“Better than a thousand days of diligent study is one day with a great teacher.” – Education Convenor Susan Quinn cited the Japanese proverb to highlight the centrality of the teacher-learner relationship, and urged delegates to resist efforts to erode it. With drastic cuts to teaching posts underway in Glasgow, and moves by local authorities to deliver Advanced Highers online, Ms Quinn argued, “We have great teachers but they need to be allowed to be in front of a class.”

Seconding, Education Vice-Convener Colin Finlay stressed that “education’s heart and soul is, and always must be, human relationships.” In support, Andrew O’Halloran, (Dumfries and Galloway) argued that smaller class sizes allow teachers and children to know each other, which can be transformative particularly for learners with ASN. Irvine Tait (Shetland) agreed, stating, “teachers’ working conditions are pupils’ learning conditions.” The personal connections formed in face-to face learning were crucial for Phil Alexander (Midlothian) who stated, “Let’s be honest – online learning is purely a cost-saving exercise.” Concurring, Bill Ramsay (South Lanarkshire) asserted that big business, globally, viewed human-centred education as “a barrier to profitability.”

Jamie MacLeod (Western Isles) warned that online learning initiatives present a threat to rural communities, “Taking away teacher jobs and disadvantaging kids is not the way to bring people to the islands.” Craig MacDonald (Edinburgh) explained that small, teacher-led classes at Advanced Higher were vital in offsetting disadvantage at university, where privately-educated students will have benefited from small-group teacher-led learning.

In concluding the debate, Heather Hughes (West Lothian) linked the moves to online provision at Advanced Higher to the removal of teachers from Early Years, “They’ve taken qualified teachers away from our youngest learners. Now they are trying to take them away from our oldest school learners.”

The motion was overwhelmingly carried.

Colin Finlay (Falkirk), in successfully moving this motion on behalf of Council, spoke of the vital role which GTCS registered teachers play not only in curriculum design and children’s cognitive development but also in their social and emotional development. He spoke of the two important pillars which underpin education: teacher contact and teacher professional judgement and of the centrality, particularly in Early Years, of teachers building trust and modelling behaviour; of creating safe and nurturing environments, tailored to meet the individual needs of every learner; and of laying the groundwork which children need to build positive relationships, both inside and outwith the classroom.

Citing the 52% decline in nursery teachers since 2010, Mr Finlay referenced the inequity of access which our youngest learners have to teachers, with teacher pupil ratios sitting at around 1:100 in some areas of Scotland. Urging members to support the motion, he cautioned that unless this decline is reversed, the quality engagement advocated in the 2020 OECD report, ‘Early Learning and Child Wellbeing’ and the improved outcomes envisaged by the Scottish Government, will never be achieved.

Seconding the motion, Susan Quinn (Glasgow) firmly placed the importance of this motion in the context of the wider attempts to cut teacher numbers, reminding delegates that, “Early education has been under attack year on year on year.” She spoke about the importance of placing value on this group of teachers; the difference which they can make in reducing the poverty related achievement and attainment gap; and the need to send a strong message to those who would seek to cut them from our education system, that this will not be tolerated. In concluding, she called delegates to action, encouraging them to “fight hard and fight long” to ensure that GTCS registered nursery teachers remain at the heart of our 3-18 curriculum.

Several members spoke in support of the motion, and whilst acknowledging the contribution of other colleagues in Early Years, particularly of graduates in Childhood Practice, referenced the distinct role which teachers play. Some spoke with dismay about the impact of the widespread and “systemic removal of teachers” from nurseries across Scotland and of the importance of ensuring that training in Early Years remains an integral part of Initial Teacher Education.

Urging members to support the motion, Valerie Inkster (Shetland) spoke of the importance of laying strong foundations for our youngest learners, reminding delegates that, “If you are pruning plants, you don’t prune from the roots!”

The motion was overwhelmingly carried.

In successfully moving this motion on behalf of West Dunbartonshire local association, Rebecca McCulloch spoke passionately about the fundamental role of GTCS registered teachers in Early Childhood Education; of their role in removing barriers to engagement; in levelling social inequality; in preparing children for the transition to school and in teaching children how to learn.

