►
From YouTube: Leeds City Council -Scrutiny Board (Children and Families) Consultative Meeting -9 June 2021
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
B
Okay
good
morning
and
welcome
to
today's
meeting
I'm
councillor
alan
lamb,
I'm
the
chair
of
the
children
and
family
scrutiny
board
and
at
this
point
I'm
going
to
read
a
short
prepared
statement
to
clarify
that,
while
this
meeting
is
being
webcast
live
to
enable
public
access,
it's
not
being
held
as
a
public
meeting
in
accordance
with
the
local
government
act.
1972
as
such,
it
is
a
remote
consultative
meeting
of
the
children
and
family
scrutiny
board.
B
B
B
F
B
I
B
I
have
the
same
issue:
councillor
bruin,
but
on
all
days
I
tend
to
look
fuzzy
so
and
that's
with
or
without
the
camera.
So
if
I
can
give
a
particularly
warm
welcome
next
to
councillor
hussein
who's,
also
a
newly
elected
member-
and
we
very
much
welcome
you
to
the
board
this
year.
So
if
you'd
like
to
introduce
yourself
councillor
hussein.
D
There
we
go.
Thank
you
yes,
sir
I'm
john
linningers
from
coastal
ward,
and
I
am
very
relieved
to
be
here.
I've
just
dropped
my
council
laptop
and
smashed
the
screen,
so
I've
been
skillfully
piloted
in
by
the
the
help
desk.
With
my
select
log
me
in
on
my
home
computer
now
I
know
this
is
possible.
I
might
use
it
more
often.
B
B
B
Thank
you
harry
good
morning
to
you,
okay,
so
we
can
move
on
to
the
agenda
now
so
item.
One
is
declarations
of
disclosable
pecuniary
interests,
so
I'm
just
looking
for
any
hands
to
be
raised,
and
I
see
none
so
item
two
is
the
draft
minutes
of
the
children
and
families
scrutiny
board
meeting
from
the
3rd
of
march,
as
we
explained
at
the
minute,
we're
not
in
a
position
to
formally
approve
the
minutes
today,
but
still
be
useful.
A
Both
celia,
foote
and
also
helen
bellamy
have
been
nominated
again
by
the
school
staff
joint
consultative
committee
to
continue
their
role
on
the
scrutiny
board,
but
also
to
be
acknowledged
in
their
role
in
terms
of
representing
school
staff.
More
broadly,
the
children
family
scrutiny
board
has
also
previously
invited
co-opted
member
representation
from
other
relevant
key
areas
which
had
included
early
years
looked
after
children,
care
leavers
and
the
third
sector
through
young
lives,
leads
organization
due
to
other
commitments.
A
B
Yeah,
thank
you
for
that,
angela.
So
obviously,
as
angela
explained,
we
can't
formally
reappoint
celia
today,
but
I'm
sure
that
will
be
a
formality
next
time
around
and
that
will
be
welcome
news
because
she's
been
a
huge
contributor
to
this
board
over
over
many
years.
As
tony
as
andrew
as
our
jackie
and
kate
we've
been
it's
one
of
the
strengths
of
this
board
that
we
do
bring
in
co-opted
members
who
add
a
great
deal.
B
One
of
the
things
I
would
say
is
we
don't
necessarily
have
to
rush
to
a
decision
and
my
views.
It
might
actually
be
better
to
decide
what
our
work
program
is
going
to
look
like
for
the
year
and
then
we
can
look
at
our
approach
to
to
co-opted
members,
in
addition
to
the
ones
that
we
have
so
we're
not
boxing
ourselves.
In
contrast
that
we're
also
already
the
largest
scrutiny
board
in
the
council,
because
we
we
do
have
so
many
co-opted
members
as
a
statutory
responsibility.
J
Did
thanks
chair
that
was
one
of
the
things
I
was
going
to
ask.
Really.
How
did
we
capture
the
actual
voices
of
the
the
children
and
young
people
that
we,
as
adults
represent
so
off
from
this
meeting?
I'd,
be
interested
to
know
that
how
how
we
do
that,
because,
obviously,
as
a
new
board
member
I'd
like
to
hear
the
voice
of
the
people
that
we
are
representing.
B
Yeah
yeah:
well,
we've
we've
done
a
lot
in
the
last
last
few
years
on
the
council
delay
at
our
last
inquiry
session,
we
actually
had
some
young
people
come
and
join
us
to
give
formal
evidence
and
it
was
incredibly
powerful
and
it
showed
how
we
can
do.
We've
had
some
big
sessions.
We
did
a
huge
youth
voice
summit
session
where
many
of
the
the
board
members
went
to
that.
That
was
really
good.
B
We've
had
a
number
of
engagements
directly
with
the
the
have
a
voice
counsel,
so
we-
and
we
often
hear
from
richard
who
leads
that
team
and
hannah
lamploo,
who
are
really
powerful,
advocates
and
capture
views
and
come
and
share
them
back
with
us.
So
there's
lots
of
ways
that
we've
done
it,
but
I
still
think
there's
more,
we
can
do
and
it's
crucial
that
we
have
that
voice
in
in
everything
that
we're
we're
doing.
So.
B
F
Thanks
alan,
I
apologize
I've
been
in
and
out
of
the
screen
because
I've
I've
had
technical
people,
I'm
trying
to
assist
me.
So
I
apologize
sir
for
that
yeah.
I
I
apologize
if
I
missed
anything.
Okay,
just
going
back
to
the
cooperative
members,
if
we
can't
actually
get
anyone,
you
know
to
be
co-opted,
for
whatever
reason,
I
think
the
idea
of
selecting
them
for
specific
enquiries
is
a
very
good
one.
F
B
N
Well,
thank
you
chair.
I
just
wanted
to.
I
just
wanted
to
make
the
point
that
I
think
I
think
it
would
be
a
significant
loss
not
to
have
somebody
from
young
lives
leads
on
the
board
because
they
represent
the
third
sector
and
there's
such
a
breadth
of
work
done
with
children
and
young
people
by
the
third
sector,
and
I
think
the
particular
strength
of
that
sector
is
that
they
often
have
reach
into
communities
that
we
struggle
to
reach
a
statutory
services,
whether
that's
being
part
of
the
council
or
education.
N
I
think
the
fact
they
are
community-based,
often
user-led
organizations,
and
I
have
a
reach
into
particularly
marginalized
communities.
I
think
not
to
have
young
lives
leads,
would
would
be
a
loss
given
the
reach.
The
third
sector
has
on
our
commitment,
as
a
director
and
as
a
council
to
working
in
partnership
with
the
third
section
recognizing
the
particular
strengths
that
they
bring.
B
Thank
you,
council
ben.
That's
very
helpful
that
we
are
in
constant
dialogue
with
them
and
it's
just
one
of
the
challenges
has
been
actually
been
able
to
get
a
regular
contribution,
so
ansler
is
sort
of
exploring
some
different
ways
that
we
could
do
that
to
make
sure
we
keep
that
voice.
But
if
there's
anything
you
can
do
with
your
influence
to
help
with
that.
That
would
be
appreciated,
because
I
certainly
recognize
your
comments,
so
I've
got
councillor
ren
shaw.
Next,
please.
K
Thank
you
chair.
I
do
recall
when
we
met
up
with
young
people
actually
in
the
civic
hall,
in
a
room
when,
obviously
things
were
safer
and
it
was
all
about
catching
the
bus,
the
initial
one
and
it's
a
number
of
years
ago
that
some
of
us
will
remember,
but
that's
when
we
went
and
actually
met
with
a
full
group
of
young
people
who
could
express
their
opinions
and
their
decisions
and
what
they
were,
what
they
wanted
throughout
the
city
and
what
difficulties
they
had.
B
Yeah,
I
agree
councillorance
I
mean,
as
I
say,
we've
done
a
number
of
those
things.
I've
been
on
saturday
mornings
to
meet
with
the
youth
council.
We've
had
evening
sessions,
we've
been
we've
been
out,
but
I
just
I
want
to
make
sure
we're
doing
everything
that
we
can
so
so
yeah.
I
think.
Well,
I
think
we're
all
on
the
same
page
and
councillor
flint.
E
Please
you,
I
was
just
wondering
how
you
select
the
young
people
that
you
hear
from
like
other
than
the
youth
council
and
how
you
ensure
that,
like
the
a
diversity
of
young
people's
voices
are
heard,
often
the
ones
that
you
need
to
hear
from
and
not
to
the
ones
that
come
forward.
I
just
wonder
how
you
do
that.
B
We
want
to
get
the
hardest
to
reach,
not
just
those
who
are
used
to
coming
to
forums
and
talking
and
answer
any
ideas
anyone's
got
chip
them
in
as
we
go
through
the
inquiries
because
actually
hearing
about
the
lived
experience
of
young
people
is
one
of
the
most
powerful
things
to
help
us
shape
change
and,
and
it's
very
powerful
for
officers
to
hear
directly
from
those
who
are
most
affected
by
the
decisions
they
make.
