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A
Morning,
everyone,
my
name,
is
Angela
Brogden
and
I'm.
The
principal
of
scrutiny
advisor
to
the
children
and
family
scrutiny
board
before
we
move
to
the
formal
meeting
agenda,
I
have
been
asked
by
Council
Lam
who's,
chair
of
the
scrutiny
board,
to
relay
his
apologies
for
today's
meeting.
In
his
absence,
cancer
Stevenson
has
been
nominated
to
chair
today's
meeting.
So
please
can
I
ask
if
our
board
members
are
agreeable.
B
Okay,
thank
you,
Angela.
Thank
you.
Everybody
Welcome
to
the
scrutiny
board
of
children.
Family
Security,
Board
lead
city
council.
It
will
be
remiss
of
me
not
to
say
that
that
Council
I'm
always
says
this
is
the
best
future
board
and
we
do
have
the
best
Security
Board
chair,
but
unfortunately
he
is
is
rather
illuminate.
So
we
send
our
best
wishes
to
him.
I
know
who's
watching
and
we
shall
get
going.
Can
we
start
with
a
round
of
introductions?
I
Sorry,
I'm
councilor
Fiona
van
around
the
executive
Boardman
for
children
and
adults,
social
care
and
health
Partnerships.
Thank
you.
L
S
A
Thank
you
chair
so
under
item
one.
There
are
no
appeals
against
the
refusal
of
inspection
of
documents
which
item
two.
There
are
no
items
for
exclusion
in
relation
to
item
three.
There
are
no
late
items
and
under
item
four.
Please
may
I
ask
at
this
point.
If
Bob
members
have
any
Declarations
of
Interest
and
I
shall
take
silence
as
none
thank
you
and
under
item
five,
we
have
apologies
from
councilor
Lam,
with
councilor
sniff
attending
a
substitute
member
from
councilor
Howley
councilor
senior
and
for
co-opted
member
Kate
Blacker.
B
Okay,
thank
you.
The
minutes
are
in
the
pack
item
six
agenda
item
six.
Are
there
any
comments
on
the
minutes
and,
if
not,
are
we
happy
to
approve
with
an
accurate
record
yep?
B
Okay,
just
before
we
move
on
to
item
seven,
you
will
all
be
aware
that
he's
managed
to
the
king
visited
us
a
few
weeks
ago
to
celebrate.
The
10th
anniversary
of
child
friend
leads
so
I
asked
Council
Savannah
this
morning
and
her
furry
friend
to
visitors
and
just
give
a
quick
update
to
the
board
on
his
Majesty's
visit.
I
Yeah,
thank
you
so
much
for
asking
me
to
open
the
meeting
in
this
way,
because
it's
such
a
positive
start
to
our
meeting
as
I'm
sure
you
all
know.
This
is
linked.
Ted
who's,
the
mascot
of
child
friendly,
leads
he's.
Also
my
alter
ego
and
I
tweeters
at
Leeds,
Ted
and
I
would
highly
recommend
to
oh
Hannah's.
Just
told
me
he's
not
visible.
So
if
anyone
watching
at
home
because
I
put
him
there,
thinking
he'd
be
on
camera,
this
is
lead
to
Ted
with
his
child.
Funny
leads
badge
yeah.
I
I
The
king
visited
Leeds
very
early
in
his
vein,
which
obviously
was
a
great
honor
for
the
city,
and
he
visited
the
library
and
the
art
gallery
to
see
the
exhibition,
the
world
reimagined
and
also
to
visit
a
fantastic
exhibition
by
the
Luther
Jamaica
Society
about
called
from
romance
to
Rebellion
about
second
generation
migrants
from
the
Caribbean
and
their
experience
of
coming
of
age
in
the
70s
and
80s,
and
he
unveiled
a
plaque
to
celebrate
10
years
of
child
friendly
leads,
which
is
where
Ted
comes
in,
which
felt
really
special,
because
the
queen
launched
child
friendly.
I
It's
in
her
golden
jubilee
Year
in
2012.
So
it
felt
really
lovely
that
the
king
came
to
lead
so
quickly
after
becoming
our
King
and
unveiled
a
plaque
to
celebrate.
10
years
of
child-friendly
leads,
and
he
then
went
on
to
visit
Leeds
Building
Society
to
look
at
some
of
their
work
around
Financial
inclusion
and
the
cost
of
living
crisis.
I
It
was
just
a
really
lovely
outstick.
