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A
Okay,
good
morning,
everybody
and
welcome
to
the
first
children
and
family
scrutiny
board
meeting
of
this
municipal
year.
My
name
is
counselor
alan
lam.
I
represent
the
weatherby
ward
and
I'm
the
chair
of
this
board.
The
meeting
is
being
webcast
on
the
council's
website
so
that
any
interesting
members
of
the
public
that
are
unable
to
observe
in
person
can
still
observe
remotely.
So
as
our
customer,
particularly
that's
our
first
meeting
of
the
year,
we'll
do
some
introductions
to
start
with
I'll.
A
B
Good
morning
everybody
I'm
angela
brogdon
the
principal
scrutiny
advisor
to
the
board.
E
Good
morning,
councillor
sandy
lay
only
in
edenwood
and
I'm
subbing
for
councillor
howie,
who
also
has
covered.
H
Good
morning,
council
for
emmy
bromley,
horsefifth
ward.
I
J
Morning
all
hannah
bethel
from
kirkster
ward.
A
Easy
for
you
to
say
councillor
insurer
well,
good
morning,
everybody
you're
all
very
welcome.
It's
a
well-known
fact
that
this
is
the
best
scrutiny
board
in
the
city,
if
not
the
whole
country,
and
I'm
sure,
you'll
spread
that
message
as
you
as
you
come
to
appreciate
it,
and
also
we
have
a
particularly
special
announcement
this
morning
that
council
lay
who's.
Kindly
subbing
for
us
is
celebrating
his
birthday
today.
A
B
B
Can
I
please
ask
members
to
make
any
declarations
of
interest
at
this
point,
and
I
shall
take
silences
and
on
thank
you
and
in
relation
to
item
five,
we
have
apologies
from
councillor,
martin
with
council
tudor
attending
a
substitute
member
councillor
howelly
with
council
lay
attending
a
substitute
member
councillor
senior
and
from
co-opted
member
andrew.
Graham.
Thank
you.
Chad.
A
Thank
you,
angela,
and
we
should
also
probably
report
that
we've
got
apologies
from
councillor
pryor
who's
got
other
engagements
and
also,
unfortunately,
council
of
venice
got
covered
so,
but
we've
got
we're
very
ably
covered
with
the
deputy
executive
members
and
they'll
introduce
themselves
shortly
once
we
get
to
those
items.
So
thank
you
for
for
joining
us
this
morning.
A
So
item
six
is
the
minutes
of
the
11th
of
may
so
for
those
that
were
present
quite
a
few
changes
since
then,
can
we
agree
that
they're
an
accurate
record
yep?
Thank
you
and
it's
anyone
got
any
matters
arising
from
that
set
of
minutes.
It's
page
7
to
12
on
the
agenda
pack.
A
Again
I'll
take
silence
that
there's
nothing
to
raise
so
so
we
can
get
into
the
the
meat
of
the
agenda
now
so
item.
Seven
is
a
standard
item
for
the
first
meeting
of
the
year,
which
just
covers
our
co-opted
members.
So
I'll
ask
angela
to
take
us
through
this.
Please.
B
Thank
you
chair,
so
the
scrutiny
board
procedurals
within
the
council's
constitution
outlines
the
options
that
are
available
to
scrutiny
boards
in
relation
to
appointing
co-opted
members,
and
this
report
provides
the
guidance
to
the
scrutiny
board
when
seeking
to
appoint
co-opted
members.
In
addition
to
the
options
that
are
available
to
all
the
scrutiny
boards.
B
As
the
elected
parent
governor
representative
for
primary
in
relation
to
non-voting
cooperatives,
the
appointment
of
non-voting
school
staff
representation
has
been
a
long-standing
approach.
That's
been
adopted
by
this
particular
board,
and
this
year
both
celia
foote
and
helen
bellamy
have
been
nominated
again
by
the
school
staff
joint
consultative
committee
to
continue
their
role
on
the
scrutiny
board
and
the
security
board's.
Also
previously
invited
co-opted
member
representation
from
the
third
sector
through
young
lives
leads,
and
this
year
laura
whittaker
has
been
nominated
again
to
represent
young
lives,
leaves
young
lives,
leads
on
the
scrutiny
board.
A
Nope
so
so
we've
got
three
recommendations,
so
first
of
all
is
to
approve
the
appointment
of
non-voting
co-opted
members
to
the
board.
So
everybody
happy
to
do
that
yep.
So
that's
done
b.
Note
the
nominations
of
the
roman
catholic
diocese
and
the
church
of
england
diocese
to
the
board
in
accordance
with
statutory
requirements.
So
that's
just
a
note
so
take
it
everyone's
happy
to
note
that
and
then
finally
c,
just
to
note
the
appointed
parent
government
representatives
to
the
board
in
accordance
with
the
statutory
requirements.
A
B
As
you
said
just
very
quickly,
this
report
sets
out
the
board's
terms
of
reference
for
members,
information
and
you'll,
see
on
appendix
three
in
particular
that
this
gives
an
overview
of
how
each
of
the
council's
five
individual
scrutiny
goes.
This
year
have
been
aligned
to
officer
delegated
functions
and
executive
portfolios
so
chair.
This
is
purely
to
note
for
today.
A
So
I'm
sure
everyone's
had
a
chance
to
to
read
them
any
questions
or
comments
or
we're
happy
just
to
to
note
them
yep.
Okay,
thank
you
very
much
for
that.
Okay,
so
item
nine,
now
we're
moving
on
to
sources
of
work
for
the
scrutiny
board
for
the
year.
So
at
this
point,
if
I
can
ask
our
guests
to
introduce
themselves,
perhaps
if
we
start
with
salon,
work
work
our
way
along
from
there.
L
Morning,
everybody
celine
tariq
and
director
of
children,
families.
M
A
Okay,
thank
you
all
very
much
and
we
send
our
best
wishes
to
councillor
vena,
who
I
know
is
watching
and
trying
to
battle
through
her
brain
fog
and
and
follow
on,
as
you
would
expect.
So
so,
hopefully
she's
feeling
feeling
better
soon.
But
thank
you
to
counselor
jenkins
for
for
filling
in
at
the
last
minute,
for
us
you're
very
welcome.
A
So
you
also
have
the
report
in
the
pack,
which
runs
from
page
35
to
82,
and
it
gives
information
and
guidance
on
potential
sources
of
work
and
areas
of
priority
for
the
board.
There
are
always
a
ton
of
things
that
we
would
like
to
look
at,
but
we
only
have
so
many
meetings
so
much
time
so
much
officer
resource
that
we
can
call
on.
A
So
it's
important
that
we
prioritize
councillor
pryor,
who
apologized
that
he
couldn't
be
he's
sent
a
few
things
through
which
which
I'll
run
through
if
they're
not
covered
by
others.
But
at
this
point,
if
I
can
ask
sal,
perhaps
to
start
first
and
then
councillor
jenkins
and
councillor
dowson
and
any
anybody
else
that
wants
to
chip
in
and
it's
just
really
considering
what
areas.
We
might
look
at
then.
I
asked
for
comments
and
thoughts
of
the
board
as
well
ultimate
we're
going
to
go
through
the
performance
reports.
L
Thanks,
council
alum,
I
think
this
is
the
the
year
that
we
are
going
to
be
looking
at
the
refresh
of
the
children
and
young
people's
plan
and
because
the
previous
plan
runs
up
until
2023
and
we've
done
some
initial
thinking
about
how
we
might
consult
on
that,
including
with
children,
young
people,
families
and
all
our
partners
across
the
city.
L
I
would
my
senses
that
what
we're
thinking
about
in
relation
to
the
children
and
young
people's
plan
is
that
it
has
one
of
the
things
that's
been
successful
about.
It
is
its
longevity.
I
think,
because
we've
had
a
strategy
around
child-friendly
leads
for
10
years
now,
and
we've
seen
significant
improvements
in
services
for
children
over
that
period
of
time
as
well.
L
So
I
think
the
general
direction
of
travel
for
the
children
and
young
people's
plan
will
probably
remain
similar,
but
we
do
want
to
refresh
it,
and
particularly,
I
think,
in
light
of
the
last
few
years
that
we've
had
and
impacts
of
corvette,
and
I
would
have
thought
that
scrutiny
would
want
to
have
an
early
opportunity,
perhaps
to
input
into
that,
to
help
set
the
direction
of
trouble
and
to
you
know
for
us
to
seek
your
views
about
how
we
might
take
that
forward.
L
I
know
we
haven't,
there's
a
deadline
for
reports
to
be
submitted
for
the
next
crucial,
which
is
the
end
of
june.
So
there's
not
lots
of
time,
but
I
did
wonder
whether,
as
a
substantive
item,
we
could
bring
the
children
young
people's
plan
to
july's
meeting
and
that
that
is
quite
early
on
in
the
process
of
consultation.
So
you'd
be
getting
a
look
at
it
early
and
obviously,
once
we're
further
into
the
year
we
could
we
can
bring
back
what
what
we're
finding
through
the
consultation.
L
So
that
was
one
area.
The
other
area
I
thought
about
was
we've
had
the
care
review
published
quite
recently
that
was
led
nationally
by
josh
mcallister,
and
it's
got
some
broad
and
deep
ramifications.
I
guess
longer
term.
L
So
we
might
not
want
to
go
through
the
whole
of
that
detail,
but
actually
there
is
a
substantive
substantive
element
of
it
which
focuses
on
family
help,
and
you
know,
I
think,
some
of
the
some
of
the
suggestions
that
are
coming
out
of
it
are
based
on
some
of
the
things
that
we've
done
here
in
late
we've
had
a
recent
review
of
our
early
help,
part
of
the
service.
L
So
that
would
be
an
area
that
potentially
we
could
look
at
in
terms
of
how
we
might
be
moving
forward
with
implementation.
L
Some
of
the
implementing
some
of
the
proposals
that
might
stem
from
that
review,
and
then
I
we
wondered
about
just
from
a
health
and
well-being,
point
of
view
for
children
and
young
people
and
again
particularly
post-pandemic,
where
their
children's
mental
health
needed
to
remain
firmly
on
the
agenda,
both
in
terms
of
how
children
are
doing
and
coping
in
terms
of
their
mental
health,
but
also
in
terms
of
the
services
that
we've
got
within
the
city
and
what
what
what
that
picture
looks
like
at
the
moment.
L
L
Other
areas
that
we
thought
about
are
whether
or
not
the
board
would
want
to
look
at
hosted
ratings
of
schools
in
the
city
just
in
in
you
know,
we
obviously
collect
the
data
and
the
outcomes
for
all
of
that,
and
there's
a
possibility
of
bringing
some
of
that
just
identifying
direction
of
trouble
and
any
themes
that
might
come
through
that,
but
also,
if
we
wanted
to,
we
could
invite
some
of
the
schools
in
where
there
is
recognized
good
practice.
L
That
might
be
helpful
to
share
more
broadly
across
the
sector
that
I
think
there
will
be
some
proposals
coming
forward
around
elective
home
education,
the
the
you
know,
we've
seen
through
the
pandemic,
the
numbers
significantly
increase.
We
described
that
as
a
as
a
spike,
but
it's
it's
not
the
the
spike
doesn't
seem
to
have
come
back
down
at
the
moment,
so
the
numbers
remain
relatively
high,
so
would
be.
L
You
know,
I
think,
there's
probably
something
about
bringing
the
data
around
ehe
here
and
if
there
are
new
proposals
that
would
be
useful
for
us
to
get
us
here
from
scrutiny
here
and
already
on
the
forward
plan.
We've
got
an
update
around
the
three-year
strategy
and
send
strategies,
and
also,
I
think,
we've
got
something
on
their
teacher
recruitment,
so
those
are
kind
of
some
of
the
areas
that
I
think
that
term
I
could
point
to
in
terms
of
big
ticket
items
really
in
terms
of
what
scrutiny
might
want
to
look
at.
A
Okay,
thank
you,
so
council
jenkins.
E
Yes,
I
very
much
agree
with
what
sal
has
has
said.
I
attended
yesterday
the
the
launch
of
the
children,
the
young
peoples
and
families
strategy
for
the
the
leeds
community
healthcare
which
only
came
out
yesterday,
so
it
might
be
something
that,
because
that's
the
strategy
for
2022
to
2025,
so
it
may
be
that
we
could
collide
those
issues
and
some
of
the
concepts
that
have
been
discussed
with
the
review,
the
refresh
of
the
children
and
young
people's
plan.
