Schools - prescribing the minimum annual number of learning hours: consultation analysis

11. Conclusions

A range of individuals and stakeholders with detailed knowledge took part in the consultation, sharing their views on whether a minimum number of annual learning hours should be prescribed in legislation. Reflecting their experience and perspectives, this report provides a high-level summary of the consultation responses. For more detail, readers are encouraged to look to individual responses where permission was given for publication^[2].

There were marked differences in support between the individuals and organisations who responded to the consultation. While a majority of individuals agreed with the proposals, organisations, and in particular local authorities, were far more likely to disagree.

Supporters most frequently suggested that prescribing a minimum number of learning hours could help to maintain educational standards and would mean school-age children in Scotland would receive a consistent number of learning hours regardless of where they lived or their specific circumstances. However, the most frequently raised concerns about the proposal were that it would be disadvantageous to pupils who require flexibility to meet their needs, that learning hours should remain in the control of schools and local authorities, and that there is limited evidence or justification for why legislation is required. Many of these themes were raised repeatedly throughout responses, as were other themes including the need to consider resource and staffing implications of introducing the proposals and to compare with education systems in other countries.

Views on the proposed number of minimum number of learning hours in primary and secondary school were mixed. Many individuals called for more hours, while others agreed with the proposed level or argued that it should be lower. Others noted specific circumstances where flexibility may be required, for example in the early years of primary school or the senior phase of secondary school.

While there was some agreement, many respondents highlighted their disagreement with the proposed definition of learning hours. By far the biggest concern was that it is too narrowly defined and should recognise that learning can happen in many different ways and does not necessarily occur in a classroom led by a teacher. Across the consultation, many requested clarity over how learning hours would be defined.

Ensuring there are sufficient safeguards in place to protect pupil wellbeing and those with additional support needs was also highlighted as needing further consideration.

Overall, the key message was that while there is support for the proposals among individuals, many other respondents, particularly organisations, require more evidence about why the proposals are necessary, a clearer definition of what will constitute learning hours, and more guidance around how the proposals would operate in practice.

The insight gained from the wide-ranging responses received will help Scottish ministers decide whether and in what form the proposals proceed.