National Improvement Framework plan 2025: update on activity

Outcome 6

Outcome 6 – improving relationships and behaviour, and attendance, with increased engagement in learning and a culture of dignity and respect for all.

Action

PE93

The Scottish Government will continue to collaborate with partners, including parents and carers to deliver the actions from the ASL Action Plan to enhance parental empowerment and engagement. We will continue to ensure that the key role of parents, as partners in their children’s learning, is realised. We will identify additional avenues for engagement to develop and deliver ways of working together that support and promote positive relationships, communication and co-operation.

Current position

Ongoing

We continue to work at pace working closely with local government partners through the ASL Project Board to deliver the remaining actions (26 actions) in our ASL Action Plan by the end of this Parliamentary term. The majority of the remaining 26 actions will be delivered through 3 areas of focus for the ASL Project Board over the coming year: action to support staff through the refreshed Code of Practice (CoP) (this will provide greater clarity on implementation of the 2004 Act – consultation on the updated CoP (during autumn 2025) will also provide us with excellent input for the review by focussing on the practicalities and challenges of implementation); action to support pupils and families (specific communications work is now being developed by Enquire, which is being designed to greatly improve understanding of the system and is supported by commitments made by Councils through the Action Plan to better engage with pupils and families); and action to improve data, under the National Measurement Framework project (Audit Scotland have particularly urged us to improve the collection and use of data to enable better planning and better understanding of performance across the system).

A final updated ASL Action Plan and Progress Report towards delivery, will be published at the end of this Parliamentary term.

How we will measure impact

Since October 2020, 40 of the 76 actions have been completed and whilst there is still much to do to deliver the remaining actions by the end of this parliamentary term, we are fully committed to achieving this. In broad terms, there are three priority areas of focus for the ASL Project Board over the next 18-months, which will support the delivery of the remaining actions set out in the ASL Action Plan: 1. Communication 2. National Measurement Framework 3. Refresh of the Code of Practice. The ASL Project Board and the ASL Network will continue to meet over the next 18- months to ensure delivery of the remaining actions in the ASL Action Plan and to ensure that the positive impact of this work is demonstrated. The next Progress Report will be published in March 2026.

Action

PE106

Education Scotland will work with Initial Teacher Education (ITE) providers, local authorities, and national organisations to begin scoping out and piloting the implementation of the Strategic Framework for Parental Involvement, Parental Engagement, Family learning and Learning at Home.

Current position

Closed

Evaluation Report and Executive Summary completed for the Initial Teacher Education (ITE) Pilot Placement Programme. Official national launch took place on 18th November 2025.

Next steps: We will work closely with participants in the ITE Pilot Placement Programme while also exploring opportunities to engage new partners for future programmes.

How we will measure impact

Evaluation feedback from students and staff across all four stages of the pilot will be captured, published through a podcast, and incorporated into the Evaluation Report. This feedback will also inform relevant professional learning going forward.

Action

PE111

The Scottish Government will work with key stakeholders in reviewing and producing refreshed materials for use by all local authorities when undertaking their own Parental Involvement and Engagement (PIE) Census in the 2024/25 academic year. 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

Ongoing

Core materials based on the 21/22 PIE census materials were made available to local authorities for use in undertaking their own PIE Census in the 2024/25 academic year. Work is ongoing on reviewing the PIE Census. Engagement has been undertaken to understand what evidence is needed on parental involvement and engagement. Analysis of the 2019 and 2022 collections to identify improvements to data quality is complete. This has informed the development of options for future evidence collection to meet needs. These options are being considered prior to making recommendations.

How we will measure impact

The review of the PIE Census aims to determine if there is still a need for continued PIE data collection, identify strengths and weaknesses of the current data collection model and ensure that all future activities contribute meaningfully to intended analytical outcomes.

Action

CA85

Developing resources and support for schools to address gender based violence and sexual harassment.

Current position

Ongoing

The Gender Based Violence in Schools Working Group published its new framework on preventing and responding to gender-based violence in March 2024.

An information session promoting the guidance was run by Education Scotland in September 2024. As part of that, feedback was gathered about whether there may be further areas where professional learning may be beneficial.

