Education Reform Delivery Board minutes - June 2026

Attendees and apologies

• Clare Hicks
• Lewis Hedge
• Ollie Bray
• Ruth Binks
• Nick Page
• Simon Cameron
• Laurence Findlay
• Chris Dunne
• Graham Thomson
• Molly Illingworth

Apologies

• Alison Taylor
• Donna McMaster
• Shirley Laing

PMO

• Pauline Hendry
• Lewis Worobec
• Lauren Siddalls

Items and actions

Welcome and introductions

The Chair welcomed members to the first meeting of the Education Reform Delivery Board and noted apologies. The Chair invited introductions, with new members introduced and members introducing themselves.

Action points from previous Programme Board

Members noted that minutes from the previous Programme Board were circulated and approved without comment.

Of the 10 actions from the previous Programme Board cycle, 6 have been completed and 4 have been transferred to the Education Reform Delivery Board action log.

Terms of reference

Members considered the Terms of Reference for the Education Reform Delivery Board, which had been circulated in advance of the meeting.

The Chair noted that the Terms of Reference set out the purpose, scope and responsibilities of the Board and provide a clear foundation for governance and decision making as the programme moves into delivery. Members agreed to accept the Terms of Reference.

Strategic updates

The Chair provided an update on the strategic context following the formation of the new government, noting that work is progressing ahead of the forthcoming Programme for Government (PfG), expected in September.

It was noted that the PfG will set out a multi-year, outcomes-focussed framework aligned to the parliamentary cycle, supported by key data points including national results and PISA outcomes later this year. Members recognised the opportunity to align education reform with these longer term priorities.

Members were updated on the wider Public Service Reform agenda, including joint work over the summer between Scottish Government and local government partners to consider how services can be delivered more effectively, with further Ministerial detail expected later in the summer.

In discussion, members welcomed the opportunity to work collaboratively across the system. It was noted that ADES and COSLA are keen to engage with Scottish Government, Education Scotland and HMIE on how reform can be delivered more effectively, including identifying future opportunities across local government.

The Board agreed that the current context presents a significant opportunity to progress reform and that this should be taken forward over the coming months.

Curriculum and qualifications strategic overview

Members received a strategic update on curriculum and qualifications reform, including a formal report drawing on discussions from the May and June meetings of the Curriculum and Qualifications Reform Assurance Board.

It was noted that two Assurance Board meetings had taken place since the previous Programme Board, with future reporting cycles expected to align more closely with Delivery Board timelines.

Members were advised that at the May meeting, overall delivery was largely assessed as on track, with most areas rated green. Two areas were identified as amber, reflecting the stage of readiness of the Curriculum Improvement Cycle (CIC) at that point in time, particularly in relation to the preparation of draft curriculum materials for summer publication and the implications this may have for future qualifications development.

The Board noted some of the highest scoring risks discussed at the May meeting included planning and prioritisation, system capacity, and funding. The planned mitigations for these includes the development of a multi-year business case to support reform.

Members were provided with an update on the development of the national practice guidance and technical framework, including clarification of what will change and what will remain consistent within the CIC. This provided reassurance on the continued underpinning role of the Curriculum for Excellence (CfE). Members also noted areas to return to, including clearer linkage between CIC success criteria and the programme’s overall success criteria. Members also highlighted the need for further consideration of alignment between curriculum and qualifications, particularly in relation to the sequencing and timing of implementation and any potential gap between the two. These will be revisited through future Assurance Board discussions.

Members were further advised that, at the most recent June meeting, progress had been made across a number of areas. This included an update on the capacity and workforce time risk, with agreement in principle to support additional in‑service days, subject to formal approval. Members also noted the finalisation of the Memorandum of Understanding between Education Scotland and Qualifications Scotland, providing increased confidence on curriculum and senior phase alignment, and that focus will now move towards the implementation phase of the CIC.

The Assurance Board noted increased confidence, particularly at the most recent meeting, in the technical development of the CIC, including the underpinning framework and continued alignment with the CfE.

The importance of clear and coordinated communications was noted, particularly in managing expectations across the system, including around the scale of resource required and the support that will, and will not, be available. Members reflected on the need for clear prioritisation across the system, including identifying areas where activity may need to stop or reduce to support delivery.

Members further noted the importance of effective engagement with teachers, parents and children and young people to support understanding of reform and its intended benefits.

The board welcomed the progress made and the assurance provided, while recognising the importance of maintaining pace and clarity as the programme moves into implementation.

Draft Curriculum Framework Guidance

Members received an update on the publication of the draft curriculum framework guidance and associated materials, and were informed that a letter was issued to Directors of Education and Chief Education Officers this week. It was noted that the materials will be shared to support early awareness and preparation, rather than immediate engagement, with fuller consideration expected from the start of the new academic session.

Members were advised that the draft materials include an early version of Building Scotland’s Curriculum alongside draft samples based on the Know–Do–Understand (KDU) model, informed by overarching curriculum “Big Ideas”. It was emphasised that the work seeks to evolve rather than replace the CfE, maintaining continuity while strengthening clarity, coherence and progression.

It was noted that the draft guidance is intended to operate as a coherent single package, bridging policy and practice by bringing together rationale, curriculum design principles and practical examples. Members were advised that the KDU model represents a significant development within the technical framework, with flexibility built in to support different starting points and contexts across sectors and curriculum areas.

Members discussed early feedback from rapid review activity undertaken on draft materials, including initial mathematics samples. This feedback indicated that, while the materials are recognised as drafts and part of an evolving picture, further clarity will be important to support consistent interpretation and to manage workload implications. Members noted that clarification of expectations should support planning, tracking and transition over time.