E
A
Thank
you,
council.
M
Right,
thank
you
and
you'll
have
to
forgive
me.
This
is
my
first
meeting
as
council.
Harlan's
deputy
councillor
harlan's
portfolio
in
is
in
relation
to
this
scrutiny.
Board
is
around
youth
services,
something
I
know
from
being
on
that
side
of
the
table,
you're
all
quite
passionate
about,
because
it
can
make
good
quality.
Youth
work,
as
you
know,
can
make
a
huge
difference
to
the
lives
of
children
and
young
people,
and
you
are
actually
reviewing
it
at
the
moment.
I
know
the
new
youth
work
model
has
come
as
an
update
to
you.
M
You
will
have
the
paperwork
for
that,
and
I
think
it's
coming
back
as
it
march
for
you
for
you
to
go
through
again.
It
is
a
theme
going
through
it
and
linking
with
what
council
jenkins
has
just
said
is
is
around
mental
health
and
the
follow-on
from
covid,
and
how
that
youth
work
can
actually
help
and
have
it
as
a
core
part
and
at
the
heart
of
what
it's
actually
offering.
M
So
I
won't
go
to
any
further
if
you've
got
the
report
written
down,
but
I
think
youth
services
is
something
you
always
have
had
your
finger
on.
The
button
of
youth
work
and
I
trust
you
will
be
doing
that
over
the
next
year
as
well.
Thank
you.
A
Thank
you,
council
terrorism
shaheen
anything
from
yourself.
N
It's
just
to
echo
what
sal
said
if
we
sort
of
look
at
the
best
city,
ambition
and
one
of
the
pillars
on
on
the
best
city,
ambition
is
health
and
well-being,
and
when
we
consider
post-pandemic
recovery,
internal
mental
health
and
well-being.
I
think
that
would
be
a
key
line
of
focus
for
us
to
look
at
how
schools
have
all
used.
N
The
my
health,
my
school
survey,
their
response
to
my
school,
my
health
survey
and
also
their
own
responses,
because
schools
have
got
a
duty
of
care
to
ensure
that
pupil
voice
and
child
voice
is
part
and
parcel
of
not
only
their
curriculum,
but
the
pastoral
care
and
support.
And
how
do
schools
govern
the
results
of
the
survey,
but
also
how
do
they
implement
that
within
their
curriculum
and
their
extra
offer
they
put
in
place
as
a
whole
and
then,
above
and
beyond
that
that
post-pandemic
sort
of
recovery?
N
So
I
think
that
would
really
help
because
in
the
children
young
people's
plan
our
cell
has
outlined
in
terms
of
the
refresh,
we
would
be
keen
to
still
keep
that
social
and
emotional,
mental
health
and
well-being.
As
part
of
that,
it's
a
strawberry
feeds
across
all
of
our
strategy
and
all
of
our
work,
and
it's
something
that
we
know
our
children
have
faced
considerably
in
terms
of
challenge
over
these
past
three
week
years
significantly.
N
So
we
would
be
keen
to
keep
that
as
part
of
it.
So
probably
just
echoing
in
terms
of
what
sal
said
in
terms
of
ofsted
coming
to
us
with
some
trends
and
patterns.
N
N
Women
actually
have
quite
strong
maintained
schools
in
terms
of
its
gradings
and
inviting
head
teachers
along
will
give
the
real
reflection
and
story
about
their
work
towards
securing
overall
effectiveness,
their
own
response
to
ofsted
and
often
not
being
the
only
measure
of
success,
but
how
actually
demonstrating
and
evidencing
their
postponement
recovery,
but
also
those
really
strong
outcomes
that
they
all
strive
for.
And
I
think
that
would
be
really
welcomed,
because
it
would
give
us
a
sense
of
the
playing
field,
inviting
schools
and
also
academies
to
give
that
sort
of
thorough
look
into
it.
N
A
Thank
you,
shaheen
val
anything.
I
I
think
he's
solving
covered
those
areas
really,
so
the
I
think
one
of
the
main
things
will
be
looking
at
the
consultation
paper,
the
green
paper
and
some
of
the
implications
of
that
and
aligning
that
with
our
send
strategy
for
the
city.
So
you
look
at
actually
identifying
the
factors
that
we
have
already
identified
as
a
city
that
we
need
to
work
with
and
then
looking
at
the
overall,
the
national
picture
and
the
direction
of
travel
and
seeing
the
synergy
between
the
two
and
identifying
those
key
points.
So
that's
already
been
mentioned.
Thank
you.
O
Thanks
council,
I
guess
this
is
the
advantage
of
this
side
of
the
table
when
we've
already
been
through
a
few
things.
The
one
thing
that
I
would
add-
and
it
probably
goes
without
saying-
but
I'll
say
it
anyway-
is
that
scrutiny
board
have
always
been
instrumental
in
helping
shape
our
budget
proposals.
O
O
I
think
it
is
with
a
refresh
of
that,
so
after
the
summer
and
into
the
autumn,
we'll
need
to
be
discussing
with
you
proposals
around
our
contribution
to
plug
in
the
gap
that
will
be
identified
in
terms
of
some
of
the
pressures
in
the
medium
term,
financial
strategy,
inflation
and
demand
and
demography,
to
name
but
two
which
are
going
to
present
us
with
some
real
challenges,
and
I
think
we've
got
to
think
long
and
hard
about
the
extent
to
which
our
proposals
are
similar
to
those
that
we
came
up
with
this
year,
which
were
around
sort
of
investor,
save
proposals.
O
You
may
recall
that
we
we've
done
something
on
fostering
and
residential
homes
for
children
looked
after,
and
I
think
we
need
to
sort
of
replicate
that
approach.
So
it
will
be
very
useful
to
have
those
conversations
with
the
board.
A
L
Thanks,
council,
I
think
everything
most
of
things
have
been
covered
there
between
my
colleagues
there,
but
impossibly
anything
that
that
may
come
up
this
morning
in
discussion.
I
think
councillor
pryor's
sort
of
mentioned
it
as
well
as
looking
at
this
year's
examination
results.
L
L
We
could
sort
of
like
explain
some
of
those
caveats
that
we've
done
in
the
over
the
last
year
or
two
and
how
we
wouldn't
be
able
to
give
sort
of
definitive
sort
of
how
that's
affect
how
curvy's
impacted
on
our
specific
young
people
in
leeds,
but
it
would
be
able
to
give
some
sort
of
rough
ideas
and
for
scrutiny
to
explore
a
bit.
A
Okay,
thank
you,
dave
yeah,
the
the
other
bits
that
council
prior
that
haven't
been
picked
up
were
around
sandy
funding
and
provision,
particularly
in
view
of
increasing
demand
and
looking
at
the
school's
bill
and
the
impact
on
leads
and
leads
children
they're
the
other
things
he
asked
me
to
to
pick
up
so:
okay,
that's
a
really
helpful
start
and
then
I'll
open
up
to
to
members.
A
If
there's
any
questions,
comments
or
ideas
of
things
that
we
might
want
to
consider
the
the
predator,
if
you
pop
your
hand
up
I'll,
take
the
speakers
in
the
order
that
I
that
I
see
them,
we
do
have
the
performance
report
to
come
as
well,
and
it
may
be
that
through
that
discussion
there
are
things
that
come
out
as
well,
that
we
want
to
look
at
so,
but
it's
just
useful
to
get
people's
thoughts
and
ideas
at
this
stage,
so
I've
got
celia
first,
please
and
then
I'll
just
take
everyone.
G
Thank
you
asking
advice.
I
don't
know
if
it
was
the
last
meeting
we
had
heard
one
before
that.
I
did
suggest
that
we
might
have
a
briefing
on
the
white
paper
and
I'm
just
wondering
whether
the
white
paper
and
the
green
paper,
if
it
would
be
useful
early
on
to
get
a
briefing
on
it,
because
it
could
inform
the
work
that
is
done
by
the
board
later
on.
I
was
really
wondering
whether
people
on
that
side
thought
it'd
be
worthwhile.
N
I
think
we
are
waiting
for
quite
a
lot
of
detail
to
come
through
in
terms
of
white
paper
and
its
ramifications,
so
we
can
hold
a
workshop,
which
I
think
will
be
probably
a
really
good
idea
in
terms
of
really
getting
into
some
of
that
detail
and
then
holding
something
a
bit
more
informal
where
we
can
discuss
it
in
detail
along
with
the
green
paper
as
well-
and
I
don't
know
if
that's
something
that
people
will
be
interested
in,
but
the
workshop
would
give
a
sense,
a
key
focus
on
certain
areas
and
allow
us
to
go
into
a
bit
more
depth
than
I
think
that
it
would
do
as
an
entire
board,
because
there's
still
levels
of
detail
that
haven't
come
through
yet
that
we're
waiting
for
some
of
the
green
paper.
N
But
the
white
paper
has
now
become
the
school's
bill
and
the
school's
bill
has
been
diluted
as
such
in
terms
of
its
actual
level
and
degree
of
of
information.
But
there
are
some
areas
that
we
need
to
have
some
real
consideration
and
and
debate
and
discussion
around
really
in
terms
of
our
position
and
how
that
stands.
So
I
would
suggest
a
workshop,
which
goes
into
a
bit
more
detail.
A
G
Yeah,
I
would
love
to
hear
that
send
was
mentioned
in
in
most
people's
reports
back,
but
I
think
we
need
to
delve
a
little
bit
more
into
children
and
young
people
with
complex
needs
and
with
really
severe
disabilities,
how
they
can
extend
their
learning
and
be
a
a
product
that
helps
their
well-being
and
to
the
to
the
to
the
city
as
well.
And
I
I
don't
think
we've
got
there
at
the
minute.
G
A
Okay,
thank
you
councillor
bithell,
please.
J
Thanks
chair,
as
always,
I
have
a
number
just
to
pick
up
on
a
couple
of
things
that
have
been
said
at
the
beginning.
I
think
it's
absolutely
right
and
I
couldn't
agree
more
with
us
looking
at
the
children,
young
people's
plan,
that
feels
really
really
important.
J
J
I
would
really
like
us
to
be
doing
some
work
on
young
offenders.
I
know
we
do
the
young
offenders
review
during
the
year,
but
actually
making
a
bit
more
of
that.
It
isn't
something
that
I
think
we've
delved
as
a
board,
particularly
deep
into
in
my
time
as
a
counsellor.
J
J
The
main
thing
I'd
like
us
to
look
at
is
extracurricular
opportunities
for
young
people,
making
sure
that
our
young
people
growing
up
ready
for
society
ready
to
be
citizens
of
leeds
means
that
we
need
to
have
equal
opportunities
across
the
city
and
for
our
young
people
to
engage
in
outside
of
school
as
well
as
inside
of
school.
J
And
again
I
don't
think
it's
something.
We've
necessarily
looked
at
in
detail
while
I've
been
elected.
Obviously
I'm
aware
we
can't
do
all
of
this,
but
we're
at
the
mind,
mapping
stage
I'd
like
us
to
look
at
attendance,
post,
covid
and
also
post
covered
the
achievement,
specifically
the
impact
of
the
tutoring
money
that
was
given
to
schools.
Add
like
ad
hoc
information
or
anecdotal
information.
J
That's
come
to
me
is
that
actually
it
was
so
red
taped
by
the
government
that
actually,
it
wasn't
as
useful
as
it
could
have
been,
and
I'd
like
to
see
what
the
impact
actually
was
on
our
young
people
and
whether
there's
anything
further.
That
needs
to
be
done
in
order
to
make
sure
that
we're
catching
up
that
lost
time.
J
J
We
know
that
schools
are
strapped
for
cash
and
actually
I've
had
to
have
extra
little
meetings
as
a
counsellor
to
try
and
understand
the
minutiae
of
the
funding,
because
it's
incredibly
complex,
certainly
to
me-
and
I
think,
without
looking
at
it
in
quite
a
lot
of
detail
as
a
scrutiny
board.
We're
missing
some
of
the
key
details
in
how
we
can
improve
education
and
outcomes
for
our
young
people.
Thanks.
A
K
Now
recruitment
is
being
carried
out,
as
has
been
a
stretch
within
the
youth
service
for
quite
a
lengthy
period,
and
right
from
when
I
first
started
on
the
scrutiny
board,
they
were
going
to
train
some
new
senior
youth
officers
and
that
still
has
not
been
carried
out
and
yet
there's
an
increase
in
mental
health
issues
that
the
youth
service
do
address
and
when
I've
looked
at
the
role
of
the
life
coaches
and
what
they
would
be
doing,
it
would
be
more
or
less
duplicating
the
work
that
is
already
delivered.
