogue.'
Sanctuary Housing Association
'There has been a lot of tea and cakes!'
Senior Project Officer
The initiative has been working with communities at very local levels to build the connections to the environment up by connecting it directly with people's daily challenges and needs
'In landscape and conservation terms we've probably not achieved as much as we wanted to yet, because people are mostly interested in what happens in their own neighbourhood. It's too early for the big plans. We still need to raise awareness of what we've got, building up from very small local levels.'
Project Manager
What's Next?
The connections, relationships and knowledge built over the two-and-a-half-year project have been developed into a new Creating Natural Connections project. With the help of the National Lottery Heritage Fund, the partnership has now secured over £2million investment for a 4-year project that will reach and engage with even more people and have a bigger impact on the town's green network. This work represents the most significant investment in the town's natural environment since it was created in the 1950's.
For the first time the project will closely align the capital improvements needed in the greenspaces with the activities to unlock community capacity. Groups including people at risk of poor mental health and young people at risk of disengaging from education will be given specialist support to improve their well-being, and community organisations across the town will be helped to deliver environmental improvements in their local neighbourhood.
A total area of urban woodland equivalent to 230 football pitches (230 hectares) will be sustainably managed, and more than 12,000 native trees will be planted. Three peat bogs near houses will be restored, and six new community rain gardens will help reduce the impacts of flooding. Across the network better managed urban wildflower meadows will boost pollinators and increase local biodiversity.
Find Out More
Cumbernauld Living Landscape
5-7 Napier Way Wardpark North Cumbernauld G68 9HL
T: 01236 617113
www.cumbernauldlivinglandscape.co.uk
Ian Mackenzie – Living Landscapes Programme Manager, Scottish Wildlife Trust email@example.com
Tracy Lambert – Project Officer (Young People), Cumbernauld Living Landscape firstname.lastname@example.org
Paul Barclay – Senior Project Officer, The Conservation Volunteers email@example.com
Scottish Land Commission Longman House 28 Longman Road Inverness IV1 1SF
firstname.lastname@example.org 01463 423300
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A guide to the Social Care (Self-directed Support) (Scotland) Act 2013
The Scottish Government has made a new law about self-directed support. This guide tells you about the new law.
Why is there a new law?
People want better support services and more choice.
Self-directed support can help people have better lives by making sure that:
- Disabled people have the same freedom and choices as others at home, at work or in the community.
- People get support at the right time, before a crisis or emergency happens.
- People get the kind of support they want, and where and when they want it.
What does the new law do?
The new law is for both children and adults.
It tells local councils that they should listen to what people want so that people are able to get support that is just right for them.
It also wants to change the way people think about their support. It wants people who get support to be equal citizens with both rights and responsibilities.
The new law will start sometime in 2014 but councils are getting ready for it now.
What is in the new law?
Principles (how people should behave when using the new law)
There are 5 principles that will guide everyone when they use the new law.
1. Involvement
The local council will assess people first to decide if they can get support. But when it does this people must be involved and able to say what they think they need. This will help when they go on to the next stage and agree on a plan and how the person will use self-directed support.
2. Information and choice
Local councils must make sure that people can make real choices and have enough information to do this.
It will be important to have good information and advice services.
3. Collaboration – working together
Professional staff and the person must work together to make a plan for the person's care and support.
They will agree on outcomes for the person – what they want to see happen in the person's life. The plan will help the person work towards this.
When someone gets a payment or budget for support, they must work with the local council to decide how the money will be used. Both the person and the local council must use the money in the best way.
4. Dignity
The local council must respect the dignity of the person.
This means that the council must think about a person's dignity and treat them with respect
- when it assesses someone for support
- when it tells someone about the different options and helps them choose
- when it works with the person to develop a care or support plan.
5. A right to take part in the life of your community
The council must make it possible for a person to use support to take part in the life of their local community. It must do this as far as it is reasonable.
Some examples are:
- using local services and facilities
- taking part in local groups
- going to college or classes
- going to church.
The main choices people will have
The local council has to assess a person's care needs. This will not change.
But there are some new things the local council must also do. The local council must:
- Give people different choices to meet their care and support needs
- Give people information and advice so they are able to choose the best things for them
- Help people who find it hard to make decisions so they can get support with choosing and deciding.
The 4 options for self-directed support
There are 4 options or choices for self-directed support. A person can choose to have lots of control over their care and support or they can leave most of the decisions and work to the local council. Or they can have a mix.
Option 1 – you take a direct payment
The local council will decide how much money can be spent on your support.
You take this money and arrange your own support, employ care staff or buy a service from a care organisation.
This way you have the most choice and control. You also have the most responsibility for arranging things.
Option 2 – you decide and the local council arranges support
The local council will decide how much money can be spent on your support. You can choose a care organisation that you want to provide your support and the local council will arrange it for you.
You and the care organisation can then work together to help you achieve the things that are in your support plan.
This way you have choice and control but you do not have to manage the money in your account.
Option 3 – after talking to you, the local council decides and arranges support
The local council will decide how much money can be spent on your support. You ask the local council to choose and arrange the support that it thinks is right for you.
With this choice you have the least responsibility for arranging things. But you also have less choice and control over what support you get.
Option 4 – you use a mixture of ways to arrange your care and support.
Some people will want to control some parts of their care and support but not other parts. Option 4 lets you pick the parts you want to decide about and what parts you want to leave to the local council.
Review
If something in your life changes, then you or the local council can ask for your care and support to be looked at again. You can look at all the options again and choose a different one.
Getting help with decisions
The local council and others must find ways to help everyone direct their support and make decisions.
Some people have a mental disorder (a learning disability, or mental health problems or dementia.) They may need some help to decide about things and make decisions.
Other people have a physical disability that makes it hard to communicate. They can make decisions but may need some help to tell others about their decisions.
If the council knows someone has a mental disorder or finds it hard to communicate, and
- the council thinks the person can benefit from some help with decisions, and
- the person does not have a guardian or anyone else with powers to help, then
- the council must try and find someone who can help the person.
The person must agree to this help.
People who can help the person include friends and relatives or their circle of support if they have one.
Sometimes an adult cannot make decisions – even with a lot of support. An adult may have a guardian or an attorney to help with decisions. Then the guardian or attorney can choose and arrange support. If an adult cannot make decisions and does not have a guardian or attorney then the local council should arrange the support.
Information, advice and advocacy
Local councils and health boards already must provide advocacy services in local areas for people with learning disabilities, or mental health problems.
Some people may need some extra information and advice about support or need some advocacy support to understand the information and make choices.
The new law now says that local councils must tell people about independent advocacy services and how to get advocacy support if they think the person will benefit from this.
Families and children
Families and children can direct their support too.
If a young person is aged 16 – 18, then they can pick the option they want from the 4 options.
If a child is under 16, then their parent or guardian can choose from the 4 options.
But children must be involved in deciding what happens as much as possible. The local council must give the child information about the options for self-directed support that they will find easy to understand.
Carers
Family carers provide a lot of care and support and sometimes they need help to keep doing this.
The new law will mean that local councils can give support to carers who have a carer's assessment. If the local council agrees that it will offer support to a carer, it must let the carer choose one of the 4 options for self-directed support.
What Happens Next?
The new self-directed support law has not started yet. The Ministers in the Scottish Government need to decide a date when it will start.
It will probably start in 2014.
The Scottish Government will write some new guides about how to get and manage self-directed support. These guides will try and answer all the question people may have.
Getting more choice over your support now
If you want more choice now over your support, do not wait for the new law.
Ask your social worker or local council about the choices that you have just now. If you are eligible for support, they must talk to you about direct payments. You can choose to take this option now, instead of getting a council service.
Your local council may be able to offer the other options too. Talk to them.
Produced by ENABLE Scotland for the Scottish Government. Pictures from Photosymbols4 ©.
© Crown copyright 2013
You may re-use this information (excluding logos and images) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: firstname.lastname@example.org.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
ISBN: 978-1-78256-393-8 (web only)
The Scottish Government St Andrew's House Edinburgh EH1 3DG
Produced for the Scottish Government by APS Group Scotland DPPAS13922 (05/13)
Published by the Scottish Government, May 2013
www.scotland.gov.u
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CROSS PARTY GROUP: INTERNATIONAL DEVELOPMENT
21 JANUARY 2014
COMMITTEE ROOM 5, SCOTTISH PARLIAMENT
5.30PM – 7.00pm
Attendees:
Sarah Boyack MSP, Jamie McGrigor MSP, Fiona Trafton, Pauline Ward, Liz Murray, Agnes Ngulube Holmes, David Stevenson, Deirdre Muldowney, Derek Sangster, James MacLean, Linda Todd, Fiona Forsyth, Alina Armstrong, Elaine Mullan, Colin Pritchard, Jonathan Sentamu, Michael Freudenberg, Norman Chipakupaku, Jim Copland, Frances Johnston, David Kenvyn, Claude Pisani, Cathy Crawford, Katie Dearden.
Apologies:
Siobhan McMahon MSP, Patrick Harvie MSP, Alison Johnstone MSP, Jackie Baillie MSP, Kevin Simpson, Seonaid Stevenson.
Welcome and Introduction:
Sarah Boyack MSP opened the meeting in her capacity as Convenor of the Cross Party Group and thanked everyone for their attendance. Sarah apologised for the slight delay in commencing the meeting due to an IT issue in the room.
The minutes from November 2013 were approved by the Group.
Sarah Boyack updated members with notification of forthcoming events and information for the attention of members:
- Grant scheme for young Scots volunteering in Malawi – initiative of the McConnell International Foundation. Sarah advised any member to contact the office directly for more information and highlighted that the deadline for applications is 31 January 2014
- Norman Chipakupaku, Capacity Building and Development Office for Africa-UK Scotland, alerted members to a forthcoming event being planned for October 2014 to celebrate the 50 th anniversary of Zambia.
- Britain and Africa at 50 event hosted by the University of Edinburgh (sponsored by Sarah Boyack MSP) – 27 February 2014, 5.30pm, Scottish Parliament.
Due to a technical fault with Powerpoint, the talks commenced without the use of visual aids.
Liz Murray, Head of Campaigns and Policy, World Development Movement:
Overview of Food Security
Liz provided a brief introduction to the work of the World Development Movement and paid a tribute to the efforts of John Blair Fish, who sadly passed away in September 2013.
Liz started the meeting by reading out several stark and shocking statistics with regards to food security, including:
- 870 million – 1 in 8 people suffering chronic undernourishment. 836 million of these live in developing countries.
- 70% - 70% of the population of the LDCs are involved in agriculture. (The figure for the global population involved in agriculture is just 14% )
- 34.5% Between 2002 and 2008, the food import bill of the LDCs rose from $9 billion to $24 billion - an increase of 34.5%. In Africa, the percentage of food being imported has been growing by 3.5% a year since the 1980's.
- 40% - In the UK, we import about 40% of our food – far less than developing countries, however our dependence on food imports from such countries also strengthens this model of development, further increasing vulnerability in times of a crisis.
Liz highlighted that some of the key challenges in LDC's are related to the issue of land grabbing, which is a big and growing issue, and the volume of seeds owned by three large corporations – (Monsanto, DuPont and Syngenta control 47% of seeds). The WDM are of the opinion that the latter issue has a huge impact on smallholder farmers as it has hiked up costs, impeded public sector research and undermined the rights of farmers to save and exchange seeds, which is traditional.
The World Development Movement is involved in looking at the impact of the financial sector and how this is linked to massive rises in food markets. Although there is food on the shelves in many countries, except during periods of famine in some LDC's, a barrier for millions is that they cannot afford to buy the food to feed them adequately.
Overview of Food Sovereignty
Food sovereignty is considered to be a possible solution to overcoming the challenges of food security. This concept addresses power in the food system, putting people who produce, distribute and consume at the heart of policy and decision making. Food sovereignty is already in practice, to an extent, in Britain; such as through allotments, local farmers' markets and the work of co-operatives.
Liz detailed the efforts of the campaign movement La Via Campesina which was founded by peasant farmers more than 20 years ago. To date, the movement now has a membership of 148 organisations and 200 million individuals from 70 countries, including peasants and family farmers, artisanal fisherfolk, indigenous peoples, landless peoples, rural workers, migrants, pastoralists, forest communities, women, youth, consumers and environmental and urban movements. For more information on the movement please visit: http://viacampesina.org/en/
Agnes Holmes
Food Security in Africa - Challenges
Agnes focused primarily on Africa for her talk on Food Security and indicated the Continent's importance globally:
- African agriculture is likely to witness a significant transformation in future years;
- The rise of 'super farms', urbanisation and food security are key drivers for change;
- Prediction of new investment models in Africa.
Agnes highlighted that there are a number of advantages that Africa has in its favour, including:
- Natural resources and fertile land (supply side);
- Rising food demands locally and globally (demand side).
According to the Food and Agricultural Organisation, Sub-Saharan Africa boasts nearly 1 billion hectares of land suitable for rain-fed farming; yet the FAO has highlighted significant scope for improvement considering that yields are relatively low.
The agricultural sector remains central to solving the problem of food security and to meeting poverty reduction targets, as set by the Millennium Development Goals.
A number of challenges currently facing the African agricultural sector include:
- Farmers' lack of access to land and resources;
- Climate change;
- Poor infrastructure and high transportation costs;
- Unpredictable trade policies;
- Lack of innovation to utilise techniques and inputs.
- Long term dependency on food aid and EC aid tends to benefit wealthier farmers.
Food Security in Africa - Opportunities
Agnes highlighted that there are significant opportunities in African agriculture which should be embraced:
- Private sector capital investment and involvement;
- 'Bottom up' approach – engaging with local communities;
- Large scale farming could acts as a magnet for investment and opportunity;
- The volume and scale of land is a unique resource and must be utilised effectively.
Agnes highlighted the work of the Comprehensive African Agricultural Development Programme (CAADP) which focuses on four key objectives:
- Sustainable land and water management;
- Improving rural infrastructure and trade-related capacities for market access;
- Increasing food supply, increasing nutrition, reducing hunger, and improving responses to food crises;
- Improving agricultural research, technology dissemination and adoption.
Agnes finalised her talk indicating that Africa has the potential to feed the world and this is achievable through domestic and global policies, fair and effective access to inputs, such as seeds, investment by richer countries and the balance and trade-off between efficiency and self-sufficiency.
Questions and Answers
Please note that it is not the intention of the minutes to record a verbatim account but to provide an overview of the discussion.
Norman Chipakupaku raised the point that Africa is often treated as a 'dumping ground' and that some people do not realise its full potential – less than 4% of land irrigated, yet there are massive quantities of water.
Jamie McGrigor MSP mentioned the importance of efficiency and having access to machinery. Jamie raised the point that corporations cannot always be viewed through negative lenses and gave the example of banks providing aid.
David Kenvyn raised the issue of 'who owns the land'; highlighting that following civil wars and ethnic cleansing, people are often buying the land from people who 'grabbed' it unlawfully.
James MacLean contributed by highlighting that access to water is a key issue and there are instances of disproportionate division of the resources.
Sarah Boyack MSP raised the point that developing co-operatives is one solution to alleviate problems relating to food security and reducing poverty, highlighting that EU trade rules can often mean that products cannot enter the European market due to restrictions.
Cathy Crawford asked to what extent the Fair Trade movement can have a serious impact.
Jim Copland provided the example of Guatemala which is now becoming more selfsufficient and access to water is key to this.
Jonathan Sentamu mentioned the importance of helping small scale farmers on the ground and there is many Governments, locally and globally, can do.
Concluding remarks
Sarah closed the meeting thanking the speakers for their thought provoking discussions, highlighting it is a difficult topic to discuss and address. Sarah highlighted the work of the Commonwealth Parliamentary Association in the Scottish Parliament and their links to Parliamentarians abroad.
Sarah encouraged members to think of issues that they could take to their local MEPs in the run up to the European Parliamentary elections in May 2014.
Forthcoming meeting: 18 March 2014.
The topic is Universities and Colleges and discussion shall be led by Challenges Worldwide and the University of Strathclyde.
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Scottish Water
Luskentyre Sands, Isle of Harris
Ecological Survey Report
October 2022
Alison Tyler
[ [redacted]
]
Summary
An ecological survey was carried out of the area of the proposed works to re-bury and anchor the recently exposed section of mains pipeline across the beach between Seilebost and Luskentyre, Isle of Harris. No significant numbers of wintering/passage birds or signs of otter activity were recorded during the survey. There is some potential for impact on habitats within the designated site Luskentyre Banks and Saltings Site of Speciel Scientific Interest (SSSI).
1 Introduction
The pipeline is located on Luskentyre sands, Isle of Harris, grid reference NG 075 980. The mains pipe crosses the estuary of the Laxdale River from Seilebost in the south to Luskentyre in the north. The site lies within the Luskentyre Banks and Sands Site of Special Scientific Interest, and within 1.5km of the West Coast of the Outer Hebrides classified Special Protection Area.
An ecological walkover survey of the area of the pipeline was requested to facilitate the re-burying and anchoring of the mains. The survey aimed to identify any ecological constraints ahead of the proposed works at the Luskentyre sands pipeline.
2 Methodology
A walk over survey of the site was undertaken by Alison Tyler, an experienced ecologist, on 12 October 2022. The survey was undertaken between 1130 and 1630 GMT in good weather conditions, either side of mean low water spring tide.
The survey covered the full extent of the pipeline route from Seilebost in the south to Luskentyre in the north, including an area up to 300m either side of the pipeline. All birds and marine mammals within 300m of the pipeline were recorded. A search was undertaken for evidence of protected species. The sections of the beach above mean high water were checked for any signs of use by otters, including potential for resting places.
Within the survey area, a systematic search for signs and evidence of otter activity was carried out. The coastline and watercourses (including shallow ditches) were searched for signs of use by otters. All habitat with potential for resting places and holt were searched.
A survey of wintering and passage birds was carried out using telescope and binoculars to cover the whole survey area.
3 Limitations of Survey
The timing of the survey in October meant that a survey of breeding birds was not possible. The timing was suitable for the survey of wintering and passage birds using the intertidal area and inshore waters. There is potential for plant species to be under-recorded if they were not flowering at the time of the survey. The seasonal timing of the survey was suitable for otters.
4 Results
Habitat
The southern section of the pipeline route at Seilebost (grid reference NG 07529 97331), between the sandflats and the A859 is croftland. This comprises mainly rough grazing with some areas of relatively tall vegetation including umbellifers, knapweed and iris, with evidence of prior cultivation. A narrow strip of saltmarsh and rocky coastline is between the croftland and the sandlfats.
The exposed section of the mains pipe is within the intertidal area of sandflats and lies across a drainage channel from the Laxdale River, at NG 07487 97751. The surface of the pipe is colonized by fucoids and gutweed Ulva intestinalis. The area immediately surrounding the pipeline is typical of the intertidal zone of the estuary.
The northern section of pipeline route crosses the sandflats to the rocky shore at Luskentyre, with a narrow strip of rough grazing to the south of where the pipeline runs to the junction by the unclassified road at NG 07533 98488.
Birds
Groups of waders and wildfowl were observed feeding and resting on the sandflats. A maximum count of 9 curlew Numenius arquata, 4 mallard Anas platyrhinchos and 7 whooper swan Cygnus cygnus were recorded within 300m of the pipeline route.
Otters
No otters were seen during the survey and no signs of otter activity were found within the survey area. Sites where spraints could be expected to be seen, for example prominent grassy knolls on the coastal edge of the rough grazing, had no signs of use by otters.
4 Assessment
Habitats
The pipeline runs through habitats of local and national importance, and the location is within the Luskentyre Banks and Saltings SSSI (see below). The pipeline route runs through several types of habitat, from rough pasture, to saltmarsh and intertidal sandflats, which are notified natural features of the SSSI. Changes to habitat as a result of the works at the exposed section of pipe are likely to be of short duration as a result of the dynamic sandflat habitat. Growth on the surface of the pipe is not of particular significance.
Birds
The coastal section and area of intertidal habitat provides foraging ground for wintering and migrating birds, particularly waders and wildowl. The numbers of waders and wildfowl recorded during the survey within 300m of the pipeline route are not of national significance, however there is potential for higher numbers during the migration period. The SSSI citation notes that the site is important for wintering and migrating birds. The possible disturbance as a result of the works will be in a limited area, and of relatively short duration. The feeding area for waders and wildfowl on the sandflats is significantly larger than the area that will be directly affected by the works, and therefore there is potential for birds that are disturbed by the works to move to other areas within the same estuary.
The breeding bird assemblage was not surveyed. There is significant potential breeding habitat for birds, including corncrake, in the grassland habitat within 300m of the Seilebost (southern) end of the pipeline route, and therefore the works should avoid the breeding season between April and August to avoid disturbance to breeding birds.
Otters
No signs of otter activity or presence of resting places were found within 300m of the pipeline. However, the pipeline lies within an area of diverse, high quality habitat for otters. The presence of running and brackish water, in addition to the coastal habitat, provides both suitable foraging areas and some potential for resting places. No resting places were identified within 300m of the pipeline during the walkover survey and the proposed works at the exposed section of pipeline are unlikely to cause disturbance to otters. [redacted]
Designated Sites
The pipeline lies within the Luskentyre Banks and Saltings SSSI, notified for coastal geomorphology and habitats including sandflats and saltmarsh. The site is important for both physiographical and botanical features. The works to re-bury and anchor the mains pipe have the potential to cause temporary damage to notified features, particularly the sandflats. Normal movement of sands will likely cover the works site soon after the pipeline has been reburied.
Timing of the works to avoid the summer months could lessen the impact on important habitats and breeding birds, however there is also some potential for disturbance to migrating and wintering birds.
The West Coast of the Outer Hebrides classified Special Protection Area (SPA) is located within 1.5km of the proposed works on the mains pipe at Luskentyre. The qualifying interest of the SPA is the assemblages of waterfowl feeding in the inshore waters. The proposed works are on the intertidal area and are only possible at low tides when the sandflats are exposed, and are therefore unlikely to impact the populations of waterfowl within the SPA.
Appendix Photographs
Photograph 1
Southern section of pipeline route at Seilebost, where pipeline meets A859.
Photograph 2 Coastal zone at southern end of
pipeline
Photograph 3 Seilebost croftland at southern
section of pipeline route
Photograph 4 Exposed section of mains pipe crossing sandflats and drainage
channel
Photograph 5 Section of exposed pipe in
sandflats
Photograph 6 Northern section of pipeline route to coast at Luskentyre
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Seat Belts on School Transport (Scotland) Act 2017 – Guidance
Transport Scotland
1
Introduction
1. This guidance has been prepared by officials of the Scottish Government in consultation with bodies representative of school authorities, young people, parenting and education groups, the bus industry, and Road Safety Scotland as required by Section 5, subsection (3) of the Seat Belts on School Transport (Scotland) Act 2017 ("the Act").
2. This guidance should be read in conjunction with the Act and its Explanatory Notes.
3. The purpose of the Act is to improve road safety for school children by imposing a duty upon school authorities to ensure that each motor vehicle which the authority provides or arranges to be provided for a dedicated school transport service has a seat belt fitted to each passenger seat, i.e. one seat belt per pupil.
4. The law as to when persons must wear seat belts is currently contained in the Motor Vehicles (Wearing of Seat Belts) Regulations 1993 (S.I. 1993/176) and is outside the Scottish Parliament's legislative competence. However, this guidance and awareness-raising materials accompanying the above duty are intended to help promote good habits in relation to seat belt wearing.
Scope of the Duty
Meaning of "dedicated school transport service"
5. The duty referred to above applies to motor vehicles provided or arranged for a dedicated school transport service. For the purposes of the Act two kinds of transport service are dedicated school transport services, namely a "home-to-school transport service" and a "school trip transport service".
6. A "home-to-school transport service", refers to transport services which carry pupils to and/or from their homes and any educational establishment where they receive school education (as defined in the Education (Scotland) Act 1980) provided by a school authority. There are situations where pupils begin or end the school day at an institution at which they are not registered – for instance to take certain classes which are not offered at their own school – and this would be covered by this definition.
7. A "school trip transport service", refers to transport services arranged by school authorities which carry pupils to and/or from any place where they receive education or training in general (whether that is provided at a school or at another place, such as during a visit to a museum or castle). This is a broad definition intended to cover the wide range of excursions which are arranged by school authorities. It would include trips where the vehicle leaves and returns to the school on the same day, as well as excursions which last over a period of days or weeks. It would also include journeys between different educational establishments.
8. A transport service which is capable of carrying both members of the general public as well as school children, such as registered local bus services, even if in practice the service carries mainly school children, would be excluded from the ambit of the Act. School-day only services, which some local authorities use to meet their existing duties under the Education (Scotland) Act 1980, by giving pupils season tickets or paying for individual journeys, will also be excluded for the same reason. The bus, under any of the aforementioned transport service forms, is currently the safest way to get to school 1 . The Scottish Government recognises the benefit for local authorities in being able to tailor their provision to meet needs on the ground and it has never been the intention to restrict councils' flexibility and autonomy on the use of public buses where appropriate. For instance, where a good level of public bus provision exists it may not make sense for this to be duplicated by a council-contracted vehicle.
Meaning of "school authority" and "school education"
9. The definition of "school authority" is a tripartite one, comprising education authorities (i.e. local authorities constituted under section 2 of the Local Government etc. (Scotland) Act 1994), the managers of grant-aided schools and the proprietors of independent schools – thus all three kinds of school in Scotland are covered by the Act.
10. The term "school education" includes early learning and childcare as well as primary and secondary education: therefore, dedicated school transport services for pupils in local authority nursery classes or at nursery schools are covered by the Act, if that transport service is provided or arranged by a school authority and falls within section 1 of the Act.
Part 1: The Fitting of Seat Belts
12. The duty in the Act to ensure that seat belts are fitted on dedicated school transport services includes both vehicles that a school authority owns and directly provides for such a service and also vehicles which are indirectly provided via contractual arrangements with a third party transport operator. In order to fulfil the duty a school authority which does not currently use vehicles with seat belts for such provision has the option of choosing to "retrofit" vehicles itself – or alternatively, to use, or contract for the use of, vehicles which already have seat belts fitted.
13. The type and design of seat belt that must be fitted in different classes of vehicles is a matter of UK law. The Act simply applies the existing UK law in that regard, by defining "seat belt" as a belt of any kind which complies with the requirements of regulations made under section 40 of the Road Traffic Act 1972 and section 41 of the Road Traffic Act 1988 governing the construction, equipment and maintenance of motor vehicles. Regulation 47 of the Road Vehicles (Construction and
1 Department for Transport statistics, RAS30030, Reported child casualties in accidents occurring between 7:30 and 8:59am or between 3:00 and 4:59pm on a school day, by road user type, severity, gender and age, Great Britain, 2015
Use) Regulations 1986 (S.I. 1986/1078) ("the 1986 Regulations") sets out the range of options for the kind of seat belt which must be fitted in particular classes of vehicle. There are four main kinds that appear in Regulation 47: 3-point belts, lap belts, child restraints and disabled person's belts. In addition, inertia reel belts are specified as a type of 3-point belt, and retractable lap belts as a type of lap belt. The 1986 Regulations also prescribe detailed technical requirements for the construction, installation and maintenance of seat belts.
14. As the type and design of seat belt that must be fitted in different classes of vehicles is a matter of UK law, the Scottish Government does not have the power to specify the type of seat belt that should be used. Lap belts are used on most buses and meet all the relevant legal requirements. They can be retracted and be easy to put on with one hand. However, a 3-point all age seat belt is generally recommended. Reasons to support this recommendation include that:
- The 3-point all age seat belt restrains the upper and lower parts of the torso, is anchored at not less than 3 points, and includes a lap belt. In addition, the position of the shoulder strap can be adjusted to suit the size of the passenger.
- This particular type of seat belt is rated highly for its effectiveness and ease of use. The seat belt tongue clips into the buckle, an action which can be performed with one hand. A retractor device is included as part of the seat belt system to ensure that any unnecessary slack is taken up automatically.
15. Some pupils travelling on dedicated school transport may need specialist provision, such as smaller children needing a height-adjustable seatbelt, adjustable straps, lap belts, or adaptations which are required because a young person has Additional Support Needs. The Scottish Government recognises that school authorities, particularly local authorities, are better placed to conduct needs assessments in line with their existing obligations regarding education provision more generally and to make provision or enter into contractual arrangements to allow for this.
16. School authorities have the right to inspect such documentation, that proves that the bus operator(s) is (are) providing a dedicated school transport service with a bus fitted correctly with seatbelts, at any time during the contract period. This documentation can be in the form of a Driver and Vehicle Standards Agency (DVSA) Certificate of Initial Fitness (COIF) (which will confirm initial installation/retrofitting of seat belts on the bus to the correct standard), a bus & coach certificate delivered by the Vehicle Certification Agency (VCA) and, where applicable, a valid MOT certificate to ensure that the seat belts fitted continue to meet safety standard requirements thereafter.
17. In addition to the scheduled vehicle inspection cycle, DVSA officers and the police have powers to undertake unannounced roadside vehicle inspections on buses and coaches. Local authorities also have the option to employ or appoint their own vehicle inspectors who can monitor buses or coaches used for their dedicated school transport contracts. Additionally, school authorities can make vehicle standards or maintenance a condition of contract and include punitive measures for breaches of this. Dedicated school transport vehicles will regularly be seen by parents, teachers, drivers and the pupils themselves and any reports of poor vehicle maintenance should be taken extremely seriously.
18. The following section gives an example that can be fully, partially or not at all followed by School authorities when specifying their school transport contracts.
19. Example of best practice regarding seat belt specifications
Perth & Kinross Council - TRANSPORT CONTRACTS OPERATED BY PUBLIC SERVICE VEHICLES
Conditions of Contract for the Transport of Passengers - October 2017 General Specification for the Transport of Passengers - October 2017
PROVISION OF SEAT BELTS
With regard to Local School Bus Service, Education Transport, Additional Support Needs Transport and Community Care Transport Contracts only:
6.1.1 Where the vehicle to be used by the Contractor is adapted to carry 9 to 16 passengers, the vehicle shall be fitted with height adjustable inertia reel 3-point lap and diagonal seat belts, or full harnesses, for each seat position. The seat belts and their installation shall meet the relevant standards set by the DfT/DVSA. The Contractor, if requested by the Council, shall supply proof of the relevant seat belt test certification.
6.1.2 Where a bus with 17 or more passenger seats is to be used by the Contractor, each seat shall be fitted with either inertia reel 3-point lap and diagonal seat belts or retractable lap belts for each seat position. Lap belts may only be fitted in forward facing non-exposed seats where an appropriate energy absorbing seat or surface is present in front. The seat belts and their installation shall meet the relevant standards set by the DfT/DVSA. The Contractor, if requested by the Council, shall supply proof of the relevant seat belt test certification.
6.1.3 If a coach is to be used by the Contractor, each seat shall be fitted with at least a lap belt. Lap belts may only be fitted in forward facing non-exposed seats where an appropriate energy absorbing seat or surface is present in front. The seat belts and their installation shall meet the relevant standards set by the DfT/VOSA. The Contractor, if requested by the Council, shall supply proof of the relevant seat belt test certification.
6.2 With regard to Local Bus Service Contracts only, if the Contract Schedule specifies the provision of seat belts, or if the vehicle to be used on the Contract has seat belts even though they were not specified, the seat belts and their installation shall comply with relevant standards set by the DfT/DVSA.
6.3 Contractors and their work staff shall ensure that they comply in full with any seat belt wearing requirements for passengers as stipulated by the DfT/Scottish Government, including any legislation giving effect to EU Directive 2003/20. To ensure that passengers are aware about the requirements to wear seatbelts, the Contractor shall prominently display signs and/or pictograms, produced in accordance with the relevant legislation, throughout the vehicle.
6.4 With regard to Local School Bus Service, Education Transport, Additional Support Needs Transport and Community Care Transport Contracts only, where the contracted vehicle is adapted to carry 9 to 16 passengers, Contractors shall ensure that passengers always wear the seat belts provided, irrespective of the age of the passenger, unless the Council have specified that an alternative restraint system should be used. Booster cushions or child seats should only be used by passengers if specified by the Council.
Part 2: The Wearing of Seat Belts
20. Local authorities have general duties of care for pupils using school transport under both statute – the Education (Scotland) Act 1980 and the Schools (Safety and Supervision of Pupils) (Scotland) Regulations 1990 – and common law and there are a range of legal duties on a driver of any vehicle.
21. The Act does not affect the law on the wearing of seat belts on dedicated school transport which remains a matter of law reserved to the UK Government. Children under the age of 14 are currently not legally responsible for the wearing of a seat belt where one is provided. However, the Act represents an opportunity to promote successful approaches in making pupils wear a seat belt where one is available.
Promotion of seat belt wearing
22. It is important that young people understand the importance of wearing seat belts when travelling on the bus. Road Safety Officers, Road Safety Scotland, Scottish Fire and Rescue Service, Police Scotland, schools and local authorities are among the partners that can reinforce the importance of seat belt wearing. A Young Scot survey 2 undertaken early in 2018 found that half of young Scots think that the wearing of seat belts on school buses and coaches can help improve the atmosphere and reduce incidents of misbehaviour. Half of the respondents thought that the best messaging to encourage seat belt use in young people was outlining the discipline or punishment for not wearing a seat belt. This result was closely followed by suggestions related to detailed information on the topic and showing examples of the consequences of not wearing a seat belt. Given this, the main message to convey to pupils is to wear a seat belt wherever there is one. This will potentially prevent them from being injured and reported to their school.
23. Road Safety Scotland's approach to road safety is one of lifelong learning and a suite of free online resources have been developed for specific age groups from 3-18 years, with a view to developing responsible road use among young people. All the resources link to Curriculum for Excellence and the resources offer different learning styles to engage teachers and learners, and make the learning appropriate, relevant and challenging at every level. The importance of wearing seatbelts is covered within these resources and reference to the new guidance will be included where appropriate.
24. The Scottish Government recommends that children are shown how to wear a seat belt properly. School authorities will have the liberty to decide how and when to implement this recommendation, if they wish to do so. Seat belts must be adjusted in such a way as to ensure the maximum safety of passengers, where possible. To ensure maximum safety passengers must ensure that:
- seat belts sit as close to the body as possible, without any slack or twisting in the straps;
- the shoulder belt, if any provided, goes across the shoulder and not the neck;
2 https://www.youngscot.net/seat-belt-scotland-school-bus/
- the lap belt goes as low as possible from hip bone to hip bone - not across the stomach; and
- a seat belt is never put around two people.
25. The Scottish Government recognises that pupils under 135cm may not be able to position a 3-point seat belt correctly, particularly if the seat belt is a non-height adjustable seatbelt, to provide maximum and safe restraint in an accident. Whilst in cars a booster seat would be used to position a pupil to allow a 3-point belt to sit correctly across their body, the use of booster seats on school buses may not be a practicable option or may result in other safety risks. Given this it may be safer for a small child not to wear a 3-point seat belt at all, rather than to try and use one incorrectly.
26. Although not a legal requirement on most of the motor vehicles which a school authority provides or arranges to be provided for a dedicated school transport service, it is good practice if pupils are notified that they must wear seat belts through any of the following means:
- an official announcement by the bus driver, escort(s) or pupil leader;
- an audio visual presentation (made when pupils join the bus or within a reasonable time of doing so); or
- a pictorial sign or text prominently displayed at each passenger seat equipped with a seat belt. An example of pictorial sign is provided in annex A.
27. School authorities may follow any of the following examples of good practice in relation to training pupils in the importance of wearing seat belts (for example through partnerships between families (including the young person), bus operators, and schools):
- in-class seat belt safety sessions to pupils, using DVDs and role play to reinforce important messages;
- trained staff to visit schools and carry out seat belt and safety training on board school buses, and to train pupils with special educational needs in the use and wearing of seat belts; and
- partnership with parents to impress upon their children the importance and necessity of wearing seat belts - this could be achieved by schools raising the issue at parents' evenings, engaging with parents - one example of this being through Parents Councils, sending information leaflets to parents or including an article on seat belts and responsibility in school newsletters.
