22/05/2017 Scottish Parliament

That was something that I did really with no preparation and teacher

training at all but that was just as long ago as it was for Joanne Rahman

and really I think we should have improved since then. Another area

that has not been spoken about is the lack of confidence of most

primary teachers in teaching science, which is important for our

economic future as well. I want to take a few minutes to refer to an

amendment, which for the avoidance of doubt I will remove, because I

think Mr Johnston perhaps didn't. That is the need for more training

and working with pupils who have particular challenges of being

looked after or living with adopted families. Although people might

think that is a relatively small number of pupils, they do face

particular challenges, especially around attachment, and they are at

the wrong end of the attainment gap so often. There is a grassroots

adoption project in my constituency, started by an adoptive parent and

Adoption UK volunteer, and in a single cluster they have recruited

in each school and attachment and who has improved the experience of

looked after these children. -- and attachment ambassador. But the

problem that was identified was the lack of training in initial teacher

training for children in those situations. Ruth made a very

important point. Initial teacher training is not just about how good

people are carrying out their job. It is also about the attractiveness

and the status of how we see the profession itself. I remember

basements from when I was in teacher training but the thing I remember

more than anything else was an inspirational contribution made by

an activist, a man called Alex Wood, whose politics went slightly Rob

later in life, in my view. He became very well-regarded headteacher and I

have never forgotten the way in which he described why this was a

profession that was so worthwhile. We certainly need to do the work

that we have all talked about in the future so we can do exactly that for

more people. Thank you. Teachers play a critical role in our society

and it is vital that they received the training that allows them to

enter the classroom with confidence. This is especially true in respect

of the fundamental skills around literacy and numeracy which has been

mentioned a great deal in this debate and for that reason the

government is pleased to be able to support the motion and the

amendments made this afternoon. The government has taken that work

forward as part of the national improvement framework and I hope

this aids the education and skills committee in their current inquiry.

The national improvement framework focuses on teacher professionalism

and it is helping to shine a light on this particular issue. Like Liz

Smith and others in the chamber, I have been very concerned with some

of the evidence submitted to the committee, and I welcome any

recommendations it might make to ensure teacher education programmes

effectively prepare the students to become successful teachers. What we

must also remember is that there are thousands of excellent teachers in

Scotland who are passionate about their job, passionate about helping

children and young people achieve. If we want to attract the most

talented graduates, the best, as we have mentioned, into this

profession, we need to talk about teaching as a challenging but a

hugely rewarding one and I am sure this is something the committee is

well aware of. We must and we always will be mindful of the concerns

raised by the teachers and students but I would remind the chamber of

the statistics that the Deputy First Minister raised in his opening

remarks when he talk about 64% of respondents in an evaluation of

Teaching Scotland's future who felt their initial education was

effective or very effective in preparing them for their first posed

as a teacher. Well you must indeed expressed concern, in my view we

have much to celebrate and we have a strong core from which to work and

improve. Teaching in Scotland is a graduate level profession and

degrees are offered by some of the best universities in the UK and in

the world, and we continue to invest the world, and we continue to invest

in a teacher induction scheme that allows teachers to continue their

education. Teaching as a career is underpinned by a set of national

standards that emphasise key skills and the values that all

practitioners should have, and when discussing student teachers, I would

also like to remind members that newly qualified teachers are just

that, newly qualified. Initial teacher education should prepare

teachers for the classroom but it is only the start of what should be a

career of reflection and furthered learning, and we need to be able to

support new teachers to build their skills and grow. We have talked

today about the importance of good quality basements. Liz Smith, Daniel

Johnston, all responding to that challenge. The government takes this

very seriously and we know there is a need for high quality placements.