K
By
my
I
mean
the
the
team
that
come
in
my
ward
did
fantastic
work
within
the
youth
service
and
I'm
just
wondering
how
that
role
is
going
to
how
those
recruitments
going
to
take
place
eventually
in
order
to
be
able
to
deliver
to
the
more
demanding
need
of
that
service.
For
you,
young
people's
provision,
to
address
the
mental
health
issues
and
the
safeguarding
issues
that
have
all
come
about,
especially
since
culverd.
K
So
I
just
wondered:
if
someone
on
there
could
tell
me
how
that's
going
to
be
achieved,
I
think
that's
something
that
we
need
to
put
at
the
top
of
the
agenda.
D
Thank
you
chair.
A
few
points
on
the
schools,
build
the
various
white
and
green
papers.
I
think
we
need
to
put
the
issue
into
two
separate
camps.
I
think
that
the
briefing
that
we
need
fairly
swiftly
would
be
useful,
but
in
order
to
not
duplicate,
I
think
there's
one
a
very
good
objective.
One
already
that's
been
prepared
by
the
house,
commons
library
on
it.
That
would
help
us
mean
that
staff
don't
have
to
go
around
and
do
that
and
in
the
workshop
then
that's
the
subjective.
D
Bit
of
it
is
how
it's
going
to
affect
us
in
leads,
and
I
think
it's
really
important
that
when
we
have
that
we
include
multi
academy,
trust
colleagues
across
the
city
in
that,
because
it's
not
just
look
authority
that
might
be
affected
by
changes.
There'll
be
huge
changes
for
maps
as
well
and
I'll
be
interested
to
know
of
the
maps
already
operating
leads
what
their
capacity
would
be
to
expand.
If
schools
have
to
academize.
D
Is
that
going
to
be
an
existing
maps
or
will
there
be
new
maps?
And
what's
the
picture,
the
landscape
look
like
in
leeds
link
to
that
as
well?
It'd
be
useful
to
see
if
we
can
get
a
picture
across
the
schools
in
the
city,
how
the
schools
are
making
changes
to
the
minimum
hours
of
operation.
They
have
to
be
now
open
per
week
and
what
that
looks
like
across
the
city
in
different
areas
of
the
city
on
our
ukrainian
students
100
agree.
But
can
we
not
forget
our
afghan
students
as
well?
D
There
are
many
in
the
city
and
actually
the
way
that
ukrainian
families
have
been
supporting
schools.
A
lot
of
the
lessons
learned
from
that
actually
came
about
through
the
afghan
resettlement
scheme
and
I'll
tell
the
opportunity
now
to
say
it's
in
the
work
programme.
A
Thank
you,
councillor
hasselwood,
please.
K
Yeah,
it
was
just
I
mean,
obviously
a
lot's
been
said,
so
I
won't
go
over
that
there
are
a
few
things
I
need
agreed
with
so
I'll
leave
that,
but
just
I
just
want
to
say
on
the
exams-
and
I
think
it's
really
really
and
the
achievement,
and
I
think
it's
really
really
important-
that
we
have
a
look
at
the
exam
data
and
we
look
at
the
impact
the
last
two
years
have
had
on
children
in
the
city.
K
I'm
going
through
that
the
moment
my
son
is
doing
his
jesus
he's
sitting
english
as
we
speak
right
now,
so
I'm
living
this
day
in
day
out
with
a
child
who's
had
two
years
of
continued,
interrupted
education
and-
and
the
things
he's
told
me,
you
know
that
lived
experience
that
he's
told
me
about
of
going
through
that
and
then
having
to
sit
his
his
gcses
at
the
end
of
that,
as
we
as
we're
speaking
now
and
and
obviously,
we've
had
two
years
as
well
of
teacher
assessed
grades,
and
these
are
the
first
young
people
to
actually
set
exams
again
since
2019.
K
So
I
think,
there's
a
lot
of
things
to
look
at
within
that
data
when
we
get
it
through
and
and
to
look
at
how
that's
impacted.
So
I
I
think
that's
a
big
focus
that
we
need
to
look
at
on
how
that's
impacted
children's
achievements
and,
as
councillor
biffle
says,
that
extra
money
that
was
it
was
given
for
that
achievement
as
well,
how
all
that
has
worked
and
and
where
we
are
with
that.
Definitely.
A
Thank
you
for
that
councillor
bowdoin.
Please.
D
D
Is
there
a
surplus,
and
has
there
been
an
uptake
in
schools
because,
with
the
rise
in
costs
at
the
moment,
I
think
more
than
likely
this
summer
holidays
might
be
the
biggest
strain
for
a
lot
of
families
have
faced
since
the
healthy
holiday
funding
has
been
provided,
and
you
know
looking
at
the
the
agenda
in
regards
to
any
social
behavior,
that's
a
provision
that
can
help
with
that
with,
I
guess:
scn
children
and
social
and
children
with
social
emotional
mental
health
needs.
D
Typically,
when
you're
looking
at
those
children
who
can
be
selected
to
come
into
school
to
get
that
provision,
those
children
tend
to
be,
and
we
tend
to
be
recipient
recipients
of
that
as
well.
So
yeah
I'd
just
be
interested
to
know
what
is
the
surplus
like?
D
What's
the
funding
like
at
the
moment-
and
I
would
be
interested
to
know
if
any
schools
have
had
that
willpower
to
actually
go
and
apply
for
the
funding,
because
you
can
see
on
the
website
those
wards
that
do
have
schools
that
have
got
it
and
in
my
own
ward,
we
have
one
school,
and
so
that's
something
that
I
really
want
to
push
myself
as
a
ward
counsellor.
D
But
I'd
be
interested
in
to
know
what?
What
as
a
council
are
we
doing
to
sort
of?
I
guess
we've
we
put
the
fund
in
there,
but
are
we?
Are
we
pushing
the
heads
and
the
senior
leadership
teams
to
actually
take
that
money
and
use
it.
A
Okay,
thank
you
for
that
council
richards.
Please
thank
you.
C
Chair
right,
so
a
lot
of
issues
we
know
are
equally
important
within
the
educational.
You
know
what
we'll
do
is
educationalists
and
many
of
them
have
been
raised
already
and
certainly
councillor
bithell
went
through
the
panoply
of
those,
and
it's
not
to
say
that
any
of
them
are
more
or
less
important.
I
think
some
of
them
it's
the
short
term,
long
term.
C
We
all
know
about
some
of
the
continuum
that
go
through
one
of
the
ones
that
with
which
I'm
involved
at
the
moment,
is
about
the
impact
of
the
influx
of
ukrainians
into
our
educational
system,
and
it's
not
just
about
the
education.
It's
about
the
impact
in
a
complex
way,
and
it's
whether
you
know
putting
up
the
I've
already
hit.
Scnd
I've
already
hit
housing.
I've
already
hit
food.
We've
already
hit
lots
of
things
in
that
way.
C
So
my
question
would
be
that
on
the
more
immediate
short
term,
how
are
we
as
a
city
addressing
those
more
complex
needs
of
having
to
integrate
and
support
those
additional
communities
within
our
educational
framework,
and
it's
also
supporting
those
who
are
supporting
them?
So
we
look
at
the
schools,
and
here
we
are
I'm
in
a
ward
where
we
have
no
spare
primary
places.
C
So
what
happens
when
we
have
children
who
come
in
and
need
education,
and
normally
you
would
say
well,
you
need
to
go
and
travel
to
x.
Well,
that's
not
really
as
useful
to
those
families
where
travel
is
an
issue
full
stop.
So
I
would
like
to
you
know
for
us
to
look
at
that
in
its
broader
sense
and
to
see
how
we,
as
a
city,
are
addressing
those
issues.
K
Most
most
of
my
points
have
actually
been
covered,
but
celia-
and
I
were
talking
in
terms
of
recruitment
and
retention,
particularly
of
teachers.
It's
looking
at
the
routes
to
qualification
in
terms
of
recruitment
and
and
which
it
are
there
groups
or
is
there
a
route
where
teachers
are.
K
A
certain
route,
or
is
it
quite
equal
across
and
already
in
the
pre-meet.
K
Pinpointed
by
a
mat
yesterday,
they
can't
actually
recruit
support
staff
because
the
wages
are
too
low
and
they're
looking
at
retainers
because
of
because
of
term
time
only
pay.
And
then
the
the
final
thing
that
I
wanted
to
bring
up
was
linked
to
what
karen
said
with
the
with
the
youth
the
youth
service.
I
know
it
was
mentioned
that
the
profile
of
of
youth.
I
K
I
A
Thank
you
helen
councillor
forces.
Please.
F
All
right,
thank
you
very
much.
I
I
agree
that
with
all
of
these
areas
that
we
need
to
look
at
and
we're
certainly
going
to
have
a
very
big
busy
year
ahead.
I
just
wanted
to
confirm
that.
F
So
I
think
it
was
dave
that
said
about
looking
at
this
year's
exam
results
and
wanted
to
confirm
that
that
would
be
the
stats
as
well,
and
I
I
think,
in
a
way
that
that
links
to
some
of
the
other
areas
we're
looking
at
and
it
links
to
teacher
recruitment
and
retention
and
also
looking
at
the
the
sort
of
work
on
the
offstage
ratings
of
schools,
and
I
think
that
that
is
a
quite
important
piece
of
work.
Early
on
has
already
been
pointed
out.
H
Thank
you.
I
just
wanted
to
discuss
something
that
was
mentioned
at
the
beginning
by
sal
regarding
homeschooling
and
the
numbers
that
have
actually
increased
since
and
during
the
pandemic.
Homeschooling
is
something
that
I
did
with
my
own
daughter
for
a
year
that
was
about
three
years
ago
now
and
she's
now
in
high
school.
H
But
during
that
experience
I
managed
to
chat
to
a
lot
of
families
and
I
think,
in
terms
of
mental
well-being
and
their
cautiousness,
regarding
schools
being
able
to
allow
wellbeing
appropriately
to
their
children
and
a
teacher
pupil
ratio
discussing
also
retention
and
obviously
recruitment,
being
really
important,
and
looking
into
that,
I
don't
think
until
those
things
are
focused
and
and
able
to
be
addressed,
we'll
be
able
to
shift
back
and
allow
them
to
be
feeling
supported
and
able
to
return.
A
Okay,
thank
you,
okay,
so
the
the
one
thing
I've
got,
my
list
that
hasn't
come
up
and
elsewhere
is
around
looking
at
education,
health
and
care
plans,
which
I
know
there's
work
being
being
done
on
that.
I
think
it's
again
something
we
might
consider
having
having
a
look
at
through
through
scrutiny
over
the
years.
So
sal
is.
Is
there
anything?
That's
come
up
there
that
quite
quite
a
lengthy
list
of
things
that
is
either
surprised
to
you
or
you.
A
L
Mean
I
think
you
know
we
could
look
at
any
of
any
of
those
areas.
I'd
be
happy
to
progress
progress
with
those,
I
think,
as
I
was
listening,
I
think
part
of
I
was
thinking
a
bit
about
what
are
the
critical
challenges
for
us
in
the
in
the
coming
year,
and
certainly
workforce
is
going
to
be
a
major
challenge.
L
It's
a
major
challenge
across
all
industries
really
isn't
it,
but
I
think
that
issue
around
particularly
for
us
in
terms
of
children's
services
around
teachers
and
social
workers,
is
an
issue.
I
think
you
could
roll
that
up
with
looking
at
demand,
pressures
and
post.
You
know
postcard,
because
we
have
seen
significant
increases
in
referrals
to
children's
services
over
the
last
a
few
months.
L
I
think
we're
30
up
in
terms
of
referrals
coming
through
the
front
door,
and
you
know
the
workload
is
up
around
15
across
children's
services
have
got
you
know
higher
numbers
of
children
subject
to
child
protection
plan,
higher
numbers
of
children
in
carers
as
well.
L
So
I
think
that
might
merit
a
look
at
and
then
youth
works
always
popular
with
the
board
to
have
a
look
at,
and
I
guess
we'd
be
in
a
position
to
be
able
to
bring
a
update
since
the
review
that
we
brought
here
previously
to
just
to
say:
where
have
we
got
to
in
terms
of
the
implementation
of
the
recommendations
that
we
had
back
there.
