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A
So
good
morning,
everybody
welcome
to
today's
meeting
of
the
children
and
family
scrutiny
board,
we're
anticipating
a
number
of
journalism.
Students
from
leeds
trinity
university
will
be
coming
along
to
observe
the
meeting.
At
some
point,
the
meeting
is
being
webcast
on
the
council's
website,
so
any
interested
members
of
the
public
that
are
unable
to
observe
in
person
can
still
watch
the
meeting
remotely
before
we
get
into
the
agenda.
A
I'd
just
like
to
go
around
and
ask
everyone
to
formally
introduce
themselves
and
if
I
can
ask
people
to
turn
their
microphone
on
when
they
introduce
themselves
and
remember,
to
turn
it
off
and
so
to
kick
off.
I'm
cancer,
alan
lam,
I'm
the
chair
of
the
board.
I
represent
the
weatherby
ward
and
I'll
go
around
to
my
right.
F
G
Good
morning
celia
for
school
staff,
representative.
J
A
Thank
you
and
welcome
everybody
particularly
warm
welcome
to
laura,
whose
first
meeting
it
is
today
and
as
you'll,
soon
discover
it's
well
known.
This
is
the
best
scrutiny
board
in
the
city.
If
not
the
country,
it's
a
it's
a
well-known
fact,
and
so
you
know
you're,
very
welcome
and
and
please
feel
free
to
to
get
involved
in
the
in
the
discussion.
So
we've
got
a
quite
a
hefty
agenda
to
work
our
way
through
this
morning.
A
D
Thank
you,
chair
under
agenda
item
number
one.
There
are
no
appeals
against
the
refusal
of
inspection
of
documents
and
gender
item
number
two.
There
are
no
items
for
exclusion
today
under
agenda
item
number
three:
there
are
no
late
items
of
business
under
gender
item
number.
Four.
Please
could
I
invite
board
members
to
declare
any
interests.
D
Take
partisan,
thank
you
and
under
agenda
item
number
five.
The
board
has
received
apologies
from
councillor
senior
and
councillor
bethel
with
council
of
lenix
here
today,
substitute
and
also
from
cooperative
member
tony
britton.
Thank
you.
A
Okay,
thank
you,
harriet,
and
so
we've
also
had
apologies
from
sal
the
director
of
children's
services,
who's
unwell.
I
understand
so.
We
sent
him
our
best
wishes
and
we've
had
apologies
from
councillor
jonathan
pryor,
who
I
understand
is
covering
for
the
leader
of
council
somewhere
today,
and
we've
also
had
apologies
from
shaheen
who's,
the
deputy
director
for
learning
so
but
we're,
I
think,
we're
quite
well
covered
and
I
understand
council
of
venezuela
briefed
on
on
everything,
so
we'll
get
her
to
take
us
through
shortly.
A
So,
if
we're
coming
on
to
item
six,
which
is
the
minutes
of
previous
meeting
held
on
the
13th
of
october
2021,
so
that's
pages
7
to
12
of
the
agenda.
So,
first
of
all,
can
I
just
ask
those
present
to
prove
that
they
were
an
accurate
record.
Please
yeah,
I'm
seeing
nods
and
no
dissent.
Thank
you
very
much,
and
has
anyone
got
any
matters
arising
that
we're
not
covering
elsewhere
on
the
agenda
that
they'd
like
to
raise
now?
A
No
splendid
okay?
So
we
can
now
get
into
the
the
meat
of
the
agenda
so
we're
starting
off
on
item
seven,
which
is
the
inquiry
into
exclusions?
Elective
home
education
and
off
rolling
we're
calling
it
part
two
session,
one
which
makes
it
sound
like
quite
an
epic
proportion
inquiry.
We
did
start
pre-covered
have
had
to
pause
for
some
time
and
but
we're
we're
ready
and
raring
to
go
with
this
once
again.
So
this
is
the
the
first
session
the
office
have
all
introduced
themselves
already.
A
So
perhaps,
if
I
can
ask
council
of
veno
initially
to
to
introduce
herself
and
then
I
think
it
would
be
for
you,
council,
vena
and
julie,
to
make
any
opening
remarks
and
then
we
can
get
into
discussion
and
debate.
So
thank
you.
D
Good
morning,
everyone
I'm
councillor
fionavana,
I'm
the
executive
board,
member
for
children,
adult
social
care
early
years
in
health
partnerships.
So
the
way
council
of
prayer-
and
I
cover
the
children's
portfolio-
is
that
I
basically
have
everything
to
do
with
children.
That's
not
education,
so
I've
got
children's
social
care
looked
after
children,
youth,
justice,
service
early
years
and
jonathan
covers
everything
to
do
with
schools
and
learning.
D
So
it's
a
bit
unfortunate
when
papers
have
fallen,
that
he's
at
conference
euro
cities,
events
day
and
all
the
papers
on
the
education
side,
so
I
have
read
them
all.
I
do
know
his
portfolio
fairly
well
so,
and
there
are
some
overlaps,
particularly
with
early
years
so
where,
where
it's
appropriate,
I
will
answer
questions
or
comments
and
julie's
here
as
well.
The
depth
director
on
the
social
care
side.
But,
as
the
chair
said,
cells
sent
apologies
and
shaheen,
so
we've
got
other
officers
here.
D
L
Yeah,
I'm
starting
off
I'll,
be
very
brief
because,
as
councillor
venice
said,
we've
got
key
offices
here
who
are
going
to
give
their
own
introductions
to
each
paper
and
I'm
conscious
that
we've
got
a
lot
to
get
through,
so
I'm
going
to
hand
over
to
val
who
will
give
the
introduction
on
the
first
paper.
Okay,
thank
you.
F
So
I've
already
said
good
morning,
but
I'm
going
to
say
good
morning
again
to
everybody.
The
paper
that
we've
got
in
front
of
you,
that's
within
the
pack,
is
focused
completely
on
elective
home
education
because
we've
divided
up
this
enquiry
into
different
aspects.
F
So
a
later
paper
will
come
to
this
board
which
focuses
on
the
exclusions
agenda,
fixed
term
exclusions
and
permanent
exclusions
and
there's
a
whole
series
of
meetings,
workshops
that
are
planned
that
surround
the
whole
of
that
agenda.
But
for
this
meeting
it's
very
focused
on
collective
home
education
and
also
I
was
asked
to
talk
about
attendance
at
this
meeting
because
I
think
from
the
last
scrutiny
board,
there
was
an
interest
where
we
are
with
attendance
generally.
F
So
if
I
update
on
attendance
first
of
all,
as
you
will
know,
we
have
figures
around
attendance
that
are
lagged
so
all
of
the
schools
submit
data
that
goes
to
the
dfe.
F
The
dfe
then
collate
all
of
those
numbers
for
attendance
across
the
whole
country,
and
then
they
provide
the
verified
data
that
comes
back
to
us
in
terms
of
attendance.
As
you
would
imagine
the
last
data
that
was
collected,
you
can't
really
compare
it
to
previous
years
because
of
the
covid
and
school's
been
closed
to
some
young
people
and
the
coding
system
that
was
used
for
young
people
that
were
not
at
school
because
of
covid.
F
They've
done
it
the
other
way
around
because
of
those
irregularities
in
terms
of
the
coding
and
actually
presented
it
in
terms
of
the
sessions
that
have
been
missed
within
schools.
So
the
picture
that
we
have
now
the
overall
sessions
for
those
two
terms
in
2021
is
the
sessions
missed
in
leads
over.
This
period
are
30.5
sessions,
whereas
the
picture
in
england
is
slightly
lower
than
that
at
29.4
sessions.
F
We've
put
that
when
we've
looked
at
the
data
that
absolutely
correlates
to
the
number
of
incidents
within
the
city,
because
we
did
at
one
point
have
a
higher
level
of
covered
and
higher
levels
of
schools
having
to
close
because
it
covered
the
pupils
that
in
secondary
schools,
missed
the
most
in
terms
of
sessions.
F
So
they
were
35.4
that
was
missed
in
schools
in
secondary
schools
in
the
city
compared
to
england,
which
was
34.1
so
not
huge
differences
there
again
in
primary.
The
difference
was
only
around
1
compared
to
leeds
and
compared
to
the
rest
of
the
country
and
special
schools.
We
did
much
better
in
special
schools.
F
Our
special
schools
remained
open
for
lots
of
our
sessions
and
provided
lots
of
education
for
our
young
people
within
the
special
schools,
and
that
was
13.5
percent
compared
to
england,
which
was
15.3
of
sessions
that
were
missed
overall
in
terms
of
the
data
that
we
have,
because
I
know
that
colleagues
like
to
know
what's
actually
happening
now
within
the
city
and
the
picture
that
we
have
in
the
current
data.
F
It
is
voluntary,
it
is
not
mandatory,
so
schools
are
deciding
whether
they
actually
submit
that
data
on
a
daily
basis
to
the
dfe
within
leeds
we've
got
around
35
to
45
percent
of
schools
that
are
currently
submitting
the
data,
so
we
have
to
be
very
cautious
actually
in
any
conclusions
that
we
make.
That
is
around
that,
because
it
is
less
than
50
percent
of
schools
that
are
submitting
the
data
that
is
through.
F
However,
from
that
from
that
data,
the
indicator,
the
last
indicator
that
we
have
is
that
leeds
is
marginally
higher
than
the
national
figures
in
terms
of
our
overall
attendance.
So
we
have
higher
attendance
across
primary
secondary
and
special
schools
than
the
national
picture.
But
again
we
do
have
to
be
very
cautious
about
that
data.
As
I
say,
because
it
is
a
limited
percent
of
schools
that
are
submitting
it.
F
We
are
not
allowed
and
to
give
specific
detail
around
that
data,
that's
drilled
down
into
schools
or
into
areas
of
the
city.
That
is
the
dfe,
because
it
is
under
data
protection
and
submitted
to
the
dfe.
So
those
are
the
regulations
that
surround
it.
So
I
can
just
give
you
the
overall
picture
of
it.
So
that
is
the
attendance
picture
in
terms
of
elective
firm
education.
So
you
have
the
papers
that
are
in
your
pack
around
it,
but
if
I
can
just
give
an
overview
and
a
quick
summary,
that's
around
the
elective
home
education.
F
So
the
election
film
education,
the
report
outlines
all
the
data
and
the
trends
on
elective
home
education
over
the
last
three
years,
and
you
will
see
that
in
the
pack
there
are
graphs
that
actually
show
the
projections
in
terms
of
elective
firm
education
and
also
some
of
the
trends.
It's
got.
It's
also
again
a
word
of
caution
that
it
must
be
noted
that
there's
no
national
official
data
collection
for
elective
home
education
and
the
information
provided
is
through
the
annual
adcs
survey.
F
The
overall
picture
that
we
have
is
that
there
are
no
significant
changes
being
proposed
that
around
the
la
duties
and
powers
specifically,
however,
they
have
gone
to
further
consultation,
which
is
now
closed,
which
was
very
specifically
on
the
registration
of
children
that
are
being
electively,
home,
educated
and
a
duty
upon
parents,
so
that
now
is
in
process
no
legislation
as
yet.
F
But
we
understand
that
there
is
a
will
to
move
towards
creating
that
legislation
which
will
mean
that
all
children
that
are
being
electively
home
educated
their
parents
will
need
to
register
them
with
the
local
authority.
But,
as
I
say
as
yet,
there
is
no
legislation
around
it.
They
are
possibly
waiting
for
a
window
that
is
around
that
and
we've
not
had
the
outcome.
F
However,
there
are
no
suggestions
to
give
powers
or
duties
to
monitor
the
overall
suitability
of
education
on
a
long
term
basis.
So,
at
the
very
beginning,
when
a
young
person
is
electively
uneducated,
then
yes,
the
local
authority
asks
for
those
education
plans.
But
if
we
do
not
see
that
there's
any
safeguarding
issues,
then
there
are
no
duties
being
proposed
for
a
local
authority
to
be
able
to
continue
that
very,
very
close
scrutiny
and
very
very
close
monitoring.
F
There's
also
a
lot
of
the
feedback
that
was
given
to
the
dfe
was
around
what
suitable
education
is,
because
in
law
it's
just
defined
as
age
aptitude
and
ability
and
special
educational
needs.
If
any,
however,
you
can
imagine
that
actually
determining
whether
a
particular
programme
that
a
parent
has
determined
is
suitable
for
their
child.
F
And
parents
have
that
right
and
the
right
to
choose
that
if
it's
a
philosophical
judgment
on
the
part
of
parents,
the
only
concern
that
the
dfe
are
looking
at
around
the
safeguarding
of
children
and
that
they
do
get
access
to
education
and
that
they
are
safe
and
that
they
are
cared
for
and
that
they
are
well.
And
that
is
where
again,
the
dfe
in
the
consultation
feedback
are
saying
very
clearly
that
those
are
the
powers
that
local
authorities
already
have.
F
So
the
report
there's
lots
of
headlines
that
are
in
the
report.
We've
got
lots
of
numbers
in
there
lots
of
figures.
You
will
see
that
the
overall
picture,
as
we
have
gone
through
covid,
is
where
the
number
of
young
people
being
electively
home,
educated
as
shot
up
massively
and
those
numbers.
It's
just
continued
to
rise
throughout
the
pandemic.
F
In
2019
2020
we
had
618
children
recorded
at
the
end
of
the
year
in
2020
21.
By
the
end
of
the
year,
we
had
907
young
people,
that
recorded,
which
is
a
47
increase
in
the
numbers
of
electively
home,
educated
young
people
compared
to
2019
2020.,
and
just
to
give
you
an
idea
of
the
numbers
that
were
coming
in
in
2020
21.
We
had
651
new
notifications
in
the
first
term
and
that's
377
just
in
the
autumn
term.
F
So
if
you
look
at
that
that
the
autumn
term,
we
had
651
compared
to
the
previous
year,
where
we
had
377
for
the
whole
of
the
year,
so
you
can
see
that
the
volume
and
that
that
first
term,
the
notifications
were
coming
in
thick
and
fast
into
the
local
authority.
F
The
pattern
has
also
changed
what
we
used
to
see
within
the
elective
home
education
when
we
looked
at
the
trends,
was
very
much
that
the
trend
was
those
young
people
that
were
in
those
exam
years
that
were
in
secondary
school.
There
often
seemed
to
be
a
spike
for
those
young
people
becoming
electively
home
educated.
F
What
we
have
seen
this
year
and
over
the
pandemic
is
it's
actually
whole
families
that
are
making
that
choice
about
elective
home
education,
so
we
are
seeing
whole
families
and
therefore
seeing
larger
numbers
that
are
now
within
the
primary
sector,
as
well
as
the
secondary
sector
in
terms
of
elected
education,
and
as
you
would
imagine,
the
reason
given
parents
don't
have
to
give
a
reason,
but
where
they
have
given
a
reason.
Predominantly
that
reason
is
covid
related
and
anxieties
that
are
related
to
coving.
A
Thank
you,
julie
and
just
for
completeness
is
it.
Do
you
have
the
data
to
hand
for
how
many
children
there
were
in
the
city
for
each
year
because
there's
been
a
big
increase
and
I'm
sure,
as
a
proportion,
it's
gonna
be
a
big
increase,
but
it's
useful
to
know
what
proportion
of
the
school
age
population
it
is,
so
we've
got
it
in.
F
I'll
I'll
hand
over
to
barbara
barbara
is
our
lead,
so
she
is
working
with
all
of
those
numbers
figures
and
analyzing
all
of
that
data
on
a
daily
basis,
so
I'll
and
over
to
barbara
hello.
F
J
That
again,
it's
one
of
the
questions
that
we
will
be
addressing
with
the
adch.
A
Okay,
okay
right!
Well,
if
I
could
just
before
we
get
into
questions,
if
I
can
just
welcome
our
guests,
who
I
understand
our
journalism,
students
from
leeds
trinity,
so
you're
very
welcome
to
to.
As
I've
said
one
sorry
today.
A
What
is
the
best
scrutiny
board
in
the
city,
so
you've
picked,
the
you've
picked
the
right
meeting
to
come
to
and
it
will
keep
you
undoubtedly
on
the
edge
of
your
seats
for
the
next
about
seven
and
a
half
hours
that
we
so
who
has
questions
please
andrew
yeah,
I'll,
take
them
in
the
order.
I
say
just
keep
your
hand
up
while
I
get
to
everybody
but
go
ahead
andrew
I'm
I'm
very
struck
by
the.
D
Amount
of
parents
who
choose
not
to
give
a
reason
as
to
why
they
electively
educate,
and
I
completely
appreciate.
D
A
J
Usually,
when
we're
looking
at
when
the
reason
comes
in
is
when
you're
getting
that
notification
from
the
parent,
so
the
letter
from
the
parent
may
indicate
why
sometimes
it
does,
and
sometimes
it
doesn't.
What
we've
seen
in
the
last
year
is
the
use
of
a
standardized
letter
which
is
often
available
on
elective
home
education
websites,
which
basically
follows
the
legislation
that
says
I
wish
to
withdraw
my
young
person
from
the
school
role
and
of
the
rights
that
I
have.
J
So
it
won't
necessarily
say
the
reason
if
we
then
get
what
what
we
often,
what
we
always
do
is
ask
the
parent
it
may
not
be.
One
reason
is
why
I'm
saying
this
is
the
difficulty
always
where
you
are
trying
to
respond
to
right.
You
know
you
can
say
is:
is
it
to
do
with
covid?
Is
it
to
do
with
your
family
situation?
They
could
be
a
multiple
reason,
but
parents
sometimes
are
not
forthcoming
about
that.
They
just
say
to
us.
This
is
the
decision
we've
made
at
this
time.
J
We
feel
it's
right
for
our
young
person.
So
yes,
we
always
ask
the
question.