Fundamentally it is the responsibility of local authorities,

schools and experienced teachers to take this forward. The DTC is

reviewing the operation of the student placement system. That has

already shown improvements, moving to an opt out system where all

schools will be expected to take students. Inevitably there are still

issues within the system that must and will be addressed, but the

system did last year secure 18,000 basements, so we know that the

system can work, can provide good quality placements, but there is so

much more to do. It is something that the government is already

taking action on and encouraging others to do. Mr MacGregor mentioned

the content and analysis of initial teacher education which the

government did publish today. It is essential that literacy and numeracy

is taught widely and the variations within that analysis is very

concerning. The evidence that the government commissioned as part of

the national improvement framework plays very much into our development

of the initial teacher training going forward and we will be

discussing the findings with the DTC and with universities. Further work

is due within the next few months to gather views on probationary

teachers, to make sure that their experience together with their

managers assures preparedness for teaching, and the government has

commissioned the GTC to work with teachers to ensure quality within

initial teacher education. We also had a great deal of discussion

around the content of initial teacher training. And we do need to

look very carefully at what is taught within that, and all teachers

must meet the standards of registration before taking up a

post, and the standards are currently being reviewed by GTC and

rightly so. That is an opportunity to change the content of IT, and set

the new baseline for going forward. The discussions today and in the

committee will feed very much into that debate and some of the

challenges which members have raised. A number of contributions

also talked about... Can you begin to grind up -- wind-up, please? This

has been taken very seriously as that part of the work as we continue

that view of professional standards. The motion today and the work of the

committee and the analysis that the Scottish Government published is

shining a light on a very important area and I am happy to support the

motion in the name of Liz Smith as we work with the General teaching

Council and university to make sure that teachers are confident in the

classroom. Thank you, presiding officer. Everyone in the teaching

profession should be under no illusion as to the value we attached

to the profession, not simply for young people but for the country as

a whole. It is difficult to put into words our gratitude to the

hard-working and dedicated teachers working right across Scotland. From

the submissions I have heard, both in committee and in the chamber

today, it has become abundantly clear that the content and quality

of teacher training programmes in Scotland is failing our teachers and

trainees. The message coming from trainee teachers about their

experience entering the profession should concern us all. We have heard

trainee teachers expressed the need to go back to basics because they

don't have sufficient skills in numeracy to teach 11-year-olds to a

reasonable standard. What's more, the balance between learning

abstract theory and putting that knowledge into practice in the

classroom appears to be disproportionately weighted towards

the former. We have heard that across a range of training

programmes, there is a shocking lack of special needs training. One

statement from a former teacher really struck me at committee is

this. We had all these wonderful theories thrown at us but there was

no contextualisation, no specific training on autism, dyslexia or

dyspraxia. There was absolutely nothing. We were told that we would

probably come across a couple of children in our class with

additional support needs, but such needs are not included in the course

unless you elect to study a professional specialisms such as

autism, additional support needs or dyslexia. When approximately 25% of

the school population has additional support needs, it is nothing short

of absurd that trainee teachers are not mandated to study in some form

the Priska Nufer in -- the provision of ESN training. I would urge the

Scottish Government to look into this as a matter of urgency.

Returning to the contributions made in the debate, the Cabinet Secretary

in his opener spoke about the actions taken, but we should point

out his own contribution and in recent times bureaucracy and

workload has increased. Currently 62% of teachers surveyed said that

they would leave the profession because of workload. Daniel Johnson

outlines the inconsistencies and problems of placements, as well as

the desire from trainees to have a greater focus on practical skills,

as there is too much of a focus on theory, with many trainees feeling

in their own words ill equipped going into the classroom. My

colleague Mr Fraser spoke about the lack of focus on literacy and

numeracy and the limited time spent on ESN. He is absolutely right that

we cannot expect our teachers to pass on the necessary skills to our

young people if they don't possess them themselves and it is time for

the Scottish Government to up its game. In a very good speech and a

terrific contribution, Joanna made an important point. Again education

is being debated in this place but only in opposition time despite this

being the government's defining priority. We have highlighted the

need for committee evidence to again focus on literacy and numeracy.

Committee evidence cannot be ignored. The training and resources

being put in place to support pupils with ESN is just not there. He

rightly highlighted that there can be a postcode lottery with student

placements as well as the support they receive. My colleague further

expanded on this and the real concerns that teachers have got

about being ill-equipped to deal with pupils with additional needs.

Tavish Scott highlighted the burden on teachers. The period of training

to enter a profession should be one of learning, inspiration, hope and

optimism. Trainee teachers should be brimming with enthusiasm about the

opportunities ahead of them, to mould young minds and prepare our

children and young people for the future that lies ahead of them. They

should be dreaming about the impact that can make in the profession and

above all they should have the tools to make those dreams a reality. And

yet they do not. What we see instead is mass frustration and in some

cases even anger. Presiding Officer, it is time for the Scottish

Government to stop lurching from crisis to crisis in our education.

It is time for urgent and fundamental reform to improve the

quality, content and professionalism of teacher training. The teachers

have spoken and the Scottish Government must listen. Thank you.

Point of order. I wish to raise a point of order under rule 7.3

auditing chamber. At 15:48pm today, Douglas Ross MSP said in his speech,

in my own area of Murray we came closer than any part of Scotland to

voting Leave. Much of that vote came from the coastal communities from

Birkhead to Palin and everything in between. I note that the code of

conduct for MSPs at 8:1.4 states that an MSP must not deal with a

constituency issue out with the members unless by prior agreement.