A
Okay,
thank
you
sal
and
the
other
thing
that
hasn't
come.
I'm
certain
had
council
of
venera
have
been
sat
at
the
table.
She'd
have
raised
poverty
as
one
of
the
big
challenges
facing
the
city,
so
I
get
that
something
so
there's
an
awful
lot
there
and
we
won't
be
able
to
do
justice
to
everything
that
we've
we've
flagged
up.
E
Yes,
just
to
thank
you,
council,
just
to
emphasize
that
the
underlying
problem
over
the
next
year
is
going
to
be
the
cost
of
living
and
the
fuel
crisis,
and
I
think
that
needs
to
be
addressed,
and
I
think
the
council
is
going
to
look
at
setting
up
a
breakthrough
group.
That
looks
at
all
those
aspects
together,
and
it
may
be
that
this.
A
Okay,
thank
you,
so
there's
a
lot
to
think
about
there.
So
yeah
angela
and
I
will
go
away
and
try
and
make
some
sense
of
all
of
it
and
and
come
back
with
with
something
for
for
next
time.
So
thank
you
all
for
your
contributions
on
that.
So
we're
moving
on
to
item
10
now,
which
is
the
performance
update,
so
I
think
chris
will
be
coming
to
join
us.
So
I'll.
Just
let
him
get
settled
and
I
think
we've
got
ruth
terry.
A
Obscured
by
a
pillar
so
so
I'll,
let
you
both
get
settled
in
so
so.
The
report
that
you've
got,
which
is
page
83
to
96
on
the
agenda
pack,
it's
just
providing
a
summary
of
performance
information
relating
to
outcomes
for
children
and
young
people
in
leeds.
So
perhaps
I
can
ask
chris
and
ruth
to
to
introduce
themselves
and
I
think
it
will
be
chris
taking
us
through
the
report.
P
P
Trunks
run
through
a
few
key
points
from
the
report
before
opening
up
for
any
questions
from
from
the
board.
What
we've
tried
to
do
in
this
report
is
add
some
more
content
into
the
main
body
of
the
report
following
some
feedback
when
we
last
came
to
scrutiny
with
the
performance
report,
so
you
will
find
from
points
13
to
17
in
the
main
report.
P
There's
a
summary
of,
what's
contained
in
the
appendices,
I'm
going
to
pick
out
a
couple
of
points
from
those
areas,
probably
just
a
quick
note
to
say
that
the
report
does
briefly
mention
attainment
data
coming
later
in
the
year
and
the
refresh
of
the
children
young
people's
plan.
But
given
that
they've
already
been
mentioned
earlier,
I'm
not
going
to
touch
upon
those
those.
Now
I'd
like
to
start
at
point
15
of
the
report,
which
gives
a
summary
of
our
three
obsessions
starting
with
the
children
looked
after
numbers.
P
So
at
the
end
of
march
this
year
there
were
1
365
children
who
were
looked
after,
which
is
an
increase
of
87
from
the
previous
march.
We'll
have
some
national
and
regional
data
to
compare
leaders
change
to
in
the
autumn.
P
I
think
it's
likely
that
we'll
see
a
rise
in
our
comparators
as
sal
said
we're
seeing
a
rise
in
some
of
our
demand
pressures
and
and
increases,
and
having
talked
to
performance
colleagues
around
the
country
and
others.
The
similar
rises
in
demand
being
seen
across
the
country
in
terms
of
school
attendance
we've
been
able
to
provide
you
with
two
sets
of
data.
One
covers
the
previous
academic
year,
so
that's
20,
20
21,
and
that
shows
that
primary
school
attendance
is
in
line
with
national
figures
and
secondary
attendance
is
just
below
national.
P
For
the
current
academic
year
we
have
some
data
up
to
the
end
of
april.
Now
that
shows
that
both
primary
and
secondary
attendance
in
leeds
are
slightly
above
national.
It's
important
to
note
that
the
two
sources
of
attendance
data
here
are
different,
so
you
can't
compare
them
directly
because
of
the
way
the
figures
are
calculated,
but
you
can
compare
leaders
relative
position
within
each
of
those
data.
P
Sets
we've
included
information
about
neat
and
not
known
data,
so
the
focus
in
the
appendix
is
very
much
on
the
annual
performance
indicator
and
the
september
guarantee,
which
are
two
big
set
pieces
in
in
the
year.
P
But
you'll
also
know
that
in
appendix
one
we
have
the
march
2022
figures
which
show
from
the
previous
march
a
rise
in
the
neat
numbers,
but
a
drop
in
the
not
known
figures
and
that's
likely
because,
as
we
establish
more
statuses
of
young
people,
some
of
those
who
were
in
the
not
known
field
do
become
neat
some
become
eat.
Obviously,
but
some
become
neat
point.
17
we've
included
an
update
on
initial
child
protection
conference
timeliness,
and
this
has
been
a
topic.
P
That's
been
periodically
discussed
at
the
board
over
recent
years
and
and
the
appendix
covers
a
reduction
that
we
saw
in
the
timeliness
of
some
of
those
conferences
in
november
and
december
of
last
year
gives
a
bit
of
context
as
to
why
that
happened.
P
What
interim
arrangements
were
in
place
and
the
subsequent
recovery
of
timeliness
and
some
figures?
I
think,
up
to
the
end
of
march,
that
show
the
timeless
has-
has
increased.
It's
important
to
note
here
that
children
were
appropriately
safeguarded
during
the
dip
and
interim
safety
plans
were
put
in
place.
The
issue
was
also
raised
during
the
recent
ofsted
inspection
and
there's
a
brief
reference
to
that
in
the
letter
that
ofsted
provided.
P
But,
as
I
said,
that's
been
something
that
the
board
has
looked
at
previously,
so
we
felt
it
was
important
to
raise
that
and
I
think
that's
probably
the
the
main
areas
I
wanted
to
to
mention
before
opening
for
any
questions
or
points
of
clarity.
Members
may
have
thank
you.
A
C
Thank
you
very
much
for
that.
Just
I'll
go
straight
through
to
where
you
talked
about
attendance,
particularly
in
the
primary
schools
where
we
you
know,
we've
got
the
figure
of
96.4,
I'm
interested,
that's
a
lead
global
figure.
So,
what's
the
is
there
a
differential
between
the
best
and
the
worst?
So,
in
other
words,
that's
going
to
be
obviously
an
overall
figure.
So
that's
the
first
question
is:
what's
the
difference
between
the
best
figures
and
the
worst
figures,
and
does
that
in
turn
correlate
to
any
social
economic
factors.
In
other
words,
where
is
it?
C
P
Thank
you.
There
will
be
a
difference.
Yes,
I
don't
have
those
figures
to
hand,
but
we
we
can.
We
can.
We
can
find
those
there.
There
may
well
be
links
to
socioeconomic
factors
and
we
would
have
to
look
at
the
the
essentially
the
gap
between
the
best
and
the
worst
to
establish
if
that
has
changed,
but
that
information
is
available,
so
we
will
go
away
and
try
and
find
that
and
provide
that
later
date.
K
K
K
A
J
Hi
there.
Thank
you
just
a
couple
of
comments,
actually
mainly
looking
at
the
figures
for
reoffending.
It
feels
like
that
also
plays
into
my
request
for
more
information
on
young
offenders
and
for
scrutinizing,
because
actually
that's
36
compared
to
our
statistical
neighbors
being
29
is
reasonably
high,
so
actually
that
might
even
direct.
J
So
what
is
it
that
is
being
done
to
avoid
reoffending
might
actually
direct
the
scrutinization
of
it.
Looking
at
children
in
need
plans,
there
seems
to
be
quite
significant
jumps
and
I
just
wondered
if
so
that
I
can
more
accurately
gaze
the
gauge
the
size
of
the
jumps.
Is
there
a
lot
of
migration
in
it?
So
when
there's
a
200
difference,
is
that
200
new
plans
or
is
actually
we've
moved?
500
young
people
off
plans,
but
700
on?
Does
that
make
sense?
J
And
then
it
also
talks
about
the
neat
not
known,
and
I
just
wondered
whether
there's
any
anecdote
or
evidence
around
how
and
if
there
have
been
any
cuts
to
staff
and
whether
this
is
affecting
our
ability
to
locate
young
people,
because
we
know
the
financial
situation
where
we're
in
currently.
Thank
you.
P
I
I
I
can
pick
up
a
couple
of
those,
certainly
the
the
reoffending
one
yeah.
I
think,
as
you
say,
it
is
higher.
What
one
of
it
one
of
the
things
we're
seeing
is
a
decreasing
cohort
of
offenders,
but
a
the
cohort
of
reoffenders
is
is
remaining
a
bit
high.
So
there
is,
there
is
a
bit
of
percentage
statistical
element
going
on
there,
but
yes,
certainly
it
has
remained
higher
than
with
statistical
neighbours.
In
terms
of
childhood
need
plans.
P
There
will
be
some
instances
where
there
are
children
and
family
and
young
people
returning
onto
plans.
There
will
be
some
some
new
totally
new
to
that
and
it's
the
same
with
with
children
looked
after
child
protection
plans.
Sometimes
you
have
a
return
of
some
I'd.
P
I
wouldn't
know
what
the
exact
split
is
off
the
top
of
my
head,
but
given
that
we
are
seeing
an
increase
in
referrals
and
through
that
there
may
be
some,
there
may
be
an
increase
in
in
new
two
plans
for
the
first
time
coming
on,
but
we
would
have
to
look
to
to
to
establish
that.
L
So
just
come
in
cattle
and
yeah,
just
I
think
the
children
need
one
is
probably
a
reflection
of
increased
demand,
so
not
all
circumstances
that
we're
working
with
work
in
a
linear
way,
but
some
do
work
in
a
linear
fashion.
L
So
people
first
come
to
our
attention
through
early
help
and
then
into
child
in
need
and
where
those
issues
aren't
resolved,
you
can
see
then
moving
on
to
child
protection
plans
and
potentially
children
being
looked
after,
and
I
think
that
the
30
increase
that
I
alluded
to
earlier
will
be
reflected
in
that
in
that
children
in
need.
Children
need
figure.
We
ordinarily,
we
normally
work
with
around
five
thousand
five
thousand
one
hundred
children
at
any
given
time,
and
that
number
has
been
up
around
five
thousand
eight
hundred
five
thousand
nine
hundred.
L
So
there
will
be
that
increase
will
be
reflected
across
those
three
categories,
so
we
have
got.
We've
talked
a
bit
about
increases
in
numbers
of
children.
Looked
after
and
certainly
they're
subject
to
a
child
protection
plan
has
gone
up
in
in
this
last
period
and
and
children
in
need,
and
then
on
the
staffing
issue
around
employment
education
training.
L
I
think,
historically,
there
were
different
levels
of
stuffing
around
around
that
I
think
we've
been
impacted
a
bit
through
the
pandemic
because
of
in
addition
to
that,
because
of
some
of
the
prioritization
that
we've
had
to
do
in
terms
of
moving
some
of
our
staff
around
and
particularly
to
cover
safeguarding
challenges
that
we've
had
in
the
in
the
pandemic.
We've
also
had
a
look
at
the
processes
around
those
not
in
employment,
education,
training
and
done
a
business
process.
L
K
L
And
I
think
it's
a
something
that
we're
working
on
all
of
the
time
we
do
have
some
specific
stuff,
particularly
within
the
youth
work
service,
that
chase,
open
and
and
try
and
identify
those
young
people
whose
circumstances
are
not
known.
So
we
are
working
on
it
all
of
the
time,
there's
a
dedicated
team
that
does
it,
I
think,
there's
something
about
when
we
did
the
business
process
mapping.
L
There
was
something
about
improvements
that
we
needed
to
make
to
how
the
how
we
collate
the
data
which
we
we've
done.
There
is
something
about
coordinating
activity
because
it
it
sits
in
lots
of
different
places,
responsibility
for
for
this,
and
so
that's
the
that's.
L
A
new
course
that
we
have
established
in
our
recruiting
to,
and
we've
also
identified
a
number
of
very
number
of
areas
where
the
data
coming
into
us
is
delayed
or
not
accurate
and
shaheen's
working
on
having
conversations
individually
with
those
organizations
in
order
that
we
can
improve
that
as
well.
C
Thank
you.
Jen
follows
on
really
from
the
last
question
about
the
not
knowns
is
about
the
september
guarantee.
It
would
appear
that
the
position
in
leeds
relative
to
the
national
one
is
not
a
positive
one.