We
go
back
to
that
when
we
have
that
conversation
with
the
parent
which
we
try
to
do
as
soon
as
we
can
and,
of
course,
if
it's
something
there
where
we
feel
that
the
young,
where
we
can
help,
because
it's
been
a
reaction
to
something,
then
actually
that's
not
something
they
really
wanted
to
do.
Then
we
will
help
them
to
follow
up
on
that.
J
But
I
think
what
we
need
to
be
really
clear
about
is
that
the
ehe
team
looks
at
each
case
individually.
If
you
see
what
I
mean,
we
respond
to
that
family
and
their
circumstances,
and
each
one
of
those
is
slightly
different.
So
this
is
it.
It
is
a
bit
of
a
national
issue.
Can
I
just
say
it's
not
just
leads
where
we
have
this
quite
a
lot
of
people.
Don't
want
to
say
why
and
sometimes
that's,
because
parents
don't
want
to
categorize
their
reason.
M
Thank
you.
You've
made
it
very
clear
that
the
the
local
authority
has
absolutely
no
powers
of
of
scrutiny
or
oversight
in
the
process.
Do
parents
who
are
home
educating
have
any
right
to
professional
guidance?
Should
they
seek
it?
That's
the
first
point
and
the
second
one
is:
is
it
possible
and
should
we
track
how
many
children
educated
at
home
come
out
of
the
process
with
formal
qualifications
and
again
you've,
given
a
very,
very
clear,
factual
account
of
the
situation?
Does
the
council
have
a
view
about
elected
home
education.
F
So
I
think
that
was
the
consultation
that
took
part
in
2018
was
very
much
to
give
that
opinion
from
local
authorities
and
lots
of
local
authorities
submitted
information,
as
we
did
in
leeds
that
were
concerns
around
particular
groups
of
young
people
that
were
being
electively,
uneducated
and
absolutely
it
was
around
those
young
people
and
about
the
qualification
levels
and
the
monitoring
duties
of
a
local
authority.
F
So
local
authorities
made
all
of
that
representation.
As
I
say,
it
was
pulled
all
together
within
that
consultation
and
the
the
thing
that
came
out
of
it
was
really
the
registration
of
young
people.
Now,
once
you
get
the
registration
of
young
people
and
that
it
becomes
mandatory,
you
can
then
start
to
look
at
the
overall
picture
and
you
can
start
to
look
at
the
qualifications
at
this
point
in
time.
Young
people
that
are
electively
uneducated.
There
is
no
duty
for
them
to
take
any
exams
at
all.
F
We
do
supporting
leads,
so
we
do
direct
them.
We
give
them
lots
of
information
of
where
they
could
undertake
exams
and
courses
that
they
could
take.
So
we
do
support
the
families.
Those
we've
got.
Families
that
are
very
much
wanting
that
information
and
wanting
to
engage
with
the
local
authority
and
they
do
get
all
of
that
support
the
end.
The
bottom
line
in
all
of
that
is
parents,
do
have
to
pay
for
the
exams
themselves
because
they
have
made
that
choice
to
withdraw
their
child
from
education.
F
So,
yes,
you
know
it's
an
ongoing
issue.
Really.
One
of
the
things
in
the
consultation
was
very
much
about
the
support
that
could
have
come
from
local
authorities
and
whether
there
should
be
duties
around
that.
But
again
that
doesn't
seem
to
have
been
picked
up
through
the
consultation
and
doesn't
seem
to
be
in
line
to
go
forward
for
legislation.
M
In
fact,
if
I
ran
you
up
and
said,
I'm
educating
my
children
at
home
and
I've
got
some
difficulty
with
this.
I
don't
know
science
programme
that
there
would
be
no
support,
or
would
there
be
any
support
for
that
kind
of
request.
J
When
what
we
provide
for
all
young
people
who
become
home
educated,
is
information
on
useful
websites
and
resources,
so
what
we?
Obviously
we
don't
have
a
group
of
teachers
that
could
give
you
specific
information
on
that,
but
we
can
all
parents
receive
that
information
at
the
point
and
during
covert
we
updated
that
because,
obviously,
actually
it
has
been
quite
interesting
how
much
new
information
has
been
put
into
the
public
domain.
So
actually
many
home
educating
parents
have
never
had
so
much
resource
that
they
could
pull
on
as
they
have
done.
D
Thank
you.
I
thought
I'd
just
make
a
couple
of
points.
We
had
a
really
interesting
challenge
a
few
years
ago
and
I'm
trying
to
remember
what
group
it
came
from
it
might
have
been
the
care
leaders
council,
it's
one
of
the
young
people
involvement
groups,
but
it
was
a
challenge
from
a
child.
Who'd
been
home
educated.
He
was
now
a
young
adult
who
made
the
point
that
children
are
home,
educated,
don't
have
access
to
support
that
other
children
have
and
they
were
referring
particularly
to
the
clusters.
D
I
thought
that
was
really
interesting,
that
obviously
it's
a
parental
choice
to
home
educate,
but
it
does
mean,
by
definition
that
not
not
being
in
school
means
children,
don't
have
access
to
some
provision
that
other
children
do
through
big
in
school.
With
regard
to
what
our
opinion
is
about
home
education,
I
think
local
authorities
have
always
respected
that
some
people
choose
to
home,
educate
for
ideological
reasons
and
that's
really
thought
out,
and
you
know
parents
put
a
lot
of
time
and
effort
into
providing
appropriate
educational
programs.
D
I
think
the
concerns
have
already
been
touched
on,
which
are
the
over-representation
of
particular
groups
like
children
with
send
needs
and
where
parents
have
felt.
Perhaps
it's
not
really
a
choice.
They've
they've
felt
they've
had
to
withdraw
their
child
because
the
child's
not
getting
the
support
they
need
in
school,
particularly
if
they've
got
mental
health
or
send
needs,
and
also,
of
course,
where,
where
we've
had
that
the
parents
have
got
pressurized
into
it
by
by
schools
and
obviously
there's
been.
D
You
know,
there's
been
national
national
campaigning
and
research
around
this
as
well
around
the
around
off
rolling,
and
you
know,
we've
heard
anecdotally,
of
where
parents
have
sort
of
almost
been
pressurized
into
signing
a
letter
saying
they
want
to
home,
educate
and
then
not
been
allowed
to
backtrack
on
that.
But
that
is
quite
anecdotal,
but
that's
one
of
the
other
concerns
where
it's
not
really
an
ideological
choice.
It's
a
choice.
Parents
have
felt
forced
into
for
different
reasons.
A
Okay,
thank
you
councillor,
illinois
is
next.
Please.
E
F
I
don't
have
any
information,
that's
on
the
financial
impact.
What
we
do
have
is
sometimes
that
there
is
a
misconception
with
parents
that
are
electively,
I'm
educating
and
a
thought
that
actually
that
they
would
receive
the
money
that
would
have
educated
them
within
school
and
that
exams
would
be
paid
for,
and
that
is
sometimes
a
very
good
conversation
to
have
when
parents
are
going
down
that
route.
F
So
we
always
try
to
have
those
conversations
with
parents
so
that
they
understand
all
of
the
implications
that
around
it
as
council
of
nsa's
a
lot
of
parents,
absolutely
it's
a
philosophical
ideological
choice
that
they
are
going
down
and
the
financial
aspects
are
not
the
important
part
of
it
for
other
families.
Sometimes
that
is
a
really
good
conversation
to
have
when
they
understand
the
overall
impact
of
that
choice
in
terms
of
finance
and
also
the
responsibilities
for
that
family.
F
A
Okay,
thank
you
councillor
stevenson.
Please.
C
Thank
you
comment
and
four
quick
questions.
I've
raised
this
point
before
I
struggle
with
with
the
suggestion
of
what's
anecdotally,
when
we've
especially
got
data
before
us.
If
we
were,
if
we
were
in
a
court
of
law,
and
I
suggested
to
a
judge,
the
evidence
was
anecdotally,
it
would
be
ruled
admissible.
C
I
think
we
need
to
look
at
the
facts
before
us
and
I
think
if,
if
the
suggestion
is
or
the
theories
that
some
people
are
being
forced
to
educate,
then
I
would
suggest
that
that
would
come
up
in
the
data,
because
anybody
who
works
in
schools
will
tell
you
that
that
typically
families
who
choose
to
leave
for
one
reason
or
another,
don't
just
do
it
out
of
the
blue.
C
There's
a
there's,
a
history
to
it.
There's
complaints
there's
a
process
you
go
through
within
school,
so
it
doesn't
come
as
a
surprise
and
those
people
would
probably
anecdotally
if
you
will
put
that
in
their
reasons
as
well,
because
it's
something
they're
quite
passionate
about.
So
perhaps
we
ought
to
be
asking
that
question
in
one
of
the
the
breakdowns
in
chart
three
and
on
chart
three
on
on
page
29.
I
just
wanted
somebody
could
explain
to
avoid
prosecution
is
one
of
the
categories
that
we
ask.
Could
you
just
elaborate
on
that?
C
Is
it
around
truancy
or
something
or
just
what?
What
prosecution
will
be
helpful
and
then
short,
questions
in
terms
of
pupils
returning
back
into
school,
who
have
been
home
educated?
Is
there
a
way
that
we
can
track
each
cohort
or
each
child?
If
you
will
and
we've
got
basic
numbers
of
how
many
in
each
cohort
leave
and
then
how
many
come
back
in
another
year,
but
we
don't?
Actually,
we
can't
actually
see
who
those
peoples
are.
I
know
you
have
to
anonymize
them,
but
my
fear
is
that
there
might
be.
C
C
What
statutory
powers
do
we
have
to
make
a
home
visit
if
the
parent
objects
to
a
home
visit?
And
finally,
do
we
catch
anywhere
those
infants
who
never
enter
the
school
system?
We've
got
those
who
leave
the
school
system,
but
what
about
those
who
never
actually
come
into
it
in
the
first
place?
How
do
we
capture
that
data.
F
I'll
start
answering
some
questions
and
then
hand
over
to
barbara,
probably
for
some
more
detail.
That's
around
them
in
terms
of
the
prosecution.
F
Those
are
the
reasons
that
parents
give
that
might
be
around
attendance
so
that,
if
we're
going
down
the
route
of
an
attendance
order
or
young
people
not
attending
school,
then
that
could
be
to
avoid
an
attendance
order.
So
that's
in
terms
of
the
prosecution
in
terms
of
home
visits.
F
Yes,
parents
can
object
to
a
home
visit.
They
are
required
to
provide
a
plan
to
the
local
authority
so
that
we
can
determine
whether
education
is
suitable
for
them.
If
we
have
significant
concerns-
and
that
could
be
because
they
are
not
communicating
with
us
they're
not
producing
plans,
we
can't
get
hold
of
them.
The
communication
isn't
there,
then
we
also
would
check
on
there's
various
checks.
We
would
do.
First
of
all
so
straight
away,
a
notification
comes
in
to
the
local
authority
that
a
school
tellers,
basically
that
a
child
is
becoming
active
home
education.
F
We
do
checks
anyway,
where
we
look
at
our
data
systems
to
identify
those
young
people,
those
families,
whether
there's
any
cause
for
concern
around
them,
whether
social
care
are
aware
of
them,
whether
they
are
known
to
us
in
any
way
because
of
sen
or
other
reasons,
and
we
would
do
all
of
those
safeguarding
checks
initially
but
home
visit.
Yes,
they
can
object
to
actually
entering
the
home.
Then
they
must
provide
the
plan.
F
F
It's
only
where
there
will
be
safeguarding
concerns,
as
I
say,
through
some
of
the
background
information
that
we
would
have,
or
that
we
just
are
not
able
to
communicate
with
them
that
we
would
then
forward
that
concern
under
the
safeguarding
umbrella,
about
that
particular
child
and
family
in
terms
of
the
children
that
never
enter
into
school.
This
is
why
I
think
the
dfe
is
interested
in
forming
a
register,
because
currently,
what
happens?
Is
the
child
never
goes
into
school?
F
There
is
no
requirement
for
them
to
tell
the
local
authority
that
they're
electively
educating
their
child
within
the
home
environment,
so
they
may
not
be
on
the
register.
They
may
be
known
to
gps.
They
may
be
known
to
other
people
within
the
local
authority,
but
they
don't
have
to
physically
register
with
the
local
authority
that
that
child
is
being
home.
Educated.
F
However,
part
of
the
new
registration
and
the
proposals
that
are
around,
that
would
be
that
all
children
would
be
registered
and
therefore
all
the
ones
that
even
don't
attend
school
never
ever
go
into
school.
We
would
know
about
all
of
those
all
of
those
children
yeah.
If
you
pick
up
on
the
cme
yeah.
J
Yeah,
if
I
can
just
pick
up
on
those,
obviously
the
admissions
department
will
know
how
many
young
people
are
supposed
to
come
into
a
school
into
school
in
reception
and
what
happens
if
we
are
not
aware
that
that
young
person
has
registered
for
a
young
for
a
school
place
that
will
be
referred
to
the
attendance
team
as
a
cme
whereabouts
known
the
attendance
officers
can
then
will
go
out
to
those
those
addresses
and
say
to
the
parents.
J
We
haven't
received
an
application
for
a
school
place.
Parents
at
that
point
can
then
verbally
tell
us
that
they
are
intending
to
home
educate.
So
we
do
pick
them
up
from
that
point.
But
if
a
young,
if
a
family
move
into
the
city
and
they're
they're
already
home
educating,
there
is
no
compulsion
on
them
to.
Let
us
know
that
they
are
home
educated.
So,
if
they're
coming
from
another
authority,
the
local
authority,
there
will
inform
us
if
they
know
that
that
family
is
moving,
but
otherwise
we
we
wouldn't
we
wouldn't
know.
J
Okay,
your
question
around
the
tracking
of
where
young
people
go
when
they
leave
elective
home
education.
J
In
terms
of
we,
we
can
see
the
numbers
that
have
gone
back
into
school,
okay
and
we
and
we
can
see
that
what
we
are
not
yet
able
to
do
is
to
track
what
they're
you
know
progression
wise,
how
they
it
depends
when
they
come
back
into
school,
obviously
as
well.
So
we
do
track
how
many
go
back
to
school.
We
can
probably
bring
you
the
data
of
those
by
year
group
where
they've
gone
back
to
if
that
helps.
J
So
if,
if
we've
got
a
young
person,
for
example,
that's
become
home
educated
in
the
last
year
and
then
they
return
to
school.
We
can.
We
can
provide
you
with
when
they
go
back
into
school
because
we
track
all
of
that.
So
we
know
when
they
come
back
generally.
What
we
are
seeing
is
young
people
are
staying
home
educated
for
about
a
year
at
the
moment
and
then
return
to
school.
J
Some,
as
I
say,
because
the
philosophical
reasons
for
their
decision
to
home
educate
remain
on
our
list
for
many
years,
because
that's
what
parents
want,
but
in
principle
we
would
be
saying
that
most
young
people
tend
to
be
home
educated
for
around
a
year
to
two.
A
M
Thank
you
chair
what
I
would
like
to
ask
I'll
make
a
comment,
obviously
with
home
education.
We
have
also
seen
whether
we
liked
it
or
not.
Those
of
us
were
children
have
had
to
harm
educate
our
children
in
the
last
one
year,
and
that
was
really
tough.
Now
I
did
ask
this
question
sometimes
last
year
in
terms
of
the
cohort
that
were
not
able
to
write
their
gcses
and
children
that
were
home
educated.
M
J
If
I
answer
the
question
about
the
outcomes
for
gcse
parents,
if
they
choose
to
put
their
young
people
in
for
gcses,
do
them
as
external
candidates
and
the
local
authority
has
no
data
from
that.
It
doesn't
come
to
us.
So
I'm
afraid
we
can't.
We
have
no
way
of
knowing
how
many
of
the
year
11s
last
year
took
gcses
and
what
their
outcomes
were.
J
J
There
were
quite
a
lot
of
year,
11's
last
year,
because
they
were
home
educated
in
year,
9
and
year
10,
and
they
stayed
home
educated
because,
if
you
can
imagine
they
were
being,
they
may
have
gone
to
become
home
educated
in
year
nine
and
stayed
during
covid
so
again
different
trend
that
we
than
we've
seen
before
in
terms
of
the
bain
communities.
J
I
think
this
is
one
of
the
things
we've
looked
at
a
lot
in
terms
of
the
fact
that
what
we
were
seeing
is
the
effect
of
covid
families
choosing
to
take
their
children
out
of
school
because
of
their
concerns
around
the
effect
of
covert
to
multi-generational
families.
So
we
did
see
some
ethnic
groups
who
we
would
not
normally
see
who
were
home
educated.
J
Who
would
not
normally
do
so
choosing
to
do
that
at
this
time
because
they
may
have
grandparents
living
at
home
and
that
the
concern
that
they
had
around
covid.
So
yes,
we're
very
aware
of
that
concern
that
there
has
been
more
from
then
communities,
but
I
we
as
what
we
could
see.
It
was
very
much
a
reaction
to
the
fact
that
they
were
living
in
multi-generational
families
and
the
concern
was
about
their
child
young
people
being
in
school.
L
Thank
you,
council,
just
on
that
point,
and
we
do
have
an
equality
and
diversity
that
strategic
board
within
the
children
and
families
directorate
and
we've
got
a
number
of
improvement
priorities
and
one
of
the
things
we've
just
agreed.
Those
improvement
priorities
and
we're
now
working
them
up
further.
But
one
of
the
things
that
we
want
to
look
at
is
disproportionality
and
in
particular
disproportionality
for
children
and
young
people
from
a
background.
L
A
B
I
think
my
question
is
like
during
covert
like
as
parents.
