National Improvement Framework plan 2025: update on activity
Sets out progress on existing actions from the 2025 National Improvement Framework and improvement plan from across the education and skills landscape.
Outcome 1
Outcome 1 – a globally respected, empowered and responsive education and skills system with clear accountability at every level that supports children, young people and adult learners to thrive. The system enables the development of their knowledge, skills, values and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy.
Action
CA03
From 2021, we anticipate a revised ELC census that will provide additional data on some of the drivers of children’s outcomes.
Current position
Ongoing
Work to enable data on the number of hours of funded ELC children are registered to be available as part of the ELC Census has been delayed due to a delay in the roll-out of the SEEMiS Early Years management information system.
How we will measure impact
The individual level ELC Census data will enable us to better understand take up of the expanded entitlement to 1140 hours of funded ELC and will allow us to analyse the number of hours children are registered for funded ELC as a driver of child outcomes by child characteristics (e.g. sex, deprivation.)
Action
CA94
The Scottish Government will monitor progress made against the actions from the ASL Review. The Scottish Government continue to monitor this progress.
Current position
Complete
Scottish Ministers and COSLA have a joint agreement in place for the delivery of the ASL Action plan, and in 2022, the ASL Project Board was established. The ASL Project Board has oversight of delivery for the ASL Action Plan and has a wide stakeholder membership. This approach provides accountability through discussion, challenge and delivery progress. This governance structure has been established to ensure transparency in the delivery of our work and to create accountability of Ministers and our partners, including COSLA, ADES and Education Scotland. It also allows regular scrutiny of the work plan and prioritisation of any areas of concern and progress on short, medium and long-term actions.
In November 2024 an updated ASL Action plan and Progress Report were published. The ASL Action plan includes the most recent updates on the work that the ASL Project Board are taking forward to deliver specific actions agreed to meet the recommendations set out in the ASL Review. The Progress Report captures progress made towards delivery of the actions set out in the Action Plan between November 2022 and June 2024. Good outcomes have been achieved across all recommendations with more actions progressed and completed. The ASL Project Board will continue to meet every two months. Progress has been regularly monitored throughout the duration of the ASL Action plan, and a final update of the ASL Action Plan due in March 2026.
Anticipated outcomes and next steps
In March 2024, the Cabinet Secretary for Education and Skills gave evidence to the Education, Children and Young People’s (ECYP) Committee on the delivery of Additional Support for Learning. In the knowledge that the ECYP will produce a report and recommendations following their evidence sessions, the Cabinet Secretary agreed to consider their outcomes prior to publishing the next progress report. The ASL Project Board published a further up-date on the ASL Action Plan, along with a Progress Report in November 2024, having considered outcomes from the ECYP committee report. The next, and final update, will be due in March 2026.
Action
SI121
The Scottish Government will work with key stakeholders to review and co-develop refreshed materials for use by local authorities, in undertaking their own local Health and Wellbeing Census in the 2024/25 academic year, on behalf of themselves, and local Children’s Services Planning partners. The Scottish Government will work in collaboration with all key stakeholders to better understand why some local areas do not intend to use these materials.
Current position
Closed
The Chief Statistician made the decision in 2025 to discontinue the Health and Wellbeing Census in its current format. The Scottish Government is not currently collecting Health and Wellbeing Census data from local authorities and has no plans to do so in future therefore this action is now closed. The collection of data on the health and wellbeing of our children and young people is important and we will continue to work with partners to establish alternative ways of gathering this information. The Chief Statistician is considering how this is taken forward in future.
Action
1/1
The Education (Scotland) Bill provides the scaffolding for a more responsive, trusted and effective national education infrastructure that supports continuous improvement to meet learner and stakeholder needs in the 21st century.
Current position
Complete
Stage 3 of the Education (Scotland) Bill was passed by the Scottish Parliament on Wednesday 25 June 2025, with Royal Assent granted on 6 August 2025. Current priorities include transition delivery and standing up new education bodies, subsequent work will focus on transformation to achieve strategic outcomes.
How we will measure impact
The Scottish Government has commissioned work to develop a Monitoring and Evaluation Strategy which will propose a structured approach to systematically monitor progress and evaluate the impact of Curriculum, Qualifications and Assessment reform project (as well as the wider Education Reform Programme) over time. This project includes the development of a theory of change model, data mapping and an evaluability assessment.
Action
1/2
We will work with our public bodies and local government partners to ensure that there is clarity on roles and responsibilities of those responsible for delivering education in Scotland, ensuring that governance arrangements support system accountability.
Current position
Complete
The report from the system interfaces project set out the required clarity at a broad level. Work to operationalise this is ongoing and out with the scope of this action. This report was presented to the Education Reform Programme Board in November 2024.
