The Committee is undertaking work on the central elements of its remit on an ongoing basis. This page will be updated to reflect the work done on Attainment.
A new page has been created around poverty and attainment a link to that page is here.
Cabinet Secretary for Education and Skills - 29 June 2016
The Cabinet Secretary for Education and Skills gave evidence to the Committee on 29 June 2016. In advance of this meeting, the Convener wrote to the Cabinet Secretary asking for a written statement on the Scottish Government's plans for Education and Skills policy in Session 5.
Meetings and visits in Stirling - 30/31 August 2016
To inform the further planned evidence sessions in September and October the Committee undertook a number of meetings and visits in Stirling.
Stakeholder evidence - 14 September 2016
The Committee received written and oral evidence from stakeholders and experts.
Read the Official Report of the meeting on 14 September 2016
Scottish Government evidence - 2 November 2016
Read the Official Report of the meeting on 2 November 2016
The Convener wrote to the Cabinet Secretary for Education and Skills seeking further information on issues raised during the evidence session on 2 November. The Cabinet Secretary responded on 1 December 2016.
The Convener wrote to the Cabinet Secretary for Education and Skills on matters raised at a recent committee meeting. This included matters relating to Attainment which are highlighted under the Attainment section on pages 1 and 2 of the letter.
COSLA wrote to the Committee in advance of 14 December 2016 meeting on the role of education authorities with information relating to ASN, early years provision, attainment gap, Scottish Government Governance Review, education spend, and the Audit Scotland report on Teacher Workforce Planning.
The Committee wrote to Education Scotland to ask how widely the needs and challenges of individuals with speech, language and communication difficulties are understood and met by Education Authorities and how Education Scotland supports this.