Pupil Support Staff Working Group


The Scottish Government Education Governance: Next Steps report set out a vision for education reform which would deliver a teacher led and empowered education system. Consultation on the Education Bill included questions on the establishment of an Education Workforce Council for Scotland to register and regulate wider education practitioners. The consultation demonstrated that, whilst there was support for the principle of expanding the range of practitioners who could benefit from the support offered by a national registration scheme, there was limited support for the establishment of the proposed Education Workforce Council for Scotland. 

A review of the implementation of additional support for learning in schools was also announced in January 2019. The remit of the review included consideration to the roles and responsibilities of support staff and the areas of practice that could be further enhanced through better use of current resources to support practice, staffing or other aspects of provision.

This working group has been established to consider how best we can empower and support pupil support staff, including taking forward action in response to the recommendations of the additional support for learning review. For the purposes of this Working Group the term “pupil support staff” is generally applied to all staff in school settings who provide support to the learning and teaching process and the well-being of children and young people.


  • Stuart Robb, Scottish Government
  • Aleksandra Jonca-Lacey, Scottish Government
  • Luccinda Fass, Scottish Government
  • Peter McNaughton, ADES
  • John Urquhart, CoSLA
  • Simon Cameron, CoSLA
  • Cat Thomson, Children in Scotland
  • Chris Ross, Children in Scotland
  • Maria Pridden, UNISON
  • Dougie Atkinson, Voice
  • Frances Foreman, Education Scotland
  • Janette Kerr, ASLO
  • Bernadette Casey, Association of Heads and Deputes in Scotland
  • Jo Fell, Fife Council
  • Deborah Lynch, Scottish Government
  • Louise Wright, CoSLA


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