The report from the Education Reform Programme Systems Interfaces Project set out responsibility matrixes setting out the main and supporting responsibilities for the national bodies and other systems partners.
Governance arrangements for Qualifications Scotland (QS) and HMIE will be underpinned by the Education (Scotland) Act with governance arrangements for a refocused Education Scotland and the Centre for Teaching underpinned by overall programme principles.
How we will measure impact
The Scottish Government has commissioned work to develop a Monitoring and Evaluation Strategy which will propose a structured approach to systematically monitor progress and evaluate the impact of Curriculum, Qualifications and Assessment reform project (as well as the wider Education Reform Programme) over time. This project includes the development of a theory of change model, data mapping and an evaluability assessment.
Action
1/3
The creation of Qualifications Scotland (QS) in 2025 will lead to the re-establishment of trust and confidence in our qualifications body. The governance arrangements set out in legislation will lead to a more transparent and accountable organisation and provide a framework that ensures the involvement of teachers, lecturers, pupils and students in its running. This action will also help to deliver inclusive and relevant curriculum and assessment under Outcome 3.
Current position
Ongoing
Stage 3 of the Education (Scotland) Bill, which creates Qualifications Scotland was passed by the Scottish Parliament on Wednesday 25 June 2025, with Royal Assent granted on 6 August 2025.
Transition planning is at an advanced stage, with a Section 104 Order introduced at Westminster and supporting secondary legislation in the Scottish Parliament being timetabled to fully implement the Act. Qualifications Scotland was established as a legal entity on 1 December 2025, with Shirley Rogers appointed as Chair and the Board being established by transitioning selected current members of the SQA to Qualifications Scotland and the recruitment of new members. Recruitment of members to the Learner and Teacher Interest Committees and the Strategic Advisory Council will also begin in December.
A Headteacher has been seconded into SQA to oversee the establishment of a new schools unit to improve the relationship between SQA and the profession.
How we will measure impact
The key barometer of success of the impact of the replacement of the Scottish Qualifications Authority with Qualifications Scotland is that there will be a renewed trust and confidence in the national qualifications body. Enhanced reporting requirements for Qualifications Scotland, including on how it has delivered on its Charters, will support how the organisation’s performance on these issues are measured and assessed.
Action
1/4
The creation of His Majesty’s Inspectorate for Education (HMIE), will mean the inspection function is more independent of Ministers, providing it with greater autonomy. This independence will ensure an objective, external perspective on quality across all levels of the education system, providing assurance to stakeholders and fostering trust in the education system.
Current position
Closed - superseded by new action in the Improvement Plan
The Education (Scotland) Act 2025 received Royal Assent on 6 August 2025. This is a significant milestone in delivering a suite of reform which will strengthen our education and skills system. HMIE continue to take forward work to establish the independent inspectorate in Scotland.
How we will measure impact
We will use the evidence from HMIE inspections to assess performance at individual, regional, and national levels, enhancing quality and supporting improvements. This aims to promote the highest standards of learning, leading to better outcomes for all learners.
Action
1/5
HMIE will support improvement by sharing findings and insights which could lead to better practices at local, regional and national levels.
Current position
Closed - action merged with 5/2
Action
1/6
A refocused Education Scotland will prioritise its functions on curriculum design, delivery and improvement, including the provision of resources to support high quality learning and teaching, support a national framework for professional learning and building on national leadership programmes. It will also work with local authorities to inform approaches to wellbeing, inclusion, behaviour and enabling better support for those with additional support needs.
Current position
Ongoing
Work on Organisational Development continues to advance at pace. Restructuring our functions to ensure alignment with key priorities: curriculum design, delivery, and ongoing improvement is underway. Central to this is the enhancement of resources that underpin high-quality learning and teaching including continuation of the established national leadership programmes, development of our national framework for professional learning, and improving accessibility to established national leadership programmes. Partnership working with local authorities has shaped approaches to wellbeing, inclusion, and behaviour, providing enhanced support for staff in meeting additional support needs. In parallel, consideration is being given to Public Service Reform and how this integrates within the refocused Education Scotland.
Next Steps: Through a systems leadership approach engage the education system to explore a framework for professional learning with the potential outcome of embedding the national model of professional learning. The development of the Corporate Plan methodology is underway, with a strong emphasis on engaging stakeholders. This process seeks views on the refocused Education Scotland and explores how practitioner voice can be meaningfully embedded in both decision-making and delivery.
How we will measure impact
We will continue to use PISA assessment, and our position when compared with other developed nations as a measure of the success of our education system. This will be complemented going forward with specific data to compare in reading literacy, maths and science compared to other nations, via the TIMSS and PIRLS studies.
We will use the evidence from HMIE inspections to assess performance at individual, regional, and national levels, enhancing quality and supporting improvements. This aims to promote the highest standards of learning, leading to better outcomes for all learners.
