Education Reform Programme Board minutes - March 2026

Attendees and apologies

• Clare Hicks
• Alison Taylor
• Lewis Hedge
• Nick Page
• Graeme Logan
• Laura Caven
• Lesley Brown
• Sarah Hart
• Chris Dunne
• Graham Thomson
• Sean Stronach

Apologies

• Lisa Bird
• Laurence Findlay
• Molly Illingworth
• Shirley Laing

PMO

• Pauline Hendry
• Lewis Worobec

Items and actions

Welcome and introductions

The Chair welcomed members to the meeting, noted apologies, and confirmed that minutes would be taken in the usual format. The Chair also welcomed Lesley Brown to the meeting, in her capacity as representation for Association of Directors of Education in Scotland (ADES).

Action points

Members received an update on outstanding actions from previous Programme Board meetings. No questions or points of clarifications were raised.

Strategic updates

The Chair noted that the pre‑election period began shortly after midnight on 26 March 2026 and provides important context for programme business over the coming weeks. It was noted that urgent business will continue as required. However public pronouncements will be limited during this time.

Donna McMaster has been appointed as the new Chief Executive of Education Scotland, taking up post on 27 April. The appointment completes the senior leadership appointments across the reformed bodies. The Chair expressed thanks to all involved in the recruitment processes and noted that Donna brings extensive experience in curriculum development and system leadership, including senior roles in Scotland and internationally.

This meeting marks the conclusion of the current tranche of programme activity. This Transition Tranche has focused primarily on the structural elements of reform and the establishment of the national bodies. As the programme moves into the Transformation Tranche, the focus will shift towards curriculum and qualifications reform, requiring a refreshed governance model. A fuller update on forthcoming governance arrangements will be provided later in the agenda.

The report on the work of the Independent Professional Advisor, John Wilson, is due to be submitted to Ministers on 31 March. As this falls within the preelection period, publication will take place thereafter, and members will be kept informed of the expected timing once new Ministers have been briefed.

The report for the Additional Support for Learning (ASL) review led by Janie McManus has recently been published. The review sets out six recommendations to support more coherent future delivery of ASL. Members noted the importance of ensuring the curriculum and wider reform work reflect the full range of learners in our schools and settings.

Curriculum and Qualifications Reform

Members received an update following the Assurance Board meeting of 19 March. The Board considered delivery reports across curriculum and qualifications reform. Overall indicators remain on track, though members noted that certain areas continue to carry a higher risk. The Assurance Board has requested deeper examination of delivery, including a deep dive session on the Curriculum Improvement Cycle (CIC) in May.

The Board received an update on communications and engagement activity, including development of a refreshed strategic narrative and work to ensure clearer system signals on milestones and expectations. Members noted the importance of ensuring colleagues in local authorities and schools understand forthcoming programme outputs. Work is underway to provide further clarity around draft curriculum materials, the relationship between the technical framework and how it aligns with the senior phase. Correspondence will issue to Directors of Education after the Easter break to support this.

Members were updated on work relating to 3-18 alignment, including the CIC technical framework and ongoing discussions on shared responsibilities between Education Scotland and Qualifications Scotland. A draft Memorandum of Understanding is being developed to support this work.

In discussion, members considered risks relating to capacity, engagement and communication. It was noted that wider pressures on teacher time remain a concern, with questions raised about the role of in-service days and the mechanisms available to support CIC implementation. Members noted the importance of early clarity, given existing workload pressures and local planning underway in schools and local authorities. The Board also reflected that communication through line management channels is essential to ensure information reaches teachers effectively.

Members also noted ongoing work to strengthen understanding of programme dependencies, including activity to support clearer sequencing and identify where time and capacity pressures may need early attention. The Board welcomed this work and agreed it would be important as the programme moves into its next tranche. Related actions will be taken forward through refreshed governance arrangements and revisited at the May Assurance Board.

Members welcomed work underway between Scottish Government (Scottish Government), Education Scotland (ES) and Qualifications Scotland to strengthen engagement channels. It was noted that further clarity on in-service time will be brought to Ministers at an appropriate stage. Members also highlighted the importance of clear messaging for teachers, parents and wider system partners once draft materials are published, recognising that uncertainty contributes to anxiety across the system.

Communications and engagement - cross system engagement strategy

The Board received Paper 2, setting out the draft Strategic Narrative and Communications Strategy for curriculum and qualifications reform. Members noted that the strategy has been considered by both the Curriculum and Assessment Board and the Curriculum & Qualifications Assurance Board, with revisions made to reflect feedback from those groups.

It was noted that as with any communications strategy it is intended to evolve over time, particularly regarding the timing of communications, but provides an important means of signalling intent and supporting coordinated messaging across the system.

Members were updated on the establishment of a refreshed Communications and Engagement Group, which will support coordination of programme communications and take forward broader engagement work across the system, including with amongst others, young people, parents and the education workforce.

The Board discussed the approach to coordinated communications between the Scottish Government, Education Scotland and Qualifications Scotland, recognising that each organisation must ensure shared and consistent messaging. Members also noted the need for bespoke and tailored communications for specific stakeholder groups.

Members reflected on lessons learned from previous communications activity, including past approaches to explaining qualifications changes to parents (“In a Nutshell”). It was suggested that these could be used to inform future communications materials.

The Board noted the importance of situating communications within the broader education landscape, including changes within the Post School Education and Skills Reform (PSESR), to ensure clarity for stakeholders. It was also highlighted that local government partners are critical to effective communication and should be engaged at appropriate stages.