So
a
lot
of
children
there,
including
children's
mayor
and
the
sense
of
excitement
waiting
for
him
to
arrive,
was
just
just
wonderful
and
there
were
lots
and
lots
of
people
outside
members
of
the
public
and
the
King
was
late.
Getting
to
us
and
I
think
he
was
probably
late
going
to
the
next
press
because
he
spent
so
long
talking
to
people.
I
I
So
when
he
came
to
me,
I
was
a
council
Prime
and
I
were
with
baroness
Blake,
who
launched
child
Runner
leads
with
the
queen
10
years
ago,
and
Alison
Lowe,
the
deputy
mayor
and
Leeds
Tad
and
all
I
wanted
from
the
day
was
to
get
a
picture
of
the
king
with
Leeds
Ted
and
I
managed
to
get
lots
of
people
took
for
me
and
a
particularly
lovely
one
that
I
emailed
to
council
Simpson
at
the
official
Council
photographer
took
the
king
looked
a
bit
puzzled,
that
it
was
expected
to
be
to
Bear,
but
obviously
there
is
quite
to
have
the
royal
family
and
bears
with
the
queen
of
Paddington.
I
So
you
dealt
with
it
very
well
and
then
I
was
asked
to
go
on
the
news
later
to
speak,
about
the
royal
visit
and
I
was
to
get
Ted
on
the
news
as
well.
So
it's
my
job
now
managing
Ted's,
comms
I,
don't
have
time
to
do
anything
else
really,
but
no,
it
was
wonderful
and
he
was
great
with
our
children's
mayor
who's,
a
young
man
with
additional
needs,
and
he
was
just
lovely
with
the
children.
Actually
he
was
very
relaxed
and
it
was
much
less
formal
than
I
was
expecting.
I
He
hugged
one
of
the
artists.
You
should
call
our
hands,
seemed
very
comfortable
and
seemed
to
like
being
in
Leeds,
so
yeah.
It
was
a
really
really
positive
day
and
a
great
honor
for
the
city
and
particularly
specialty
of
the
children
who
were
there
so
yeah.
Thank
you
for
asking
me
to
open
the
meeting
by
talking
about
our
royal
visit.
B
Thank
you,
Rick
you've
just
blown
completely
apart
the
magic
of
us
believing
that
Ted
was
doing
his
own
tweets,
but
anyway,
I
think
on
behalf
of
the
board,
or
just
thank
the
council
staff
as
well.
That
played
a
role
in
organizing
the
visit,
because
those
of
us
that
were
there
did
see
that
it
was
hectic
at
times
in
terms
of
people
managing
it,
but
it
was.
B
It
was
smooth
running
so
thanks
to
all
involved,
including
the
young
people
who
met
the
king
as
well,
we'll
move
on
to
item
seven
then
on
our
Workforce
Recruitment
and
Retention
in
Leeds
items.
So
if
I
could
ask
councilor
veteran
prior
to
make
some
opening
remarks
first,
we
have
got
councilor
Harland
on
on
route
as
well,
and
then
we'll
go
over
to
offices
as
well,
so
councilor
Venom
prior.
L
I
Yeah,
okay,
so
thank
you
chair.
This
is
a
report
on
Workforce
issues
in
the
children,
families
Direction,
and
it
follows
a
paper
that
I
I
brought
to
the
executive
board
in
July,
and
it
updates
that
so
the
report
outlines
the
chronic
pressure
children
services
are
under
and
outline
steps
that
we're
taking
to
resolve
the
issues,
and
this
includes
addressing
issues
relating
to
terms
and
conditions
and
an
extensive
Recruitment
and
Retention
strategy.
The
report
situates
leads
in
the
regional
and
National
context
of
a
crisis
in
Social
care
recruitment.
I
It's
not
as
explicit
in
this
paper
as
it
was
in
the
executive
board
report,
but
obviously
this
is
in
the
context
of
needing
you
know
chronic
underfunding
and
of
the
sector,
and
the
report
does
reference
poverty,
child
poverty
and
the
impact
that's
having
on
Services
locally
and
nationally
in
hugely
increasing
demand,
and
the
report
highlights
the
national
picture,
which
is
obviously
affecting
us
locally,
as
well
as
social
workers,
leaving
contracted
roles
to
join
agencies,
which
is
particularly
affecting
young
social
workers.
I
In
the
first
five
years
of
their
careers-
and
you
can
really
really
understand
why,
in
a
cost
of
living
crisis,
young
workers
are
going
where
the
money
is,
but
we
got
to
situational
where
agencies
were
charging.