We will use data on positive destinations for school leavers in assessing the extent to which our children and young people are being provided with the best opportunity to succeed and contribute to Scotland’s society and economy.
Quality of curriculum materials will be evaluated through peer reviews, external audits and teacher feedback surveys. Participation rates will also be tracked by the number of teachers engaging in national professional learning programmes. Evidence of policy alignment in that local authority policies reflect national guidance on wellbeing, inclusion, and behaviour.
Action
1/7
We will set up the Centre for Teaching Excellence, hosted by the University of Glasgow, which, together with Education Scotland, will lead to an improvement in learning, teaching and assessment at a national level, through critical reflection and use of research.
Current position
Complete
The Centre for Teaching Excellence was formally launched by the Cabinet Secretary for Education and Skills on 3 September 2025 at University of Glasgow.
Analysis of national survey open to all registered teachers in June 2025 was completed and together with evidence from across the system, the following research themes have been identified and agreed as key focus areas, in addition to the already established hubs in Glasgow, Dumfries and Isles of Skye (Sabhal Mòr Ostaig):
1. Pedagogy to support attainment in diverse classrooms
2. Innovation in pedagogy to enhance classroom practice
3. Digital education and Artificial Intelligence in advancing pedagogy
How we will measure impact
We will continue to use PISA assessment, and our position when compared with other developed nations as a measure of the success of our education system. This will be complemented going forward with specific data to compare in reading literacy, maths and science compared to other nations, via the TIMSS and PIRLS studies.
A monitoring and evaluation strategy for the Centre will provide a comprehensive framework for monitoring and evaluating the progress, impact, and effectiveness. This will be embedded from the start of the work.
Action
1/8
We will adopt a collaborative approach to working across our public bodies and they will in turn adopt a collaborative approach to engagement with practitioners, children and young people and their parents and carers.
Current position
Ongoing
A summary of the reports from the first huddle of children and young people engagement has been shared with the Cabinet Secretary. The second huddle, focused on qualifications and assessment, has now concluded, with the reports expected from the organisations shortly. Sessions for the third huddle, focused on the Curriculum Improvement Cycle took place in November 2025 with the fourth huddle, focussed on ASL, due to take place at the beginning of 2026.
Work is also ongoing with the Headteacher Panels and the Scottish Assembly of Parents and Carers.
How we will measure impact
The Scottish Assembly of Parents and Carers is grant funded and will be assessed year-on-year in line with the grant offer letter objectives. The work with children and young people is also being assessed against the grant offer letter objectives.
We will use data from the Scottish Household Survey on school and setting satisfaction levels as an indicator that the reforms we are introducing are leading to improvements. The data collected includes measuring satisfaction levels amongst the general public and more specifically, in households where a school aged child is present.
Action
1/9
HMIE will conduct robust, transparent inspections across educational levels, sharing findings and insights publicly to support improvement in policies and practices.
Current position
Complete
The annual inspection programme 2024/25 is complete. HMIE completed all planned inspections including 120 NIF sample schools. All reports have been shared and published on the HMIE website.
How we will measure impact
We will use the evidence from HMIE inspections to assess performance at individual, regional, and national levels, enhancing quality and supporting improvements. This aims to promote the highest standards of learning, leading to better outcomes for all learners.
Action
1/10
HMIE will create frameworks that build capacity in self-evaluation and improvement in the quality of education, in early learning and childcare and schools.
Current position
Closed - superseded by new action in the Improvement Plan
Early learning and childcare: HMIE and The Care Inspectorate jointly developed a new framework for the early learning and childcare sectors in Scotland. Following the release of the draft framework in January 2025, inspectors from both organisations carried out extensive stakeholder engagement to share key messages and seek feedback, alongside piloting the framework in settings. Stakeholder feedback was used to refine and finalise the framework, ensuring it meets the needs of practitioners, providers and wider stakeholders in supporting high-quality self-evaluation. The final Quality improvement framework for the early learning and childcare sectors was launched on 18 September 2025 and was used on inspection by both organisations from 22 September 2025. The framework emphasises self-evaluation as a continuous, reflective process and encourages early learning and childcare providers to explore their progress, development and practice, using evidence to reflect on achievements, identify next steps and make improvements. It provides a common language for the inspection of ELC services, minimises burdens on practitioners, and provides clarity around the roles and responsibilities of the inspection bodies. This framework will be used by HMIE and the Care Inspectorate on both shared and single inspections.
New school framework: On 4 September, the interim HMCI of Education launched a national consultation on the future of school inspections. The consultation, ‘School inspections are changing: Shape what’s next’, invites everyone, from learners and parents and carers to educators, to share their views on how inspections can best support improvement in schools and provide public confidence in the quality of education. An age-appropriate and accessible version of the consultation is available for children and young people. The consultation closed on 26 November 2025. Running alongside the consultation, HM Inspectors continued to engage with children, young people and education partners to explore key themes in more depth.