So
so
I
think
we
have
got
councillor
gruen
next.
B
G
Well,
I
was
actually
going
to
make
a
point
slightly
like
caroline's,
that
over
the
years
we
have
visited
quite
a
broad
section
of
groups
because
it
quite
I
do
agree
trying
to
get
that
diversity.
It's
difficult.
When
you
meet
the
the
young
people
in
the
children's
parliament,
I
mean
they're,
they're,
confident
and
vocal
for
the
most
part,
but
we've
visited
you
and
I
counsel
alam
have
been
to
a
dance
group
at
bell.
I
was
it,
which
was
extremely
interesting.
G
One
of
the
points
that
surprised
me
was
how
much
the
girls
were
worried
about
just
walking
about
on
an
evening
tony,
and
I
visited
the
marketplace
for
young
people
with
mental
health
difficulties
over
the
years
we've
managed
to
to
access
a
lot
of
these
that
are
voluntary
groups.
So
there
are
ways
it's
a
lot
of
work
for
angela
and
the
other
officers
who
support
the
board,
but
they
do
seem
to
be
able
to
achieve
quite
a
diverse
section
of
people
groups
when
we
need
to
visit.
B
B
So
there's
a
bit
of
food
for
thought
a
bit
of
time
to
people
to
think
of
ideas
and
approaches,
but
either
feed
them
in
on
email,
or
we
will
be
having
this
item
again
to
to
formally
make
some
decisions
and
when
we're
not
excluded,
we
can
co-opt
people
to
work
in
groups
at
any
time
for
specific
experience,
we
can
invite
people
to
come
and
give
evidence
to
any
of
our
sessions
so
that
there
are
multiple
ways
that
we
can
get
people
to
come
and
contribute.
This
is
not.
B
This
is
one
tool
of
many,
but
this
is
obviously
about
the
permanent
seats
around
the
table
and
who
will
attend
every
meeting
and
take
part.
So
there's
there's
a
lot
we
can
do,
but
yeah
your
views
will
be
very
welcome
as
we
go
forward.
So
is
that,
okay
with
everybody
not
seeing
any
of
the
comments?
So
if
we
can
move
on
to
item
four,
which
is
just
for
information,
it's
a
scrutiny
board
terms
of
reference
they're
set
by
full
council.
A
Thank
you
chair
as,
as
you
say
this,
this
reports
for
information
setting
out
the
general
terms
of
reference
for
scrutiny
boards-
that's
approved
by
full
council,
but
appendix
3
in
particular,
also
helps
to
give
an
overview
of
how
each
of
the
council's
five
individual
scrutiny
boards
this
year
have
been
allowed
to
officer
delegated
functions
and
executive
portfolios
too.
Thank
you.
B
Okay,
thank
you
very
much
angela.
So
are
there
any
questions
on
that
item
or
everybody
happy
to
to
note
that
splendid?
So
we
move
on
to
item
five
where
we're
starting
to
get
into
the
the
the
meat
of
the
session
so
rather
than
getting
all
of
the
officers
on
the
call
to
introduce
themselves
and
then
come
back
to
them.
B
O
Fab
morning,
everyone-
I
I
know
most
people
in
the
room,
but
for
those
who
don't
I'm
the
deputy
leader
of
council
and
executive
member
for
economy,
culture
and
education.
Now
I've
had
a
bit
of
a
a
title
change.
I
think,
in
terms
of
what
what
I
think
would
be
good
for
the
scrutiny
board
to
look
at
is
quite
a
broad
topic
of
kind
of
coveted
recovery.
O
I
think
that's
in
the
in
the
world
of
education,
at
least
that
that's
going
to
be
the
overarching
thing
for
a
number
of
years,
potentially
even
even
decades.
You
know
before
we
full
know,
know
fully
kind
of
the
impact
that
covert
has
had
on
young
people
how
that
impact
has
affected
different
children
depending
on
you
know
how
old
they
are,
whether
they've
had
siblings
in
lockdown.
O
You
know
what
their
housing
situation
was,
what
their,
what
their
parents
working
situations,
are,
there's
a
huge
number
of
factors
that
will
have
meant
that
that
children
will
have
had
completely
different
experiences
over
the
past
year,
18
months
and
then
kind
of
looking
at
how
that
impacts
them
going
forward.
Obviously,
kind
of
free
school
meals
has
been
a
huge
issue
over
the
past.
O
But
actually
there
are
plenty
of
examples
where
an
increased
increased
access
to
this
would
actually
help
in
subjects
like
maths
and
english
and
your
course
subjects
as
well,
and
it's
clear
that
kind
of
education
can't
be
complementalized
in
that
way
and
and
different
subjects,
support
each
other
and-
and
my
fear
is
if
there's
too
much
of
a
focus
on
you
know
the
core
subjects
and
these
other
parts
drop
off.
Then
then
kind
of
some
of
the
art
subjects
in
the
sports.
O
The
music
will
just
end
up
being
the
preserve
of
of
some
of
the
most
privileged
children
in
the
city
and
that
could
leave
leads
to
those
gaps
getting
even
wider.
So
those
would
be
my
kind
of
my
priorities.
What
I'm
looking
at
over
the
next
few
years
and
and
I
think,
would
be
fantastic
for
the
scripting
board
to
look
at
some
of
those,
but
I
will
leave
it
there
for
now.
Thank
you.
B
Okay,
thank
you
councillor
prior,
so
I'll
invite
any
questions
or
comments
to
each
participant
as
we
go
on
just
a
reminder.
What
we're
doing
here
is
just
looking
at
the
things
we
might
like
to
look
at
through
the
year,
we're
not
running
an
inquiry
or
getting
into
into
detail
at
this
stage.
It's
just
is
any
particular
points
that
you
wanted
to
pick
up
on
with
councillor
price.
So
does
anyone
have
any
questions
or
comments
with
that
in
mind?
At
this
stage,.
C
Thank
you
all,
that's
very
kind
of
easy
to
say
so
again.
I
think
I've
met
most
of
you
before,
while
subbing
on
council
alums
scrutiny
board
on
money
and
occasion.
I'm
councillor
mary
harland,
newly
appointed
to
executive
board
member
for
communities
and
youth
work
has
now
passed
over
into
that
portfolio.
C
So
I
would
imagine
that
I'm
still
learning
the
ropes
so
to
speak,
and
I'm
sure
there's
much
more
for
me
to
learn
as
well
along
the
on
this
journey.
The
big
thing
I
would
imagine
would
be
for
you
would
be
a
watching
brief
on
the
implementation
of
the
youth
work
review
that
went
to
exec
board,
brought
by
my
able
comrade
for
council
event
back
in
april.
As
I
say,
I'm
just
getting
used
to
the
portfolio,
but
I
think
a
watching
brief
on
the
implementation
of
that
would
be
very
welcome.
N
N
So
I
have
everything
to
do
with
children.
That's
not
not
schools
or
youth
work,
so
I
I
can't
surprise
that
I
think
the
main
issue
going
forward
is:
is
it
actually
going
to
be
recovery
from
covid,
and
I
would
suggest
that
we
keep
the
reporting
structure
that
we've
had
where
we've
brought
a
regular
update?
I
can't
remember
how
how
often,
but
we've
broken
that
into
areas
to
update
on
like
children's
homes,
children's
social
care
education.
N
So
it's
just
to
keep
that
generic
reports
about
how
we're
recovering
from
covid
and
then
probably
the
biggest
issues
in
terms
of
fallout
for
children
and
young
people
of
the
pandemic
relate
to
child
poverty
and
mental
health.
Now
with
child
poverty,
we've
got
a
child
poverty
impact
board
that
I
chair
and
we'd
already
set
up
a
meeting
schedule
where
we
would
report
to
you
six
monthly
on
the
work
of
the
child,
poverty
and
pet
board.
N
So
I
think
we'd
be
due
back
in
september
or
october
and
then,
when
we
brought
the
future
in
mind
strategy
to
you,
which
is
the
lead
to
our
strategy
for
children,
young
people's
mental
health.
You
ask
that
we
come
back
and
report
back
on
that
and
I
think
I
think
it
was
in
a
year's
time,
which
should
now
probably
be
about
six
months
time.
So
I'd
suggest
we
schedule
in
some
feedback
about
the
implementation
of
the
future
of
mind
strategy.
N
So
if
we,
if
we
have
those
in
the
reporting
schedule
and
then
the
kind
of
new
area
I
wanted
about
suggesting
a
satellite
conversation
this
morning
was
about
whether
you
might
be
interested
in
looking
at
early
help
and
prevention,
not
least
because
we
are
doing
as
a
director
a
review
of
early
help
and
that's
partly
in
the
context
of
the
savings
that
the
council
and
the
director
have
to
make.
