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Description
www.parliament.scot
-
Ministerial Statement: Update on Primary 1 national standardised assessments
-
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A
Good
afternoon
we'll
proceed
with
the
next
item
of
business,
which
is
a
statement
by
John
Swinney
on
update
on
primary
one.
National
standardized
assessments
and
the
cabinet
secretary
will
of
course
take
questions
at
the
end
of
his
statement.
So
members
who
wish
to
ask
a
question
I
would
encourage
to
press
their
request
to
speak
buttons
now,
I'll
call
on
the
cameras,
energy
related.
B
Officer
in
the
period
since
the
debate
on
p1
assessments,
I
have
considered
the
arguments
approved
forward
and
taken
time
to
discuss
ways
forward
with
colleagues
in
local
government
and
education.
I'm
keen
to
address
the
intent
of
the
parliamentary
motion
take
account
of
the
evidence
and
recognize
the
duty
we
all
carry
to
ensure
our
education
system
enables
pupils
to
achieve
that
potential.
There
is
a
great
deal
of
agreement
on
a
number
of
points
within
the
terms
of
the
motion
that
Parliament's
supported.
B
It
highlighted
that
good
quality
people
assessment
is
an
essential
component
of
the
drive
to
raise
educational
standards
in
Scotland
schools.
I
agree
with
that.
It
was
a
key
element
of
the
joint
statement
that
the
Scottish
Government
issued
with
the
association
of
directors
of
Education
our
days
in
September.
It
is
vital
that
we
have
the
appropriate
approach
to
assessment,
as
we
were
failing
children
and
their
families.
If
we
did
not.
The
motion
also
highlighted
the
need
to
ensure
that
the
p1
assessments
are
in
line
with
the
plea
based
learning
philosophy
of
the
early
years.
B
Provision
in
the
curriculum
for
excellence.
I
also
agree
with
that.
The
early
level
of
CFE
explicitly
provides
for
plea,
based
learning,
and
any
assessment
mechanism
must
reflect
that
approach.
I
believe
that
an
assessment
which
lasts
less
than
an
hour
in
a
year
and
is
deployed
in
the
correct
environment
is
entirely
compatible
with
that
play
based
approach.
I
do
have
a
rightfully
recognized
that
view
is
not
shared
by
all
and
accept
the
importance
of
ensuring
the
specific
design
of
the
assessments
are
aligned
with
a
play
based
approach.
B
I
have
reflected
on
the
concerns
raised
by
colleagues
in
this
chamber.
I
have
read
the
feedback
from
teachers
provided
by
the
EIS
from
parents
and
others
and
I
acknowledge
the
concerns
raised,
but
it
is
also
important
to
knows
that
others
have
had
a
positive
experience
overall
primary
one
children
responded
positively
to
the
SN
ACS
and
both
literacy
and
numeracy
was
the
view
of
one
school.
This
feedback
is
included
in
key
Studies
on
the
P
one
assessment
experience
that
will
be
published
shortly
as
part
of
our
user
review
of
the
assessments.
B
While
I'm
aware
of
the
concerns
that
some
parents
have
others
have
confirmed
that
new
directors
of
Education
have
raised
any
significant
concerns
by
pins
in
relation
to
the
P
one
assessments,
this
mix
picture
must
give
us
all
cost
to
deflate
and
consider
the
best
way
forward.
It
strikes
me
that
I'm
yet
to
hear
a
compelling
argument
about
how
and
why
Scotland
has
undertaken
standardized
assessments
for
p1
pupils
for
so
many
years,
sometimes
twice
a
year
without
any
concerns
been
raised
by
teachers,
parents
or
indeed,
politicians.
B
Until
now,
new
concerns
were
raised
that
these
previous
assessments,
many
of
which
were
similar
to
s
NAC,
were
not
compatible
with
plea
based
learning.
I
can
only
conclude
that
it
must
be
that
the
education
system
found
the
assessments
that
have
been
in
place
for
some
time,
helpful
and
informative
and
a
useful
part
of
their
overall
assessment
of
children's
learning.
Another
conclusion
might
be
that
some
opposed
the
assessments
because
they
are
national
assessments
and
they
believe
them
to
be
high-stakes
tests
that
we
want
to
use
for
accountability
purposes.
B
They
are
absolutely
not
that
the
key
measure
of
the
Scottish
Government
will
use
for
assessing
the
standards
of
Education
is
teacher
professional
judgment,
not
the
outcomes
of
the
standardized
assessments.