We are in the process of commissioning an independent review to establish further areas for improvement. A member of staff at HMIE has been appointed to lead on this work. Discussions on scope are ongoing.

How we will measure impact

An independent review of the guidance will be commissioned before the end of the parliamentary session.

Action

CA117

Scottish Government will work towards the implementation of the actions within the Promise 21-24 Action Plan. Specific actions during 2022:

• Scottish Government will consider, with key partners including SAGRABIS (Scottish Advisory Group on Relationships and Behaviour in Schools) how we can further support schools use of relational approaches, ensuring that exclusion from school is a measure of last resort for all pupils, but particularly those who are care experienced.
• Scottish Government will consider the further actions required, with key partners, to implement the Promise within schools in Scotland.

Current position

Closed - Superseded by new action in the Improvement Plan

The Keeping the Promise Implementation Plan was published in March 22 and included a range of actions which the Scottish Government will undertake to implement the actions of The Promise 21-24 Action Plan. This includes a range of actions, which will be undertaken in partnership between Scottish Government, Education Scotland and partners to deliver the aims of the Action Plan relating to education. Work is currently underway with Education Scotland, COSLA and the Association of Directors of Education in Scotland (ADES) to develop and agree meaningful, measurable outcomes in response to the Education asks within The Promise. This has resulted in the development of a Framework which aims to focus on improving the educational outcomes of care experienced children and young people which include increased attendance and reduced exclusion, improved staying on rates past the earliest possible school leaving date, improving achievement and attainment, and more care experienced children and young people going into and sustaining a positive destination upon leaving school. The Framework has recently completed a period of testing with the results of that testing period to be considered before the Framework is adopted. The Framework was adopted by ADES in September 2025.

During 2023 the Scottish Government continued to engage with partners to further refine these actions. This included engagement with key stakeholder groups such as Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) on how we can further support schools use of relational approaches, ensuring that exclusion from school is a measure of last resort for all pupils, but particularly those who are care experienced.

How we will measure impact

We have committed to working with our partners to ensure our response to The Promise is both thoughtful and meaningful, whilst also reflecting on good practice already being demonstrated across educational authorities. To that end, we have been working in close partnership with Education Scotland and are currently engaging with a number of partners - such as COSLA, the Centre for Excellence for Children's Care and Protection (CELCIS) and the ADES - to consider the calls for action made by the Promise in order to develop these into meaningful, measurable outcomes which has resulted in the development of the Framework.

Action

SI106

Scottish Government will engage in collaborative work with children and young people organisations to understand the various ways that learners currently engage with national decision-making, and to co-design a new format and approach for all future engagement.

Current position

Closed - action merged with 1/8

Action

6/1

The findings from the Behaviour in Scottish Schools research have informed the Joint Action Plan on Relationships and Behaviour in Schools, published in August 2024 and which sets out the strategic actions to address concerns in relation to relationships and behaviour in schools, and attendance and engagement. Work on relationships and behaviour is set in the context of school ethos and culture, which includes dignity and respect within its foundation. This three year plan is available from Ensuring Safe and Consistent Environments in Schools – Joint Action Plan - Relationships and behaviour in schools: national action plan 2024 to 2027 and reflects the work of partners within the Scottish Advisory Group for Relationships and Behaviour in Schools, and other partners in order to deliver the actions within the plan.

Current position

Ongoing

The first annual progress report on the Relationships and Behaviour in Schools Action Plan 2024-27 was published in March 2025. This outlined progress that had been made against all 20 actions within the plan. Work across individual actions is ongoing as part of phase 2 of the plan.

In June 2025, new guidance was published on: fostering a positive, inclusive and safe school environment; risk assessments for violent, aggressive and dangerous behaviour; and responding to Racism and Racist Incidents in schools.

Work has begun on the sixth wave of the Behaviour in Scottish Schools Research (BISSR), with fieldwork scheduled to begin in early 2026.

We are in the process of commissioning an independent review to establish further areas for improvement. A member of staff at HMIe has been appointed to lead on this work. Discussions on scope are ongoing.

Work to look at improving consistency in recording and monitoring incidents, as part of the Relationships and Behaviour in Schools Action Plan 2024-27, began in August 2025.

