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 2
Outcome 2 – young people experiencing the benefit of schools and early years settings working in excellent partnerships with wider children’s services and other partners, families, and communities, in line with the GIRFEC approach.
Action
TP132
The Scottish Government is funding a project which aims to support children’s early speech and language development and support a reduction in the equity gap in children’s early speech, language development. This is being taken forward through the secondment of six full time equivalent (FTE) senior speech and language therapists as Early Speech and Language Leads (the Leads).
The six FTE posts will be hosted and line-managed by Education Scotland to make maximum use of existing relationships and networks including local education authorities and practitioner networks. The Leads have three core elements to their role:
1. Strategic Oversight - The Leads will work with partners to understand the current system, including what is working well and the actions required to improve to better support children’s speech, language and communication development from pre-birth to 5. The Leads will work collaboratively with health and early education teams to co-design, develop and deliver bespoke plans, measures, professional learning and resources aligned to regional and local priorities for early speech and language improvement.
2. National Leadership – The team will contribute to national actions to support children’s early language development and lead on the development of a national action plan for early speech and language development.
3. Operational Support – The Leads will help build the confidence and capacity of staff working in ELC and health settings to implement effective universal and targeted approaches to support children’s speech and language development in line with ‘Realising the Ambition: Being Me’, and to support increased communication and collaboration across other key public services in-line with ‘Ready to Act’.
Current position
Closed - superseded by action 2/4
Action
SI114
The Care Inspectorate and HM Inspectors are developing a shared inspection framework for use in ELC inspections, which will be piloted in January 2025, and implemented in September 2025. They are doing so in partnership with each other and in consultation with the sector. They are also working together to plan their inspection programmes, undertake shared inspections and reduce burdens on the sector. The inspectorates have confirmed that neither organisation will inspect a service within an 18-month period of each other unless there are exceptional circumstances.
Current position
Closed
The framework was published by the inspectorates in January 2025. Detailed work to develop the inspection methodology is taking place. The inspectorates expect to implement the framework in shared inspections and Care Inspectorate single inspections from September 2025 and in HMIE single inspections from January 2026.
How we will measure impact
It is intended that the shared framework and joint planning of inspections will reduce the inspectorate burden on ELC providers whilst supporting high-quality provision.
The inspectorates will monitor impact through engagement with the sector.
Action
SI126
Scottish Government will build a system of school age childcare, providing care and activities before and after school, and during the holidays. As we design the system, we will take account of the needs of people who use and deliver childcare, and will build on existing provision.
Current position
Ongoing
Key Programme updates (Delivery):
SACC is currently being designed and delivered in 23 Early Adopter Communities (EAC) across 6 local authority areas; 7 Access to Childcare fund projects, and 50 football clubs through the Scottish Football Association (SFA) Extra Time Programme. All early delivery of SACC is targeted at families most at risk of living in poverty as set out in the tackling child poverty delivery plan.
This year we have increased our investment in the Extra Time programme to £5.5 million, increasing the number of clubs and trusts delivering services to over 50 across Scotland, supporting up to 5000 children and families.
Around £1 million funding will support the Access to childcare projects until March 2027 including specialist provision for children with complex disabilities and additional support needs.
We are in the second year of two-year funding for the EACs, of up to £16m investment to build local systems of childcare targeted at families most in need.
An Exploration project for the next phase of digital service design is complete. This has developed understanding of user needs, the technical options, and high-level costs and time required for delivery. Tenders will be invited for the next discovery phase of this work in November 2026, and work will take place in Q1 of 2026.
Additionally, we have invested £3m to expand and enhance breakfast club provision across primary and special schools over the 25/26 academic year. Delivery commenced in August 2025, with Bright Start Breakfasts funding supporting 490 clubs to provide 9,000 breakfast club places supporting up to 20,000 children.
We also provided £1m to LAs this year to support with holiday playschemes and activities for disabled children.