Action: SG, ES and QS to consider how best to ensure local government partners, including elected members, are engaged at appropriate points to support understanding of forthcoming changes and ensure consistent messaging across the system.

Transition update and transformation forward look

Members received an update from Qualifications Scotland. The organisation’s new leadership structure is now in place, and work is underway to build the structures beneath this as part of a full organisational redesign in collaboration with the QS Board. The Corporate Plan was approved by the Board on 25 March and, while not intended for wider publication during the pre‑election period, will be shared with Board members when available. Work is also progressing on the qualifications reform process plan and the digital sustainability programme, supported by external pro bono expertise to ensure system stability ahead of further transformation.

Action: Nick Page to share with PMO the Qualifications Scotland Corporate Plan for circulation with the minute.

Members received a joint update from Education Scotland and HMIE. It was noted that Ruth Binks will take up the role of His Majesty’s Chief Inspector on Monday, following a phased handover period.

Recruitment for the Chair of the Advisory Council will begin shortly, and members were encouraged to share the opportunity within their networks. Development of a five-year corporate plan is underway and will be shared with the incoming government. Work also continues across curriculum related areas, including ongoing “decluttering” to improve coherence and reduce duplication, alongside strengthened professional learning activity.

In discussion, members welcomed the updates and recognised the breadth of transition activity across both organisations. The importance of ensuring that curriculum development continues to reflect the needs of learners with additional support needs was emphasised, and members noted that this should be clearly articulated in wider communications.

Transformation programme management approach

Members received an overview of the proposed programme management approach for the Transformation Tranche, which will place curriculum and qualifications reform at the centre of programme activity following completion of the structural reform phase. A draft multi-year roadmap has been developed. This includes high level milestones aligned with previously agreed timelines. The roadmap will undergo final assurance work before being baselined.

Members were briefed on plans for a governance model refresh as the programme enters its next tranche. This includes establishing an Education Reform Joint Delivery Board bringing together SG, Education Scotland, HMIE, Qualifications Scotland and local government. The Curriculum and Qualifications Assurance Board will take on a strengthened role in assuring the quality of curriculum and qualifications design and system readiness. Operational delivery will be supported by revised arrangements through the Programme Management Group and the Curriculum and Qualifications Delivery Group, with an emphasis on exception.

Under this approach, project level highlight and exception reports will first be considered at the Programme Management Group, with a consolidated programme level report on progress, risks and exceptions progressing to the Curriculum and Qualifications Assurance Board and the Joint Delivery Board. It was noted that local authorities will have an important role within these arrangements as the programme moves further into delivery.

The Board discussed the continued role of the Risk and Dependency Management Group, which will retain responsibility for managing programme level risks and dependencies. As the programme transitions into the new tranche, programme risks will be re‑profiled, with clearer lines of accountability and updated escalation routes. The supporting risk and dependency management strategies will be refreshed to reflect these expectations.

In discussion, members expressed support for the overall direction of travel and welcomed the clarity provided through the developing roadmap and governance arrangements. Members emphasised the value of a clear logic model to support shared understanding of the change process and responsibilities. It was noted that the intention is to develop and align a logic model with a refreshed benefits model.

Members welcomed the constructive and collaborative work undertaken to reach this point, recognising the significant effort across organisations to develop a coherent approach for the next phase of reform. The Board noted the positive engagement and indicated that work should continue as planned, subject to further refinement and assurance as the tranche is developed.

Programme risk overview

Members received an update on the Programme Risk Profile, informed by the most recent meeting of the Risk and Dependency Management Group (RDMG) on 10 March. It was noted that a fuller reprofiling of risks will be undertaken as the programme transitions into the next tranche, including consideration of which risks should transfer to business as usual arrangements.

Members were advised that a new risk (ERP‑09: Collective Alignment to Strategic Direction Across the System) has been added, scoring 150. This reflects concerns about maintaining consistent alignment across organisations on the direction of curriculum and qualifications reform. The risk emerged from joint discussion with Education Scotland and Qualifications Scotland at the RDMG.

The score for ERP‑05 (Transformation Planning) has increased to 200. This reflects the need for clear cost models for national bodies, and ongoing dependencies affected by the pre‑election period. Planned actions are in place and are expected to help reduce the score over time.

The score for ERP‑07 (Integration of Education Bodies and Wider System Transformation) has reduced to 100, reflecting improved confidence following recent progress on senior phase alignment and the near‑completion of the ES, QS Memorandum of Understanding. Four outstanding actions remain under review, and it was noted that resolving these, some of which are already close to completion, would allow the risk score to be reduced to target level ahead of the upcoming re‑profiling of the register.

ERP‑06 has been closed, following agreement that this was an internal SG risk, relating to strategic policy integration across reform workstreams and no longer requires tracking.

Members welcomed the direction of travel and the strengthened approach to programme level risk management proposed for the next tranche, noting that clearer ownership, revised escalation pathways and updated risk structures will support more effective oversight as the programme moves into its next tranche.

Any other business

The Chair noted that, from 1 April, the Education Reform Directorate will cease to exist. A new Education Directorate will be established, jointly led by Clare Hicks and Graeme Logan. Members were also advised that Alison Taylor, who has been serving as Interim Director of Learning, will move into the role of Deputy Director for Governance, Digital and Infrastructure within the new directorate.

The Chair also confirmed that work is underway to establish the new Joint Delivery Board, with the date of the first meeting to be confirmed and shared with members in due course.