How we will measure impact

The progress in implementing the joint Action Plan on Relationships and Behaviour will be published annually, with the first report published in Spring 2025. This will include contributions to delivery across all partners, including member of the Scottish Advisory Group on Relationships and Behaviour in Schools, including Education Scotland

It is expected that local authorities will record and monitor all incidents in schools, including those which are related to bullying and behaviour and violence.

In addition to local monitoring and review of data, national level data will be available via the next iteration of the Behaviour in Scottish Schools Research. Data will also be available on the experiences of bullying via the findings of the Health Behaviour in School Age Children Study. The Health Behaviour in School Age Children Study also reports children and young people’s experiences of school, including feelings of acceptance, trust and caring from teachers and their experiences of enjoying being with their classmates, felt accepted by them, and if they were kind and helpful.

We will commission an independent review of the gender based violence in schools framework before the end of this parliamentary term.

Action

6/2

A number of the actions in the first implementation phase of the Joint Action Plan support increased engagement, dignity and respect.

Current position

Ongoing

The first annual progress report on the Relationships and Behaviour in Schools Action Plan 2024-27 was published in March 2025. This outlined progress that had been made against all 20 actions within the plan. Work across individual actions is ongoing as part of phase 2 of the plan.

Preparation for the second annual progress report is underway, with this scheduled to be published in March 2026.

In June 2025 we published new guidance 'Fostering a Positive, Inclusive and Safe School Environment' which includes guidance on setting school culture and expectations around behaviour, and approaches to consequences that support children and young people.

How we will measure impact

There will be annual progress reports on the implementation of the Joint Action Plan on relationships and behaviour.

The sixth wave of the Behaviour in Scottish Schools Research will be carried out in 2026.

We will use the following methods to track the progression of the Scottish Government programmes of work: UNCRC, Anti-Racism in Education, LGBT Inclusive Education Implementation, Gender Equality Taskforce in Education and Learning, Equally Safe Delivery Plan, Mentors in Violence Prevention and Hate Crime Strategy: professional learning uptake and feedback, website statistics, and collaboration with stakeholders.

Action

6/3

We have published guidance on mobile phone use in schools, this aims to support schools to reduce the negative impact of distraction through mobile phone use and increase engagement in learning.

Current position

Complete

The new guidance for schools was published in August 2024.

How we will measure impact

The sixth wave of the Behaviour in Scottish Schools Research will be carried out in 2026 which will monitor trends on the impact of mobiles on behaviour in schools.

Action

6/4

We have also published a refreshed national approach to anti-bullying, Respect for All, which supports schools to prevent and respond to bullying behaviours, including those arising from prejudice.

Current position

Complete

Updated anti-bullying guidance Respect for All, was published in November 2024.

New guidance on responding to racism and racist incidents, that aligns with Respect for All, was published in June 2025.

How we will measure impact

In addition to local monitoring and review of data, national level data will be available via the next iteration of the Behaviour in Scottish Schools Research. Data will also be available on the experiences of bullying via the findings of the Health Behaviour in School Age Children Study. The Health Behaviour in School Age Children Study also reports children and young people’s experiences of school, including feelings of acceptance, trust and caring from teachers and their experiences of enjoying being with their classmates, felt accepted by them, and if they were kind and helpful.

Action

6/5

We have published new guidance on Gender-Based Violence in Schools, responding to concerns of increased experiences of misogyny in schools and new guidance on the appropriate and safe use of physical intervention in schools.

Current position

Complete

New guidance on preventing and responding to gender-based violence was published in March 2024.

Guidance on 'Included, engaged and involved part 3: A relationships and rights-based approach to physical intervention in schools' was published in November 2024.

How we will measure impact

We will commission an independent review of the gender based violence in schools framework before the end of this parliamentary term.

Action

6/6

Education Scotland will implement and promote the ‘Inclusion, Wellbeing, Equalities’ professional learning framework, to support educators to improve experiences and outcomes for children and young people who require additional support.