Key Programme updates (Policy Development):
The Scottish Government and Care Inspectorate have completed a feasibility study and agreed next steps with Scottish Ministers on the options for the future regulation of SACC services. To support the sustainability and quality of childcare services for school age children, we will take forward work to create a new legislative category for school age childcare. Engagement with stakeholders will take place over the coming months with a formal consultation to follow in 2026. We will also be taking forward exploratory work to consider whether and how the oversight of organised children’s activity services could be improved, and how this may improve access to support for families alongside opportunities to add value to the wider school age childcare sector.
How we will measure impact
We have separate evaluation workstreams for all of our tests of change delivery projects.
Extra Time:
The Extra Time programme is developing our understanding of how children's participation in organised activities round about the school day and during the holidays can improve children's wellbeing, attendance, attainment, and mental and physical health as well as parental outcomes related to sustaining employment. Reporting from delivery 2025-26 will be published in summer 2026.
Link to Extra Time Annual Impact Report
Link to Extra Time Evaluation Report
EACs:
Through these projects we are designing and testing new types of childcare delivery and evaluating the difference this can make. Phase 2 of the evaluation is under way and will report in Autumn 2026.
Bright Start Breakfasts:
Monitoring activities are being undertaken as part of the Bright Start Breakfasts delivery fund and an initial report is expected in January 2026. Improvement Service has been contracted to undertake research on public sector breakfast delivery by LAs and schools.
Holiday playschemes and activities for children with disabilities:
We are working with COSLA to understand how the £1m additional funding has helped support delivery, alongside planned engagement with partners in Local Government to understand the range of approaches that are being taken to meet their statutory responsibilities relating to childcare as set out in the Children (Scotland) Act 1995.
Action
2/1
The Programme for Government in September 2024 committed us to work in partnership with local authorities and wider children’s services to improve attendance, attainment and the curriculum in schools to boost standards. This work will be underpinned by the ‘Getting it right for every child’ (GIRFEC) approach as Scotland’s framework for the delivery of holistic, rights-based multi-agency support and a shared approach to planning for children and young people’s wellbeing.
Complete
The statutory review of 2023-2026 Children's Services Plans was published in February 2025.
How we will measure impact
Children’s Services Planning Partnerships (CSPP) must publish a Children’s Services Plan every 3 years, as well as an Annual Report demonstrating what progress the CSPP has made in improving wellbeing outcomes for children, young people and families living in that area. The effectiveness of children’s services planning arrangements across Scotland are monitored through the statutory review of children’s services plans and reports, carried out by Scottish Ministers and joint inspections of children’s services. The review is based on a number of criteria, one of which is focused on how the CSPP is creating and maintaining effective ‘Getting it right for every child’ practice for individual children, young people and their families (Criterion 8).
Action
2/2
The learning from the most recent statutory review of Children’s Services Plans will be used by Children’s Services Planning partners to support annual reporting, development of the 2026-2029 Children’s Services Plans, and local CSPP delivery approaches. A programme of workshops for the Children’s Services Planning Strategic Leads Network, to support the sharing of good practice, and provide practical support is in development, with the first session scheduled for December 2024.
Current position
Ongoing
A series of development sessions facilitated by CYPIC and CELCIS have taken place over 2025 with the final session to run in December. A workplan for the network for 2026 is in development.
How we will measure impact
Children’s Services Planning Partnerships (CSPP) must publish a Children’s Services Plan every 3 years, as well as an Annual Report demonstrating what progress the CSPP has made in improving wellbeing outcomes for children, young people and families living in that area. The effectiveness of children’s services planning arrangements across Scotland are monitored through the statutory review of children’s services plans and reports, carried out by Scottish Ministers and joint inspections of children’s services. The review is based on a number of criteria, one of which is focused on how the CSPP is creating and maintaining effective ‘Getting it right for every child’ practice for individual children, young people and their families (Criterion 8). The statutory review of Children’s Services Plans 2023-2026 was published in February 2025.
Action
2/3
We are investing in a programme of work to support early intervention in speech, language and communication for young children and their families.
Current position
Ongoing
The National Early Language and Communication Team moved to NHS Education for Scotland over the summer. The team is supporting the development of the Early Years Speech and Language Action Plan, which will be published in December
How we will measure impact
In the medium term, we will expect to see an improved use of data on SLC to inform local priorities and service planning (reported by local multi-agency SLC Forums via SLC self-evaluation framework and local SLC Action Plans).