C
Now
as
someone
who
actually
works
with
young
people
in
that
capacity
and
knows
the
work
that
goes
on
in
schools,
I'm
kind
of
surprised
to
see
that,
if
I'm
very
honest,
I'm
wondering
if
we
are
looking
for
the
causes
of
that,
in
other
words,
why
is
it
that
it
would
appear
that
young
people
are
deliberately
taking
themselves
out
of
the
systems
which
exist
to
support
them
and
which
exist
to
make
that
progress
in
that
way?
Thank
you.
L
I
mean,
I
think,
that
I
think
this
is
an
issue
that
we
have
spent
some
time
looking
at
over
the
last
year,
because
the
you
know
the
figures
were
not
so
great
last
time
so
I've,
I
identified
some
of
the
improvements
that
we
are
making,
including
putting
some
more
dedicated
capacity
into
this
area.
L
I
do
think
as
a
big
city,
we
are
impacted
by
things
like
the
pandemic
in
a
more
significant
way
than
some
of
our
comparisons,
but
that
doesn't
take
away
from
the
point
that
you've
identified
and
we
need
to
do
better
on
it
and
we
are
making
those
changes
in
in
order
that
we
can
improve
in
the
coming
year.
L
M
Sorry,
I'm
just
butting
in
a
little
bit,
because
this
is
something
when
I
was
on
scrutiny
and
previously
when
I
was
actually
a
deputy
exec
board
member,
an
exec
board
member
that
we
we
spoke
about
a
lot
and
we
did
have
a
call
to
action
which
actually
reduced
our
numbers
considerably,
because
in
theory,
there's
no
such
thing
as
a
not
known
child
they're,
just
not
known
to
us
and
we're
not
talking,
often
about
people
who
would
identify
as
children.
M
But
we
do
need
to
know
these
figures
and
it's
how
to
get
these
figures.
So
I
do
totally
sympathize
with
schools
and
people
who
gather
those
statistics.
Those
those
numbers
are
out
there
somewhere
and
we
just
have
to
find
them.
So
how
we
do.
That
is
a
challenge
and
I
think
it's
one.
Hopefully
the
whole
city
can
embrace,
because
you
know
everybody
should
take
this
on
as
part
of
their
core
of
looking
after
children
and
young
people
in
leeds.
C
I
think
just
come
about
one
minute.
I
would
agree
that
we
all
we
should
work
to
it
together
and
there
are
examples
of
good
practice.
I'm
sure
you're
aware
as
I
am,
and
I
would
just
hope
that
as
a
city,
we
can
learn
from
those
examples
of
good
practice
because
they
are
out
there
and
they
do
provide
that
information,
and
it
may
be
that
you
know
better.
E
Thank
you,
chair
yeah.
I
just
wanted
to
ask
about
the
somewhere
in
the
report.
I
only
got
it
late
yesterday
so,
which
is
why
I'm
rather
quiet,
because
I
haven't
had
a
chance
to
read
most
of
it.
It
talks
about
two
million
pounds.
Additional
funding.
That's
been
made
aware
available
now
one
of
the
things
that
we've
talked
about
over
the
previous
year-
and
I
suspect
we
will
talk
about
again
and
have
done
in
the
past-
is
children
in
need
sends
a
echps
or
ehcps.
E
Whichever
way
around
it
is
and
val
in
the
past
has
talked
about
a
huge
increase
and
a
diminishing
workforce
for
her
team
to
support-
and
I
know
myself
that
I
have
a
number
of
parents
and
with
children
who
are
having
difficulties
navigating
the
send
process
and
we've
talked
about
large
caseloads
for
your
staff.
E
Well,
I
wondered
if
things
were
improving,
whether
part
of
that
two
million
additional
was
being
directed
to
yourselves
so
that
you
can
start
to,
and
I
can
start
to
reassure
some
of
those
very
vociferous
expert
parents,
because
I
think
that's
what
we
forget.
Children's
parents
are
experts,
very
often,
experts
in
send
and
they
seem
to
be
able
to
they
seem
to.
When
they
write
to
me.
E
They
seem
to
be
able
to
tie
our
teams
up
in
knots
around
things
that
our
teams
should
be
able
to
know
and
do,
and
they
seem
much
anyhow,
I'm
digressing.
Is
there
more
funding
and
more
staff
for
your
team
val
and
secondly,
we
have
we've.
We've
talked
about
elective
home
schooling
this
year
as
part
of
this
board,
and
we've
been
quite.
I
was
surprised
that
there
was
no
legal
requirement
for
a
child
to
attend
school.
Just
a.
E
What
sits
with
me
was
that
there
is
a
legal
requirement
for
the
child
to
get
an
education,
but
it
doesn't
have
to
be
in
school
and
so
with
so
many
and
the
rise
in
homeschooling.
There
are
going
to
be
so
many
unknowns
unknowns
when
it
comes
to
neets
at
1617.,
because
those
children
haven't
been
in
mainstream
education
and
they
haven't
that,
and
parents
haven't
been
any
under
any
formal
regulatory
or
legal
requirement
to
tell
the
council
what
the
hell
they're
doing
with
their
kids.
E
L
You're
right,
we
do
get
a
lot
of
correspondence
about,
and
sometimes
we
are
hearing
about
the
bits
that
haven't
quite
worked
as
as
well,
and
not
always
the
bits
that
do
work
work
well,
so
it
can
be
quite
a
challenging
place
to
be
in
terms
of
the
funding
we
have.
L
We
dedicated
half
a
million
of
that
two
million
to
this
area
of
work
specifically,
and
we
are
also
looking
at
further
investigative
proposals
that
we
might
be
able
to
make
in
the
coming
financial
year,
because
it
is
an
area
that
definitely
needs
more
attention
and
investment.
It
is
a
we
work.
Loads
are
high
in
this
part
of
the
world.
L
It
is
a
significant
pressure,
but
we
have
got
plans
in
place
at
the
moment
where
we're
undertaking
recruitment,
but
that
is
in
the
context
of
the
general
picture,
around
recruitment
and
retention
of
staff.
So
it
is
a
situation
where
we
are.
We
have
identified
additional
funding.
We
are
looking
to
do
more
we're
trying
to
recruit
into
the
posts
as
quickly
as
possible,
but
it
is
at
this
moment
in
time
and
place.
I
Thank
you
really
appreciate
that
counselor,
and
I
absolutely
you
know,
support
parents
at
this
moment
in
time
who
do
not
feel
you
know
that
the
response,
the
communication
is
good
enough.
We
are
aware
of
that.
We
are
working
on
that.
We
have
suffered
enormous
capacity
issues.
We've
had
people,
I
think,
in
a
lot
of
industries.
At
the
moment.
It's
true
to
say,
people
have
re-evaluated
their
lives,
so
we've
had
a
lot
of
people
that
have
left
the
team.
Send
sap
team
moved
into
other
places.
I
Recruitment
is
difficult
as
well
within
that
area,
but
we
are
working
hard
on
it
and,
as
sal
has
just
said,
we've
got
further
investment
and
we're
out
at
the
moment,
looking
at
those
processes
and
structures,
as
well
as
building
the
capacity
within
the
team.
I
I
think
one
of
the
key
areas
that
we've
looked
at
is
actually
about
the
administration
support
within
the
team,
because
when
we
have
looked
at
the
complaints
that
are
coming
in
from
families,
the
categorization
of
those
complaints,
three
main
areas
and
two
of
those
areas
are
absolutely
about
the
communication
that
that
we
have
with
family.
So
when
they're
trying
to
ring
through
and
they're
not
getting
a
response
and
also
the
timeliness,
you
know
of
information
going
out,
so
we've
done
a
whole
piece
of
work.
I
E
Thank
you
for
that
yeah.
I
think
it's
true
to
say
that
as
someone
who
turns
55
today,
as
you
all
know,
and
had
chosen
to
re-evaluate
my
work
life,
I
know
because
I'm
retiring
in
two
weeks-
well
part-time
retiring,
that
we
are
that
the
council
will
be
in
the
same
position
as
we
are
in
my
a
e.
You
all
know.
I
work
in
a
e.
We
we're
losing
we're
hemorrhaging
staff
because
we're
we're
worn
out
we're
overwhelmed,
we're
overworked.
E
We're
hemorrhaging
experienced
knowledgeable,
skillful
practitioners,
and
it's
not
enough
just
to
recruit
new
people,
it's
the
quality
of
the
recruitment.
So
we
can't
get
experienced
qualified,
knowledgeable,
a
e
nurses,
so
we
are
in
we're
having
to
employ
newly
qualified
nurses
and
nurses,
who
have
had
one
or
two
years
on
the
ward.
E
The
reason
I
say
that
is
because
I
suspect
they're
the
problems
you're
going
to
have
as
well
and
that
it
isn't
just
about
bums
on
desks.
They've
got
to
have
time
to
learn
the
job,
be
taught
the
job
to
understand
the
job,
and
all
of
that
will
take
time
unless
you're
telling
me
that
you're
going
to
get
suddenly
get
a
dozen
experienced,
send
operators
from
other
local
authorities
because
you're
just
nicking
from
somebody
else.
E
So
there
is
a
lot
still
to
be
done,
but
it
is
pleasing
to
hear
that
we
are
trying
to
deal
with
it,
but
we're
you're
fighting
and
losing
back
we'll.
Let
the
truth
be
known,
because
there's
115
industries
and
sectors
suffering
from
a
shortage
of
staff.
E
And
I
don't
know
what
the
answer
is,
but
just
best
wishes
that
you
sort
out
really
all
right.
L
I
think
I
think,
that's
quite
you
know
articulately
pot
really
in
terms
of
describing
some
of
the
challenges
that
we
are
facing
and
there's
something
about
having
on
a
number
of
fronts,
having
to
do
something
to
try
and
arrest
people
leaving
in
the
immediate
sense
something
about
continuing
to
recruit
more
people
at
the
same
time,
but
also
at
the
same
time,
putting
in
those
medium-term
measures
that
are
gonna
that
we
might
not
see
immediate
benefits
from,
but
that
will
make
it
sustainable
in
the
longer
term.
L
So
the
whole
idea
of
particularly
around
those
areas
where
you've
got
qualified
staff
growing
your
own
from
unqualified
staff
and
supporting
them
through
their
learning
and
then
establishing
a
longer
term
stay
for
them
with
with
the
council.
So
we
are
working
on
on
all
those
fronts
but
yeah.
It's
it's
tough.
A
Okay,
thank
you
for
that.
I
think
the
recruitment
and
retention
theme
comes
across
a
lot
of
sectors
and
industries
at
the
other
minutes.
Okay,
okay,
I
don't
see
any
more
any
more
hands
up,
so
I
didn't
see
it
council
reagan,
so
I
apologize
for
that.
G
G
You
know
I
can
see
on
here
that
a
lot
of
the
inner
inner
city
clusters
are
high
up
on
the
on
the
levels
and
I
think
we
need
to
or
you
need
to
look
at
the
funding
that
goes
to
the
clusters
and
link
more
in
with
councillor
harlan's
portfolios
around
the
families
and
the
youth
service
side
of
things
to
try
and
make
some
extracurricular
and
more
challenging
programs
to
to
meet
the
needs
of
these
areas.
G
L
Obviously,
the
funding
that
we
have
for
services
in
the
clusters
is
based
on
some
of
that
demographic
information,
and
so
you
know
in
the
same
way
you'll
be
aware
of
how
we've
done
that
work
around
youth
work.
The
same
sort
of
formulas
have
been
used
in
terms
of
clusters.
You
know
it's
a
constant
challenge
in
terms
of
the
level
of
need,
that's
out
there,
so
we
do
look
at
that
regularly.
G
I
can
understand
that
sal,
but
what
I'm
getting
it
is
the
young
people
that
are
attending
and
that
are
getting
into
trouble
and
not
having
the
help
and
support
from
the
family
unit.
When
school
days
are
finished,
they
don't
necessarily
attend
the
school
that
the
cluster
is
in
in
the
local
vicinity,
and
I
think
we
need
to.
M
Yeah,
I
think
council
reagan
hit
the
the
nail
on
the
head
when
she
said
the
word
opportunities
and
it
is
providing
our
young
people
with
as
many
opportunities
as
they
can
and
we
talk
about
children,
young
people,
but
we're
also
really
talking
about
families
and
extended
families
and
communities
that
actually
come
together
to
to
help
support
young
people,
and
I
often
think
we
talk
about
putting
children
and
young
people
at
the
heart
of
of
what
we
do.