Current position

Closed

Overall, insights from Cohort 3 confirm that the programme is shaping inclusive practice, building professional confidence, and creating momentum for sustained improvement. Cohort 3 participants entered the programme with clear professional motivations: all respondents cited aims such as strengthening their ability to identify and support learners with Dyslexia, interrogating current practice, and leading positive change within their schools. Line managers echoed these priorities, with 100% of respondents stating they supported participation to build capacity and ensure staff were equipped to meet diverse learner needs. This alignment highlights the programme’s strategic relevance to inclusion and attainment priorities. The hybrid delivery model, two online and two in-person masterclasses, was widely regarded as effective. 100% of participants rated the structure as appropriate, and 62.5% of managers rated delivery as excellent. Participants valued the flexibility of online sessions for managing workload and family commitments, while in-person sessions were praised for fostering collaboration and professional dialogue.

Learning outcomes for Cohort 3 were significant. Almost all (94.4%) participants reported their knowledge had greatly improved, and the remainder reported improvement. Line managers observed similar gains, with a majority (62.5%) noting great improvement and 37.5% moderate improvement. At school level, managers highlighted tangible benefits such as the development of Dyslexia pathways and resource banks. Practitioner enquiry was central to embedding theory into practice, with many participants cascading learning through CLPL sessions, in-service training, and collaborative projects. However, feedback indicated that dissemination was uneven; This has pointing to the need for clearer expectations around knowledge transfer to maximise impact for future cohorts.

Almost all (94.4%) of Cohort 3 participants achieving GTCS accreditation. This recognition boosted confidence, credibility, and leadership aspirations, enabling participants to influence school-level practice and mentor colleagues. Systemic barriers, particularly time constraints and leadership changes, highlight the importance of organisational commitment, including protected time for professional learning and alignment with workforce development plans.

Next Steps: First nationally certificated Additional Support for Learning Teacher Professional Learning Programme. Education Scotland IWE are leading on the SG funded programme aimed to support the professional development of ASN teachers. The year long programme is in development, the Cohort 1 (pilot) of 80 teachers will begin December 2025 – December 2026. Cohort 2 will run concurrently from August 2026. IWE officers continue to contribute to the ASL action plan through the project board and ASL network.an update on the work on ASN/IWE Professional Learning was provided at the ASL Project board meeting.

How we will measure impact

Cohort 3. GTCS Professional Recognition Programme (PR) Dyslexia and Inclusive Practice 20223/24. 46 teachers achieved the award.

Feedback from I21 participants from the cohort 10 in-person and online sessions – legislation and duties and the mandatory module (from the ES PLL team).

Evaluations and feedback from it all about Relationships suite of webinars.

The surveys captured both quantitative measures (e.g., ratings of programme structure, delivery, and knowledge improvement) and qualitative insights (e.g., motivations, enablers, barriers, and impact on practice). These measures are being used to evaluate programme effectiveness, identify areas for improvement (such as enhancing collaboration and formalising knowledge sharing), and inform strategic planning for future cohorts.

Action

6/7

HMIE will have an increased focus on discussing and commenting on attendance, relationships and behaviour during ELC and school inspections.

Current position

Closed - superseded by new action in the Improvement Plan

HM Inspectors have included a focus on attendance, relationships and behaviour in all inspections across 2024-25. Approaches to improving attendance, relationships and behaviour and the impact on children and young people have been evaluated and evidenced in the Summarised Inspection Findings (SIFs).

How we will measure impact

We will use the evidence from HMIE inspections to evaluate approaches to improving attendance, relationships and behaviour.

Action

6/8

We will progress the actions set out in the Anti-Racism in Education Programme, this includes: delivering cohorts 7 and 8 of Education Scotland’s Building Racial Literacy Programme in 2025-26 (this is contingent on approx. £50k funding per annum from the budget available to support the AREP); delivering year 2 of Education Scotland’s Anti-Racist Mentors project in 2025-26, building on the pilot undertaken in 2024-25 (also contingent on funding of approx. £50k per annum from the same budget); working with ADES and local authorities to implement our guidance for employers of teachers to support the recruitment retention and promotion of ethnic minority staff; promoting our principes for an anti-racist curriculum, which provide schools with a framework for decolonising the curriculum and supporting them to understand what that means in practice; developing and publishing a Whole School Approach to prevent and respond to racism and racist incidents - due for publication early 2026

Current position

Ongoing

In the last 6 months, the AREP has: published interim guidance for tackling racism and racist incidents in schools; worked with stakeholders to deliver a workshop with local authorities on the action guide for local authorities which sets out how to better support the recruitment, retention and promotion of minority ethnic teachers.