From her membership of the EIS Early Years Network, she highlighted the inequity of provision and the variable access which children have to nursery teachers across Scotland, with teachers being seen in some areas as “an add-on; an extra; not core”. Outlining further cuts in her local authority, she explained that there would be one teacher for 3.5 Early Years Centres – a far cry from the 1:8 ratios applicable in 3-5 settings; or the 1:33 in upper primary. Urging members to support the motion, she called for the evident discrepancy in pupil teacher ratios in Early Years settings to be investigated to prevent “our children from being subject to postcode lotteries”.

Seconding the motion, Gavin Corrigan (West Dunbartonshire) referenced the lack of data which we have on pupil teacher ratios in Early Years and the need to gather this information to benchmark provision and ensure meaningful access to teachers for our youngest learners. In summing up, he reminded delegates that, “Early childhood education lays the foundations for lifelong learning”.

The motion was overwhelmingly carried.

Mark Ireland (Midlothian) argued successfully that the burden of cuts to ASN resourcing invariably falls on mainstream class teachers.  He pointed to the cuts to Social Work and Educational Psychology services, and to the paucity of specialist teachers in schools which, he argued, increased workload and stress for mainstream class teachers who often only had “rudimentary training” in how to support the range of needs now present in mainstream.

Ross Lyall (Midlothian) seconded the motion, arguing for additional resources for ASN.  Andrew McNeil (Fife) stated that, even where training was in place, teachers had to “strain every sinew to meet the needs of all.”

The motion was unanimously carried.

Jillian Gillespie (Fife) moved this motion, which called for an investigation into the process and criteria used by local authorities to gain specialist setting placements for children with ASN. Calling for a simplification of the process for applying for a specialist setting, Ms Gillespie raised concern regarding the negative impact the current system has on young people with ASN, leading to increased stress, frustration and anxiety.

Furthermore, the extensive evidence requested, the lengthy process often involved and the lack of transparency regarding what is required to be successful has a significant detrimental impact on children and young people, school staff, parents and the wider school community.

Jennifer Harvey (Fife), first time speaker to Conference, seconded the motion, reminding delegates that 37% of pupils have an identified additional support need, and recognising the frustration teachers feel, struggling to get it right for learners when they cannot provide the environment learners require and deserve.

Several delegates spoke in support of the motion, including Amanda Murray (Aberdeen City), who raised that the success of applications, currently, are a postcode lottery; “Families need consistency, and we need provision that matches the level of need for ASN.”

Martin Murphy from North Lanarkshire Local Associated moved motion 6 calling for AGM to engage with Scottish Government and Local Authorities to ensure that legally binding Coordinated Support Plans (CPS) are being implemented to support children and families, ensuring education, health and social services work together to provide the necessary support for pupils needs.

The motion also urged AGM to call for an investigation into the national decline in the use of CPS. Moving the motion, Martin said: We are seeing a decline of CSPs whilst at the very same time seeing a rise of Children with AN. We need to protect our poorest and most vulnerable in our schools”

The motion was carried.

Martin Murphy (North Lanarkshire) was successful in a call for EIS to engage with the Scottish Government to ensure an increase in funded training opportunities and posts for ASL Teachers. Mr Murphy outlined the context of under-funding, under-resourcing, a high turnaround of staff, and increase of violence and challenging behaviour.

Louise Glen (North Lanarkshire) in seconding the motion, highlighted that ASN teachers work across a range of subjects, and training is needed to support this provision.

Speaking in support of the motion, Andrene Bamford, Ex-President, (East Dunbartonshire) highlighted the EIS ASN Network, encouraged members wishing to join to contact their local association.

In successfully moving this motion on behalf of East Dunbartonshire Local Association, Andrene Bamford, Ex-President, shone a sharp light on the challenges facing schools in seeking support for pupils with Emotional Based School Avoidance (ESBA) or school refusal.

Referencing the cuts made to educational psychologists and wider support services, she highlighted the vast amount of work which is now falling squarely on teachers to create bespoke timetables and curricula to support young people with ESBA. Calling for an investigation into the impact of cuts across all local authorities and the practices being adopted to facilitate re-engagement and pupil attendance, she urged members to support the motion.

With the motion formally seconded by James McIntyre (East Dunbartonshire), it was overwhelmingly carried by Conference.