Monitoring and assessing seat belt use
28. There are a variety of ways in which the wearing of seat belts by children and young people could be monitored, examples of these (where available) might include:
- the police. Some school authorities could work with the police to undertake spot checks of school buses to ensure that seat belts are being worn;
- sixth form pupils/prefects;
- specially designated escorts (e.g. passenger assistants);
- Inspectors (from an enforcement authority);
- Community based projects (which can employ parents and peers to encourage young pupils/young people to wear seat belts); or
- adding monitoring of seat belt use as a dedicated school transport service contract requirement.
29. Behaviour on dedicated school transport and best approaches to helping pupils can vary significantly from council-to-council, school-to-school or route-to-route. Therefore, there can be significant advantages in flexibility on how to deal with it and tailor approaches, so the Scottish Government does not consider that a national code of conduct would be the most appropriate way forward. School authorities should have flexibility about how best to monitor seat belt use.
Medical conditions
30. In some cases, there may be individuals whose doctors have decided that they should be exempt from wearing a seat belt on medical grounds. Disabled people may, for example, be exempted from wearing a seat belt on medical grounds.
31. In such cases, doctors will issue a 'Certificate of Exemption from Compulsory Seat Belt Wearing', which individuals must keep on their person and show to the police if challenged. All such certificates must specify a period of validity which can be as long or as short as medically justified.
32. There may be circumstances where it is necessary for seat belts to be specially adjusted to meet the physical or medical requirements of passengers.
PART 3: Annual Seat Belts Statement
33. The Act imposes a self-reporting duty on school authorities, who must prepare an annual statement relating both to the steps they have taken to comply with the duty relating to ensuring that seat belts are fitted and also to the actions which they have been taking to promote and assess the wearing of seat belts by pupils travelling on their dedicated school transport services. This could include the particular policies and procedures which authorities have in place to educate pupils about the wearing of belts and to measure their use.
34. In practice, this can be done on a website or in some kind of hard copy document, such as an annual report (in the case of a grant-aided or independent school) or a report which is scrutinised by a council committee (in the case of a local authority school), so long as it is in the public domain. This will have to detail measures which have been taken to comply with the legal duty imposed by the Act. A likely template is provided at Annex B.
ANNEX A
COMMUNITY DESIGN FOR THE PICTOGRAM PROMINENTLY DISPLAYED AT EVERY SEATING POSITION FITTED WITH A SAFETY BELT IN M2 AND M3 VEHICLES COVERED BY DIRECTIVE 91/671/EEC
ANNEX B
ANNUAL STATEMENT FOR ACADEMIC YEAR 20XX- 20XX IN RELATION TO IMPLEMENTATION OF SEAT BELTS ON SCHOOL TRANSPORT (SCOTLAND) ACT 2017
Name of the School authority:
Date of publication of this statement (should be as soon as reasonably practical after the end of the above academic year):
The Act imposes a self-reporting duty on school authorities, who must prepare an annual statement relating both to their compliance with the duty relating to seat belts imposed by section 1 of this Act and also to the actions which they have been taking to promote and assess the wearing of seat belts by pupils travelling on their dedicated school transport services (for instance, the particular policies and procedures which authorities have in place to educate pupils about the wearing of belts and to measure their use).
| | | Actions | Outcomes |
|---|---|---|---|
| Compliance with the Fitting of Seat Belts | - e.g. Our transport contracts operated by public service vehicles now specify requirement for one seat belt per pupil - e.g. Documentation inspected on xxxxx (date), proving that xxxxx (name of the bus operator(s)) is (are) providing a dedicated school transport service with a bus fitted correctly with seat belt | | |
| Promotion of the Wearing of Seat Belts | - e.g. official announcement by the bus driver is now made before departure - e.g. audio visual presentation is made when pupils join the bus or within a reasonable time of doing so - e.g. pictorial sign or text prominently is displayed at each passenger seat equipped with a seat belt - e.g. in-class seat belt safety sessions to pupils undertaken once a year, using DVDs and role play to reinforce important messages - e.g. information leaflets sent to parents encouraging them to impress upon their children the importance and necessity of wearing seat belts | | |
| Assessing Seat Belt Use | - e.g. regular spot checks of school buses made by the police - e.g. Use of sixth form pupils/prefects - e.g. Use of Community based projects employing parents and peers to encourage young pupils/young people to wear seat belts - e.g. Monitoring of seat belt use now specified as a dedicated school transport service contract requirement | | |
Seat Belts on School Transport (Scotland) Act 2017 – Guidance
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Good Food Nation Programme of Measures: 2022 Interim Update
Good Food Nation - Programme of Measures: 2022 Interim Update
Introduction – 2022 Interim Update
The first Good Food Nation Programme of Measures, published in September 2018, set out the range of measures being carried out across the Scottish Government to deliver our Good Food Nation ambition in Scotland. The Programme of Measures identified over 100 separate pieces of work which were already being done, or were planned, across Scotland. An update on these measures was published in November 2019.
This document is not a full update of these earlier publications, but it provides an update on work towards many of the measures contributing to the achievement of our Good Food Nation ambition. A full review of progress will be published in due course.
As with the previous updates, the measures are organised into five key areas:
1. Health
2. Social Justice
3. Knowledge
4. Environmental Sustainability
5. Prosperity
Health
Allotments and Community Growing
2021 update:
Scottish Government funding supports a number of community growing organisations, in line with our two overarching policy objectives to increase the amount of land available for community food growing, allotments and orchards; and to improve food growing skills and knowledge to empower communities and individuals to grow their own food.
In 2021/22 we have provided:
* £30,000 to Trellis, a national organisation for therapeutic gardening: it provides support for over 480 projects which in turn help over 12,000 people to improve
their wellbeing through growing produce. Trellis work with disadvantaged demographics and in 2021/22 they will particularly focus their efforts on projects with the care sector;
* £37,000 of funding to Social Farms & Gardens, and organisation which supports, represents and promotes community-managed farms, gardens, allotments and other green spaces. The organisation has a membership of over 300 community growing organisations who help to improve the lives of thousands of people across the country. Around 50% of the members are located in areas classified as Scottish Index of Multiple Deprivation (SIMD) 1 and 2;
* £20,000 to GreenGrow Scotland, a new charitable organisation which aims to promote the health, wellbeing, social connections, climate and nature action and economic opportunities associated with growing food, and a local food system by supporting grassroots community growing projects;
* £100,000 to the Green Action Trust to promote the growth and delivery of community growing spaces across Scotland by offering funding for up to fifteen community growing projects through the Growing Food Together Fund.
This funding supports projects that contribute towards achieving a variety of Scottish Government National Outcomes in a range of cross-cutting areas, including environment, education, culture and health.
Dietary Guidance
2021 update:
Food Standards Scotland have published an online dietary guidance resource, EatWellYourWay.scot, which delivers evidence-based dietary advice, to help people in Scotland make healthier food and drink choices, one step at a time.
The advice in Eat Well, Your Way is based on the Eatwell Guide. Research from The Carbon Trust has shown that if people consumed a diet more similar to the Eatwell Guide this would be a healthier and more sustainable way of eating. These effects come from a reduction in dairy, meat and discretionary foods, plus an increase in some starchy foods, fish and fruit & vegetables. Eat Well, Your Way currently includes some messaging targeted at making healthier, sustainable choices and the resource will continue to be developed in this way.
NB FSS will run a nationwide, multimedia promotional campaign for Eat Well, Your Way from 21 Feb to 31 Mar 2022.
The Healthcare Retail Standard
The Healthcare Retail Standard sets criteria where 50% of food and 70% of drink sold in all NHS Scotland shops is 'healthy' and only certain items can be promoted.
2019 position:
Following introduction of the Healthcare Retail Standard, it was found that customers were buying more products which met the Healthcare Retail Standard 'healthy' criteria.
The evaluation and first year of the HRS have informed a change in criteria, including:
* A ban on energy drink sales to under 16s;
* Healthy criteria for baby food;
* Relaxation on promotions for sugar-free chewing gum.
2021 update:
These new criteria have now been incorporated into the HealthCare Retail Standard.
Healthy Living Programme
The Healthy Living Programme is a voluntary scheme run in over 2,200 convenience stores through the Scottish Grocers Federation since 2006. The scheme helps to promote healthier produce in the stores.
2019 position:
The Healthy Living Programme now has over 2,300 members which constitutes around 40% of the convenience trade in Scotland. Two-thirds of the stores are situated in the most deprived areas of Scotland. The stores participating in the Healthy Living Programme continue to use Eat Better Feel Better [2] materials and have fruit available for sale at checkouts.
2021 update:
The Healthy Living Programme's Big Breakfast and Healthy Living Day events address the link between the local convenience shop and the wider community and how we can help children and adults to buy healthier products. An increase in cooking from home during the pandemic has been supported by the programme through its 'Cooking with Wellby' campaign.
Small and Medium Sized Enterprise (SME) Reformulation
In partnership with the Food and Drink Federation Scotland, we planned in autumn 2018 to introduce practical support to help businesses to get expert advice on reformulating food and drink to lower the calorie content.
2019 position:
We have invested £200,000 over a three-year period from 2018/19 to support Scottish small and medium enterprises to reformulate commonly consumed products to lower the calorie content.
2021 update:
In 2021/22 we are investing an additional £105,000 to continue the reformulation project.
Food and drink high in fat, sugar or salt
2019 position:
A consultation on proposals for restrictions on the promotion and marketing of food and drink high in fat, sugar or salt where they are sold to the public closed in January 2019. The consultation analysis report [5] was published on 13 September 2019.
In the 2019/20 Programme for Government, we committed to introducing a Restricting Foods Promotions Bill in the 2020/21 legislative programme.
2021 update:
The Bill was paused to take account of the impact of the COVID-19 pandemic on businesses and consumers. In the 2021/22 Programme for Government, the Scottish Government set out that we will introduce a Public Health Bill that includes restrictions on unhealthier food and drink promotions in this Parliament. We intend to consult again in the spring to help us consider the impacts of EU exit and the COVID-19 pandemic on our proposals, as well as explore potential opportunities for alignment across the UK.
Out of home food strategy
2021 update:
The Scottish Government's Out of Home Action Plan was published in September 2021. Actions set out there include:
* A consultation on mandatory calorie labelling at the point of choice;
* A code of practice for children's menus;
* A new Eating Out, Eating Well Framework;
* A standardised format for voluntary provision of full nutrition information online and/or on printed material; and
* Coherence on wider food policy through the Ministerial Group on Food.
Our consultation on introducing mandatory calorie labelling is due for publication in Spring 2022.
School Food and Drink Regulations
2021 update:
The new Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2020 were commenced in April 2021, replacing the previous 2008 Regulations. Changes include:
* increasing the amount of fruit and vegetables offered to children and young people as part of the school day;
* bringing red and red processed meat provision in line with the recommendations set out in the Scottish Dietary Goals;
* significantly reducing the amount of sugar children and young people can access through the school day.
The updated Healthy Eating in Schools guidance, which supports implementation of the Regulations, was published in February 2021.
Food For Life
2021 update:
The Food For Life Scotland programme aims to increase the amount of healthy, locally sourced food served by local authorities in early years settings, schools and care homes and currently operates in 18 Scottish local authorities, with Moray being the latest to achieve accreditation in January 2022. Our funding supports a small team within the Soil Association to deliver the programme on our behalf, with a clear aim of stimulating more local sourcing through the accreditation process; the overarching objectives are:
* Work with local authorities to retain their current Food for Life Served Here (FFLSH) award; and trying to shift those accredited to Bronze up to Silver or Gold;
* Work with those local authorities not yet participating to introduce the Food for Life programme within their area.
As well as aiming to put more Scottish food on the table, the wider benefits include: educating young people about food and culture, reassuring parents and pupils that their school meals are responsibly sourced, and freshly prepared with trained cooks, promoting fresh, local and seasonal food, ensuring that at least 75% is fresh and unprocessed and improving pupils' health by putting more fresh fruit and vegetables, fish, and wholegrains on the menu and generally ensuring that menus meet or exceed the Scotland's statutory food and nutrition standards.
Social Justice
Tackling food insecurity
2019 position:
Our Fair Food Fund has been progressively increased and is now £3.5 million. This fund supports dignified responses to food insecurity which help to tackle the causes of poverty. It is evolving the response away from charitable and towards human rights approaches.
2022 update:
In 2020-21, the Scottish Government invested around £2.5 billion to support low income households, including nearly £1 billion to directly support children. This considerable investment included £56 million to provide free school meal alternatives during school holidays and periods of remote learning, £70 million in flexible local responses to food and financial insecurity, and over £100 million for the third sector.
As committed to in our Programme for Government, we have now consulted on a draft ending the need for food banks plan. The draft plan sets out our human rights approach to the issue of food insecurity and outlines what more we will do using the powers we have to strengthen cash-first responses to hardship. Actions include investing in local cash-first partnership working that improves pathways between sectors and services and makes food banks the last port of call, and piloting the use of shopping cards as an alternative to food bank referrals alongside money advice to help prevent future need.
We are continuing to prioritise action that prevents hardship, including:
* Delivering our Scottish Child Payment worth £40 every 4 weeks for eligible children aged under 6. This is one of five family benefits and unique in the UK, that we will double in value in April 2022, reaching 110,000 children;
* Increasing the value of Best Start Foods and expanding eligibility later this term. The combination of Scottish Child Payment, Best Start Grant and Best Start Foods will provide a financial support package worth £8,4000 by the time an eligible family's first child turns 6;
* Providing Scottish Child Payment Bridging Payments worth £520 to low income households, reaching reaching more than 144,000 school age children;
* Providing Pandemic Support Payments of £130 to over 530,000 households;
* Continued investment in our Scottish Welfare Fund, with over £38 million already paid out to support people from April to November 2021;
* Investing £12 million to support debt and welfare advice services;
* Providing £25 million flexible funding to local authorities to tackle financial insecurity with a strong emphasis on cash-first approaches, as part of our £41 million Winter Support Fund;
* Providing £150 to all households receiving council tax reduction and all households in bands A-D as part of our £290 million cost of living package;
* Expanding free school meal support to all primary pupils and providing targeted support during the holidays, starting with an additional £49.75 million in 202122. Universal provision of free school meals was expanded to include all children in primary 4 in August 2021, with further expansion to include all children in primary 5 from January 2022;
* Renewing our commitment to the Get in to Summer programme, which provides opportunities for children and young people to have fun and reconnect with peers, with food, childcare and wider family support available where needed as recommended by the Poverty and Inequality Commission.
Case Study – Utilising flexible funding, Argyll and Bute Council is in established new Flexible Food Fund in partnership with Bute Advice Centre, ALIenergy and the Community Food Forum to tackle financial insecurity. This provides direct financial assistance alongside money advice and access to wider wellbeing supports. There are early indications that this has helped to reduce the need for food banks and has strengthened household financial resilience.
Measuring food insecurity
2022 update:
We are continuing to measure food insecurity through the Scottish Health Survey, as recommended by the Independent Working Group on Food Poverty.
The fourth Scottish data set was published in January 2021 showing that a reported 8% of adults in Scotland experienced food insecurity between August 2019 and September 2020, defined as being worried they would run out of food due to lack of money or other resources. Due to COVID-19, data collection for the 2019-2020 survey was restricted, with a smaller sample size and conducted over telephone, rather than face to face. This may result in an underestimation of food insecurity for this period.
Aggregate data from 2017-2019 (inclusive) show that food insecurity levels in Scotland were around 9%. Data from these years has also been published at local authority and health board level; the first time that local area data on food security in Scotland has been made available. This data suggests a relatively high degree of regional variation, with rates of food insecurity as high as 14% in some areas, and as low as 4% in others. Though note, these figures are subject to a margin of error (95% confidence interval) which may be more pronounced for areas with a smaller sample size. This locally disaggregated data on food insecurity is broadly consistent with existing evidence on deprivation.
The data has been integrated in to our National Performance Framework outcomes on poverty and human rights. This is aligned with the Sustainable Development Goals – including Goal 2: End hunger.
We are also measuring food insecurity through the Family Resources Survey, which suggests that 8% experienced low or very low food security, and a further 7% experienced marginal food security in Scotland, 2019-2020.
Human rights and rights of the child
We have a Programme for Government commitment to Incorporate the United Nations Convention on the Rights of the Child (UNCRC) into Scots law and the work of the First Minister's Advisory Group on Human Rights Leadership.
2019 position:
In 2016, we accepted the recommendation of an Independent Working Group on Food Poverty to consider enshrining the right to food. A new National Taskforce for Human Rights Leadership will be co-chaired by Professor Alan Miller and the Cabinet Secretary for Social Security and Older People. The new taskforce met for the first time on 2nd October 2019. The taskforce was asked to consider all internationally-recognised human rights, which includes the right to food.
We are committed to incorporating the United Nations Convention on the Rights of the Child (UNCRC) into Scots Law. We will deliver the legislation needed to do this by the end of March 2020. Our consultation on how a new Act could incorporate the UNCRC closed on 28 August and we will respond to this in the coming months.
2021 update:
In March 2021, the National Taskforce for Human Rights Leadership published its recommendations for a new human rights framework for Scotland that brings internationally recognised human rights into domestic law. As part of taking forward the 30 the progressive, bold and ambitious recommendations from the Taskforce for a new human rights framework for Scotland, a new Human Rights Bill will be introduced to Parliament during this parliamentary session. Scotland's new Human Rights Bill will incorporate the International Covenant on Economic, Social and Cultural Rights, includes a right to adequate food as an essential part of the overall right to an adequate standard of living, into Scots Law, as far as possible within devolved competence. The aim is that the right to food will be justiciable in the Scottish courts.
To further strengthen human rights protections in Scotland, the Bill will give effect to three other international Conventions for the empowerment of women, disabled people and minority ethnic people. The Bill will also include a right to a healthy environment and provision to ensure equal access to everyone, including older people and LGBTI people, to the rights contained in the Bill.
On 16 March 2021, the Scottish Parliament unanimously passed the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Bill ('the Bill'). The Bill is a landmark piece of legislation that aims to incorporate the UNCRC into Scots law to the maximum extent of the Scottish Parliament's powers – signalling a revolution in children's rights in Scotland. The Bill seeks to empower our children and young people to claim their rights and help to make Scotland the best place in the world to grow up.
On 12 April 2021, a reference of certain provisions of the Bill was made by UK Law Officers to the UK Supreme Court. The provisions referred to the Supreme Court were: section 6 (duty on public authorities); and sections 19 to 21 (the interpretation duty and judicial powers of 'strike down' and 'incompatibility declarator'). A hearing before the UK Supreme Court took place on 28 and 29 June 2021.
On 6 October 2021, the UK Supreme Court judgment on UNCRC (Incorporation) (Scotland) Bill found each of the provisions referred by the UK Law Officers to be outwith the legislative competence of the Scottish Parliament. While the Supreme Court judgment means that the Bill cannot receive Royal Assent in its current form, we are urgently and carefully considering the most effective way forward for this important legislation.
It is vital that the we work through the complex issues raised by the Supreme Court judgment to ensure that incorporation can happen as quickly as possible with confidence that any amendments to the Bill do not attract further challenge. The majority of work in relation to implementation of the UNCRC is continuing.
Knowledge
Food Education Programme
2019 position:
We launched the Good Food Futures programme in June 2019 which aims to provide an overarching coordinated and end-to-end approach to the delivery of food education to young people and encourage careers in the food industry. The Royal Highland Education Trust (RHET) were awarded funding to increase the number of farm visits and events for school children, with the aim of benefiting around 14,000 children.
2021 update:
RHET have been awarded funding to deliver a programme of 80 digital farm experiences, which they estimate will reach around 2800 pupils directly, with additional numbers able to benefit from the use of pre-recorded material.
Food for Thought Fund
2019 position:
The Food for Thought Fund is a competitive fund that supports food education related projects in schools to help pupils learn about food. Support for our Food For Thought Programme continued in 2019 with 174 schools benefiting from the fund.
2021 update:
Education Scotland have been awarded funding to deliver a programme awarding grants of up to £3000 to 62 schools for the purpose of providing food education.
Scotland's National Chef
The National Chef will increase awareness of the objectives of the Good Food Nation Policy – healthy, environmentally sustainable and affordable food for all, with positive messages about the importance of cooking using locally sourced, Scottish products.
2019 position:
Scotland's National Chef carried out a number of engagements in 2019 in a range of settings including the Royal Highland Show, primary schools and a community garden, giving inspirational talks and cookery demonstrations. We continue to identify opportunities for the National Chef to contribute strategically to the work of the Scottish Government and enhance our policy thinking.
2021 update:
Gary Maclean has been reappointed to a second term as National Chef. In this second term, he will seek to achieve a number of objectives, including supporting the recovery of the hospitality industry following the pandemic; promoting food education; promoting the benefits of Scottish produce; and tackling food insecurity.
Schools (Health Promotion and Nutrition) (Scotland) Act 2007
2019 position:
To improve food provision and food education, and ensure schools are promoting health, Education Scotland will, by the end of 2020, publish a self-evaluation framework to support the implementation of the Schools (Health Promotion and Nutrition) (Scotland) Act 2007. Education Scotland's Health and Nutrition Inspectors are working in collaboration with local authority school catering and education colleagues from across Scotland to develop the self-evaluation framework. Trialling of the framework will begin by the end of 2019.
2021 update:
The digital framework, Food in schools across Scotland: A self-evaluation resource was introduced in December 2020. The continuing impact of COVID during 2021 has impacted on the extent to which its use is embedding in practice. Awareness of the framework across local authority school catering services is high. Engaging with education colleagues remains a focus. Education Scotland paused school inspections from March 2020.
Environmental Sustainability
Scotland's Food Waste Reduction Target
2019 position:
The Food Waste Reduction Action Plan (FWRAP), published in April 2019, sets out the Scottish Government's proposals to meet the target of reducing all food waste in Scotland by 33% by 2025, against a 2013 baseline. The Plan also outlined plans to consult on seeking legal powers for a mandatory Food Waste Reduction Target by the end of 2019.
The FWRAP makes connections to EU, UK and Scottish activities in place which tackle food waste. It also connects with other Scottish Government policies and commitments in respect of food and waste generation, including the Climate Change Plan, Circular Economy Strategy and Good Food Nation.
2021 update:
We will continue to embed circular economy principles into the wider green recovery and take steps to reduce food waste through the FWRAP, delivering against our ambitious target to reduce food waste by 33% by 2025. The planned consultation on the range of commitments identified in the Food Waste Reduction Action Plan has been delayed by a number of factors, including the recent Covid-19 crisis.
We will publish a review of the FWRAP in 2022 to assess the progress towards the 33% reduction target and to identify any additional measures which may be needed to achieve it. The review will connect with other Scottish Government commitments in respect of food waste and generation, including the upcoming Good Food Nation Bill.
In addition, we are developing a Routemap to deliver our wider 2025 waste and recycling targets which will inform the development of the new Circular Economy Bill and there will also be further engagement and consultation to shape the Bill's contents. Considering the status of our existing food waste target is part of this Routemap work.
Food waste data
2019 position:
Targeted work is ongoing to gauge levels of food waste and surplus across Scotland, the UK and Europe. The Food Waste Reduction Action Plan and the Programme for Government commit the Scottish Government to explore opportunities to place requirements on businesses to publicly report on their waste and surplus, specifically in regard to food and textiles. This would ensure more data on food waste and surplus is available.
2021 position:
When we consulted on legislative proposals in 2019, the majority of respondents were in favour of the proposal regarding mandatory reporting of waste and surplus and, on that basis, are continuing to explore.
The Programme for Government outlines our commitment to introducing a Circular Economy Bill this Parliamentary session. A decision on the timing of a Bill will be taken by Cabinet in the context of setting the content of future legislative programmes.
Scottish Rural Development Programme
2021 Update:
The Scottish Rural Development Programme aims to help achieve sustainable economic growth through: enhancing the rural economy, supporting agricultural and forestry businesses, protecting and improving the natural environment, addressing the impact of climate change and supporting rural communities.
The powers of the Agriculture (Retained EU Law and Data) (Scotland) Act 2020 have been used to enable the continued operation of current CAP schemes and policies from 1 January 2021 and delivers on our commitment to Stability and Simplicity.
A total of £243 million has been committed through the Agri-Environment Climate Scheme since 2015 to maintain and enhance our rich and varied natural environment. 506 AECS Organics contracts have been approved, with £29.1 million committed to support organic farming. In addition, support is provided though the Farm Advisory Service and the Knowledge Transfer and Innovation Fund to enable farmers and land managers to protect and enhance our environment.
Rural Funding Transition Period
2021 Update:
The Agriculture (Retained EU Law and Data) (Scotland) Act 2020 ("the 2020 Act") was unanimously passed by the last Scottish Parliament to "enable the continued operation of current CAP schemes and policies" from 2021. This delivers on our commitment to support the rural economy with Stability and Simplicity until 2025. The limited powers of the 2020 Act precludes substantive change until a new Scottish Agriculture Bill is introduced.
The work of the Farming and Food Production Future Policy Group concluded. Five sector-specific Farmer-led Groups were established to provide advice and proposals on action key agricultural sectors should take to cut emissions and tackle climate change – and how government might support them to do that. The groups published reports in March 2021.
The Agriculture Reform Implementation Oversight Board was established as a 100 day commitment to drive forward the work of the farmer-led groups and our commitment to work with the sector to achieve our world-leading emissions targets, support biodiversity, ensure a just transition and make early progress in delivering emissions reductions. The Board will be asked to contribute to our work to implement policy reform, incorporating the relevant recommendations of the farmer-led groups, to cut emissions across agriculture, support the production of sustainable, high quality food, and design a new support system and approach.
In order to ensure everyone had the opportunity to played their part in shaping the future of farming, food production and land use in Scotland, we published a consultation that built upon the recommendations from the farmer-led groups. The consultation, "Agricultural Transition in Scotland: first steps towards our national policy", closed on the 17 November 2021 and set out a number of key questions on the recommendations which will inform wider work on the development of agricultural policy and the replacement to CAP.
A new Scottish Agriculture Bill will be brought forward in 2023 to provide a replacement for the CAP. We remain committed to supporting active farming and food production with direct payments, however by 2025 we will shift half of all funding for farming and crofting from unconditional to conditional support.
Prosperity
Knowledge Transfer and Innovation Fund
2019 position:
Provision of support to a range of collaborative projects under the SRDP's Knowledge Transfer and Innovation Fund delivered knowledge transfer and innovative projects that aimed to improve efficiency, enhance profitability, improve biodiversity and mitigate against climate change.
2021 update:
39 projects have been funded to date with £5.8 million of grant funding spent and were completed March 2021.
2022 update:
5 projects were awarded just over £170,000 of funding through KTIF. The chosen project have a specific focus on resource efficiency, cutting emissions, environmental performance and sustainability of agricultural holdings.
Sustainable growth and environmental impacts for the aquaculture industry
The need to strike an appropriate balance between the sustainable growth of the aquaculture industry and the associated environmental impacts is recognised.
2019 position:
The Scottish Government's response to the Rural Economy and Connectivity Committee report on Salmon Farming in Scotland (29 January 2019) included, as part of any future request for planning advice, that Marine Scotland will expect a condition requiring an Environmental Management Plan (EMP) to be delivered for any consents for marine aquaculture planning applications (when there is, or there is potential for, wild/farmed salmon interaction).
We updated local authorities and industry that Marine Scotland's screening and scoping responses will advise what we would expect EMPs to include (as a minimum), should the applicant submit a planning application. Consultation responses will also confirm whether these areas have been included in an EMP.
2021 position:
The Scottish Government is committed to moving beyond the status quo and the independent review of Scotland's regulatory framework for aquaculture being led by Professor Russel Griggs will help to inform what more can be done within the current regime to improve transparency and efficiency. We will consider the recommendations made by Professor Russel Griggs at the end of 2021 and work to deliver a Scottish Government led vision for sustainable aquaculture in 2022.
2022 position:
The Scottish Government is committed through the Scottish Government and Scottish Green Party Shared Policy Programme to a step change in how we manage the marine environment.
In October 2021 the Scottish Government published its response to the Salmon Interactions Working Group Report which contains 40 recommendations on measures to address the interactions between wild and farmed salmon in Scotland. A copy of the response can be found on the Scottish Government website. In our response we announced a range of measures, including strengthened controls on fish escapes and the introduction of penalties for fish farm escapes with the ultimate aim of ring-fencing or redistributing this money to support wild salmonid conservation and research.
Our response identified the Scottish Environment Protection Agency (SEPA) as the lead body responsible for managing the risk to wild fish from sea lice from fish farms. SEPA is currently consulting on a new spatially-based risk assessment framework for sea lice and the protection of wild salmon, closing in March 2022.
A number of other changes to regulation and wider initiatives have also been undertaken which have progressed a number of Rural Economy and Connectivity and Environment, Climate Change and Land Reform Committee recommendations. Progress has been and continues to be made in these areas.
The seaweed sector underpins sustainable economic growth that supports the production of high-nutrition food source with a host of health benefits, and can contribute to net zero goals. The Scottish Government is supportive of a seaweed industry, and introduced a Seaweed Cultivation Policy Statement to help facilitate sector growth by setting out policies on seaweed cultivation, to support potential cultivators and investors in the sector.
The Scottish Government and Crown Estate Scotland, have provided funding to the Scottish Seaweed Industry Association to appoint a Development Director, who will work to establish a coherent and strategic direction for the commercial development of the Scottish seaweed industry.
Regulatory framework for aquaculture sustainable growth
The Scottish Government and its agencies are working with the sector, and with others, to develop a policy and regulatory framework that enables sustainable growth while maintaining the right balance across our economic, environmental and social responsibilities.
2019 position:
Our Technical Working Group has been tasked with developing a practical framework for assessing the sea lice loading and management requirements, taking account of the best available scientific understanding and the precautionary principle. The group comprises experts from the regulators - Marine Scotland, Scottish Environment Protection Agency, Scottish Natural Heritage and representatives of local authorities.
It is intended that this framework will underpin future planning advice. Through the framework, adaptive management based on enhanced monitoring will create an enabling environment for encouraging further aquaculture development where impacts can be mitigated.
2021 update:
The Scottish Government asked the Salmon Interactions Working Group (SIWG) to consider the conclusions of the 2018 report by the Rural Economy and Connectivity Committee, Salmon Farming in Scotland, and to provide recommendations on the interactions between wild and farmed salmon in Scotland. The SIWG Report, published in May 2020, contains over 40 recommendations on a future approach for managing interactions. We will shortly respond to the SIWG Report and take forward a programme of work to strengthen controls on sea lice and fish escapes. The Scottish Environment Protection Agency will consult on a new adaptive spatially-based risk assessment framework for sea lice emissions by the end of 2021.
2022 update:
An external review of the current regulatory framework for aquaculture will help inform what more can be done within the current regime to improve efficiency and effectiveness of regulation and consider options for delivery of reform in the longer term. The scope of the review is outlined in the Terms of Reference, which has been published on the Scottish Government website. Professor Griggs' report was published on 10 February 2022 and the Scottish Government will provide a written response in early spring.
We are also developing a Scottish Government-led Vision for Sustainable Aquaculture that will place an enhanced emphasis on environmental protection and community benefit. Encouraging increasingly sustainable production of farmed seafood will be a core outcome of the Vision. The Vision will be developed with the input of a wide range of relevant stakeholders and building on the best available evidence. The Vision will be published in 2022.
Sea lice reporting
Industry began publishing site level sea lice data and fulfilled a commitment made under the framework to move to proactive and open reporting of mortality information in 2018 – a pioneering approach in the farming sector.
2019 position:
A review of Scotland's farmed fish sea lice policy was a priority action for Scottish Government which was included in Scotland's 10 Year Farmed Fish Health Framework (published in 2018).
Outcomes of the review included:
* The introduction of legislation in 2020 that will require all marine farms to report a weekly sea lice number to Scottish Government;
* Reduction of the reporting and intervention thresholds in lice on adult female fish from June 2019;
* A commitment, unless there is compelling evidence to the contrary, to a further reduction of intervention thresholds in lice on adult female fish in 2021;
* That we will explore the establishment of independent sea lice count checks.
2021 update:
The Farmed Fish Health Framework was refreshed in October 2020 with a new governance structure and a refreshed approach. •The new steering group is focussing on three priority workstreams: analysis of the cause of fish mortality, impact of and adaptation to climate change and improving accessibility of treatments (including medicines). Mandatory sea lice reporting legislation was introduced in December 2020 and came in to force on 29 March 2021. Since then, all marine farms have been reporting an average weekly sea lice number, per fish farm site to Scottish Government. The reported data is published on Scotland's Aquaculture Website. Work is ongoing to consider a further reduction of sea lice intervention levels and due to report before the end of 2021.
2022 position:
The commitment to a reduction in the reporting and enforcement levels for sea lice made in 2019 (from 4 and 6 adult female sea lice per fish, to 2 and 4 respectively) unless there is evidence to the contrary, will be progressed in line with further commitment made in the Scottish Government and Scottish Green Party Shared Policy Programme and within the context of wider work streams such as independent Regulatory Review of Aquaculture. More information on sea lice management can be found on the Marine Scotland topic sheet on sea lice management.
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Children and young people's experiences of, and views on, issues relating to the implementation of the United Nations Convention on the Rights of the Child
CHILDREN AND YOUNG PEOPLE'S EXPERIENCES OF, AND VIEWS ON, ISSUES RELATING TO THE IMPLEMENTATION OF THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD
Susan Elsley, Susan Elsley Consulting
E. Kay M. Tisdall and Emma Davidson, Centre for Research on Families and Relationships
Scottish Government Social Research 2013
The views expressed in this report are those of the researcher and do not necessarily represent those of the Scottish Government or Scottish Ministers.
© Crown copyright 2013
You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or e-mail: email@example.com
This report is available on the Scottish Government Social Research website (www.scotland.gov.uk/socialresearch) only.
ACKNOWLEDGEMENTS
Many thanks to:
Gita Anand, Donna McLean and Scott Wood of the Scottish Government for their support and advice
All organisations and individuals that contributed to the review.
TABLE OF CONTENTS
93
1 EXECUTIVE SUMMARY
Background
1.1 This review contributes to the Scottish Government's work to inform the UK's next report on the implementation of the United Nations Convention on the Rights of the Child (UNCRC). Its purpose was to explore children and young people's experiences and views in order to input to the Scottish Government's contribution to the UK State Party's periodic review, due to be submitted in January 2014.
1.2 It will also contribute to increased understanding of how Scottish Government policy impacts on the realisation of children's rights, from the point of view of children and young people themselves. It is intended that the research will help the Scottish Government identify areas for further participatory work with children and young people.
1.3 The specific objectives of the review were to collect, collate, analyse, review, summarise and present evidence on the views and experiences of children and young people in Scotland. The scope of the project was to consider research, consultations, reports and other relevant data undertaken by government, Scotland's Commissioner for Children & Young People, NonGovernmental Organisations (NGOs), academics and the public sector on children and young people's views and experiences in Scotland.
1.4 The review includes evidence gathered since 2008 when the UK State Party's last report was considered by the United Nations Committee on the Rights of the Child. To be included in the review, engagement with children and young people needed to have taken place between January 2008 and April 2013.
Gaps in evidence
1.5 Overall, the review identified a wealth of evidence undertaken by a wide range of organisations covering extensive areas of children and young people's lives. This demonstrates a significant commitment to engaging with children and young people. A number of gaps in evidence were identified that would benefit from further exploration. The review analysed 273 pieces of evidence.
1.6 The review is structured by the seven UNCRC reporting clusters. These clusters are: general measures of implementation; general principles; civil rights and freedoms; family environment and alternative care; basic health and welfare; education, leisure and culture and special protection measures. Findings are explored in each cluster section and summarised in chapter 10. Key gaps in evidence are highlighted below by UNCRC cluster.
1.7 In the UNCRC general principles cluster, there was a lack of substantial and detailed information on: the experiences of black and minority ethnic children and young people and the impact of racial discrimination (see section 4.13); gender discrimination (see section 4.10); up-to-date experiences of age discrimination and whether attitudes towards children and young people have changed since 2008 (see section 4.5).
1.8 In civil rights and freedoms (see section 5.14), the review produced limited evidence. This would benefit from further exploration. Online privacy was an emerging issue and may benefit from further research. There was limited evidence on children and young people's views relating to physical punishment.