How we will measure impact

Future evaluation of the Building Racial Literacy Programme (First evaluation carried out in March 2024) and the Anti-Racist Peer Mentors Pilot.

Our annual Diversity in the Teaching Profession data report will reflect any increase in the number of minority ethnic teachers in Scotland’s schools, and therefore any progress being made towards meeting the 2030 target to do the same. This data is drawn directly from local authorities and we will develop measures to establish whether any increases are attributable to the implementation of our new Action Guide.

It is expected that local authorities and schools will interrogate SEEMIS data to monitor reporting of racist incidents.

Annual reporting from leaders in the education sector on the way in which they are implementing the new Anti-Racist commitment.

The AREP Board is currently considering how it evolves in to a group whose main function is monitoring and evaluation. This work is at an early stage.

Action

6/9

Having spent some time in 2024 re-establishing its remit and how it will go forward, the Gender Equality Taskforce in Education & Learning will:

• provide focused stakeholder groups to take a strategic view of emerging and existing education policy ambitions, and apply a gendered lens to both the high level ambitions and detailed actions within them.
• - provide strategic oversight in order to embed gender equality across the education policy landscape, resulting in:
  • policy coherence across the education landscape, including but not limited to: the implementation of the Relationships and Behaviour in Schools Action Plan; Equally Safe at School; Education Scotland’s wider Equalities Work ; STEM subject choice, Mentors in Violence Prevention, LGBTI Inclusion work and the commitment from the now concluded Gender Pay Gap Action Plan to work with the Scottish Council of Deans of Education to consider how gender equality can be made more prominent within Initial Teacher Education;
  • more readily identifiable levers to tackle gender inequality.
• identify where gaps exist and where work requires to be undertaken to address those, wherever possible in the form of task and finish groups, the membership of which can be drawn from stakeholders with intersecting interests.

Current position

Ongoing

From April to September 2025, the Taskforce has undertaken a deep dive session considering how the curriculum can better embed gender equality. This resulted in a set of recommendations being sent to Education Scotland and the Taskforce being invited to act as a reference group for the Curriculum Improvement Cycle. Further deep dive sessions are planned for January/February 2026 to consider gender equality and the school inspection process as well as how school estate planning can be done through a gendered lens, This will include feeding into the Learning Estate Strategy and consultation on the review of the school premises regulations.

How we will measure impact

Interrogation of future BISSR reports to establish whether misogynistic behaviours in schools have decreased.

Interrogation of future SCQF results to establish whether the number of girls choosing and achieving in subjects traditionally dominated by boys has increased.

In the longer term, assessing whether there is an increased uptake in STEM careers by young women, along with assessing whether they remain there.

Action

6/10

Education Scotland will work with partners, local authorities, practitioners, parents, learners, CLD and Third Sector to design and deliver support to improve attendance and engagement including:

• evidence-based professional learning
• increased use of robust data to inform improvement
• practical strategies for implementation that strengthen culture, systems and practice
• exemplification of approaches and practice that are having an impact
• ongoing opportunities for stakeholders to co-design support, share learning and maximise impact

Current position

Closed

Education Scotland has developed and published two online support packages in collaboration with schools and stakeholders to address attendance challenges which can be found via https://education.gov.scot/resources/improving-attendance-in-scotland/. These packages include guidance and documentation, resources to support schools and exemplification of strategies that are having an impact. National professional learning sessions have been delivered, with positive feedback from participants.

A National Attendance Network has been established, proving regular opportunities for local authority officers to share practice. Education Scotland led and facilitated a Scotland wide event for local authority officers in February 2025: ‘Strategic Approaches to Improving Attendance’. All attendees identified a high quality of learning during the day, opportunities to collaborate and identified connections with others that they would follow up on.