But
really
it's
a
bit
like
a
jigsaw
puzzle.
M
So
it's
linking
the
third
sector,
it's
linking
schools,
it's
linking
youth
services,
it's
linking
all
the
offers
that
are
out
there,
bearing
in
mind
that
we've
got
reduced
funding
in
the
city
for
all
these
things
and
so
on.
How
do
we
actually
achieve
a
whole,
a
young
person
that
actually
is
grounded
and
can
move
forward
when
they
leave
school
and
it's
a
huge
challenge.
M
It
is
a
huge
challenge,
so
I
think
looking
at
that
jigsaw
puzzle
and
where
we
can
make
the
pieces,
some
may
need
to
be
bigger
on
one
side
of
the
jigsaw
than
another
to
actually
make
sure
that
we
level
this
keyword
and
level
up
across
the
city.
The
offer
that
we're
actually
giving-
and
it's
really
difficult.
I
do.
I
do
empathize,
because
you
know
all
young
people
are
entitled
to
an
offer,
but
in
some
areas
the
disadvantage,
the
holiday
hunger.
M
You
can't
learn
at
school
if
you're
going
to
go
to
school
and
you've,
no
breakfast
and
your
tummy's
rumbling.
It's
just
not
going
to
happen
if
you're
going
home
and
you're
not
sleeping
on
a
bed
you're
just
sleeping
on
the
floor,
because
your
parents
haven't
got
the
money
to
buy
a
mattress
or
or
pajamas
or
whatever
you
know.
The
challenges
are
out
there
and
they're
huge
and,
I
think,
sometimes
living
in
our
our
sort
of
little
costed
world.
M
We
don't
actually
recognize
all
the
difficulties
that
poverty,
and
this
is
why
the
marmot
work
that's
going
on
is
going
to
be
key
going
forward.
A
Okay,
thank
you.
Anybody
else.
I've
missed
in
case
no
okay,
so
the
recommendations
we
have
are
to
consider
and
comment
on
the
performance
information
which
I
think
we've
done.
A
I
think
we've
there's
a
number
of
themes
that
have
come
back,
that
we
discussed
previously
of
areas
of
work
that
we
might
want
to
look
at
and
then
b
is
to
look
at
how
we'd
want
to
be
involved
in
the
refresh
of
the
children,
young
people's
plan,
which
we've
discussed
and
potentially
that
could
come
to
the
july
board
meeting
as
a
substantive
item,
so
I
think
we've
covered
all
those
off.
A
So
if
I
can
thank
everybody
for
their
their
contributions
and
chris
and
ruth
I
say,
you're
very
welcome
to
stay
for
the
the
rest
of
the
session,
but
we
won't
be
offended
if
you,
if,
if
there
are
other
things,
you'd
like
to
go
and
do
okay
so
moving
on
now
to
item
11,
which
is
the
inquiry
into
exclusions,
elective
home
education
and
off
rolling-
and
this
is
the
statement
of
progress,
so
first
councilor
bithell
come
on
then,
okay,
we'll
we'll
aim
for
five
minutes.
A
Please,
and
just
if
everyone
can
make
sure
that
microphones
are
turned
off
so
we'll,
hopefully
get
the
sign
up
on
the
screen.
A
Okay,
so
so
welcome
back
everybody
we're
moving
on
to
item
11,
which
is
the
statement
of
progress
on
our
inquiry
into
exclusions,
elective
home
education
and
off
rolling,
which
is
now
possibly
the
longest
running
inquiry
we've
ever
had
as
a
scrutiny
board.
A
So
long-standing
members
will
recall
that
we
started
this
prior
to
the
pandemic,
which
then
somewhat
got
in
the
way
and
tried
to
pick
it
up
again
last
year
and
a
number
of
other
things
got
in
the
way.
So
we
decided
that
we'd
bring
a
statement
of
where
we'd
got
to
to
to
this
board,
and
then
we
can
decide
what
our
next
steps
are
from
there,
and
obviously
this
is
something
that
has
come
up
still
as
a
as
a
piece
of
work
that
we
could
potentially
look
at
in
discussions
this
morning.
A
So
I'm
just
gonna
ask
angela
to
to
introduce
the
the
report.
Then,
if
sal
or
shanina
valve
got
any
additional
comments
they
want
to
make,
and
then
we
can
look
at
where
we
want
to
go
with
this
next.
So
angela.
B
Thank
you
chair,
just
as
a
follow-on
from
the
introduction
that
you've
done,
it
was
agreed
that
this
statement
would
be
produced
and
shared
with
this
successor
scrutiny
board
in
terms
of
summarizing
the
progress
that's
being
made
in
relation
to
the
inquiry,
which
includes
a
brief
overview
of
preliminary
findings
that
stemming
from
the
evidence
to
date,
but
also
key
considerations
to
help
inform
the
next
steps
of
the
scrutiny
board's
work.
B
So
the
statement
of
progress
document
you
can
find
that
in
the
agenda
pack
on
page
101,
a
member's
attention
is
particularly
drawn
to
section
5
of
that
statement
which
aims
to
assist
members
in
determining
appropriate
next
steps
for
the
scrutiny
board's
work,
section
5
is
100,
page
114
and
particularly
highlights
sort
of
forthcoming
national
consultation
responses,
proposals
in
terms
of
forthcoming
legislative
changes,
and
I'm
just
mindful
that
we've
touched
upon
a
couple
of
those
already
in
terms
of
the
send
green
paper
and
the
schools
bill.
B
L
Please
very
very
briefly,
shaheen
and
val
coming,
but
I
guess
part
of
your
reflection
there
about
how
long
this
has
been
going
on
is
also
a
reflection
of
the
fact
that
these
issues
are
live
and
changing
all
of
the
time,
and
so
we're
probably
not
going
to
get
to
a
point
where
we
kind
of
say:
that's
it
now:
we've
we've
done
with
ehe,
for
example,
and
we
we
don't
ever
have
to
look
at
it
again.
So
I
just
think
that
we've
just
got
to
bear
that
in
mind.
L
I
think,
but
also
the
other
point
that
I
would
make
is
that
we've
talked
a
bit
earlier
on
about
whether
you
know
particularly
elective
form
education.
L
You
know
we
report
that
do
we
continue
to
report
the
data
in
over
the
coming
municipal
year,
which
we're
happy
to
do,
but
there
are
other
national
measures
being
undertaken
that
we
might
want
to
consider
as
well.
So
I
wonder
whether
it
is
best
to
consider
what
those
areas
from
this
inquiry
we
want
to
now
take
forward
and
in
what
shape,
as
part
of
our
look
at
what
the
work
of
the
board
is
going
to
be.
L
For
the
coming
year
we
have,
you
know
we
have
had
the
inquiry
into
it.
We
have
had
consideration
here.
We've
also
had
ofsted
in
recently,
who've
had
a
look
at
it,
so
it
might
be
about
a
concentration
on
what
the
next
national
guidance
looks
like
that
we
want
to
take
forward.
N
One
is
holding
that
register
for
those
that
are
not
in
receipt
of
education
and
we
do
hold
some
sort
of
register
in
terms
of
when
we
had
our
office
inspection,
but
the
register
specifically
for
the
ehe
children
and
the
consultation
response
is
really
really
interesting
in
that
they
report
children,
not
in
education,
not
in
school,
outlines
that
parents
do
not
want
the
local
authority.
This
is
about
78
in
terms
of
results
not
to
hold
a
register,
but
local
authorities
and
schools
would
like
a
register
to
be
held.
N
So
it's
interesting
to
go
into
delve
into
detail
about.
Why?
Because
then,
lots
of
questions
will
come
off
from
that
in
terms
of
if
we
are
to
intervene,
if
we
believe
that
a
child
is
not
receiving
a
good
quality
education,
what
are
their
current
education
plans?
N
What
other
levers
will
they
be
in
play
in
terms
of
our
judgment
and
support
and
also
there's
another
element
to
their
report,
which
mentions
that
we,
as
a
local
authority,
will
have
to
support
parents
that
may
inadvertently
see
a
rise,
a
further
rise
in
electively
home
educator
because
of
responsibility?
It's
on
the
parents
to
provide
the
education
and
for
the
local
authority
just
to
assess
and
judge
whether
the
plan
as
we
deem
it
to
be
effective
or
not
other
than
that
it
doesn't
seem
to
be,
but
in
terms
of
safeguarding
procedures.
N
Of
course,
there
is
eyes
on
children
and
knowing
what
we
need
to
do
as
a
sort
of
next
steps.
So
if,
for
example,
the
suggestions
and
the
response
to
the
children
not
in
school
move
themselves
through
to
send
green
paper,
then
to
the
what's
in
the
white
paper
and
holding
the
regis
register,
which
will
come
into
to
play
next
year.
N
Who
would
then
conceive
may
see
a
demand
in
requirements
to
provide
an
education
with
children
at
home,
rather
than
their
parents,
providing
an
education
so
just
open
quite
a
lot
of
work
and
detail
that
we
yet
don't
have,
and
within
that,
so
going
back
to
sounds
point.
We
can
of
course
provide
you
with
a
regular
update
in
terms
of
numbers.
N
We
can
provide
you
with
some
elements
to
do
with
some
trends.
Are
we
seeing
them
concentrated
in
certain
areas
in
certain
schools,
and
I
think
counselor
lamb
that
was
before
I
came
into
post?
There
was
the
initial
start
of
scrutiny,
which
was
an
awful
lot
of
data
collated
around
regards
to
schools
and
clusters
and
wards
and
if
there's
any
spikes
and
trends
in
those
areas.
N
I
I
So
there
is
a
very
clear
perspective
coming
from
central
government,
which
is
about
the
safeguarding
elements
of
those
children
that
are
being
educated
at
home
and
therefore,
proposals
that
sit
around.
That
one
of
the
biggest
areas,
though,
is
what
constitutes
suitable
education,
because
there
has
not
really
been
a
definition.
As
such.
It's
about
age
aptitude,
abilities,
special
educational
needs.
I
So
when
a
young
person
a
family,
decide
they're
going
to
be
electively
home
educated,
they
have
to
submit
the
initial
education
plans,
but
there
is
no
duty
beyond
that
in
terms
of
the
local
authority
and
the
progress
that
that
young
person
is
making.
So
you
can
see
that
in
some
of
the
potential
legislation
that
is
going
to
come
forward,
there's
going
to
be
clarity
around
that
area.
I
I
I
So
a
piece
of
work
that
we
are
looking
at
with
the
university
with
trinity
university,
we've
already
started
to
do
some
work
with
trinity.
I
That's
around
learners
that
may
be
in
vulnerable
contexts
and
there's
a
whole
host
that
you
could
describe
different
groups,
different
cohorts
of
young
people,
so
the
piece
of
work
we're
already
engaged
in
is
a
piece
of
national
research
where
we
are
looking
at
the
provision
for
all
of
those
young
people
where
we
feel
they
are
not
they're
missing
out
from
education
and
missing
out
from
an
education
offer
and
what
could
be
put
in
place
for
those
young
people.
So
we
are
working
with
denmark
with
sweden.
I
I
So
we
are
proposing
further
work
with
the
university
and
with
trinity
that
will
be
about
drilling
down
into
those
individual
cohorts,
but
then
looking
and
matching
it
across
to
particular
schools
within
the
local
authority,
so
you'd
identify
all
the
schools
and
then
you
would
cross-reference
that
and
triangulate
it
in
terms
of
of
those
schools,
how
many
young
people
are
moving
into
elective
home
education
and
what
is
the
reason?
The
rationale
behind
that?
How
many?
I
Alongside
that
fixed
term
exclusion,
suspensions
as
they're
now
called
permanent
exclusions,
how
many
of
those
schools
the
number
of
education,
health
and
care
plans?
So
you
can
see
how
you
start,
then
you
get
a
profile
that
was
around
individual
schools
which
lead
you,
then
into
being
able
to
raise
questions,
ask
questions
and
work
with
those
schools.
You
know
to
support
them
and
to
support
the
parents
within
it.
So
it's
quite
an
exciting
piece
of
of
research,
just
trying
to
get
the
university
trinity
to
get
hooked
onto
this.
This
next
phase
of
it
now.
F
Right,
thank
you
very
much.
Thank
you
very
much
val
for
outlining
the
work
that's
being
done
in
this.
It
does
sound
very
exciting.