1.9 In family environment and alternative care, a number of gaps existed in relation to child trafficking (see section 6.32) and household substance misuse (see section 6.33). Further knowledge on the role of parents in children and young people's lives would aid understanding of the parenting role and how alternative forms of care can be improved (see section 6.37).
1.10 In basic health and welfare (see section 7), there was a lack of evidence on how children and young people are experiencing recent policy measures aimed at tackling health inequalities. Evidence gaps also existed around children and young people's personal experiences of poverty and homelessness (see section 7.58-7.63), as well as more comprehensive evaluations of sexual health education (see section 7.48).
1.11 In education, leisure and culture, further research would be beneficial into how young people, particularly those transitioning from school into employment or further education, are coping with the current economic situation. In addition there was little known about young people's experience of youth work provision (see section 8.43).
1.12 In special protection measures (see section 9), little evidence was accessed on children and young people's experiences of special protection measures, particularly in youth justice. This included specific areas: detention, children and young people's experiences of diversionary and pro-social projects; follow-up to the Children's Hearing process; youth courts; legal aid and advice and assistance; child witnesses; the age of criminal responsibility; remand and under 18s; criminal proceedings and sentencing.
1.13 Evidence was limited for several specific groups of children and young people. Across all clusters, there was less evidence that drew on the views and experience of younger children. This included children under the age of 5 years as well as those up to the age of 9 years. In areas such as alternative care, there was less evidence on the views of younger children: for example, those under 9 years of age.
1.14 A number of pieces of evidence did highlight the views and experiences of black and minority ethnic children and young people. Overall, however, these children and young people were underrepresented in the evidence in all the UNCRC cluster areas. Research was limited on children and young people's experiences of migration to Scotland.
1.15 The importance of transitions between services and institutions such as school, care and prison was shown by the evidence, highlighting the interconnections between UNCRC reporting clusters. Further exploration on the views and experiences of children and young people on transitions would provide further insights.
1.16 There was a substantial body of evidence on participation especially around Children's Hearings, looked after children and schools. There was, however, less evidence in other areas such as children and young people's views on family court proceedings or early years. More evidence in these areas would provide further insights.
1.17 The evidence has shown that children and young people's experiences depend on the quality of the relationship they have with professionals. This is an area that would benefit from in-depth exploration.
Recommendations for moving forward
1.18 The following recommendations consider ways in which the findings from the review can be taken forward. In addition to identifying gaps in evidence, several overarching issues emerged from the process of gathering the views and experiences of children and young people in Scotland.
Exploring gaps in evidence
1.19 The Scottish Government should consider areas for further participatory work with children and young people from the gaps in evidence across the UNCRC clusters.
1.20 Organisations and services working with children and young people should also consider if there are gaps that could be explored through their research, consultation and participatory activities
1.21 The low level of knowledge and understanding of the UNCRC among children and young people suggests that national promotion of publications and activities related to the UNCRC could be delivered more effectively. This could, in turn, have wider benefits including increased participation by children and young people in contributing their views.
Developing the evidence base
1.22 Large-scale quantitative surveys like 'Being Young in Scotland 2009' were valuable sources for this review. Continued investment in such surveys should be considered as one approach to gathering children and young people's views. For example, the longitudinal social survey 'Growing up in Scotland' is now engaging children directly and could be maximised as a source of robust quantitative information.
1.23 There is likely to be small-scale research undertaken in further and higher education on the cluster areas. Academic contacts were used for the search for evidence but it seems likely that not all evidence was accessed. Strategically gathering research findings on a regular basis would contribute to the body of evidence.
1.24 Research, consultation and participatory activities currently being undertaken by local authorities are under-represented in this review. There may be evidence that was not submitted due to time constraints or information
requests not reaching the relevant practitioner. There is therefore an opportunity for local authorities and individual practitioners to contribute their knowledge and have this work recognised and shared more widely.
Gathering evidence
1.25 The review found that some activities that involve children and young people were not always being systematically documented, recorded or reported so that they could be easily shared or disseminated. In some instances, this meant that evidence could not be included. This suggests that organisations could develop their approaches to documenting the views of children and young people so that the findings are accessible to a wider audience.
1.26 In some of the evidence, there was little detail about: the context for the research, consultation or participatory activities; information on the sample; or detailed analysis of data. Across much of the evidence there was little discussion of ethics (how children and young people are involved in respectful ways, how their consent was sought and how they are protected from harm). Including more methodological and ethical information within reports would help others to better understand and consider the findings. In addition, organisations would gain further recognition for their work.
1.27 Generally, improvements could be made in the collection and presentation of evidence so that it can better inform national and local policy and practice. Developing a stronger regularly reported evidence base would contribute to the Scottish Government's delivery of national outcomes and the implementation of the UNCRC.
1.28 The review found that there were different understandings of rights based approaches to services. In its ongoing work, the Scottish Government should consider how to work with both national and local organisations to demystify the rights based approach. Organisations should be supported to explore how children's rights span their entire service and are embedded in all aspects of children and young people's lives.
Conclusion
1.29 The review provides a rich snapshot of children and young people's views gathered by organisations between 2008 and 2013. As a resource, the review assists understanding of how policy impacts on the realisation of children's rights, from the viewpoints of children and young people themselves. At the same time, the review can provide a baseline for future research, consultation and participation activities.
2 BACKGROUND AND RESEARCH AIMS
Background
2.1 This review contributes to the Scottish Government's work to inform the UK's next report on the implementation of the United Nations Convention on the Rights of the Child (UNCRC). Its purpose was to explore the experiences and views of children and young people in Scotland in order to input to the Scottish Government's contribution to the UK State Party's periodic review, due to be submitted in January 2014. It will also contribute to increased understanding of how Scottish Government policy impacts on the realisation of children's rights, from the point of view of children and young people themselves. It is intended that the research will help the Scottish Government identify areas for further participatory work with children and young people.
Review objectives
2.2 The specific objectives of the review were to collect, collate, analyse, review, summarise and present evidence on the views and experiences of children and young people in Scotland. The scope of the project was to consider research, consultations, reports and other relevant data undertaken by government, Scotland's Commissioner for Children & Young People (SCCYP), Non-Governmental Organisations (NGOs), academics and the public sector on children and young people's views and experiences in Scotland.
Methodology for review
2.3 A call for evidence was issued to a list of leading organisations, networks and email lists by the review team, the Scottish Government and through other networks. This ensured that the request reached the wide range of different organisations, services and research bodies that would have evidence on the views and experiences of children and young people in Scotland.
2.4 The review team sought evidence from research, consultation, evaluations and evidence from other participatory activities that reflected the views and experiences of children and young people. The evidence could cover any area of children and young people's lives in Scotland, their rights, well-being or services. The evidence had to relate to children and young people in Scotland, be in the public domain and provide information that would be of value to the review.
2.5 As the review was part of the Scottish Government's work to inform the UK's next report on the implementation of the UNCRC, the focus was on evidence gathered since 2008 when the UK State Party's last report was considered by the United Nations Committee on the Rights of the Child. To be included in the review, engagement with children and young people needed to have taken place between January 2008 and April 2013.
2.6 Evidence was gathered between March and April 2013 for the review and then identified by topic and applicability to a UNCRC cluster (seven broad
reporting clusters used within the UNCRC). The call for evidence generated over 326 pieces of evidence, of which 273 were analysed. These included reports, consultation responses, journal articles, evaluations and other forms of evidence such as short videos. While additional searches were made by the review team, the volume of responses and the tight timeframe meant that more evidence may be available which has not been analysed.
2.7 Certain evidence was not analysed or included in the review, as it: did not meet the criteria of being based on children and young people's views and experiences; was undertaken prior to 2008; gave insufficient information on their methods and ethics; and/ or was difficult to summarise for this review because of the nature of the evidence.
2.8 Some material did not state who was involved, how they were selected, methods and how the material was analysed robustly and systematically. Ethics were rarely addressed in reported documents (e.g. ensuring that due consideration was given to respectful involvement of children and young people, seeking to protect them from harm and enhancing their wellbeing).
2.9 In the analysis the review team took into account: how the evidence was gathered and its aims and objectives; the size and scope of the study; and how the data were analysed. A template was used to address these in order to ensure that evidence was analysed in a consistent and systematic way.
2.10 Evidence has been drawn from a wide range of organisations and therefore reflects different styles and approaches. It includes quantitative and qualitative data as well as outcomes from participatory activities that were not research or consultation based. Some of the studies drew on the views of relatively small sample sizes of children and young people, while others were Scottish wide large-scale studies. Taking these different approaches into account in gathering children and young people's views and experiences, the size and scope of the evidence has been noted.
2.11 Every attempt has been made to gather evidence from as wide a range of organisations as possible within a short timescale. However, the review team recognises that there may be other evidence which has not come to its attention. For example, small-scale but quality research is likely being undertaken in further and higher education, on these issues. Academic contacts were used for the search for evidence but it seems likely that not all evidence was accessed. In addition, there is also a range of participatory activities where there is not written evidence or work is still ongoing.
2.12 Attention has been given to ensuring, where possible, that the evidence takes account of different age groups, disability, ethnicity, geographical diversity, socio economic factors, sexual orientation and other areas that impact on children and young people's inclusion.
2.13 The review identifies where there are gaps in the evidence. In some instances, significant work was undertaken in these areas in the previous reporting period (prior to 2008) for the UN Committee on the Rights of the Child. In addition, some of the evidence noted in this review was undertaken
at the beginning of the relevant period e.g. from January 2008 onwards. This may mean that the social and policy context of the work has changed in the intervening period
Notes on the review
2.14 A child is defined in the UNCRC as being under the age of 18 and it is this age range which is the focus of the study. There are, however, some examples where specific studies have included older young people – for example, care leavers or young parents. Where studies include this extended age range it is noted in the text.
2.15 The term 'children and young people' is generally employed throughout the review. However, where specific pieces of evidence are being discussed the terminology used by the authors is employed.
2.16 The review assumes knowledge of the policy context. Further details of policy can be accessed online through, for example, the Scottish Government, Scotland's Commissioner for Children & Young People and national voluntary organisations such as Children in Scotland and Together (Scottish Alliance for Children's Rights).
Structure of the review
2.17 Where possible, the methodology undertaken for each piece of evidence is briefly described before summarising key findings from that study or consultation. Readers are encouraged to visit the source documents for more detail.
2.18 The review has been organised according to the seven broad reporting clusters used within the UNCRC. These are: general measures of implementation; general principles; civil rights and freedoms; family environment and alternative care; basic health and welfare; education, leisure and culture; and special protection measures. (See Appendix A for UNCRC rights associated with each cluster.) Using these clusters enable comparison with earlier reports on UNCRC implementation in Scotland. A significant proportion of the evidence was not confined to one UNCRC cluster. Generally, evidence has been allocated to a UNCRC cluster based on its main focus and references made to interconnecting themes.
2.19 Readers can access supporting materials on the UNCRC through:
[x] Scotland's Commissioner for Children & Young People http://www.sccyp.org.uk/
[x] UNICEF http://www.unicef.org/crc/
[x] Together (Scottish Alliance for Children's Rights) http://www.togetherscotland.org.uk/
3 GENERAL MEASURES OF IMPLEMENTATION
Introduction
3.1 Children and young people exhibited a significant lack of knowledge about the UNCRC. An understanding of the relevance of the UNCRC appeared lowest amongst those with the highest needs and greatest use of services. The evidence shows that children and young people can articulate concerns and issues that affect how they exercise their rights.
National human rights institutions
3.2 Evidence from large-scale consultations and smaller qualitative enquiries indicate low levels of recognition of Scotland's Commissioner for Children and Young People (SCCYP) and the Commissioner's role.
3.3 The 'Being Young in Scotland 2009' Survey 1 asked 11 to 16 year olds how much they knew about the Children's Commissioner. Almost half (47%) said they had 'never heard of it'. Similar findings are reflected in 'a RIGHT blether' (2010) 2 , SCCYP's national consultation. Just under a quarter (24%) of the 74,059 children and young people participating in the vote had heard of the Commissioner.
3.4 Young Scot and the Scottish Youth Parliament (SYP) consulted with 58 young people from different needs groups. Across the seven 'dialogue groups', participants had very limited awareness of SCCYP 3 . A report by SYP 4 concluded that the young people were unsure about who was ultimately responsible for ensuring that their rights were upheld and how they would challenge violations.
3.5 An external evaluation of 'a RIGHT blether' (2011) 5 concluded that it had improved children and young people's understanding and awareness of the work of the Commissioner. Updated surveys with children and young people such as the 'Being Young in Scotland 2009' survey will determine whether this and other campaigns have been successful.
Measures taken to harmonise national law and policy with the provisions of the UNCRC
3.6 Overall, children and young people expressed high levels of support for measures to harmonise national law and policy with the provisions of the UNCRC, with full incorporation being seen as the best way to ensure children's rights were upheld.
3.7 The Children's Parliament (2011) 6 organised workshops with 36 children from three parts of Scotland on the proposals for the Rights of Children and Young People (Scotland) Bill. All the participants agreed that the UNCRC should be something that everyone knows about in Scotland and 86% agreed with the statement 'Should the UNCRC be like a law that people have to obey?'.
3.8 Young Scot (2011) 7 conducted an on-line inquiry and three workshops with different needs groups. Fifty eight per cent of young people felt that the UNCRC should be given more force in Scots law. It was considered that 'due regard' for the UNCRC would not go far enough in promoting and protecting children's rights, with many arguing that the UNCRC should be fully incorporated. Workshops undertaken by the Children's Parliament (2012) 8 with 107 children aged 9 to12 also found support for incorporating the UNCRC into law. Children argued that this would ensure adults paid attention to it.
3.9 The consultation undertaken for SYP's Youth Manifesto 9 also demonstrated support for action. Eighty five per cent of young people supported the statement 'young people are entitled to as much protection of their human rights as the law can give them'. Consultation on the Children and Young People Bill by Young Scot and SYP (2012) 10 involved a national survey with 1,445 respondents. Over 60% agreed that the Scottish Government should be required by law to make sure that children and young people are aware of the rights given to them by the UNCRC.
Training on children's rights and the UNCRC
3.10 There was no specific evidence on children and young people's views on professional training. However, as can be seen throughout this review, children and young people reported the need for services to treat them with greater respect, fairness, justice and equality. Children involved in consultation by the Children's Parliament concluded that every professional working with children should know and understand children's rights 11 .
3.11 The evaluation of 'a RIGHT blether' 12 highlighted the positive impacts resulting from the national consultation such as: schools signing up to UNICEF's Rights Respecting Schools Award; the use of the VOTE results to support future 'rights' activity; and the integration of materials and resources on the UNCRC and children's rights into organisations' own activities.
Awareness of the UNCRC among children and young people
3.12 The evidence indicates that awareness of the UNCRC amongst children and young people in Scotland could be significantly improved. Only 44% of the children and young people voting in 'a RIGHT blether' had heard about their rights and the UNCRC 13 .
3.13 Fifty three per cent of respondents to the Young Scot and SYP national survey (2012) 14 expressed a low level of awareness of the UNCRC, with 39% stating 'I've never heard of it until now'. Almost all the participants in the dialogue groups had not heard of the UNCRC, with some expressing uncertainty over what basic rights young people might have.
3.14 The 'Being Young in Scotland 2009' survey 15 found that a third (32%) had never heard of the UNCRC. Under half (48%) of 11 to16 year olds thought the UNCRC was for children from 'all countries in the world'.
3.15 Most of those participating in workshops by the Children's Parliament (2011) 16 recognised the term 'children's rights'. However, many were uncertain about what this meant in their day-to-day lives. This was confirmed in a larger consultation with 107 children aged 9 to 12 the following year 17 . Children had some awareness of human rights and the UNCRC, although this was often in relation to the basic needs of children in other countries. When rights were discussed this frequently involved either an attempt to repeat an article of the UNCRC from memory or rights were understood only in relation to responsibilities 18 . An appreciation of children's rights was lowest amongst those children and young people with the greatest need for services 19 .
3.16 Across these consultations, children and young people felt strongly that they needed to learn more about the UNCRC and how it affects their lives.
Measures to make the UNCRC widely known
3.17 While children and young people may not be aware of their rights as formally expressed in the UNCRC, consultation work undertaken since 2008 demonstrates that they are able to articulate rights based issues and concerns affecting them. These projects have contributed to making the UNCRC more widely known to children, young people and adults. Much of this work has focused on education within schools, indicating potential to extend measures to make the UNCRC widely known into other settings (i.e. youth clubs, homes, health and social care services, youth justice system).
3.18 The SYP Youth Manifesto 'Change the Picture' draws on 42,804 responses from young people aged 14 to 25 across Scotland 20 . It covers a range of children's rights issues: for example, equalities, learning and working, crime and communities, Scotland and the world, and rights and citizenship.
3.19 SCCYP's national consultation, 'a RIGHT blether', involved a national vote with 74,059 responses 21 . The key issues emerging included: the need to be safe and secure at home; to be treated fairly in places of learning; to be safe and respected in local communities; and to feel included in Scotland regardless of difference. SCCYP have produced a range of materials and resources (including a rights resource pack) to be used by professionals and for display in public spaces 22 . The Commissioner has also made numerous visits to children and young people's services across Scotland to promote the UNCRC and 'a RIGHT blether'. An external evaluation of 'a RIGHT blether' (2011) 23 concluded that the project had improved young people's understanding and awareness of the work of the Commissioner and of children's rights under the UNCRC. Specifically, it was felt to have had an impact on awareness of how children and young people can exercise their rights day-to-day and engage in decision-making processes.
3.20 The Children's Parliament Gathering in 2009 24 brought together children, young people and adults to discuss children's rights. Fifty children and young people used creative approaches to engage with adults whose opinions influenced education in Scotland. The Gathering was part of the Children's Parliament's 'big conversations' approach to overcoming the 'democratic deficit' of children having no say in the decisions that affect them.
3.21 There are also examples of strategies supporting rights education locally. The Children's Parliament 'Do the Right Thing' project in the Scottish Borders and Angus aimed to raise awareness and create opportunities for dialogue about the meaning of children's human rights between children, parents and professionals 25 . Children, overall, were positive about the project and enjoyed the opportunity to learn about their rights. Professionals commented that they would bring their learning into their everyday practice. Attempts to involve parents in workshops proved more difficult.
3.22 The 'Festival of Rights' brought pupils from eight local authority areas together with the aim of developing a collaborative approach to rights education (West Dunbartonshire Council, 2012) 26 . The programme promoted the UNCRC and educated participants on how they could promote their own rights and others. A DVD is being produced that will be made available through Glow (the online community for schools, supported by Education Scotland).
3.23 Children's services are also working with specific needs groups to make the UNCRC widely known. In 2012 Article 12 supported a group of young people from the Young Gypsy Travellers' Lives (YGTL) project to participate in a British Institute of Human Rights and Rights of the Child UK event 27 . This allowed the group to understand more about rights relevant to them and their wider community. It was also an opportunity for capacity building within the group and peer educating other young people about the human rights violations that the Gypsy/Traveller community face.
3.24 A further rights focused project was a partnership between Glasgow Association for Mental Health (GAMH) Young Carer's Project and Article12 in Scotland's PEST (Peer Education Skills Training) 28 . Most of the young carers had never heard of the UNCRC. They identified the rights important to them and created additional ones such as 'The Right to be Spoiled'. The young carers emphasised that government could take a more active role in making the public aware of the lives of young carers and improving the support they receive at school 29 .
Implementation and monitoring of the UNCRC
3.25 There was no evidence relating to children and young people's involvement in the implementation and monitoring of the UNCRC. Children and young people had mixed feelings over how public bodies were monitoring and reporting on children's services, when consulted for the forthcoming Children & Young People Bill. A majority of respondents (64%) to Young Scot and SYP's national survey 30 answered 'yes' to the statement 'Do you think that public bodies in a local area should be required by law to work together to ensure that children and young people's wellbeing is improved?'. Despite this only just over half agreed that 'public bodies should be required to put together and publish reports on how they're making sure that they're taking into account children and young people's wellbeing when delivering services'. Almost one in five (17%) had a more pessimistic response, arguing that such reporting would make no difference.
Measures to make reports widely available to public
3.26 During the 2007-08 reporting process, the Scottish Government made all related publications widely available, including dedicated versions for children and young people. There is no evidence how these documents have been received by children and young people. The low level of knowledge and understanding of the UNCRC suggests that national promotion of publications and activities related to the UNCRC could be delivered more effectively.
Remedies of infringements of rights
3.27 There was support for proposals to extend SCCYP's powers to allow investigations of children's rights violations on behalf of individual children and young people.
3.28 Sixty two per cent of respondents to the Young Scot and SYP national survey (2012) 31 responded 'yes' to the question 'do you think the Commissioner should be able to carry out an investigation on behalf of individual children and young people who contact him if their rights aren't being respected?'. This view was echoed by looked after children, consulted by Who Cares? Scotland, who felt that such investigations may help remedy complaints and issues directly impacting upon their care 32 .
3.29 The SYP (2012) 33 has, however, emphasised the importance of accompanying these new powers with a meaningful form of redress. Young people, for example, felt that complaints should result in suitable action being taken and that support during the process should be available. Furthermore, information on complaints procedures should be communicated in an accessible way.
Cooperation with civil society
3.30 The review identified little information about the views of children and young people on the relationship between the Scottish Government and the voluntary sector. The importance of involving voluntary organisations in working together to improve young people's wellbeing was emphasised in dialogue groups conducted by Young Scot 34 , with participants highlighting those projects that supported them.
Summary
3.31 The review found low levels of awareness and knowledge of both human rights institutions and the UNCRC. Large-scale initiatives have sought to improve levels of awareness. While the full impact of these is yet to be understood, they demonstrate the importance of rights based practices. Measures to make the UNCRC more widely known have focused on the educational sector and rather less on how well the UNCRC is embedded into the working practices of other children's services. Although 'child friendly' reporting is taking place, it is unknown how these reports are received. Overall, children and young people have little direct involvement in the implementation and monitoring of the UNCRC.
4 GENERAL PRINCIPLES
Introduction
4.1 Children and young people reported instances of discrimination in spite of actions to mainstream equality. Factors such as disability, gender and race created further hurdles to inclusion, beyond age.
4.2 The evidence suggests that further action could be taken to ensure children and young people's voices are supported and heard, although there have been improvements to proceedings such as the Children's Hearing System. Advocacy was seen by children and young people to be a means of helping them speak out. Mixed experiences of participation were reported more generally, particularly at a community level where there were inconsistencies in engaging children and young people
Non-discrimination
4.3 Children and young people expressed concern about equality. In SCCYP's consultation with 74,059 children and young people, 'a RIGHT blether' 1 , 43% voted for 'help us have the same chances, no matter how much money our families have' and 37% voted for 'help everyone to include each other, no matter how different we all are'. These were the leading statements in their respective categories. The SYP Manifesto 2 has several statements addressing equalities, from not tolerating sectarianism, to legally equalising homosexual with heterosexual relationships, to improving and disability access.
4.4 Other sections within this report cover issues of discrimination and inequalities for children and young people affected by HIV (section 6.56) looked after children and young people (chapter 5), young carers (section 5.2-5.6) and young parents (section 6.7).
Age and image
4.5 Children and young people stated that they were discriminated against because of their age. Almost two-thirds (60%) of 11 to 16 year olds responding in the 'Being Young in Scotland 2009' survey 3 believed they were often or sometimes treated unfairly because of their age. Over three-quarters (77%) of 17 to 25 year olds believed this too. In the consultation for the SYP Manifesto, the same percentage supported the statement, 'The Press Complaints Commission should recognise ageism as a form of discrimination' 4 .
4.6 Other factors can lead to being treated unfairly. Half of 11 to 16 year olds in 'Being Young in Scotland 2009' 5 thought they were often or sometimes treated unfairly because of their appearance (but only 33% of 17 to 25 year olds thought this). Most felt they had never been treated unfairly due to their gender (60% of 11 to 16 year olds, 64% of 17 to 25 year olds), the amount of money their families had (76% of 11 to 16 year olds, 71% of 17 to 25 year olds) and their religion (89% of 11 to 16 year olds, 84% of 17 to 25 year olds).
4.7 Young people also expressed concerns about how they were perceived. Workshops were held with nearly 200 secondary school pupils in East Lothian. Concern was expressed about young people's poor image in the community. Young people did not always behave well but the participating young people thought their poor image was unjustified 6 . The LGBT National Youth Council Manifesto 7 stated that young people were consistently viewed in negative ways in society (see also section 8.9).
4.8 Young Scot's pro-social behaviour project worked with five local authorities to challenge the myths that young people are involved in antisocial behaviour 8 . No reports on the project are available; however, they were youth-led, tackling the issues important to the young people involved. On a national level, Young Scot has stated that the project has made a major impact, with the Changing Perceptions (a short animated film on YouTube) receiving over 10,000 views, as well as support from celebrities such as Stephen Fry.
Disability
4.9 Disabled children and young people described barriers to their inclusion. Children and young people had mixed experiences about having their views considered (see section 7.52). They wanted to be treated as individuals, rather than adults focusing on their age or disabilities (from interviews and focus groups held for the National Review of Services for Disabled Children and Young People 9 ). Public transport was not always accessible either physically or due to transport staff's attitudes, they had unmet needs for personal support, and they did not always feel safe to go out in their local areas 10 . Disabled children, and more broadly children with additional support needs, felt they needed more information and support for leaving school (see section 7.54).
Gender
4.10 Children held different expectations of gender roles in terms of behaviour and future jobs. For example, 95 boys and girls, aged 9 to 11 years from 4 primary schools, were involved in 'What's Gender Got to do With it' in West Dunbartonshire 11 . Children expected boys to be dominant and aggressive in their play, while girls were expected to have gentle play, affection and mothering. The children strongly defended the view that men and women should be able to occupy their preferred job, while seeing some jobs as carried out predominantly by men and others by women.
4.11 Research on health issues show disparities between girls and boys, over issues such as body image, physical activity and drinking alcohol (see chapter 6).
4.12 Inspection reports on prisons raise concerns about suitable provision for young women (see section 8.17).
Migrant children and young people
4.13 A study 12 of the experiences of Eastern European migrant children in Scotland with 57 children and young people between the ages of 7 and 16 years found that their experiences of migration were varied. Most adapted well when they moved to Scotland and this was particularly the case if children and young people were younger. Many identified that they kept elements of their culture but also took on new Scottish ones such as a Scottish accent. Their experiences were, on the whole, positive and they felt included with the quality of services key to integration. However, migrant Roma children were more likely to experience discrimination.
Race and ethnicity
4.14 Young Scot's Access All Areas project was a three year initiative which sought to empower young people from ethnic minority, asylum seeker and faith communities 13 . Working across 16 local authority areas, it sought to involve young people in democratic processes and promote 'informed participation'. The study found a number of barriers for the young people, including safety in local communities and unequal access to health services, education and employment
Sexual orientation
4.15 Lesbian, gay, bisexual and transgender (LGBT) young people found that a range of discriminatory practices and attitudes negatively impacted on them, yet had inadequate knowledge of protection by hate crime legislation. They report being bullied due to their identities and poorly supported in schools, leading to negative impacts for their educational careers and future employment (see sections 7.27 and 7.34). Concerns about bullying and using public transport were even stronger for transgender young people. The LGBT National Youth Council 2010 Manifesto advocated for marriage equality across Scotland 14 .
Young Gypsy Travellers
4.16 Young Gypsy Travellers identified that they experience high levels of discrimination. Article 12 in Scotland is the lead organisation undertaking work in this area and has developed a work programme led by young Gypsy Travellers. In an analysis of media coverage, it was highlighted that media coverage of Gypsy Travellers gave rise to discrimination and stigma and fed inaccurate perceptions about their culture 15 . Workshops run by young Gypsy Travellers in a school setting with 168 school students focused on awareness raising and conflict resolution 16 . Evaluation after the workshops found that 84% of participants showed a demonstrable change in attitudes.
4.17 Article 12 in Scotland analysed survey responses from participants at the Gypsy/Travellers' Lives conference in 2009 and from a range of other surveys 17 over a period of a year. The surveys' analyses indicated that raising awareness in schools, better provision for health care, education and
addressing areas such as access to sites for Travellers were necessary. Discrimination and being stigmatised were ongoing challenges.
Access to information
4.18 Children and young people found it difficult to access information they needed. Only two-fifths (41%) of 11 to 16 year olds responding to the 'Being Young in Scotland 2009' survey 18 could 'always' easily find information they needed (but 62% of 17 to 25 year olds could). Most young people reported they had access to the Internet at home for personal use: 95% of 11 to 16 year olds and 86% of 17 to 25 year olds. Mobile phone access to the Internet had grown rapidly, to 44% for 11 to 16 year olds and 37% for 17 to 25 year olds.
4.19 Schools, residential and foster placements are places that adults block social networking sites. In workshops run by Young Scot 19 with 35 young people aged 11 to 19 such blocks within schools were criticised, especially those that excluded sites with educational value like YouTube. This was also raised by young people in foster and residential care, where access to social networking was similarly blocked. Other barriers were identified, especially for those in foster and residential care. These included costs, limited usage times and difficulties gaining contracts in their own right. Language inaccessibility was a challenge for those who had English as a second language.
4.20 Young people found it difficult to access information on post-school opportunities. This applied specifically to disabled young people. Certain groups of young people also highlighted difficulties in accessing health services: i.e. young parents and LGBT young people (see sections 6.7 and 6.8).
Respect for children and young people's views
Advocacy
4.21 The Scottish Government consulted with children and young people on draft principles and minimum standards of advocacy 20 . Responses were received from 112 children and young people aged from 6 to 25 years with 88 individual responses and 24 from groups. The analysis of individual responses found that two-thirds had had support to speak out from adults including social workers, family members and advocates. Children and young people wanted supportive adults to listen, help and be kind.
4.22 Research was undertaken by young people to explore views on the Who Cares? advocacy service 21 . While small scale, the study found that young people were positive about the support they received.
4.23 A review of advocacy support for Scottish Borders Children and Young People's Planning Partnership involved research with 29 children and young people 22 . Most young people did not have support from an independent advocate but from a range of people including professionals such as teachers, youth workers, social workers, friends and family. Those that were older
emphasised that it was beneficial to share experiences and support each other and that young people needed to have opportunities to develop their confidence so that they could speak out for themselves. Young people emphasised that positive, respectful relationships were essential to helping them speak out. It was important to speak to people they trusted, who listened and respected confidentiality.
4.24 Although there are limited studies on children and young people's views on advocacy support, a significant proportion of the evidence emphasises the importance of having trusted adults help children and young people speak out whether these were independent advocates, other professionals or family and friends.
Children's Hearings System
4.25 A range of research and consultation has drawn on the views of children and young people in the Children's Hearing System. Much of this has focused on the experience of attending Hearings, with a significant focus on how children and young people voices are supported and heard.
4.26 SCRA explored the experience of attending Hearings in a national survey involving 630 individuals. This included 232 (37%) of whom were children and young people aged 5 to 17 years, along with in depth interviews with 13 children and young people 23 . Overall, children and young people, along with their parents, were supportive of the Children's Hearing System and its key principles. They had a level of understanding about what happened in Children's Hearings, especially when they were older. Many were provided with support in advance of Hearings. The research found that there was a need for greater continuity of Panel members between Hearings, improved communication and support for younger children, a reduction in the volume of information and for Hearings to be less 'court-like'. Children, young people and adults highlighted that there was a need for greater awareness of everyone's rights, particularly children's rights.
4.27 Other research undertaken by SCRA involved 21 young people involved in the Children's Hearing System aged between 11 and 17 years. It was felt that the process was fair, even though they might not always agree with the decisions made 24 . There were, however, barriers to children and young people's participation and more attention should be paid to how decisions were explained. Most felt that their lives had got better and that the Hearings could provide the impetus for change. The majority stated that it was their own commitment to change that had the biggest impact.
4.28 In research conducted by Who Cares? Scotland for SCRA 25 , over 100 young people between the ages of 9 and 17 years across Scotland participated in an online survey. It looked at what worked well and what was challenging when attending a Hearing. The majority of young people did not understand what the advance paperwork meant. Most understood why young people attended Hearings and 69% said that they were able to participate in the Hearings. While both positive and negative examples of decision making were given, it was felt that the environment could be more welcoming and positive towards
young people. Young people expressed a desire to speak to Panel members on their own and felt the use of advocates should be promoted.
4.29 Young people employed as Modern Apprentices at SCRA have undertaken research on children and young people's views in the Children's Hearing System. One study analysed findings from existing research and consultation (this included evidence already highlighted in this review) 26 . The analysis identified that trust, being listened to, respectful relationships and attitudes to children were important for children and young people. Children and young people expressed concern about how information and decisions were communicated and the language that was used. Further research considered the physical environment at the Children's Hearings 27 . In line with other research, the way children were greeted and the facilities could be more welcoming.
4.30 The Children's Parliament facilitated a consultation for the Scottish Government with 29 children who had experience of Children's Hearings 28 . Children talked about the way information was communicated before, during and after the Hearings and said that they often did not understand what was happening or the decisions that were made. The physical environment of a Hearing needed to be comfortable and welcoming. Children stated that there were too many adults at Hearings and they often did not know who they were. They wanted adults to listen to them and only be there if they were able to do things for the child. Going to a Hearing was generally seen as a difficult experience that could be intimidating and confusing. Overall, children wanted Hearings to focus on their best interests, listen to them, provide information and ensure that they were treated with respect.
4.31 A review was undertaken of the Legal Representation Grant Scheme 29 , which allowed free legal representation in Children's Hearings for children and young people in certain situations. Fieldwork was undertaken in 2008 with 23 young people aged 13 and 17, recruited from four secure units across Scotland. The young people thought such representatives should argue for what the young person wants, even if that was not in the young person's best interests. Some young people did not know why their legal representative was present. While some young people preferred having the legal representative speak for them in hearings, others also spoke for themselves. The main reason young people were dissatisfied with their legal representative was that they had 'just sat there' and not represented their views adequately.
4.32 A number of common messages emerged. These focus on the need to improve information and preparation, issues relating to the adults involved in the Children's Hearings System, how decisions are made and communicated and whether children and young people are able to participate fully and give their views. At the same time, children and young people did identify positive experiences with examples of good practice and support from adults.
Child contact disputes in court
4.33 Research 30 on contact disputes in court concerning children mainly focused on analysing evidence from children in court papers and questionnaires and
interviews with law practitioners and parents. Interviews were undertaken with a small sample of two children. A significant number of children whose views were analysed from the court paper sample did not want contact with their non-resident parent. Where there was no fear of threat or harm, children generally wished to have contact with the non-resident parent.
Participation
4.34 Children and young people frequently asked for improved participation in individual decisions about their own lives and in decisions that affected them as a group. For example, four out of five young people responding to the SYP's Manifesto Consultation agreed with the statement, 'All young people should be involved in the services that affect them and should have opportunity to get involved in local decision making opportunities' 31 .
4.35 Young people felt listened to most by their parents and least by politicians. Of the 11 to 16 year olds responding to the 'Being Young in Scotland 2009' survey 32 , 90% thought that parents took account of their views a 'great deal' or a 'fair amount'. A majority also thought teachers did (68%) and friends (87%). Only 24% of young people thought politicians did.
4.36 There was mixed evidence on the opportunities young disabled people had to express their views. In a qualitative study for the National Review of Services for Disabled Children and Young People 33 , the majority of the 65 young people involved in interviews and focus groups reported having enough opportunities to express their views. They did not always agree with the decisions made but generally understood why they had been made. Of the 91 children and young people answering the questionnaire in 'I want to be treated the same as my brothers' 34 , two out of five children thought their views were always listened to in school; a further half thought their views were sometimes listened to 35 . The results were lower for health professionals, where one in five children felt always listened to, and two out of five felt sometimes listened to 36 .