We will take forward activity to build capacity and knowledge in respect of SLC across the early years workforce and embed the SLC Knowledge and Skills matrix. Local implementation of the matrix will take a quality improvement approach and impact evidenced.
Action
2/4
Education Scotland will develop and implement an enhanced leadership professional learning offer for early learning and childcare (ELC) practitioners.
Current position
Closed
The Pedagogical Leadership in ELC programme was delivered to 50 Heads and Managers of Early Learning and Childcare (ELC) settings. It aimed to strengthen leadership practice, deepen pedagogical understanding, and support sustainable change. A complementary coaching offer was developed to enhance the previously developed programme. This consisted of three sessions led by Education Scotland Associates. An additional aspect of the programme focused on capacity building within the local authority central team to support ongoing delivery of professional learning for pedagogical leadership. Central officers attended the in-person sessions, and course materials were shared with the team to enable continued development and implementation.
The Pedagogical Leadership in ELC programme has had a transformative impact on participants’ leadership practice, team dynamics, and outcomes for children. It fostered confidence, reflection, and collaboration, with ripple effects across settings.
The coaching offer added depth, and the use of current ELC leaders as coaches was a key strength. Peer networks and in-person collaboration supported sustained change. Continued system-level support and mentoring will be essential to embedding and expanding this impact.
Next Steps: Participant feedback has been incorporated into the enhanced programme which is currently being delivered in two further local authorities. Consideration is being given to developing an online version of the programme to support the participation of those working in remote and rural locations.
How we will measure impact
ELC leadership programme participants will report on improved pedagogical leadership and their progress towards more equitable outcomes for children.
Action
2/5
HMIE will inspect a selection of early learning and childcare settings and schools to evaluate how their practices align with the GIRFEC framework, including partnerships.
Current position
Complete
HM Inspectors have completed the school and ELC inspections for 2024/25. On all full model inspections, teams have evaluated settings' approaches to improving children's wellbeing. ELC pilot inspections using the Quality Improvement Framework have continued to have strong focus on wellbeing.
How we will measure impact
We will use the evidence from HMIE inspections to assess how effectively schools and early learning settings build and sustain partnerships that align with the GIRFEC approach, demonstrating their impact on children’s well-being.
Action
2/6
HMIE will ensure that new quality improvement frameworks for ELC and schools embed the GIRFEC approach, fostering capacity for self-evaluation and driving improvements in quality.
Current position
Closed - superseded by new action in the Improvement Plan
The Quality improvement framework for the early learning and childcare sectors was launched on 18 September 2025. This framework includes a quality indicator dedicated to wellbeing, equality and inclusion. This quality indicator highlights the importance of positive relationships and children’s wellbeing. It recognises the importance of providing high-quality, inclusive, and appropriate rights-based support. These approaches result in improved outcomes for children’s learning, wellbeing and participation. It takes account of children who may require additional support to access and benefit fully from their entitlement to high-quality early learning and childcare (ELC). This includes identifying and assessing their learning and wellbeing needs in a timely manner and providing personalised and targeted support. It recognises that strong, collaborative partnership working between those supporting children is essential. It highlights the importance of meaningful engagement with children and families to inform decisions about how children’s needs should be met.
In schools, HMIE continue to focus on ensuring wellbeing, equality and inclusion using HGIOS? 4th edition. Work is underway to develop a new school inspection framework.
How we will measure impact
We will use the evidence from HMIE inspections to assess how effectively schools and early learning settings build and sustain partnerships that align with the GIRFEC approach, demonstrating their impact on children’s well-being. During session 2025-26 this will be through evaluating QI3.1, ensuring wellbeing, equality and inclusion.
Action
2/7
The Care Inspectorate and HMIE are developing, and will publish, a new, shared Early Learning and Childcare (ELC) Quality Improvement Framework that ensures consistency and a common language for inspection of ELC services, minimises burdens on practitioners, and provides clarity around the roles and responsibilities of the inspection bodies. The Inspectorates are also continuing to work together to plan their inspection programmes, undertake shared inspections and reduce burdens on the sector wherever possible.