The
standardized
assessments
are
just
one
part
of
the
range
of
evidence
that
a
teacher
will
call
on
when
assessing
whether
a
child
or
young
person
has
achieved
the
appropriate
CFE
level.
B
B
The
SNSD
should
be
a
better
and
more
effective
tool
for
teachers
to
use
than
the
variety
of
previous
assessments.
I've
also
considered
the
advice
from
those
charged
with
delivering
education
in
Scotland.
In
a
debate
last
month,
I
quoted
the
Association
of
directors
of
Education
in
Scotland
president
Maureen
McKenna,
who
said
that
we
suffered
too
much
in
education
from
decisions
made
too
quickly.
My
ask
is
for
politicians
to
pause
and
allow
us
time
to
evaluate
others,
also
wrote
to
all
local
authority
directors
of
Education
err
Louis
month
and
emphasized
these
points.
B
That
assessment
is
a
key
part
of
learning,
and
that
is
too
soon
to
pass
judgement
and
further
SNA
C
are
a
useful
tool
for
teachers.
The
IDS
is
committed
to
working
to
improve
and
enhance
assessments
and
thought
that
the
importance
of
keeping
the
educational
argument
central,
specifically
that
the
use
of
assessments
to
inform
learning
our
decisions
for
the
profession
to
make,
given
that
the
vast
majority
of
local
authorities
have
been
running
p1
standardized
assessments
for
years,
I
believe
that
we
have
to
give
due
consideration
to
the
established
approach
of
authorities
and
practitioners.
B
The
motion
passed
by
Parliament
gives
no
clarity
to
local
authorities
that
if
we
drop
SNA
see
what
should
be
done
with
their
own
standardized
assessment
programs.
This
could
see
a
return
to
P
once
being
assessed
twice,
whilst
also
removing
the
elements
of
national
consistency
and
alignment
with
curriculum
for
excellence
that
are
the
key
benefits
of
the
Scottish
national
standardized
assessments.
That
is
the
type
of
unintended
consequence
that
can
be
created
by
a
decision
of
this
type
by
Parliament
I
ask
Parliament
to
recognize
that
cannot
be
a
beneficial
outcome
of
this
debate.
B
Presiding
officer,
ultimately,
I
acknowledge
that
Parliament
has
formally
taken
a
position
that
p1
assessments
should
be
halted,
but
I
also
contained.
We
must
give
due
consideration
to
the
established
practice
of
the
overwhelming
majority
of
local
authorities,
who
carried
out
a
form
of
p1
assessment,
believing
that
to
be
in
the
best
interests
of
pupils
we
face
to
compete.
Considerations
I
have
therefore
decided
to
Commission
an
independent
review
of
the
approach
to
p1
assessments
within
the
context
of
the
national
improvement
framework.
The
objective
of
the
review
will
be
to
reconsider
the
evidence
as
the
Parliament.
B
The
parliamentary
motion
asked
me
to
do.
I've
asked
a
Mazdas,
Chief
Inspector
of
Education,
to
provide
me
with
advice
on
who
should
carry
out
this
independent
review.
The
review
will
consider
and
provide
recommendations
on
the
following
issues:
the
compatibility
of
the
assessments
with
the
play
based
approach
to
error
level,
of
curriculum
for
excellence,
the
alignment
of
the
assessments
to
the
benchmarks
for
early
level.
B
I,
would
welcome
the
input
of
the
other
parties
to
the
formulation
of
the
remit
of
the
review
and
the
appointment
of
his
leadership
and
independent,
evidence-based
review
could
come
to
the
same
conclusion
that
I
have
reached
that
p1
assessment
should
be
reformed,
not
abolished.
But
I
want
to
be
very
clear
with
the
chamber
today
that
the
outcome
of
the
review
could
be
a
recommendation
to
stop
the
assessments.
The
review
will
be
led
by
the
evidence
and
by
what
is
best
for
pupils.
B
That
is
I
believe
the
right
way
to
resolve
the
competing
considerations
that
we
face.
Following
the
vote
of
Parliament
last
month,
the
review
will
be
asked
to
provide
conclusions
and
recommendations
on
each
of
these
issues.
By
the
end
of
May
2019,
this
will
allow
time
for
us
to
digest
the
findings
and
for
Parliament
to
debate
them
prior
to
the
summer
recess
to
properly
informant.
The
review
will
clearly
need
to
see
the
assessments
in
operation.