4.37 Two further studies drew similar conclusions. Four workshops with 76 children and young people aged 5 to18 informed SCCYP's participation and principles for practice 37 and a group of 8 young experts from Voice against Violence worked alongside national decision-makers to influence policy and practice on domestic abuse 38 . Children and young people reported positive and negative experiences of participation, at individual and group levels. Positive experiences were more likely when: there is a culture of honesty and respect; everyone understands why it is important for children and young people to participate; extra support is provided; children and young people can take part in ways that suit them and are optional; and children and young people are supported. Negative experiences included: adults assuming they know what is best for children and young people; inaccessible language used by adults; 'tokenism', when views are gathered but there is little evident influence on decision-makers; lack of feedback to children and young people. Children and young people valued the chance to speak directly to decision-makers.
4.38 This mix of positive and negative experiences of participation is illustrated by Community Planning. The SYP undertook a small-scale survey with 42 Members of the Scottish Youth Parliament (MSYPs) and other young people who reported genuine commitment in some areas to involve young people, while in other areas involvement was "tokenistic, indirect, sporadic or nonexistent" 39 . Similar to the young disabled people cited in section 3.31, the survey results also emphasised that young people should be widely involved in issues that interest them – and not just 'youth' issues.
4.39 Young Scot's Access All Areas project 40 concluded that increasing opportunities, access and participation for young people from minority communities were essential to tackle inequality and discrimination. Young people wanted to be better supported to be active citizens. They wanted more of a say in how youth activities were being developed locally and nationally and how they could be more inclusive and meet their needs.
4.40 The SYP's Manifesto asks for the minimum age for voting in all elections and referendums should be lowered to the age of 16 41 . Over two-thirds (65%) of the 42,804 responses supported this statement, although one-quarter (25%) disagreed.
Summary
4.41 Issues of equality, discrimination, access and participation affect all aspects of children and young people's lives. There was a lack of substantial and detailed information on: the experiences of black and minority ethnic children and young people and the impact of racial discrimination; gender discrimination; and up-to-date experiences of age discrimination and whether attitudes have changed since 2008. The survey of LGBT young people provides evidence of discrimination, across a number of sectors. Transgender young people disproportionately reported discrimination.
4.42 There was a significant body of work on the Children's Hearing System with clear messages on how the process could be improved. There was less evidence that explored children and young people's views and experiences post-Hearing.
4.43 Children and young people frequently felt that they did not have enough opportunities to express their views and influence decisions affecting their lives. Positive experiences of participation were heavily dependent upon the attitudes that professionals had towards children and young people and the quality of relationships that were established. Trust, rapport, honesty and respect were all essential in influencing children and young people experiences.
5 CIVIL RIGHTS AND FREEDOMS
Introduction
5.1 Many of the issues identified around civil rights and freedom related to children and young people's use of public space, both in terms of feeling safe and freedom of association. The right to privacy was highlighted as important to children and young people, although they did not always follow formal advice on Internet safety. Young people were concerned about equality issues such as sectarianism, with social networking sites one of the main avenues through which such attitudes were transmitted.
Corporal punishment, inhuman or degrading treatment
5.2 About half of children and young people thought children and young people should be legally protected from 'being smacked'. Just over half (56%) of 11 to 16 year olds in the 'Being Young in Scotland 2009' survey 1 agreed with this; 44% of 17 to 25 year olds did.
Freedom of association and peaceful assembly
5.3 Young people identified being afraid to go out because of the fear of violence. In the 'Being Young in Scotland 2009' survey 2 , over one in ten young people reported they were really frightened: 16% of 11 to 16 year olds, and 14% of 17 to 25 year olds.
5.4 LGBT young people had concerns about harassment in public places, when they were perceived as lesbian, gay, bisexual or transgender. This was one result from the 2012 online survey of LGBT young people aged 13 to 25, which had 273 full responses and 77 partial ones 3 . Half of young people were aware of their rights under hate crime legislation and just over half (54%) would feel comfortable about reporting such crimes. Again, just over half (54%) felt safe and supported by the police. More than three-quarters (79%) of LGBT young people felt safe using public transport but only half (52%) of transgender young people did.
5.5 Young people wanted the 'mosquito' device banned (this device makes an unpleasant high-pitched noise that typically only under 25 year olds can hear). Over two-thirds (67%) of those responding to the SYP's Manifesto consultation agreed with this statement, with 18% disagreeing and 16% unsure 4 . As discussed in section 8.10 children and young people have also reported feeling significantly restricted and disempowered by dispersal powers, orders which disperse groups of two or more from designated public spaces.
5.6 Children criticised school policies that made them stay on site over lunch, for limiting their personal freedom (see section 6.27).
Freedom of religion
5.7 Young people were concerned about sectarianism in Scotland. This is evident from the SYP's manifesto consultation 5 , where 79% of respondents agreed with the statement 'Sectarianism in any form should not be tolerated and every young person in Scotland has the right to live without bigotry. We believe that part of the solution lies in the education of young people regardless of their faith'. A further survey was undertaken with 65 Members of the Scottish Youth Parliament (MSYP) and an additional 34 young people from Glasgow's East End through Young Scot. Young people were asked, 'On a scale of 1 to 5, how big a problem do you think sectarianism is?' (with 5 the 'biggest'). Forty-one per cent chose 4 and 31% chose 5. Text messaging and social networking were seen as particularly problematic for sectarianism.
Confidentiality and privacy
5.8 Children and young people saw confidentiality as an important right. The 29 young people (aged 15 to 21) involved in three discussion groups facilitated by ChildLine in Scotland 6 understood this but were less clear about their legal rights in practice. The children and young people did not see confidentiality as an absolute right and did not expect this right to be upheld in serious situations. Children and young people thought that each situation needed to be assessed individually.
5.9 Just over one in 10 (13%) prioritised the statement 'help us be able to keep things private' in the voting for SCCYP's 'a RIGHT blether' 7 . Over 70,000 votes were cast across Scotland, of children and young people at school up to the age of 21.
5.10 Children and young people also expressed concerns about confidentiality and privacy in regards to advocacy (see section 3.20) and health (see chapter 6).
5.11 Despite the legal requirement for young people to be aged 13 or over to open a Facebook account, young people reported having an account under the age of 13. This was found in small-scale research by the Children's Parliament for a study for the Information Commissioner UK 8 and by Young Scot 9 .
5.12 Primary and secondary school groups participating in the reference groups for the Information Commissioner UK's research knew about privacy settings on social network sites and general rules about 'internet safety'. However, they did not always follow the recommendations from school. Parents' views were central to what primary school children actually did but not for secondary school pupils. The research generated many questions from children and young people about information held about them by various services, and what control they had over it being shared, whether they could see it and whether they could amend it.
5.13 A report by Young Scot 10 looked at the issue of Internet safety in five participative workshops with young people aged 11 to 18 years. The Internet was part of young people's everyday lives, as was social networking. Like other studies, the young people reported understanding issues around
security on-line. However, safety messages were often ignored, with many young people having 'random' friends, accessing social networking sites underage and 'hacking' parental controls.
Summary
5.14 The review has produced limited evidence on civil rights and freedoms. The right to online privacy was an emerging issue and may benefit from further research. While children and young people were familiar with messages about online safety and privacy, they may have less information and knowledge about confidentiality and rights to information more generally. There was limited evidence on children and young people's views relating to physical punishment. Children and young people's right to assembly was affected by the fear of violence and by mechanisms which seek to disperse them.
6 FAMILY ENVIRONMENT AND ALTERNATIVE CARE
Introduction
6.1 Family environment and alternative care is an area where a significant amount of research, consultation and participatory activities have been undertaken with children and young people. This evidence identifies that children and young people have positive experiences of the services and support they receive but there are areas where these are not meeting children's needs. This was especially true for children and young people with higher support needs (such as young carers and those affected by parental substance misuse). Generally, children and young people stated that having their views taken into account in decisions that affect them was centrally important.
Support for children and families
Young carers
6.2 Children and young people with caring responsibilities continued to want more support. Three sources provide overlapping results. At the 2012 Scottish Young Carers Festival, 70 children and young people were involved in a round table discussion 1 . In an East Lothian survey of all Primary 6 and Secondary 2 pupils in 2011 2 , 31% agreed with the statement 'I regularly help to take care of someone in my family who is physically or mentally ill or has problems with drugs or alcohol'. Twenty young people aged 12 to 23 were interviewed, from across Scotland, for an academic research study 3 .
6.3 Both the Young Carers Festival and the East Lothian Survey found that children and young people wanted more support at school. They wanted teachers to listen more and treat them fairly, for the school to know more and understand, while respecting their privacy.
6.4 Children and young people valued their young carers groups. They wanted more of them and funding to be more secure. They wanted more help for their parents and themselves, including having someone nearby the young person could call upon and medication and medical equipment being in order and secure.
6.5 Young carers wanted to spend more time out of their homes since money concerns prevented them socialising, attending school trips and going onto further education.
6.6 See also section 6.33-6.35 on children and young people experiencing household substance misuses.
Young children
6.7 Family members and friendships were very important to young children. SCCYP's 'a RIGHT wee blether' in 2011 4 found that 98% of children
mentioned a family member and 61% mentioned a friend in response to 'who is special to you?'.
6.8 A group of 9 and 10 year olds from six primary schools in Fife, with other young people as mentors, explored what children in the early years need 5 . The Children's Parliament facilitated discussions to inform the report, 'Joining the dots: A better start for Scotland's children' 6 . The children identified the following issues: adults should keep children safe and healthy; adults should help children learn and grow; adults should be positive about and respectful of children; and adults should provide a loving and caring home for children.
Looked after children and young people
6.9 Who Cares? Scotland undertook a consultation with 116 young people on the proposals for the Children and Young People Bill 7 . Young people stated that they wanted to be listened to and heard, respected and loved. Generally, young people wanted positive relationships that provided support. They highlighted the need for more support both preparing for leaving care and after they had left care. Correspondingly, advocacy and throughcare workers were important. Young people emphasised that knowing about their rights was helpful in resolving problems and concerns, such as having contact with their families, during Children's Hearings and at Looked after Children (LAC) meetings.
6.10 Research undertaken by the University of Stirling explored feelings of belonging with 22 young people aged 10 to 22 who were looked after 8 . Personal items were highly significant for young people's identities as they moved through placements. Young people's sense of belonging was affected by frequent moves and was influenced by the places where they lived, such as residential units. Being able to make spaces their own was important, as was a need for privacy, security and sharing activities. Having insufficient financial resources had an impact on their transition to independent living
6.11 Barnardo's undertook a scoping study of the rights of looked after children with additional support needs 9 . Fieldwork took place in 2009, involving a focus group with five children in residential care and interviews with five children in foster care. These children felt they knew their rights in terms of home and care but not in relation to additional support in learning. They had varied awareness of what to do if they had concerns at school, and wanted information to be accessible and understandable. They wanted support so that they could speak for themselves. They were concerned that they would be bullied if they were noticeably receiving additional support at school.
6.12 A series of short films 10 11 12 produced by the Centre of Excellence for Looked After Children in Scotland (CELCIS) with young people from Who Cares? Scotland, the Debate Project and the group, the Voice of Reason consider a range of experiences for young people in care. The films emphasise the importance of the corporate parent asking 'if this is good enough for your child?'. Children and young people wanted to be placed near their families and that young people generally experienced too many moves. Children and young people wanted supportive adults in their lives who would listen to them
and who could bring about change. Children and young people who had additional needs often struggled with transitions in adult services poorly supported. Another film 13 made by the same group highlighted that stigma around care continued to be a significant issue.
6.13 Local authorities have evidenced different activities involving children and young people who are looked after. Dundee Champions Board 14 includes representation from young people and this has resulted in the involvement of a wide range of professionals including teachers, youth workers and housing officers. East Lothian Council has undertaken a range of consultations 15 to explore the views of children and young people who are looked after. Findings from questionnaires completed by 88 children and young people highlighted that young people had positive experiences around being looked after which included feeling safe, being involved in reviews, having information and getting help from social workers. More challenging experiences included not being able to see friends or family enough, not being able to do activities they liked frequently enough and not having information about their family background.
Residential care
6.14 Who Cares? Scotland undertook a consultation with children and young people as part of its thirtieth year celebration in 2008 16 . The research focused on children and young people in residential care with 147 young people participating in an online questionnaire, nine in focus groups and 49 participating in one to one interviews with the majority aged 12 to 15. Over half stated that being successful was having 'happy and caring relationships'. It was also about avoiding particular negative situations such as being charged with offences, being placed in secure care or imprisoned. Some of the children and young people felt that they were not able to be successful because of a lack of opportunities. They told family members about their successes more than anyone else and wanted to stay connected with their family. Having increased confidence and skills in coping and anger management were seen to be indicators of success. Children and young people stated that it was important to have control over their own lives. Having a member of staff in a residential unit that they were close to was important in providing support and motivation. Being viewed negatively because they were in care was viewed as a barrier to success.
6.15 A more recent consultation 17 was undertaken by Who Cares? Scotland with 95 children and young people living in different residential placements purchased by local authorities. Overall, children and young people stated that their placement was positively impacting on their lives. They were able to identify benefits including safety and being more engaged with education. Generally they felt more motivated and confident and stated that they felt cared for by staff. Less positive experiences were reported around involvement in planning for their placement moves and in planning for their future. Those who had made a complaint identified that some felt their complaint had been responded to while others did not or did not know.
6.16 Who Cares? Scotland undertook a consultation with 51 children and young people aged between 12 and 16 in order to explore experiences around food in residential care 18 . Most children and young people identified that they were served poor quality food, wanted more consideration of their individual needs and likes and dislikes, and wished to be more involved in discussions and decisions about food related issues.
6.17 A short film 19 of a play produced by young people at Kibble Education and Care Centre highlights the positive and negative experiences of being in care. These include: love, care and support from residential staff; the challenge of being moved around a lot; realising that sometimes young people were better off in care; and the stigmatising nature of being in care. Young people who took part highlighted the importance of creative activities such as drama and storytelling.
6.18 The evaluation 20 of a pilot which considered profiling for the recognition of prior learning for looked after young people found that young people enjoyed the activity of profiling with increased skills and confidence reported. Overall, young people felt supported and there was increased awareness of career options.
Secure Care
6.19 Research was undertaken by Who Cares? Scotland on young people's experiences of secure care 21 . It was undertaken in 2008 and therefore at the beginning of the period of this review. It was based on interviews with 76 young people, with the majority of participants being male. Although staff were welcoming on admission to secure care, young people said that they did not get enough information or were insufficiently consulted about the move to secure care. Sanctions within secure care were seen as necessary but young people were unhappy about the methods used. Young people welcomed contact with families, although they were concerned at the limited opportunities. The majority felt their education in secure care was good with leisure opportunities provided. However, young people highlighted that they often felt bored. Exit plans were relatively unknown to young people. Some had access to throughcare workers and many had support from agencies and workers in communities or residential care once they left secure care.
Foster care
6.20 Who Cares? Scotland was commissioned by CELCIS and Scotland Excel to undertake a consultation with young people with experience of local authority and independent foster care provision 22 . Fifty two young people participated in either a survey or group discussions. Young people highlighted that their experiences were varied and not consistent in quality. They talked of positive experiences, as well as situations where foster care could have been improved. Young people wanted their views to be heard about all aspects of their care and to be able to input into decisions. Support with education was appreciated as well as being able to participate in activities and go on holiday. The help they received from social workers, carers and advocates was important, particularly around managing transitions. Young people wanted
their experiences in foster care families to be the same as other members of their foster carers' families. The study found that reasonable expectations in foster care were still not being consistently met.
Looked after at home
6.21 CELCIS published a summary of research messages on home supervision in 2012 23 , which highlights the small amount of research undertaken on home supervision. It draws attention to early findings from ongoing research 24 with 23 children and young people across Scotland, which found that children and young people welcomed the mentoring, informal coaching and other forms of support that Home Supervision Requirements (HSR) gave. Children and young people did not always understand why they had a HSR. Continuity and stability were important. Other research 25 from a study including interviews with 10 young people found that children and young people complained about the frequent changes in social work and other staff. Although children and young people thought that HSRs could have benefits in terms of access to resources, there was scepticism about their impact.
Kinship care
6.22 A study was undertaken by the University of Stirling and Children 1 st that explored the views of children and young people between the ages of 11 and 17 on their kinship care 26 . Children and young people were generally positive about their experiences of kinship care and their new families, with no wish to return home. They were able to identify what had made the move to living with their kinship carers easier. This included their new carers being familiar to them, that the move had taken place over time, and that they only moved a small distance and did not have to change schools. They did not see themselves as different to other children and young people and found their new lives more stable than previously. Sometimes there were challenges in adapting to new approaches to parenting and concerns about the health of older carers. For some, unplanned meetings with parents were difficult, along with missing contact with some of their extended family.
Leaving care
6.23 A conference held in 2009 by the Debate Project brought together 40 care leavers round Scotland 27 . The vast majority identified that they felt negative when leaving care, often feeling isolated, alone and uncertain about their future. Young people identified that they needed better options in accommodation as what was available was often unsuitable. They needed access to resources, both financial and practical as well as emotional support. They highlighted that having someone to listen to them or give them some help made them feel more included and the support of workers was crucial
6.24 The Debate Project made a short film 28 about the experiences of young people leaving care. This identified the challenges for young people who have left care including: being placed in unsuitable accommodation; low levels of benefits; the ways in which young mothers who are care leavers were viewed; and having to deal with major life transitions on their own.
6.25 Young care leavers in their submission 29 on the proposals for the Children and Young People Bill from the Debate Project highlighted the need for the UNCRC's Article 12 (the right of every child to have a say in all matters affecting them, and to have their views taken seriously) to be implemented appropriately. They felt their views were not consistently heard in the processes which affected them. This had a negative effect on their feelings of power and control in their lives, particularly in terms of their accommodation needs and the relationships that supported them. They also highlighted the need for young people who were looked after to be protected by children's rights up to the age of 21 or 25 years. The young people strongly wanted a duty to be placed on local authorities to provide support to care leavers up until the age of 25. The response highlights the need for young people to be able to choose their named person and the need for services to be 'joined up' in providing services. Generally, young care leavers emphasised the importance of their emotional needs being met, alongside ensuring that their practical needs such as housing are addressed.
6.26 Eleven young people were consulted about their past experiences of living in residential care by the Scottish Throughcare and Aftercare Forum 30 . The consultation explored rules, sanctions and culture and found examples of positive experiences although the consultation's focus was to identify those areas that had been negative or restrictive. Young people talked about bedrooms being locked and not being able to have friends over for sleepovers. There were restrictions which impacted on relationships with friends such as having friends over for meals and not being able to stay with friends unless police checks took place. Taking part in activities could be hindered due to health and safety requirements. Overall, young people thought that there were too many rules and that these could provoke negative reactions from other young people.
6.27 An initiative 31 involved care leavers in the co-production of designing and improving leaving care services. Helpful and meaningful ideas for care leaving services were identified, for Argyll and Bute, from workshops focused on the social and emotional care of young people leaving. This approach was viewed as a productive approach that could be used in other settings.
Child Protection
6.28 South Lanarkshire Council surveyed children and young people involved in the child protection process during 2012 32 . This involved 29 children aged from four to 14 years. All of those surveyed were able to say who their social worker was and most knew why they had a social worker: being kept safe was identified as the main reason. Those who could not say who was their social worker were younger in age. Children and young people stated that their social worker helped them with problems with their family and over half said that it helped to keep them safe. When they felt unsafe, the majority would talk to their parents or other family members, followed by the social worker, with smaller numbers identifying their friends or teachers. The majority reported a good relationship with their social worker and stated that it had improved their situation. Over two-thirds had been asked what they wanted to happen and the majority felt that their views had been heard.
6.29 The findings from the South Lanarkshire consultation are complemented by research 33 undertaken in Renfrewshire on children and young people's experiences of a child protection investigation. Eleven children and young people aged 12 to 17 years were interviewed. None of the participants knew what to expect at the start of the investigation and the majority did not know that it was going to take place. Generally, children and young people were dissatisfied with the investigation, due to the lack of information and little understanding about the process. The majority identified that the child protection investigation was positive in its impact on their lives and had views on how to improve the process. This included: involving children and young people more when decisions were being made; ensuring that decisions were carried out or reasons given why this was not possible; giving children and young people the opportunity to attend child protection case conferences; providing information throughout; and facilitating families' involvement.
6.30 The perspectives of children with a parent in prison were explored in a study commissioned by SCCYP. Interviews were undertaken with 11 children and young people between the ages of four and 14 34 . The research identified that having a parent in prison had a profound impact on children and young people. The majority heard about their parent being imprisoned from a grandmother, who was also highly important for support generally. Children were very concerned about the parent who was in prison. The impact of imprisonment was greater on the child or young person, if he or she lived with the parent previously.
Child sexual exploitation
6.31 There was little evidence on the views and experiences of children and young people and child sexual exploitation. This was confirmed in a recent study which reviews current research and evidence undertaken by Brodie and Pearce (2012) for the Scottish Government 35 .
Child trafficking
6.32 There is a growing body of research on child trafficking 36 . However the review found that there was little that looked specifically at trafficking in Scotland and no work was identified that took account of the views and experiences of children and young people.
Household substance misuse
6.33 Few studies explored directly children and young people's own experiences of parental alcohol and drug misuse, instead relying on adults' retrospective accounts. Other work has directed its attention on understanding prevalence rates across Scotland.
6.34 One study by Gillian et al (2009) 37 interrogated the ChildLine caller database 38 . The work revealed the corrosive effect of harmful parental drinking on family life. Negative impacts included severe emotional distress, physical abuse and violence and a general lack of care, support and protection. Children living with harmful parental drinking could experience
isolation outside the home, while stigma and secrecy prevented them seeking help. Children were found to employ a range of strategies for 'getting by' including assuming practical and emotional caring responsibilities and getting 'out of the way' of a drinking parent.
6.35 Hill's (2011) doctoral research on children and young people's experiences of living with parental alcohol problems revealed that even young children 'know a lot' and 'keep things hidden' for many different reasons 39 . The study emphasised the negative impact of parental alcohol misuse and the diverse ways in which the issue is experienced and managed. This diversity, the study concluded, needs to be acknowledged by professionals. Children and young people wanted their experiences to be recognised but did not want to be treated differently. They appreciated time out of the home, as well as interventions delivered at their own pace and in confidence.
6.36 No studies on children and young people's experiences of other forms of substance misuse were identified post-2008.
Parental guidance and responsibilities
6.37 No specific research on children and young people's views and experiences of parental responsibilities was identified, although the broad topic of parenting is related to other issues such as health, household substance misuse and domestic abuse.
6.38 The 'Being Young in Scotland 2009' survey 40 emphasised the important role parents have in young people's lives, with 90% believing that parents/carers take account of their views a 'great deal' or a 'fair amount'. Parents were an important source of information about rights and were the most frequently mentioned role model. They were also cited as those with the greatest influence on young people's attitudes and as someone that could be trusted and respected.
6.39 'A RIGHT wee blether' (2011) 41 asked young children who was special to them. Family was the most common theme with 98% of all children talking about a family member. Children consulted in the Children's Parliament (2012) 42 workshops said that the Scottish Government needed to make sure parents fully understood children's rights and acted on them. Parents and carers were also identified as key people who needed to know about children's human rights. For the children consulted, having protective and supportive parents, carers and guardians played an important role in making them feel healthy, happy and safe. Children were also aware that parents and carers can have their own worries or problems and they might need support to help them care for their children.
Domestic abuse
6.40 Domestic abuse is an area where children and young people have significantly influenced the policy agenda. Work began pre-2008 when children and young people were consulted on the National Domestic Abuse Delivery Group Draft proposals 43 . A group of young people subsequently met
with Ministers to put forward their concerns about services supporting children affected by domestic abuse, their experiences of services and their recommendations for improvement (Houghton, 2008) 44 . This work demonstrated the need for the voices of children and young people experiencing domestic abuse to be heard and taken into account.
6.41 Two key initiatives have resulted. The first is Voice Against Violence (VAV). Launched in November 2009, it involved eight 'Young Experts' with first-hand experience of domestic abuse and different services. Acting as 'critical friends' of adults in power, the group sought to ensure that children and young people experiencing domestic abuse in Scotland had a voice and were heard in policy making. The process of using a peer education model of participation has been documented in 'Question Time' 45 . The group produced research and other resources, including a survey on domestic abuse of 610 young people in Scotland 46 . VAV was actively involved in the National Domestic Abuse Delivery Plan for Children and Young People 47 .
6.42 The second is the service model, Cedar (Children Experiencing Domestic Abuse Recovery), which provides a therapeutic 12 week group work programme for children and young people who have experienced domestic abuse, alongside a concurrent programme for their mothers. Evaluated using an action research approach that embedded children and young people's views into the process (Sharp et al, 2010) 48 , feedback was positive. Following engagement with Cedar, children and young people reported a better understanding of domestic abuse and safe behaviours, greater ability in managing emotions and a positive impact on their relationship with their mothers.
6.43 More recent doctoral research has explored children's participation in child contact in cases where there is a history of domestic abuse. This research involved in-depth interviews with 18 children; however, its findings are yet to be released. An initial analysis has been published that focuses on the processes of participation and the 'weight' given to children's views. The research concluded that, while children's views were taken account of, often the process of voicing their opinions was poor. The research calls for more empirical work on children's participation in family law proceedings 49 .
Summary
6.44 The family and caring environment had a critical role for children and young people, both as a form of inclusion and as a means of ensuring positive outcomes and well-being.
6.45 Looked after children continued to face a number of everyday challenges including being listened to and their views taken into account, stigma, a weak sense of belonging and identity and a lack of quality support. At the same time they also had positive experiences of care.
6.46 For all children and young people, positive experiences of home and family were closely bound with the ability to input directly into decisions about their care. Particular value was given to support and mentoring that was inclusive
and respectful of their rights. Parents were of central importance to children and young people. Where this relationship breaks down (in the case of domestic abuse or parental substance abuse) it becomes more important to provide quality care and support that understands their experiences, but does not treat them differently.
6.47 There were a number of clear gaps in understanding children and young people's own views and experiences, particularly in relation to child trafficking, sexual exploitation and household substance misuse. Further knowledge on the role of the parent in children and young people's lives would also be helpful to better understand the parenting role and to consider how alternative forms of care can be improved.
7 BASIC HEALTH AND WELFARE
Introduction
7.1 Children and young people continued to report barriers to accessing health services. These were especially enduring for minority groups who often found health professionals to be judgemental, unwilling to listen and lacking in understanding for their situation. Initiatives for improving access were both creative and wide ranging but were not delivered consistently.
7.2 Much of the evidence on children and young people's health relied on quantitative surveys. They reveal continued concerns for children and young people's health, in regards to obesity, low levels of physical exercise and misuse of drug and alcohol.
7.3 Wider health issues have been considered in terms of child poverty and homelessness. Evidence on children and young people's own experiences in the Scottish context was weak. Using statistical measures of children and young people's standards of living is critical but does not provide in-depth perspectives on children and young people's experiences.
Health and health services
Health for all children (Hall 4)
7.4 The review did not identify research or consultation on Hall 4's implementation from the perspective of children and young people (a service review 1 was undertaken but from the perspective of health professionals). Research, rather, has focused broadly on measuring inequalities in key health outcomes.
Inequality of access to health services
7.5 The review did not identify evidence on involving and engaging children and young people in improving access to healthcare services. 'Better Together' 2 , a programme aimed at securing better access to GP appointments, did survey patients on their experiences; however, this included only one response by a young person.
7.6 There is, however, some evidence on how specific needs groups were experiencing access to health services. In the film 'Youth Voices' (2010) 3 , young people from seven different agencies communicated their opinions, expectations and experiences of health services. Young people were often concerned, embarrassed or worried about visiting their GP, particularly in relation to discussing 'taboo' issues such as sexual and mental health. In some instances, health facilities were unwelcoming, with receptionists acting as unfriendly 'gatekeepers'. Positive experiences of health professionals were those who were patient, understanding and took time to make young people feel comfortable. Young people felt that health providers could do more to listen and treat them with greater respect.
7.7 Consultation with 22 young parents living in Highland 4 reported that the attitudes and behaviour of health visitors, doctors, social workers were, at times, judgemental and prejudiced. This is a significant finding given that many consultees were experiencing mental health difficulties. Positive experiences related to health professionals who were supportive and had a friendly attitude.
7.8 LGBT Youth conducted a national survey with LGBT young people covering health issues 5 . Initial analysis of the 350 responses (the report is currently unpublished) found that 2 in 5 considered themselves to have mental health issues. Fifty six per cent of LGBT and 48% of transgender respondents said they felt safe and supported by the NHS in terms of their sexual orientation and gender identity. Similar proportions of young people felt comfortable talking about sexual health issues with their doctor. While positive experiences were reported, young people identified problems such as health professionals assuming they were straight, not catering to their needs, or demonstrating a lack of understanding of the specific issues affecting them. Overall the experiences of LGBT young people may not be as positive as other young people, a concerning finding given the high levels of mental health issues.
7.9 The Young Scot Access All Areas project 6 found that young people from minority groups felt that there were a number of barriers that restricted access to appropriate health provision in Scotland. The young people concluded that there was a need to raise awareness of how to access appropriate health information, physical activities and health care services. Moreover, the young people wanted more say in how health services were developed so they could be tailored more to suit the needs of minority groups in Scotland.
7.10 Young people involved in the Scottish Young Carers Festival 7 felt they were not respected by the medical profession for their caring role.
Initiatives for improving access
7.11 Despite the inequality in access identified, the review found evidence of initiatives seeking to promote youth-friendly health services. There was, however, limited information on precisely how and to what extent young people were involved in these projects.
7.12 'Walk the Talk' is a service managed by NHS Health Scotland 8 and has produced resources with the direct involvement of children and young people. This includes a series of 'tip cards' 9 developed in collaboration with Young Scot's Young People's Health Panel aimed at communicating young people's needs to health care professionals. The key messages were similar to those in 'Youth Voices': health services should be more accessible and welcoming for young people, while health professionals should be respectful, understanding and non-judgemental. Young people wanted to be involved, not only in decisions affecting their health, but in the type and form of health services provided.
7.13 Action for Sick Children developed a resource pack 10 to address the lack of awareness that children and young people had of their rights and responsibilities in health settings. Produced with children and young people's involvement (no details on the nature of involvement was provided), the resource provides a structured approach to discussing healthcare services and healthcare rights with children and young people.
7.14 Confidentiality and consent were the themes of a Walk the Talk project in 2009 11 . This used an on-line survey with 146 children and young people and roadshow events with 140 children and young people to test a confidentiality poster for use in primary care settings. An important resource was developed and emphasis was given to the active role that children and young people can have in developing health services.
7.15 The review revealed other examples of active participation in health services, such as the Young People's Advisory Group, established in 2012 to allow NHS Lothian to hear young people's views on health care 12 . No publications or reports were available on this initiative.
Mental health and well being
7.16 NHS Health Scotland commissioned a consultation with children and young people to contribute to the development of a framework for mental health indicators. This consultation involved 70 children aged from 3 years to young people in their early 20s with a range of experiences, including young carers, young Gypsy Travellers, black and minor ethnic young people, young people with learning disabilities and younger children 13 . The consultation focused on what contributed to children and young people's well being.
7.17 In the NHS Health Scotland consultation, children and young people identified that they were not consistently listened to by adults. Family and friends were important for all the children and young people, as well as adults who they trusted and/ or who were professionals. Young people of all ages from three years upwards were able to identify a range of situations that they viewed as not being fair, including being bullied, excluded or being discriminated against as well identifying positive activities that they enjoyed such as being with friends, play outside and taking parts in sports and clubs and using online media.
7.18 The Scottish Health Survey 14 highlighted that the vast majority of children and young people (87%) were satisfied with their life, while 44% were very happy. Thirty nine per cent of children and young people often felt confident. A minority of children and young people always felt confident, with the figure for boys twice as high as that for girls between the ages of 13 and 15. The survey showed that happiness, confidence and feelings of not be left out have increased since 1994, when a measure of happiness was first included in the survey.
7.19 A study 15 undertaken by Highland Children's Forum on sadness involved 310 children and young people aged between 5 and 14. The children and young people identified that, when they were experiencing loss through separation or
bereavement, other family members were also dealing with these experiences as well. Friendships could change and their experiences of loss could impact on their school work. Children and young people stated that it could mean that they did not go out and that they could get depressed and their mental health would be poorer.
7.20 The Junction project in Edinburgh undertook a survey 16 of 115 young people aged 14 to 17 years. Young people thought that their lives had 'ups and downs' with one in 10 young people aged 15 years and ethnic minority girls feeling negative about their lives. Thirty seven per cent of young people thought that their lives were fine at present, while 18% felt positive about their lives. One in four wanted someone to talk to about family issues. When they needed someone to talk to, young people wanted skilled adult staff and confidentiality.
Healthy lifestyles
Nutrition and obesity
7.21 The range of evidence on diet and nutrition relies heavily upon two quantitative datasets. The Scottish Health Survey 2011 17 , surveyed 1,987 children aged 0 to15 in 2010/11 (13 to 15 year olds answered questions directly, with a parent or guardian present). The survey of Health Behaviour in School-aged Children (HBSC) 18 undertaken in 2010 involved nationally representative samples (n=6,771) of children and young people in school years: Primary 7, Secondary 2 and Secondary 4. While evaluations of locally based healthy eating projects have been completed, there appears to be less research and consultation on children and young people's own, everyday, relationship to their nutrition and health.
7.22 The Scottish Health Survey 19 found that almost a third (31%) of children aged 2 to15 were overweight or obese and that obesity was significantly associated with area deprivation. This was similar to the proportion reported in the HBSC survey 20 .
7.23 The Scottish Health Survey reported that just over one in ten children met the recommended daily intake of five or more portions of fruit and vegetables per day. Mean portions have not changed significantly since 2003. The HBSC, meanwhile, found that just over a third (36%) of young people ate fruit or vegetables daily 21 .
7.24 Research using the HBSC survey 22 concluded that fruit and vegetable consumption was more frequent among children with high family affluence. Looking at trends between 2002 and 2010, adolescent eating behaviours in Scotland had improved, yet persistent inequalities remained. The research concluded that initiatives directed at more deprived groups are still required.
7.25 The HBSC survey 23 also revealed young people's feelings about their weight. It found that girls were twice as likely as boys to be on a diet or doing something else to lose weight. A quarter of boys and two fifths of girls reported that they felt too fat. NHS Health Scotland 24 conducted a small study
into the awareness, knowledge and attitudes towards healthy weight. Twenty four depth interviews were conducted with young people aged 13 and 14, which concluded that unhealthy weight is not readily recognised by young people. While notions of an 'ideal' weight are influenced by the media, young people (especially girls) primarily assessed weight through comparison with peers. In terms of how health professionals approach a child's unhealthy weight, young people felt this should be done in a manner that avoided stigma.
7.26 Other small studies have focused on the role of the school environment on improving children's diets. The Glasgow Centre for Population Health 25 assessed the quality of popular foods purchased by pupils from outlets near school. Many secondary pupils who ate out of school at lunch time buy unhealthy convenience food of very poor nutritional quality.
7.27 The 'Big Eat' was a pilot project in which S1 pupils in eight Glasgow schools were encouraged to stay in school at lunchtime, eat healthily and take part in activities 26 . The project included focus groups with children across all pilot schools and overall the healthy food offered was praised. Complementary activities were well received and encouraged many to stay on site over lunch. Children were less supportive of projects with stay-on-site policies, arguing that they were unfair and impinged on their personal freedom.
Physical activity
7.28 Children and young people's relationship to physical activity was found to be strongly related to social context, both at a macro and micro level. Area deprivation influenced involvement in physical activities, as did locality, social interactions and personal relationships.
7.29 The Scottish Health Survey 2011 27 found that 73% of children met the physical activity recommendations including school-based activity. Area deprivation was significantly associated with physical activity levels for boys, but not for girls. Furthermore, fruit and vegetable consumption was significantly associated with meeting the physical activity recommendations.
7.30 In terms of encouraging participation in physical activity, research for NHS Scotland 28 found that young people were more attracted to group rather than solitary activities. They were particularly enthused by events and projects that involved them working with friends to achieve a goal, thereby making exercise an enjoyable by-product. More could be done to communicate guidelines for exercise better according to age and stage. Young people described themselves as more receptive to hearing messages from adults outwith schools than from teachers or GPs, both of whom were considered to be more likely to lecture them. Friends, family and peers were important communicators on physical activity.
