Scottish Green Party Debate: Education

Ross Greer S5M-02809 That the Parliament believes that professionals who provide additional support for learning play a vital role in Scotland's classrooms; welcomes international comparisons that demonstrate that Scottish schools are inclusive, but is concerned that public sector cuts threaten the opportunities that are available to children with additional support needs; notes that real terms revenue cuts to the Scottish budget have been disproportionately focused on local authorities, where education is the biggest spend, and that the number of additional support for learning teachers and support staff has fallen by 13% and 8% between 2010 and 2015, and calls on the Scottish Government to bring forward a budget that raises more revenue to support local educational priorities. John Swinney S5M-02809.3 As an amendment to motion S5M-02809 in the name of Ross Greer (Education), leave out from “but is concerned” to end and insert “and recognises that, despite challenges, there remains a focus on enabling all children and young people with additional support needs (ASN) to reach their full potential through the approach taken in the Standards in Scotland's Schools etc. Act 2000 and the Education (Additional Support for Learning) (Scotland) Act 2004; acknowledges the increased achievements and attainment for young people with ASN since 2008; welcomes the Scottish Children’s Services Coalition’s call for greater collaboration and partnership working to deliver continued improvement in ASN provision, and commits to revising and updating the guidance on mainstreaming and the statutory guidance on the implementation of the additional support for learning framework.” Liz Smith S5M-02809.1 As an amendment to motion S5M-02809 in the name of Ross Greer (Education), leave out from “to bring forward” to end and insert “to give careful consideration to how the £100 million attainment fund will be spent in the context of children with additional support needs and to work with local authorities to re-examine the balance between educating these children in mainstream schools and in special schools.”