Members were updated on the publication timeline, including further draft materials due later in the summer, full draft KDU models in September, and final guidance planned for January 2027. Work over the next 6 to 8 weeks will focus on initial alignment activity, including horizontal and cross curricular alignment and early duplication reduction.

The board noted the range of support being put in place to accompany publication, including engagement with local authority officers, headteacher engagement sessions, in‑service day materials, an additional in‑service day later in the year, an ongoing programme of webinars, local authority drop‑in sessions, and Education Scotland’s wider professional learning offer.

In discussion, members recognised that implementation will take place at different paces across sectors and practitioner groups and emphasised the importance of a phased approach with a strong focus on pedagogy and professional understanding. Members highlighted the need to support secondary practitioners to engage fully with Broad General Education, alongside senior phase considerations.

Members discussed the importance of maintaining alignment between curriculum development, assessment and qualifications, noting that mechanisms are in place to support this, with further work on assessment frameworks expected to begin later in the year. Members also noted the potential role of inspection activity in supporting implementation, recognising the need to sequence this carefully to ensure it is timely and proportionate.

The board welcomed the progress made to date and recognised the scale of the co‑design effort undertaken. Members emphasised the importance of clear and coordinated communications to support understanding across the system and manage expectations, while reinforcing that the draft materials represent an important step in the process.

Overarching engagement strategy for the Education Directorate

Members received Paper 3, setting out the proposed overarching engagement strategy for the Education Directorate. It was noted that the strategy has been developed following the move to a single Education Directorate and the start of the new parliamentary session and seeks to take a more holistic and coordinated approach to engagement aligned to strategic priorities.

Members were advised that the strategy builds on existing engagement mechanisms and focuses on strengthening coordination of engagement with children and young people, parents and carers, and headteachers. This includes improved alignment of engagement activity to ministerial priorities, clearer feedback loops, and closer partnership working with Education Scotland, HMIE and Qualifications Scotland, in line with public service reform ambitions.

It was noted that grant funded engagement mechanisms, including the Scottish Assembly of Parents and Carers and children and young people’s engagement programmes, will continue, with increased alignment across topics and improved use of insight to support policy development. Members also noted the intention to continue Headteacher Panels, alongside consideration of regional headteacher engagement events, subject to Ministerial agreement.

Members discussed the importance of ensuring engagement activity is purposeful, proportionate and coordinated across the system, recognising the risk of duplication and stakeholder consultation fatigue. Members emphasised the value of clearer forward planning and visibility of engagement activity, including across national bodies and local government, to support better sequencing and coherence.

In discussion, members highlighted the importance of engagement reaching classrooms and supporting practitioners directly, while recognising the distinction between headteacher and school level empowerment. Members also noted the need to manage expectations across the system and ensure consistent messaging on reform activity.

Members welcomed the development of an engagement tracker to support improved coordination and reduce duplication and emphasised the importance of joining up engagement with parents and carers across national and local levels, recognising current constraints and opportunities for further collaboration with partners.

The board welcomed the direction of travel set out in the strategy and noted the importance of continued refinement as engagement priorities are confirmed and delivery arrangements are embedded.

Delivery assessment

Members received an update on the programme’s delivery assessment and supporting governance arrangements. It was noted that this meeting represented the first full cycle operating under the refreshed Education Reform Programme governance structure.

Members were advised that project articulations are being finalised across the programme, with collective ownership embedded from project level through to strategic oversight. A clear governance cycle is now in place, providing visibility of progress, risks, issues and dependencies at each level.

It was noted that reporting arrangements are being established to provide clear lines of sight from individual projects through to programme level, with defined escalation routes in place. Members noted that this supports more consistent and timely assurance across the programme.

Members were updated on the programme roadmap, which has been shared through governance channels and refined following assurance activity. It was noted that a number of amendments had been made following Assurance Board consideration, and that the roadmap is now at an appropriate level of maturity, with projects aligned to milestones. Members noted that the roadmap is effectively baselined, with change control arrangements in place should future amendments be required.

Members were advised that further work is underway to embed project level reporting across partner organisations, with communication to colleagues in Education Scotland and Qualifications Scotland to follow.

It was noted that the Delivery Assessment presentation would be shared with Board members following the meeting.

Programme risk profile and dependencies overview

Members received an update on the Programme Risk Profile, informed by collaborative work across the programme and education bodies, and following consideration by the Risk and Dependency Management Group, the Delivery Group and the Curriculum and Qualifications Assurance Board.

Members noted the current highest rated risks, relating to funding and financial planning, programme planning and visibility, and system capacity. It was noted that work is underway to develop a multi-year business case for qualifications reform, with initial high level planning expected over the summer and further detail to follow in advance of September.

Members were advised that work is ongoing to strengthen planning and assurance, including through the development of Project Initiation Documents and clearer identification of critical paths across the programme.

Members discussed capacity pressures across the system, including the need to ensure sufficient time is provided for professional learning and planning, noting the importance of in‑service days and wider support to enable delivery.

Members were updated on programme level dependencies, noting that a number of high-level dependencies are being actively managed and are now subject to BRAG assessment. It was emphasised that some BRAG statuses reflect information gaps or lack of ownership clarity rather than delivery blockages. A deeper review of dependencies will be undertaken ahead of the next Delivery Board meeting, recognising the complexity of curriculum and qualifications reform.

In discussion, members emphasised the importance of maintaining visibility of critical interdependencies and ensuring they are addressed at the appropriate point in the programme. The Chair highlighted the importance of progress on the business case as a critical next step, noting the wider financial context and the need to understand any potential slippage.

Any other business

The next meeting of the Education Reform Delivery Board will take place on 25 August 2026.