I
we
did
have
to
home
educate,
but
I
realized
that
my
skills
as
a
parent,
especially
for
secondary
education
or
you
know,
sixth
form
wasn't
you
know
like
I.
I
am
fairly
educated,
but
I
find
I'm
probably
out
of
date
in
a
lot
of
things,
because
things
have
gone
forward
an
awful
lot
since
I've
been
at
school
and
I've
been
educated
in
a
different
country
as
well.
B
So
I
think
there's
a
few
different
things
there,
but
my
concern
would
be
for
the
parents
actual
skills.
I
think
a
lot
of
parents
over
cool
that
have
actually
realized
this,
that
their
excellent
skills,
they
can
maybe
educate
their
children
up
to
a
certain
age
group.
But
when
it
comes
to
when
they're
a
lot
older,
the
skills
would
not
be
there
and
would
that
be
concern
for
children
that
are
older,
going
into
educate
or
going
into
home
education?
B
I
know-
maybe
I'm
just
you
know,
I'm
just
putting
it
in
there,
but
some
children
might
be
especially
if
they're
15
16
might
be
taken
out
of
education
to
look
after
elderly
or
sick
or
people
within
the
family
are
being
brought
into.
You
know
work
within
well,
I
suppose
it's
not
as
bad
if
they're
working
within
the
family,
if
there
is
a
if
there
is
a
business,
but
at
least
that
have
something,
but
that
would
be
my
concern
as
well.
F
I
think
one
of
the
key
areas
here
is
very
much
that
parents
are
required
to
present
an
education
plan
and
I
think
that
it
is
often
when
they
are
pulling
that
plan
together
that
those
conversations
can
be
had
about
the
suitability
of
it
with
parents
you
know
and
about
the
ability
to
deliver
it.
I
think,
as
barbara
mentioned
earlier,
what
we
have
seen
during
the
covid
period
is
this
huge
amount
of
resource
that
has
suddenly
become
online
for
parents
and
for
young
people
to
engage
with,
and
that
has
been
a
massive
massive
development.
F
So
a
lot
of
parents
are
using
online
approaches
to
educate
children.
So
some
of
the
plans
that
we
receive
you
would
absolutely
see
that
they
are
using
that
system
to
ensure
that
the
curriculum
that
is
being
taught
is
appropriate
for
their
child,
their
age
and
aptitude,
and
we
as
a
local
authority,
do
get
to
see
those
initial
plans
and
the
judgment
is
made
of
whether
it
is
appropriate.
F
I
think
this
comes
back
to
the
earlier
point
that
was
being
made
about
the
dfe.
Although
lots
of
representations
were
made,
that's
around
the
word
suitable
and
what's
suitable
means.
The
dfe
have
determined
that
electively
on
education,
children
can
be
a
wide
range
of
education.
It
does
not
have
to
follow
national
curriculum.
It
does
not
have
to
follow
any
particular
process
or
guidelines.
F
F
It
just
says
very
clearly
in
terms
of
age
aptitude,
ability
and
any
special
educational
needs
clearly
where
there
is
a
special
educational
need
that
is
identified
and
through
an
education,
health
and
care
plan
that
helps
us
as
a
local
authority
as
well,
because
we've
already
done
an
assessment
of
specific
need
for
that
young
person,
and
then
we
can
again
engage
in
those
conversations
with
parents
and
it's
very
much
about
that.
Restorative
approach,
working
with
parents
supporting
parents
all
in
the
interests
of
their
child
and
making
sure
that
you
know
whatever
decisions
are
made.
F
Absolutely
if
it's
the
right
decision
for
that
family
and
it's
a
philosophical
decision
for
that
family.
Let's
have
that
conversation,
let's
support
them.
If
they
are
feeling
they
would
like.
Actually
when
they
understand
the
implications
around
educating
their
child
at
home,
if
they
want
to
move
back
into
school
again,
we
would
support
them
with
a
move
back
into
school.
B
You've
said
about
the
education
plan:
once
a
family
is
first
notifies
the
council
or
the
dfa
or
whoever,
but
does
that
plan
be
renewed
yearly
when,
when
the
people
are
gone.
J
Under
under
the
legislation
and
in
leeds
what
we
ask
for
the
plan,
because
the
plan
gives
us
a
you
know,
we
then
know
whether
whether
that
child
is
going
to
have
a
suitable
education,
we
do
in
leeds
try
and
undertake
annual
visits
to
those
who
are
electively
home,
educated
to
check
in
on
and
make
sure
everything's
okay
and
we
can
say
to
them.
Would
you
like
to
give
us
an
updated
plan
of
what's
happening?
However?
There's
nothing
the
parent
can
choose
to
do
that,
and
sometimes
that's
a
really
good
conversation.
J
And
again
you
know,
particularly
if
we're
talking
about
young
people
in
year
10
and
year
11,
we
do
send
information
out
on
a
fairly
regular
basis
about
you,
know,
careers
and
pathways
and
and
information
in
the
past
we've
pre-covered.
We
also
did
open
events
where
we
asked
colleges
and
and
and
post
16
providers
to
come
so
that
young
people
from
year
11
year,
10
and
11
could
access
some
of
that
information
that
other
young
people
would
have
it
through
school.
But
it
isn't
a
requirement.
You
know
we
we
ask
for
it.
J
Obviously,
for
us
it's
an
assessment
that
has
to
be
done
on
a
plan,
that's
provided
on
paper.
We
where
we
can,
if
we
have
any
consent.
Obviously
we
would
follow
that
up
on
that
and
have
that
conversation
with
the
parent
it
tends
to
be,
and
again
this
is
more
a
national
decision
about
how
do
we
assess
what
what
is
suitable
is
very,
is
a
very
you
know
it's
not
just
for
leads
or
local
authorities.
J
We
tend
to
be
looking
at
what
is
the
teaching
around
literacy
and
numeracy
going
to
look
like
for
that
young
person
that
has
to
be
kind
of
the
basis
where
we
start
in
terms
of
looking
at
the
plans,
but
as
well
says,
families
have
many
different
ways
of
doing
that,
teaching
and
how
that
comes
together.
Your
question,
the
other
question,
was
about
carers
and
whether
young
people
become
carers
and
again.
This
is
something
that
obviously,
when
the
young
person
becomes
home
educated,
we
get
information
from
the
school
around
the
context
of
the
child.
J
The
we
have
a
triage
system
in
that
I
have
a
social
worker
that
works
in
the
team
who
looks
over
all
that
information
and
we
look
to
see
what
information
is
coming
in
and
then
that's
always
followed
up
with
the
conversation
with
the
parent
as
well.
So
it
can
happen,
I'm
not
saying
it
it's
it's
impossible
to
do
so,
but
we
would
be
pulling
on
different
information,
but
in
the
end,
if
it's
a
parental
choice,
it's
it's
it's
difficult.
J
Sometimes
very
rarely
do
we
know
of
a
young
person
becoming
home,
educated
who's
already
involved
in
a
young
carers
organization
and
obviously
that
for
us
would
trigger
a
flag.
So
I
hope
that
reassures
you
that
we
try
and
gather
information
and
also
what
we'd
like
to
do
obviously
speak
to
the
young
person
as
well.
When
we
have
those
conversations
with
the
family.
A
Okay,
thank
you,
helen
is
next.
Please.
H
I
was
just
wondering
for
those
children
or
those
pupils
who
continued
to
be
home,
educated
after
covid,
were
there
any
ways,
so
if
it
was
to
do
with
and
worries
and
concerns
and
family
members
who
were
vulnerable,
did
schools
or
the
council
think
of
ways
of
keeping
those
children
on
roles
so
that
they
could
benefit
the
exams
at
the
end
of
the
year,
because
I
know,
for
example,
my
children
during
code,
two
of
them
at
the
late
end
of
their
education
and
didn't
suffer
because
they
could
work
at
their
own
speed.
H
They
had
access
to
everything,
so
it
was.
That
was
my
first
question
and
the
second
one
was
around
access.
You
know,
building
on
what
counselor
linwood
and
was
saying
about
finance
and
what
council
level
was
saying
about
access
to
say:
cluster
support.
That's
not
available
free,
h,
e
children-
and
I
just
I
think
that
is
a
massive
issue
going
forward.
The
access-
and
you
know
if
you
are
home,
educating
your
children
at
least
one
of
you
is
not
going
to
be
working
and
are
there
any
plans
or
are
there
any
campaigns
around
more
access?
J
If
I
can
respond,
first
of
all
to
the
question
about
the
clusters,
just
reminding
that
clusters
are
really
school
partnership
clusters,
so
if
a
young
person
comes
out
of
a
school,
then
in
principle
the
cluster
services
are
attached
to
the
school.
However,
there
are
lots
of
services
that
families
can
still
access,
whether
or
not
they're
in
school,
so
obviously
mine,
mate
and
any
of
those
services
around
mental
health
can
be
access.
Direct,
send
yas
the
parent
support
system
for
parents
where
they've
got
children
with
potential
scn,
that's
still
available.
J
We
put
information
in
there
about
where
they
can.
They
can
receive
information
and,
of
course,
they
can
also
always
go
to
the
local
offer.
Page
leads
local
offer
and
look
at
the
resources
on
there.
That's
available
for
all
parents
and
families,
carers
across
the
city,
so,
although
some
of
the
specific
things
around
cluster
may
be
reduced,
I
I
would
say
that
there's
still
quite
a
lot
of
services
that
families
can
access.
J
J
So
there
isn't
a
budget
to
provide
any
support
for
parents
to
access
funding
around
exams
and
that
again,
that's
a
that's
a
national
decision,
so
unfortunately,
we
cannot
help
with
that,
and
obviously
it's
one
of
the
questions
when
particularly
if
a
parent
is
on
free
is
eligible
for
free
school
meals,
their
child's
eligible
for
preschool
meals.
J
It's
one
of
the
questions
that
conversations
we
have
with
the
families
as
they
become
home
educated
is
you
know
you
do
realize
that
there
is
no
budget
for
resources.
Unfortunately,
that's
it's!
It's
not
in
our
gift.
A
Okay,
thank
you,
kate.
Please.
D
Hi
you've
answered
actually
quite
a
lot
if
I
was
going
to
ask,
but
just
a
couple
of
questions,
one
was
around
the
safeguarding,
so
I
was
just
curious
about
what
would
happen
where
you
had
a
young
person
or
young
a
child
where
no
reason
was
given
for
the
decision
to
home
educate,
but
actually
they
weren't
known
to
us
at
all,
because
obviously
schools
have
eyes
on
children
and
they're
quite
important
in
terms
of
surveillance
in
relation
to
safeguarding.
D
So
I
was
just
thinking
I
know
you
mentioned
about
the
annual
visits
that
you
can
request.
But
what
would
happen
in
a
situation
where
you
you
didn't
know
this
child
at
all,
and
a
home
visit
was
refused,
and
also
you
mentioned
about
quite
a
large
proportion
of
young
people
that
have
maybe
approximately
a
year
off
as
home
educated
and
obviously
their
numbers
have
gone
up
significantly
since
covered,
and
they
won't.
D
What
additional
resources
are
being
given
to
schools
to
support
those
children
in
the
widest
possible
sense
because
of
course,
school's
really
important
as
well
in
relation
to
all
those
added
extras,
all
the
extra
curricular,
the
socialisation
which
that
some
of
those
children
may
not
have
the
benefit
of
whilst
being
home
educated.
So
I
just
yeah.
I
wondered
about
that
as
well.
Thanks.
J
In
terms
of
the
safeguarding,
obviously
the
way
that
we
work
with
families
is
a
very
restorative.
You
know
we
get
the
notification
through
or
sometimes
attendance
staff
will
say.
We've
we've
met
this
family
and
this
young
person
has
never
been
to
school.
They're,
letting
us
know
that
they're
home
educating.
J
We
would
try
and
have
a
visit
to
that
family
understand
their
situation
understand
their
context.
That's
why
I'm
saying
it's
very
individualized
and
that's
what
we'd
like
to
do
if
the
family
refuses
to
have
a
visit,
but
they
send
us
a
plan
in
to
say
this
is
what
we're
doing.
Then.
We
accept
that
we
will
again
try
the
following
year
to
have
that
conversation
with
them,
but
we
will
look
and
look
over
the
plan.
J
If
the
plan
isn't
suitable,
we
will
go
back
to
them
in
instances
where
we
can't
see
the
young
person
we
don't
have
a
plan,
then
we
use
the
processes
under
legislation
and
we
go
for
a
school
attendance
order
process
because
that's
the
process
that
the
dfe
advisors
to
use
right.
So
we
have
a
very
clear
process
with
that
and
the
elective
home
education.
I
also
manage
attendance,
so
the
the
between
the
two
teams.
J
J
J
But
if
we
cannot
see
the
young
person
we
have
concerns,
we
will
raise
that
and
can
escalate
it
to
the
police
and
ask
the
police
for
a
visit,
and
they
will
then
because
they
are
the
only
people
who
can
enforce
entry,
and
we
do
do
that
from
time
to
time,
but
only
as
a
last,
you
know
we.
We
follow
the
safeguarding
policy
that
we
have
in
the
council.
Basically,
and
obviously
we
are
in
close
touch
with
our
social
work.
Colleagues
on
any
young
people
that
is
flagged
to
us,
as
already
known
to
social
workers,.
D
F
D
J
And
in
terms
of
additional
support,
this
is
a
difficult
one.
We
have
again
and
then
we
try
every
year
to
update
our
web
links
to
lots
of
information
for
young
people
and
for
their
families,
and
we
we
do
that
on
a
regular
basis,
but
the
additional
support
that
comes
in
school,
for
that
we
don't
have
that.
So
all
we
can
do
is
send
information
out
to
parents
for
them
to
access
that
themselves.
J
We've
got
a
young
person
where
we
we
do
do
some
support
work
directly
with
children
who
we
need,
who
are
wanting
to
go
back
to
school,
who
aren't
ready
yeah.
So
we
do
some.
At
the
moment,
we've
got
a
young
person
that
we
are
supporting
doing
some
actual
teaching
with
them
to
support
them
to
come
back
into
school.
So
it's
a
lot
of
work
around
transition.
I
L
I
just
wanted
to
come
back
on
the
question
that
was
sort
of
raised
around
clusters
really
and
just
to
just
to
advise
that
we
are
in
the
midst
of
an
early
help
review
and
we
do
have
our
three
early
help
hubs
in
the
city
and
we're
really
looking
at
part
of
that
review
around
the
development
of
community
and
family
hubs
and
so
again,
there's
some
additional
resource
coming
in
by
a
ccg
to
support
some
of
this
work.
L
And
so
again
there's
something
a
part
of
the
review
and
when
we
agree
the
proposed
models-
and
you
know
we're
still
in
in
the
process.
But
part
of
that
work
will
be
about
raising
awareness
of
the
support
that
is
available
through
the
early
health
clubs
and
the
community
and
family
hubs.
And
that
support
will
be
available
for
children
who
are
electively
home,
educated.
G
Thank
you,
chair
yeah.
I
find
it
intriguing
that
the
home
educated,
like
private
education,
are
not
held
to
having
to
follow
the
national
curriculum.
All
the
you
know,
state
schools
are
keenly
inspected
to
make
sure
that
they
are
so
bearing
in
mind.
So
these
could
be
extremes.
G
Have
you
got
any
idea
of
the
socio-economic
profile
of
those?
No,
I
didn't
think
you
would
have
thought
you
started
asking
and
right
number
two
traveller
education,
I'm
aware
of
the
high
school.
I
I
taught
a
while
ago
with
quite
a
number
of
traveler
children,
and
there
is
there
were
then,
and
I
think
there
still
are
serious
issues
about
getting
certainly
young
boys
into
school.
Are
you
aware
of
the
numbers
of
this
group.
J
Yes,
there
is
a
trend
for
those
from
the
traveller
popular
communities
to
remove
their
children
at
the
end
of
primary
school
and
and
so
from
year.
Seven
we
do
have
young
people,
obviously
from
traveling
communities
who
are
in
secondary
school,
but
but
we
tend
to
have
around
40
to
50
young
people
every
year
who,
from
the
traveler
community
who
are
home,
educated
and
that's
that's
the
current
position.
J
So
obviously,
if
they
want
to
go
back
into
school,
we
will
help
them.
We,
the
same
monitoring,
is
undertaken
whatever
the
young
person
in
terms
of
looking
about
but
yeah
again,
it's
something
which
is
a
national
number.
We
we
always
know
who,
from
the
traveller
community,
is
home,
educated
and
and
we've
got
some
really
good
relationships
with
with
the
families,
and
we
do
a
lot
of
work
also
with
leedsgate
who
who
advocate
on
behalf
of
the
traveler
community
as
well.
J
So,
yes,
there
are
always
young
people
who
are
travelers,
who
are
home,
educated?
It's
it's
it's
one
of
those
things.
That's
it's
a
trend
that
we've
not
seen
any
change
in
the
seven
years
that
I've
been
lead
officer
it
it's
kind
of
constant
about
that
40
to
50
billion.
D
I
just
wanted
to
add
on
that
point.
Thank
you
chair.
I'm
leading
a
piece
of
work
at
the
moment
on
behalf
of
the
cabinet
around
gypsies
and
travellers,
because
it
crosses
all
our
portfolios
and
through
working
with
gate.
We've
identified
three
top
priorities:
it's
like
a
cross
directorate
working
group
of
councillors
and
officers
and
the
top
three
priorities
we've
identified
through
working
with
gay
are
the
need
for
more
negotiated
stopping
sites
of
the
whole
illegal
encampment
issue,
the
issue
of
mental
health
and
suicide
in
the
community
and
the
issue
of
children's
education.