Schools have responded to a massive increase in requests for separate exam accommodation by repurposing staff bases and common areas, argued Jennifer Gaffney (South Lanarkshire.) This had led to significant disruption for teachers, she added. Seconding, Mark Fleming (South Lanarkshire) spoke of the workload involved for class teachers in gathering evidence to support AA requests. This was echoed by Alan Gardiner (North Lanarkshire) who highlighted the frustration of evidencing learner need in every subject year on year. Similarly, South Ayrshire EIS’s Iain Aitken asserted that the SQA continued to be a “major driver” of excess workload and described the SQA audit of schools’ evidence-gathering arrangements as “a nightmare”. Craig Duffy (Edinburgh) drew attention to the disruption to teaching and learning during exam diets when all available digital devices are diverted to support AAs. Education Convener Susan Quinn was clear that whilst SQA asserts there are misunderstandings around AAs, “the workload issues are real”. The motion, which calls for an investigation into the above issues, was passed.

In moving this motion on behalf of North Lanarkshire local association, Lucy McCartney set out compelling arguments for a zero-tolerance policy to violence and aggression in schools and the imperative for increased resources to support pupils displaying this behaviour.

Acknowledging the progress that had been made in the last year following the publication of the recommendations from the EIS national branch survey report, she nevertheless advocated for more to be done. She highlighted that in some cases when teachers report violence and aggression, still nothing happens. This may be because there is no time to investigate and deal with it properly; no pupil support; no resources for interventions or no alternatives to exclusion. In summing up, she reflected that in such cases, teachers “just have to hope that if it happens again, you are not the target”.

Seconding the motion, Alan Gardiner (North Lanarkshire) emphasised the importance of early intervention. Whilst acknowledging that measures should be put in place after violent incidents have occurred and praising initiatives such as ‘Mentors in Violence Prevention’, he argued that there was also a need for intervention before behaviour escalates; and for increased resourcing to ensure that these supportive measures can be implemented effectively in practice.

Speaking in support of the motion and the need for action, Amy Gallagher (Glasgow) referenced the impact which the systemic underfunding of education is having on teaching and learning and the tangible link with increased numbers of violent incidents. In a moving contribution, she concluded her speech, listing the range and severity of injuries which teachers had sustained in their classrooms in the last year.
Elizabeth Cairns (South Ayrshire), first time speaker at Conference, spoke of the lack of support which is now available from allied health professionals and from third sector organisations, and the impact this is having particularly on newly qualified teachers. She cautioned that unless this is addressed, things will only get worse.

In closing the debate, Jennifer Harvey (Fife) delivered a moving testimony of her own experience in a special school setting and of the impact which violent and distressed behaviour can have not only on teachers and pupils witnessing the behaviour but also on those who are displaying it. Urging delegates to support the motion, she said, “It’s vital that we get support for our pupils”. The motion was overwhelmingly carried.

James McIntyre (East Dunbartonshire) moved this motion, speaking about the power of restorative practices, when they are done properly and with the right support. Mr McIntyre pointed to the wealth of experience within the EIS membership, urging delegates to vote for a survey to be carried out.

Emphasising the importance of time, training and resources to implement restorative practices effectively, Michael McCallion (West Dunbartonshire) seconded the motion, which was passed.

Calling for guidance on the use of mobile phones, Phil Alexander (Midlothian) successfully moved this motion which emphasised the importance of clear national guidance, in order to protect privacy, enhance safety, reduce cyber bullying and promote respect for all.

Mark Ireland (Midlothian), seconded the motion, noting significant challenges including the targeting of staff’s personal social media, then involved in cyber bullying.
The motion was passed.

Kenny Fella (Renfrewshire) was successful in a call for all local authorities to produce clear, robust policy to protect teachers from online and social media abuse. Mr Fella stated that local authority duty of care is not being upheld, with impact being witnessed in the lives of teachers, their families, and communities.
John Welsh (Renfrewshire) formally seconded the motion.

The disparity in time allocated to national courses across schools and its impact on teacher workload was the topic of motion 14, proposed by Mark Ireland (Midlothian). Mr Ireland noted that some schools would allocate four periods to a course whereas others would allocate five to the same course. This was inequitable, but also created impacts in terms of workload and transitions to the next level. Phil Alexander (Midlothian) formally seconded the motion. David Moore (South Ayrshire) highlighted that the actual time allocation for some courses was significantly lower than the notional time allocation; this, coupled with the return of coursework assignments, had given many young people a “worse deal.” The motion, which calls for an investigation and report of the above issues, was passed.