So
we've
committed
to
taking
three
quarters
of
a
million
out
of
early
help.
N
It's
obviously
we
need
to
do
that
in
the
most
thoughtful
responsible
way
that
makes
savings.
We
need
to
make,
but
doesn't
cause
a
detriment
to
all
the
help
work
we've
done,
which
has
meant
that
we've
got
less
looked
after
children
and
you
know:
we've
we've
not
we've
not
gone
in
the
direction
that
many
authorities
have
in
terms
of
putting
early
help
and
ending
up
spending
a
lot
more
at
the
end
of
children's
services
and
within
early
health
and
prevention.
N
There's
an
area
that
I'm
particularly
interested
in,
which
is
around
disproportionality
particularly
towards
black
and
dual
heritage
in
people.
We've
recently
had
an
inspection
from
her
majesty's
inspectorate
of
probation,
which
was
part
of
a
national
inspection
to
do
a
disproportionality
of
black
and
dual
heritage,
boys
and
young
men
in
the
youth
justice
system,
and
so
they
went
to
a
number
of
authorities
to
look
at
work
on
disproportionality
and
we
don't
have
disproportionality
in
leads
in
regard
to
children
in
our
youth
justice
service.
N
Generally,
we
do
in
relation
to
romanian
young
people
unless
work
around
that,
but
not
around
black
and
your
heritage,
boys
and
young
men.
But
what
we
do
have
is
a
disproportionate
number
of
black
and
dual
heritage:
young
men
who
have
no
contact
with
the
youth
justice
system
and
then
go
straight
into
custody
because
they've
committed
a
really
serious
offence
and
it's
really
interesting
digging
into
that
and
really
tragic,
because
a
disproportionate
number
of
them
have
sinned
issues.
N
Disproportionate
numbers
have
social
emotional
health
issues,
but
they've
never
been
in
those
services
and
what
it
screams
out
is
that
they're
missing
early
help
in
all
forms,
so
they're
not
getting
early
help
they're,
not
getting
preventative
work
through
the
youth
justice
system,
through
education
or
through
children's
social
care,
and
I
think
in
the
context
of
black
lives
matter
and
awareness
around
structural
oppression.
I
think
in
in
look
in
doing
that
review
of
early
health
and
prevention,
I'm
really
keen
that
we
focus
on
on
that
area.
B
B
Taking
account
all
of
the
things
that
we're
going
to
hear
this
morning
and
from
my
perspective
at
this
stage,
nothing's
off
the
table.
So
if
there's
something
through
the
discussion
or
something
burning
that
you
think
we
should
be
looking
at,
we
obviously
have
limited
time
and
we
have
to
make
sure
we
prioritize
it
well.
B
C
Yeah,
thank
you
chair.
Thank
you
very
much,
councillor
vanna
for
your
input
on
that
and
obviously,
from
the
last
scrutiny
meeting
we
had
where
the
young
people
came
through
almost
each
and
every
one
of
them
did
mention
mental
health,
and
so
definitely
that
should
be
a
priority
for
us
and
thank
you
for
mentioning
about
the
black
lives
matter
and
what
we
still
need
to
do
in
our
schools.
C
As
the
chair
of
the
hit
crime
board,
the
highest
statistics
that
we
have
for
hate
crime
in
the
city
and
also
in
schools
is
related
to
race
and
religion.
So
obviously
we
continue
to
push
for
the
decolonization
of
the
curriculum,
especially
with
black
history,
which
I
feel
is
something
we
should
begin
to
try
and
see
how
we
can
inculcate
that
into
our
curriculum
in
our
schools.
Wales
have
actually
pushed
that
through
you
know,
so
we
applaud
them
for
that.
C
So
for
us
to
be
able
to
to
reduce
the
incidences
of
of
of
crime
against
race.
The
education
of
of
of
diverse
history
is
very,
very
paramount
in
our
schools
and
it's
just
simple
understanding
so
that
you
know
young
children
as
they
grow
up.
They
understand
the
history
why
people
are
the
way
they
are
and
why
we
are
where
we
are,
so
it
would
really
really
be
very
good,
and
obviously
that
goes
to
council
prior
as
well
who's
here
in
terms
of
pushing
through
the
curriculum
for
black
history.
C
B
I
I
But
I
I
particularly
feel
that
we
ought
to
understand
better
which
kind
of
learning
works
best
in
the
catch-up
context
for
which
groups
of
of
children,
so
I'm
quite
interested
in
the
context
in
which
sir
kevin
collins
felt
the
need
to
resign,
because
he
was
suggesting
a
variety
of
different
approaches
simultaneously,
which
which
apparently
now
can't
be
accommodated.
So
I
really
am
interested
in
what
works.
I
think
most
of
us
around
this
table
would
understand
that
the
same
approach
won't
fit
everybody
and
I'm
concerned
that
this
will
work
for
some
children.
H
H
The
these
are
young
people
who
will
have
left
education,
and
it
feels
that
they
could
potentially
be
this
sort
of
a
lost
lost
cohort,
and
whilst
we
can,
we
can
see
what's
happening
elsewhere,
and
you
know
sort
of
review
that
I
just
wanted
to
sort
of
ask
the
question
really
as
to
what
you
know.
What
that
those
are.
That's
that
sort
of
cohort
that
left
a
year
ago-
and
you
know
this
year
as
well-
are
not
being
lost.
If
you
like.
B
P
Good
morning
everybody
I'm
sally
terrick,
I'm
a
director
of
children
and
families.
It's
great
to
see
you
all
again.
I
mean
I
think,
most
of
what
I
have
thought
about
has
in
one
way
or
another
being
covered.
I
think
we'd
have
to
there's
an
imperative,
isn't
there
for
us
to
be
looking
at
and
post
pandemic
recovery
in.
P
So
I
do
think
that
it
would
be
my
view
that
we
schedule
some
time
into
to
to
look
at
that.
I
think
I
you
know
agree
with
the
council
of
england
council
prior
on
on
the
issues
around
particularly
around
mental
health
and
learning
outcomes
for
children
and
young
people.
We've
already,
as
we've
heard,
got
poverty
scheduled
and
scheduled,
and
we've
got
these
things.
P
Exclusions
inquiry
that
will
that
will
also
continue
and
councilman,
and
I
did
talk
about
the
early
help
and
preventative
part
of
part
of
the
world.
I
think,
partly
because
there
is
something
about
how
that
operated
during
the
pandemic
and
the
kind
of
help
and
support
that
people
receive,
particularly
through
provision
of
practical
health
and
support
and
but
also
as
councilor
benner
pointed
out.
We've
got
this
as
part
of
the
financial
challenge
for
this
year's
budget
and
moving
forward.
P
P
The
issues
around
and
equality,
I
think,
have
been
well
articulated
and-
and
they
are
issues
that
we'll
be
looking
at
as
a
priority
within
children's
services,
so
I'll
be
happy
to
have
the
important
school
involved
on
those
things.
So
I'm
happy
to
leave
it
there.
I
think
if
there
are
questions
on
specific
queries,
then
we've
got
the
team
here,
and
people
can
pick
up
those
specific
issues,
but
in
general
I
think,
and
from
what
we've
heard
already
there's
plenty
to
you
know
plenty
of
relevant
stuff.
B
Thank
you
for
that.
I
wonder
if
it'll
be
useful,
just
for
the
rest
of
the
team
just
to
introduce
themselves,
so
everybody
that's
here,
knows
who's
on
the
call
and
who
they're
directing
things
to
so.
If
I
can
perhaps
ask
julie
first
and
if,
if
on
behalf
of
the
board
julie,
if
I
can
congratulate
you
on
a
very
well
deserved
appointment
as
deputy
director
of
children
and
families
really
pleased
for
you
and
an
excellent
appointment,
I
think
everyone
will
agree
so
julie.
If
you
would
like
to
introduce
yourself,
please.
B
D
B
B
H
My
one
is
catch
up
in
schools
and
generally
on
catch-up
sessions,
schools
generally
pull
children
out
of
sport
or
music
or
whatever
to
do
the
catch-ups,
and
I
think,
if
you
know
children,
they
have
missed
out
a
lot
in
school
and
various
things.
So
there
will
be
quite
a
lot
of
catch
up
to
do,
but
I
think
this
kind
of
activity
from
schools
would
not
be
good
on
a
long
term
basis
if
it
was
okay
for
a
few
weeks,
but
I
think
children
might
be
too
far
back
for
that
kind
of
thing.
H
So
I
I
go
with
the
previous
person
and
my
brain
is
gone.
That
was
talking
about
access
to
sports,
arts,
music
and
dance.
I
think
it's
absolutely
crucial
that
children
have
these
facilities
are
in
school
and
they're
able
to
access
them
and
like
some
people,
if
they
go
to
sports
they're,
brilliant,
then
in
maths
and
the
next
lesson.