D
So
it's
a
really
significant
piece
of
work
that
needs
to
happen
around
making
schools
more
accessible,
more
accepting
of
gypsy
and
traveler
families,
because
many
people
in
the
community
really
want
the
children
to
go
through
school
and
find
there's
just
too
many
barriers
and
it's
too
challenging.
Thank
you.
H
I
just
wanted
to
come
back
to
my
question
because
I
don't
I
don't
think
I've
got
an
answer
to
this.
You
know
I
was
asking
other
things
as
well,
but
around
those
year
11s
who
continued
to
home,
educate
and
if
the
council
and
schools
found
clever
ways
to
keep
them
on
roles
so
to
enable
them
to
access
the
exams,
particularly
if
they
were
there
were
financial
issues.
I
just
wondered
if
there
was
any
information
on
that.
H
I
think
I'm
just
wondering
if
there
was
any
way
of
keeping
if
the
council
schools
found
any
way
of
keeping
them
on
role.
I
don't
know.
I
know,
for
example,
my
son,
I
had
one
family
member
who
he
was
kept
at
home
longer.
He
wasn't
off
role,
but
he
was
kept
at
home
longer
because
of
the
vulnerability
of
my
daughter
for
a
couple
of
weeks,
and
I
just
wondered,
but
he
was
still
on
roll
went
back
in.
F
The
child
hadn't
specifically
returned
to
school
and
they
may
have
been
provided
with
work
that
went
home
and
there
might
have
been
a
program
of
reintegration
back
into
school
for
those
young
people
again,
it's
very
individualized
with
particular
circumstances
around
particular
children,
particularly
schools,
but
if
they
remained
on
the
role
of
the
school,
then
absolutely
there
was
a
whole
package
put
together
to
get
them
back
in
for
other
families.
They
very
specifically
notified
the
local
authority
that
we
are
now
electively
home
educating.
F
Once
we
get
that
notification,
that
is
where
then
they
come
off
the
role
of
the
school
and
the
responsibility
then
to
educate,
goes
over
to
the
parent.
So
there
isn't
that
sort
of
transition,
and
whilst
absolutely
we
would
support
all
families
in
moving
back
into
school.
If
that
is
their
choice,
who
have
notified
us,
that's
a
different
process
that
we
would
go
through.
A
E
That
one
hello
thanks
for
this
really
interesting
hour
and
15
minutes
for
those
of
us
who
are
new
to
children's
and
young
people's
scrutiny
board,
which
leaves
me
feeling
uneasy
about
how
much
we
don't
know
about
elective.
If
I
can
use
that
word
because
I
don't
like
councillor
stevenson,
I
sometimes
wonder
that
perhaps
a
lot
of
it
isn't
elective
and
it's
parents
whose
hands
are
forced.
I
accept
that
there
are
some
philosophical.
D
E
Philosophical
reasons
for
many
parents-
but
I
know
just
in
my
own
family,
my
wider,
extended
family,
my
sister-in-law
would
not
have
chosen
to
electively
home
educated,
her
my
niece
if
the
school
had
done
more
about
the
issues
that
my
niece
was
suffering
at
school.
E
I
also
worry
about
what
happens
to
these
young
people
post
16.
Do
we
know
how
many
our
neets
and
and
where
they
go
post
16?
E
I
worry
about
off
rolling
again,
like
council
stevenson
says,
perhaps
a
piece
of
research
needs
to
be
done
with
where
we
actually
try
and
find
out
how
many
are
being
off-road
so
that
we
don't
have
to
second-guess
or
have
anecdotal
evidence
we
can
find
out.
Surely
by
asking
the
parents
of
those
children
who
choose
to
be
or
who
who
are
excluded?
E
We
rightly
know
about
being,
but
we
don't
really
know
whether
these
children,
who
are
electively
being
off-road,
electively
home
educated,
are
what
their
backgrounds
are
other
than
their
ethnicity
by
the
sounds
of
things
and
finally,
it
would
be
like
council
lamb
said
at
the
very
beginning.
It
would
be
better
to
or
would
be
more
helpful
to
understand
these
723
children
in
the
totality
of
the
school
system
rather
than
again
just
being
actually
told.
Well
it's
about
half
of
half
of
one
percent,
so
there's
still
lots
to
be
done.
E
I
think
in
in
gathering
data
I
think
central
government
and
has
a
role
in
that.
I
find
it
absolutely
incredible
that
only
35
to
40
percent
of
schools
submit
attendance
data
to
the
doe
and
wrote
here.
Why
is
that?
But
then
you
followed
that
very
quickly
by
saying.
Well,
they
don't
need
to
tell
us
why
but
less
than
half
of
the
schools
are
telling
the
doe
and
they
have
no
obligation
to
do
that.
E
There
has
to
be
something
wrong
with
that:
either
the
schools
are
overworked
or
or
or
some
other
reason,
and
I
guess
the
other
thing
I
wanted
to
know
because
I
was
new
to
this-
is
what
are
non
l
a
maintained
settings,
because
when
I
look
down
the
list,
there's
lots
of
academies
which
I
know
aren't
la
maintained,
et
cetera.
So
I
didn't
quite
understand
because
there
were
60
of
those
and
they've
all
been
encapsulated
together.
E
So
if
someone
could
just
quickly
answer
that-
and-
and
I
think
jackie
also
made
a
very
good
point
about
young
carers
and
I'd-
be
worried
young
carers,
but
just
to
reaffirm
what
jackie
said,
really
that
we're
doing
everything
we
can
for
young
carers.
E
F
Yes
and
apologies,
if
I
don't
get
all
of
those
counsellor,
but
I
think
there's
a
there's
an
overview
from
what
you
are
saying
is
about
basically
the
duties
of
the
local
authority
and
around
accountability
that
sits
within
that
and
how
much
information
the
local
authority
has
on
this
whole
group
of
young
people
and
the
reasons
that
they're
giving
for
elective
home
education.
F
So
whilst
we
do
get
often,
as
barbara
said,
a
letter
that
comes
in,
which
is
a
standard
letter
that
might
appear
on
a
website
that
parents
send
into
the
local
authority
when
we
engage
with
that
family.
It's
one
of
the
first
questions
that
we
ask,
because
the
first
question
is
around
their
choices,
their
decision
making.
Now
they
don't
have
to
give
us
a
response,
and
that
is
their.
F
You
know
within
the
legislation.
That's
absolutely
their
entitlement
not
to
give
us
a
response
to
that
question.
But
we
absolutely
do
ask
it.
We
ask
it
several
times
and
we
try
to
have
that
conversation
that
gives
them
confidence
that
they
can
talk
to
us
about
the
reasons
that
sit
behind
it
and
also
within
that
conversation,
if
they're
feeling
that
it
is
actually
within
particular
context
that
they
have
chosen
to
electively
home
educate
and
actually
they
might
like
to
try
another
school.
We
will
support
them
with
that
as
well.
F
So
all
of
that
work
is
going
on,
but
it
is
very
much
up
to
that
individual
family
who
have
made
that
decision
and
that
choice
of
how
much
information
to
give
us-
and
I
think
this
was
a
big
part
of
the
consultation
that
was
held
by
the
dfe
in
2018,
because
all
of
those
questions
were
asked
and
all
of
that
information
that
came
from
local
authorities
about
some
of
the
concerns
that
you
have
raised
around
how
much
a
local
authority
has
in
terms
of
the
legislation
in
terms
of
the
duties
that
they
have,
and
we
certainly
from
leeds
sent
in
lots
and
lots
of
information,
because
there
were
particular
cohorts
of
children
where
it
would
be
really
useful.
F
If
you
had
the
legislation
that
gave
you
the
powers
and
parents
needed
to
give
particular
information
and
reasons,
and
and
there
would
be
ongoing
monitoring
and
the
definition
of
suitable,
so
all
of
those
things
were
raised
with
the
dfe
within
that
we
have
got
lots
of
data
which
we
collect
ourselves
because,
as
I
said
earlier,
there
is
no
national
data
collection
that
is
around
this.
So
there
is
nothing
national,
there's,
no
verified
data,
but
because
of
the
team
that
work
on
this,
they
absolutely
with
each
individual
case
do
pull
that
picture
together.
F
So
we
do
have
additional
data
which
we
could
have
a
conversation
with
you
around,
and
we
could
look
at
that,
but
it
it's
difficult
to
do
because
it
is
often
very
much
if
it's
about
decision
making
again
it's
very
individualized
and
there
might
be
several
reasons
and
contacts
around
the
family
rather
than
just
being
able
to
put
it
in
one
particular
box.
So
all
of
those
reasons
that
are
given
a
family
within
the
conversation
may
have
cited
several
things
within
it
and
it's
just
the
primary
reason
that
would
go
into
that
picture.
F
So
we
have
different
ways
of
analyzing
that
young
person,
whether
known
to
social
care,
whether
it's
free
school
meals,
particular
areas
of
the
city
which
schools
they've
been
to
so
we
analyze
it
in
all
of
those
ways
in
terms
of
the
free
school
meals.
We
currently
have
around
26
percent
that
are
free
school
meals,
but
I
couldn't
give
you
this
socio-economic
picture.
You
know
that
is
broken
down
completely,
because
again
that
data
is
protected
by
families.
It's
not
a
question.
F
You
know
where
we
can
look
into
the
family's
income,
but
we
can
do
it
in
terms
of
if
they're
eligible
for
free
school
meals,
so
we
can,
we
could
do
it
in
that
way.
We
do
collect
that
particular
information
in
terms
of
the
post-16
all
of
the
young
people
that
we
know
of
that
are
being
electively
educated,
all
of
those
young
people
there
we
talk
to
them,
they
have
packages
of
information.
F
In
addition
to
that,
we
also
pass
on
all
of
that
information
to
our
pathways
team,
who
have
very
specific
information
about
what
is
available
to
a
young
person
who,
at
post
16,
is
making
the
decisions
that
is
about
their
career
choices,
and
our
pathways
team
engage
with
all
of
those
young
people
if
the
family
wants
to
engage,
but
it
is
very
much
whether
the
family
wants
to
so
we
do
give
them
the
option.
We
do
give
them
the
information
and
we
do
have
services
that
will
support
them
with
that
the
off-roading
agenda.
F
F
What
we
do
have
is
a
breakdown
of
the
children
that
have
become
electively
home
educated
from
the
different
schools,
and
it's
also
in
terms
of
ofsted
when
ofsted
going
to
a
school.
The
new
ofsted
framework
is
very
focused
one
on
children
that
are
in
alternative
provision
and
are
actually
not
within
the
school
itself,
but
are
actually
receiving
education
elsewhere,
and
also
that
ofsted
framework
does
look
at
the
number
of
children
that
have
been
on
role
and
have
left
the
school.
And
then
those
questions
are
to
the
school
and
the
leadership
within
the
school.
A
E
Yeah
thanks
for
that
well,
a
couple
of
further
points
really
but
they're
just
points.
It's
been
really
enlightening
to
me
because
I
suspect,
unlike
most
parents,
I
thought
I
had
a
legal
requirement
to
send
children
to
school
and
apparently
I
don't.
I
just
have
a
legal
right
to
educate
them.
You
know
and
and
and
I
find
that
absolutely
amazing-
so
all
those
years
I
told
my
children
they
had
to
go
to
school
because
the
law
says
they
have
to
they.
Don't
you
know
about
post
16?
E
I
assume
we're
sending
it
to
all
the
kids,
because
I've
got
to
say
a
year.
12
now,
and
rightly
I
was
bombarded
by
the
council
on
letterhead
saying
jack.
What
do
you
want
to
do?
Jack,
here's
to
college
and
here's
this
and
here's
that
and
all
of
that
stuff?
So
if
that's
going
out
to
all
young
people
of
that
age,
irrespective
of
their
academic
setting,
whether
that's
home
or
somewhere
else
and
that's
good,
because
we
are
getting
that
information
and
and
that's
basically
the
last-
I
want
to
say
really
thanks.
I
Dave
yeah
dude
council,
I
was
just
gonna
mention
you
just
to
pick
up
on
the
attendance
bit
and
you
you
know
that
concern
around
schools
only
in
putting
you
know
35
percent
of
schools.
At
the
moment.
At
the
moment,
because
of
the
pandemic,
the
dfe
have
asked
for
schools
to
submit
data
on
a
daily
basis
and
that's
just
been
through
the
pandemic.
Normally
attendance
data
would
be
fed
through
the
system
through
the
census
data,
so
schools
wouldn't
be
committed
to
giving
that
data
as
on
a
permanent
basis
like
they
are
now
we
have.
I
I
think
schools
and
us
had
hoped
that
actually,
the
dfe
would
go
to
a
weekly
attendance
return
for
the
schools,
which
would
be
less
because
I
think
that's
one
of
the
the
problems
is
that
it's
a
an
additional
task
to
do
so.
A
weekly
one
would
have
been
more
manageable
for
schools,
but
I
think
longer
term
would
expect
that
that
data
collection
to
to
go
once
the
pandemic
is
home
to
the
other
side
of
the
pandemic.
F
Sorry,
you
asked
a
question
that
was
also
about
non-maintained,
because
in
the
information
that
is
all
the
school,
so
it
might
be
nurseries,
it
might
be
private
schools
that
are
collected.
So
it's
just
an
overall
heading
and
a
collection
of
all
of
the
provisions
that
are
not
maintained
by
the
local
authority.
A
Okay,
thank
you
and
we're
getting
close
to
the
end
of
our
time.
In
the
city,
I've
still
got
quite
a
list
of
I've
already
come
to
the
conclusion
we're
going
to
need
another
session
on
this,
but
I
I
don't
want
to
stay
off
debates,
but
if
you
could
keep
your
questions
and
responses
as
speedy
as
possible
at
this
stage,
please
so
councillor
richards
is
next.
Please.
D
Yeah
yeah,
most
of
my
questions
have
been
raised
in
terms
of
the
really
valuable
debate
that's
been
happening
here.
H
L
D
D
L
Possibly
as
a
result
of
the
increase
in
resources
that
are
available-
and
this
is
all
you
know-
the
online
learning
which
happened
here
within
the
covered
periods
etc,
and
I
think
that
to
me
was
kind
of
reinforced
when
the
number
of
40
to
50
traveller
children
outside
of
the
mainstream
education
was
positive.
D
L
Students
and
parents
in
the
idea
of
returning
back
to
school,
for
whatever
reasons
whether
it's
school,
refusing
for
other
reasons
in
the
first
place
or
covered
related.
I
wonder
if
you
could
just
reinforce
whether
and
how
schools
themselves
are.
J
Okay,
in
terms
of
just,
if
I
just
let
you
know
what
what's
available
so
for
a
parent,
there
is
a
a
live
admissions
line
which
tells
you
which
schools
have
places
okay.
So
if
we
get
a
request
through
from
a
parent-
and
they
say
I've
got
a
year
eight,
I
want
to
know
which
schools
there
are
places
at.
We
can
sign
post
that
and
then
obviously
it's
down
for
the
parent
to
apply
to
the
school.
We
can't
do
it
for
them.
They
need
to
do
it
for
themselves.
J
In
terms
of
a
young
person
coming
back
from
elective
home
education
into
a
school,
we
will
provide
the
school
with
information
that
we've
had
around
that
young
person's
elective
home
education
journey.
So
we
will
be
able
to
tell
them
whether
we've
visited
whether
we've
had
the
plan
in
that
sort
of
information
and
how
we've
obsessed
it
that
information
goes
through
the
area.
Inclusion
partnerships
also
have
do
support
around
young
people
returning
from
elective
home
education.
J
So
there
is
also
that
support
coming
in
from
the
area.
Inclusion,
partnerships,
the
school
partnerships,
those
commissioned
the
rios
in
their
the
area.
Inclusion
partnerships
have
a
particular
responsibility
to
support
young
people
coming
back
in,
so
we
support
young
people
coming
back
in,
but
to
be
perfectly
honest,
many
young
people
in
the
last
few
years
parents
have
chosen
to
go
back
to
school.
The
school
then
get
in
touch
with
us.
We
send
them
all
the
information
around
that
support
if
there
are
young
people
who
need
a
little
bit
more
help.
J
As
I
mentioned
before,
I
have
a
small
team
of
teachers,
the
people
tuition
team,
where
we
have
a
young
person-
that's
not
quite
ready
for
school.
The
parent
wants
them
to
go
back.
We
can
put
some
supportive
assessment
lessons
in
to
help
them
with
that
process
and
we
negotiate
that
support
back
into
school.
So
again,
it's
quite
individualized.
J
Some
parents
at
the
moment
are
just
applying
going
straight
back
in
and
then
we
will
hear
that
they
we
get
the
list
to
say
that
they've
applied
for
school
parents
don't
have
to.
Let
us
know
that
they're
applying
for
a
school
place,
but
we
then
get
the
information
that
they've
applied
so
and
then
we
make
sure
that
any
information
any
goes
on
to
the
school
as
well.
J
So
if
there's
been
a
a
child
protection
file-
and
I
don't
mean
child
protection
for
ireland
or
social
care-
I'm
in
a
school's
child
protection
file-
I
think
you'll
probably
understand
the
difference
between
that.
If
you've
been
in
education,
when
a
young
person
is
notified
of
elective
home
education
to
us,
the
file
comes
to
us
and
when
that,
when
that,
if
that
child
then
goes
back
into
the
school,
the
file
follows
that
child
back
into
the
school.
J
So
we
try
and
keep
that
information
on
the
young
person
the
context
flowing
back
to
the
school
of
their
next
school
as
well.
D
Thank
you
very
much
just
one
say
so.
Presumably
you
are
your
whole
area
is
well
aware
that
there
will
be
an
increased
demand
on
those
just
those
resources,
because
one
anticipates
that
maybe
with
this
increase
in
number,
then
there
will
be
an
increase
in
the
numbers
wishing
to
return
back
into
mainstream.