Christopher Devlin (South Lanarkshire) proposed that the EIS investigate and report on quality assurance exercises carried out in schools which are, he suggested, “inspection rehearsals.” He cited instances of such exercises where senior managers produced graded reports on departments, aligned with HGIOS quality indicators, which were then published and shared with all staff. Mr Devlin asserted that such “departmental inspections” increased workload, disrupted learning and teaching and ignored local negotiation and consultative arrangements. Gavin Cunningham (South Lanarkshire) successfully urged delegates to support the motion, cautioning mini-inspections were “coming to a school near you.”

Nicola Fisher (Glasgow) proposed that the EIS campaign for a national standard ratio of 1 (pupil) to 10 (adult) for school trips. Ms. Fisher outlined that without consultation in Glasgow, this ratio had been recently increased to 1-15, and returned to 1-10 with intervention of health and safety research.

Susan Quinn (Glasgow) in seconding the motion, highlighted that 1-10 is an upper limit for the proposed national standard.

Heather Hughes (West Lothian) opposed the motion, suggesting areas with smaller ratios could be negatively affected by the implementation of a national standard.

Following discussion, it was proposed and carried to remit the motion to Council.

Incoming Vice-President, Adam Sutcliffee, from Aberdeenshire LA moved motion 17 urging AGM to instruct council to investigate and report on the extent to which non-GTCS registered staff are involved in the delivery of training or pastoral work such as registration ‘teachers’ in local authority schools.

This motion was carried by delegates.

Adam Sutcliffe (Aberdeenshire) incoming Vice President, successfully called for the EIS to investigate the role of external organisations operating in local authority schools. Mr. Sutcliffe highlighted that a survey of Aberdeenshire local association highlighted the lack of consultation of members on areas such as School Improvement Plans, and CLPL.

Moira Morrison (Aberdeenshire) seconded the motion.

Gabrielle Warburton from Highland Local Association moved motion 19 urging EIS Council to Investigate and report on the use of Scottish Online Formative Assessments (SOFAs) in all primary school settings across all Scottish Local Authorities; and called upon the EIS to develop guidance/policy based upon any findings. Outlining concerns, Gabreille said: I am still yet to be convinced that the use of SOFAs add value. Educationally these assessments are concerning. The money spent on buying these assessments would be better spent on teachers.

Seconding the motion, first time speaker Sanda Reid from Highland Local Association echoed the concerns around SOFAs stressing: “Teacher judgment should be trusted.”

Colin Glover (North Lanarkshire) called successfully on delegates to support an investigation into the impact of budget cuts on secondary subject departments’ ability to purchase essential resources.  Steve Agnew (also North Lanarkshire) seconded the motion, stating that “decreasing classroom budgets have failed to keep up with the soaring price of resources and materials.”

Jennifer Gaffney (South Lanarkshire) successfully called for the EIS to investigate the impact on teaching and learning of the reduction in access to school libraries in secondary schools. Ms Gaffney outlined the many ways in which libraries and librarians support the whole school, highlighting sharing libraries and librarians across schools will lose opportunities, stock will run down, and will further disadvantage vulnerable pupils.

Mary Gibson (North Ayrshire) seconded the motion, outlining local cuts in the number of librarians and change to an advisory role.

Dominic Tollan from Renfrewshire LA moved 22 calling on EIS Council to conduct an audit of the core two hours of Physical Education to ensure that there is a level of consistency in provision and implementation across Scotland, and that all school have the resources and capacity to ensure that all pupils can access and enjoy their right to at least two hours of Physical Education. Referencing the Scottish Governments’ own policy and guidance, Dominic said: “By providing 2 hours of quality PE – we are contributing to a positive mental health and wellbeing. PE had the third highest uptake. It is important that any pupil participating in PE have access to a quality experience.”

Seconding the motion, Yasmin Murray from Renfrewshire Local Association said: “Let’s stand up for Quality Physical Education.”

Graeme Keir (Fife) was successful in a call for a campaign to restore Masters level funding for teachers, highlighting the impact on improving the agency of teachers.

The motion was formally seconded by Andrew McNeil (Fife).

Peter McNally moved East Renfrewshire’s motion calling for the reform of national education bodies to be fully funded and based on full consultation. Mr McNally noted that the Hayward Review had set out a “new direction for Scottish education” and that there was a “widespread consensus” on reform; however, it was essential that the implementation of reforms was fully resourced with the professional voices of teachers listened to. Matt Lawless (East Renfrewshire) echoed this in seconding the motion, which was overwhelmingly carried.