Obscene
amounts
and
councils
were
outbidding
each
other
for
agency
workers,
and
that
was
happening
nationally.
So
the
DCS
is
in
Yorkshire
and
Humber
have
signed
a
memo
of
cooperation
which
sets
out
what
is
the
maximum.
We
will
pay
for
agency
workers
and
that
stops
that
practice,
and
it
means
we're
not
outboarding
each
other.
I
That's
seen
nationally
as
a
model
of
good
practice
in
other
areas
are
looking
at
doing
similar
things,
because
it
is
a
national
problem
on
caseloads.
The
report
identifies
that
less
people
have
very
high
case
loads
and
that
nobody
now
has
case
said
over
40
how
ever
more
people
have
caseloads
over
20
Which
is
higher
than
we
would
want.
I
Importantly,
the
report
details
the
way
in
which
children
and
families
are
safeguarded
in
this
challenging
context
and
I
spend
as
much
time
as
I
can
with
Children
and
Families,
which
is
definitely
the
best
best
part
of
my
role
and
also
with
our
Frontline
staff.
So
I
do
get
to
hear
very
directly
how
challenging
life
is
on
the
front
line
of
children's
social
work
at
the
moment
and
how
hard
staff
are
working
to
deliver
compassionate
and
effective
Sports
families.
I
And
importantly,
the
report
discusses
what
we're
doing
to
support
staff,
well-being
and
filling
our
vacancies
will
bring
down
caseloads
and
the
report
details
of
recruitment
strategy,
which
includes
International
recruitment,
which
we're
doing
for
the
first
time
with
adults
as
well.
So
that's
a
joint
operation.
I
The
report
highlights
some
of
the
Oster
comments
from
their
examination
of
over
500
cases
over
a
very
thorough
three-week
inspection
earlier
in
the
year,
and
they
were
assured
that
children
were
being
were
still
receiving
exemplarist,
but
because,
at
that
point
the
case
loads
were
higher
than
they
are
now,
and
they
were
still
assured
that
children
and
families
were
receiving
outstanding
services.
But,
of
course,
we're
not
complacent
and
we
continue
to
implement
our
Improvement
plan.
The
report
references
some
of
the
national
work.
We're
asked
to
do
so.
I
It
includes
the
work
we
do
with
the
Department
of
Education
on
the
supporting
families,
protecting
children,
project
I,
sit
on
the
national
local
government,
Association
children
and
people's
board
and
Tom
Reardon
is
one
of
only
a
few
people,
who's
on
the
national
board
for
the
review
of
children,
social
care
and
the
implementation
of
that.
That
obviously
demonstrates
leads
being
held
in
high
regard,
but
also
is
we
do
get
to
Lobby
nationally
on
these
issues.
We
do
get
to
have
a
national
platform
where
we
can
talk
to
other
councils.
I
So
I'd
conclude
by
saying
we
do
have
serious
Workforce
challenges
across
the
department
which
are
part
of
a
national
crisis
in
adults
and
children,
social
care,
but
also
in
the
public
sector
more
widely,
as
some
of
you
will
know
from
other
roles
you're
in,
and
it's
really
important
that
we
support
the
plan
to
address
these,
and
that
we
Champion
leads
is
a
great
place
to
work
to
enable
us
to
attract
more
staff
and
continue
to
deliver
outstanding
services
to
the
children
and
families
of
this
city.
Thank
you.
L
Just
to
add
briefly
to
that,
before,
before
Julie
comes
in
I,
suppose
it's
worth
mentioning
the
the
Neu
strikes
today,
which
obviously
councilor
Bowden
and
Council
has
sort
of
have
referenced
already.
So
in
the
report
kind
of
paragraph
17
and
18,
obviously
reference
a
huge
crisis
in
teacher
retention.
L
At
the
moment,
an
NAU
survey
last
year
said
that
half
of
teachers
couldn't
see
themselves
working
in
the
profession
within
five
years,
given
we're
already
struggling
to
recruit
to
a
lot
of
posts,
given
we're
struggling
to
recruit
to
a
lot
of
posts
in
learning.
Inclusion
too,
this
is
a
national
crisis.
L
The
strikes
today
around
teaching
in
Fe,
which
I
was
lucky
enough
to
go
and
meet
and
chat
to
some
people
this
morning
about
they've
had
a
pay
cut
of
I.
Think
it's
over
20
in
real
terms
since
2010
and
the
current
payoff
for
a
five
percent
offers
another
real
terms
pay
cut
given,
given
where
inflation
is
at
the
moment.