So
I
think
these
things
are
really
really
good
and
this
should
be
focused
on,
because
I
find
that
schools
generally,
especially
for
the
children.
D
Yes,
if
I
could
follow
on
from
that,
I
I'm
concerned
about
play
opportunities
for
children,
particularly
in
the
inner
city.
Both
team
sports
and
unstructured
play.
I've
recently
seen
some
statistics
about
the
loss
of
play
facilities
to
build
development
really
worrying,
also
concerning
causing
concern.
I
think,
to
support
england
that
we
are
losing,
particularly
in
the
inner
city,
play
opportunity,
sites,
sporting
sites
that
we
desperately
need,
leaving
our
children
very
deprived
in
terms
of
facilities.
D
Excellent
work
by
a
few
large
teams.
I've
become
aware
of
the
fact
there
are
some
in
the
city
teams
which
do
attempt
to
address
this
and
do
so
very
successfully
with
dozens
and
dozens
of
of
teams
playing
for
the
variety
of
sports,
but
rest,
the
city
is
often
a
desert
with
no
facilities
or
no
real,
no
significant
facilities
at
all.
D
G
Thank
you
chair.
Actually,
it's
in
the
same
vein
as
jackie
and
councillor
illinois,
but
as
a
as
an
approach.
I
wonder
if
it
would
be
worth
looking
at
the
areas
being
addressed
by
other
parts
of
the
and
organizations
I
mean.
We
know
that
schools
are
focusing
very
much
on
co-curriculum
catch-up
and
we
might
look
at
some
of
the
recent
inquiries.
We've
had
and
look
at
some
of
the
areas
that
are
not
being
addressed
or
not
as
popular
and
having
read
one
or
two
reports
from
education
charities.
G
G
So
I
I'm
thinking
that,
if
we,
if
the
board,
can
look
in
areas
that
are
less
obvious
and
the
way
that
children
feel
ready
to
learn-
and
it's
often
through
those
what
are
considered
softer
areas,
arts,
humanities
drama
and
such
areas
and
they're
the
things
that
develop
social
skills
and
cohesion
of
communities
and
sporting
activities
as
well,
maybe
take
a
a
less
obvious
route
into
looking
at
how
children
and
young
people
have
been
affected
and
how
they
can
be
best.
Helped
to
move
forward.
B
Thank
you
very
much
see
lips
so
and
so
we're
at
the
point
now
again
for
the
the
benefit
of
newer
board
members.
We've
heard
what
the
officers
and
executive
members
think
that
we
should
be
looking
at
and
we're
moving
into
the
point
where
it's
open
to
all
board
members
to
make
suggestions
or
ideas
that
that
they
would
like
to
see
us
focus
on
during
the
year.
So
nothing
is
off
the
table.
There
are
no
bad
ideas.
M
Hi
there
I'll
introduce
myself
sorry,
because
I
was
late
to
the
meeting
due
to
a
power
cut.
I'm
kate
blacker,
I'm
the
co-opted
member
for
primary
schools,
I'm
a
parent
governor
representative
on
the
board
I
so
I'm
visiting.
So
I'm
not
sure
if
any
of
what
I
was
going
to
say
is
already
covered,
but
has
already
been
covered.
M
But
just
to
start
off
by
saying,
I
completely
agree
with
the
comments
that
have
been
made
with
regards
to
the
subjects
that
are
regarded
as
being
regarded
as
promoting
the
softer
skills
and
children.
I
think
they're
absolutely
essential
to
children's
development
and
I
think,
particularly
so,
they're
democratic
and
the
potential
impact
on
children's
confidence,
social
skills,
self-esteem,
and
I
also
feel
that
we
need
to
be
looking
at
the
curriculum
as
well
in
terms
of
how
useful
it
is
for
children
in
terms
of
the
21st
century
and
the
challenges
that
they
face.
M
The
technology
and
the
increasing
reliance
that
children
have
or
young
people
have
been,
have
had
been
forced
to
place
on
it
as
a
result
of
the
pandemic,
not
only
in
relation
to
their
learning,
but
also
in
relation
to
social
opportunities
and
social
skills.
I
think
we
need
to
be
thinking
about
how
we
can
modernize
our
curriculum.
M
I
think
there's
there's
a
look
at
you
know,
really
overhauling
the
curriculum,
and
I
know
that
comes
from
the
top,
but
I
think
that
we
can
certainly
be
doing
things
in
schools
to
look
at
how
we
can
ensure
that
it's
not
a
that.
The
focus
isn't
too
much
on
the
academic
subjects
at
the
expense
of
other
things
that
I
think
are
actually
incredibly
important
important.
They
always
have
been,
but
even
more
so
now,
outcomes
development
going
forward.
I
Thank
you.
I'd
like
to
pick
up
on
councillor
ellingworth's
issues
around
play.
I
completely
agree
with
what
council
learning
illinois
was
saying
about
play.
I
don't
just
think
it's
the
city
center
council
reeling
with.
I
think
we
need
to
have
a
long
hard
look
at
our
play
provision
right
across
the
city
and
particularly
the
types
of
player
provision
that
we
have
in
place.
I
So
I
feel
passionately
that
we
ought
to
look
at
play
provision.
It's
such
an
important
part
of
child
development,
and
not
only
for
early
years,
though
perhaps
particularly
for
early
years
play,
is
important
right
into
adulthood,
and
I'm
not
sure
that
as
a
city,
we
have
a
clear
enough
grasp
of
its
role
in
child
development
or
of
our
provision
and
also-
and
I
understand
fully
the
context
of
the
of
the
council's
financial
position.
But
I
am
so
disappointed
that
we
no
longer
have
even
one
officer
with
a
proactive
play
brief.
I
B
H
H
I
myself
know
how
we
sort
of
put
in
going
out
for
a
walk
first
thing
in
the
morning
and
the
difference
in
doing
some
exercise.
First
thing
is
amazing:
it
cuts
it
cuts
across
mental
health
because
of
the
exercise
it
costs
lost
physical
health,
and
I
just
wonder
whether
that
could
be
an
area
of
work,
I'm
not
sure
whether
it
will
fit
into
this
reunit,
but
I
needed
to
mention
it.
Thank.
B
You
thank
you,
council,
forsake.
I'd
have
been
extremely
surprised
if
you
hadn't
mentioned
it,
and
I'm
glad
that
you
have
it
is.
As
you
know,
one
of
the
big
issues
is
making
sure
we're
we're
not
duplicating
work
across
boards
and
committees,
but
it's
certainly
something
that
I
think
is
very
much
of
interest
to
children
and
young
people,
as
well
as
the
members
of
this
board,
so
finding
the
right
way
to
make
sure
it's
getting.
If
it's
not
us,
that's
covering
it,
it
is
getting
covered
and
that
we
are
showing
our
interest
in
it.
B
N
You
know
all
the
knocks
being
their
friends,
not
having
prom.
Just
all
the
rituals
you
know
leaving
primary
school
leaving
secondary
school.
So
I
think
play
is
really
important,
but
you
could
consider
us
aboard
doing
an
inquiry
on
children
having
fun
and
how
we
ensure
that
happens
and
play
being
a
really
essential
part
of
that,
because
it
is,
it
is
one
of
our
stated
aims
in
the
children
of
people's
plan
that
we
want
children
to
have
fun
growing
up.
Thank
you.
B
L
Thank
you.
I
certainly
would
just
like
to
pick
up
some
of
the
points
from
the
previous
speakers.
I
do
agree
entirely
that
the
there
is
a
need
not
to
focus
entirely
on
the
academic
catcher,
so
that
pulls
in
the
idea
of
the
fact
that
what
has
been
missing
in
addition
to
the
input
of
knowledge,
is
the
experiences
they're
in
whether
that
be
play,
whether
that
be
fun
or
any
of
those
things.
L
I
would
also
like
to
comment
as
a
governor
of
two
primaries
and
as
a
consultant
still
in
the
pro
16
at
regen
academy,
that
schools
are
very
aware
of
this
in
my
estimation,
and
they
are
really
trying
to
address
some
of
those.
So,
for
instance,
you
know
the
transition
work,
which
was
completely
missing
last
year.
E
Thank
you
there's
so
many
things
I
don't
know
where
to
start,
but
I
just
yeah
wanted
to
pick
up
on
councillor
prior's
idea
about
focusing
on
arts
and
sport.
I
think
that's
just
so
important
and
often
goes
kind
of
to
the
bottom
of
the
pile,
but
it
just
has
a
direct
link
to
improving
young
people's
mental
health.
I
think
a
lot
of
the
time.
Young
people
don't
just
want
to
sit
around
and
talk
about
the
mental
health,
but
they
want
to
kind
of
do
something.
