SCHOOLS are embroiled in a fresh row over red tape after teachers were sent 154 new pages of guidance as part of moves to reduce bureaucracy.

Education quango Education Scotland issued the draft documents to science, English and maths teachers across primary and secondary schools to identify the key benchmarks for pupils to achieve.

The body acted after John Swinney, the Education Secretary, made tackling bureaucracy a priority to help deal with widespread confusion over what is expected of teachers and pupils under the Curriculum for Excellence (CfE) reforms.

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Liberal Democrat MSP Tavish Scott questioned Mr Swinney on the merits of issuing fresh guidance as he attended a meeting of the Scottish Parliament's education committee.

Mr Scott said: "The government’s education quango has already issued hundreds of pages of new guidance to teachers. On reading, maths and science 154 pages of benchmarks have been dispatched to every school in Scotland.

"I am wondering how the aim of clarifying and providing simplicity is helped by the vast amount of paper that has been sent. Teachers are wondering how all this is consistent with the Education Secretary’s rhetoric to reduce bureaucracy."

Mr Swinney said the draft benchmarks were the "definitive levels" that young people had to reach from age five to age 18.

He said: "The teaching profession will be able to utilise the parts of it that are relevant to their circumstances, but the benchmarks have been set out to make clear what is expected of a young person's journey through the curriculum.

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"I appreciate there is a level of detail, but I can give an assurance that this is the definitive guidance. In general, we should have eye to make sure the benchmarks are as focussed as they can be, but I can see exactly why there is a need for the level of detail that is there across the age range."

Mr Swinney said he would be concerned if the issuing of the benchmarks led to a "box ticking exercise" because that would defeat the aims of CfE.

The minister went on to stress why the Scottish Government had brought forward plans for a new structure of educational regions which will exist in addition to councils.

He said: "We all accept that the quality of learning and teaching is central to closing the attainment gap. I am asking whether all of our local authorities are adding as much value to that learning and teaching experience on an equal basis.

"Audit Scotland assessments about the capabilities of education authorities vary very significantly around the country and I cannot afford to ignore that.

"It is not good enough to resign ourself to the fact that one authority is fabulous and adds lots of value... and another local authority at the other end of the spectrum doesn't do so. That is not fair to young people. Not all the practice undertaken adds enough value and that has got to be addressed."

However, the Educational Institute of Scotland (EIS) said the review of school governance should focus primarily on improving support for schools rather than on structural reforms.

Larry Flanagan, general secretary of the EIS, said: “The priority must be enhancing the support for schools and teachers and ensuring a consistent high-quality educational experience for pupils in all parts of the country.

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"Rather than focussing on structural changes, the review should concern itself with how teaching and learning can be enhanced and professional collaboration supported.

"The role and remit of the proposed regional boards and any value that this additional structural layer might bring remains unclear and the key question over the benefit this would bring to schools, teachers and pupils remains to be answered."

Mr Swinney was also urged to improve the quality of the current consultation on changes to school governance after parents branded it "impenetrable".

Labour's Iain Gray said: "Some of the parents felt the document was filled with jargon, that the officials present couldn't provide clarification for some straightforward questions, and they also felt that the questions the consultation asked of them really made little sense to them."

Mr Swinney responded: "I'll make sure officials are in a position to address the questions that are raised and I personally will be involved in a range of these different conversations so I'll be able to hear first-hand the different perspectives and views of parents."