F
I
think
that
absolutely
is
one
of
the
issues
that
we
are
working
with
at
the
moment
is
around
that
capacity.
To
do
all
of
the
data
analysis
to
look
at
the
education
plans
or
the
safeguarding
processes,
and
what
we've
had
to
do
is
realign
some
of
our
resources
that
we
have
and
pull
it
from
some
of
our
attendance
team.
F
So
over
this
covered
period,
because
a
lot
of
children
have
not
been
in
school
because
the
school
themselves
have
set
them
down,
we've
been
able
to
do
that
and
now
the
situation
where
having
those
conversations,
that
is
absolutely
what
you've
just
suggested
around.
How
do
you
realign
the
resource
that
we
have
to
ensure,
first
and
foremost,
that
children
are
safe,
you
know
and
that
they
are
then
getting
the
education
that
they
deserve.
A
Okay,
thank
you.
So
I'm
going
to
take
council,
linux
and
renshaw
who
haven't
spoken
yet
and
then
celia
and
counselor
marshall
katong.
If
you
could
just
make
your
points
briefly
and
then
we
will
need
to
wrap
up
the
session
because
we
still
got
quite
a
bit
to
get
through
on
the
agenda,
so
council
linux.
First,
please.
D
A
Thank
you,
catholics,
councillor
rentshaw,
please.
D
Thank
you
I'd
just
like
a
little
bit
of
clarity
around
point,
29
and
point
30
educational
sociability,
and
if
you
could
expand
slightly,
what
are
you
basing
this
on
you're.
A
J
Okay,
if
I
answer
that
bit
first,
would
that
be
useful.
907
is
the
collective
number.
Okay
448
of
the
plans
have
been
brought
in
within
that
year,
so
some
of
those
young
people
from
the
900
will
have
had
plans
that
have
been
assessed
in
previous
years.
So
that's.
Why
there's
a
difference
between
the
two.
J
Okay
in
terms
of
considered
suitable
on
paper,
this
relearns
back
again
to
the
conversation
that
we've
had
previously
about
what
does
suitable
look
like.
So
what
we
ask
for
parents
and
they
can
send
it
in
in
a
number
of
different
forms-
they
will
send
in
what
they're
going
to
be
doing
with
that
young
person.
J
We
are
not
and
we're
not
expected
to-
and
there
is
no
framework
for
us
to
do
so,
making
a
decision
about
progress
of
that
child.
So
we
can't
do
that
because
that's
what
assessment
happens
in
schools,
local
educated,
electively,
home,
educated
children?
We
don't,
we
don't
assess
their
progress,
so
we
can't
assess
whether
their
plan
has
made
progress,
because
that's
not
our
job
to
do
so
in
terms
of
the
suitable
education
plans.
J
So
with
experience
she
has
obviously
we
work
with
other
teachers
across
yorkshire
and
humber
and
looking
at
what
that
might
look
like.
So
we
we
have
a
view
of
what
that
might
look
like
you
know,
you're,
looking
for
literacy
and
numeracy
support,
what
resources
they're
going
to
be
using
what
they're
pulling
on
are
their
young
person
going
to
be
seeing
other
young
people
as
well
because
is
very
important
as
well.
J
So
that's
what
that
that
the
teacher
is
looking
at
if
she
has
a
plan
where
she
doesn't
feel
there
is
evidence
that
that
is
suitable.
Then
we
escalated
that
we
asked
for
more
information
from
the
parent
initially.
J
But
if
that
is
that's
not
forthcoming,
that's
where
we
use
the
school
attendance
order
process,
because
we
are
not
satisfied
that
the
plan
is
showing
suitability
for
that
child's
education
in
terms
of
the
mental
health.
Again
in
the
information
that
we
send
out
in
the
welcome
pack
and
in
the
information
that
we
send
out,
we
always
refer
to
the
mind:
mate
support
the
mind,
mate
support
team.
J
The
new
teams
that
have
come
into
leeds
have
been
working
directly
with
us,
and
so
parents
can
refer
directly
into
my
mate
and
get
that
support
around
mental
health
support,
as
any
young
person
can
in
the
city.
A
Okay,
thank
you
for
that.
So
celia
you
wanted
to
come
back
in
quickly
and
then
cancel
them
out
quickly.
G
Yeah
and
I'm
very
aware
that
the
powers
of
local
authorities
have
been
taken
into
more
central
control
by
the
state,
which
has
left
local
authorities
with
much
fewer,
far
fewer
responsibilities
and
powers,
and
I'm
just
wondering
being
aware
of
other
local
authorities
that
don't
seem
to
cover
the
areas
that
we
seem
to
cover.
How
much
of
what
you
do
is
above
and
beyond
what
you
are
required
to
do.
And
if
you
can't
answer
this
now,
can
you
let
us
know.
F
Yeah
we
do.
We
are
very,
very
diligent
in
terms
of
the
safeguarding
aspect
within
the
local
authority,
because
that's
absolutely
the
key
and
safeguarding
both
in
terms
of
the
well-being
of
a
young
person,
whether
that's
their
mental
health
as
well,
but
also
in
terms
of
their
education
opportunities.
F
F
What
we
have
also
done
this
time,
despite
the
lack
of
capacity,
is
because
over
the
coved
period,
a
lot
of
the
plans
had
to
be
judged
because
they
were
sending
them
into
the
local
authority,
or
we
had
to
do
online
viewing
of
talking
to
parents,
you
know
through
zoom,
etc.
F
What
we
have
done
this
term
again,
is
move
resources
into
catch
up
and
have
done
a
whole
programme
of
work
where
all
of
those
families,
young
people
being
contacted
again,
where
we
actually
stood
in
the
gardens
or
knocked
on
doors
and
made
visits
to
make
sure
that
they
are
safe.
So
we
do
go
above
and
beyond
those
expectations.
F
There
are
very
clear
guidelines,
though,
within
the
legislation
of
points
you
can't
go
beyond,
and
that
is
in
and
that's
again
some
of
the
consultation
that
was
held
where
the
we
were
saying
as
a
local
authority.
We
really
feel
that
it
should
be
mandatory
one
to
be
registered.
F
G
Yeah,
have
we
seen
the
submission
that
was
made
to
the
dfe
on
this,
and,
if
we
haven't,
are
we
able
to.
F
I
mean
the
submission
because
we
spoke
to-
I
think
it
was
because
2018,
so
it
would
have
been
steve
walker
who's.
The
director
that
signed
it
up
at
that
point,
whether
it
is
still
within
the
files
on
it,
I'm
not
sure,
but
it
came
into
the
local
authority.
We
could
check
whether
that
is
still
within
our
files,
but
that
was
it
went
out
to
our
local
authority.
It
was
a
survey.
It
was
an
online
survey
that
we
then
had
to
send
back.
A
Okay,
thank
you
and
finally,
councillor
marshall
caton.
Please.
M
M
I
was
contacted
my
kids
were
contacted
a
couple
of
months
ago
to
say
they
didn't
know
their
destinations,
and
that
was
comforting
for
me
as
a
mother
knowing
and
you
needed
to
know
exactly
where
those
letters
that
was
sent
to
them.
Do
you
send
the
same
letters
as
well
to
children
in
elective
education
post-16?
F
It
would
be
the
pathways
team
that
would
that
information
would
go
to
the
pathways
team
if
they
are
post
16
of
their
elective
home
education
and
the
pathway
team,
then
contact
them
and
send
the
letter
that
goes
through.
So
that
goes
to
all
of
the
children
that
are
on
our
list
of
elected
firm
education.
L
And
just
to
say,
for
those
children
where
we're
not
sure
are
there
and
none
the
pathway,
team
will
go
out
and
visit
and
we'll
dawn,
knock
and
again
just
do
everything
in
our
power
to
locate
children
and
to
ensure
that
we
do
know
what
the
destination
is
and
that
we
can
support
them
on
the
journey.
Okay,.
D
Sorry,
chad,
just
really
quickly
just
a
couple
of
things
you
get
one
yeah,
okay,
just
you
were
saying
earlier
about
parents,
don't
have
to
tell
you
if
their
children
go
back
into
school
and
that
quite
often
you
don't
get
a
reason
given
for
why
they've
chosen
to
home,
educate
when,
when
they're
going
back
in,
do
you
analyze
the
reasons
that
they
give
at
that
stage,
because
I'm
conscious
that
sometimes
the
decision
to
home
educate
is
really
emotive
and
they
might
not
want
to
give
you
a
reason
some.
D
Okay
and
if
the
reason
is
mental
health,
if
it's,
if
they've
got
anxiety
or
other
mental
health
issues
that
might
be
related
to
covid
or
or
otherwise
something
that's
happened
at
school,
I
mean
you
say
that,
obviously
they
get
that
mental
health
support.
But
I
I'm
aware
that
the
waiting
lists
are
huge
so
for
mind,
mate
for
the
first
stage
of
help,
which
is
psychological
well-being
before
you
even
get
to
cams
it's
months
and
months
months
and
all
the
time
that
child's
not
being
educated.
D
F
So
waiting
lists
absolutely
a
real
problem.
One
of
the
encouragements
really
about
returning
into
school
is
because
the
well-being
returned
to
school
and
the
government
gave
grants
to
local
authorities
to
provide
information
that
was
online,
but
also
back
into
schools
to
support
schools
in
those
young
people
who
were
having
mental
health
issues,
and
I
think
that
that
is
one
of
the
areas
that
absolutely
has
has
come
to
light
in
terms
of
those
that
are
electively
home
educated.
F
So,
whilst
there
are
support
that
might
be
through
the
channels
of
a
gp
etc,
and
whilst
you
might
have
stuff
that's
online
and
obviously
the
gp
would
refer
and
you'd
go
on
the
waiting
list
as
all
the
other
children,
we
are
very
conscious
that
there
is
a
wealth
of
information
that
is
within
schools
and
readily
available
and
all
of
those
staff
trained.
So
the
educational
psychologists
have
been
working
with
all
our
schools
that
are
across
the
local
authority,
ensuring
there's
a
program
in
place
and
that
they
can
access
the
program.
F
The
ed
sites
are
attached
to
every
individual
school
where
they
go
in
and
they're.
Having
that
conversation,
they've
done
planning
visits
at
the
beginning
of
this
year,
but
it
is
that
group
of
children
where
it
has
been
elected
that
they're
not
part
of
that
system
of
that
process
and
again
it's
through
the
gp
it's
through
those
services.
A
L
Briefly,
I
suppose,
just
to
return
to
and
the
comments
that
I
made
earlier
about
the
early
help
review
and
the
fact
that
we're
focusing
on
our
early
help
hubs
and
our
community
and
family
hubs,
the
other
strand,
is
on
our
therapeutic
support
services.
So
really
recognizing
you
know,
there's
something
about
direct
delivery.
Again,
there
is
some
additional
funding
coming
in
through
the
ccg
and
but
equally
there's
something
about
upskilling
the
workforce.
You
know
right
across
the
city
and
also
within
our
early
help.
A
D
A
You,
okay
right!
Well,
that's
been
a
fascinating
session.
I
think
probably
many
of
us
have
learnt
a
lot
in
that
time,
some
of
which
is
reassuring,
and
some
concerning
and
a
bit
like
councillor
lay.
So
my
conclusion
is
there's
probably
too
much
that
we
don't
know
on
this
agenda
and-
and
I
fully
accept-
that's-
not
necessarily
the
responsibility-
I'm
very,
very
grateful
for
all
of
the
information
you've
shared
with
us.
I
do
feel
we're
going
to
need
another
session
on
this.
A
The
sort
of
questions
I've
been
jotting
down
as
we're
going
along
and
certainly
not
for
now,
but
things
that
we
could
do
with
is
finding
a
way
to
look
at
data
on
outcomes
and
destinations
because
the
challenges
we
don't
know
to
what
extent.
This
is
a
good
solution
for
children
and
young
people
and
to
what
extent
it
isn't
and
we
need
to
try
and
get
a
handle
on
that.
A
I
suppose
there's
the
question
about
how
many
of
these
children
people
as
a
council
are
we
concerned
about,
and
how
many
are
we
not
concerned
about
we've
kind
of
touched
on
the?
How
many
have
submitted
the
plans,
but
I'd
like
to
get
into
a
little
bit
more
information
about
that?
What
the
quality
is
and
and
what
happens
if
we
don't
think
the
provision
is
suitable.
A
A
I'm
assuming
there's
a
number
of
children
that
this
are
still
not
on
a
list
that
we
don't
know
about,
and
that
would
be
useful
to
have
information
about,
and
I'd
like
to
know
a
bit
more
about
how
we're
doing
on
the
annual
visits
for
those
children
that
are
staying
for
some
time
and
what
sort
of
information
and
feedback
we're
getting
on
that
it'll
be
really
useful.
A
You
you've
indicated
that
this
is
a
national
trend
and
a
national
problem
be
useful
to
see
some
data
on
that,
and
so
we
can
compare
ourselves
with
statistical,
neighbors
and
core
cities
so
that
we
can
satisfy
ourselves
either
we're
doing
very
well
on
this
or
we're
lagging
behind
others
we,
but
we
could
do
some
data
on
that
from
the
chart
on
page
34
about
the
breakdown
schools
coming
back
to
sort
of
socio-economic
data,
and
things
like
be
useful
to
know
where
the
children
live,
because
that,
especially
at
secondary,
often
there's
no
relation
to
where
they
go
to
school
and
it
sort
of
used
to
have
a
ward
breakdown.
A
I
think
of
to
see
if
we
can
find
some
patterns
of
of
how
this
is
affected
and
then
also
it'd
be
useful
in
a
future
session
to
explore
exactly
what
happens
when
we
do
have
safeguarding
concerns
or
we
do
have
concerns
what
happens
then,
and
what
powers
do
we
or
other
agencies
have
to
to
do
something,
so
that
this
there's
quite
a
lot?
A
I'm
sure
there's
other
things
and
if
others
have
got
thoughts,
then
by
all
means
feed
them
in
because
we
haven't
originally
planned
to
have
another
session,
but
I
I
feel
there's
still
a
lot
more
to
to
go
out
here
on
this
before
we
make
any
recommendations
around
this.
So
with
that
a
little
later
than
planned,
I
suggest
we
wrap
up
on
this.
A
Take
a
a
quick
five
minute,
comfort
break
and
then,
hopefully
not
if
we
can
make
it
closer
to
five
minutes
than
ten
and
be
ready
to
go
as
close
to
five
two
as
possible.
If
I
could
just
make
sure
I've
given
to
check
their
microphones
are
off,
the
slide
will
go
up
on
the
screen
to
say
we're
on
a
break.
There
is
still
tea
and
coffee
available
in
the
members
room.
Hopefully
we
can
be
ready
to
go
again
in
five
minutes
please,
but
thank
you
for
that.
Drawing.
A
Okay,
everybody
if
we
could
take
our
seats
and
get
ready
to
go
again.
Please.
A
Okay,
so
I
think
the
the
webcast
is
is
back
on
so
we're
moving
on
to
item
eight.
Now,
I'm
anticipating
this
is
going
to
be
a
very
brief
item,
because
when
we
first
looked
to
put
this
on
the
work
schedule,
there's
a
lot
more
concern
about
guidance
for
gcse
and
a
level
exams
for
the
summer.
I
think,
unless
anybody
raised
anything
alarming
today,
that
has
dissipated
somewhat,
but
if
I
can
ask
councillor
vena
or
julie
if
they
want
to
make
any
introductory
comments.
I
Yeah
thanks
council,
lamb
yeah.
I
think
you
you're
right
there
actually,
in
terms
of
I
think
when
we
spoke
about
this
last
time,
they
were
in
the
middle
of
the
consultations
that
were
going
on
in
terms
of
what's
going
to
be
happening
over
for
exams
in
22..
So
the
purpose
of
this
paper
for
scrutiny
was
really
to
provide
an
overview
for
your
awareness
and
information
in
terms
of
ways
forward.
I
I
I
So
the
rationale
behind
the
new
guidance
is:
it
would
be
unfair
to
go
back
to
2019
results
to
benchmark
next
year's
exams,
because
the
class
of
22
and
23
have
been
the
most
impact,
22,
sorry
being
the
most
impacted
through
the
pandemic.
So
the
dfe
have
announced
a
midway
point
where
they're
going
to
benchmark
against
between
2021
results
and
2019
results,
and
I
think
this
appear.
It
appears
the
fairer
system
and
spoken
with
secondary
colleagues,
and
there
hasn't
been
any
negative
comeback
from
schools
that
were
aware
of
in
terms
of
that
system.
I
I
So
since
the
last
scrutiny
meeting,
the
outcome
of
the
consultation
has
been
published,
for
example,
changes
such
as
optional
topics
in
english,
literature,
history,
geography,
there'll,
be
more
choice
on
some
exam
in
some
exam
areas
for
in
science,
for
example,
teachers
can
carry
out
the
experiments,
while
students
observe,
rather
than
having
to
do
them
practically
formula
tables
and
sheets
in
maths
and
science
will
be
provided
and
so
on.
I
But
I
think
the
most
significant
change
that
scrutiny
need
to
be
aware
of
is
is
that
the
dfe
plans
to
tell
schools
from
the
7th
of
february
what
topic
areas
will
be
will
be
the
focus,
and
I
guess
the
reason
for
not
doing
that
now-
is
that
narrowing
the
curriculum
could
potentially
start
now.
So
I
think
that's
why
they're
leaving
until
february
and
then
schools
can
then
move
into
a
much
more
focused
curriculum
on
what
they'll
be
assessed
on.
I
This
approach
has
actually
been
advocated
by
the
head
teacher
unions
and
again,
I've
spoken
to
secondary
colleagues
from
feedback
from
schools.
There's
been
no
backlash
against
this
that
we're
aware
of
the
final.