7.31 Active travel to school was the focus of a 2009 study by the Child and Adolescent Health Research Unit 29 . Focus group discussions were conducted with 66 students from four primary and three secondary schools. Personal safety, weather conditions and time/distance were the most commonly
perceived barriers to active school travel. To a lesser extent, image, physical discomfort and aspects of the physical environment also prevented children from walking or cycling to school. Enjoyment, confidence and especially social influences all had a positive impact on active travel behaviour. The study concluded that the effectiveness of policy interventions depended on developing better understandings of these social factors on children.
7.32 Research explored the relationship between girls and physical activity. The Fit for Girls programme is a joint initiative between the Youth Sport Trust and sportscotland, aimed at increasing physical activity participation among girls aged 11 to 16 years. The programme was launched in 2008 and was delivered to all Scottish secondary schools over three years. The Child and Adolescent Health Research Unit undertook an evaluation of the project, involving a questionnaire to all S2 girls in year one and focus groups in four case study areas 30 31 32 . The study found that health and fitness was important to girls and enjoyment was high. However, participation was low due to barriers associated with perceptions and attitudes to sport. Overall, the projects at a local level had a positive impact on girls' participation and enjoyment of sport. Giving girls a 'voice' in sport, the study concluded, was critical in tackling the factors that impact on girls' participation and engaging them in PE, physical activity and sport.
7.33 A further study examined adolescent girls walking behaviours, experiences and attitudes 33 . Drawing on focus groups discussions and a mapping exercise with 27 adolescent girls aged 11 to 14 from one urban and one rural school in Scotland, it revealed walking to be an important component of everyday activity and social interaction. Social context was critical to understanding why and how girls used walking and the study concluded that public health interventions could do more to take account of this.
Drug misuse
7.34 The Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) survey 34 monitors the prevalence and trends in smoking, drinking and drug use among young people at a Scottish level. In 2010, 37,307 S2 and S4 pupils completed the survey. In relation to drug use, 21% of 15 year olds and 5% of 13 year olds reported ever having used drugs. Cannabis was by far the most common drug, with very few reporting the use of other drugs. Fortytwo per cent of 15 year olds and 16% of 13 year olds reported being offered at least one drug and similar proportions felt it would be 'very easy' or 'fairly easy' to obtain drugs. Friends were the most commonly reported source. Of those who had taken drugs, very few reported that they had felt they needed help. Around three-quarters of young people agreed that their school provided them with the advice and support they needed to take important decisions about drugs.
7.35 In 2011, Young Scot undertook consultation into peer-led approaches to substance misuse education 35 . The work involved a national survey, local investigation days and a national discussion day. The survey found that teachers and parents are the main educators, while peers and the internet were less significant. Knowledge of 'peer education' was low, yet young
people felt that this would be a positive way of learning about substance misuse, as would learning from someone involved in drugs in the past. While school was an important site for learning, young people also emphasised the importance of providing local services outwith educational facilities. Allowing young people to be involved actively in ongoing national conversations about drugs was also considered critical.
Alcohol
7.36 SALSUS 36 provides comprehensive data on young people's relationship to alcohol. It reported that 44% of 13 year olds and 77% of 15 year olds have had an alcoholic drink at some point, while 14% of 13 year olds and 34% of 15 year olds had consumed alcohol in the week before the survey. While reported alcohol consumption declined between 1990 and 2002, this trend has ended and consumption in 2010 had again increased. The three most common sources for purchasing alcohol were friends, shops and relatives. Thirteen year olds were most likely to report that they usually drink at home, while 15 year olds were more likely to drink at someone else's home or at a party. Drinking outside had declined slightly but still accounted for around a third of all 15 year olds.
7.37 The Edinburgh-based Health Opportunities Team (HOT) conducted a survey of 428 children and young people aged 11 to18 on their drinking habits, attitudes to alcohol and access to information and support 37 . Drinking was a social activity for children and young people, normally associated with friendships. While perceiving a connection between alcohol consumption and mental well-being, children and young people were far more likely to identify with the physical consequences of drinking. In terms of support and information, children and young people favoured those services that enabled them to express themselves and to be listened to in a way that was relevant to their lives.
7.38 A visual resource by the Glasgow Centre for Population Health (2012) 38 aimed to look at young people's relationship to alcohol through 'their eyes'. The research involved eight activity-based focus groups with young adults aged 16 to 30. Excessive alcohol use was regarded as an essential part of being an adult. Distinct gendered norms around drinking also existed. Female respondents described collective drinking as a strategy for reducing the risks of male violence whilst intoxicated. Male respondents, meanwhile, saw the risks of drinking as exclusion from commercial drinking establishments and threats of violence or arrest.
7.39 The Scottish Youth Commission on Alcohol was undertaken during 2009 39 , involving 16 'youth commissioners' aged 14 to 22 in a year-long investigation into Scotland's relationship to alcohol. As well as study visits and discussions with experts, over 3,000 young people were consulted in two national surveys and focus groups. Young people, it was emphasised, should be co-designers of alcohol strategies, with methods such as peer education and Youth Champions suggested as a means of establishing a permanent voice for young people in alcohol related polices. Suggestions were made for further
research on topics such as pre-loading, the leisure needs of different age groups and passive drinking.
7.40 The role of alcohol education was emphasised in the 'Being Young in Scotland 2009' survey 40 . Around two-thirds of young people reported that alcohol education at school informed them about facts about alcohol, while two-thirds of 11 to16 year olds said education had either completely or partly made them consider not drinking alcohol. Focus groups conducted by the Youth Commissioners 41 concluded that young people struggled to recall details about alcohol education at school. It was concluded that alcohol education needs to be embedded better within existing strategies for education about health and well-being and training for learning professionals strengthened.
7.41 'Peer Learning Through Dialogue: Young People and Alcohol' (2010) 42 is an action research project with utilises 'dialogic techniques' to tap into young people's knowledge, experiences and needs, enabling them to 'co-design' their own learning. Young people, they found, recognised the way in which alcohol in Scotland was simultaneously glorified and vilified. Not only could young people generate a high level of relevant knowledge about alcohol but they used this to develop sensible coping strategies for themselves and peers. The project was developed by a group of teenage volunteers, the AlcoLOLs, and two public relations researchers, tested in a local school, presented at the Scottish Parliament to policy stakeholders concerned with alcohol, and subsequently extended to a number of schools across Edinburgh.
7.42 Much of the focus on alcohol education has been on young people. The Rory Learning Resource 43 aims to help build resilience and raise awareness of alcohol with children aged 5 to 11 years and to explore issues surrounding parental alcohol misuse. It was piloted in West Lothian in 2009 and an evaluation was undertaken to understand how it was experienced. This involved evaluation sheets from 870 pupils across P1 to P7, as well as writing and drawing exercises. There was clear evidence that the resource was successfully educating children on the effects of alcohol and encouraging them to think about how to talk to someone if they felt sad or lonely.
7.43 The Lloyds Foundation for Scotland Partnership Drugs Initiative (PDI) has been heavily involved in supporting and evaluating work that the voluntary sector is undertaking with children and young people affected by substance misuse. Working with Evaluation Support Scotland and six PDI funded groups, the 'Reversing the Trend' project aims to gain a better understanding of how preventative approaches can measure change. The outcomes of this project are yet to be released; however, the consultation emphasised that projects must put children and young people's voices at the heart of evaluation methods.
Smoking
7.44 SALSUS 44 found that among 3% of 13 year olds and 13% of 15 year olds were regular smokers. Levels of smoking are now the lowest they have been
since the survey began in 1982. Cigarettes were purchased from a range of places, although it was most common for regular smokers to get someone else to buy them from a shop -- often an unknown adult. Around half of regular smokers reported buying cigarettes from a shop themselves. Almost two-thirds of regular smokers reported that they had tried to give up smoking. There was evidence of parental influence on smoking behaviour. Regular smokers were also more likely than occasional smokers to report that their families do nothing or encourage them to smoke.
7.45 Research on physical activity 45 found that smoking was a barrier to participation in physical activity by young people. Young smokers reported that smoking reduced their physical functionality, while non-smokers reported that friends who had taken up smoking had given up physical activity pursuits.
7.46 Researchers from the University of Edinburgh undertook qualitative research into children and young people's understandings and experiences of secondhand smoke (SHS) in the home and car 46 . A total of 38 children and young people aged between 10 and 15 with close family members who smoked were recruited from both socio-economically advantaged and disadvantaged area. The study found that children and young people are aware of SHS as a health risk and took an active role in resisting family members smoking. At the same time they resisted the portrayal of smoking parents as irresponsible by describing them as 'responsible' smokers. The study emphasised the need for public health responses to take greater account of children and young people's views and their role in family health promotion.
7.47 In terms of attitudes to smoking, the SYP responded to the consultation on the provisions of the Tobacco and Primary Medical Services (Scotland) Bill 47 . The responses from an on-line survey of 83 young people found that 64% of respondents would be in favour of a ban on cigarette vending machines and 54% supported a ban on displays of tobacco products. Young people were strongly in favour of banning shopkeepers who sell cigarettes to underage young people. The SYP also consulted young people on standardised packaging of tobacco products 48 . It was agreed that tobacco companies should have to prohibit the use of logos, colours, brand images and promotional information on packaging to make tobacco smoking less appealing to young people. There was also support for a change in the law to require standardised packaging for tobacco products.
Sexual health
7.48 The Scottish HBSC study 49 collects data from 15 year olds (S4) on reported sexual intercourse and contraception use. Friends and school were the most popular sources of information on sexual matters, with boys utilising the internet more than girls. Approximately three quarters of 15 year olds reported that it was easiest to discuss personal and sexual matters with friends. Almost a third of 15 year olds said that they have had sexual intercourse, with girls (35%) more likely to report sexual intercourse than boys (27%). Finally, the proportion of 15 year olds who used a condom during last intercourse increased between 2002 and 2006, from 70% to 79%, but then dropped to 72% in 2010.
7.49 No information was identified on young people's views and experiences of sexual health services Scotland. However, Healthy Respect is currently seeking the views of young people on why they do or do not access sexual health services. This forthcoming consultation is particularly interested in the views of young people who are less likely to attend a service, and who may be more vulnerable to poor sexual health outcomes 50 .
7.50 The SYP consulted 30 MSYPs aged 15 to 23 on National Guidance: Underage Sexual Activity 51 . The majority felt that whether under-age sexual activity was reported as a child protection issue depended on the particular situation. Most also felt that youth workers or practitioners should be able to support young people without the prior consent or knowledge of their parent or guardian. Eighty per cent were in favour of the minimum age remaining at 16.
Survival and development
7.51 The review found little evidence on this topic.
Disabled children and young people
7.52 A large minority of disabled children and young people did not feel listened to by health professionals. Out of 91 children and young people with disabilities and/ or long term conditions responding to a self-report questionnaire, only one-fifth of children and young people felt always listened to, and two-fifths felt sometimes listened to 52 .
7.53 Respondents who received personal support in schools welcomed it but felt they needed more support. Children and young people reported having insufficient personal support outwith school, to support respondents' friendships and socialising particularly in public spaces. Disabled children and young people often had to rely on parental support, which undermined their autonomy 53 .
7.54 Young disabled people were concerned about transitions from school. Young people involved in the 'Doran Review on Learning Provision for Children and Young People with Complex Additional Support Needs' thought care packages were complicated and insufficient to meet their needs 54 . Generally, young people with additional support needs wanted more information about post-school options 55 .
7.55 McConkey (2011) evaluated Action for Children's short breaks services in Glasgow, Edinburgh and Cardiff 56 . These services were for families whose children, up to the age of 19, had developmental disabilities and severely challenging behaviour. Five young people were interviewed, who used these services, and seven more children were observed. The report gives no further information about where the children were located. These young people reported enjoying the activities they experienced while on short breaks and the relationships they had with staff. The young people missed their families, being away from home and possessions.
HIV and AIDS
7.56 Post-2008 research and consultation relating to children and young people's awareness and experiences of HIV and AIDs was extremely limited. One recent article 57 charts the health and social care needs of children and young people infected with, and affected by, HIV in Scotland. This included interviews with five children and young people infected with HIV and seven children and young people affected by parental HIV. The 'infected' children and young people sought to present themselves, their lives and HIV as 'normal'. This was judged to be an indicator of the presence of stigma. Significantly, none of the children and young people was able to talk about their illness outside a very small, strictly defined zone of safety. The 'affected' children and young people said that they lived with fear and uncertainty yet they also wanted to be seen as 'normal'. There was a consensus amongst all the children and young people that universal and specialist support should be available. The study concluded that given cuts to public resources it is difficult to envisage a future in which the needs of these children and young people will be prioritised.
Standard of living
7.57 Evidence of children's and young people's views and experiences of child poverty and homelessness was scarce, with much of the available data being UK wide or based on statistical indicators.
Child poverty
7.58 The Scottish Health Survey found that the general health of most children aged 0 to 15 was reported to be 'good' or 'very good' (95%) in 2010/2011. However, a statistically significant association between deprivation and the prevalence of long-term health conditions was identified.
7.59 One forthcoming study is being undertaken by Demos 58 . The first large-scale analysis of Scottish families' experiences of multiple disadvantage, it is using focus groups, diary-prompted interviews and ethnography to develop detailed knowledge of the challenges of families (including children and young people) suffering from multiple disadvantages.
7.60 The SYP (2009) have involved young people in their campaigns against poverty by undertaking on-line focus group to inform their response to Ending Child Poverty: Making it Happen 59 . Respondents agreed that ending child poverty must go beyond providing simplistic solutions such as providing employment. Childcare and support to disabled young people was highlighted as critical. Scotland should focus on children's public services and community safety as a means of reducing poverty in the Scottish context. In workshops held by the Children's Parliament (2012), 60 children said that stopping poverty would enable children to have their rights. Children also reported worrying that their family does not have enough money to pay bills and buy essential household items.
Homelessness
7.61 The Scottish Parliament's Equal Opportunities Committee undertook an extensive evidence review of how to prevent homelessness amongst young people 61 . Only a small amount of research and consultation involved children and young people experiences of homelessness was identified.
7.62 One such study was by Shelter Scotland (2011) 62 , which surveyed 145 young homeless people (aged 16 to 24) across Scotland about their experiences of running away before they were 16. It found that young people who run away were at particular risk of experiencing homelessness later in life. Many had run away after being forced to leave and had run away multiple times. A large proportion had slept rough and reported issues at home, school and feelings of safety as factors influenced their behaviour.
7.63 Young people participating in the SYP Manifesto showed support for greater support to homeless children and young people, with 88% agreeing with the statement, "No child or young person should have to live without a home. More support must be given to those who are homeless […]" 63
Summary
7.64 Children and young people, especially those from minority groups, continued to face barriers in accessing and using health services. Moreover, there is a lack of evidence on how, and to what extent, children and young people are experiencing recent policy measures aimed at tackling health inequalities.
7.65 Social context was important to children and young people's health. Physical exercise, nutrition and substance misuse were all closely connected to children and young people's geographical and social spaces. Deprivation continued to heavily influence health along with other factors such as social relationships impacting on individual health decisions (such as whether to participate in physical activity or consumption of alcohol). Peer education activities have focused on young people's relationship to alcohol and are a model for involving children and young people in co-designing their own health education.
7.66 Evidence gaps relate to children and young people's personal experiences of poverty and homelessness, as well as more comprehensive evaluations of sexual health education.
7.67 The evidence showed certain inequalities in access and/or outcomes for certain groups, such as LGBT young people and young parents.
8 EDUCATION, LEISURE AND CULTURE
Introduction
8.1 Children and young people were happy at school overall. Both the staff and the physical spaces available for learning influenced these experiences. Support in education, both in and out of school, was important to children and young people, especially for those groups with higher support needs. There was a lack of quality advice, support and training available to young people making the transition out of school, as well as concern about the costs of further and higher education. Play and socialisation was particularly significant to children and young people.
Education including vocational training and guidance
School education
8.2 Over half of secondary school pupils found their school days happy 1 . Of the 11 to16 year old pupils responding to the 'Being Young in Scotland 2009' survey, 53% made this response in 2009, compared to 60% in 2007. Agreement was higher amongst 17 to 25 year olds (59%), slightly more than the 57% in 2007. In an East Lothian survey of all Primary 6 and Secondary 2 pupils in 2012/13 2 , pupils reported high satisfaction with such questions as 'they have learned a lot in school' (98% in P6 and 96% in S2), and 'they enjoy being at school (89% in P6 and 83% in S2).
8.3 Disabled children and young people were also positive about school. The Long Term Conditions Alliance, Scotland and Scotland's Disabled Children Liaison Project 3 consulted with 91 disabled children and young people. About half said they were very or extremely happy at school, only slightly lower than the European average in the KIDSCREEN data which uses self-report measures to assess health and well-being. However, those who required help in school felt they needed more support to socialise with friends and take part in activities. Almost all of the children and young people with complex additional support needs involved in the focus groups for the Doran review 4 reported feeling safe and well cared for in their schools.
8.4 Looked after children reported positive attitudes towards school. For example, in one local authority, three-quarters of 30 looked after children interviewed 5 stated that they enjoyed school and attended almost all the time. A higher proportion in foster care reported attending regularly, than those living in residential care.
8.5 In consultations over the Curriculum for Excellence 6 , young people were involved in a range of group workshops (over 170 young people) and 29 responded to an on-line questionnaire. The young people supported the four capacities of the Curriculum for Excellence, arguing that learning was improved by cross-curricular connections, motivated teachers and a conducive atmosphere.
8.6 Both academic and vocational learning were advocated in the Curriculum for Excellence consultation 7 , by SYP 8 and by 'Listen and Learn' sessions held in East Lothian Council with over 200 young people 9 . Common themes were the need to improve and extend work experience, making more connections with employers, and better preparation for employment.
8.7 Children and young people stated that schools were good places for them to learn about information rights. In reference groups for research for the Information Commissioner UK 10 , both primary and secondary school groups advised this.
8.8 Children and young people noted the importance of a school's physical environment. For example, the Children's Parliament facilitated workshops with 71 children and young people in primary and secondary schools, and involved 160 in peer research 11 . Learning environments needed to be comfortable, light, spacious and airy. Open plan spaces, stated children and young people, could be difficult for concentration due to noise. Noise in mainstream classes was also noted by children with complex additional needs in the interviews conducted for the Doran Review 12 . Children and young people in eight out of the nine schools, though, liked their building's quality and their learning environments.
8.9 Staff were vital to children and young people's experiences of school. For example, children and young people with complex additional support needs involved in the Doran Review 13 felt school staff listened to them and valued their views. The most helpful staff were those children interacted with daily and who supported them. Mutually respectful relationships were appreciated, by children and young people involved with the Children's Parliament 14 . Most children and young people knew someone at school they could go to with a concern 15 .
8.10 Some groups of children and young people reported stigma or fear of stigma at school: i.e., young carers (see section 5.3), who are looked after 16 , who were involved with child protection, who are from Gypsy Traveller communities (see section 3.16), and/or who are lesbian, gay, bisexual or transgender (see section 3.14).
8.11 While most looked after children and young people reported support for school, not all did. Of 30 children and young people interviewed in one local authority 17 , 18 said at least one person asked them about school on a regular basis. Just over half (16) could identify at least one person who was proud of their achievements. Under half of the children and young people who received homework said they had no one to help them with their homework. Onequarter did not have a quiet space to study where they lived – these children and young people tended to live in residential units. More positive results were found in the viewpoint questionnaire undertaken annually in East Lothian Council. For example, of the 27 respondents in 2012 18 , over three-quarters reported a carer helping them with their homework.
8.12 Young carers wanted more support in school (see 5.3).
Behaviour in school
8.13 Young people could be critical of other young people's 'bad' behaviour at school. For example, secondary school pupils in East Lothian criticised what they saw as preferential treatment of those who behaved badly in school. This view was expressed in the workshops held in 3 secondary schools, which included 'hard to reach' young people, school council members and senior pupils as part of their 'Listen and Learn' strategy 19 .
School uniforms
8.14 Young people wanted a school uniform that was comfortable and affordable. Responding to a SYP online survey in 2012 20 that received 151 responses, 72% supported a Public Petition on reforming uniform policy. One-third of young people wanted the policy to be enforced strictly, while 41% thought some personal choice and flexibility should be allowed. Responses varied on whether the uniform policy should be 'gender-specific', with acknowledgement that boys wearing a traditionally female uniform item might well be bullied.
8.15 Just over half (55%) of young people reported being consulted on their school uniform policy. About one-quarter (26%) of these young people reported changes being made as a result of such consultation.
Participation in school
8.16 Most secondary school pupils felt teachers took account of their views. Over two-thirds (68%) of those responding to the 'Being Young in Scotland 2009' survey felt teachers took account of their views a great deal or a fair amount. Just under one in five (17%) young people prioritised the statement 'help improve the ways our ideas are listened to, and acted on' in 'where we learn', within the voting of SCCYP 'a Right blether' 21 .
8.17 Approximately 100 children and young people were involved in case study research, as part of a larger study of pupil participation 22 . Children and young people valued participation, from interactive learning to contributing to the wider community and formal decision-making. They wanted to contribute to curricular choices, evaluating teaching and school planning. Children and young people could give examples where their participation had resulted in changes (such as the behaviour policy). Participation engendered ownership and pride in their school communities.
8.18 Primary schools were reported to have more participative opportunities than secondary schools 23 . A difference can also be seen in pupil responses in the East Lothian survey 2012/13 24 : 88% of P6 pupils agreed that 'they contribute to how decisions are made in schools' while only 68% of S2 pupils agreed.
Pupil (or school) councils
8.19 Large-scale quantitative and qualitative research was undertaken on pupil (or school) councils in Scotland, involving a survey of all secondary, special and independent schools and a representative sample of primary schools, and six
case studies 25 . According to pupil councillors, pupil councils were to represent pupils' views and make their schools better. This contrasted with adult advisers to pupil councils, who focused more on processes than outcomes. Pupil councils discussed, made decisions and had an impact on a number of issues – from play areas to snacks to school uniforms. They were rarely involved in teaching matters. Pupil councillors reported having little training for their roles.
8.20 Communication between the pupil council and the wider community was often seen as irregular and ineffective. From the case study surveys of pupils not on councils, two-thirds wanted more information from and about their pupil council. Most of these pupils (59%) thought their pupil council tried to make school a better place but only a third (34%) thought their pupil council actually did.
8.21 Pupil councils thought they did not achieve their goals because of: lack of money, lack of time, irregular attendance by pupil councillors or adult advisers, and 'being let down by schools'.
Bullying
8.22 Children and young people were aware of school-based initiatives generally to tackle bullying but initiatives were not always successful.
8.23 Research undertaken by the Scottish Borders Youth Commission 26 found varied practice across schools, in prevention, management and recording of bullying incidents. Young people undertook the research for the Commission, which involved a range of methods and over 500 children and young people. Key recommendations and findings of the Youth Commissioner were:
[x] To amend current definitions of bullying that require intent and aggression. Labelling people as 'bullies' and 'victims' was unhelpful.
[x] To target prejudice-based bullying specifically and to promote diversity positively.
[x] To include parents, pupils and school staff 27 in a whole school approach.
[x] To explore appropriate consequences and responses for children and young people demonstrating bullying behaviour.
[x] To develop understanding of cyber bullying. Staff and young people were not confident discussing cyber bullying.
8.24 Responding to a respectme survey of children and young people aged 8 to 19 across 29 Scottish local authorities 28 , 16% reported being cyberbullied. Most (63%) knew who had done this and in 40% of these occasions the bullying carried on into school. A quarter of respondents were worried about cyberbullying when they were online.
8.25 For most of the 35 participants (aged 11 to18 years) speaking to Young Scot on child Internet safety 29 , the term 'cyberbullying' was familiar. Some had experienced it and most felt they knew how to report concerns online.
8.26 In contrast to generalised bullying initiatives in schools, initiatives to address homophobia, biphobia and transphobia were not well known to young people. When responding to a questionnaire for LGBT young people 30 , less than one third (31%) were aware that antiphobia education had been introduced in schools. Just under half of the young people said they would not feel confident reporting such bullying.
8.27 Certain groups of children and young people were particularly concerned about being bullied. Over two-thirds (69%) of LGBT young people responding to a survey 31 had experienced homophobic or biphobic bullying at school. The results for transphobic bullying were even higher. This negatively impacted on their education and employment experiences.
8.28 Looked after children reported bullying. Of the 30 young people interviewed in one local authority, just under half said they had been bullied 32 .
Post-School: Information and guidance, further and higher education, vocational training and work experience
8.29 From the 'Being Young in Scotland 2009' survey 33 , three-quarters (74%) of 11 to 16 year olds and two-thirds (65%) of 17 to 25 year olds thought their job prospects were good in 2009. This is higher than comparable figures for 2005 and 2007.
8.30 Young people wanted more information and preparation about post-school options and more quality and substantial work experience 34 . For example, employment was the most prevalent concern in the workshops held in East Lothian council, with nearly 200 secondary school pupils 35 . Of the 74,059 children and young people voting in SCCYP's consultation 'a RIGHT blether' 36 , 40% voted for the statement 'help to create more experiences for us to learn skills for jobs'.
8.31 The SYP highlighted issues in its Manifesto, and subsequent sittings 37 . Careers services were described as patchy and inconsistent. Information from Skills Development Scotland should be promoted, as it was positively received by those who had accessed it. More than education should be valued: for example, apprenticeships and training should be promoted. The Scottish Government's 'Opportunities for All' guarantee of a place in education and training, for all 16-19 year olds, was welcomed.
8.32 Young people expressed concerns about tuition fees and associated costs of attending further education and/or university. For example, this was a frequent concern raised by young people within, and consulted by, the SYP 38 .
8.33 Employers should be more involved in supporting young people. For example, 143 young people responded to a SYP survey online, followed by a Scottish Government consultation event 39 . Young people suggested that employers should ask whether a job actually needs a degree. Businesses should sponsor more students in education.
8.34 LGBT young people faced particular challenges. From the results of a survey of LGBT young people 40 , poor experiences of school led to lowered confidence, poor attendance and/or leaving early. Those young people aged 16 and above were worried about workplace discrimination. Under one in five (19%) of LGBT young people not in education were unemployed; 43% of transgender young people not in education were unemployed
8.35 Research which looked at abuse and violence in the workplace included a small number of 16 to 18 year olds within its survey of young workers 41 . The majority of participants in the study were young women. The study found that young people experienced verbal abuse routinely and that these incidents were generally under-reported. Young people had low expectations about working conditions.
Rest, leisure, recreation and cultural and artistic activities
Play, leisure and recreation
8.36 A consultation was undertaken by the Children's Parliament for the International Play Association with 379 children aged between 2 and 13 across 14 local authorities 42 . Children played indoors and outdoors and wanted to play with their friends as well as play by themselves. They liked toys but did not think that they were always necessary in order to play. Having the opportunity to be imaginative and being outdoors supported their play, while older children wanted to be able to meet their friends and socialise. Play outdoors could be affected by such factors as feeling safe, litter and cars. Not being able to play impacted on children's well-being and made them sad.
8.37 The 'Being Young in Scotland 2009' survey 43 found that young people engaged in a wide range of social activities. For those aged 11 to 16 years, using the internet (81%) and watching TV (77%) were frequent activities, with going to see friends (71%) and using social networks (63%) and playing computer games (57%) also popular. The proportion of those who attended youth clubs has dropped from previous 2007 survey figures, down from 34% to 23% with participation in uniformed clubs slightly increasing to 11% from 9%.The majority of young people took part in sporting and other activities.
8.38 For Scotland's Disabled Children (fSDC) undertook consultative activities with disabled children and their families using a range of methodologies 44 . Young people enjoyed having friends and a range of activities from swimming to socialising, but many reported feeling isolated and found difficulties in supporting such activities. These included the lack of accessible public transport (both physical and attitudinal), unmet needs for personal support, and not feeling safe in their local area. Not having enough money to be with their friends was also a significant issue.
8.39 Most young people wanted funding for youth projects and groups to be a priority for local authorities. In their survey for the SYP's Manifesto 45 , 73% of respondents agreed with the statement.
8.40 Earlier sections highlight the importance of leisure and recreation to young people. Young carers, those affected by parental substance misuse and looked after children all highlighted the importance of spending time with friends.
8.41 Other major initiatives such as CashBack for Communities 46 (which uses the proceeds of crime to fund diversionary activities for young people) and No Knives, Betters Lives 47 (a national initiative which works with local organisations to provide information and support to young people on the effects of knife crime) are funding a wide range of sporting, cultural, educational and mentoring activities for children and young people across Scotland. These projects are, however, in their formation years and as yet no comprehensive external research or evaluation has been published on their outcomes.
Culture
8.42 The Big Noise Orchestra in Raploch, Stirling, established by Sistema Scotland, was evaluated 48 to explore the outcomes for children and their families. Children and young people enjoyed taking part in Big Noise and found the sessions fun and engaging and acknowledged the benefits for their families in sharing their activities.
Summary
8.43 Overall, positive experiences of school were reported, although these often depended on the attitudes of and relationships with staff members. Those with the highest level of needs were also those that reported the greatest need for better quality support. Participative opportunities suffered from a lack of consistency. When they were available they were experienced positively, with children and young people having enhanced ownership and pride in their school and learning.
8.44 Further research into how young people, particularly those transitioning from school into employment or further education, are coping with the current economic situation would be beneficial. Children and young people highlighted youth work projects and groups as being a priority, yet little is known about the impact of the recession on service availability and delivery.
9 SPECIAL PROTECTION MEASURES
Introduction
9.1 Children and young people facing special protection measures valued support that was delivered by trusted adults with whom they could develop positive relationships. In terms of youth justice interventions, support for punitive measures was generally low, while holistic approaches that took account of individual, social and economic factors influencing antisocial behaviour and offending were valued. Experiences of detention were varied, being significantly influenced by the location of the placement. The evidence highlights the importance of delivering interventions that are child-focused. Positive future outcomes depended heavily on quality education, support and care.
Children in situations of emergency
9.2 The Scottish Guardianship Service is run by the Scottish Refugee Council and Aberlour Child Care Trust and supports young people who are asylum seekers. The first evaluation 1 of its pilot found that young people had a very positive experience of being supported by Guardians within the service and that these adults were trusted with relationships valued by young people. The reliability of Guardians was highly praised, helping young people with their asylum claims as well as with access to health, education and welfare services. Wider fun and creative activities were particularly appreciated by young people. Young people were concerned about their future lives and wanted to be able to talk about these concerns.
Children in conflict with law
9.3 Support for punitive, enforcement led approaches amongst children and young people was low. Correspondingly, the most effective youth justice interventions were considered to be those that take account of the individual, social and economic contexts in which antisocial behaviour and crime take place. The most valued interventions were those that allowed respectful interactions with youth justice professionals to be developed.
9.4 While there is a growing body of work on the Children's Hearing system process, children and young people's views and experiences of treatments and interventions remain largely under-researched. For information on Home Supervision Requirements, see section 6.21.
Youth justice
9.5 There have been strategic developments in youth justice since 2008, which seek to maximise diversion from the criminal justice system. The Edinburgh Study of Youth Transitions and Crime 2 has been influential in promoting this policy approach. This longitudinal programme of research on pathways into and out of offending involved a cohort of around 4,300 young people and collected data prior to 2008.
9.6 Research emphasised the need for approaches to youth justice to recognise the complex interaction of individual, social and economic factors influencing young people's involvement in crime and antisocial behaviour. Research into youth 'gangs' and knife carrying, for example, highlighted the important role that gang membership had for young people in terms of belonging, status and identity 3 . Of the 95 young people interviewed, most were aware of the physical and social harm caused by knife carrying suggesting that educational programmes alone will be ineffectual. Fifty seven per cent of young people in the consultation for the SYP Manifesto supported the statement "the solutions for solving the problem of knife crime lie in working with young people to tackle the roots causes, not by imposing a mandatory jail sentence" 4 .
9.7 Newman (2011) 5 conducted a local study into young people at risk of offending, with the aim of better understanding the factors influencing their behaviour. A total of 14 young people from Highland gave their stories, revealing a complex range of challenges, including substance abuse, chaotic family life, the normalisation of fighting, poor mental and physical health and marginalisation from education and leisure. A key theme related to the lack of planning in support provision and the lack of involvement young people had in decisions affecting them. Professionals did not listen to young people's needs, which added to, rather than alleviated, their problems.
9.8 Young people expressed low levels of support for enforcement-led interventions. Drawing on interviews with 20 young people from five local authority areas, 6 found that young people did not regard punitive tools such as Anti Social Behaviour Orders (ASBO) as an effective deterrent. Police were criticised for being overly reactive. Media reporting helped perpetuate negative public perceptions of young people. In workshops by the Children's Parliament 7 , children stated that Ministers need to "make sure that children in Scotland are treated well and stop people stereotyping all children and young people as trouble".
9.9 These findings are supported by more recent research. Focus groups in research by McMillan and Robertson (2011) 8 found that young people were critical of dispersal orders and felt significantly curtailed and disempowered by the powers. In the consultation for the SYP Manifesto 9 , 67% young people supported the statement, "The 'Mosquito' … should be banned". Deuchar (2010) 10 , meanwhile, reported the experiences of 20 young men aged 14 to19 in Glasgow. They felt they were subjected to intense and unnecessary surveillance by the police and other agencies resulting in feeling oppressed and marginalised within their local communities.
9.10 Children and young people valued interventions that involved friendly and respectful interactions with youth justice professionals. The Lothian Police Service, for example, asked children aged 8 to14 their views on the police. Working with the Children's Parliament 11 , 140 children completed a visual questionnaire and 24 took part in a consultation day. While both positive and negative views of the police were expressed, a common theme was a desire to have more opportunity to talk and interact with police in non-punitive ways.
9.11 Research on community wardens in Dundee utilised ethnography and interviews with 25 young people aged between 13 and 18 12 . The wardens successfully created opportunities for positive and meaningful encounters with both places and people. Young people were also broadly positive about the introduction of campus police officers in schools 13 . Using a case study approach to collect pupil experiences, the review found that pupils enjoyed contact with the campus officers and felt it made the school environment safer. However, while relations with campus officers were positive, the approach did not shift negative attitudes to police in the wider area.
The Children's Hearing System
9.12 Research on Children's Hearings has focused largely on how the system works and children and young people's participation herein (see section 3.243.31 for details). There was little evidence on how the Hearing System affects long term offending outcomes, from children and young people's perspectives, nor on children and young people's experiences of the treatment or interventions resulting from a hearing.
9.13 Doctoral research on secure accommodation 14 found that mechanisms for allowing young people to participate in decision making could be significantly strengthened. Ongoing problems with securing and maintaining suitable educational placements for looked after young people were reported and that those referred to secure seem to have high rates of educational difficulty and exclusion. The study concludes that professionals must be willing to listen to how young people feel and what they need.
9.14 A body of work is available on community-based youth justice interventions – intensive support and monitoring service (ISMS), restorative justice, acceptable behaviour contracts, youth courts. However, this all falls into the period before 2008.
Children and young people in detention
9.15 Experiences of detention were found to be heavily dependent on which unit young people were placed in, with overcrowding and lack of educational opportunities, support and through care being reported in certain locations. Separation from adult prisoners was found to significantly influence how young people experienced detention.
9.16 An inspection in 2009 15 looked specifically at three units: Friarton Hall (part of Perth prison although physically detached from it), Darroch Hall (in Greenock prison) and the all-female Bruce House (in Cornton Vale). The inspection involved discussions, focus groups and interviews with young people; however, it was difficult to identify their direct views within reports. Almost all of the comments of the young offenders in Greenock and Perth were positive, while almost all from Cornton Vale were negative. At Cornton Vale, young offenders lived most of their daily lives with adults. The facility was described as overcrowded and leisure, educational and dining facilities were extremely poor. Young prisoners in Greenock and Perth, meanwhile, reported feeling safe, first-class relationships with staff, excellent food and plentiful
opportunities for work and education. Not only did these smaller units create a sense of community and belonging but the staff were specifically trained in working with young people. Most male young offenders are held in Polmont Young Offenders Institute, which was most recently inspected in 2012 16 . While the facility was found to be functioning adequately, more needed to be done to engage young people positively in education, support and through care.
