To ask the Scottish Government whether it will provide an update on the progress being made to improve the educational experiences of children and young people with additional support needs in school settings. (S6O-03960)

Scotland’s approach to supporting children and young people with their learning has inclusion at its heart. That is why, last week, I published the third additional support for learning progress report. It sets out the progress that was made between November 2022 and June 2024 towards delivery of the actions that were set out in the ASL action plan, and it was developed in partnership with the Convention of Scottish Local Authorities and the ASL project board. To complement the progress report, an updated ASL action plan was also published, outlining the steps that we are taking to meet the recommendations that are set out in the ASL review.

I know that the cabinet secretary appreciates that there has been an increase in the number of pupils who are recognised as having neurodivergent needs but who do not yet have a diagnosis. She also appreciates that effective relationships between parents, carers and schools are paramount in ensuring that there are no unnecessary pressures on families or associated issues that act as barriers to learning. Does the cabinet secretary agree that the use of team around the child meetings can be essential in identifying much-needed supports while a diagnosis is being sought?

I absolutely agree. Maintaining positive relationships between parents, carers and schools and taking a multi-agency approach are critical in ensuring positive outcomes for our children and young people, particularly those with additional support needs.

Under the ASL framework, a formal diagnosis or identification is not required for a child or a young person to receive appropriate support with their learning. However, while any diagnosis of additional support needs is being considered, our getting it right for every child policy promotes a holistic and rights-based approach, which is hugely important. The member mentioned the team around the child approach, which I know has been proven to work in providing additionality and joining up services. Particularly following the pandemic, we need to be mindful of the role of other services in providing support to our children and young people, who are not necessarily always in an educational space.

Despite the fact that twice as many pupils now need support, the number of ASN teachers has decreased by 12 per cent. In the capital, there are 166 ASN teachers, which gives a pupil to teacher ratio of 145 pupils per ASN teacher. What is the cabinet secretary’s expectation of the ASL review in relation to the ASN pupil to teacher ratio in Scottish schools?

I do not think that the ASL update mentions the pupil to teacher ratio in that specific detail. However, across these islands, Scotland has the lowest pupil to teacher ratio, at 13 to 2. As I said in my response to Mr Rowley, we have increased the number of pupil support assistants by 725 in the past year alone as a result of additionality from the Scottish Government.

Miles Briggs raises an important point about the role of specialists. I am mindful of that issue and of how we can better facilitate support for schools, not just from specialist teachers but from other professionals, such as educational psychologists and speech and language therapists.

In relation to upcoming budget negotiations, I am sure that parties around the Parliament will be considering such issues, and I would be more than happy to sit down with Mr Briggs if he has proposals to that end.