B
By
proceeding
with
the
assessments
this
year,
we
will
generate
a
larger
evidence
base
to
see
how
the
improvements
we
have
already
introduced
are
working
and
what
other
changes
could
be
made
to
do
otherwise
would
simply
generate
uncertainty
and
confusion
during
the
school
year.
The
Scottish
government
advice
is
clear
about
the
timing
of
assessments
that
this
should
not
involve
all
children
being
assessed
in
blocks
or
windows.
Local
authorities
should
work
collaboratively
with
headteachers
to
agree
plans
for
the
assessments,
taking
account
of
the
needs
of
the
children
and
young
people
involved.
B
This
sits
comfortably
with
the
IDS
advice
that
the
timing
of
the
assessment
should
be
driven
by
educational
arguments.
This
was
made
clear
in
the
recent
ideas
advice
to
directors,
which
said
there
is
no
need
for
a
window
to
be
identified
when
assessments
must
be
carried
and
teachers
judgment
is
key
here
and
that
judgment
should
be
left
to
teachers
to
make
based
on
the
interests
of
their
pupils.
A
C
You
and
can
I
thank
the
cabinet
Secretary's
statement
and
draw
his
attention
to
a
comment
that
he
made
on
the
15th
of
March
2001,
whilst
criticizing
the
then
Scottish
executive.
When
he
said
and
I
quote,
people
expect
this
Parliament
to
decide.
Does
the
cabinet
secretary
still
believe
that
the
will
of
this
Parliament
is
paramount?
C
Does
he
believe
that
this
Parliament
voted
to
act
upon
the
evidence
already
provided
by
a
large
number
of
primary
one
teachers
who
were
telling
the
cabinet
secretary
that
the
tests
are
neither
adding
value
to
the
assessments
already
in
place,
nor
are
wholly
in
line
with
the
play,
based
philosophy
and
early
years
of
the
curriculum
for
excellence?
Furthermore,
in
his
speech
to
the
SNP
conference,
the
cabinet
secretary
called
the
opposition
parties
a
disgrace
on
this
issue,
because
he
asserted
that
we
had
used
only
political
opportunism
rather
than
the
educational
arguments
about
the
whole
issue.
C
So
can
I
ask
the
cabinet
secretary?
Does
he
also
believed
that
those
primary
one
teachers
and
those
members
of
the
public
and
parents
who
are
opposing
these
tests
are
also
a
disgrace
and
guilty
of
political
opportunism?
And
finally,
can
I
ask
the
cabinet
secretary
again
if
he
is
now
agreeing
that
there
is
need
for
an
independent
review
exactly
what
evidence
was
it
that
convinced
him
that
four
and
five-year-olds
in
Scotland
needed
to
be
tested
in
this
way?
When
many
high
performing
education
systems
don't
consider
such
tests
as
either
necessary
or
educationally
beneficial
cabinet.
B
But
what
I
have
to
be
mindful
of
and
I
am
the
only
person
in
the
chamber
who
has
this
duty
is
to
ensure
that
I
don't
act
in
a
fashion
that
disrespects
the
educational
performance
and
approaches
that
I
put
in
place
to
support
the
needs
of
young
people
the
length
and
breadth
of
country.
Because
that's
my
duty
as
education
secretary
to
do
that
and
when
Elizabeth
says
what
evidence
compelled
me
to
believe.
The
assessments
of
four
and
five
year
olds
should
be
undertaken.
B
The
custom
and
practice
of
27:32
local
authorities
in
Scotland
doing
exactly
that
for
many
many
years
without
a
word
of
objection
was
part
of
what
I
believed
was
important,
but
there
was
an
important
enhancement
in
the
assessments
that
we've
put
in
place,
which
was
the
ability
to
support
teachers
the
length
and
breadth
of
the
country
by
providing
some
advice
on
consistency
of
achievement
standards
across
the
country,
which
was
missing
from
the
independent
schemes
taken
forward
by
individual
local
authorities.
Now
Elizabeth
reached
the
comments
that
I
made
at
my
party
conference
and
I
I
did
describe.
B
The
opposition
parties
has
been
a
guilty
of
political
opportunism.
I
did
that,
specifically
to
the
Conservatives
and
I
went
through
in
the
parliamentary
debate
precisely
why
I
felt
that
was
political
opportunism,
because
the
Conservatives
had
tried
to
create
an
impression,
but
at
new
stage
they
had
ever
supported
p1
insistence
when
in
fact
they
had
done
so,
and
that
was
why
I
said
those
things.