9.17 Action for Children and Barnardo's Scotland conducted two focus groups with 11 young people aged 16-22 currently imprisoned within HMYOI Polmont 17 . The study sought to examine the issues facing young offenders when leaving prison. Young people faced many barriers, such as managing substance misuse, peer pressure (both to conform and return to offending), difficulty finding employment and more generally adjusting to life back in their own communities. Knowledge support and levels of support accessed varied significantly. Young people supported the concept of mentoring, emphasising that a successful mentor must have certain qualities: non-judgemental, understanding and trustworthy.
9.18 In the consultation for the SYP Manifesto, 65% supported compulsory education and training opportunities and the twinning of young offenders' institutions with further education colleges as a means of improving reintegration and reducing re-offending 18 .
9.19 From the limited data available, it would appear that community based interventions were positively experienced by young people. One such project is 'Time for Change' 19 .Piloted during 2010/11, it offered a community based alternative to secure accommodation and/or custody for young women aged between 14 and 18 years, deemed to be vulnerable and at high risk of further involvement with offending and related behaviour. Fourteen young women were interviewed as part of the evaluation. They all reported a positive worker-service user relationship. Young women valued the service far above statutory measures (such as the Children's Hearing System and social work), emphasising workers' excellent knowledge, flexibility, accessibility and positive support.
Summary
9.20 There is little evidence on children and young people's views and experiences of special protection measures. Since 2008 major innovations in policy direction have been undertaken, particularly in the realm of youth justice. There is however, little evidence as to how this is being experienced by children and young people.
9.21 Young people's experiences of detention are reported through inspection reports. While improvements were clearly filtering into some units, many young people in detention continued to have a poor experience and little support in terms of transitioning back into their communities. Inspection Reports did not specifically draw out young people's views and experiences. Gender appeared to be an issue in terms of how detention was experienced and this would benefit from closer attention.
9.22 Children and young people's views and experiences of diversionary and prosocial projects (specifically those funded through CashBack for Communities) and community-based youth justice interventions (ISMS, restorative justice) would benefit from additional research.
9.23 Research on the Children's Hearing System focused specifically on the Hearing process. Rather less is understood about how the measures and requirements set by a Hearing are experienced and followed through and whether they have any lasting impact on outcomes and wellbeing.
9.24 Other specific gaps in evidence relate to: youth courts; legal aid and advice and assistance; child witnesses; the age of criminal responsibility; remand and under 18s; criminal proceedings and sentencing.
10 CONCLUSIONS
Overall conclusions
10.1 The review explored evidence on the views and experiences of children and young people in Scotland between January 2008 and April 2013. Overall, the review identified a wealth of evidence undertaken by a wide range of organisations covering extensive areas of children and young people's lives, demonstrating a significant commitment to engaging with children and young people. A number of gaps of evidence were identified that would benefit from further exploration.
General measures of implementation
10.2 The review found low levels of awareness and knowledge of both human rights institutions and the UNCRC. Large-scale initiatives have sought to improve levels of awareness. While the full impact of these is yet to be understood, they demonstrate the importance of rights-based practices. Measures to make the UNCRC more widely known have focused on the educational sector and rather less on how well the UNCRC is embedded into the working practices of other children's services. Although 'child friendly' reporting is taking place, it is unknown how these reports are received. Overall, children and young people had little direct involvement in the implementation and monitoring of the UNCRC.
General principles
10.3 Issues of equality, discrimination, access and participation affected all aspects of children and young people's lives. There was a lack of substantial and detailed information on: the experiences of black and minority ethnic children and young people and the impact of racial discrimination; gender discrimination; up-to-date experiences of age discrimination and whether attitudes had changed since 2008. The survey of LGBT young people provides evidence of discrimination and transgender young people disproportionately reported discrimination.
10.4 There was a significant body of work on the Children's Hearing System with clear messages on how the process could be improved. There was less evidence that explored children and young people's views and experiences post- Hearing.
10.5 Children and young people frequently stated that they did not have enough opportunities to express their views and influence decisions affecting their lives. Positive experiences of participation were heavily dependent upon the attitudes that professionals had towards children and young people, and the quality of relationships that were established. Trust, rapport, honesty and respect were all seen to be essential in influencing children and young people experiences.
Civil rights and freedoms
10.6 The review found limited evidence on civil rights and freedoms. The right to online privacy is an emerging issue and would benefit from further research. While children and young people were familiar with messages about online safety and privacy, they may have less information and knowledge about confidentiality and rights to information more generally. There was limited evidence on children and young people's views relating to physical punishment. Children and young people's right to assembly was affected by the fear of violence and by mechanisms which seek to disperse them.
Family environment and alternative care
10.7 The family and caring environment had a critical role for children and young people, both as a form of inclusion and as a means of ensuring positive outcomes and well-being.
10.8 Looked after children continued to face a number of everyday challenges including being listened to and their views taken into account, stigma, a weak sense of belonging and identity, and a lack of quality support. At the same time they also largely reported positive experiences of care.
10.9 For all children and young people, positive experiences of home and family were closely bound with the ability to input directly into decisions about their care. Particular value was given to support and mentoring that was inclusive and respectful of their rights. Parents were of central importance to children and young people. Where this relationship broke down (in the case of domestic abuse or parental substance abuse), it became more important to provide quality care and support that understood their experiences, but did not treat them differently.
10.10 There are a number of clear gaps in understanding children and young people's own views and experiences, particularly in relation to child trafficking, child sexual exploitation and household substance misuse. Further knowledge on the role of the parent in children and young people's lives would help understand the parenting role and to consider how alternative forms of care could be improved.
Basic health and welfare
10.11 Children and young people, especially those from minority groups, continued to face barriers in accessing and using health services. Moreover, there was a lack of evidence on how, and to what extent, children and young people were experiencing recent policy measures aimed at tackling health inequalities.
10.12 Social context was important to children and young people's health. Physical exercise, nutrition and substance misuse were all closely connected to children and young people's geographical and social spaces. Deprivation continued to heavily influence health along with other factors such as social relationships impacting on individual health decisions (such as whether to participate in physical activity or consumption of alcohol). Peer education
activities have focused on young people's relationship to alcohol and are a model for involving children and young people in co-designing their own health education.
10.13 Evidence gaps relate to children and young people's personal experiences of poverty and homelessness, as well as more comprehensive evaluations of sexual health education.
10.14 The evidence shows certain inequalities in access and/or outcomes for certain groups, such as LGBT young people and young parents.
Education, leisure and culture
10.15 Overall, positive experiences of school were reported, although these often depended on the attitudes of and relationships with staff members. Those with the highest level of needs were also those that reported the greatest need for better quality support. Participative opportunities suffered from a lack of consistency. When they were available they were experienced positively, with children and young people having enhanced ownership and pride in their school and learning.
10.16 Further research into how young people, particularly those transitioning from school into employment or further education, are coping with the current economic situation would be beneficial. Children and young people highlighted youth work projects and groups as being a priority, yet little was known about the impact of the recession on service availability and delivery.
Special protection measures
10.17 There was little evidence on children and young people's views and experiences of special protection measures. Since 2008 major innovations in policy direction have been undertaken, particularly in the realm of youth justice. There is, however, little evidence as to how these are being experienced by children and young people.
10.18 Young people's experiences of detention were reported through inspection reports. While improvements were clearly filtering into some units, many young people in detention continued to have a poor experience and little support in terms of transitioning back into their communities. Inspection reports did not specifically draw out young people's views and experiences. Gender appeared to be an issue in terms of how detention was experienced and this would benefit from closer attention.
10.19 Children and young people's views and experiences of diversionary and prosocial projects (specifically those funded through CashBack for Communities) and community-based youth justice interventions (ISMS, restorative justice) would benefit from additional research.
10.20 Research on the Children's Hearing System focused specifically on the Hearing process. Rather less was understood about how the measures and
requirements set by a Hearing were experienced and followed through and whether they have any lasting impact on outcomes and wellbeing.
10.21 Other specific gaps in evidence relate to: youth courts; legal aid and advice and assistance; child witnesses; the age of criminal responsibility; remand and under 18s; criminal proceedings and sentencing.
Gaps in evidence
10.22 The review team identified that there were gaps where there was less evidence or where additional evidence would provide helpful information relating to each of the UNCRC clusters. These are summarised below.
10.23 In the UNCRC general principles cluster, there was a lack of substantial and detailed information on: the experiences of black and minority ethnic children and young people and the impact of racial discrimination (see section 4.13); gender discrimination (see section 4.10); up-to-date experiences of age discrimination and whether attitudes have changed since 2008 (see section 4.5).
10.24 In civil rights and freedoms (see section 5.14), the review produced limited evidence. This would benefit from further exploration. Online privacy is an emerging issue and may benefit from further research. There was limited evidence on children and young people's views relating to physical punishment.
10.25 In family environment and alternative care, a number of gaps existed in relation to child trafficking (see section 6.32) and household substance misuse (see section 6.33). Further knowledge on the role of parents in children and young people's lives would aid understanding of the parenting role and how alternative forms of care can be improved (see section 6.37).
10.26 In basic health and welfare (see section 7), there was a lack of evidence on how children and young people are experiencing recent policy measures aimed at tackling health inequalities. Evidence gaps also existed around children and young people's personal experiences of poverty and homelessness (see section 7.58-7.63), as well as more comprehensive evaluations of sexual health education (see section 7.48).
10.27 In education, leisure and culture, further research into how young people, particularly those transitioning from school into employment or further education, are coping with the current economic situation would be beneficial. In addition there was little known about young people's experience of youth work provision (see section 8.43).
10.28 In special protection measures (see section 9), there was generally little evidence on children and young people's experiences of special protection measures, particularly in youth justice. This included specific areas including: detention, children and young people's experiences of diversionary and prosocial projects; the follow up to the Hearing process; youth courts; legal aid
and advice and assistance; child witnesses; the age of criminal responsibility; remand and under 18s; criminal proceedings and sentencing.
10.29 Evidence was limited for several specific groups of children and young people. Across all clusters, there was less evidence that drew on the views and experience of younger children. This included children under the age of 5 years as well as those up to the age of 9 years. In areas such as alternative care, there was less evidence on the views of younger children, for example, those under 9 years of age.
10.30 A number of pieces of evidence did highlight the views and experiences of black and minority ethnic children and young people. Overall, however, these children and young people were underrepresented in the evidence in all the UNCRC cluster areas. Research was limited on children and young people's experiences of migration to Scotland.
10.31 The importance of transitions between services and institutions such as school, care and prison was shown by the evidence, highlighting the interconnections between UNCRC reporting clusters. Further exploration on the views and experiences of children and young people on transitions would provide further insights
10.32 There was a substantial body of evidence on participation especially around Children's Hearings, looked after children and schools. There was, however, less evidence in other areas such as children and young people's views on family court proceedings or early years. More evidence in these areas would provide further insights.
10.33 The evidence has shown that children and young people's experiences depend on the quality of the relationship they have with professionals. This is an area that would benefit from in-depth exploration.
Recommendations for moving forward
10.34 The following recommendations consider ways in which the findings from the review can be taken forward. In addition to identifying gaps in evidence, several overarching issues emerged from the process of gathering the views and experiences of children and young people in Scotland.
Exploring gaps in evidence
10.35 The Scottish Government should consider areas for further participatory work with children and young people from the gaps in evidence across the UNCRC clusters.
10.36 Organisations and services working with children and young people should also consider if there are gaps which could be explored through their research, consultation and participatory activities
10.37 The low level of knowledge and understanding of the UNCRC among children and young people suggests that national promotion of publications and activities related to the UNCRC could be delivered more effectively. This
could, in turn, have wider benefits including increased participation by children and young people in contributing their views.
Developing the evidence base
10.38 Large-scale quantitative surveys like 'Being Young in Scotland 2009' were valuable sources for this review. Continued investment in such surveys should be considered as one approach to gathering children and young people's views. For example, the longitudinal social survey 'Growing up in Scotland' is now engaging children directly and could be maximised as a source of robust quantitative information.
10.39 There is likely to be small-scale research undertaken in further and higher education on the cluster areas. Academic contacts were used for the search for evidence but it seems likely that not all evidence was accessed. Strategically gathering research findings on a regular basis would contribute to the body of evidence.
10.40 Research, consultation and participatory activities currently being undertaken by local authorities are under-represented in this review. There may be evidence that was not submitted due to time constraints or information requests not reaching the relevant practitioner. There is therefore an opportunity for local authorities and individual practitioners to contribute their knowledge and have this work recognised and shared more widely.
Gathering evidence
10.41 The review found that some activities that involve children and young people were not always being systematically documented, recorded or reported so that they could be easily shared or disseminated. In some instances, this meant that evidence could not be included. This suggests that organisations could develop their approaches to documenting the views of children and young people so that the findings are accessible to a wider audience.
10.42 In some of the evidence, there was little detail about: the context for the research, consultation or participatory activities; information on the sample; or detailed analysis of data. Across much of the evidence there was little discussion of ethics (how children and young people are involved in respectful ways, how their consent was sought and how they are protected from harm). Including more methodological and ethical information within reports would help others to better understand and analyse the findings from engaging with children and young people. In addition, organisations would gain further recognition for their work.
10.43 Generally, improvements could be made in the collection and presentation of evidence in the future so that it can better inform national and local policy and practice. Developing a stronger regularly reported evidence base would contribute to the Scottish Government's delivery of national outcomes and the implementation of the UNCRC.
10.44 The review found that there were different understandings of rights based approaches to services. In its ongoing work, the Scottish Government should consider how to work with both national and local organisations to demystify the rights based approach. Organisations should be supported to explore how children's rights span their entire service and are embedded in all aspects of children and young people's lives.
Conclusion
10.45 The review provides a rich snapshot of children and young people's views gathered by organisations between 2008 and 2013. As a resource, the review assists understanding of how policy impacts on the realisation of children's rights, from the viewpoints of children and young people themselves. At the same time, the review can provide a baseline for future research, consultation and participation activities.
11 REFERENCES
References are first provided as endnotes, for each chapter, starting from chapter 3. A full reference list is then provided.
3 General Measures of Implementation
1
YouthLink Scotland (2009) Being Young in Scotland 2009,
2 Scotland's Commissioner for Children & Young People (2011) a RIGHT blether, National Vote Results, http://www.sccyp.org.uk/downloads/Adult%20Reports/aright-blether/national_vote_results.pdf.
http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
3 Young Scot and Scottish Youth Parliament (2012) Scottish Government Children and Young People Bill Young People's Consultation, http://www.childrensparliament.org.uk/new-assets/childrens-bill/Children-andYoung-People-Bill-Young-People-Consultation-Final-Report.pdf.
5 York Consulting (2011) Evaluation of a RIGHT blether, http://www.sccyp.org.uk/downloads/A_Right_Blether/Evaluation_of_a_Right_Blet her_Report.pdf.
4 Scottish Youth Parliament (2012) A Scotland for Children – A Consultation on the Children and Young People Bill – Response from the SYP, http://www.syp.org.uk/img/consultations/Children%20and%20Young%20People %20Bill_SYP%20Response.pdf.
6 Children's Parliament (2011) Children say what they think about the Scottish Government Rights of Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CPCHILDRENS%20RESPONSE-Rights-of%20Children-and-Young%20PeopleBill.pdf.
8 Children's Parliament (2012) How does your garden grow? A report for children on a consultation for the Scottish Government on the Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CP-Howdoes-your-garden-grow-C+YP-Bill.pdf.
7 Young Scot (2011) Rights Of Children And Young People (Scotland) Bill Consultation With Young People, Edinburgh: Scottish Government.
9 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-.
11 Children's Parliament (2011) Children say what they think about The Scottish Government Rights of Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CPCHILDRENS%20RESPONSE-Rights-of%20Children-and-Young%20PeopleBill.pdf.
10 Young Scot and Scottish Youth Parliament (2012) Scottish Government Children and Young People Bill Young People's Consultation, http://www.childrensparliament.org.uk/new-assets/childrens-bill/Children-andYoung-People-Bill-Young-People-Consultation-Final-Report.pdf.
12 York Consulting (2011) Evaluation of a RIGHT blether, http://www.sccyp.org.uk/downloads/A_Right_Blether/Evaluation_of_a_Right_Blet her_Report.pdf.
13 Scotland's Commissioner for Children & Young People (2011) a RIGHT blether, National Vote Results, http://www.sccyp.org.uk/downloads/Adult%20Reports/aright-blether/national_vote_results.pdf.
15 Youthlink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
14 Young Scot and Scottish Youth Parliament (2012) Scottish Government Children and Young People Bill Young People's Consultation, http://www.childrensparliament.org.uk/new-assets/childrens-bill/Children-andYoung-People-Bill-Young-People-Consultation-Final-Report.pdf.
16 Children's Parliament (2011) Children say what they think about The Scottish Government Rights of Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CPCHILDRENS%20RESPONSE-Rights-of%20Children-and-Young%20PeopleBill.pdf.
18 Children's Parliament (2012) Consultation on a proposal for a Children and Young People Bill, Edinburghttp://www.childrensparliament.org.uk/newassets/childrens-bill/Consultation-Response-CYP-Bill-Childrens-Parliament.pdf.
17 Children's Parliament (2012) How does your garden grow? A report for children on a consultation for the Scottish Government on the Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CP-Howdoes-your-garden-grow-C+YP-Bill.pdf.
19 Young Scot (2011) Rights Of Children And Young People (Scotland) Bill Consultation With Young People, Edinburgh: Scottish Government.
21 Scotland's Commissioner for Children & Young People (2011) a RIGHT blether, National Vote Results, http://www.sccyp.org.uk/downloads/Adult%20Reports/aright-blether/national_vote_results.pdf
20 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-.
22 Similarly, 'a RIGHT wee blether' (2011) provided a vehicle for young people to express their views, opinions, likes and dislikes. The project developed a range of materials that adults can utilise to increase children's knowledge and understanding about the UNCRC
24 Children's Parliament (2009) Rights at School, http://www.childrensparliament.org.uk/new-assets/rights-at-school/cp-listenreport.pdf
23 York Consulting (2011) Evaluation of a RIGHT blether, http://www.sccyp.org.uk/downloads/A_Right_Blether/Evaluation_of_a_Right_Blet her_Report.pdf
25 Children's Parliament (date unknown) Participants' views of the Do the Right Thing Local Project, http://www.childrensparliament.org.uk/new-assets/do-theright-thing/CP-DTRT-Participants-views.pdf
27 Article 12 in Scotland (2012) A day to have your say on the future of human rights in the UK, http://www.vik.org.uk/wp-content/uploads/2012/06/Invitation-CYP-2.pdf
26 West Dunbartonshire Council (2012) Final project report 2011/12: Collaboration and Peer Support in Global Citizenship, West Dunbartonshire Council
28 Glasgow Association of Mental Health (2010) Young Carers Charter of Rights: Peer Education & Skills Training on UNCRC 2010, http://www.gamh.org.uk/media/1194/gamhyoungcarersuncrcreport.pdf
29 Glasgow Association of Mental Health (2010) Young Carers Charter of Rights: Peer Education & Skills Training on UNCRC 2010, http://www.gamh.org.uk/media/1194/gamhyoungcarersuncrcreport.pdf
and Young People Bill Young People's Consultation, http://www.childrensparliament.org.uk/new-assets/childrens-bill/Children-andYoung-People-Bill-Young-People-Consultation-Final-Report.pdf
30 Young Scot and Scottish Youth Parliament (2012) Scottish Government Children
31 Young Scot and Scottish Youth Parliament (2012) Scottish Government Children and Young People Bill Young People's Consultation, http://www.childrensparliament.org.uk/new-assets/childrens-bill/Children-andYoung-People-Bill-Young-People-Consultation-Final-Report.pdf
33 Scottish Youth Parliament (2012) A Scotland for Children – A Consultation on the
32 Who Cares? Scotland (2012) Position statement: Children and Young People Bill / September 2012, http://www.whocaresscotland.org/professionals/publicationsbriefings-research/.
Children and Young People Bill – Response from the SYP,
%20Bill_SYP%20Response.pdf http://www.syp.org.uk/img/consultations/Children%20and%20Young%20People
34 Young Scot and Scottish Youth Parliament (2012) Scottish Government Children and Young People Bill Young People's Consultation,
Young-People-Bill-Young-People-Consultation-Final-Report.pdf.
http://www.childrensparliament.org.uk/new-assets/childrens-bill/Children-and-
4 General principles
1 Scotland's Commissioner for Children & Young People (2011) a RIGHT blether, National Vote Results, http://www.sccyp.org.uk/downloads/Adult%20Reports/aright-blether/national_vote_results.pdf
3 YouthLink Scotland (2009) Being Young in Scotland 2009,
2 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
http://www.syp.org.uk/our-manifesto-W21page-82-
4 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto,
5 YouthLink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
for Education,
6 East Lothian Council (2012) Listen and Learn 2012, Report to Council Committee http://www.eastlothian.gov.uk/meetings/meeting/5112/education_committee
8 Young Scot (2011) Pro-social behaviour project, http://www.youngscot.net/whatwe-do/project-directory/pro-social-behaviour.aspx
7 LGBT National Youth Council (2010) NYC Manifesto Scottish Edition, https://www.lgbtyouth.org.uk/files/documents/01_LGBT_NYC/LGBT_Policy_Priori ties/2010and2011_Elections/NYC_Scottish_Manifesto.pdf.
9 Williams, V., James, N., Barclay, M., Stalker, K., Watson, N., and Hudson, K. (2012) The Conversations Project: a report to the Steering Group of the National Review of Services for Disabled Children and Young People, http://www.scotland.gov.uk/Publications/2012/06/1592/0
10 Williams, V., James, N., Barclay, M., Stalker, K., Watson, N., and Hudson, K. (2012) The Conversations Project: a report to the Steering Group of the National Review of Services for Disabled Children and Young People, http://www.scotland.gov.uk/Publications/2012/06/1592/0; The Long Term Conditions Alliance, Scotland and Scotland's Disabled Children Liaison Project (2011) I want to be treated the same as my brothers, http://www.fsdc.org.uk/assets/files/Quality%20of%20Life%20Full%20Report.pdf
12 Sime, D., Pietka, R. and Fox, E. (2011) At Home Abroad: The Life Experiences of Eastern European Migrant Children in Scotland: Summary, http://www.migrantchildren.net/docs/At%20Home%20Abroad%20-%20Report.pdf
11 Macnab, M. (2012) Findings from the 'What's Gender Got to do With it?'
13 Young Scot (2011) Access All Areas,
14 LGBT National Youth Council (2010) NYC Manifesto Scottish Edition, https://www.lgbtyouth.org.uk/files/documents/01_LGBT_NYC/LGBT_Policy_Priori ties/2010and2011_Elections/NYC_Scottish_Manifesto.pdf. See also Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
http://www.youngscot.net/media/12106/aaa_report.pdf
15 Article 12 in Scotland (2012): Young Gypsy Travellers' Lives: Discrimination and the media, Montrose: Article 12 in Scotland
17 Cadger, B. (2010) Getting it right for young Gypsy/Travellers: Survey Report, http://www.article12.org/pdf/Survey%20report_final.pdf
16 Article 12 in Scotland (2012) Awareness-raising/Conflict resolution workshops, Montrose: Article 12 in Scotland
18 YouthLink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
20 Griesbach, D. and Waterton, J. (2012) Improving Advocacy for Children and Young People: An Analysis of Consultation Responses, Edinburgh: Scottish Government
19 Young Scot (2011) Child Internet Safety: Consultation with Young People: Final Report, Edinburgh: Young Scot
21 Smith, S., Paton, J., Dooley, L., and Millar, D (2011) Young People's Research:
http://www.iriss.org.uk/sites/default/files/community_research_young_peoples_pr
Who Cares? Scotland's advocacy services, es_iriss_2011.pdf
23 Scottish Children's Reporter Administration (2009) The views and experiences of children and young people involved in the Children's Hearings System in Scotland, Stirling: Scottish Children's Reporter Administration
22 Elsley, S. (2013) There for you: Review of Advocacy Provision for Children and Young People in the Scottish Borders, Melrose: Scottish Borders Children and Young People's Planning Partnership
24 Whitehead, I., Hanson, L. and Henderson, G. (2011) The Children's Hearing System: understood and making a difference: young people's views ,Stirling: Scottish Children's Reporters Administration
25 Who Cares? Scotland and Scottish Children's Reporter Administration (2011) Hearing Scotland's Children: The experts views of Scotland's children and young people on their experiences of the Children's Hearing System, http://www.scra.gov.uk/cms_resources/Who%20Cares%20Report.pdf
26 Montgomery, Z. (2012) Let's all make a change for young people: A young person's review of research on children's views of the Children's Hearings System,
27 Scottish Children's Reporter Administration (2012) Fit for us…Making our system fit for children and young people, http://www.scra.gov.uk/cms_resources/Fit%20For%20Us%202011.pdf
http://www.scra.gov.uk/cms_resources/Let's%20all%20make%20a%20change% 202012.pdf
28 Children's Parliament (2010) Children's Hearings Reform: The Views of Children, Edinburgh: Children's Parliament
30 Mackay, K. (2013) Hearing children in court disputes between parents: CRFR Briefing, Edinburgh: CRFR
29 Ormston, R. and Marryat, L. (2009) Review of the Children's Legal Representation Grant Scheme, http://www.scotland.gov.uk/Publications/2009/06/30092325/0.
31 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
33 Williams, V., James, N., Barclay, M., Stalker, K., Watson, N., and Hudson, K. (2012) The Conversations Project: a report to the Steering Group of the National Review of Services for Disabled Children and Young People, http://www.scotland.gov.uk/Publications/2012/06/1592/0
32 YouthLink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
34 The Long Term Conditions Alliance, Scotland and Scotland's Disabled Children Liaison Project (2011) I want to be treated the same as my brothers,
36 Out of 62 respondents.
http://www.fsdc.org.uk/assets/files/Quality%20of%20Life%20Full%20Report.pdf 35 Out of 53 respondents. A third were in mainstream special schools, a third were in a special school or unit, and the rest in other settings.
37 Scotland's Commissioner for Children & Young People (2013) Children and Young People's Views on Participation and Principles for Practice, http://www.sccyp.org.uk/downloads/Adult Reports/Childrens_participation_report_120313.pdf.
39 Scottish Youth Parliament (2012 ) Community Empowerment and Renewal Bill: response from the SYP,
38 Voice against Violence (2012) One Voice at a Time, http://voiceagainstviolence.org.uk/one-voice/
http://www.syp.org.uk/img/consultations/Community%20Empo
http://www.youngscot.net/media/12106/aaa_report.pdf 41 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
40 Young Scot (2011) Access All Areas,
5 Civil rights and freedoms
1 YouthLink Scotland (2009) Being Young in Scotland 2009,
2 YouthLink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
3 Dennell, L., Lee, B., and Logan, C. (2013) Life in Scotland for LGBT Young People: Safety Report, forthcoming
5 See Scottish Youth Parliament (2011) Offensive Behaviour at Football and Threatening Communications (Scotland ) Bill: SYP Response,
4 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
http://www.syp.org.uk/img/consultations/SYP%20Response_OBFTC%20Bill.pdf
7 Scotland's Commissioner for Children & Young People (2011) a RIGHT blether, National Vote Results, http://www.sccyp.org.uk/downloads/Adult%20Reports/aright-blether/national_vote_results.pdf
6 Wales, A. and Hill, L. (2011) Roundtable report: Finding the balance: children's right to confidentiality in an age of information sharing, http://www.togetherscotland.org.uk/pdfs/Finding%20the%20Balance%20Children' s%20right%20to%20confidentiality%202011%20Final.pdf
8 Ewart, C. and Tisdall, E.K.M. (2011) Phase 1 Report: Embedding information rights in the primary and secondary education systems in the UK, http://www.ico.gov.uk/about_us/research/~/media/documents/library/Corporate/R esearch_and_reports/ ; Ewart, C. and Tisdall, E.K.M. (2012) Phase 2 report: Embedding information rights in the primary and secondary education systems in the UK,
esearch_and_reports/embedding_information_rights_phase_2_report.ashx http://www.ico.gov.uk/about_us/research/~/media/documents/library/Corporate/R
9 Young Scot (2011) Child Internet Safety: Consultation with Young People: Final Report, Edinburgh: Young Scot
10 Young Scot (2011) Child Internet Safety Consultation with Young People: Final Report, Edinburgh: Young Scot
6 Family environment and alternative care
1 Scotland's Commissioner for Children & Young People (2012) Tell Tam at the Scottish Young Carers Festival 2011, Edinburgh: SCCYP
3 Barry, M. (2011) I realised that I wasn't alone': the views and experiences of young carers from a social capital perspective, Journal of Youth Studies, 14(5), 523-539.
2 East Lothian Council (2012) Listen more, assume less 5, http://www.eastlothian.gov.uk/downloads/file/6405/listen_more_assume_less_5.
4 Scotland's Commissioner for Children & Young People (2012) A RIGHT wee blether, http://www.sccyp.org.uk/downloads/Adult Reports/A_Right_Wee_Blether_final.pdf
6 Deacon, S. (2011) Joining the Dots,
5 The Children's Parliament (2010) The Best Start in Life, http://www.childrensparliament.org.uk/new-assets/best-start/cp-best-start-in-lifereport.pdf.
http://www.scotland.gov.uk/Resource/Doc/343337/0114216.pdf
7 Who Cares? Scotland (2012) Young people's views: Summary of full report: Supporting information from young people in care and care leavers for the Children and Young People Bill- from young people with experience of being in care in Scotland,
http://www.whocaresscotland.org/download/publications/f_511b9dcdb6848/Cach ed
http://www.aberlour.org.uk/assets/0000/9688/Young_People_Creating_Belonging _Sight_and_Sound_Project_Report.pdf
8 Wilson, S. and Milne, E. J. (2012) Young People Creating Belonging: Spaces, Sounds and Sights,
9 Cundy, J. and Duffy, M. (2010) Looked after Children with Additional Support Needs in Scotland: A scoping study,
10 CELCIS (2012) Corporate Parent: Would this be good enough for your child, http://www.celcis.org/resources/entry/corporate_parent_would_this_be_good_en ough_for_your_child
http://www.barnardos.org.uk/looked_after_children_with_additional_support_nee ds_in_scotland_-_2010.pdf
11 CELCIS (2012) If I could change one thing, http://www.celcis.org/resources/entry/if_i_could_change_one_thing
13 CELCIS (2012) If I could change one thing, http://www.celcis.org/resources/entry/if_i_could_change_one_thing
12 CELCIS (2012) Young People discuss advocacy, human rights, diversity and disability, http://www.celcis.org/resources/entry/diversity_and_disability
14 Dundee Looked After Children Champions Board (2012)
15 East Lothian Council (2010) Listen more and assume less too: The views of children and young people in East Lothian. Report by the Involvement Officer, East Lothian Council
http://awards.cosla.gov.uk/2013/03/achieving-better-outcomes-dundee-citycouncil-dundee-champions-board/
16 Siebelt, L and Morrison E (2008) Caring about Success: Young People's Stories, Glasgow: Who Cares? Scotland
18 McManus, K. and Morrison, E. (2011) 'It's no like one of those café places where you can order anything you want': children's and young people's views and experiences of food and nutrition in residential care, http://www.scotland.gov.uk/Resource/Doc/341963/0113770.pdf
17 Macdonald, C., Cruickshank, C. and Ray, L. (2013) Consultation with Children and Young People: Strategy for Children's Residential Care, Glasgow: Who Cares? Scotland
19 Kibble (2012) Please listen: a play about being in care from CELCIS http://www.celcis.org/resources/entry/please_listen_a_play_about_being_in_care
after Young People,
20 Henessey, A. and Connelly, G. (2012) Recognition of Prior Learning and Looked http://www.celcis.org/resources/recognition_of_prior_learning_and_looked_after_
21 Barry, M. and Moodie, K. (2008) This isn't the road I want to go down: Young people's perceptions and experiences of secure care, Glasgow: Who Cares? Scotland
young_people
22 Who Cares? Scotland (2012)The expert views of children and young people on their experiences of foster care in Scotland, http://www.celcis.org/media/resources/publications/WhoCaresReport.pdf
23 Gadda, A. and Fitzpatrick, J.P. (2012) Home Supervision Requirements: Messages from Research,
http://www.celcis.org/media/resources/publications/Home-SupervisionRequirements-messages-from-research.pdf
25 Gadda, A. (2012) Looking After Young People? An Exploratory Study of Home Supervision Requirements in Scotland, Edinburgh: The University of Edinburgh
24 Fitzpatrick, J. P. (unpublished) ongoing PhD study, Glasgow: Strathclyde University
26 Burgess, C., Rossvoll, F., Wallace, B., and Daniel, B. (2008) 'It's Just like another home, just another family, so it's nae different.' 'Children's Voice in Kinship Care': the report of a research study about the experience of children in kinship care, http://www.children1st.org.uk/shop/files/SPR-PUB-013.pdf
28 Debate Project (2013) Picking up the pieces-leaving care experiences, http://www.celcis.org/resources/entry/picking_up_the_pieces_leaving_care_exper iences
27 Debate Project (2009) Life after care conference 2009: Young People's Views on Leaving Care, http://www.scottishthroughcare.org.uk/docs/managefiles/Debate_Project_Life_Aft er_Care_Conference_2009_Report.pdf
29 Debate Project (2012) Consultation on a Proposal for a Children and Young People Bill, http://www.scottishthroughcare.org.uk/docs/forum/childrens_bill_- _DP_response_submitted.pdf
31 IRISS (2012) Redesigning support for care leavers: Exploring the use of coproductive methods to collaboratively design and improve leaving care services, Glasgow: IRISS
30 Copsey, A. (2012) Institutional Barriers in Residential Care: Consultation with Young Care Leavers, CELCIS and Scottish Throughcare and Aftercare Forum, http://www.scottishthroughcare.org.uk/docs/research/InstitutionalBarriersinReside ntialCare.pdf
32 South Lanarkshire Council (2012) Consultation with children and young people involved in the child protection process (June-August 2012), South Lanarkshire Council
34 Loureiro, T. (2010) Perspectives of children and young people with a parent in prison,
33 Woolfson, R., Heffernan, E., Paul, M. and Brown, M. (2010) Young People's Views of the Child Protection System in Scotland, British Journal of Social Work, 40, 2069-2085
http://dera.ioe.ac.uk/1215/1/perspectives%20of%20cyp%20with%20a%20parent %20in%20prison.pdf
36 See http://withscotland.org/resources/recent-trafficking-documents [accessed 21/04/13] for recent documents.
35 Brodie, I. and Pearce, J. (2012) Exploring the Scale and Nature of Child Sexual Exploitation in Scotland, http://www.scotland.gov.uk/Publications/2012/10/9300
37 Gillan, E., Wales, A., Hill, L. and Robertson, F. (2009) Untold damage: Children's http://www.shaap.org.uk/UserFiles/File/Reports%20and%20Briefings/Untold%20
accounts of living with harmful parental drinking,
Damage%20full%20report.pdf
38 While this did not involve primary research or with, the Childline database does reflect the direct experiences and views of children and young people. These data are important; however, the rise of mobile phone and on-line services have presented difficulties in interpreting it at a sub-UK level.
39 Hill, L. (2011) Revealing lives: a qualitative study with children and young people affected by parental alcohol problems, Edinburgh: University of Edinburgh
41 Scotland's Commissioner for Children & Young People (2012) A RIGHT wee
40 Youthlink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
blether, http://www.sccyp.org.uk/downloads/Adult Reports/A_Right_Wee_Blether_final.pdf
43 Smith, C., Grimes, M., Morrison, F., Houghton, C. and Stafford, A. (2008) Consultation With Children And Young People With Experience Of Domestic Abuse On Scottish Government National Domestic Abuse Delivery Group Draft Proposals, http://www.scotland.gov.uk/Resource/Doc/228227/0061832.pdf.
