Whether it will provide an update on its progress towards closing the attainment gap among school pupils.

The latest 2022-23 Achievement of Curriculum for Excellence Levels (ACEL) data, published last week, show that the proportions of pupils in primary achieving expected levels of literacy and numeracy have reached record highs for children from both the most and least deprived areas, with the poverty-related attainment gap in primary literacy decreasing to its lowest on record, and the gap in primary numeracy also narrowing from 2021-22 levels. These latest figures also show improvements at secondary level compared to 2021-22, with increases in attainment across the board and the gap between those from the most and least deprived areas narrowing.
Last week’s ACEL results build on the good progress already made this year, shown in both the 2023 Scottish Qualifications Authority (SQA) results and the 2023 Summary Statistics for Attainment and Initial Leaver Destinations (SSAILD). The latest SQA results show the poverty-related attainment gap remains narrower than it was pre-pandemic (2019) for National 5s, Highers and Advanced Highers, at grades A-C and SSAILD data shows a record low poverty-related attainment gap in positive destinations for 2021-22 school leavers 9 months after leaving school. We have also seen a record high number of students from deprived areas entering university, with 5,595 Scots getting places, up 41% since 2014-15.
A detailed breakdown of attainment and the poverty-related attainment gap can be found on the Scottish Government website
- Achievement of Curriculum for Excellence levels: 2022/23
- gov.scot (www.gov.scot) and Summary Statistics for Attainment and Initial Leaver Destinations, No. 5: 2023 Edition
- gov.scot (www.gov.scot) .
All of this, as well as the ambitious stretch aims local authorities had set for 2022-23 and have now set for 2023-24 to 2025-26, gives me confidence that we are making progress; and the Scottish Attainment Challenge programme, in which we are investing £1bn this parliamentary term, is having an impact.
But while there is clear evidence of progress, there is much more to do. I recognise the need to continuously improve our Curriculum in a planned and systematic way, as recommended by the OECD. We need to do so, to ensure it remains relevant, forward looking and ultimately supports high quality teaching and learning. That is why in 2024 we will begin a regular Curriculum improvement cycle. Our programme of reform across the education and skills system will help identify where further improvements can be made and I will look to drive enhanced attainment and make further progress in closing the poverty-related attainment gap, to ensure all young people meet their full potential.