Readiness for Remote Learning Report 25/26

Summarised Findings

How ready is your Local Authority to provide remote learning?

Planning for remote learning

In relation to their local authorities’ preparedness, almost all (30, 96.8%) survey respondents confirmed that their local authorities have a contingency plan in place for remote learning. Over half (16, 51.6%) confirmed that arrangements for remote learning feature on their local authorities’ risk register.

Adjustments made since 2023 to improve preparedness

When asked for any comments about any adjustments made since August 2023, nearly half the respondents (15, 48.4%, 3 No/not applicable) identified that they had updated or developed their digital strategy, guidance, or plans. These include initiatives and policies to ensure there is a transition plan, and referenced both at authority level or more local, including: business continuity plans, school closure guidance, short-term closure response, planning for interruption of exam guidance which cover some aspects of remote learning, and school plans in place for learners who are non-attenders or through illness.

Several respondents referenced improved access to devices for both teachers and learners, improved connectivity, and increased professional learning and digital training resources for staff. A few commented on benefitting from the national offers, including: NeLO, e-Sgoil digital and Glow/Glow secondary. A couple of respondents highlighted resources supporting the digital skills development for parents.

Moving to remote learning

In considering the level of readiness of local authorities, schools, teachers, and learners to move to remote learning (as per March 2020), if required:

• Most (24, 77%) survey respondents reported that it would take a few days for their local authorities to move to remote learning, while a minority (6, 19.4%) stated that for their local authorities it would take around a week.
• Majority of respondents indicated that their schools and teachers could move to remote learning within a few days (schools 22, 71% & teachers 21,67.7%). However, a minority of respondents reported that it would take around a week for their schools (8, 26%) and teachers (9, 29%) to be ready. For these two categories (schools and teachers), one local authority indicated it would take ‘a number of weeks’ to be ready in each case.
• In relation to learners, the majority of respondents reported that their learners could move to remote learning within a few days (21, 67.7%). A minority reported that for their learners it would take around a week (7, 22.6%) and a few (3, 9.7%) suggested it would take a number of weeks.

One authority suggested it would take them, schools, and their teachers a number of weeks to be ready.

Analysis of the above indicates that, overall, respondents – i.e., local authority officers – feel that their local authorities are somewhat better placed to move to remote learning than are their schools, teachers, and learners; and in turn, schools and teachers are slightly better placed than learners.

Responses also suggest that the current level of readiness of a majority of local authorities together with their schools, teachers and learners is such that, if required to do so, they could all move to remote learning within a few days. However, with one exception, it would still take around a week before all local authorities, their schools, and teachers could move to remote learning. As noted above, in a small number of cases (9.7%), local authorities estimated that it would take longer for all of their learners to adopt remote learning, possibly over a period of several weeks.

What specific steps has the Local Authority taken to ensure readiness for remote learning?

Training/Professional Learning for Staff - Digital literacy, digital learning and teaching skills

While almost all (30, 97%) survey respondents confirmed that their local authorities are offering staff training to improve their digital literacy and digital learning and teaching skills, the reported participation levels appear to vary across local authorities.

High participation levels were reported by the majority of respondents (21, 67.7%), taken from responses that identified that ‘almost all/most, or the majority’ of the staff in their local authorities are taking part in training offered. However, a third of respondents stated that less than half of the staff in their local authorities have participated in training offered.

Staff awareness of national sessions on digital literacy and digital learning and teaching

All survey respondents confirmed that staff in their local authorities are aware of national sessions on digital literacy and digital learning and teaching.

When asked to indicate what national sessions they use, the more popular responses included:

Education Scotland (including Glow connect, 28, 90.3%), Adobe express (4), Apple/Apple RTC (4), Google/Google for Education (2), and Promethean (2). Others mentioned were Microsoft Educator, Digitize, Showbie and CyberFirst Schools.

Staff engagement in the Digital Schools Award programme

Nearly half the respondents (15, 48.4%) reported that most or almost all of the schools in their authorities are using the Digital Skills Award programme to self-evaluate and improve digital experiences for learners. Another fifth of respondents (7, 22.6%) stated that the majority of schools in their authorities are doing so. However, nearly a third of respondents (9, 29%) reported that the Award programme is being used by less than half or only a few schools in their local authorities.

Development of Learners’ Digital Literacy Skills

Most of the survey respondents (26, 83.9%) stated that ‘most/almost all’ learners in schools within their authority have the digital literacy skills required to engage in remote learning. A minority of other authorities (5) suggested that the ‘majority’ of learners in their schools have the digital literacy skills required to engage in remote learning.

Almost all respondents agreed or strongly agreed that schools in their local authorities have continued to develop and use digital technology and digital literacy skills to enhance learning and teaching. However, a few respondents (2) strongly disagreed with this statement.

Provision of support and training for parents/families

A few respondents also reported that their local authorities are providing support and training for parents focused on digital skills.

Virtual offer for delivery of national qualifications

A majority (20, 64.5%) of survey respondents reported that their local authorities have set up a virtual offer for the delivery of national qualifications and a minority of respondents (14, 45.2%) stated that their local authorities are accessing the Regional Improvement Collaborative virtual offer.

Schools’ use of the National e-Learning Offer (NeLO)

Most survey respondents (28, 90.3%) confirmed that schools in their local authorities are accessing support via the National e-Learning Offer (NeLO). Two responded they were unsure, and one suggested they did not access NeLO support. Analysis of responses indicates that the parts of NeLO being used by schools varies across authorities, the majority of local authorities, are using five or more parts of NeLO. The most commonly cited resources accessed included the Easter study support via e-Sgoil, live study support via e-Sgoil, senior phase resources and Recorded Lessons via West OS. The lowest reported use was of school assemblies, however nearly a third of authorities (10) still indicated they used this.