42 Children's Parliament (2012) How does your garden grow? A report for children on a consultation for the Scottish Government on the Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CP-Howdoes-your-garden-grow-C+YP-Bill.pdf
44 Houghton, C. (2008) Making a Difference: Young People Speak to Scottish Ministers about their Priorities for the National Domestic Abuse Delivery Plan for Children and Young People,
45 Voice Against Violence (2012) Question time: A peer education project starring young experts on domestic abuse (and adults in power), http://voiceagainstviolence.org.uk/wp-content/uploads/2012/09/VAV-QuestionTime-Peer-Education-Project-Report.pdf.
http://www.scotland.gov.uk/Resource/Doc/228207/0061829.pdf
46 Voice Against Violence (2012) Shaping the future one voice at a time: Tackling http://voiceagainstviolence.org.uk/wp-content/uploads/2012/03/Shaping-the-
domestic abuse through the voice of the young,
Future-Voice-Against-Violence-Survey-Report.pdf.
48 Sharp, C., Jones, J., Netto, G. and Humphreys, C. (2010) Through the Eyes of a Bairn, http://www.scottishwomensaid.org.uk/tmp/CedarReport.pdf
47 Scottish Government (2011) The National Domestic Abuse Delivery Plan for Children and Young People (2008-2011): Final Summary Report, http://www.scotland.gov.uk/Resource/Doc/1137/0121150.pdf
49 Tisdall, E.K.M. and Morrison, F. (2012) 'Children's Participation in Court Proceedings when Parents Divorce or Separate: Legal Constructions and Lived Experiences', in Freeman, M. (ed) Law and Childhood Studies, Oxford: Oxford University Press, pp. 156-173
7 Basic health and welfare
1 NHS Quality Improvement Scotland (2010) Service review: Health for all Children 4, Edinburgh: Scottish Government
er_together_resources/patient_opinion_service_report.aspx
2 Scottish Government (2012) Better Together: Patient Opinion Evaluation, http://www.healthcareimprovementscotland.org/our_work/patient_experience/bett
3 NHS Health Scotland (2010) Youth Voices, http://www.walk-the-talk.org.uk/
5 LGBT Youth Scotland (forthcoming) Life in Scotland for LGBT Young People: Health Report, Edinburgh: LGBT Youth Scotland
4 Highland Children's Forum (2012) Recipe for Parenthood: Views from young parents, http://www.forhighlandschildren.org/index_29_373471523.pdf
6 Young Scot (2011) Access All Areas,
8 http://www.walk-the-talk.org.uk/
http://www.youngscot.net/media/12106/aaa_report.pdf 7 Scotland's Commissioner for Children & Young People (2012) Tell Tam at the Scottish Young Carers Festival 2011, Edinburgh: SCCYP
9 NHS Health Scotland (2011) Providing youth-friendly health services, Edinburgh: NHS Health Scotland
11 Health Rights Information Scotland and Consumer Focus Scotland (2009) Report on a consultation with young people and primary care health professionals on behalf of the Walk the Talk working group, Health Rights Information Scotland and Consumer Focus Scotland
10 Action for Sick Children (2010) Children and Young People's Healthcare Rights: A Resource Pack, http://www.ascscotland.org.uk/default.asp?page=21
12 See:
13 Elsley, S. and McMellon, C. (2010) Checking it out: A consultation with children and young people on a draft framework for children and young people's mental health indicators, Edinburgh: NHS Scotland
http://www.nhslothian.scot.nhs.uk/MediaCentre/PressReleases/2012/Pages/Youn gpeoplewanted-.aspx
14 Currie, C., Levin, K., Kirby, J., Currie, D., van der Sluijs, W. and Inchley, J. (2011) Health Behaviour in School-aged Children: World Health Organization Collaborative Cross-National Study (HBSC): findings from the 2010 HBSC survey in Scotland, http://www.st-
15 Newman, G. (2011) Ideas about Sadness: Views of Children and Young People, http://www.highlandchildrensforum.org/userfiles/file/Ideas%20about%20sadness %20final.pdf
andrews.ac.uk/cahru/publications/reports_downloads/HBSC_National_Report_20 10_LowRes.pdf
16 The Junction (2009) Young People's Health and Well-being- their needs and the services they want, Edinburgh: The Junction
18 Currie, C., Levin, K., Kirby, J., Currie, D., van der Sluijs, W. and Inchley, J. (2011) Health Behaviour in School-aged Children: World Health Organization Collaborative Cross-National Study (HBSC): findings from the 2010 HBSC survey in Scotland, http://www.st-
17 Scottish Government (2012) Scottish Health Survey 2011: Volume 2 Children, http://www.scotland.gov.uk/Resource/0040/00402627.pdf
andrews.ac.uk/cahru/publications/reports_downloads/HBSC_National_Report_20 10_LowRes.pdf
20 Currie, C., Levin, K., Kirby, J., Currie, D., van der Sluijs, W. and Inchley, J. (2011) Health Behaviour in School-aged Children: World Health Organization Collaborative Cross-National Study (HBSC): findings from the 2010 HBSC survey in Scotland, http://www.standrews.ac.uk/cahru/publications/reports_downloads/HBSC_National_Report_20
19 Scottish Government (2012) Scottish Health Survey 2011: Volume 2 Children, http://www.scotland.gov.uk/Resource/0040/00402627.pdf
10_LowRes.pdf
21 Currie, C., Levin, K., Kirby, J., Currie, D., van der Sluijs, W. and Inchley, J. (2011) Health Behaviour in School-aged Children: World Health Organization Collaborative Cross-National Study (HBSC): findings from the 2010 HBSC survey
in Scotland, http://www.st-
22 Levin, K. A, Kirby, J., Currie, C., and Inchley, J. (2012) Trends in adolescent eating behaviour: a multilevel cross-sectional study of 11–15 year olds in Scotland, 2002–2010, Public Health, 34, 523-531
andrews.ac.uk/cahru/publications/reports_downloads/HBSC_National_Report_20 10_LowRes.pdf
23 Currie, C., Levin, K., Kirby, J., Currie, D., van der Sluijs, W. and Inchley, J. (2011)
24 Reid, M. (2009) Debrief of a study to identify and explore parental, young people's and health professionals' attitudes, awareness and knowledge of child healthy weight, http://www.healthscotland.com/uploads/documents/10002RE036FinalReport0809.pdf
Health Behaviour in School-aged Children: World Health Organization Collaborative Cross-National Study (HBSC): findings from the 2010 HBSC survey in Scotland, http://www.standrews.ac.uk/cahru/publications/reports_downloads/HBSC_National_Report_20 10_LowRes.pdf
25 Glasgow Centre for Population Health (2012) Exploring the Nutritional Quality of 'Out of School' Foods Popular with School Pupils,
http://www.gcph.co.uk/assets/0000/2971/BEIFU__Final_Report_nov_2011.pdf 27 Scottish Government (2012) Scottish Health Survey 2011: Volume 2 Children, http://www.scotland.gov.uk/Resource/0040/00402627.pdf
http://www.gcph.co.uk/assets/0000/3361/GCPH_BP_35_FINAL_web.pdf 26 Scottish Centre for Social Research (2011) The 'Big Eat In' Follow-up Study: Final Report,
28 Nicholson, L. (2012) Development of key themes for physical activity promotion for the early years, children and young people, Edinburgh: NHS Health Scotland
30 Inchley, J., Mitchell, F. and Currie, C. (2011) Fit for Girls Evaluation: Interim Report 2, Edinburgh: Child and Adolescent Health Research Unit
29 Kirby, J. and Inchley, J. (2009) Active travel to school: views of 10-13 year old schoolchildren in Scotland, Health Education, 109(2), 169-183
31 Inchley, J., Mitchell, F. and Currie, C. (2011) Fit for Girls Evaluation: Interim Report 2, Edinburgh: Child and Adolescent Health Research Unit
33 Kirby, J. and Inchley, J. (2013) Walking behaviours among adolescent girls in Scotland: a pilot study, Health Education, 113(1), 28-51
32 Sportscotland (2012) Fit for Girls: Final Summary Report, http://www.youthsporttrust.org/media/999732/fitforgirlsexecutivesummary2012.pd f
34 NHS, National Statistics and Ipsos (2010) Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) - National Report 2010, Edinburgh: Scottish Government
36 NHS, National Statistics and Ipsos (2010) Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) - National Report 2010, Edinburgh: Scottish Government
35 Young Scot and Scottish Government (2011) Peer Led Approaches To Substance Misuse Education: Young People's Consultation, Final Report, http://www.youngscot.net/media/24133/sme_report_-final.pdf
37 Zhong, E. C. (2010) Young People's Views on Alcohol Use and Emotional Health, Edinburgh: Health Opportunities Team
38 Hackett, C., Seaman, P. and Edgar, F. (2012) Alcohol: Through our eyes. Young people's representations of drinking in Scotland, Glasgow: Glasgow Centre for Population Health
40 Youthlink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
39 Scottish Government (2008) Scottish Youth Commission on Alcohol, Edinburgh: Scottish Government
41 Scottish Government (2008) Scottish Youth Commission on Alcohol, Edinburgh: Scottish Government
43 Alcohol Focus Scotland (2009) Evaluation of Rory Learning Resource Pilot, Alcohol Focus Scotland
42 Peer Learning Through Dialogue: Young People and Alcohol, http://www.qmu.ac.uk/mcpa/CDial/default.htm
44 NHS, National Statistics and Ipsos (2010) Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) - National Report 2010, Edinburgh: Scottish Government
46 Rowan-Dewar, N., Amos, A., Cunningham-Burley, S. (2012) A Qualitative Study Of Children And Second-Hand Smoke Exposure In The Home And Car,
45 Nicholson, L. (2012) Development of key themes for physical activity promotion for the early years, children and young people, Edinburgh: NHS Health Scotland
http://www.cso.scot.nhs.uk/Publications/ExecSumms/2012/PHAmos.pdf
48 Scottish Youth Parliament (2009) Consultation on standardised packaging of tobacco products,
47 Scottish Youth Parliament (2009) SYP Consultation Response – Tobacco and Primary Medical Services (Scotland) Bill, http://www.syp.org.uk/img/consultations/Scottish%20Youth%20Parliament%20Co nsultation%20Response.pdf
http://www.syp.org.uk/img/consultations/Standardised%20Packaging%20of%20T
49 Currie, C., Levin, K., Kirby, J., Currie, D., van der Sluijs, W. and Inchley, J. (2011) Health Behaviour in School-aged Children: World Health Organization Collaborative Cross-National Study (HBSC): findings from the 2010 HBSC survey in Scotland, http://www.st-
obacco_SYP%20Response.pdf
andrews.ac.uk/cahru/publications/reports_downloads/HBSC_National_Report_20 10_LowRes.pdf
51 Scottish Youth Parliament (2009) Draft National Guidance: Under-age Sexual Activity – Meeting the Needs of Children and Young People and Identifying Child Protection Concerns Consultation Paper,
50 NHS Healthy Respect Lothian (2013) Informal Consultation – young people and accessing sexual health services, http://www.healthyrespect.co.uk/NewsEvents/eNewsletters/Documents/enewsfeb 2013.pdf
http://www.syp.org.uk/img/consultations/SYP%20Response_Draft%20National% 20Guidance.pdf
53 See also Williams, V., James, N., Barclay, M., Stalker, K., Watson, N., and Hudson, K. (2012) The Conversations Project: a report to the Steering Group of
52 The Long Term Conditions Alliance, Scotland and Scotland's Disabled Children Liaison Project (2011) I want to be treated the same as my brothers, http://www.fsdc.org.uk/assets/files/Quality%20of%20Life%20Full%20Report.pdf
the National Review of Services for Disabled Children and Young People, http://www.scotland.gov.uk/Publications/2012/06/1592/0
55 Cundy, J. and Duffy, M. (2010) Looked after Children with Additional Support Needs in Scotland: A scoping study, http://www.barnardos.org.uk/looked_after_children_with_additional_support_nee ds_in_scotland_-_2010.pdf
54 McGachey, A. (2012) Doran Review Consultation with Children, Young People, Parents and Staff, http://www.scotland.gov.uk/Resource/0040/00408573.pdf
56 McConkey, R. (2011) Working outside the box: summary report, http://lx.iriss.org.uk/sites/default/files/resources/working_outside_the_box_overvie w_report__18_oct__revised_11_feb__2_.pdf
58 Bazalgette, L., Barnes, C., and Lord, C. (2012) A Wider Lens, Demos, http://withscotland.org/resources/a-wider-lens
57 Cree, V. and Sidhva, D. (2011) Children and HIV in Scotland: Findings from a Cross-Sector Needs Assessment of Children and Young People Infected and Affected by HIV in Scotland, British Journal of Social Work, 41(8), 1-18
59 Scottish Youth Parliament (2009) Response to Ending Child Poverty: Making It Happen,
60 Children's Parliament (2012) How does your garden grow? A report for children on a consultation for the Scottish Government on the Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CP-Howdoes-your-garden-grow-C+YP-Bill.pdf
http://www.syp.org.uk/img/consultations/Child%20Poverty%20Response.pdf
61 Equal Opportunities Committee, Scottish Parliament (2012) Having and Keeping a Home,
62 Shelter Scotland (2011) Running away and future homelessness – the missing
http://www.scottish.parliament.uk/S4_EqualOpportunitiesCommittee/Reports/eor12-04w.pdf.
link?, http://scotland.shelter.org.uk/__data/assets/pdf_file/0019/348013/Running_away _and_future_homelessness_FINAL.pdf
63 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
8 Education, leisure and culture
1 YouthLink Scotland (2009) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor(a).pdf
3 The Long Term Conditions Alliance, Scotland and Scotland's Disabled Children Liaison Project (2011) I want to be treated the same as my brothers, http://www.fsdc.org.uk/assets/files/Quality%20of%20Life%20Full%20Report.pdf; very similar findings are reported for the 28 pupils from 3 schools in East Lothian – East Lothian Council (2010) Listening more and assume less too Vol 2, http://www.eastlothian.gov.uk/site/scripts/download_info.php?downloadID=1493& fileID=4192
2 East Lothian Council (2013) Personal correspondence.
4 McGachey, A. (2012) Doran Review Consultation with Children, Young People, Parents and Staff, http://www.scotland.gov.uk/Resource/0040/00408573.pdf
5 McClung, M. and Gayle, V. (2010) Explore the care effects of multiple factors on the educational achievement of children looked after at home and away from home, Child and Family Social Work, 15(4), 409-431. See also East Lothian Council (2012) Listen more, assume less 4,
6 Baumfield, V., Livingston, K., Menter, I., Hulme, M., Devlin, A., Elliot, D., Hall, S.,
http://www.eastlothian.gov.uk/downloads/file/6404/listen_more_assume_less_4
Lewin, J., and Lowden, K. (2009) Curriculum for Excellence: Draft experiences and outcomes,
http://www.educationscotland.gov.uk/publications/c/publication_tcm4539668.asp 8 Scottish Youth Parliament (2011) Building a Smarter Future: Response from the SYP,
http://www.educationscotland.gov.uk/publications/c/publication_tcm4539668.asp 7 Baumfield, V., Livingston, K., Menter, I., Hulme, M. , Devlin, A., Elliot, D., Hall, S., Lewin, J., and Lowden, K. (2009) Curriculum for Excellence: Draft experiences and outcomes,
http://www.syp.org.uk/img/consultations/Building%20a%20Smarter%20Future_S YP%20Response.pdf
http://www.eastlothian.gov.uk/meetings/meeting/5112/education_committee 10 Ewart, C. and Tisdall, E.K.M. (2011) Phase 1 Report: Embedding information
9 East Lothian Council (2012) Listen and Learn 2012, Report to Council Committee for Education,
rights in the primary and secondary education systems in the UK, http://www.ico.gov.uk/about_us/research/~/media/documents/library/Corporate/R esearch_and_reports/; Ewart, C. and Tisdall, E.K.M. (2012) Phase 2 report: Embedding information rights in the primary and secondary education systems in the UK, http://www.ico.gov.uk/about_us/research/~/media/documents/library/Corporate/R
11 Children's Parliament (2011) A Teaching Workforce for Scotland's Children, http://www.childrensparliament.org.uk/new-assets/teachers-review/CP-ATeaching-Workforce-for-Scotland.pdf
esearch_and_reports/embedding_information_rights_phase_2_report.ashx
12 McGachey, A. (2012) Doran Review Consultation with Children, Young People, Parents and Staff, http://www.scotland.gov.uk/Resource/0040/00408573.pdf
14 Children's Parliament (2011) A Teaching Workforce for Scotland's Children, http://www.childrensparliament.org.uk/new-assets/teachers-review/CP-ATeaching-Workforce-for-Scotland.pdf
13 McGachey, A. (2012) Doran Review Consultation with Children, Young People, Parents and Staff, http://www.scotland.gov.uk/Resource/0040/00408573.pdf
15 E.g. see Education Scotland (2012) Getting it right for every child: Where are we now? A report on the readiness of the education system to fully implement Getting it right for every child, http://www.educationscotland.gov.uk/inspectionandreview/Images/GIRFEC%20FI NAL%2024-10-12_tcm4-735258.pdf
http://www.eastlothian.gov.uk/downloads/file/6404/listen_more_assume_less_4
16 McClung, M. and Gayle, V. (2010) Explore the care effects of multiple factors on the educational achievement of children looked after at home and away from home, Child and Family Social Work ,15(4), 409-431; East Lothian Council (2012) Listen more, assume less 4,
17 McClung, M. and Gayle, V. (2010) Explore the care effects of multiple factors on the educational achievement of children looked after at home and away from home, Child and Family Social Work ,15(4), 409-431
19 East Lothian Council (2012) Listen and Learn 2012, Report to Council Committee for Education, http://www.eastlothian.gov.uk/meetings/meeting/5112/education_committee
18 East Lothian Council (2012) Listen more, assume less 4, http://www.eastlothian.gov.uk/downloads/file/6404/listen_more_assume_less_4
20 Scottish Youth Parliament (2012) Public Petition PE1411 Reforming Uniform Policy in All Scottish Local Authority Schools by producing mandatory guidelines that they have to follow in their Uniform Codes. Response from the SYP, http://www.syp.org.uk/img/consultations/PE1411_SYP%20Response%200412.pd f
22 Cross, B., Hall, J., Hall, S., Hulme, M., Lewin, J., and McKinney, S. (2009) Pupil Participation in Scottish Schools, http://eprints.gla.ac.uk/49601/1/id49601.pdf
21 Scotland's Commissioner for Children & Young People (2011) a RIGHT blether, National Vote Results, http://www.sccyp.org.uk/downloads/Adult%20Reports/aright-blether/national_vote_results.pdf
23 Cross, B., Hall, J., Hall, S., Hulme, M., Lewin, J., and McKinney, S. (2009) Pupil Participation in Scottish Schools, http://eprints.gla.ac.uk/49601/1/id49601.pdf
25 See findings reported at Having a Say at School.
24 East Lothian Council (2013) Personal correspondence.
http://www.havingasayatschool.org.uk/promoting.html
Evaluation Report, http://www.scotborders.gov.uk/info/828/activities_and_support_for_young_people
26 Scottish Borders Youth Commission on Bullying (2012) Recommendations, http://www.scotborders.gov.uk/info/828/activities_and_support_for_young_people /638/childrens_rights; Youth Commission on Bullying Advisory Board, supported by Northern Star (2012) Scottish Boarders Youth Commission on Bullying.
/638/childrens_rights
28 3,944 responses to the survey. respectme (2011) Cyberbullying Survey Summary Report, http://www.respectme.org.uk/Publications-Introduction.html
27 The sensitivity of school staff to bullying was also mentioned in Children's Parliament (2011) Children say what they think about The Scottish Government Rights of Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CPCHILDRENS%20RESPONSE-Rights-of%20Children-and-Young%20PeopleBill.pdf.
29 Young Scot (2011) Child Internet Safety: Consultation with Young People: Final Report, Edinburgh: Young Scot
https://www.lgbtyouth.org.uk/files/documents/Life_in_Scotland_for_LGBT_Young _People_-_Education_Report_NEW.pdf
30 LGBT Youth Scotland (2012) Life in Scotland for LGBT Young People: Education Report,
31 LGBT Youth Scotland (2012) Life in Scotland for LGBT Young People: Education Report,
https://www.lgbtyouth.org.uk/files/documents/Life_in_Scotland_for_LGBT_Young _People_-_Education_Report_NEW.pdf
32 McClung, M. and Gayle, V. (2010) Explore the care effects of multiple factors on the educational achievement of children looked after at home and away from home, Child and Family Social Work ,15(4), 409-431
http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor%28a%2
33 Youthlink (2010) Being Young in Scotland 2009,
9.pdf
http://www.sccyp.org.uk/uploaded_docs/adult%20reports/our%20say%20%20young%20researchers%202009.pdf
34 See also peer research undertaken by Bennett, C., Dockery, M., and Ousta, H. (2009) Our say: young people's awareness and understanding of educational maintenance allowance in Scotland,
35 East Lothian Council (2012) Listen and Learn 2012, Report to Council Committee for Education,
37 Scottish Youth Parliament (2011) Putting Learners at the Centre: Delivering our Ambitions for Post-16 Education – Response from the SYP, http://www.syp.org.uk/img/consultations/Putting%20Learners%20at%20the%20C
http://www.eastlothian.gov.uk/meetings/meeting/5112/education_committee 36 Scotland's Commissioner for Children & Young People (2011) a RIGHT blether, National Vote Results, http://www.sccyp.org.uk/downloads/Adult%20Reports/aright-blether/national_vote_results.pdf
entre_SYP%20Response.pdf
39 Scottish Youth Parliament ( 2011) Building a Smarter Future – Response from the SYP, http://www.scotland.gov.uk/Resource/Doc/345511/0115016.pdf
38 Scottish Youth Parliament ( 2011) Building a Smarter Future – Response from the SYP, http://www.scotland.gov.uk/Resource/Doc/345511/0115016.pdf; Bennett, C., Dockery, M., and Ousta, H. (2009) Our say: young people's awareness and understanding of educational maintenance allowance in Scotland, http://www.sccyp.org.uk/uploaded_docs/adult%20reports/our%20say%20%20young%20researchers%202009.pdf
40 Dennell, L., Lee, B. and Logan, C. (2013) Life in Scotland for LGBT Young People – employment report, forthcoming
42 Children's Parliament (2011) 'I'd play all night and all day if I could': A report on children's views on their right to play, http://www.sol.co.uk/i/ipascotland/Right%20to%20play.pdf
41 McVittie, C, Goodall, K ,Elliot, I and Trejnowska, A (2010) Young People's experience of abuse in public facing jobs, http://www.healthscotland.com/uploads/documents/13418YoungWorkersExperiencesReport.pdf
43 Youthlink (2010) Being Young in Scotland 2009, http://www.youthlinkscotland.org/webs/245/file/Final%20BYIS%20Repor%28a%2 9.pdf
45 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
44 Williams, V., James, N., Barclay, M., Stalker, K., Watson, N., and Hudson, K. (2012) The Conversations Project: a report to the Steering Group of the National Review of Services for Disabled Children and Young People, http://www.scotland.gov.uk/Publications/2012/06/1592/0
46 See: http://www.scotland.gov.uk/Topics/Justice/public-safety/17141/cashback for more information.
47 See: http://www.noknivesbetterlives.com/ for more information.
48 GEN (2011) Evaluation of Big Noise, Sistema Scotland, Edinburgh: Scottish Government.
9 Special protection measures
1 Crawley, H. and Kohly, R.K.S. (2011) First evaluation report of the work of the Scottish Guardianship Service Pilot, http://www.scottishrefugeecouncil.org.uk/.../First_Annual_Evaluation_report_ guardianship_Dec_2011.pdf
3 Bannister, J., Pickering, J., Batchelor, S., Burman, M., Kintrea, K. and McVie, S. (2011) Troublesome Youth Groups, Gangs and Knife Carrying in Scotland, http://www.scotland.gov.uk/Publications/2010/09/09143042/0
2 McAra, L. and McVie, S. (2010) Youth Crime And Justice: Key Messages From The Edinburgh Study Of Youth Transitions And Crime, Criminology and Criminal Justice, 10, 211-230
4 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
Edge of Exclusion,
5 Newman, G. (2011) Challenging or Challenged? Views of Young People at the http://www.highlandchildrensforum.org/userfiles/file/Challenging%20or%20challe
6 Scottish Government (2009) Promoting Positive Outcomes: Working Together to Prevent Antisocial Behaviour in Scotland - Volume 2: Evidence - The research, analysis and public consultation that informed the review of national antisocial behaviour policy, http://www.scotland.gov.uk/Publications/2009/03/18112339/0
nged%202011.pdf
7 Children's Parliament (2012) How does your garden grow? A report for children on a consultation for the Scottish Government on the Children and Young People Bill, http://www.childrensparliament.org.uk/new-assets/childrens-bill/CP-Howdoes-your-garden-grow-C+YP-Bill.pdf
9 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto,
8 McMillan, L. and Robertson, A. (2011) An evaluation of the use of dispersal powers in the East End of Glasgow, http://www.sipr.ac.uk/downloads/AnnRep2011/Dispersal_zone.pdf
http://www.syp.org.uk/our-manifesto-W21page-82-
11 Children's Parliament (2010) Lothian & Borders Police Youth Strategy: Hearing the views of children, http://www.childrensparliament.org.uk/new-assets/policeyouth/cp-police-report.pdf
10 Deuchar, R. (2010) 'It's Just Pure Harassment... As If It's a Crime to Walk in the Street': Anti-social Behaviour, Youth Justice and Citizenship — The Reality for Young Men in the East End of Glasgow, Youth Justice, 10, 258-274
12 Brown, D. (2013) Young People, Anti-social Behaviour and Public Space: The Role of Community Wardens in Policing the 'ASBO Generation', Urban Studies, 50, 538-555
14 Roesch-Marsh, A. (2011) Crossing the 'threshold of risk' : a study of local secure accommodation decision making in Scotland, Edinburgh: University of Edinburgh
13 Ipsos MORI (2010) Evaluation of campus police officers in Scottish schools, http://www.scotland.gov.uk/Publications/2010/03/12111010/10
15 HM Inspectorate of Prisons (2009) Report on Young Offenders in Adult Establishments, http://www.scotland.gov.uk/Resource/Doc/261758/0078303.pdf
17 Action for Children (2013) Reducing Reoffending Change Fund: BAFC Appendix 10: Summary of Focus Groups held in HMYOI Polmont on Monday 14th January 2013, Edinburgh: Action for Children.
16 HM Inspectorate of Prisons for Scotland (2013) Report on HMYOI Polmont, http://www.scotland.gov.uk/Resource/0041/00414444.pdf
18 Scottish Youth Parliament (2011) Change the Picture. SYP Youth Manifesto, http://www.syp.org.uk/our-manifesto-W21page-82-
19 Burman, M. and Imlah, N. (2011) Time for Change: An Evaluation into this Pilot Service for Vulnerable Young Women aged 14-18 years at High Risk of Secure Care or Custody, http://www.sccjr.ac.uk/wp-content/uploads/2012/11/TFCBriefing-Paper-Summary-of-Findings.pdf
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nged%202011.pdf
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tobacco products,
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Scottish Youth Parliament (2009) Response to Ending Child Poverty: Making It Happen,
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Scottish Youth Parliament (2011) Building a Smarter Future: Response from the SYP,
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Scottish Youth Parliament (2012 ) Community Empowerment and Renewal Bill: response from the SYP, http://www.syp.org.uk/img/consultations/Community%20Empo
Scottish Youth Parliament (2012) Public Petition PE1411 Reforming Uniform Policy in All Scottish Local Authority Schools by producing mandatory guidelines that they have to follow in their Uniform Codes. Response from the SYP, http://www.syp.org.uk/img/consultations/PE1411_SYP%20Response%200412.pd
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f
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12 APPENDIX A UNCRC CLUSTERS AND ASSOCIATED RIGHTS
The reporting clusters have been determined by the UN Committee on the Rights of the Child. This report does not use one cluster – the definition of the child.
The UNCRC rights associated are listed here, largely using unofficial headings used by UNICEF. The headings capture some of the articles' contents. The full text of the UNCRC is available at http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
General measures of implementation
[x] Article 42 (knowledge of rights)
[x] Article 4 (protection of rights)
[x] Article 44, para 6 (implementation measures)
General principles
[x] Article 3 (best interests of the child)
[x] Article 2 (non-discrimination)
[x] Article 6 (the right to life, survival and development)
[x] Article 12 (respect for the views of the child)
Civil rights and freedoms
[x] Article 8 (preservation of identity)
[x] Article 7 (registration, name, nationality and care)
[x] Article 13 (freedom of expression)
[x] Article 15 (freedom of association)
[x] Article 14 (freedom of thought, conscience and religion)
[x] Article 16 (right to privacy)
[x] Article 28 (right to education)
[x] Article 17 (access to information; mass media)
[x] Articles 28 para 2 and 37 (a) (the right not to be subjected to torture or other cruel, inhuman or degrading treatment or punishment)
[x] Article 39 (rehabilitation of child victims)
Family environment and alternative care
[x] Article 9 (separation from parents)
[x] Article 5 (parental guidance)
[x] Article 10 (family reunification)
[x] Article 18 paras 1 and 2 (parental responsibility; state assistance)
[x] Article 11 (illicit transfer and non-return)
[x] Article 19 (protection from all forms of violence)
[x] Article 21 (adoption)
[x] Article 20 (children deprived of family environment)
[x] Article 25 (review of treatment in care)
[x] Article 39 (rehabilitation of child victims)
[x] Article 27 para 4 (recovery of maintenance for the child)
Basic health and welfare
[x] Article 6 (the right to life, survival and development)
[x] Articles 18 para 3 and 26 (social security and childcare services and facilities)
[x] Article 24 (health and health services)
[x] Article 23 (children with disabilities)
[x] Article 27 paras 1 to 3 (standard of living)
[x] Article 33 (measures to protect children from substance abuse)
Education, leisure and culture
[x] Article 29 (goals of education)
[x] Article 28 (right to education)
[x] Article 30 (cultural rights of children belonging to indigenous and minority groups)
[x] Article 31 (leisure, play and culture)
Special protection measures
[x] Article 30 (cultural rights of children belonging to indigenous and minority groups)
[x] Article 22 (refugee children)
[x] Article 32 (child labour)
[x] Article 34 (sexual exploitation)
[x] Article 33 (measures to protect children from substance abuse)
[x] Article 35 (abduction, sale and trafficking)
[x] Article 37 (b-d) (children deprived of their liberty)
[x] Article 36 (other forms of exploitation)
[x] Article 38 (war and armed conflicts)
[x] Article 40 (juvenile justice)
[x] Article 39 (rehabilitation of child victims)
There are two optional protocols to the UNCRC
Optional Protocol on the involvement of children in armed conflict Optional Protocol on the sale of children, child prostitution and child pornography
In 2011, the UN General Assembly approved a third optional protocol on a Communications Procedure, allowing individual children to submit complaints regarding specific violations of their rights under the Convention and its first two optional protocols. The Protocol opens for signature in 2012 and will enter into force upon ratification by 10 UN Member States.
UN Committee on the Rights of the Child (2010) Treaty-specific guidelines regarding the form and content of periodic reports to be submitted by States parties under article 44, paragraph 1 (b), of the Convention on the Rights of the Child, http://www2.ohchr.org/english/bodies/crc/docs/CRC.C.58.Rev.2.doc
Social Research series ISSN 2045-6964 ISBN 978-1-78256-736-3 web only publication www.scotland.gov.uk/socialresearch
APS Group Scotland DPPAS14466 (07/13)
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COVID-19 training animation for the early learning and childcare sector
Purpose
The Scottish Government has developed an animation that can be used to raise awareness of some of the key risk mitigation measures that are included in the COVID-19 Guidance for Early Learning and Childcare Settings. It focuses on the behaviours that all staff in settings should be demonstrating to reduce the risk of transmission of the virus.
The animation is designed for use in staff training sessions. Settings may find it helpful to bring staff together to watch the animation, discuss the behaviours that they see and recognise how to keep each other, and the children they work with, as safe as possible.
Settings should not use watching the animation as a substitute for reading the full guidance. This is especially true for managers of settings who must read the full guidance to understand the measures that they should implement in service planning.
You can find the animation on the Scottish Government's YouTube channel.
The animation includes four scenarios that illustrate a mixture of behaviour that can increase the risk of transmission and behaviours that can reduce the risk. You should pause the animation after each scenario, at the point clearly indicated, to allow time for discussion. We have provided some suggested prompts for discussion and key points to draw out to staff below.
Introducing the animation
The Scottish Government has developed an animation that can be used to raise awareness of some of the key risk mitigation measures that are included in the COVID-19 Guidance for early learning and childcare (ELC) settings. It focuses on the behaviours that all staff in settings should be demonstrating to reduce the risk of transmission of the virus.
COVID-19 is mainly transmitted between people directly through droplets and aerosols and indirectly through contact with contaminated surfaces.
Droplet transmission can occur when an infected person coughs or sneezes and their respiratory droplets enter the mouth, nose, eyes or airways of another person.
Aerosol transmission is transmission via fine particles containing the virus that are suspended in the air.
The virus can also spread after infected people sneeze, cough on, or touch surfaces, or objects, such as tables, doorknobs and handrails. Other people may become infected by touching these contaminated surfaces, then touching their eyes, noses or mouths without having cleaned their hands first.
The animation includes four scenarios that illustrate a mixture of behaviour that can increase the risk of transmission and behaviours that can reduce the risk. The scenarios cover
* travelling to work
* children's activities
* children arriving at the setting
* behaviour in staff areas
Each scenario lasts only a few minutes. While watching each scenario, take a note of behaviours you see that illustrate
* safe practice that will reduce the risk of COVID transmission
* behaviours that illustrate risky practice that will increase the risk of COVID transmission
Scenario 1: travelling to work
What risky behaviours did you see in this scenario?
Car sharing
The animation focuses on car sharing because learning from outbreaks across a range of sectors suggest that this has been a particular risk for workplace transmission.
Staff should share a vehicle only with those from their household or extended household.
If car sharing is the only way in which you're able to get to work, how can you do this more safely?
The Transport Scotland website provides safe travel guidance on how to share vehicles safely. This explains that if sharing a vehicle with anyone from another household staff should
* limit the number of people in the vehicle to as few as possible, ideally no more than two
* use the biggest vehicle available for car sharing purposes
* sit as far apart as possible – ideally the passenger should sit in the back seat diagonally opposite the driver, aiming for two metre distancing between occupants
* open windows in the car as far as possible, taking account of weather conditions, to improve ventilation in the space
* wear a face covering – this includes the driver but only if it does not compromise driver safety in any way
* perform hand hygiene before entering the vehicle and again on leaving the vehicle
* avoid eating in the vehicle
* minimise any surfaces touched
* keep the volume of any music/radio to a minimum to prevent the need to raise voices in the car
The longer the journey, the higher the risk. Keep journey times to the minimum feasible and do not linger in the vehicle before or after the journey itself. Clean the car regularly (at least daily) and pay particular attention to high risk touch points such as door handles, electronic buttons and seat belts.
Coming to work with symptoms of COVID
The main COVID symptoms are
* a new, continuous cough
* loss of, or change in, sense of smell or taste
* fever/high temperature
What should staff do if they have these symptoms?
All staff, children and parents and carers with these symptoms, or who has had contact with a family/community member with these symptoms, should not attend the setting. If they do attend they should be asked to return home immediately.
They should also follow Test and Protect procedures. This means that they must self-isolate straight away, stay at home and arrange a test. Their household must also self-isolate.
What safe behaviour did you see in this scenario?
Physical distancing between adults
All adults in settings should stay two metres apart in line with physical distancing principles. Physical distancing between adults is one of the most important measures we can take to reduce the risk of transmission and should apply at all times. That applies to staff, parents and carers, older siblings and any other adults who may attend the setting.
Scenario 2: children arriving at the setting
What risky behaviour did you see in this scenario?
Parents/carers gathering outside the setting
Settings should discourage parents/carers and other family members from gathering outside the setting. They should maintain distancing of two metres, as far as practicable, when dropping off children.
What measures can staff take to reduce the risk of transmission among parents and carers when they drop off or collect children?