D
You
presiding
officer,
my
thanks
to
to
the
cabinet
secretary
for
early
site
of
his
statement.
The
cabinet's
Harry
says
that
he
wishes
to
respect
the
parliaments
well,
but
presiding
officer.
That
is
just
not
true.
The
intent
of
the
motion
passed
and
the
will
of
this
Parliament
could
not
be
clearer.
It
is
that
the
National
tastes
stopped
em,
primarily
when
this
whole
statement
was
a
justification
for
refusing
to
respect
emotion
and
defying
this
Parliament.
D
The
cabinet
secretary
demands
that
we
focus
on
educational
needs.
Well,
that
is
exactly
what
we
did
in
reaching
the
conclusion
that
we
did
a
month
ago.
Parliament
listened
to
teachers,
parents
and
the
educational
arguments
and
voted
accordingly.
Mr.
Sweeney's
problem
is
that
he
lost
those
educational
arguments.
It
is
the
politics
of
the
cabinet,
Secretary's
denial,
his
stubbornness
and
his
hubris,
which
must
be
set
aside
here.
B
Think
when
mr.
Glee
uses
the
language
that
he
uses,
he
betrays
what
is
at
the
heart
of
his
agenda
here,
which
is
the
politics
of
all
of
this,
and
that
is
all
that
must
agree
is
interested.
Is
that
mr.
Glee
is
only
interested
in
the
politics
of
all
of
this,
and
mr.
Glee
cannot
marshal
a
universal
educational
opinion
to
support
the
argument
they
and
will
mr.
Griese
is
neither
can
I
and
I'm
acknowledging
that
and
I
have
acknowledged
that
through
this
process,
which
is
why,
which
is
why
not.
B
Is
why
I
am
putting
in
place
an
independent
review
to
consider
the
issues
and
to
do
to
do
as
mr.
gray
voted
for
in
the
parliamentary
motion
to
reconsider
the
evidence
they've
mr.
Glee
had
objected
to
that.
Mr.
Glee,
shouldn't
of
shouldn't
have
put
that
in
the
motion.
It
shouldn't
have
co-authored
it,
we're
issuing
of
co-author
authored.
It
was
list
smith
issued
of
access
issues
of
a
disagreement.
B
Wanted
to
stop
the
taste
and
not
raise
the
issue
of
reconsidering
the
evidence.
It
should
appear
a
motion
to
Parliament
to
that
effect,
but
he
didn't
do
that.
He
was
so
interested
and
getting
a
cobble
together
political
deal
with
the
Tories.
That
was
what
he
signed
up
to
and
I'm
simply
pursuing
and
I'm
simply
pursuing
and
I'm
simply
pursuing
what
Parliament
put
in
place.
But
what
are
not
prepared
to
do,
which
must
agree
appears
to
be
prepared
to
do,
is
to
act
in
a
fruitless
fashion
with
the
educational
well-being
of
children.
F
You
can
I
thank
the
Deputy
First
Minister
for
advanced
coffee,
this
statement
and
remind
him
that
some
of
us
have
held
a
consistent
position
against
the
testing
of
young
children
before
it
became
standardized
nationally.
But
can
I
ask
him
if,
in
the
course
of
this
review,
all
options,
including
continuous
formative
assessment,
rather
than
formalized
whether
it's
standardized
nationally
or
not,
will
be
put
on
the
table
and
can
also
ask
what
rate
does
the
Deputy
First
Minister
think
he
has
to
pick
and
choose
when
he
respects
the
role
of
parliament?
First.
B
B
bjur
then
goes
on
to
engage
in
the
issues
that
I
have
put
forward
in
a
constructive
way
about
what
might
be
the
content
of
the
review
that
we
undertake
and
I'm
fearfully
willing
to
embrace
the
points
that
he
makes
because
I
think
the
reasonable
points
to
add
into
the
remix,
so
that
we
can
have
a
considered
view
about
these
questions.
Because,
fundamentally
what
I
said
and
what
I
know
my
statement
was
that
the
independent
review
could
end
up
seeing
with
these
changes.
P
want
to
say
so.
It
should
continue.
B
But
equally,
but
if
you
could
see
it
doesn't
matter
what
you
do.
P
one
assessment
should
stop
and
I've
accepted
that
that
me
will
be
the
outcome
of
the
review.