Attainment Advisors continue to support and challenge local authorities and schools in improving attendance, ensuring a continued focus on this work. Key elements of support provided include delivery of professional learning sessions on attendance, advice and guidance on local authority and school level action plans and sharing of national messaging to ensure consistency of understanding. Strong support is in place for data analysis, mostly at a central level but also at a school level. Attainment Advisors are supporting local authorities to design or modify data strategies and in their approaches to tracking and monitoring of attendance.

The bespoke ‘Improving Attendance Quality Improvement Programme’ was delivered in two cohorts during the 2024–25 session, involving schools across sixteen local authorities. Evaluation shows measurable improvements in attendance in most schools who took part. Key benefits included: enhanced use of Quality Improvement tools and data analysis, strong peer collaboration and professional dialogue, strategic planning and broader application to school improvement and

inclusion of pupil and family voice in improvement projects.

Next steps: Through analysis of data and collation of evidence, We will develop a set of clear recommendations to support schools and local authorities to further improve attendance and engagement. We will Further align the improving attendance agenda align with the Curriculum Improvement Cycle (CIC). We will adapt the ‘Improving Attendance Quality Improvement Programme’ and offer this to all local authorities. We will strengthen the voices of children and young people in improving attendance; pilot work to use the ‘Youth Voice Toolkit’ as a basis for carrying out peer research. We will continue to facilitate the National Attendance Network.

How we will measure impact

Number of professional learning sessions delivered alongside participation rates across teachers, CLD staff, and Third Sector partners. Pre- and post-training surveys showing increased confidence in applying evidence-based strategies for improving attendance including the use of Quality Improvement tools.

Evidence of data-driven interventions and increase of staff confidence in and frequency of data use by schools and local authorities to inform decisions. Stronger buy-in and shared responsibility for attendance and engagement improvements. Number of local authorities with policy in place to support attendance.

Number of practical toolkits, guides, or frameworks produced and adoption rates of strategies by schools and practitioners. Staff reporting improved systems and culture around attendance. Exemplification of approaches through the publication of case studies and exemplars published.

Improved attendance figures for identified groups, in schools taking part in the Improving Attendance programme. Increased evidence of children and young people views informing improvement strategies.

Action

6/11

This work is in addition to each local authority’s stretch aims established as part of the Scottish Attainment Challenge.

Current position

Closed - action merged with 6/10

Action

6/12

As part of the commitments in the relationships and behaviour action plan, we will review and update our national guidance on attendance - Included, Engaged and Involved Part 1.

Current position

Ongoing

A working group to update the guidance has been established and work to review the guidance is underway. This has identified priority areas of the guidance requiring updating. The group has been meeting regularly since May 2025 and publication is expected in Spring 2026.

How we will measure impact

National Statistics on Attendance and Absence published annually, containing data on local authority attendance and absence rates. This includes data on persistent absence.

This is in addition to local authorities own management information on attendance and absence which is available on an ongoing basis.

Action

6/13

We will run a national marketing campaign to help support improving attendance and reducing absence.

Current position

Complete

The marketing campaign launched on 30 October 2025 and ran until 30 November 2025.

How we will measure impact

National Statistics on Attendance and Absence published annually, containing data on local authority attendance and absence rates. This includes data on persistent absence.

This is in addition to local authorities own management information on attendance and absence which is available on an ongoing basis.

An evaluation of the campaign is being undertaken by marketing colleagues.

Action

6/14

The Scottish Assembly for Parents and Carers (SAPC) was launched in September 2024, establishing a broader, more representative model to support engagement from parents and carers. To ensure meaningful engagement, the Assembly will adopt various methods of engagement with its membership such as surveys, in person-meetings and events and online webinars to accommodate all members’ interests effectively.

Current position

Ongoing

Connect have again been awarded £60,310 in 2025/26 to continue hosting SAPC which will deliver a workplan of engagement with parents and carers on Education Reform.

How we will measure impact

We welcomed the results of the SAPC ASL call to action report in July 2025, focusing on parents’ and carers’ key issues when it comes to accessing Additional Support Learning for their children. There were 144 respondents from 30 different local authority areas who participated in this survey. SAPC have commissioned surveys and published results on parental involvement in children’s education in January 2025 and in Additional Support for Learning in May 2025. Their ongoing workplan covers Learning in Schools and Health and Wellbeing.