A waiting game

IT IS one year since Usman Ali launched his anti-bullying campaign, but so far, he’s unimpressed with the government’s reaction.

The former Woodfarm pupil is behind a drive to ensure bullying in schools is formally recorded and reported, following his own experiences, when he was victimised by some classmates.

This week, Mr Ali wrote to the Scottish Parliament’s education committee to ask for their support.

The 19-year-old told The Extra: “The Scottish government delivered an unfortunate and unsatisfactory response to my report and that is why I have written to the convener of parliament’s education committee.

“There are HMIe inspections to check up but I have heard from parents and pupils that even HMIe inspections fail to bring out the truth.”

Russell Cockburn from the government support and wellbeing group, replied to Mr Ali following the reports discussion at the Scottish Anti Bullying steering group.

Within his letter, he stated: “The government does not wish to increase reporting burdens on local authorities to central government.

“Further discussion of this issue would be of limited value, particularly as your report has been discussed fully”.

Meanwhile, also waiting for a response from government are the pupils of Robslee primary school and their parents.

The Education Secretary, Mike Russell, is yet to inform East Renfrewshire council whether they can go ahead with their plan to close Robslee.

A Scottish Government spokesman told The Extra: “The government’s decision to further consider ERC’s decision to close Robslee is to ensure the decision is adequate and appropriate. “We aim to inform interested parties as soon as possible”.

Last month, the Scottish government stated in a letter to ERC’s education department that “ministers considered the council’s proposal paper, on which consultees were expected to respond, contained insuffient detail on the educational impact the proposed phased closure would have on the pupils during the transitional closure process”.

The letter also noted concerns of “how the phased relocation arrangements would impact on the educational aspects of the pupils’ learning”.