What
I'm
simply
seeing
is
that
Parliament
asked
me
as
part
of
the
motion
to
reconsider
the
evidence
and
I'm
putting
in
place
a
mechanism
to
enable
Parliament
to
do
that
in
a
way
that
we
can
have
a
considered
discussion
about
this
bathing.
Among
the
issues
that
mr.
E
You
presiding
officer
and
can
I
thank
the
Deputy
First
Minister
for
his
statement
as
well,
and
the
the
review
he's
mentioned
before
was,
of
course
steered
by
education
Scotland,
and
they
were
the
unequivocal
backers
of
testing
of
four
and
five
year
old
boys
and
girls
in
primary
one.
So
what
will
be
different
this
time
and
in
the
meantime,
tens
of
thousands
of
those
four
and
five-year-old
girls
and
boys
in
primary
one
will
continue
to
be
tested
through
the
remainder
of
2019.
What
bit
of
halt?
Doesn't
the
government
understand.
A
B
First
part
at
City,
mr.
Scott
and
I
may
not
have
made
this
explicitly
clear.
The
review
will
not
be
carried
out
by
education
Scotland,
it
will
be
carried
out
independently
of
government
and
education.
Scotland
I
will
take
advice
from
the
Chief
Inspector
of
Education
about
M,
who
should
take
forward
that
review,
but,
as
I've
indicated
in
my
statement,
I'm
very
welcome
to
discuss
those
questions
with
other
parties
within
Parliament
to
secure
broad
agreement
about
how
we
might
take
forward
these
issues,
and
mr.
Greer
has
suggested
elements
that
could
be
enhanced
about
the
Rema
I.
B
Welcome
that
I
welcome
a
input
from
other
members
of
parliament
as
to
how
we
might
do
that
and
how
we
might
take
forward
this
approach.
It's
a
command
as
broad
support,
as
we
possibly
can
be
so
that
we
do
this
on
an
evidence
basis
to
ensure
that
we
come
to
the
correct
conclusions,
and
the
second
point
that
mr.
Scott
raised
was
in
relation
to
the
involvement
of
p1
pupils
in
this
school
year.
B
In
these
assessments
and
I
believe,
there
is
a
justification
for
maintaining
that
position
to
give
us
further
evidence
to
consider
as
part
of
the
evidence
review,
but
also
to
acknowledge
the
fact
that
these
assessments
have
been
going
on
within
Scottish
schools
in
27:32
local
authority
areas
for
many
many
years,
and
it
helps
to
structure
the
assessment
of
young
people's
performance
and
to
enhance
the
learning
that
they
under
teen.
That's
the
whole
purpose
of
assessment
for
learning,
which
is
exactly
what
the
approach
that
I'm
sitting
out
is
designed
to
address.
Gilroys.
B
Saying
officer,
there
has
been
a
variety
of
training
and
briefing
events
made
available
to
individual
teachers.
We
obviously
have
taken
into
account
some
of
the
feedback
from
the
first
year
of
implementation,
which
is
then
changed
practice
for
the
deployment
of
the
standardized
assessments
in
this
school
year,
and
we
will
continue
to
offer
that
and
we're
obviously
establishing
the
p1
practitioners
forum,
which
will
enable
primary
one
practitioners
to
feedback
directly
to
the
government
and
to
the
Scottish
national
standardized
assessment
team,
the
various
practical
and
operational
issues
which
arise
out
of
the
administration
of
these
assessments.
B
H
You,
the
Parliament,
voted
to
scrap
p1
tests.
The
Deputy
First
Minister
was
adamant
that
we
in
Parliament
were
wrong.
Now
he's
commissioned
a
lengthy
review
and
page
5
says
in
his
statement.
P1
assessments
should
be
reformed,
not
abolished.
Our
alternative
is
review
might
see
that
the
outcome
is
that
these
assessments
have
to
be
stopped.
A
few
cabinet
secretary
already
decided
that
parts
of
these
assessments
need
to
be
deformed
and
exactly
how
much
will
this
this
review
cost
camera.
B
Six
presidents
that
I
already
introduced
a
number
of
changes
to
the
second
year
of
standardized
assessments
for
2018-19,
based
on
the
feedback
that
we've
had
from
the
previous
year
from
practitioners.
So
I've
remained
open
to
making
sure
that
we
addressed
these
issues
and,
as
the
president
of
the
Association
of
directors
of
Education
stated,
and
we
need
to
enable
em
time
to
be
given
to
see
what
the
experiences
a
is
involved
in
taking
forward
measures
of
this
type.