This might include
* settings introducing appropriate markings outside the entrance to the setting to support physical distancing
* signage to remind parents to physically distance
* staggered and allocated drop off/pick up times so that not all children arrive onsite at the one time
* settings strongly encouraging parents and carers (and older siblings where they are required to accompany parents) to wear face coverings at drop-off and pick-up
Parents/carers entering the building
Where possible, parents and carers should not enter buildings. Telephone calls, online meetings and 'virtual' visits should be the norm for regular and other meetings with parents.
Under what circumstances might you would allow a parent to enter the setting?
It may be in the best interests of children for a parent or carer to attend in person because of, for example, child protection issues, addressing additional support needs or where a parent has a disability which affects communication over the telephone or online. This should be considered on a case by case basis and visits should be with permission of the manager, head teacher or local authority.
What safe behaviour did you see in this scenario?
Hand washing on arrival
The child immediately washed her hands on arrival. However staff might point out that the child in the animation didn't appear to use soap, didn't wash her hands for 20 seconds and that she did not dry her hands.
Handwashing should take place
* on arrival at the setting
* after toileting
* before and after eating
* at regular intervals throughout the day
* when moving between different areas (e.g. between different rooms or between inside and outside)
The use of face coverings
The staff member was wearing a face covering when speaking to the parent.
In what other circumstances should face coverings been worn?
Face coverings should also be worn by staff and visitors when not working directly with children. This includes when in office and administrative areas, canteens (except when dining), staff rooms and other confined communal areas (including staff toilets).
Face coverings are not required when working directly with children, including on the floor or supporting children to move around the building or with toileting, or as a result of being less than two metres distant from children. However, settings should support staff who wish to wear a face covering in these circumstances to do so.
When working with children face coverings should be worn if staff need come within two metres of another adult for any reason.
Parents and other essential visitors to the setting should wear face coverings when entering the building. This should also be strongly encouraged when parents/carers are dropping off and picking up their children.
When using a face covering what should you do to make sure that you're doing this safely?
* don't share face coverings with others
* make sure the face covering is the right size to cover your nose, mouth and chin
* clean your hands before putting on or removing the face covering – by washing with soap and water, or hand sanitiser if handwashing facilities are not available
* when temporarily storing a face covering (e.g. during sessions), place it in a washable, sealed bag or container – avoid placing it on surfaces, due to the possibility of contamination
* dispose of disposable face coverings safely and hygienically
* wash re-usable face coverings after each day of use at 60 degrees centigrade or in boiling water
Other important points to make about face coverings.
Some people are exempt from the requirement to wear a face covering. These include
* when a person may have a certain health condition, disability or severe anxiety, which prevents them wearing a face covering safely
* children under five years of age, due to the possibility of overheating, suffocation and strangulation
* where it would cause difficulty, pain or severe distress or anxiety to the wearer or the person in the care of the wearer
Those who are unable to wear a face covering might be able to wear a face visor or face shield and in this case you should be encouraged to do so as it does provide a limited level of protection.
Face coverings should not be used to substitute the other measures, especially the use of two metre physical distancing.
ELC settings should follow the current public advice that recommends that face coverings are made of cloth or other textiles and should be at least two, and preferably three, layers thick and fit snugly while allowing you to breathe easily.
Physical distancing between adults
All adults in settings should stay two metres apart in line with physical distancing principles. Physical distancing between adults is one of the most important measures we can take to reduce the risk of transmission and should apply at all times. That applies to staff, parents and carers, older siblings and any other adults who may attend the setting.
Scenario 3: children's activities
What risky behaviour did you see in this scenario?
The use of unnecessary items in the settings that are difficult to clear, such as scatter cushions and glove puppets.
Settings should consider the removal of unnecessary items to maximise capacity and decrease the number of items requiring cleaning, while ensuring the children still have adequate resources and furnishings to support quality experiences.
Children will require comfortable areas to play. Soft furnishings such as throws, if required, should be used for individual children and should be washed after use. Where children sleep or nap in the setting, children should have individual bedding, stored in individual bags. Settings should launder this bedding frequently, at a minimum weekly.
Group singing
There are increased transmission risks associated with singing because it projects more aerosol droplets from the mouth. Children, like adults, produce a far greater mass of aerosol when they shout or sing loudly. Several outbreaks have been associated with adult choir rehearsals and performances and in church congregations across the world.
Singing should not happen indoors as an organised, large group activity. However, children sing naturally in the course of activities and play, and should not be discouraged from doing so. Singing can also be used to comfort young children when necessary.
Child moving across cohorts/bubbles
Reducing the number of interactions that children and staff have is a key part of reducing risk in settings. This will reduce likelihood of direct transmission, and allow for more effective contact tracing through Test and Protect.
Settings must limit contacts by managing children within groups.
Consistency of groups is important, and children should remain within the same groups wherever possible. More than one group can use a large space, but children should not mix freely with children in other groups, including in open plan settings.
The appropriate size of groups will depend on the age and overall number of children, and the layout of the setting.
It would be reasonable for settings to manage children in groups up to the size encountered in primary school, for example no more than 25 to 33 children in any one group. However, it is also worth noting that having larger group sizes will mean that more staff and children would be required to self-isolate in the event of anyone in the group testing positive. As well as reducing the risk of transmission, there will therefore be wider benefits of supporting children in smaller groups. The general approach should be to minimise the size of groups where possible.
What safe behaviour did you see in this scenario?
Maximising the time outdoors
Evidence suggests that outdoor environments can limit transmission, as well as more easily allowing for appropriate physical distancing between staff and between groups of children. Staff should consider how they can maximise opportunities for outdoor play and experiences.
Scenario 4: behaviour in staff areas
What risky behaviour did you see in this scenario?
Not maintaining two metre physical distance between adults
All adults in settings should stay two metres apart in line with physical distancing principles. Physical distancing between adults is one of the most important measures we can take to reduce the risk of transmission and should apply at all times.
Learning from outbreaks across a range of sectors suggests that lapses in adherence to physical distancing can occur when staff take breaks from work and mix with colleagues outside or in staff rooms and other social areas. It is just as important to adhere to risk mitigations during breaks.
Settings should reconfigure all staff rooms, canteens, bases and offices to ensure the physical distancing rule of two metres is able to be maintained.
Where there is not sufficient space to support distancing, settings should take measures to limit the number of adults in any one space at any one time, for example, by staggering staff breaks.
Poor hand hygiene when using the photocopier
We know that similar viruses are transferred to and by people's hands. Therefore, frequent hand hygiene and regular decontamination of frequently touched environmental and equipment surfaces will help to reduce the risk of infection transmission.
Frequently touched surfaces (such as photocopy controls, door handle and kettle handles) should be cleaned regularly and staff should make use antibacterial gel after touching these type of surfaces.
Sharing of cake
You might want to discuss the sharing of food and why this could be risky. Although not prohibited in the guidance, there could be risks associated with sharing home baking and of leaving food uncovered.
What safe behaviour did you see in this scenario?
Opening windows to increase ventilation
Aerosol transmission is transmission via fine particles containing the virus that are suspended in air. There is some evidence that aerosols may play a role in transmission in poorly ventilated and/or crowded environments. As a result ventilation will be an important factor in reducing the risk of aerosol transmission within indoor environments, where people are likely to be in close contact for longer periods of time.
The simplest and most effective method of increasing natural ventilation is by opening external doors, vents and windows. This should be done where it is practical, safe and secure to do so.
Keeping doors open may also help to reduce contact with door and window handles. However, internal fire doors should never be held open (unless assessed and provided with appropriate hold open and self-closing mechanisms which respond to the fire alarm system).
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Driving on Roads in Winter Your guide to safer driving in bad weather
YOUR WINTER CHECKLIST
This guide has been written to help you stay safe on the roads this winter. It includes advice from the Highways Agency and the *Met Offi ce and is supported by the Driving Standards Agency, the THINK! Campaign and the Institute of Advanced Motorists.
* Met Offi ce and the Met Offi ce logo are registered trademarks
STAY SAFE ON THE ROADS THIS WINTER
* Always check your route and the weather forecast before you leave, and listen to travel bulletins while you are on the road.
* If the weather is very bad, don't drive unless your journey is essential. Wait until the weather improves.
BRITISH WEATHER AND OUR ROADS
In the UK, we experience a wide range of weather conditions. All too often we talk about the unpredictable nature of what the elements can throw at us.
On the roads, a sudden change in the weather can make for dangerous driving conditions like slippery surfaces or reduced visibility. Driving in winter weather can be especially hazardous.
So check the forecast before you set out, and keep checking the travel and weather bulletins while you drive. During severe weather, the best advice is to stay off the roads. If you have to travel, make sure you are well prepared and know what to do.
This guide will help.
Every year, people get caught out by winter weather. Don't leave it to chance. It is always better, and cheaper, to stop problems before they happen. A few simple checks now could make all the difference. So make sure you and your vehicle are prepared before severe weather arrives.
* Service: Book your car in for a service and keep it well maintained throughout the winter.
* Anti-freeze: Use anti-freeze in the radiator of your car and winter additive in the windscreen wash reservoirs to stop them freezing when temperatures drop.
* Windscreen and mirrors: Windows and mirrors quickly get dirty in winter and it can be diffi cult to see when the glare of the low winter sun hits a dirty windscreen. Keep them clean.
* Battery: Keep your battery fully charged. Replace it if it is unreliable.
* Lights: Keep lights clean, and check the bulbs regularly.
* Tyres: You rely on your tyres to grip the road, so check them for wear and replace if necessary. Tyres should be infl ated to the correct pressure and have plenty of tread depth.
* Wipers: Change the blades on your windscreen wipers if they are worn.
* Emergency kit: Put together an 'emergency kit' for journeys in severe winter weather, and keep it in the back of your car.
TAKE A WINTER EMERGENCY KIT
Bad weather, accidents, vehicle breakdowns - you never know what might be around the next corner.
So it makes sense to keep a basic emergency kit in your boot.
WINTER ON ENGLAND'S MAJOR ROADS
The Highways Agency is responsible for England's motorways and major A roads.
In winter, we have a well planned winter operation that swings into action to treat and remove ice and snow from these major routes. On other roads the responsibility for winter treatment lies with the local highways authority.
The winter service is activated whenever freezing temperatures are forecast. The motorways and major A roads are treated with salt (or exceptionally with other treatment agents) to prevent moisture on the road surface turning to ice.
HELP US TO KEEP OUR WORKERS SAFE
Our maintenance crews and traffi c offi cers are out in all weathers, day and night, helping to keep the road safe for you and your family. Bad weather and fast traffi c can make it dangerous work.
So please, watch out for workers and their vehicles. Give them the space to do their job.
TAKE CARE AROUND WINTER SERVICE VEHICLES
Salt Spreaders (Gritters)
* If you see a salt spreader ahead, slow down. It will be driving at less than 40mph while it is spreading salt, even on the motorway. If the amber beacons are fl ashing, it usually means the vehicle is spreading salt.
* Stay well back because salt is thrown across the width of the road.
* If you are riding a motorbike, take more care because your wheels could lose grip on freshly laid salt.
* Don't overtake a salt spreader unless it is safe to do so. Any driving close to winter service vehicles is at your own risk.
Snow Ploughs
* Do not overtake a snow plough unless the lane you intend to use has been cleared.
When snow falls, snow ploughs and snow blowers are sent out to clear the roads. There are around 500 salt spreaders and snowblowers on stand-by. In severe weather the service is capable of working round the clock.
* If you are following a snow plough, keep well back. The plough blade can throw up large amounts of snow on either side. If the amber beacons are fl ashing, it means the vehicle is likely to be clearing snow.
In the worst of the weather, we cannot guarantee that roads will stay open, but we can assure you that everything that can be done will be done to keep routes safe and open.
CHANGE THE WAY YOU DRIVE TO FIT THE WEATHER
Inside your vehicle, it may be warm and comfortable, but don't forget the weather outside! Freezing temperatures, sleet and snow, fog, heavy rain, even winter sun, can make roads dangerous.
Change the way you drive to fit the weather.
Remember
* Always check your route and the weather forecast before you leave.
* Listen to travel bulletins and take note of electronic message signs while you are on the road.
* Take a winter emergency kit.
* In bad weather, don't drive unless your journey is essential. Wait until the weather improves.
Snow or Ice. Before you set off
You MUST be able to see, so:
* Clear all the ice and snow from your windows. Remove snow from the roof, boot and bonnet so it doesn't fall into the path of other road users when you move off.
* Make sure windows are de-misted and your mirrors are clean.
* Are your lights clean, and number plates clearly visible and legible?
WHILE DRIVING:
* Drive with care at all times, even if the roads have been treated.
* Be prepared for road conditions to change suddenly over short distances.
* Avoid sudden braking, sharp turns, or sudden speed increases, which could all make your vehicle skid.
* The best way to slow without skidding is to get into a lower gear earlier, let your speed go down, and brake gently.
* If you do start to skid, take your foot off the accelerator. Do not brake suddenly.
* When moving off on a slippery surface, use the highest gear that you can (for example, second gear rather than fi rst). This will help avoid wheel spin that could make you lose control of your vehicle.
STOPPING DISTANCES IN WINTER
In winter conditions, it takes longer to stop
* When roads are slippery it will take longer to stop. Up to 10 times longer.
* So, drop your speed, and give yourself more time to slow down and stop.
* Drive with care even if roads have been treated.
IF YOUR CAR BEGINS TO SKID
Do the right thing in an emergency!
If your car starts to skid:
* Put your foot on the clutch. Do not brake!
* Steer immediately in the direction of the skid.
* When the car straightens, steer along the road.
HAZARDS FOR DRIVERS
Black ice and freezing rain
Rain falling on to a cold surface can freeze instantly, causing black ice. Black ice and freezing rain are serious hazards because the road ahead may just look wet, but in fact be covered in sheet ice. Listen to the weather forecast for warnings of freezing rain.
Listen for road noise as you drive. Tyres make virtually no noise when travelling on ice. If you are worried, you can check your grip on the road by choosing a safe place to brake gently. If the steering feels unresponsive, this may indicate ice.
Fog
* Slow down and use dipped headlights so other drivers can see you.
* Use fog lights if visibility is seriously reduced. Don't forget to switch your fog lights off again when the fog clears. Fog lights can dazzle the driver behind.
* Don't follow the rear lights of a vehicle in front. It gives you a false sense of security. If you get too close, you may not have time to brake and stop safely.
* Fog is often patchy. So don't think its 'all clear' and speed up as visibility improves. You could suddenly fi nd yourself back in thick fog.
Rain
* On wet roads, it can take up to twice as long to stop as it does on dry roads. Reduce your speed when it starts raining.
* If there is lots of spray, slow down and keep well back from other vehicles. You will have a better view of the traffi c and more time to react.
Floods
* Don't drive through lying surface water if you can avoid it. Slow right down so you can see what is ahead of you.
* Don't try to drive through deep water. The deepest water is usually near the kerb.
* If you have to drive through a fl ood: use fi rst gear; move forward slowly to avoid stalling the engine. Keep the engine revs high and slip the clutch when you need to.
* Test your brakes after crossing water. Only drive on at your usual speed if the brakes are working and it is safe to do so.
Winter Sun
* Glare from low winter sun can make driving dangerous, especially in the mornings and evenings.
* Keep your windscreen and mirrors clean to avoid making it even harder to see.
* Wear sunglasses if they help.
IF YOU GET INTO TROUBLE
* Do not use a mobile phone if you are driving. Stop somewhere safe, or ask a person with you to make the call.
* On a motorway, use the emergency telephones by the side of the road rather than a mobile. This will help traffi c offi cers and the emergency services to know exactly where you are. If you have to use a mobile phone, check where you are by looking at the markers on the posts at the side of the road.
* Get out of your vehicle and stand clear but close until help comes. If you leave your vehicle, it might get in the way of snow ploughs, ambulances and other emergency services.
* Put on your warmest clothes and keep having drinks. But do not drink alcohol, as this will make your body colder.
* Beware of your tyres losing their grip on a wet surface. Your vehicle could 'aquaplane' on surface water. If this happens, take your foot off the accelerator and slow down. Don't brake suddenly.
* If you have to leave your vehicle to get help make sure other drivers can see you and tell other people where you are going.
For real time traffi c information:
08700 660 115
www.highways.gov.uk/traffi cinfo
24 hours a day, 365 days a year
(Calls from BT landlines to 0870 numbers will cost no more than 8p per minute; mobile calls usually cost more)
For general Highways Agency information:
08457 50 40 30
email: firstname.lastname@example.org
24 hours a day, 365 days a year
(Calls from BT landlines to 0845 numbers will cost no more than 3p per minute; mobile calls usually cost more)
Driving on Roads in Winter
Your guide to safer driving in bad weather
Highways Agency Publications Code: PR198/06 • Printer Friendly Version Highways Agency Publications Group Dorking S060263 • Page 5 of 5
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Settings: Storybox
A shoebox makes a lovely housing for a model of the settings in fairy tales. The outside of the box can be decorated to show themes within the story. For example, with Hansel and Gretel a variety of box shapes and circular tins can be decorated as cakes to explore the theme of food. Inside each box a different setting and scene is then created. The woodsman's house, the children in the forest, the children eating the witch's house, inside the witch's house etc. These could be laid out on a tablecloth and used by the class to re-tell the story. Creative writing can then be developed with a focus on setting. Written passages can be fixed to the inside of the box or tin lid. This is an excellent activity for co-operative group work or as a long term homework task.
Suggested Curriculum for Excellence experiences and outcomes: ENG 2-19a
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Voting and the Scottish Parliament
This document tells you how to register to vote, what is involved, and how your vote will count.
Did you know that…?
Elections to the Scottish Parliament will be held on 5 May 2011.
A UK-wide referendum on the voting system for the UK Parliament is also proposed for 5 May 2011.
A referendum is a vote where people are asked to accept or reject a proposal or suggestion.
Voting and the Scottish Parliament
Why vote?
When you vote, you are voting for the people you want to represent your area in the Scottish Parliament – your Members of the Scottish Parliament (MSPs).
The Scottish Parliament is made up of 129 elected MSPs.
At a Scottish Parliament election each voter has two votes – one for their constituency and one for their region.
Each voter has a chance to influence who will run Scotland, as the largest party (or coalition of parties) after the election will have the opportunity to form the Scottish Government.
What does the Scottish Parliament do?
The Scottish Parliament can pass laws affecting Scotland on a wide range of domestic issues known as devolved matters. These include health, education, justice and housing. It also scrutinises the work of the Scottish Government and holds it to account.
What does the Scottish Government do?
The Scottish Government is responsible for formulating and implementing policy on devolved matters. It is answerable to the Scottish Parliament for its decisions.
Who represents me at the Scottish Parliament?
Each person in Scotland is represented by one constituency MSP and seven regional MSPs. At a Scottish Parliament election each voter has two votes – one for their constituency and one for their region.
Registering to vote
Can I vote? Who can vote?
Anyone who is on the register of local government electors can vote. To be included on this register and able to vote you must be:
- aged 18 or over on the day of the election
- a UK, Commonwealth or European Union citizen
- resident at an address in Scotland
I am serving overseas. Can I vote?
Yes. People who are normally resident at an address in Scotland but who are serving overseas with the British armed forces can also be included on the electoral register.
I do not have a fixed address at the moment. Can I still vote?
Yes. People who do not have a fixed address can register to vote by using a declaration of local intention.
I will be away from home on the day of the election.
Can I still vote?
Yes. If you will be away from home on election day, you can arrange to vote by post or by proxy. Your local electoral registration office will be able to advise you how to do this.
How do I register to vote?
You need to be on the electoral register to vote in a UK election or referendum. You can find your local electoral registration office by using the postcode search on the
About my vote website (www.aboutmyvote.co.uk) or by contacting your local council.
Who does what?
Who is responsible for Scottish Parliament elections?
Elections to the Scottish Parliament are a reserved matter and, as such, policy and legislation governing these elections are matters for the UK Government and UK Parliament. Within the UK Government, the Secretary of State for Scotland is responsible for the conduct and funding of parliamentary elections in Scotland.
What is the Electoral Commission?
The Electoral Commission is an independent body set up by the UK Parliament. Its role includes registering political parties and setting standards for the conduct of elections.
The Electoral Commission is also responsible for making sure people understand why it is important to register to vote and know how to vote. You can find more information on its website (www.electoralcommission.org.uk) or telephone 0131 225 0200.
What is the role of my local council?
Local authorities (councils) are responsible for running elections in their area. Part of this process involves creating a list of all eligible voters who have registered to vote within each local authority. This list is called the Register of Electors or Electoral
Register but it is also referred to as the Voters Roll.
By law, polling places have to be accessible for people with disabilities. Contact your local electoral registration office for more details.
My vote and the Scottish Parliament
How do I vote?
In the UK, there are three different ways you can vote. How you vote is up to you, and you can choose the method that is most convenient for you.
You can vote:
- at a polling place in person on election day
- by post
- by proxy – this is when someone votes on your behalf
Where and when do I vote?
If you want to vote by post or by proxy, you must arrange this in advance by contacting your local electoral registration office.
If you are registered and are going to vote in person, you will receive a polling card with the address of your polling place and its opening times. Polling places will be open on 5 May 2011 from 7am to 10pm.
What do I do at the polling place?
At the polling place, you will be directed to a desk, where a polling clerk will ask for your name and address or for your polling card. You will then be given the ballot papers you should use for voting.
If you ask them, the polling clerks will explain how to fill in the different ballot papers. There will also be information on the noticeboards. It is up to you, however, to choose who you vote for.
Why do I have two votes in the Scottish Parliament elections?
You have two votes because you are represented by both a constituency MSP and regional MSPs.
Your constituency vote
One of the votes in a Scottish Parliament election is for you to choose from the candidates standing in your constituency. The candidate who gains the largest number of votes will win the constituency seat. There are 73 constituency seats in total.
Your regional vote
The other vote is for a political party, or for a candidate standing as an individual, within a larger electoral area called a Scottish Parliament region. There are eight Scottish Parliament regions, each with seven seats in the Parliament. In each region, parties are allocated seats depending on the number of votes they receive in this regional ballot, and taking into account the number of constituency seats they win in the region. The members chosen to fill these additional 56 seats are known as regional MSPs.
Both your votes in a Scottish Parliament election count – both help to determine who will become an MSP.
The Scottish Parliament will be dissolved about a month before the election, and MSPs cease to be Members of the Scottish Parliament at dissolution. They may continue with casework that they began before dissolution, but they may not accept new constituency casework at this time. Instead, if they are approached by members of the public seeking help during dissolution, they may choose to deal with the enquiry in their role as a candidate or prospective candidate.
The 2011 referendum
Will there be a referendum on the same day as the Scottish Parliament election?
Yes. In 2011, you will also be asked to vote in a referendum on proposals to change the voting system for the UK Parliament.
What is a referendum and how does that work?
A referendum is a vote on a specific question. The referendum on 5 May is on proposals to change the voting system for the House of Commons in the UK Parliament. You should indicate whether you agree or disagree with the question by putting an X in the box which states your view.
Finding out more
Where can I find more information about Scottish Parliament elections and voting?
The About my vote website, run by the Electoral Commission, has information about how to register to vote, how to vote, and what you can vote for. Look at www.aboutmyvote.co.uk or telephone 020 7271 0500.
The Electoral Commission will be sending information on the election and the referendum to all households in Scotland in spring 2011. This will include guidance on how to fill in the ballot papers.
More information about how MSPs are elected is available on the Scottish Parliament website or by contacting Public Information, whose details are at the end of this leaflet.
How do I find out who is standing for election?
There is no official source of information on all candidates, but details will be available in the media and you could visit party websites, candidate websites or write to the party or candidate. Once nominations have closed, the names of the candidates for your area will be available from your local council.
How can I find out who my MSPs are after the election?
Once the results of the election have been confirmed, you will be able to find details of the MSPs elected by looking at the Scottish Parliament website or by contacting Public Information (full details are at the end of this leaflet). You will be able to find out the names of the eight MSPs who represent you by texting your postcode to 07786 209888.
For more information on the Scottish Parliament, its membership, business and procedures, please contact us.
Address Public Information
The Scottish Parliament
Edinburgh
EH99 1SP
Telephone 0800 092 7500
0131 348 5000
Fòn
0131 348 5395 (Gàidhlig)
Textphone users can contact us on 0800 092 7100. We also welcome calls using the Text Relay service.
Text
07786 209888
Email firstname.lastname@example.org
Website www.scottish.parliament.uk
Contact us if you need this information in another format such as Braille, large print or audio or in another language.
Please note that the Scottish Parliament is not responsible for the content of external websites.
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Summarised inspection findings
Saline Primary School Nursery Class
Fife Council
16 June 2020
Key contextual information
Saline Primary School nursery class is a valued part of the school community. It is registered to provide early learning and childcare (ELC) for a maximum of 24 children aged between three years and primary school entry at any one time. At the time of inspection, 16 children attended morning sessions and 15 attended afternoon sessions. The nursery is housed in a separate building in the school grounds. The acting headteacher has leadership responsibility for the nursery, supported by the peripatetic nursery teacher and the early years development officer from Fife Council's central early years team. The nursery team, including the support from the peripatetic nursery teacher, has undergone significant changes recently.
1.3 Leadership of change
good
This indicator focuses on working together at all levels to develop a shared vision for change and improvement which reflects the context of the setting within its community. Planning for continuous improvement change should be evidence-based and clearly linked to strong self-evaluation. Senior leaders should ensure that the pace of change is well judged and appropriate to have a positive impact on outcomes for children. The themes are:
n developing a shared vision, values and aims relevant to the setting and its community
n strategic planning for continuous improvement
n implementing improvement and change
n The nursery shares the recently reviewed vision, values and aims with the school. These are relevant to the school community and support staff's high aspirations for all children. Practitioners use the values well to inform their daily practice. They should now begin to develop children's understanding of the values, and what it means to be determined, kind, innovative and resilient.
n The nursery shares the improvement priorities with the school. These are illustrated clearly for parents on the 'Routes to Improvement' display. The newly formed team, led effectively by the acting headteacher, is working very well together to make changes for improvement. Senior leaders support practitioners well to use local and national guidance to evaluate their practice. They have made very good progress in improving the nursery environment in line with local authority guidance, and in consultation with children and parents. This has resulted in a more stimulating and enabling learning environment for children. Senior leaders should continue to support practitioners to evaluate the impact of improvements on outcomes for children and their families.
n Practitioners share leadership responsibility to take forward areas for improvement such as developing the learning environment. Senior leaders should support practitioners to identify and develop leadership roles. This should help to build capacity for improvement and support the pace of change. Practitioners should develop leadership roles for children. A next step is to give them opportunities to contribute effectively to the life of the nursery and the wider school community.
n All practitioners engage in appropriate professional learning and this is beginning to impact positively on their practice. The nursery teacher has shared professional learning recently on the cycle of observation and planning. She is supporting practitioners to embed this in practice and monitors observations of children's learning to evaluate impact. She gives practitioners
informative and useful feedback. This should help to continue to improve quality and consistency across the team in the recording of children's learning.
2.3 Learning, teaching and assessment
satisfactory
This indicator focuses on ensuring high quality learning experience for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
n learning and engagement
n quality of interactions
n effective use of assessment
n planning, tracking and monitoring
n Practitioners provide a welcoming, well-resourced environment that stimulates children's interest and curiosity. As a result, most children engage readily in their learning through play. Most children are motivated by the learning experiences, both indoors and outside. The majority engage in their learning for extended periods of time. Most play in pairs or small groups, where they interact positively with each other and share ideas. A few children prefer to play alone or seek adult support to enhance their play. Practitioners should continue to build on their positive start with developing the environment to enhance children's experiences further.
n The new team of practitioners share similar values and approaches towards ELC. Practitioners develop positive relationships with children based on mutual respect and trust. They work closely with children to stimulate their interest and curiosity in activities they choose. Practitioners use careful questioning and discussion to help children to think for themselves and to solve problems. Not all children are yet able to talk confidently about their learning. Practitioners should support children's understanding of learning through well-planned small group activities. This should help to encourage children to develop their talking and listening skills and support their progress overall. Practitioners need to monitor children's engagement in learning across the curriculum and encourage a few in a broader range of interests.
n
Practitioners are working to improve and update children's personal learning journals (PLJs). Children are involved in their PLJs and enjoy including their special work. Practitioners encourage parents to share achievements from home through the PLJs. Senior leaders need to continue to monitor PLJs to improve consistency in tracking and the quality of observations of children's learning. Practitioners should work with children to identify their next steps in learning and the ways to achieve them in language they can understand. In addition, they should encourage children to reflect meaningfully on their progress.
n Practitioners are developing planning which aims to be fully responsive to children's interests. This helps to encourage children to lead their own learning. Practitioners ask children what they know, what they want to know and what they have learned. They use the learning wall effectively to display children's work. Practitioners should continue to evaluate and develop this approach to encourage children to reflect confidently on their learning. Practitioners work with the nursery teacher to track children's learning and identify what they need to learn next. This is at an early stage and is not yet shared with children or influencing their progress. Practitioners should continue to review and develop this approach further to support children to develop their skills.
2.2 Curriculum: Learning and developmental pathways
n The nursery does not yet have a curriculum rationale. The newly revised vision, values and aims should help to inform practitioners in developing a rationale that is relevant to the nursery and the community in which it is situated. A next step is for the new team to continue to develop a clear understanding about their shared pedagogy.
n The curriculum takes account of Curriculum for Excellence experiences and outcomes and the principles of curriculum design. Practitioners are beginning to build on children's prior learning in the planning process. This is supporting practitioners to provide rich, relevant experiences for children. Practitioners ensure learning is based firmly on play and active learning.
n As planned, practitioners should continue to develop the use of the community to enhance children's learning experiences. This should support the development of relevant, real life experiences for children to apply their developing skills.
n Practitioners tailor transitions for children starting nursery to suit individual needs. Parents and carers are welcome to stay at nursery until their child feels settled and ready to separate happily. Transitions for children moving on to primary are well planned across the year. Practitioners transfer children's PLJs on to P1 teachers to help support continuity in learning across early level.
2.7 Partnerships: Impact on children and families – parental engagement
n Practitioners work well in partnership with parents. They have established a parent forum to provide opportunities for parents to gather and share their views and ask questions. Practitioners are available at daily drop off and pick up times to share information informally. 'Parent chat' meetings provide opportunities for parents and carers to discuss their child's individual learning and achievements.
n Practitioners provide a range of information for families to support their understanding of children's learning and ways they can support this at home. This includes leaflets with strategies to support children's spoken language, stay and play sessions and singing and story sessions. The singing and story sessions are open to the wider community. This supports families to make links with the nursery before their children are of an age to start. Practitioners have reviewed the stay and play sessions to make these more meaningful and focused for parents. They make books available for parents to borrow to encourage reading at home.
n Parents have supported the development of the nursery garden to improve the experiences for children outdoors. As planned, practitioners should make better use of the skills and interests of families to enrich children's learning in the nursery. This should support further children's developing understanding of the world of work.
2.1 Safeguarding
n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. Areas for development have been agreed with the school and the education authority.
3.1 Ensuring wellbeing, equality and inclusion
satisfactory
This indicator reflects on the setting's approach to children's wellbeing which underpins their ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of each individual. A clear focus on wellbeing entitlements and protected characteristics supports all children to be the best they can be and celebrates their successes and achievements. The themes are:
n wellbeing
n fulfilment of statutory duties
n inclusion and equality
n Practitioners are aware of the importance of promoting wellbeing for all children. They have established positive, caring relationships with children and their families. This is supporting almost all children to be happy and relaxed in the setting. Most children are becoming independent in their personal care. Practitioners should ensure they encourage children consistently to try things for themselves before offering help. Most children are developing their understanding of how to keep safe and how to manage their own risks outdoors. There is daily free flow access to the garden where children benefit from fresh air and exercise. Practitioners should review snack experiences to develop further children's independence and social skills and ensure snack time is a nurturing experience. They should ensure the snack provision adheres to national nutrition guidance 'Setting the Table'. This should support further children's developing awareness of healthy eating.
n Practitioners make good use of their 'Fix It Folder' to support children to deal with disagreements. The folder contains pictures that support children to talk about what has gone wrong and what they might do to make things better. This is supporting children to develop positive relationships with their peer group. Practitioners should develop children's awareness of emotions and the vocabulary to talk about them. This should support further children's ability to reflect on their actions and how this can affect the way other people feel.
n Wellbeing indicators are displayed in the cloakroom and are illustrated with photographs of practice in the nursery to inform parents. Practitioners should introduce the language of the wellbeing indicators with children in meaningful ways. This should support further children's understanding of what it means to be safe, healthy, active, nurtured, achieving, responsible, respected and included.
n Senior leaders and practitioners comply with statutory requirements and codes of practice. They know what is involved in fulfilling statutory duties and undertake relevant training to ensure they keep their knowledge and practice up to date.
n Practitioners use observations, tracking information and the language-screening tool to identify children who require additional support or challenge to progress in their development. They discuss and plan appropriate strategies in collaboration with the nursery teacher, the support for learning teacher and where required with other professionals. They should ensure they implement any identified strategies to support children's progress in learning consistently. Practitioners should review children's progress regularly to evaluate the effectiveness of strategies and use the evidence gathered to make well-informed decisions about future interventions.
n Practitioners recognise and value diversity. The home corner contains photographs of a range of different family groups including differently abled families and families from different cultural
backgrounds. The open-ended dressing up materials are not gender specific and practitioners are aware of challenging children's beliefs of gender stereotypes. This is supporting a culture of inclusion that helps children to learn to value the uniqueness and differences of individuals.
3.2 Securing children's progress
satisfactory
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
n progress in communication, early language, mathematics, and health and wellbeing
n children's progress over time
n overall quality of children's achievement
n ensuring equity for all children
n Most children are making satisfactory progress with their health and wellbeing. They are becoming aware that some foods, such fruit and vegetables, are good for us. They are aware that regular tooth brushing keeps their teeth strong. Children are making friends. They are learning to take turns as they play with board games and on the assault course. They help each other and are learning to negotiate as they play. A few children require help to develop skills in regulating their emotions and behaviour. Most children are developing their skills in climbing, sliding and balancing as they play on the assault course in the gym. They engage in risky play as they slide down slopes during their weekly forest kindergarten experience. Children need to develop their independence skills and their awareness of different emotions.
n The majority of children are making satisfactory progress in communication and early language. They talk happily to adults and each other as they share their ideas. A few children are not yet confident in communicating with others. The majority choose to read books by themselves or have stories read by adults. They enjoy their story of the week. A minority of children need more focused input from practitioners to encourage their engagement with literature. Most children recognise their name as they self-register, using picture clues and a few recognise the initial sound in their name. The majority of children develop emergent writing through play as they mark-make and draw pictures. A few children are beginning to attempt to write their name. They need a stronger emphasis on early mark-making to encourage them to develop their emergent writing.
n The majority of children are making satisfactory progress in mathematics and numeracy. They count in sequence to 10. A few are making better progress in counting and understanding the value of number. The majority of children are developing mathematical language through their play. They count the birds in the garden and make tally marks to create a simple graph. Children recognise simple shapes. They need to develop further their knowledge and understanding of numeracy and mathematical concepts and apply these in real life contexts. Children are not yet benefitting from exploring concepts such as measurement, pattern and time, and the importance of these in the world around us.
n A few children are developing their observational skills as they reproduce the works of famous artists. Others use digital technology to draw birds' nests complete with baby birds. A few children independently select board games and puzzles and sustain interest as they play. Most children are creative in their play during their experience of Forest Kindergarten. They use the natural resources in the wood to stimulate imaginary play.
n Practitioners celebrate children's achievements through their 'Star Moments', which are displayed on the wall and in their PLJs.
n Practitioners are building positive relationships with families well. They are aware of the different socio-economic backgrounds of families and treat each child as an individual. They are developing their understanding of different approaches and supports that are required to help all children make appropriate progress. Practitioners are not yet able to evidence how the approaches and supports are impacting on children's progress in learning.
Explanation of terms of quantity
The following standard Education Scotland terms of quantity are used in this report:
Other quantitative terms used in this report are to be understood as in common English usage.
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