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Supporting documents

Report on progress made on the actions agreed at the fifth annual meeting of Cabinet members and children and young people on 16 March 2021.

Publication type: Progress report
Date: 06 May 2022

Part of:: Children and Young People's Voices Matter: progress report - March 2022

The evaluation offers an overview of the current landscape of teacher education, highlighting what progress has been made in key areas since TSF was published and where further progress and improvements are still needed.

Publication type: Research and analysis
Date: 10 March 2016

Part of:: Evaluation of the Impact of the Implementation of Teaching Scotland's Future

Supporting documents

This report investigates health inequalities in the early years in terms of risk factors and outcomes.

Publication type: Research and analysis
Date: 29 April 2010

Part of:: Growing up in Scotland: health inequalities in the early years

Supporting documents

An updated Additional Support for Learning (ASL) action plan, setting out the progress made since November 2021, to deliver against the recommendations made by the review of implementation of additional support for learning.

Publication type: Strategy/plan
Date: 30 November 2022

Part of:: Additional Support for Learning review: action plan - November 2022 update

Supporting documents

This report focuses on the Year 4 (2018/19) evaluation of ASF across Pupil Equity Funding (PEF), Challenge Authority and Schools Programme Funding streams.

Publication type: Research and analysis
Date: 08 October 2020

Part of:: Attainment Scotland Fund evaluation: third interim report - year 4

Supporting documents

Summary of research into the impact of Learning for Sustainability on educational outcomes.

Publication type: Research and analysis
Date: 18 March 2020

Part of:: Impact of Learning for Sustainability on educational outcomes: summary

Supporting documents

Recommends how the Scottish Government's ambition for change can be delivered to make Scotland’s democracy more participative and inclusive, and proposes next steps as it incorporates processes for participatory and deliberative democracy into the

Publication type: Independent report
Date: 25 March 2022