The
point
to
cover
in
the
plan
was
the
the
contingency
plan
and
if
members
recall
last
year
there
was
very
little
information
provided
about
a
plan
b
in
the
in
the
event
of
exam
stop
taking
place.
I
So
I
guess
we
welcome
the
clarity
and
the
timeliness
that's
been
proposed
this
year
from
from
dfe,
and
actually
indeed,
there
is
a
plan
b
just
in
case,
so
the
consul,
the
consul.
I
So
I
know
that
members
consider
the
working
group,
but
it
may
be
that
at
this
point,
council
land
that
you
want
to
consider
how
you
having
this
sort
of
topic,
is
a
bit
of
a
watching
brief
and
there's
there's
a.
I
I
think,
with
more
guidance
being
published
much
earlier
this
year
already,
and
I
think
there
was
also
the
issues
last
year
with
leeds
young
people
have
been
considerably
impacted
by
higher
rates
of
absence
from
from
school
as
well.
Whereas
I
think,
with
the
new
guidance
in
terms
of
curvy
bubbles,
etc,
etc,
there's
less
that's
not
impacting
as
much,
but
I
guess
if
rates
continue
to
go
up
and
absences,
go
up
from
staff
and
pupils
and
that's
maybe
something
that
the
scrutiny
would
want
to
look
at
again.
I
If
there's
a
disproportion
within
the
within
leads.
So
really
that's
just
an
overview
of
the
of
the
paper
just
for
sort
of
like
whether
you
know
for
consideration
and
where
you
want
to
go
with
that
now.
Okay,.
A
Thank
you
dave.
That's
that's
really
helpful.
I
think
certainly
the
a
lot
of
the
concerns
that
we
had
when
this
was
first
raised
have
kind
of
been
addressed,
so
I'm
not
minded
unless
there's
a
clamor
around
the
room
that
we
would
have
a
working
group
now
and
as
you
a
watching
brief,
I
think
is
we
can
always
revisit
it.
If
any
concerns
are
are
coming
up
down
the
line
and
council
renshore
you,
you
wanted
to
make
a
point.
D
I
Yeah,
I
think
the
the
the
reset
the
research
there
are
for
to
give
those
students
the
opportunity
to
have
some
additional
coaching
and
some
additional
tutoring
for
them
to
reset
the
the
exam
again
to
see
if
they
can
improve
their
grade.
But
that's
the
specific
case,
rather
than
it
being
for
a
full
new
cohort
going
through
the
system.
This
year.
I
Yeah,
I
think
I
think,
if,
if
I
sort
of
I'll
talk
with
with
secondary
colleagues
about
that
one
and
come
back
to
you
on
that,
because
a
lot
of
that
will
be
with
the
schools
will
be
working
with
the
young
people
in
terms
of
of
how
they
manage
that
and
how
they
manage
the
expectations
of
doing
their
current
study
and
the
things
that
they've
got
to
do.
But
it's
like
it's
a
it's
an
additional
opportunity.
Rather
they
wouldn't
be
going
through
the
whole
assessment.
They
wouldn't
have
the
time
to
do.
I
A
You,
okay,
thank
you,
so
I'm
not
seeing
any
other
hands.
Is
everyone
content
that
we
just
keep
this
under
a
watching
brief,
going
forward?
Councilor
marshall
cat.
M
Thank
you,
chair
dave.
What
I
would
like
to
ask
is
from
an
example
from
an
a
level
results
case
that
I
have
been
dealing
with,
and
we
do
remember
when
the
assessment
came
teacher
assessment
grades
and
we
had
an
a-level
student
from
with
all
the
algorithm
and
she
was
from
an
ls7
postcode,
which
is
one
of
the
deprived
areas
that
we
have
in
leeds
and
she
had
three
a's
and
believed
she
was
an
a
star
student
and
brought
all
her
paperwork
to
myself.
M
M
But
what
she
wanted
to
study
was
medicine
and
for
cambridge
they
needed
three
a
star
now
the
subject
in
which
she
was
given
an
a
she
believed
that
was
her
strongest
subject
and
she
bel
the
student
believed
she
was
an
a
star
student
and
highest
in
her
class.
I
challenged
the
college,
wrote
to
them
and
I've
had
several
meetings
with
them.
M
She
was
ranked
fourth
highest
in
chemistry
in
that
college.
I
asked
the
college
how
many
people
were
giving
a
stars
and
they
said
12.,
so
I
said
to
them
and
she
was
a
black
girl.
I
said
to
them.
If
12
people
were
given
a
star
and
you
have
ranked
her
fourth,
how
come
she
was
not
given
an
a
star.
Until
today
I
haven't
received
the
answer,
and
I
was
told
to
appeal
to,
of
course
I
did
all
of
that
and
we're
still
nowhere.
M
So
what
I
am
saying
here
is
when
exams
are
not
written,
it's
very,
very
difficult
for
young
people,
especially
those
who
really
know
what
they
do,
and
I
mean
this
young
girl
was
so
certain.
There
was
no
subject,
no
exam,
she
wrote
that
was
below
89
and
she
had
all
her
papers
and
because
she
brought
that
to
me,
I
knew
it
was
worth
fighting
for
and
I
went
through
all
of
that.
M
She
missed
the
whole
year
and
has
finally
gotten
medicine
in
sheffield,
but
it's
not
the
university
she
wanted,
because
she
needed
three
stars
and
she
was
giving
two
a
stars
in
an
a
so
we
need
to
have
and
put
something
in
place
if
2022
comes
and
children
are
not
able
to
write
exams,
we're
going
to
be
having
this
same
problem
where
certain
children
will
be
on
the
receiving
end
and
not
given
what
they
actually
deserve,
and
if
we
actually
challenge
it
and
they
are
still
not
given
what
they
deserve.
What
do
we
do.
I
We
certainly
don't
want
a
situation
where
covert
is
impacting
on
children
not
being
able
to
sit
exams
over
the
next
couple
of
years,
but
actually
schools
are
able
now
and
to
be
building
that
evidence
base
to
get
really
much
more
accurate
results
for
those
young
people.
So
I
think
we're
in
a
better
position
and
the
other
thing
is
schools.
Schools
have
have
become
very
sort
of
good,
effective
at
doing
sort
of
much
more
teacher
receptors
because
they've
got
into
that
system.
I
A
Okay,
thank
you
for
that.
Okay,
so
I
I
think
the
the
conclusion
of
this
item
is
that
we're
going
to
keep
a
watching
brief
on
this
and
we'll
come
back
to
it.
If
necessary,
cancer
students.
C
A
Yep,
if
you
could
get
that
for
us
dave,
that
would
be
very
helpful.
Thank
you.
Okay.
So
we're
going
to
move
on
to
item
nine,
which
is
the
new
revised,
send
and
inclusion
strategy,
and
I
believe
val
is
going
to
be
leading
on
this
we've.
I,
the
original
plan
was
to
finish
at
half
12.
I
think
that's
now
impossible
with
the
agenda,
but
if
we
could
try
and
the
next
two
items
are
so
about
15
minutes
on
on
each.
A
F
Thank
you
councillor,
so
we
are
bringing
the
strategy
for
discussion
and
to
share
with
you.
It
is
a
draft
strategy,
send
an
inclusion
strategy
and
since
2014
the
children,
families
act,
the
all
local
authorities
have
been
required
to
produce
a
send
strategy.
F
The
send
inclusion
strategy
aligns
with
the
3a
strategy
that
I
know
dave
is
going
to
talk
to
in
a
little
while
about
improving
attendance
attainment
and
achievement
for
all
children,
young
people
in
the
city.
The
sending
inclusion
strategy
identifies
that
for
young
people
with
special
educational
needs
and
those
in
vulnerable
contexts.
F
We
also
need
to
do
additional
work
to
ensure
that
they
are
successful
and
that
we
do
improve
their
outcomes.
So
that's
what
this
strategy
focuses
on.
The
draft
strategy
is
being
formed
by
our
cqc,
send
austed
inspection
that
we
had
in
2016..
F
It's
been
informed
by
the
voices
of
parents,
carers
and
young
people
through
ballots,
through
consultations,
and
also
through
partners
working
in
health
and
social
care
and
education.
Of
course,
a
lot
of
those
over
the
last
two
years
because
of
kovid
have
had
to
be
held
virtually
rather
than
the
planned
face-to-face
forums
that
we
had
hoped
to
have.
F
So
the
draft
strategy
was
sent
out
to
various
groups.
We
had
a
seven
week,
consultation
period,
that
was
in
june,
where
we
made
the
strategy
accessible
to
all.
It
was
on
the
local
offer.
We
went
around
to
families
of
school
cluster
groups,
head
teacher
forums.
We
held
virtual
meetings
online
with
parents
with
carers.
We
went
to
the
youth
parliament
and
spoke
to
a
lot
of
young
people
as
well
about
what
their
perspective
was
and
what
they
felt
need
to
be
included
within
the
strategy.
F
So
a
lot
of
it
was
held
with
in
the
terms
of
you
said
we
did
have
we
got
it
right.
Have
we
actually
captured
everything
that
you
have
told
us
that
we
need
to
work
on
over
30
000
people
accessed
the
strategy
and
took
information
from
that
strategy,
with
3000
of
those
actively
becoming
engaged
in
the
information
and
then
about
500
to
600
attending
very
specific
meetings
and
giving
us
feedback?
F
The
responses
confirmed
the
proposals
and
the
prioritize
within
the
strategy.
However,
there
was
a
concern
generally,
that
was
around
the
challenging
context
that
we
are
currently
working
in
coming
out
of
covid
and
also
the
lack
of
resources
and
the
capacity
that
we
would
have
to
be
able
to
deliver
on
that
strategy.
F
F
Those
key
shared
values
are
of
inclusion,
individualization
and
integrated
services
and
practices,
and
that's
the
overarching
umbrella,
and
then
we
have
six
priorities
that
have
been
identified,
that
we
will
have
working
groups
that
sit
underneath
those
and
a
reporting
system
that
goes
through
to
the
partnership
board
and
the
practice
improvement
group.
Those
six
priorities
are
around
the
early
identification
of
need,
workforce
development,
development
of
quality
plans
and
support
for
those
in
vulnerable
contacts,
continuing
of
provision
and
working
together,
integrated
working,
shared
pathways
across
all
services.
F
G
Thank
you,
chair
just
reading
the
body
of
the
report.
I
guess
most
people
on
this
board
are
aware
that
historically
our
send
was
underfunded
and
then,
when
it
was
supposedly
rectified,
it
was
capped,
which
seems
quite
contradictory,
if
not
perverse,
but
you
you
make
the
point
in
paragraph
20
about
employment
for
saying
now
that
means
additional
funding.
G
I
know
the
high
needs
block
is:
is
it
permanently
in
debt
or
whatever,
but
but
the
funding
to
support
send
young
people
in
employment,
I
would
imagine,
is
pressured
pressurized
and
it's
of
concern
that
so
few
go
on
to
employment.
G
I
also
wondered
how
much
of
the
council's
apprenticeship
scheme
that
I
know
they're
involved
with
apprenticeship,
how
many
of
those
would
be
suitable
and
even
our
amount
for
send
young
people
and,
of
course,
and
it's
been
a
perennial
eternal
movie
problem
transport
and
the
ability
of
young
people
sending
send
young
people
to
be
able
to
travel
independently.
G
F
Absolutely
I
mean
funding
clearly,
is
a
concern
and
absolutely
correct
in
terms
of
the
hiney's
block,
the
dsg
budget
that
comes
into
the
local
authority
and
that
high
needs
block
has
been
overspent
for
some
time
in
terms
of
the
capping.
Absolutely
we
were
capped,
I
think,
from
2014-16.
F
Tim
sats
next
to
me,
so
he
knows
way
more
than
I
do,
but
over
20
million
in
terms
of
capping
within
the
high
needs
block,
and
it
is
those
services
that
come
into
the
local
authority.
So
it's
that
money
that
actually
provides
for
all
of
that
provision
in
terms
of
building
special
schools
places
that
we
have
as
well
for
young
people.
F
So
that
is
the
overall
pitch,
and
I
know
that
tim
is
wanting
to
come
in
specifically
to
talk
about
that
capping,
because
we're
currently
in
process
of
having
to
write
a
plan,
which
is
about
a
plan
of
how
we
are
going
to
reduce
that
deficit
that
is
within
the
higher
needs
block,
which
is
what
all
local
authorities
are
being
asked
to
do.
So,
yes,
there
is
an
issue
in
terms
of
the
funding
overall
that
comes
into
the
highness
block
and
our
ability
to
spend
within
that.
K
Tim,
thank
you.
The
national
funding
formula
was
implemented
in
2018
and
there
was
a
phased
introduction
of
it
since
2018
19
to
date
across
the
whole
of
the
dsg,
we've
lost
30
million
pounds
of
funding
to
the
to
the
cap.
20
million
pounds
of
that
30
was
the
high
needs
block,
as,
as
the
years
have
progressed,
with
the
introduction
of
the
national
funding
formula,
the
amount
that
we've
been
capped
has
reduced.
K
However,
we
will
still
be
capped
on
the
high
needs
block
next
year
by
just
short
of
two
million
pounds,
but
that's
that's.
The
smallest
amount
of
cap
we've
received
the
requirement
is
to
balance
the
dsg
in
in
totality.
K
So
historically,
we've
overspent
on
the
high
needs,
block
and
underspent
on
on
other
blocks,
small
underspends
on
the
school's
block,
bigger
overspends
on
the
early
years
block
and
the
cssb
block
is
so
small
that
it
doesn't
really
factor
into
it.
So,
although,
although
we
are
required
to
bring
that
dsg
back
into
balance,
the
key
area
where
we
will
need
to
look
to
bring
it
back
into
balance
is
the
high
needs
block
had
it
had
not
been
for
the
cap?
K
We
wouldn't
been
overspent
and
I
think
we've
we've
done
a
pretty
good
job
of
maintaining
the
overall
deficit
at
a
far
less
figure
than
the
overall
amount
that
we've
lost
to
the
cap
on
gains.
That's
been
implemented
since
2018-19.
A
Thank
you.
Councillor
lay
please.
E
A
couple
of
quick
questions:
how
many
is
in
the
team
that
deliver
this
strategy
and
if
money
was
no
object?
How
many
would
you
need
in
the
team
and
when
you
say
it's
cat
tim,
I
assume
you
mean
it's
capped
by
central
government,
but
is
that
excuse
my
ignorance
again,
but
could
I
take
two
million
pounds
out
of
somebody
else's
budget
somewhere
else
and
put
it
into
there?
Is
it
about
choices
or
can't
you
do
that.
K
So,
as
government
move
to
a
hard
implementation
of
the
national
funding
formula,
there
are
winners
and
losers,
because
the
amount
in
the
whole
system
is
is,
is
controlled
so
effectively.
We've
lost
money
to
the
cap,
such
that
other
local
authorities,
don't
have
to
lose
as
much
in
the
move
towards
the
national
funding
formula.
K
Can
we
take
money
from
elsewhere?
We
can-
and
we
already
do
so.
One
of
the
things
that
we
can
do
is
transfer
funding
between
the
schools
block
and
the
high
needs
block
and
every
year,
for
probably
at
least
the
last
five
years
we
have
moved
money
from
the
schools
blocked
to
the
high
needs
block.
We
can
only
move
0.5
of
the
schools
block
and
we
can
only
do
that
with
the
express
agreement
of
the
schools
forum.
So
it's
not
a
decision
that
the
council
can
take.
K
There
is
a
whole
raft
of
measures
that
we
need
to
put
in
place
to
be
able
to
demonstrate
how
and
why
we're
doing
that,
and
that
is
something
that
we've
done
each
and
every
year
for
the
last
five
years.
F
Yeah,
do
you
want
me
to
come
in
on
the
the
other
part
of
the
question
in
terms
of
the
team
that
can
deliver
the
strategy?
It
is
a
cross-cutting
strategy.
It
does
involve
colleagues
that
are
from
health
and
from
social
care,
and
we
have
pulled
together
those
different
agencies
in
representation,
so
that
it
is
a
shared
delivery
because
we're
talking
about
shared
pathways
as
well,
but
you're,
absolutely
right
the
capacity.
F
If
I'm
talking
about
the
send
inclusion
teams,
we
struggle
with
some
of
the
capacity
because,
of
course
all
of
our
teams
have
got
statutory
functions
and
statutory
duties
as
well
as
then
delivering
on
a
strategy.
One
of
the
things
that
we
are
working
on
is
actually
about
developing
the
capacity
within
schools
as
well.
So
part
of
the
picture
is
using
the
resource
that
we
have
and
the
wealth
of
resource
and
the
skill
and
the
expertise
in
schools
and
with
our
sencos.
F
So
we
have
developed
as
part
of
this
strategy
what
we
are
calling
the
same
practice
framework,
which
is
actually
to
build
that
expertise
that
knowledge
with
the
online
resource,
with
training
with
support
so
that
we
are
giving
away
some
of
those
skills.
That's
certainly
the
way
forward
in
terms
of
that
early
help,
early
identification
of
need,
ensuring
that
we've
got
the
right
support
the
right
time,
the
right
conversations
at
the
right
time
to
be
had.
F
But,
yes,
the
the
team
has
got
statutory
functions
so
we're
having
to
pull
away
from
some
of
the
work
that
we
are
doing
basically
to
ensure
the
early
help
agenda,
which
I
think
everybody
can
agree.
That's
the
way
we
need
to
go
in
terms
of
prevention,
so
that
we
don't
have
needs
escalating
throughout
the
city
ending
up
in
the
need
for
an
education,
health
and
care
plan
and
without
resolving
those
issues
at
an
earlier
stage.