However,
just
to
come
back,
I
have
to
say
when
I
read
the
report
my
feeling
was.
This
is
actually
slipping
away
from
the
off-roading
issue,
which
in
a
sense,
was
what
what
we
sort
of
looked
at
to
start
with.
F
So
I
do
think
I'd
like
to
know
whether
that
still
really
needs
to
be
looked
at
in
the
context
of
some
of
the
things
you
just
said
that
there
is
a
a
huge
difference
between
parents
of
a
child
that
might
be
in
the
autumn
term
of
year,
11
deciding
to
electively
home,
educate
and
say
an
eight-year-old,
a
parents
of
an
eight-year-old.
F
So
you
know
it's,
this
isn't
blanket
so,
but
the
the
work
that's
been
that
you've
just
outlined
the
research
does
sound
very
interesting
because
there's
obviously
potentially
quite
a
a
large
cohort
who,
as
a
younger
age,
maybe
electively
home
educate.
So
I'd
like
to
I'm
concerned
about
the
off-rolling
issue
slipping
away
from
this,
because
if
it's
not
looked
at
that's
what
could
happen
to
it
and
also
I've
also
feel
as
a
governor
to
chair
of
governors
as
well.
F
I
think
the
governors
need
to
have
much
more
training
about
the
whole
of
the
the
whole
of
this
issue
as
well.
Really,
I
don't
feel
as
a
the
governor's
service,
I
have
to
say,
offers
very
good
training
indeed,
but
it's
not
necessarily
because
it's
not
really
a
core
area,
so
I
feel
that
that
that
could
be
looked
at
as
well.
Thank
you.
I
So
the
piece
of
work
that
I
was
talking
about
would
encompass
all
the
different
possible
aspects
that
you
might
say,
contribute
to
off-roading
the
what
during
this
enquiry,
what
also
happened
was
ofsted's
real
interest
in
off-roading,
and
that
was
on
the
back
of
the
timpson
review
and
the
timpson
report,
so
that
whole
agenda
then
moved
into
ofsted
and
into
their
criteria
when
they're
going
to
school
and
their
judgment
criteria
and
the
things
they
specifically
look
at
and
that
now
is
a
clear
area
when
they
walk
into
a
school.
I
One
of
the
first
questions
they
ask
is
about
young
people
and
that
we're
on
road
that
are
no
longer
on
royal
young
people
that
have
been
put
into
alternative
provision
and
that
directly
affects
the
judgment
now
of
a
school.
So
that
was
a
huge
change
that
has
occurred
during
this
period
over
the
last
three
years.
I
Really,
since
we
started
this
enquiry,
which
we
welcomed
to
look
at,
that
ofsted
would
also
have
that
really
clear
view
because
from
a
local
authority's
perspective,
there
are
limited
powers
within
the
local
authority
and
it
is
ofsted
walking
into
a
school.
So
all
of
the
lobbying
all
of
the
conversations
that
around
this
we
felt
you
know,
have
been
vindicated
within
ofsted's
now
their
close
focus
on
it.
A
Thank
you
for
that
councillor.
Bromley
is
next,
please.
H
H
I
just
wanted
to
touch
on
something
that
I
think
is
sort
of
vaguely
mentioned
that,
in
terms
of
the
relationship
between
the
council
and
people
that
choose
to
to
homeschool,
there
is
a
relationship
breakdown
and
I
don't
know
that's
necessarily
to
do
with
the
approach
from
the
council
as
such,
but
that
that's
happened.
H
That
breakdown
has
happened
prior
already
during
school
at
times
where
they
feel
that
people
in
authority
haven't
taken
their
concerns
and
worries
seriously,
and
the
communication
or
the
way
that
they
were
able
to
come
to
some
sort
of
agreement,
wasn't
tasteful
for
them.
H
So
therefore,
it's
then
reflected
back
into
the
council
on
authority
which
then,
obviously
they
have
to
then
sort
of
see
how
they
can
manage,
which
is
really
really
tricky,
and
I
think
isolation
is
a
real
concern
and
obviously
that
becomes
then
children
that
are
very
in
in
a
level
of
of
being
of
concern.
H
Like
the
lost
children
we
were
talking
about,
I
think,
looking
at
trinity
university
towards
denmark
and
sweden,
their
focus
on
education
is
so
much
around
well-being
so,
like
they
start
their
education
later
as
well,
so
not
quite
four
five
years
old
at
seven,
and
so
everything
is
about
what
is
child-centered.
What
suits
a
child
opposed
to
what
would
suit
us
as
a
a
country
outcome
that
we
would
like
as
a
result
and
as
a
result
actually
of
that
they
then
have
better
results
long
term.
H
So
I
think,
as
looking
into
countries
that
do
put
well-being
at
the
center
of
children's
education
would
be
absolutely
paramount
to
looking
for
our
education
here.
Thank
you.
L
Those
are
really
helpful
points
I
mean,
I
think
one
of
the
we
brought
here
something
called
the
three-year
strategy
that
you
may
have
seen
about
supporting,
learning
and
in
in
many
ways
it's
not
about
it's,
not
a
strategy.
That's
about
the
quality
of
teaching
and
learning.
L
Once
a
child
is
at
school,
it's
much
more
about
the
systems
that
sit
around
it
so
that
we
see
our
responsibility
as
supporting
children
and
young
people's
well-being
so
that
actually
they
can
get
to
school
and
once
they
get
to
school,
they're,
actually
in
a
state
in
which
they
can
learn,
and
so
that
that
is
trying
to
do
that
piece
about.
L
What's
the
responsibility
of
the
rest
of
the
children
services
community,
that
means
that
when
children
get
to
school
they're
in
a
fit
state
to
learn
and
then
the
quality
of
teaching
and
learning
kicks
in
from
the
school's
perspective,
so
I
think
so
I've
heard
about
the
scandinavian
approach
in
terms
of
the
age
that
you
described
because
they
they
do
go
to
school,
but
they
play
don't
they
for
the
first
few
years,
rather
than
get
engaged
in
more
formal
learning.
But
play
is
learning,
so
that's
what
they
would
say.
A
Thank
you
for
that.
So
I've
got
my
counselor
bissell,
sorry,
counselor,
bethel
and
then
celia,
and
just
if,
if
when
people
are
commenting
just
reflect,
our
recommendation
is
to
think
about
what
our
next
steps
are
with
this
inquiry.
So
yeah,
that's
where
we
need
to
go
with
this.
J
Thanks
chair,
what
a
lovely
segue
into
me
asking
for
a
next
step,
I
would
like
us
to
have
a
little
look
at
any,
maybe
at
the
moment
it
would
be
anecdotal
evidence
around
covid
and
off
rolling
and
the
impact
of
the
changes
to
the
way
education
has
worked
in
the
last
couple
of
years,
but
also
with.
J
If
the
suggestion
I
will
be
careful
with
my
language.
If
the
suggestion
is
that
off-roading
happens
because
of
difficulties
with
exam
results,
I
wonder
whether
the
impact
of
not
having
formal
exams
has
impacted
on
the
likelihood
of
schools
to
move
to
an
off-roading
situation,
and
also,
of
course,
if
you're
not
in
school
accruing.
Behavior
points
accruing
the
formal
sanctions
that
then
result
in
exclusion.
J
If
that
has
therefore
had
an
impact
on
off
rolling
as
well,
that
would
be
really
helpful
for
me.
Thank
you.
N
Thank
you,
and
for
that
just
to
to
add
to
what
val
was
saying
regarding
off
rolling,
just
provide
some
assurances
in
terms
of
offsets
duty
and
responsibility
from
regulation
point
of
view.
That
is
a
big
piece
of
their
work
when
they
come
in
in
part
part
of
their
framework
as
explicit,
but
it's
within
safeguarding.
N
Now
parents
can
raise
parent
voice
and
parent
view
to
offset
at
any
point
if
they
feel
that
their
child
is
being
off-road
or
excluded
for
any
other.
Any
other
reason,
apart
from
that
childlike
parent
choosing
not
to
be
at
that
school,
those
complaints
are
taken
very
very
seriously
if
it's
deemed
to
be
off-roading
or
exclusion,
because
the
equality
act
is
there
to
prevent
that
from
taking
place.
And
I
think
what
we
want
to
do
is
look
at
the
trends
and
the
patterns
for
the
choices
that
parents
are
making.
N
If
we
deem
that
there
is
some
sort
of
discrimination
there,
then
we
would
need
to
then
intervene
alongside
ofsted
and
the
department
for
education
and
work
our
way
through
what
would
be
necessary
to
support
the
school
and
the
parents
and
the
child
in
reintegration,
not
necessarily
at
school.
But
then
what
then
would
offset
and
the
dfe
then
put
into
place
for
a
school
where
it
was
upheld
that
there
was
just
some
sort
of
discrimination.
So
it's
a
trend
in
the
patterns.
I
think
we
need
to
identify
and
and
as
val
was
pointing
out
rightly
it's.
N
Where
do
you
start?
Because
actually
some
parents
are
not
for
coming
with
information
about?
Why
they're
choosing
to
do
it?
Some
parents
are
doing
it
because
they're
in
an
attendance
process,
order
where
they're
receiving
some
fines
and
for
them
it's
far
more
convenient.
N
But
the
powers
are
not
given
to
the
local
authority
to
intervene
at
the
right
time
and
force
the
children's
parents
to
return
children
back
into
education,
and
if
there
are
some
reasons
to
do
with
the
school,
the
school's
not
meeting
the
child's
need
in
any
way
shape
or
form
and
the
child
is
receiving
an
offer
that
is
less
than
adequate.
Then
what
then,
do
we
put
into
place?
What
can
we
support?
N
The
parents
with
the
parents
are
not
necessarily
forthcoming
with
information,
so
it's
a
triangulation
of
reason,
rationale
and
then
working
closely
with
the
department
for
education,
our
office
of
communication,
and
we
have
regular
meetings
with
boston
on
a
bi-monthly
basis
where
we
bring
up
and
they
bring
up
to
us
where
there
may
be
concerns
and
spikes.
You
know
we've
noticed
that,
what's
your
information
and
then
we
share
that
information
turing
and
throwing-
and
we
also
do
the
same
as
well
and
actually
do
you
have
any
intel
and
we
use
that
then
to
triangulate
and
intervene.
N
That
can
be
a
magnitude
of
different
things
well
down
to
the
equality
act
and
if
we
can-
and
there
is
elements
there,
that
we
have
got
race,
discrimination,
sex
discrimination
or
anything
of
the
thought
of
that.
That's
when
we
would
then
need
to
take
some
serious
learning
back
to
the
schools.
So
for
us,
if
we
had
to
look
at
it
in
terms
of
the
scrutiny
and
work
schedule
to
keep
coming
back
to
it.
N
J
J
That
feels
like
it's
a
potential
real
hole
in
the
system
in
that,
if
you're
a
family
in
crisis,
the
chances
of
you
having
the
capacity
with
which
to
challenge
the
authority
that
for
months
or
potentially
years,
has
been
browbeating
you,
because
your
child's
not
doing
what
the
school
is
expecting
of
them
feels
like
it
may
be
a
bridge
too
far,
and
I
totally
understand
the
stuff
you've
just
said
about
offstable,
look
at
the
trends
and
all
that
sort
of
stuff,
and
that's
really
great,
but
if
offstead
are
coming
in
every
two
years,
they
may
pick
up
the
trend
18
months
after
this
year
year,
11's
been
kicked
off
and
their
education
has
therefore
been
affected.
J
So
I
don't
know
exactly
what
I
would
suggest,
but
whether
there's
some
sort
of
or
whether
we
already
do
it
actually
there's
some
sort
of
check
for
every
student.
That
is,
I
know
we
don't
have
the
legal
right
to
do
it,
but
whether
there's
something
we
can
do
as
a
sort
of
co-working
arrangement.
N
N
So,
in
terms
of
another
level,
reassurance
is
that
it
should
be
a
standing
danger
item
each
governing
body
meeting
exclusions
possible
exclusions
pending
exclusions,
and
that
is
where
the
level
of
detail
then
which
which,
as
on
governing
bodies,
excuse
me,
you
would
look
into
a
take
apart.
So
if,
if
a
parent
feels
that
they're
getting
to
that
point
where
they
have
to
make
a
decision
such
as
that,
then
it
will
be
the
chair
of
governors
that
they
would
contact,
but
also
the
governing
body
minutes
are
available
online
and
should
be
online.
N
And
if
they're
not
online
and
you're.