E
E
I
think
also
there
needs
to
be
a
real
focus
on
the
kind
of
pre-teen
age.
I
think
I've
heard
from
a
lot
of
parents
in
my
ward
and
having
a
12
year
old
myself,
just
that
age
group
kind
of
gets
missed.
So
I
think
children
that
are,
you
know,
feel
too
old
to
hang
out
on
a
playground,
but
are
not
old
enough
to
hang
out
in
groups
on
their
own.
E
I
think
there's
just
a
real
gap
there
for
kind
of
eleven
10
11
12
year
olds,
for
things
for
them
to
do
and
places
for
them
to
go
together.
I
think
kind
of
years,
seven
and
eight
I
think
they've
been
particularly
struggled.
I
think
starting
a
high
school
in
a
pandemic
or
kind
of
doing
half
of
year
seven
and
starting
to
form
your
friendship
groups
and
then
that's
stopping.
E
I
think
then,
there's
been
obviously
all
ages
have
struggled,
but
that's
particularly
needs
to
be
kind
of
picked
up
on
and
also
I
just
wonder
whether
we
could
talk
about
how
schools
are
addressing
sexual
harassment
is
like
a
whole
other
area.
I
think
there's
just
a
real
difference
of
how
schools
are
handling
that
my
16
year
old
has
gone
back
into
school
this
morning,
after
leaving
to
her
and
her
friends
are
doing
an
assembly
on
how
they
think
the
school
need
to
handle
that
better.
B
D
It's
a
new
point
sharon,
but
it's
related
to
what's
been
talked
about,
it's
specifically
about
catch-up
education
and
peoples
who
missed
out
on
particular
topics
and
how
we
dealt
with
that.
If
that's
appropriate
I'll
talk
about
it
now,
very
briefly,
okay
and
think
brought
to
mind
a
model
that
was
used
a
few
years
ago
for
microsoft,
training
for
the
msce
mcse
qualification,
which
stands
for
microsoft,
software
engineers
and
it
brought
a
lot
of
new
people
with
very
different,
diverse
backgrounds.
D
In
into
this
particular
activity-
and
I
did
so,
I
think,
fairly
successfully-
I
think
it's
appropriate
for
covered
recovery.
The
key
features
it
was,
I'm
sure
it's
documented.
Is
this
whether
there
were
it
was
highly
modular.
You
had
computer
marked
tests
for
knowledge
and
understanding
in
a
defined
area.
So
it's
like
building
a
brick
wall.
You
could
do
module
one
module,
three
module,
four
module,
five
and
so
forth,
build
up
your
your
experience
and
skills.
You
could
take
the
tests
as
often
as
you
wanted.
D
You
could
take
them
every
day
if
you
wanted
and
they
had
a
very
large
bank
of
questions
they
were
all
computer
marked.
You
passed
your
test,
you
moved
on,
so
you
didn't
waste
time
sort
of
dawdling
around
in
areas
where
you
knew
part
of
it
and
you
didn't
know
the
other
bit
and
you
didn't.
You
know
you
couldn't
make
any
headway.
It
was,
I
think,
very
good
at
bringing
people
from
diverse
backgrounds
up
to
a
recognized
standard
where
they
could
go
out
in
the
world
and
advise
and
do
their
job.
D
I
just
think
we
should
have
a
look
at
it
because
I
thought
that
particular
I
wouldn't
say
I'm
a
great
fan
of
microsoft
in
every
aspect,
but
that
particular
scheme,
I
think,
was
very
well
run
well
understood
and
it
brought
people
from
diverse
deficiencies.
If
you
like
into
being
employable
high-earning
engineers.
F
F
I
know
that
children
and
families
were
struggling
with
the
with
the
timetabling
of
reviews
of
echps
before
covert
actually
struck,
and
even
though
I
know
they
have
plans
in
place
to
to
try
and
bring
it
up
to
date.
I
I
think
I
asked
about
three
weeks
ago
for
the
latest
figures
I
still
haven't
had
them,
so
it's
it's
around.
F
I've
had
personal
contact
over
the
last
12
to
15
months,
with
probably
around
about
two
dozen
families,
and
it's
it's
abundantly
obvious
to
me
that
they
struggle
with
the
the
concept
of
what
a
plan
is
and
what
it's
supposed
to
do
and
what
their
part
in
it
is,
and
the
lack
of
support.
That's
not
a
criticism
of
officers,
it's
it's
a
criticism
of
the
system
and
how
it
actually
works,
so
that
the
whole
sort
of
gamete
of
education,
health
and
care
plans.
I'd
like
us
to
look
at
example,.
B
B
No,
no
problem
easily
done
okay,
so
I
think
we
have,
I
think
everyone
who
wanted
to
contribute
has
done
so
unless
there's
anyone,
I
want
to
make
sure
we
don't
miss
anybody,
so
I'm
not
seeing
any
other
hands
going
up.
Angela,
are
you
able
just
to
just
to
reflect
back
a
quick
summary
of
what's
been
captured,
to
make
sure
we've
got
everything
quite
a
lot
of
things
there
obviously
there's
still
opportunities
as
the
year
progresses.
B
If
issues
come
along
or
the
things
that
we
want
to
look
at,
sometimes
in
the
next
night,
when
we
look
at
the
performance
update,
there
might
be
something
that
comes
out
that
we
want
to
look
at
in
more
detail
and
we
always
have
the
opportunity
to
do
that
through
the
work
programme
or
in
working
groups.
So
we're
not
boxed
in
from
whatever
we've
said
today.
Q
So
we
won't
have
a
definitive
set
of
data
like
we've
had
in
the
past,
so
actually
that
links
very
much
into
what
people
have
been
saying
about
the
voice
of
the
child
and
also
school
leaders,
because
they've
been
navigating
the
way
very
carefully
and
doing
some
good
work
in
terms
of
that
wider
curriculum.
So
actually,
that
seems
like
a
really
good
opportunity
to
to
hear
the
voice
of
kids
hear
the
voices
of
school
leaders
about
what's
going
on
about
that
recovery.
So
I'll
just
share
that.
B
A
Thanks
chair,
as
you
say,
and
as
dirt
just
mentioned,
there
there's
quite
a
number
of
areas
that
have
been
covered
generally.
What
would
usually
happen
after
the
june
meeting
is
that
obviously
myself
and
the
chair
would
look
at
those
areas
and
where
they
may
not
necessarily
form
in-depth
inquiries.
There's
certainly
elements
of
the
board's
work
where
we
would
still
be
able
to
pick
that
up
whether
it
is
performance,
management
or
particular
agenda
items.
A
I'm
mindful
that
some
of
the
issues
that
are
being
picked
up
do
actually
relate
to
some
of
the
discussion
that
the
board
held
in
march
around
long-term
potential
impacts
of
covered
on
children
and
families
you'll
see
on
the
work
schedule
with
the
intention
of
bringing
the
draft
report
back
to
this
board
in
july.
So
it's
actually
beneficial
that
some
of
the
issues
that
have
been
raised
today
can
actually
be
reflected
in
that
report
as
well
in
terms
of
recommendations
and
areas
that
we
can
take
forward.
B
Okay,
thank
you
for
that
angela,
so
well
as
ever,
there's
an
awful
lot
of
ground
to
cover
a
lot
of
work
to
do
on
some
very,
very
important
topics,
and
we
will
try
and
do
justice
to
as
many
of
those
things
as
we
can
throughout
the
year.
So
we're
now
moving
on
to
item
six,
which
is
the
performance
update.
This
is
a
standing
item
that
comes
to
the
board
at
regular
intervals
through
the
year.
B
P
Well,
thank
you.
So
thanks,
sir
castle,
as
you
say,
we
as
people
be
aware.
We
have
quite
a
lot
of
detailed
performance
information
that
we
collect
and
monitor
and
challenge
ourselves
on
throughout
the
year
and
and
we've
brought
this
report
here
for
you
that's
for
the
financial
year
for
2021
and
covers
a
broad
range
of
our
performance
measures.
P
B
Okay,
thank
you
sal,
so
if
we
can
ask
then
peter
and
chris
to
introduce
themselves
we'll
take
it,
the
board
members
have
read
the
report,
but
if
there
are
any
particular
issues
that
you
want
to
highlight
and
before
we
go
into
questions,
comment
and
general
discussion,
that
would
be.
That
would
be
perfect,
so
peter
first,
please.
R
Yeah
hi
board
news,
I'm
peter
story,
I'm
a
head
of
performance
and
intelligence
and
I
have
a
remit
for
children
and
families,
and
some
of
you
are
also
involved.
That
of
social
care
will
see
me
involved
in
adult
social
care
as
well.
Happy
really
welcome
feedback
on
the
report,
as
mentioned
that
the
reports
come
six
monthly
to
at
the
start
of
your
scrutiny
year
and
then
at
the
in
to
coincide
with
the
budget
cycle.