F
So
yes-
and
I
know
that
we've
had
a
conversation
previously
about
the
number
of
staff,
I
would
be
delighted
if
we
could
double
my
number
of
staff
and
we
may
just
about
cover,
then
all
of
the
areas
that
we
need
to
cover,
but
I
know
that
that
is
not
reasonable
within
the
current
context
that
we
are
within
as
a
local
authority,
so
we
are
having
to
think
of
ways
creative
ways
of
developing
the
capacity
pulling
resources
across
and
within
the
children
families
directorate.
E
F
F
We
also
have
other
teams
that
are
working
again,
some
of
them
funded
through
the
dsg
budget,
the
eps
senate
teams,
as
well
that
work
with
schools
with
sencos
in
a
very
collaborative
way
of
ensuring
that
they're,
putting
the
support
in
schools
again
to
try
and
prevent
that
escalation
that
is
going
through,
but
the
number
of
requests
for
education,
health
and
care
plans.
We
are
now
over
5000,
where
we
have
got
5000
plans
in
the
local
authorities
in
the
local
authority,
and
we
are
seeing
that
rise
steadily.
F
A
Okay,
thank
you,
hello.
Next,
please.
H
H
Although
can
they
can
make
good
progress,
given
the
investment,
their
children
are
being
pushed
by
some
head
teachers
through
the
different
levels
towards
an
educational
health
care
plan,
so
that
they
are
not
counted
in
their
figures,
and
so
some
of
them
are
trying
to
get
them
into
other
into
other
settings.
And
this
I
don't
want
to
sort
of
criticize
these
head
teachers
because
they're
under
so
much
pressure.
F
Yeah,
I
absolutely
acknowledge,
and
just
want
to
shout
out
for
all
of
the
same
curse,
because
I
think
they're
absolutely
fantastic
and
the
work
that
they
do
in
every
school.
We
do
have
support
networks
for
all
of
our
sencos,
so
they
meet
on
a
regular
basis
where
we
can
support
them
with
their
particular
issues
in
individual
schools
and
they're
very,
very
well
attended
and
our
teams
are
always
going
into
the
schools
to
try
and
see
what
they
can
do
support,
but
they
are
limited
as
well.
F
But
yes,
in
terms
of
this
competing
agenda
in
terms
of
the
overall
attainment
levels
and
those
with
special
educational
needs.
That
is
something
that
is
really
highlighted,
and
I
think
it's
one
of
the
things
that
certainly
ofsted
now
when
they're
going
into
schools,
are
very
keen
on
identifying
the
overall
co-op
of
the
school,
the
level
of
progress
that
young
people
are
making
for
their
particular
needs,
as
well
as
the
overarching
attainment
level.
F
But
I
completely
acknowledge
that
for
schools,
it
is
a
competing
agenda
and
some
children
end
up
with
education,
health
and
care
plans
and
parents
again
it's
their
preference
as
well
to
go
into
special
education
rather
than
staying
within
the
mainstream,
which
is
part
of
the
story.
When
we
went
out
to
the
consultation,
a
lot
of
parents
were
telling
us
their
particular
stories
about
their
young
person
and
their
feeling
around
that.
F
A
Okay,
thank
you,
council
stevenson.
Please.
F
The
way
that
it's
funded
would
be
through
ffi
system,
it's
our
funding
system.
So
if
they've
got
an
education,
health
and
care
plan,
it's
looking
at
their
plan
of
what
their
needs
are
and
what
the
program
is.
And
then
the
funding
comes
through
the
ffi
system
of
funding
about
what
it
is
their
particular
needs
are.
F
If
they're
working
as
an
apprentice,
then
that
would
be
part
of
that
conversation.
I'm
talking
about
actually
paying
for
the
course
would
come
from
the
local
authority.
And
then
it
is
the
employers.
Then,
where
we
have
that
conversation
about
whether
they're
being
paid
for
the
work
that
they're
undertaking
yeah.
C
That's
the
bit
between
us.
You
mentioned
that
if
they're
not
on
an
apprenticeship,
they
can
do
an
internship
I'd
be
very
concerned.
If
there's
a
local
authority,
we
were
setting
something
up
for
somebody
to
go
and
do
an
internship
for
a
period
of
time
and
not
putting
in
the
caveat
that
that
should
be
paid
employment.
F
A
lot
of
our
internships
go
with
the
proviso
because
they're
all
they're
studying
at
the
same
time
as
they're
getting
the
experience
up
through
the
internship
and
then
they
do
end
up
with
a
job.
So
it
is
successful
actually
in
getting
young
people
that
are
not
becoming
neat
and
actually
moving
into
employment.
So
we
do
find
that
and
we
have
those
conversations
with
employers.
F
C
A
I
think
that's
that's
noted,
okay,
so
our
recommendation
is
around
whether
we
have
any
comments
or
changes
we
want
to
make
to
the
strategy
or,
if
we're
happy
to
to
endorse
and
support
it
going
forward.
Cancer
growing.
M
Yeah,
it's
not
a
change
to
the
strategy,
but
I
think,
given
the
nature
of
the
debate,
I
totally
agree
with
everything
that
colleagues
have
said
and
and
what
potential
and
actual
barriers
there
are
in
getting
in
the
way
of
actually
meeting
the
needs
of
these
young
people
with
special
educational
needs.
But
I
think
we
equally
ought
to
just
acknowledge
that
it's
a
very
good
strategy
and
I
would
like
to
re-emphasize
the
importance
of
identifying
those
needs
early
for
me.
M
I
mean
it's
all
important,
but
I
think
getting
to
early
identification
is
what
you
hear
mostly
from
parents
and
that's
really
important,
but
we
haven't
actually
said
what
we
think
about
the
strategy
and-
and
I
think
it's
a
very
good
strategy,
I
think
implementing
it-
will
be
a
very
different
story
for
all
the
reasons
that
we've
we've
just
rehearsed
now
and
I
presume
chair
that
we
will
be
monitoring
some
of
its
implementation
and
I
I
think
we
perhaps
given
what's
been
said.
M
We
need
a
little
bit
of
insight
into
some
of
the
cases
and
how
they
are
progressing
under
this
strategy,
either
as
they
should
or
not.
I
think,
as
counselors
we
often
get
cases
to
do
with
parents
coming
about
children
with
special
educational
needs,
because
they're
not
progressing,
and
maybe
that
gives
us
a
warped
view
of
what
the
rest
of
them
are
doing.
You
might
say
to
me:
well,
caroline
for
everyone,
but
you
you
comes
to
your
notice.
M
A
Thank
you,
counselor
groom,
yeah
and
I
think
again
it's
something
we'll
need
to
have
back
to
us,
reggie,
perhaps
in
12
months
time
to
look
at
how
we're
doing
and
how
how
progress
is,
is
going
against
the
plan
but
yeah.
I
don't
see
anyone
anyone
else
with
comments,
so
I
think,
on
that
basis
we
can
take
the
board
is
well.
I
think
we
probably
agree
with
councillor
gruen's
comments
that
it's
a
good
plan.
A
It
seems
to
be
in
the
right
direction
and
now
it's
just
trying
to
make
sure
it
gets
delivered
and
implemented.
So,
okay
right.
Thank
you
very
much
so
now
on
to
the
next
plan,
which
is
the
refreshed,
3a's
plan.
So
again
I
don't
know
if
councillor
vena
or
julie
have
got
any
opening
remarks
before
dave
takes
us
through
no.
A
I
Time
is
tight,
sir,
but,
and
I
think
the
the
plan
itself
is
actually
we've
tried
to
set
it
out
and
structure
it
that
it's
a
relatively
self-explanatory
plan,
but
so
I'll,
try
and
show
to
my
overview
you'll
be
members
will
be
familiar
with
the
the
most
current
three
years
plan,
which
was
scheduled
to
last
until
23.,
but
there's
been
a
catalyst
for
for
this
refresh
one.
I
The
most
significant
has
been
been
the
covered
pandemic,
and
this
has
understandably
changed
our
priorities
as
a
council
and
and
has
highlighted
the
need
to
respond
to
some
emerging
priorities
and
needs
that
we've
talked
about
scrutiny
over
the
last
couple
of
years,
full
cons,
so
we've
we've
utilized
the
the
last
annual
standards
report
that
we've
produced
for
scrutiny,
which
is
the
new
format,
has
given
us
a
much
clearer
focus
on
the
priorities
that
the
city
has
and
the
actions
that
we
need
to
take,
and
I
think
we've
also.
I
During
pandemic,
we've
worked
closely
with
schools
and
academies
further
developing
positive
relationships
across
the
city.
I
think
we
want
to
take
account
of
the
views
and
the
priorities
that
schools
are
facing
and
academies
are
facing
which
potentially
weren't
as
prevalent
in
the
last
sort
of
iteration
of
the
of
the
three
years.
I
So
I
think
it's
worth
just
saying
about
the
three
years
refresh
that
it
isn't
a
plan
for
schools,
but
it's
developed
really
to
get
a
focus
from
the
directorate
into
supporting
schools
and
settings
to
enable
them
to
to
improve
outcomes
for
young
young
people,
and
I
think
it's
it's
very
clearly
been
influenced
by
our
stakeholders
and
through
our
big
learning
conversations
that
we
held
in
the
in
the
summer
with
a
range
of
different
partners.
I
And
it's
also
worth
just
pointing
out
to
scrutiny
that
this
isn't
the
three
years
refresh.
Isn't
all
the
work
that's
going
on
from
the
children
and
families
directorate
in
terms
of
supporting
schools
settings
whilst
the
focus
within
the
refreshes
and
specific
priorities.
There's
still
a
lot
going
still
a
lot
going
on.
But
this
does
ensure.
I
think
what
we
want
to
make
sure
with
with
limited
resource.
I
We
want
to
ensure
that
we
focus
our
precious
resources
and
time
on
the
real
key
priorities
that
we
think
that
will
make
the
most
significant
differences
to
our
young
people
across
the
city.
So
the
priorities
I
won't
go
through
them
because
I'm
conscious
of
time,
but
but
we've
we've
identified
through
to
our
conversations
through
through
our
data
through
as
as
reading
as
a
priority
attendance,
send
issues
which
links
to
what
valos
has
been
talking
about
in
terms
of
the
the
the
send
strategy.
I
I
think
in
the
last
one
we
had
just
the
early
years
that,
but
that's
still
a
key
part
of
it,
but
it's
actually
wider
than
that
that
transition,
so
just
to
just
to
outline
a
little
bit
council,
I'm
about
how
we've
structured
the
documents
and
how
that
makes
it
so
that
everybody
within
the
directorate
is
very
clear
that
this
is
manageable
and
the
expectations
on
each
of
the
teams.
I
So
each
of
the
priorities
has
for
each
of
the
prices
as
a
service
lead
who's
identified
and
you'll
notice
in
the
plan.
One
really
key
priority
so,
for
example,
in
the
reading
one.
That's
underneath
my
sort
of
service
area,
one
of
the
key,
the
key
priorities
about
offering
deep
dives
into
our
schools
and
settings
and
academies
on
a
trade
basis,
so
that
actually
we
can
get
some
really
key
data
in
terms
of
what's
going
on
in
reading
and
in
in
the
school.
I
In
addition
to
that,
the
main
service
lead
has
also
identified
three
additional
actions
that
will
be
taken
to
support
the
priority
and
then
you'll
notice
that
further
actions
for
that
priority
are
identified.
So,
for
example,
if
I,
if
it's
my
service,
it's
the
key
one
valves
will
have
the
inclusion
team
will
have
one
in
there
plus
also
there's
some
very
specific
priorities
and
actions
for
other
areas
of
our
directorate.
I
So,
for
example,
in
the
reading,
you'll
notice
that
there's
a
an
expectation
that
social
care
will
get
involved
in
in
getting
key
messages
out
to
parents
on
how
to
support
their
child's
early
reading
development.
So
it's
trying
to
get
the
whole
directorate
focused
on
those
priorities.
I
So
progress
through
the
through
the
the
the
refreshed
three
years
will
be
through
our
good
learning
places
board
the
identified
service
lead
will
be
responsible
for
collating
all
that
information.
So,
for
example,
in
my
the
areas
I'm
leading
on
I'll
have
those
discussions
with
different
areas
of
the
directorate
and
then
pass
that
through,
and
I
think,
there's
an
expectation
that
we'd
sort
of
be
giving
some
updates
to
scrutiny
as
well.
I
Key
performance
indicators
are
attached
to
each
priority
and
I
think
we've
really
tried
to
target
key
performance
indicators
that
are
a
realistic
delivery
expectation
that
actually
we
can
control
those
rather
than
just
putting
sort
of
random
sort
of
performance
out
there.
I
So,
for
example,
in
terms
of
we
know
that
the
overall
long
term
target
is
to
get
phonics
outcomes
improved,
but
there's
a
host
of
factors
not
just
that
we
can
influence,
but
that
schools
influence
at
the
wider
community
influence
about
the
outcomes
and
that,
whereas
actually
our
kpi
is
about,
we
can
measure
it
and
control
it
as
as
a
as
a
as
a
local
authority.
I
I
think
one
of
the
things
one
when
I
was
thinking.
I
think
one
of
the
the
key
questions
that
I
thought
that
maybe
scrutiny
would
like
to
potentially
pick
up
on
is
why
we
don't
have
disadvantage
real
as
a
specific
priority
area
in
there.
But
actually,
if
you
look
at
what
we've
we've
looked
at
that
very
carefully
and
all
those
priorities,
the
significant
number
of
young
people
that
are
affected
by
those
priorities
will
actually
come
from
our
disadvantaged
communities.
I
So
I
think
the
the
priorities
set
out
in
the
three
years
will
target
the
barriers
where
this
advantage
children
feature
most,
but
actually
that
doesn't
exclude
working
with
all
our
children
to
raise
outcomes
for
all
our
young
people.
I
So
I
think
it's
it's
like
it.
It's
it's
in
our
draft.
At
the
moment.
I
think
it's
a
a
realistic
plan
to
really
sort
of
tighten
and
sharpen
the
focus
from
for
the
director
onto
those
priorities
that
you've
discussed
at
scrutiny
over
the
last
couple
of
years,
and
I
think
we've
tried
to
like
bring
in
some
of
those
discussions
that
we've
had-
and
I
guess
we're
at
that
point
where
we'd
welcome
comments
and
any
sort
of
things
that
people
would
like
us
to
consider.
A
A
B
Just
one
thing
about
you
for
fluency
reading
skills
you've
talked
about
100
reading,
deep
dive
reviews.
It's
not
clear
to
me.
Are
you
talking
about
100
children
or
100
schools
you're
going
into
because
I
think
if
it's
100
children
or
100
schools
is
a
big
difference.
I
Yeah
so,
and
we
we
can
make
that
clear
that
so
that's
with
schools,
so
that's
yeah!
So
that's
what
that's
a
we
would
target
a
hundred
and
again
we've
we've.
That
would
be
using
our
advisory
capacity.
So
we've
only
got
a
few
three
or
four
advisors
within
our
team.
So
so
it's
I
think
it's
realistic
over
the
period
of
time
that
we're
doing
this,
but
we
would
be
with
a
hundred
with
so
that
would
be,
would
tend
to
be
with
sort
of
prep
and
write
up
and
things.
B
I
I
think
one
of
the
things
you'll
notice
through
the
plan
in
terms
of
how
learning
improvement
links
with
learning
inclusion
that
actually
we'll
we'll
look
at
the
data
as
well
to
see
which
schools
have
got
specific
issues
around
reading
and
you
know
sort
of
attainment
on
entry.
So
those
it
won't
be
just
at
those
children
at
those
schools.
But
actually
that
will
be
a
big
feature
of
that
of
how
we
support
those
schools
with
those
with
the
children
that
got
the
the
lowest
outcomes
so
yeah.
I
But
yes,
it
would
be
schools
from
around
the
city
and
also
there's
a
under
a
new
sort
of
school
improvement
advisory
plan
this
year
with
there's
quite
a
focus
on
those
schools
that
coming
down
the
into
the
ofsted
inspection
window
as
well,
so
they'll
be
to
support
schools
in
terms
of
moving
moving
them.
I
G
Thank
you,
chad,
priority
for,
and
it's
all,
children
and
stuff
working
in
learning
settings
are
supported
with
their
well-being
and
we've
mentioned
in
in
passing,
almost
covered
and
the
huge
impact
it's
had
and
actually
still
having
in
schools
and
the
numbers.
Not
surprisingly,
I'm
sure
they
don't
surprise
anyone
around
this
table
are
increasing
and
staff.
G
Helen
will
also
be
aware
of
this.
It's
causing
stress
and
strain
for
staff
in
schools
and
schools
are
not
built
necessarily
to
accommodate
the
ventilation,
advice
and
requirements
to
keep
the
staff
and
people
safe,
and
it
is
having
an
impact
on
the
the
anxiety
levels
of
school
staff
and
in
particular,
one
of
the
areas
that
is
really.
G
I
don't
know
how
people
are
coping
with
it,
but
long
colby,
and
I
I
am
well
aware
that
some
some
of
these
school
staff
are
almost
certainly
going
to
have
to
leave
work.
They
are
not
able
to
go.
Many
have
been
on
ill
offhill
for
a
long
time,
and
apart
from
the
physical
concerns,
it's
it's
the
mental
stress
and
anxiety,
and
I
would
suggest
that
the
long
curvy
clinics
may
be
doing
well.
G
They
will
be
doing
sterling
work,
but
people
are
having
waiting
times
of
11
and
12
weeks,
probably
longer
now,
there's
not
that
support
necessarily
there.
So
is
this
support
that
is
indicated
here
going
to
be
able
to
to
meet
those
requirements
because
they,
you
know.
Certainly
we
all
know
the
national
health
service
is
buckling
under
the
strain
and
schools
are
finding
it
difficult,
and
you
know
the
whole
service
for
the
local
authority
is
under
pressure.