B
And
so
the
government
will
remain
as
I
answered,
Gill
Ross
a
moment
ago,
very
open
to
understanding
that
feedback
from
individuals.
Now
in
relation
to
the
cost
of
the
review,
obviously-
and
we
will
look
very
carefully
at
the
management
of
course,
of
an
individual
review,
but
what
I
would
say
to
Alison
Harris
is
that
if
we
are
going
to
take
steps
that
will
have
an
effect
on
the
learning
of
young
people
within
our
education
system,
we
must
be
prepared
to
invest
in
the
research
processes.
To
enable
that
to
happen.
That's
what
the
government
does.
B
B
I
think
that
was
lacking
from
the
debate
that
we
had
earlier
on.
That
is
competing
evidence
on
this
question
and
I
want
to
have
that
considered
dependently.
So
the
new
stage
are
we
taking
a
decision
that
could
be
in
any
way
damaging
to
the
educational
well-being
of
children.
Young
people
in
our
society
too,.
J
You
very
much
presiding
officer
can
I,
say
gently
to
the
cabinet
secretary.
There
may
be
a
comfort
zone
for
him
to
impugn
the
motives
of
people
who
raise
these
issues,
but
genuinely
people
who
are
concerned
about
these
equations
are
concerned
because
they
care
about
the
education
of
our
young
people,
and
it
doesn't
do
you
or
anyone
else,
any
service
to
suggest
that
people's
motives
at
anything
other
than
that,
but
can
I
ask
under
specifics
and
the
20
for
us
to
June.
J
The
first
minister
said
quote
as
a
result
of
the
introduction
of
standardized
assessment
and
the
new
way
in
which
we
are
monitoring
performance.
Instead
of
the
previous
gotcha
surgery
of
literacy
and
numeracy
data,
we
will
now
have
data
on
every
pupil
in
the
country
which
will
allow
us
to
determine
progress
in
reducing
the
attainment
gap.
The
education
sector
today
says
this
is
not
the
purpose
of
these
tests,
so
it's
the
first
minister
or
the
Deputy
First
Minister.
Who
is
wrong
because
self-evidently,
they
cannot
both
be
right.
Countersignature.
B
The
John
Lemon
frequently
accuses
me
of
imputing
people's
motives
and
maybe
maybe
maybe
maybe
I'll
Huff-
that
maybe
I
hafta,
maybe
I'll
have
to
look
at
how
I
communicate
and
about
some
of
these
questions.
But
I,
don't
I,
don't
impugn
the
motives
of
teachers
that
come
to
me
and
say
they
don't
like
them.
Equally
I,
don't
impugn
the
motives
of
teachers
that
come
to
me
and
see
they
are
essential,
because
these
are.
B
That
is
what
a
that
is
what
the
purpose
of
standardized
assessments
and
are
used
for
and
the
point
the
first
minister
was
making
in
the
court
that
Joanne
lament
cited.
Is
that
what
the
standardized
assessments
enable
us
to
do
is
to
support
the
achievement
of
consistency,
a
reflecting
consistency
in
assessment
across
the
country,
which
is
not
possible
within
the
individual
compartmentalized
assessments
that
are
undertaken
in
each
individual
local
authority
area.
Maureen.
A
B
The
one
of
the
representative
of
the
leadership
of
Aberdeen
City
Council,
are
being
interviewed
on
the
radio
and
who
was
making
the
argument
against
p1
assessments
and
was
rather
uncomfortably
at
the
point
picked
on
by
the
interviewer
that
Aberdeen
City
Council
had
been
running
p1
assessments
for
many
years
and
that
and
the
individual
concerned
didn't
seem
to
have
considered
the
implications
of
that
particular
stance.
So
what
I
urged
Parliament
to
do?
What
I
our
local
authorities
to
do
to
participate
in
this
exercise?
To
do
this?
B
A
You
and
apologies
to
the
four
members
couldn't
call
Michelle
Ballantine
John
Mason,
Daniel
Johnson
and
Jillian
Martin,
but
there
is
not
enough
time
this
afternoon,
I'm
afraid
we
have
a
number
of
statements
to
get
through.
We
move
on
to
the
next
item
of
business,
which
is
a
statement
from
the
cabinet
secretary,
Hamza
Yusuf
on
home
detention.
Curfews
just
take
a
few
seconds
or
as
little
time
as
possible
to
for
members
and
ministers
to
change
seats.