R
S
Yes,
good
morning,
I'm
chris
hudson,
I'm
a
performance
program
manager
working
in
the
children,
children's
performance
service
in
children
and
families.
As
as
you
said,
council
we've
seen,
people
have
read
the
report,
but
it's
probably
just
worth
flagging
up
a
little
bit
of
difference
to
those
board
members
who
have
seen
our
previous
performance
reports
we're
using
a
new
template
now.
So
it's
perhaps
lighter
on
the
narrative
than
maybe
we've
given
in
the
past.
S
So
that's
not
perhaps
quite
as
standard
as
as
maybe
bob
mems
are
used
to
to
to
to
receiving.
But
one
area
I
would
like
to
draw
attention
to
is:
is
in
appendix
one
where
we've
given
an
update
on
the
three
obsessions
talk
about
the
children
looked
after
numbers
and
you'll
notice,
they
have
reduced
slightly
over
the
the
last
12
months
and
the
main
one
is
around
school
attendance.
S
So
the
one
we're
in
is
collect
information
from
the
school
census
that
was
collected
in
january
and
we've
been
able
to
calculate
following
dfe
methodology
by
removing
copic
19
absences
to
try
and
give
a
reflection
as
best
we
can
of
what
attendance
has
been
like
in
the
autumn
term,
removing
covid
from
from
the
picture.
Just
from
that.
So
you
can
see
see
from
that
comment
that
primary
attendance
for
the
autumn
turn
turn
was
broadly
lined
with
the
previous
year.
S
S
Saying
that
we
do
continue
to
particularly
around
attendance,
we
do
continue
to
to
track
that
in
schools
are
being
asked
by
the
dfe
to
provide
very
regular
updates
and
a
large
number
of
schools
do
provide
updates.
So
there
is
in-year
reporting,
but
I
think
we're
still
going
to
see
an
impact,
an
impact
there
on
on
on
our
regular
reporting,
and
probably
just
the
other
area
in
that
appendix
to
mention,
is
picking
up
on
a
comment
that
was
made
earlier.
S
So
there
is
some
information
there,
so
hopefully
that
provides
some
additional
context
to
members
who
asked
the
questions
earlier
and
the
rest
of
the
report
really
is
the
regular
information
and
data
that
we
provide
around
the
indicators
within
the
children.
Young
people's
plan.
There's
a
lot
of
information
in
there.
That
gives
trends
where
it's
available.
I
think
probably
the
easiest
thing
to
do
rather
than
try
and
pick
out
bits,
is
open
to
questions
and
see
if
we
can
respond
to
any
specific
queries
that
board
members
may
have.
So.
Thank
you
for
your
time.
B
B
It
covers
the
full
breadth
of
children's
services
outcomes,
so
the
disadvantage
is
an
awful
lot
of
things
and
we
could
go
down
any
subject
area
the
advantages
you
can
raise
pretty
much
anything
you
want
to
talk
about
at
this
point,
so
it's
both
questions
and
comments
on
the
new
layout,
the
style
of
reporting,
but
in
particular
about
the
outcomes,
and
if
there
are
areas
you
particularly
want
to
highlight
and
ask
questions
on.
So
I
I
was
it
councillor
forsake
that
that
raised
the
neat
issue
earlier
on.
C
H
B
R
R
The
positives,
I
would
say,
is
alongside
our
young
people
in
employment,
education
and
training.
We
also
look
at
the
september
guarantee,
which
is
for
those
leaving
year,
11
and
statutory
school
age.
Do
they
have
an
offer
of
education,
employment
and
training,
and
and
also
those
transitioning
from
year
12
to
year,
13.?
R
we've
also,
colleagues
have
also
been
very
busy,
as
the
report
mentions,
changing
the
system
to
the
system,
that's
used
by
the
national
monitoring
and
most
of
local
other
authorities.
So
I
would
say
at
the
moment
why
we're
not
happy
with
some
of
our
not
known
numbers.
We
are
a
lot
happier
that
we
have
a
very
clean
and
I'd
probably
say
cleaner
than
most
other
authorities.
R
There
are
good
conversations
going
on
in
the
sort
of
14
to
19
partnership
with
providers
with
colleges
and
schools
about
how
we
give
them
and
how
we
use
the
information
better
to
also
connect
their
capacity
into
working
with
young
people
who
were
previously
in
in
their
provision
so
more
to
do,
but
we
have.
But
I
would
give
reassurance
that
the
data
is
better.
There
have
been
challenges,
there's
challenges.
How
do
you
reconcile
what
a
school
says
with
what
a
college?
What
comes
on
a
college
record
with?
R
What's
the
natural
apprenticeship
service
says,
so
those
are
issues
as
an
example
that
we're
working
through
there's
been
challenges
in
getting
some
sixth
form
information
back
from
neighboring
authorities
and
we've
also
greatly
improved
due
to
necessity
and
some
data
challenges
and
the
information
we
get
from
one
of
our
colleges
as
well.
So
it's
positive
more
to
do.
J
Thank
you,
I
guess.
As
a
new
member,
I
just
wanted
to
really
sort
of
better
understand
the
council's
role
in
a
education
system
that
is
increasingly
fragmented
in
its
leadership
and
in
its
delivery,
and
just
how
reliable
and
the
data
we
get.
Is
our
schools
somehow
compelled
to
give
us
data
or
is
it
voluntary?
Can
we
go
in
do
it?
You
know
what
how
how
a
decade
ago
or
20
years
ago
they
were
all
my
maintained
and
and
schools.
R
R
R
People
on
the
call
may
know
that
we
have
been
trying
to
electronically
extract
attendance
information
from
schools
which
has
been
disrupted
by
by
the
covet
issues.
But
but
we
are,
we
are
working
on
how
you
how
you
can
extract
the
information,
and
I
think
my
overall
direction
for
this
would
be
over
this
decade.
We
are
going
to
move
with
data
away
from.
Can
we
from
rather
yeah
right
other
way
from?
Can
we
to
should
we?
R
Data
is
going
to
get
more
integrated
for
the
local
authority
that
integration
may
be
that
the
data
goes
nationally
and
then
gets
played
back
to
the
local
authority,
but
the
technology
is
evolving
to
enable
us
to
do
that,
and
I
think
our
strong
partnership
work
and
leads
gives
us
the
commitment
that
we
want
access
to
that
data
and
to
use
that
data
effectively.
So
there
are,
there
are
technical,
they're
illegal.
There
are
other
challenges,
but
I
think
the
commitment
and
the
desire
to
do
it
is
there.
B
R
R
P
Just
as
peter
said
really,
we
are,
you
know
the
systems
now
operate
in
a
way.
That
means
that
the
dfe
collect
the
data
and
then
we
we
get
it
and
through
the
pandemic,
I've
been
in
conversations
at
least
once
a
week
with
the
department
for
education,
sometimes
up
to
three
times
a
week
and
it's
settling
down
to
about
about
weekly,
and
I
do
think
that
that
link
into
them
is
useful
and
helpful.
P
What's
going
on
day
to
day,
and
I
think
in
a
broader
sense,
the
other
thing
that
I'll
say,
council
there
is
that
you
know
the
local
authority
were
asked
to
provide
a
coordinating
function
throughout
the
pandemic
and
that
related
to
all
schools
where
their
academy's
free
schools
are
maintained.
I
have
to
say
from
my
point
of
view
that
that
has
worked,
but
you
know
my
sense
is
that
that
has
worked
really
well
in
the
city
and
what
it's
done
is
really
improved.
P
I
think
relationships
across
the
world
in
terms
of
the
local
authority
and
the
more
you
know
the
more
changed
nature
of
the
education
system
within
within
the
city.
People
have
really
come
together
around
this
idea
of
wanting
for
four
leagues
that
they're
all
leads
children
and
that
we
want
to
be
working
closely
together
to
ensure
that
they
have
much
better
outcomes.
P
I
think
we
are
now
at
the
point
where
some
of
that
communication
around
the
pandemic
will
move
into
communication
and
dialogue
about
how
do
we
and
how
do
we
do
the
recovery
bit
that
everybody's
talked
about
this
morning?
How
do
we
ensure
that
children's
learning
outcomes
are
prioritized
and
that
we,
and
how
do
we
keep
an
eye
on
how
they
are
developing
over
the
coming
months
and
years,
and
in
that?
P
I
think
the
local
authorities
can
play
an
important
facilitative
coordinating
role
as
we
as
we
move
forward,
and
I
think
that
certainly
the
large
numbers
of
people
that
we've
spoken
to
from
from
a
variety
of
schools
and
would
welcome
that
moving
forward.
And
so
we're
in
the
process
of
really
trying
to
maximize
those
those
relationships
that
we
developed
through
the
pandemic.
J
Is
that
okay?