I
How
do
we
provide
support
for
the
senior
leaders
and
the
governors
to
support
their
staff
in
terms
of
their
well-being?
How
do
we
make
sure
that
we've
got
lots
of
different
teams
around
the
authority
that
deal
with
mental
health
and
wellbeing?
How
do
we
draw
that
together
so
that
actually
the
limited
resource
that
we
have
we
can
target
it
most
effectively?
So
I
think
that's
where
this
has
been
driven
in
terms
of
having
it
as
a
priority
within
the
new
three
years
refreshes.
A
Okay,
thank
you.
So
I
just
one
point
I
wanted
to
make.
I
think
that
the
plan
is
very
good
lots
of
good
things.
I
like
that.
It's
very
specific
and
lots
of
things
for
for
us
to
to
hold
you
to
down
down
the
line.
It's
very.
I
A
Thank
you,
okay,
any
other
comments
or
again
are
we.
Are
we
happy
to
to
say
that
we
support
the
plan
and
okay
we'll
want
to
so
have
some
regular
check-ins
to
see
how
we're
doing
on
that?
Okay
right!
Thank
you.
So
we
are
now
moving
on
to
item
11
in
our
meeting
agenda
today,
which
is
a
work
schedule,
so
I
don't
know
julie.
First
of
all,
do
you
want
to
just
do
the
verbal
update
on
the
ofsted
improvement
plan.
L
Yeah,
so
I'll
just
cover
some
actions
that
have
been
taken
in
relation
to
the
three
areas
that
ofsted
did
highlight
in
the
focus
visit.
L
So
the
first
area
was
around
quality
and
consistency
of
assessments
and
plans,
and
some
of
the
actions
that
we've
taken
so
far
is
that
we've
reviewed
current
training
and
development
that
offer
for
our
managers
and
we've
developed
some
short
by
size
sessions
for
managers,
focus
on
specific
areas
of
practice
and
that's
gone
down
really
really
well
in
terms
of
having
those
bike
size
sessions
and
at
different
times
of
the
day,
and
we
have
also
developed
a
mandatory
action
learning
program
for
team
managers
and
that
covers
a
range
of
topics,
including
audit
assessment
supervision
decision,
making
planning
a
real
focus
on
the
impact.
L
You
know
of
our
work
on
the
lived
experience
of
children
and
really
monitoring
and
reviewing
that
so
real
outcome.
Focused
planning,
we've
also
developed
a
new
team
manager.
What
we're
calling
an
evidence
portfolio
so
really
it's
looking
at
a
manager's
first
year
in
employment
and
thinking
about.
Actually
you
know
where.
Where
would
we
want
our
team
managers
to
be
at
the
end
of
that?
First,
12
months,
you
know
in
that
role
in
terms
of
knowledge
experience,
and
so
that's
something
that
we've
done
and
we're
also.
L
We've
reviewed
the
training
for
our
social
workers
again
in
relation
to
assessment
in
particular,
and
as
a
result
of
that
we
have
commissioned
david
shemins,
who
is
professor
of
child
protection,
research
at
kent
university
and
he's
working
with
us
to
develop
a
mandatory
program
again
for
team
managers
and
social
workers.
There'll
be
three
sessions
and
those
sessions
will
run
up
to
six
times
a
year
and
there'll
be
decision
making
for
team
managers.
L
There'll
be
recording
and
report
writing
for
social
workers
and
there'll
be
sessions
looking
at
assessment
and
analysis
skills
for
social
workers
and
we're
looking
again
at
the
you
know,
wanting
to
assure
ourselves
of
the
quality
of
assessments,
and
so
within
that
we
have
ensured
that
we
have
got
service
delivery
managers,
team
managers,
undertaking
quarterly
dip
sampling
of
assessments
and
that's
in
addition
to
the
day-to-day
work,
around
supervision
and
oversight
of
individual
cases.
L
Also,
we
have
engaged
an
external
reviewer
who
is
currently
auditing
some
of
our
assessments
across
the
directorate
and
again,
all
of
the
learning
from
that
will
be
taken
back
into
our
workforce
and
development
programme
in
relation
to
one
of
the
second
areas
that
inspectors
highlighted
was
around
the
quality
impact
of
managerial
oversight
and
supervision,
and
so
within
that,
we've
really,
I
suppose,
reiterated
reinforced
our
existing
policy
and
procedures.
L
As
an
example,
you
know
every
team
manager
is
expected
to
have
an
observation
by
their
service
delivery
manager
in
terms
of
supervision,
and
you
know
for
the
service
delivery
manager
to
observe
the
team
manager
as
they
are,
delivering
supervision
and
again
really
just
to
be
able
to
give
feedback
in
terms
of
you
know
that
critical
friend
in
terms
of
future
development
areas
within
that
as
well,
we
do
have
a
toolkit
and
there's
something
about
suppose.
Recognizing
new
service
delivery
managers
that
have
come
into
place,
especially
during
the
pandemic.
L
You've
got
a
number
of
new
managers
come
into
play
so
really
just
refreshing.
The
toolkit
with
making
sure
that
everybody's
aware
of
the
tools
that
are
available-
and
you
know,
most
importantly
using
those
effectively
that
they
feel
confident
in
using
the
tools
again,
we
have
reinforced
our
existing
recording
procedures.
So
we
have
our
procedure,
which
says
that
any
case
decision
that
which
is
taken
by
any
manager
at
any
level
should
be
recorded
on
the
child's
file
on
mosaic
within
48
hours.
So
some
of
this
is
just
about.
L
You
know
going
back
and
refreshing
policies
and
procedures
which
we
have
had
in
place
for
a
number
of
years.
We
also
really
need
to
understand
the
barriers
you
know.
So
what
is
stopping
or
what's
getting
in
the
way
of
managers
being
able
to
record
reflective
supervision,
because
I
think
you
know
we're
confident
really
that
reflective
supervision
and
outcome
focus
supervision
does
take
place.
L
I
think
what
we
see
is
that
perhaps
managers
who
are
busy
who
are
under
pressure
are
not
always
recording,
that's
in
detail,
or
perhaps
it's
the
quality
of
recording,
which
is
also
letting
them
down.
So
we've
had
a
session
with
managers
on
the
21st
of
october
just
to
explore
the
barriers
and
what's
getting
in
the
way,
and
that
was
facilitated
by
one
of
our
multi-systemic
therapy
managers
and
they're
very
skilled.
They
work
to
quite
a
clinical
model,
but
it's
part
of
their
day-to-day
work
is
recording,
outcome-focused,
reflective
supervision
and
that's
been.
L
We
have
linked
pairs
of
team
managers
together,
so
we
now
have
the
process
which
is
in
place.
It's
been
running,
it's
underway
where
they
are
auditing
respective
case
work,
so
they're,
not
auditing
their
own
work
and
that's
working
very
well,
and
we've
got
moderation
panels
which
have
been
set
up,
and
so
we've
got
three
panels,
one
which
is
pulling
together.
Managers
at
different
levels
in
relation
to
area
social
work.
L
We've
got
a
panel
which
is
looking
at
the
work
of
the
child,
health
and
disability
service,
and
then
we
have
a
panel
which
is
looking
at
our
children.
That's
after
service
now
care,
leaver
service,
so
they're,
a
group
of
managers
who
come
together
to
moderate
audits
that
have
been
undertaken
and
within
that
you
know
it's
a
real
focus
on
practice.
I
think
just
the
richness,
the
opportunity
to
come
together
and
have
those
discussions
you
know
to
think
about.
Well,
actually,
you
know:
does
that
look
like
really
good,
effective
practice
to
you.
L
You
know,
if
so,
why?
If
not,
why
and
I
think
again
it's
about
getting
that
that
challenge,
but
also,
I
suppose,
upskilling
really
and
supporting
you
know
some
of
our,
in
particular
some
of
our
new
managers
and
within
that
process
we
also
every
week
and
we
have
a
referral
review
meeting.
So
that's
a
meeting
which
really
focuses
on
the
work
which
has
come
through
our
front
door
in
the
previous
week
and
what
we're
doing
at
that
review
meeting
is
that
we
are.
L
They
are
really
reviewing
and
auditing
each
week
nine
completed
strategy
discussions
so
really
going.
It's
a
multi-agency
meeting,
so
we
have
police,
we
have
health,
we
have
children,
social
care,
so
really
looking
at
strategy
discussions
that
have
taken
place
across
the
city
in
the
preceding
week
and
looking
at
the
quality
of
those
the
quality
of
the
discussion,
the
quality
ultimately
of
the
decision
making
that's
come
from
those
those
discussions
and
meetings.
L
We
also
have
sdms
now
who
are
auditing
and
reviewing
strategy
discussions
that
have
taken
place
in
their
areas
each
week
so
service
delivery
managers
are
now
required
to
look
at
strategy
discussions
that
have
taken
place
and
again
review
the
quality
of
those
we've
also-
and
I
think
you'll
see
in
the
report-
that's
been
that
was
sent
out
yesterday
and
we
have
now
got
strategy.
L
Discussions
are
now
added
to
our
social
care,
weekly
performance
and
they're,
monitored
on
a
weekly
basis,
so
team
managers
service,
delivery
managers,
heads
of
service
are
looking
at
strategy
discussions
and
looking
at
partner
contributions
to
those
strategy.
Discussions
we've
got
an
escalation
process
in
place.
L
So
if
you
know,
for
whatever
reason
and
colleagues
are
struggling
to,
ensure
that
we
have
got
partner
contributions
from
health
and
police,
there's
no
an
escalation
process
with
single
point
of
contact
in
health,
in
children's
social
work
and
police,
where
those
issues
can
be
highlighted,
you
know
and
hopefully
dealt
with
on
the
day.
L
What
you'll
see
in
the
the
information
that
was
sent
through
is
that
it
is
an
improving
pr
picture
in
relation
to
partnership
involving
involvement,
and
so
really
you
know
from
a
baseline
looking
at
police
involvement.
It's
improved
from
you
know
around
70
to
90
health's
improved
from
a
baseline,
which
was
around
42
to
74,
and
the
percentage
of
strategy
discussions
which
are
now
have
a
contribution
from
health
and
policing.
Children's
social
work
service
is
currently
at
about
71.
L
We
did
have
a
event
wrist
very
recently,
which
was
looking
at
process
mapping,
so
it
was
an
event
that
was
held
or
led
by
health.
It
brought
together
police
children,
social
work,
colleagues,
and
we
really
looked
at
you
know
from
beginning
to
end
actually
that
process
of
requesting
a
strategy,
discussion
and
all
of
the
administrative
processes
which
you
know
which
support
it
was
a
really
helpful
discussion
and
it's
identified
really.
I
suppose
three
key
three
key
actions
that
we
want
to
take
forward
and
look
at
in
more
detail.
L
So
one
of
the
another
questions
really,
you
know
it
felt
that
the
processes
which
we
have
perhaps
in
health
and
are
a
little
bit
clunky.
So
there's
a
question
mark
about.
Actually
you
know:
could
the
health
triaging
be
quicker?
Could
it
be
simplified
and
when
I
say
health
triage,
you
know,
children's
social
work,
service
and
police
have
a
role
in
that
because
it
happens
at
the
front
door.
L
So
how
can
we
support
each
other
actually
to
enable
that
to
be
a
little
bit
quicker
and
looking
at
the
mechanism
for
arranging
strategy
meetings
and
again
it
was
felt
that
actually
sometimes
that
mechanism
you
know
of
actually
trying
to
get
police
health,
children,
social
work
in
the
same
place,
whether
it's
in
a
room
or
whether
it's
virtually
at
the
same
time,
the
mechanism
itself
sometimes
can
be
a
barrier
so
really
looking
to
see.
Actually
can
we
can
we
make
that
more
streamlined?
L
Can
we
make
that
more
effective
and
also
something
about
agreeing
on
time
scales
you
know.
So
when
is
it
you
know?
Do
we
have
a
really
shared
understanding
of
when
you
know
when
we
needed
an
immediate
response,
you
know
and
when
perhaps
we
may
have
time
for
a
more
planned
response
and
across
the
three
key
partners?
L
Are
we
all
looking
at
that
at
the
same
lens,
so
those
three
strands
will
be
taken
forward
together
again
in
a
working
group
with
police
with
health
and
children's
social
work.
We
do
have
some
additional
capacity
which
has
been
identified
at
the
front
door
from
health,
which
is
really
really
positive,
and
we
also
have
a
weekly
strategic
meeting
which
is
being
held
with
police,
health,
colleagues
and
children,
social
work
service.
L
I
attend
that
as
just
ruth
terry
who's,
the
chief
officer
for
social
work
and
that's
been
quite
interesting
because
regionally,
there
is
a
piece
of
work
which
has
been
undertaken
by
the
police
so
right
across
west
yorkshire
and
that's
fallen
out
of
a
recent
hmic
inspection
of
west
yorkshire,
police
and
the
arrangements
that
they
have
in
the
interface
that
they
have
between
themselves
and
different
local
authorities
front
doors.
So
it's
been
a
very
helpful
meeting,
because
what
it's
identifying
is
that
actually
there's
a
number
of
real
common
challenges
actually
across
the
region.
L
E
Very
quickly,
there's
a
lot
there
isn't
there
and
it's,
and
is
it
any
wonder,
and
I'm
going
to
be
a
brutally
honest
to
any
wonder
that
health,
education,
police,
etc?
E
L
We
are
so
conscious
of
that,
and
I
think
you
know,
I
think
I
think
one
of
the
privileges
of
something
totally
honest
to
work
in
leeds
is
that
we
do
have
that
restorative
culture.
You
know
that's
not
just
within
children
and
families
that
is
across
the
partnership.
So
I
think
when
I've
talked
about
some
of
the
actions
today,
you
know
you'll
see
that
a
number
of
those
have
actually
been
about
engaging
our
staff.
L
You
know
so
when
I
talked
about
and
really
you
know
what
perhaps
is
getting
in
the
way
of
team
managers
being
able
to
record
reflective
supervision,
it's
recognizing
that
they
are
busy.
Some
will
be
new
in
post,
there'll,
be
a
range
of
challenges.
So
actually
you
know
rather
than
ours
is
a
senior
leadership
team
assuming
what
those
barriers
may
be.
It
absolutely
is
about
engaging,
and
you
know
our
staff
at
every
level.
L
In
those
conversations-
and
I
think
the
other
thing
you
know
for
me
and
for
the
senior
leadership
team
and
for
the
workforce
as
a
whole
is
when
we
bring
all
of
this
back
to
children
and
families,
you
know.
Actually,
why
do
we
want
really
good
high
quality
assessments?
Why
do
we
want
outcome?
Focused
plans?
It's
because
we
want
the
best
results
for
children
and
families.
So
actually
you
know
what
we
need
to
do
as
senior
leaders.
L
What
we
need
to
do
collectively
is
to
remind
ourselves
of
why
we
get
up
in
the
morning
and
actually,
when
we
can
get
into
the
conversations
which
we
are
doing
through
this
work
about
practice.
Actually,
it
is
really
quite
inspiring.
You
know
and
again
I
think,
that's
why
we
feel
you
know
really
privileged
as
a
leadership
team
to
have
the
staff
that
we
have,
because,
despite
the
challenges,
when
we
begin
to
talk
about
practice,
they
are
inspired.
You
know
and
that's
what
we're
all
about
and
that's
what
we
want
for
the
leads.
A
Okay,
thank
you,
julie
and
also
we're
gonna.
Keep
our
watching
brief
on
on
this,
as
we
as
we
move
forward,
but
thank
you
for
the
updates.
So,
if
I
had
to
to
angela
just
to
run
through
the
rest
of
the
work
schedule,
item.
D
Thank
you
chair.
So,
as
usual,
the
latest
version
of
the
scooter
boards
work
schedule
is
appended
to
the
report
appendix
one.
Since
the
last
board
meeting,
though
just
to
make
members
aware
there
have
been
a
request
made
by
the
director
actually
for
the
scrutiny
board
to
receive
start
receiving
the
annual
reports
of
the
lead
standing
advisory
council
on
religious
education.
So
this
body
has
a
statutory
responsibility
for
re,
curriculum
and
related
matters.
D
In
leads
each
year
it
does
publish
an
annual
report
that
has
to
be
submitted
to
dfe
by
the
31st
of
december,
so
it
is
proposed
that
the
latest
annual
report
is
is
brought
back
to
the
board
about
february
march
time,
just
to
provide
an
opportunity
for
members
to
be
aware
of
the
detail
to
ask
any
questions,
but
also
an
opportunity
to
offer
any
views
and
perspectives
in
terms
of
what
they'd,
like
the
advisory
council
to
recognize
in
their
current
and
future
years.
D
Ensuring
that
there's
joined
up
working
in
terms
of
priorities
so
moving
forward.
It
is
proposed
that
it
does
remain
an
annual
feature
of
the
scrutiny
board's
work
as
well.
A
Okay,
thank
you
angela,
okay,
so
item
12
is
the
date
and
time
of
next
meeting,
so
our
next
full
board
meeting
is
not
until
the
26th
of
january
at
2022.
I'm
not
doing
happy
christmas.
This
early
it's,
but
we
do
have
some
working
groups
in
december,
so
we
will
have
opportunities
for
mince
pies
and
all
that
all
that
jazz.
I
can't
what's
the
date
angela
for
the
is
it
the
first
of
december.
We've
got
a
working
group
and
the
16th.
I
think.
A
Yeah,
okay,
so
we'll
send
further
updates
around
on
that,
but
there
apologies
that
it's
run
on
longer
than
intended,
but
we've
got
through
an
awful
lot
of
of
important
things
there.
So
I'm
very
grateful
for
everyone
sticking
with
it
and
thank
you.