I have not been approached for an agreement from Douglas Ross. The

constituency issue relating to other constituencies, that area being a

North East region, not the Highland region which Mr Ross represents.

Further more, Presiding Officer, at.5, it states; regional MSPs have

a responsibility to all those in the region for which they were elected.

It's important therefore that they recognise and therefore must work in

more than two constituencies in their region. It may be that I've

missed any reference by Douglas Ross to work in any constituency beyond

Richard Lock head's Moray. 8.2n't 2; regional members must not exercise

particular interest in only part of the region for which they elect it.

Finally, Presiding Officer, at 8. . ; any complaint against a member

should in the first instance be made to the Presiding Officer. But I do

note that my potential actions are covered by.2; members must not

disclose, community or discuss any complaint or intention to make a

complaint with members of the press or other media. So I'm only making

it to members here. With the Presiding Officer -- would

the Presiding Officer advise if he'd see a letter of apology from Douglas

Ross to me and the regional members who represent Cullen which suffice

to close this matter. And finally, Presiding Officer, perhaps in

addition, advise many Ross that it would be inappropriate to make any

media statement that suggests he represents communities in my

constituency in the light of his comments and participation in the

fisheries debate today. APPLAUSE.

Can I thank Mr Stevenson for his advance notice, although we'd

encourage Mr Stevenson and all members to keep matters that are

best kept on the election trail on the election trail and not bring

them to this chamber. I'm sure all members know not to misrepresent

themselves. However, Mr Stevenson did draw attention to the fact that

members must not disclose, communicate or discuss any

complaint to or with members of complaint to or with members of

press or other media and I would encourage Mr Stevenson to follow

that example himself. Can we now point of order, Sandra White. A

small point of order. Mr Stevenson was absolutely correct, it's a code

of conduct of this Parliament, it's not to do with electioneering, it's

a code of conduct of this Parliament and that was a point of order Mr

Stevenson is raising so I want clarification on that. He said he'd

not make a complaint so there is no matter for me to rule on whatsoever.

It doesn't do all members any favours to complain about each other

in this chamber, it reflects badly on the whole chamber. Keep the

matters on the election trail. That brings us to the end of that debate.

The next item of business is consideration of business motion

5637 Joe Fitzpatrick on behalf of the Parliamentary bureau setting out

a business programme. I would ask any member who wishes to speak about

the motion to press their button now. 5637. Formally moved. The

question is that motion 5637 in the name of Joe Fitzpatrick be agreed,

are we all agreed? Yes. Thank you. The next item of business is

consideration of business motion 5638 in the name of Joe Fitzpatrick,

timetable and stage two of the railway and policing bill. I would

ask any member who wishes to speak to press their button now. I call on

Mr Filts Patrick to move the motion. Moved. The motion 5638 to be agreed.

Yes. I ask Joe Fitzpatrick to move 3640 and 5641 on the designation of

lead committees. Move together. Thank you very much. Eight questions

to be put as a result of today's business. The first question is

their amendment 5603.3, Fergus Ewing in the chime of Peter Chapman on

fisheries be agreed. All agreed? We are not agreed, we will have a

division and members may cast their votes now.

The result of the vote on is yes, 83, no, 27. There was one about

tension stings, the amend. Is therefore agreed. The next question

is that 5603.2 is amended in the name of Peter Chapman be agreed. Not

agreed, we'll move to division and members cast votes now.

The result of the vote on 5603.2 is yes 83, no 27, there was one

abstention, the amendment is therefore agreed.

The next question is that motion 5603 in the name of Peter Chapman as

amended on fisheries be agreed. All agreed? We are not agreed, we'll

move to a division. Members may cast their votes now.

The result is yes 83, no 27, there was one abstention, the motion as

amended is therefore agreed. The next question is that amendment

5595.2 in the name of John Swinney who seeks to amend motion 9.55 on

Liz Smith on the teacher training programme be amended. All agreed.

Amendment 559.51 in the name of Ian Gray, seeks to amend the motion in

the name of Liz Smith. All agreed. The next question is that motion

5595 in the name of Liz Smith as amended on teacher training

programme be agreed. All agreed? Yes. We are agreed.

The next question is that motion 5640 in the name of Joe Fitzpatrick

on designation is agreed. Are we all agreed. Yes. 5641 in the name of Joe

Fitzpatrick on designation of a leave committee aggrade. All agreed?

Yes. We are agreed. These days, there's no shortage of

news from Westminster on television online and of course in our daily

papers. But just a few hundred years ago, you could be despatched to the

tower for reporting what was said in