Just
just
very
briefly,
I
think
what
I
find
in
quite
interesting
is
that
it
appears
that
the
council
is
the
statutory
body
for
so
much,
and
yet
the
schools
are
feeding
their
data
out
to
other
organizations,
whether
that
be
the
dfe
or
perhaps
the
the
religious
schools
or
or
or
academies.
And
then
the
council
is
getting
that
data
in
second
hand.
J
B
I
I
I
I
think
there
have
been
some
worrying
trends
over
covid,
which
aren't
necessarily
just
covered
related
and
I'd
be
interested
in
unpicking
those
a
little
bit
more.
So
I
think
attendance,
certainly
in
the
schools
that
I'm
aware
of
in
my
ward,
has
gone
down
quite
worryingly
during
covid,
even
when
there
were
opportunities
to
attend
school
and
even
when
a
full
virtual
curriculum
was
being
provided.
I
There
were
a
significant
number
of
students
and
and
children
opting
out
of
that,
and
it's
very
difficult
to
understand
the
reasons
why
so
I
think
there
is
a
piece
of
data
there
that
needs
interrogating
and
that
we
need
to
understand
more
about
that.
I
understand
that
to
date
as
well
in
in
the
schools
again
that
I'm
aware
of
attendance
hasn't
really
picked
up
well
enough
in
the
return
this
term.
I
I
know
I've
asked
you
this
before,
but
I
I
keep
needing
it
re-explained
to
me.
If
you're
reporting
on
standards,
particularly
secondary
standards
by
cluster,
how
do
you
arrive
at
a
figure?
Is
it?
Is
it
the
schools
within
the
cluster
or
the
children
within
the
cluster
that
you're
reporting
on?
Thank
you.
R
Unfortunately,
it's
it's
both,
but
I
think
in
the
maps
that
we've
previously
produced,
they
will
have
been
based
on
the
home
address
of
the
child
or
the
young
person,
but
we
obviously
also
do
and
some
reports
to
it
by
the
schools
based
in
the
cluster
as
well.
So
I'm
hoping
and
please
let
us
know
if
we
don't
that
we
should
be
clear
about
that
when
we
produce
the
information.
I
B
And
peter,
I
wonder
if
I
don't
know
if
it's
overly
complicated,
but
particularly
someone
who
represents
the
outer
north
east,
which
has
an
awful
lot
of
young
people
that
travel
both
out
and
in
the
area.
It
would
have
to
be
useful
to
see
both
to
see
the
statistics
for
those
who
attend
the
school,
but
also
by
postcode.
K
The
information
that
we
have
at
the
moment
is
based
upon
the
dfe
return,
which
is
a
voluntary
return
by
schools.
So
that's
the
only
live
data
that
we
have,
that
we
can
look
at
to
interrogate
and
that
has
fluctuated
again.
So,
whilst
most
schools
at
some
point
have
submitted
data,
we
currently
have
only
around.
K
It
fluctuates
between
about
62
percent
of
schools,
submitting
their
data
to
the
dfe,
and
then
we
can
then
actually
start
to
analyze
that
particular
data
and
break
it
down
into
particular
cohorts,
whether
it's
free
school
meals,
whether
it's
particular
schools,
particular
areas
of
the
city,
whether
it's
children
looked
after
children
with
ehc
plans
plans.
So
we
have
been
doing
some
of
that
work
but,
as
I
say,
it's
often
based
upon
a
smaller
percentage
than
the
overall
number
of
our
schools,
because
not
all
schools
are
submitting
that
voluntary
live
data
to
the
dfe.
K
K
Our
attendance
is
not
significantly
lower
than
other
parts
of
the
country.
In
fact,
it's
been
on
parity
for
quite
a
lot
of
quite
a
lot
of
months
of
return
to
school.
It's
been
on
parity
with
other
areas
of
the
country.
I
think
what
we
did
see
was
when
we
particularly
still
had
high
incidents
of
covid
compared
to
the
picture
around
the
rest
of
the
country,
particularly
in
the
south
of
country,
london.
K
We
saw
that
we
had
lower
attendance,
but
that
was
the
same
as
other
regions
that
were
neighbouring
us
as
well,
so
that
there
was
a
comparison
between
it.
Wasn't
that
we
in
needs
were
out
of
kilter
completely.
It
was
very
much
the
same
picture
that
was
across
the
country
and
it
related
specifically
to
incidents
of
covid
as
well,
but
we
are
picking
up
on
those
schools
where
we
know
there's
low
attendance.
Q
You're
right-
and
I
think
we
sort
of
you
know
in
the
when
we
brought
the
annual
standards
reports
to
scrutiny
last
year,
which
we've
reformatted,
and
so
I
think
we
tried
to
explore
that
in
much
more
depth.
At
that
point,
the
issue
that
I
guess
that
we've
we've
got
as
a
as
a
city
and
as
a
country
at
the
moment
is
that
our
latest
data
sets
were
from
1819
because
of
the
the
impact
of
curving
on
the
last
two
rounds
of
assessment.
So
that
will
make
it
more
difficult.
Q
Our
focus
is
to
drive
some
of
that
improvement,
to
support
our
schools
to
improve
the
outcomes
for
those
young
people.
So
it'll
be
a
challenge
in
terms
of
having
that
comparative
data
and
where
everybody
is
at
the
moment
because
of
the
assessment
system.
But
actually,
I
think
we're
very
clear
that
our
priorities
as
a
city
remain
the
those
key
points
that
we've
already
identified
and
we
need
to
keep
driving
those.
H
It's
just
a
quick
one
as
we're
doing
homeschooling
in
last
year
for
our
inquiry
and
homeschooling
went
up
during
the
pandemic,
and
I
was
just
wondering
if
those
children
have
now
gone
back
to
school
and
they're
now
in
attendance,
or
are
they
still
being
home
schooled?
It's
just
a
something.
I'm
just
wondering
about
really.
K
Yeah
I'll
pick
that
up
council
award.
Yes,
we
did
see
high
levels,
high
numbers
of
children
that
were
electively
home,
educated
and
in
whole,
families
that
were
choosing
to
home
educate.
We
still
have
very
high
numbers
within
the
city.
The
last
time
we
looked,
we
had
around
875,
which
is
about
100
increase
to
what
we
would
normally
have
within
the
city.
K
And
I'm
saying
that,
in
the
context
of
that
elective
film,
education
in
itself
is
often
a
very
much
a
physic
philosophical
choice,
which
is
absolutely
fine,
and
we
would
support
that
in
terms
of
the
philosophical
choice.
It's
those
where
there
are
families
where
they
feel
that
there
are
barriers
to
their
young
person
engaging
back
into
school,
that
we
would
ask
school
to
work
with
us
so
that
we
can
support
them.
B
M
M
You
mentioned
about
high
levels
of
anxiety
as
a
result
of
the
pandemic,
and
it
would
be
interesting
to
know
well
if
there's
any
patterns
in
terms
of
particular
age
groups.
I
know
we've
I've
mentioned
it
before,
and
it
was
mentioned
by
emma
as
well
around
the
transition
age
asians
can
be
quite
difficult
moving
into
a
new
school
in
a
pandemic.
I
think
so.
M
I
wondered
if
there
are
any
particular
patterns,
but
also
with
the
anxiety
you
need
to
know
what
extent
those
children
are
getting,
because
often
that
requires
specialist
support
doesn't
take
from
within
the
house
they're
actually
receiving
that
help.
How
that
relates
to
the
waiting
lists
for
cams,
for
example,
I
just
would
like
to
drill
down
into
that
more
inquiry.
Thank
you.
B
Yep,
thank
you
very
much,
kate.
Okay,
so
I
think
that's
everybody
that
wanted
to
to
contribute
on
the
performance
update.
So
if
that's
right,
what
I
propose
that
we
move
on
to
item
seven
so
just
to
explain.
I
put
this
item
on
the
agenda,
and
so
I
received
some
correspondence
from
the
children
society
and
members
will
be
away
from
the
report
that
eu
nationals
already
living
in
the
uk
must
now
take
the
proactive
step
of
applying
to
the
eu
settlement
scheme
and
securing
either
pre-settled
status
or
settled
status.
B
As
I
said,
I
had
a
an
approach
from
them
to
say
that
less
than
40
percent
of
looked
after
children
and
care
leavers
identified
as
needing
to
secure
status
have
in
fact
made
an
application
and
they
highlighted
that,
according
to
their
research,
that
there
were
still
13
children
in
care
or
recently
having
left
care
in
leeds
who
are
eligible
and
yet
to
apply.
So
I
asked
sal
and
councillor
venna
if
they
could
just
come
and
give
us
an
update
on
the
leads
position.