How we will measure impact
We will use the evidence from HMIE inspections to assess how effectively schools and early learning settings build capacity in self-evaluation and improvement. During session 2025-26, this will be through QI1.3 Leadership of change in How Good Is Our School? 4 (HGIOS) and from the overall statement at the end of the inspection report.
Action
1/11
Utilising the findings of the national thematic inspection of local authority approaches to improving schools, HM Inspectors will identify ways in which local authorities can improve the quality of provision in their area.
Current position
Closed - superseded by new action in the Improvement Plan
A report on local authority approaches to supporting school improvement has been published. Work has been taken forward with ADES to share highly effective practice identified by HMI.
How we will measure impact
We will use the evidence from HMIE inspections to assess performance at individual, regional, and national levels, enhancing quality and supporting improvements. This aims to promote the highest standards of learning, leading to better outcomes for all learners.
Action
1/12
Education Scotland will work with local authorities to build capacity and improve outcomes by developing clear and robust improvement projects that utilise attainment and achievement data.
Current position
Closed - duplicate action to 4/1
How we will measure impact
We will use the evidence from HMIE inspections to assess performance at individual, regional, and national levels, enhancing quality and supporting improvements. This aims to promote the highest standards of learning, leading to better outcomes for all learners.
We will use data on positive destinations for school leavers in assessing the extent to which our children and young people are being provided with the best opportunity to succeed and contribute to Scotland’s society and economy.
Action
1/13
We will bring forward legislation to simplify the funding body landscape and reform the post-school education and skills landscape so that funds get to where they are needed more quickly and efficiently, take lead for Skills Planning at the national level while strengthening regional approaches so that the system can better respond to national and regional needs, and reform our apprenticeship model.
Current position
Ongoing
These actions are projects within Phase 1 of the Post-School Education and Skills Reform Programme. Legislation was submitted to Scottish Parliament February 2025; Stage 1 completed on 25 September 2025 and the Bill has now progressed to Stage 2. Skills Planning and Apprenticeships Reform work is ongoing. Current Phase 1 Programme status: on track
How we will measure impact
A monitoring and evaluation strategy for the Post-School Education and Skills Reform Programme will provide a comprehensive framework for monitoring and evaluating the progress, impact, and effectiveness of the reform programme.
Action
1/14
Work to support the reform and improvement of the Scottish education system will be supported by a communications and engagement strategy and plan. This is designed to aid the understanding of what changes will come from this process, how they will be implemented, and allow stakeholders the opportunity to provide their views as appropriate.
Current position
Ongoing
Scottish Government, Education Scotland/Inspectorate, and SQA colleagues have agreed a new plan for communications on Education Reform up to the full operations of the new bodies, which will take us until the end of the financial year. Scottish Government colleagues are now working on a specific communications strategy linked to Curriculum, Qualifications and Assessment Reform, which will begin following the establishment of the new public bodies and the refocussing of Education Scotland.
How we will measure impact
Each strand of work as part of the plan will be assessed on an individual basis, ensuring that the approach can be tailored throughout the year. Each method of measuring impact is different, with ongoing monitoring and evaluating planned as the year progresses.
Action
1/15
We will develop an outcomes and measurement framework for funded early learning and childcare, and continue to support improvement in the quality of ELC provision and to build capacity across the system.
Current position
Ongoing
A dashboard has been developed as part of the Outcomes and Measurement Framework (OMF) in partnership with local authorities. This is now available to all 32 local authorities. Supporting documentation and capacity building support was also developed to help with the initial roll out and continued use. Scottish Government and the Improvement Service are now looking at next steps to develop the project.
How we will measure impact
Analysis of national-level monitoring and evaluation approaches for ELC and education in other countries highlighted the way in which an OMF for funded ELC could be used to support reporting against ELC delivery or outcomes. Planning for the next steps in the project will also consider the impact of the project/insights dashboard and what success looks like over the longer term.
Action
1/16
An improved education system will be supported through our £2bn Learning Estate Investment Programme (LEIP), which is being delivered in partnership with local authorities. 33 school projects will have started construction by autumn 2025.
Current position
Closed - superseded by new action in the Improvement Plan
In total, 31 LEIP projects have been in construction. Of those, 15 projects are currently in construction, and a further 16 are now complete and open to pupils.
How we will measure impact
We will measure the success of the LEIP by delivering state-of-the-art schools which will benefit tens of thousands of pupils across Scotland. We also aim to see the percentage of pupils in “poor” or “bad” condition schools continue to decrease each year within the school estate statistics.