Not
privy
to
that
information.
You
can
request
that
information
as
well
to
make
sure
that
it
is
the
standard
standing
agenda
item
and
that
governors
have
looked
at
that
in
detail
and
the
challenge
back.
And
then
our
involvement
is
the
smh
panel,
where
the
exclusions
or
potential
exclusions,
and
also
support
for
children
who
may
be
needing
attention
to
provision
comes
into
play
where
we
then
challenge
back
in
terms
of
our
inclusive
offer
and
going
back
to
the
three
a's.
N
But
actually
we
need
to
step
in
and
support
straight
away.
If
there
is
a
result
of
that,
but
I
think
you
make
a
really
valid
point:
there's
a
gap
where
we're
expecting
parents
to
do
that
and
we
may
we
need
to
look
at
how
do
we
get
that
information
to
us?
Going
back
to
the
offset
comment,
though
we
had
the
my
monthly
meetings
would
pick
that
up
rather
than
two-year
waiting
to.
N
We
would
then
give
calls
for
concern
to
ofsted
if
we
saw
a
huge
spike
and
a
trend
and
also
as
a
team,
we
would
intervene
and
visit
the
school
and
have
those
very
robust
conversations
when
we
see
our
own
internal
understanding
of
what's
happening
in
the
city.
I
Yeah,
just
in
addition
about
the
things
that
we're
already
doing,
that
is
around
that.
So
in
terms
of
the
electrical
education,
we
asked
that
question
so
many
times
through
that
process,
when
a
family
do
tell
us
that
that
is
their
choice,
they're
going
to
be
electively
on
education,
we
ask
the
question:
you
know
about
the
reason,
the
rationale
that
sits
behind
that
and
try
and
support
them
through
that
process
have
a
meeting
with
the
family
that
is
about.
What
can
we
do
to
support
you?
I
If
actually,
what
you
would
prefer
is
to
go
back
into
school?
Some
parents
don't
want
that.
Some
young
people
don't
want
that.
But
for
those
that
say
yes,
there
is
a
preference
of
going
back
into
school.
Then
we
meet
with
those
parents,
we
can
meet
with
the
school
and
we
support
them
within
that
process
in
relation
to
the
actual
identification
of
the
trends
as
well.
Our
air
inclusion
partnerships,
our
aips,
do
an
awful
lot
of
that
work.
That
is
around
the
identification.
I
So
when
you
do
get
a
young
person
that
is
in
risk
of
permanent
exclusion
or
have
gone
through
a
number
of
fixed
term
exclusions,
the
multi-agency
panel
that
we've
put
together
that
is
working
with
schools
is
very
much
asking.
Those
questions
solution
focused
working
where
the
multi-agency
look
at
the
indicators
for
that
young
person,
the
things
that
have
gone
wrong,
the
things
that
are
working
well
and
how?
I
A
Okay,
thank
you
for
that.
Okay,
I've
got
celia
and
councillor
four
safe
and
then
I'm
gonna
wrap
up
this.
This
section.
G
Thank
you,
chad,
just
recalling
how
our
concern
in
this
began
and
we
got
papers,
notes
from
a
meeting
held
within
a
school
of
management
and
coming
up
with
the
wonderful
idea
of
how
to
ensure
exam
results
were
high
by
offloading
pupils
commonly
known
in
the
business
as
anchor
students
who
would
pull
down
their
results.
G
Is
there
any
way
that
we
can
be
aware
of
that,
because
it
would
seem
that
high
exam
results
matter
greatly
to
certain
multi
academy
trusts,
the
the
matter
to
all
schools,
but
there
seems
to
be
more
of
an
ambition
to
remain
top
in
in
the
scoring
system,
and
it
concerns
me
that
that
can
still
go
on
offstead
as
councillor
bittle
said:
do
not
go
into
schools
constantly
it's
february,
2,
3
or
recently
even
more
years,
and
whilst
they
may
pick
up
trends
across
a
range
of
schools,
certain
schools
can
get
away
with
their
own
internal
arrangements
for
some
time
and
it
was
only
by
chance.
G
Well,
it
wasn't.
It
was
contrived
it
wasn't
by
chance
that
we
were
made
aware
of
this,
and
it
it
can
still
be
going
on
without
how.
How
can
that
be
addressed?.
A
Hold
that
thought
for
a
minute
because
we're
in
danger
of
reopening
the
inquiry
right
now
when
we're
we're
looking
at
all
good
comments.
So
so
I'll
just
take
the
last
few
people
and
then
we
can
look
at
what
the
proposed
way
forward
is
because
I
think
there's
no
doubt
this
is
still
very
much
of
interest
to
the
board.
So
council
force
please.
F
This
is
actually
a
very
specific
question
that
which
I
possibly
want
to
know
the
answer
to,
but
I
actually
don't
know
that
much
about
academies
and
it
builds
on
wealth
doesn't
build
on
it.
It's
part
of
your
point,
thank
you
very
much
for
outlining
about
the
fact
that
exclusion
should
be
part
of
governing
body
agendas
and
also
about
publishing
them.
The
question
is:
does
that
apply
to
academies
as
well?
I
don't
know
the
answer
to
that.
Perhaps
I
should
do.
A
If
it's
a
quick
answer,
then
go
go
for
it
now:
yeah!
Okay,
I,
like
that
kind
of
answer
council
a
quick
point.
E
Thanks
chair,
this
is
hopefully
the
final
and
very
simple
question
a
bit
like
yours,
very
specific,
so
going
back
to
first
principles.
Are
we
sure,
as
an
authority,
we
know
where
every
child
is
in
this
sea?
I
E
I
So
there
are
systems
that
actually
sit
around
that,
but
I
think
some
of
the
legislations
we've
just
referred
to
now
sort
of
counter,
some
of
that.
So,
for
instance,
if
a
child
goes
into
school
at
reception,
we
know
where
that
young
child
is.
If
they
leave
school.
We
know
where
they
are.
We
then
have
systems
in
places
because
they
have
a
right
to
education
so
that
we
know
where
they
are
electively,
I'm
educated.
I
J
Excellent,
that
was
terrifying
when
you
said.
Oh,
it's
the
end
of
the
debate
and
I
tried
I
tried
not
to
just
make
a
giant
list
anyway.
I'll
come
back
to
my
lists.
Number
4.31
talked
about
going
to
the
equality
and
diversity
meeting
and
moving
forward.
Can
we
have
sight
of
the
discussion
or
the
minutes
from
that?
Please
I
found
reading
this
really
frustrating
because
there
was
so
much
in
it.
That
was
actually.
This
is
what
we'd
like,
or
this
is
what
we
can
see
is
happening.
J
This
is
what
we'd
like
to
do,
but
there's
so
many
bits
of
it
that
we
don't
have
any
authority
over
as
a
local
authority,
and
I
just
think
it's
worth
absolutely
saying
that
allowed
that
level
of
frustration
that
I'm
feeling
for
the
purposes
of
the
minutes
and
then
the
other
bit.
I
thought
was
very
interesting
and
something
I'd
quite
like
us
to
take
up
is
on
4.14.
J
Actually
they
will
say
that's
what
they
want,
because
good
behavior
in
their
mind,
comes
from
those
that
are
a
problem
being
removed,
etc.
That's
how
they
see
their
lessons
are
going
better
and
how
they're
doing
more
learning.
But
I
wonder
whether
it's
because
we
don't
excuse
me
because
we
don't
actually
show
them
effectively
another
way.
So
I
don't
know
if
that's
something
we
could
aim
to
look
at.
If
we
have
that
information
on
which
schools
do
that,
particularly
well.
A
A
I
think
what
we
need
to
do
is
put
that
in
the
same
context
of
all
the
other
things
we've
put
forward
this
morning,
and
so
what
I'd
like
to
propose
is
that
myself
and
angela
and
sal
get
together,
look
at
all
of
these
issues
and
a
practical
way
of
covering
as
many
of
them
as
possible,
but
what
those
that
have
been
doing
scrutiny
a
long
time
also
know
is:
if
we
try
and
do
too
much,
we
end
up
doing
a
lot
badly
and
it's
it's
often
better
to
do
a
small
amount,
and
do
it
really
well
and
have
a
big
impact.
A
So
I
think
it's
looking
at
where
there
are
cross-cutting
themes
from
the
things
that
we've
looked
at
this
morning
and
how
we
can
put
those
into
a
sensible
number
of
inquiries
that
we
can
do
as
a
board
that
the
officers
can
facilitate
and
that
we're
also
looking
at
something
I'm
keen
on
this
year
is
that
we
we
look
to
bring
in
more
people
from
outside
the
council,
users,
professionals,
other
organizations
to
get
their
perspective,
and
I
think
that
will
add
a
lot
of
value
to
our
our
deliberations.
A
But
it's
about
just
being
focused.
So
if
everyone's
agreeable,
that's,
I
think
how
I'd
suggest
we
go
forward.
That
myself,
andrew
and
cell
have
a
bit
of
a
brainstorming
session
to
see
what
we
think
looks
looks
like
a
sensible
programme
for
the
year
and
come
back
to
the
board.
We
can't
cover
absolutely
everything.
That's
been
suggested,
because
if
we
try
and
do
that,
as
I
say-
we'll
we'll
we'll
still
do
a
lot
of
work,
but
what
impact
will
we
have
at
the
end
of
it?
And
that's
really
what
this
is.
L
No,
I
think
that's
a
really
sensible
way
forward.
I
think
there
are
you
know,
one
of
the
things
I
was
saying
to
the
team
before
we
came
in
was
if
we
we
might
want
to
start
thinking
in
terms
of
themes
for
meetings.
So
if
you've
got
learning
type
issues,
then
we
can
have
a
concentration
of
people
from
the
learning
part
of
the
director,
but
also,
as
you
say,
external
people
from
learning.
If
you've
got
a
social
care
theme
one
week,
then
we
can
concentrate
the
team's
activity
on
one
month.
L
We
can
concentrate
the
team's
activity
on
that,
so
I
think
from
all
the
suggestions
that
we've
had,
we
can
probably
bunch
a
number
of
them
together
if
possible,
but
I
think
your
point
about
impact
is
right.
I
think
if
we
try
and
cover
all
of
it,
then
there's
probably
there's
likely
to
be
less
impact,
whereas
actually
picking
off
a
small
number
of
high
priority
issues
will
help
us
with
that.
I
think.
K
Can
I
just
ask
following
up
from
council
bethel's
comments?
Could
we
ever
reassurance
that
all
the
schools
within
our
city
delivering
restorative
practice,
because
there
were
there
was
a
time
when
that
was
the
case?
And
I
think
I
don't
know
if
all
the
academies
are
now
still
taking
on
the
restorative
practice
that
was
sort
of
city-wide
delivered.
L
It's
a
difficult
question
to
answer
in
the
sense
that
what
one
person's
understanding
of
restorative
practice
and
others
is,
can
differ
quite
greatly,
and
so
there
will
be
some
people
who
describe
something
as
restorative
that
other
people
think
isn't.
So
it's
not
a
it's,
not
a
requirement
for
people
to
take
that
that
approach-
and
you
know
we
work
to
restorative
practice,
principles
within
children's
services
and
encourage
people
to
work
along
the
same
lines,
given
the
success
that
we've
kind
of
had
with
it
over
the
years.
L
A
Okay,
thank
you,
okay,
so
the
so
we've
kind
of
strayed
into
the
work
schedule.
The
other
area
that
so
we
need
to
be
conscious
of
is
that
we've
got
a
commitment
from
the
lead
safeguarding
children's
partnership
executive
to
come
back
to
us
to
share
the
report
on
the
outcome
of
notifications
review
so
once
we
know
where
that
is
then
we'll
fit
that
into
the
into
the
work
schedule
as
well.
So
I
think
we've
agreed
a
way
forward.
There's
no
doubt
we're
gonna
have
a
busy
year.
A
I
think,
but
I'm
really
looking
forward
to
working
with
with
all
of
you
this
year
and
it's
about
having
the
best
impact
that
we
can,
while
I'm
always
absolutely
confident
as
everybody
around
this
table
is
totally
committed
to
doing
the
best
possible
for
children
and
families
in
our
city
and
that's
what
our
work
will
be
focused
on
for
the
year.
So.
Thank
you
all
very
much.
The
final
item
is
the
date
time
of
next
meeting,
which
is
wednesday,
the
6th
of
july
at
10
a.m.
Pre-Meeting
usual
time,
9
45..