B
It
may
be
that
everything
is
in
hand
and
there's
no
further
work
for
us
to
do,
but
I
felt
it
was
important,
given
the
significance
of
the
issue
that
it
came
here
and
we
had,
we
just
had
the
chance
to
get
an
update,
ask
any
questions
or
clarification
that
we
want
and
then
decide
if
there's
any
further
action
as
a
board
that
we
need
to
take
so
I'll
invite
councillor
vena,
first
and
sal
to
to
introduce
for
us.
Please.
N
Thank
you
peter
I'll,
just
make
a
couple
of
brief
comments
and
then
hand
over
to
southfield
in
the
detail.
What
I
wanted
to
say
by
way
of
introduction
was
really
to
reassure
the
board
that
we
are
on
this.
The
the
children's
society,
who
are
really
really
good
campaigning
organization
and
great
advocates
for
children,
have
been
campaigning
on
this,
but
they
they
didn't
alert
us
to
the
issue.
N
We've
we've
I've
been
discussing
this
with
son
and
julie
in
my
briefings,
for
I
think
over
a
year
that
we
need
to
support
looked
after
children
and
colleagues
to
apply
for
settled
status.
I
think
it's
I
think
most
people
in
the
hearing
about
this
are
quite
shocked
that
children
do
have
to
apply
so
my
neighbors
here,
french
and
german,
were
expecting
to
have
to
apply
for
themselves
they're
quite
shocked.
They
had
to
apply
for
their
daughter
as
well.
He
was
born
here
and,
of
course,
most
children.
N
So
we
do
know
all
the
children
individually
who,
where
I
haven't,
got
mistakes
yet
or
we're
in
the
process
of
applying
for
it,
and
we
can
account
for
those.
So
I
just
wanted
to
make
those
generally
reassuring
comments
that
we've
been
on
with
this
for
a
long
time.
It's
not
it's,
not
something
that
we've
been
lost
and
suddenly
had
to
stop
panic.
You
know
in
a
panicked
way,
applying
for
people
but
I'll
hand
over
to
celtic
to
fill
in
some
of
some
of
the
detail.
Thank
you.
P
P
P
So
there's
no
reason
to
have
the
to
have
those
applications
process,
but
that
those
plans
can
change,
and
so
it's
quite
a
fluid
situation
in
that
sense.
But,
as
I
said,
we
had
when
we
the
figures
that
we've
got
here
deal
with
the
position
as
it
was
as
council
alum
has
reported
with
these
13
children,
where
there
was
work
on
going
and
that
figure,
as
of
today
is
one,
and
so
it
means
that
we
have
progressed
all
of
those
in
there.
P
We've
had
social
workers
that
have
traveled
to
london
to
go
directly
to
embassies
embassies
that
have
not
been
fully
operating
during
the
continent.
That's
created,
there's
some
challenges
for
us
but,
as
I
say,
we're
in
a
strong
position,
because
we
have
been
working
on
this
for
a
long
period
of
time,
where
we've
got
one
application.
That
will
that
will
be
in
before
the
deadline
and
notwithstanding
any
of
the
children
that
become
looked
after
between
now
and
the
30th
of
june.
Who
may
be
from
an
eu
background.
M
Thank
you.
It
was
just
a
quick
question
sal
in
relation
to
that,
just
in
regards
to
so
children,
young
people
who,
where
there
may
be
an
issue
around
dual
citizenship.
How
does
that
work
in
relation
to
the
applying
for
the
settled
status?
I
only
ask
just
because
I
recall
having
a
number
of
years
ago,
where
we
had
a
child
in
care
on
a
care
wall
to
where
he
had.
He
was
from,
I
think,
homed
or
romania.
P
Yes,
we
do
where
that's
well,
that's
an
issue.
You're
right
it
has.
You
know
we're
dealing
with
in
this
period
of
time
we've
been.
In
addition,
the
complication
has
been
endemic
and
many
of
the
embassies
haven't
been
operating
in
terms
of
the
covert
restrictions
and
so
and
as
they
are
returning
to
working
they're,
not
operating
at
full
for
capacity
and
there's
the
backlog
backlog
issue.
P
So
I
think
that
that
so,
where
there's
any
any
of
that
needed
to
be
done,
we
undertake,
on
behalf
of
those
children,
you
know
and
take
a
forward
active
role
in
it
and,
as
I
said,
we've
reached
a
point
where
we've
got
just
that
one
application
to
to
make.
So
hopefully
that
will
be
fine,
but
I
think
the
government
has
also
recognized
that
that
30th
of
june
deadline
and
has
to
be
made
more
flexible,
because
there
will
be
a
number
of
circumstances
in
which
it
is
reasonable.
P
There
are
reasonable
grounds
to
say
that
deadline
doesn't
apply
and
they've
sent
out
guidance,
saying
issue
guidance
on
that
basis
and,
if
needed,
we
would
take
advantage
of
it,
particularly
if
you
you
know,
as
I
said,
if
you
think
about
somebody
that
comes
in
over
the
next
few
weeks,
that's
very
close
to
the
deadline
in
terms
of
our
knowledge
of
them,
potentially
and
being
able
to
get
all
the
relevant
paperwork
and
applications
in
really
long
time.
So
that
would
be.
The
deadline
would
be
extended
for
those
children.
B
I
think
I
think
that
is
quite
a
quite
a
reassuring
response,
so
what
I
would
propose
as
an
action
is
that,
on
behalf
of
the
board,
I
write
back
to
the
children's
society
and
to
let
them
know
that
we've
raised
the
issue
and
pass
on
the
reassurances
that
we've
received
and
perhaps
given
it
is
still
a
live
issue.
Sal
there
is
potential
that
more
young
people
might
be
identified
perhaps
later
in
the
year.
We
could
just
have
just
a
brief
update
just
so
we
don't
completely
lose
sight
of
it.
B
Okay,
so
is
everyone
happy
with
with
that
splendid?
So
we
can
move
on
to
item
eight,
which
is
our
work
schedule
which
we've
kind
of
been
weaving
in
through
throughout
the
meeting,
but
perhaps
angela
could
just
present
the
item
for
us,
which
will
summarize
what's
already
there
and
we've
already
touched
on
the
process
for
identifying
other
work,
but
answer
if
you
just
like
to
formally
go
through
that
for
us.
Please.
A
Okay,
thank
you
chair.
So
a
draft
workshop
journal
for
the
children
family
student
board
is
presented
appendix
one
of
this
report
for
again
further
consideration.
Discussion
you'll
note
that
the
schedule
already
reflects
the
board's
commitment
to
continue
its
ongoing
inquiry
into
exclusions,
elective
home
education
and
off-roading,
with
a
report
that
scheduled
for
july
to
consider
or
reflect
on
what
works
already
being
undertaken
in
terms
of
the
current
position
and
also
to
have
a
discussion
about
appropriate
next
steps
linked
to
that
inquiry.
A
A
There
was
a
suggestion
made
by
councilman
benner
earlier
that
the
board
may
want
to
continue
receiving
regular
updates,
and
in
doing
so,
perhaps
these
key
areas
of
interest
could
be
discussed
and
and
monitored
more
regularly
in
on
that
basis,
where
the
board
wishes
to
drill
down
in
an
area
more
detail
than
in
the
first
instance.
These
could
have
to
be
scheduled
in
the
workshop
as
a
dedicated
agenda
item
for
discussion.
A
You'll
note,
there's
already
items
scheduled
in
the
work
program
around
child
poverty
and
also
around
mental
health
and
well-being
of
young
people,
which
continues
to
be
a
key
area
of
interest
and
importance
to
this
board.
So
after
today,
I
will
work
with
the
chair
to
look
at
how
best
to
collect
all
of
the
interested
areas
raised
into
the
work
schedule
for
this
forthcoming
municipal
year.
The
work
schedule
also
sets
out
future
meeting
dates
for
the
scrutiny
boards.
A
The
next
meeting
scheduled
to
take
place
on
the
7th
of
july
at
10
o'clock
moving
forward.
It
is
expected
that
all
scrutiny
board
meetings,
whether
they
are
remote
consultative
meetings
or
formal
government
meetings
held
in
the
civic
hall
and
will
continue
to
be
webcast
live
for
public
access
to
as
it
currently
stands.
It
is
anticipated
that
the
meeting
on
the
7th
of
july
will
be
held
as
a
formal
public
meeting
and
I'll
hand
back
to
you
now
chair.
Thank
you.
B
I'm
not
seeing
any
so
so.
In
that
case,
I
think
that
brings
us
to
the
conclusion
of
the
first
meeting
of
the
municipal
year.
As
angela
said,
the
next
meeting
is
on
the
7th
of
july
at
10
a.m.
As
things
stand
at
the
minute,
I
think
we
anticipate
it
should
be
a
formal
public
meeting,
hopefully
in
civic
hall
in
person,
but
we
wait
for
further
guidance
and
we'll
we'll
keep
you
updated
as
soon
as
we
know
anything.