L
There
are
a
lot
of
reasons
around
teachers
not
coming
into
the
into
the
profession
not
being
able
to
not
not
choosing
to
stay
into
the
profession.
Pay
is
just
one
of
them,
but
a
particularly
significant
one
in
paragraph
18,
it
details
high
workload.
It's
cited
by
51
of
those
in
the
teaching
profession,
lack
of
government
trust
cited
by
53
A,
reduced
status
of
the
profession
cited
by
66
percent.
L
M
It's
coming
really
and
and
just
added
the
comments
that
have
already
been
made.
You
know
as
as
we
know,
there
is
an
absolute
crisis
nationally
in
terms
of
children
and
family
social
Care
staff,
but
also
in
terms
of
the
public
sector.
So
our
partners
are
facing
exactly
the
same
challenges
as
we
are
in
2021.
M
You
know
out
of
the
social
workers
as
an
example
who
left
the
profession
77
of
those
left,
children's
social
care
for
good
and
23
left
to
go
to
agency,
and
you
know
it
is
a
challenge
for
us.
It's
a
challenge
nationally
in
terms
of
the
remuneration
that
social
workers
and
others
can
get
when
they
move
to
agency.
It
is
an
issue
that
has
been
highlighted
in
the
independent
review
of
children's
social
care
and
I
understand
that
it
is
an
issue.
M
As
an
example,
I
have
heard
that
in
Northern,
Ireland
they're,
actually
looking
to
ban
agency,
remove
agencies,
so
I
think
it's
it's
a
Movable
Feast.
It's
something
that's
very
topical
at
the
moment
and
something
that
we're
very
mindful
of
just
in
relation
to
the
regional
context,
and
we
have
got
almost
a
third
of
children's
services
in
the
region
that
are
judged
as
inadequate
and
that
puts
additional
pressure.
M
M
Having
said
that,
as
has
already
been
mentioned,
we've
got
a
really
robust,
Recruitment
and
Retention
strategy
right
across
the
directorate,
and
we
actually
did
win
an
award
and
the
children
young
people
now
Awards
in
2018
for
our
social
work,
career
progression,
pathway
and
that's
something
that
we
continue
to
build
on,
not
just
for
social
work
but
for
all
of
our
posts.
M
I
think
it
has
been
referenced
and
there
is
a
decline.
There's
been
a
decline,
not
least
really
as
a
result
of
the
pandemic.
The
cost
of
living
crisis
around
people
choosing
to
go
into
particular
professions
as
an
example,
education,
psychology
and
social
work
in
particular,
and,
having
said
all
that
and
I
think
councilor
Bennett
has
referenced.
M
Our
turnover
rate
is
a
third
lower
than
the
national
average,
and
that's
because
we
continue
to
invest
in
Recruitment
and
Retention
strategies,
and
part
of
that
you
know,
is
a
real
focus
on
staff,
well-being,
health
and
well-being,
and
the
reporters
make
reference
to
a
range
of
activity
and
that
we
have
in
place
to
support
our
staff
because
we
recognize
the
challenges
on
them.
You
know
the
current,
the
current
climate,
the
report,
references
safeguarding
as
you
would
expect
it
to
reference
and
we're
confident
again
we
have
a
range
of
quality
assurance
activity.
M
C
First,
just
to
thank
councilor
Pryor,
for
you
know
joining
any
you
members
on
the
on
the
picket
line
at
Notre,
Dame,
and
also
solidarity
with
the
ucu
members
who
are
picketing
today.
Striking
I
just
wanted
to
it's
not
as
much
a
question
I
just
wanted
to
bring
out
some
more
information.
C
Really
yeah
pay
is
a
massive
issue
in
education
because,
as
as
I
think
it
was
councilor
Pryor
said,
there's
been
a
20
at
least
a
20
cut
in
the
pay
of
teachers
and
25
cut
in
the
pay
of
support
staff
who
do
an
incredible
job,
and
it's
a
very
professional
job
and
they're
paid
not
much
more.
C
It's
sometimes
less
than
people
stacking
shelves
in
supermarkets
not
to
be
little
that,
but
it's
not
such
a
professional,
demanding
job
and
just
to
say,
there's
the
direct
effect
of
pay,
particularly
at
this
time,
but
also
School
budgets
are
so
I.
Don't
know
in
such
a
difficult
situation
that
there
is
so
many
fewer
staff
in
schools
at
the
moment,
so
that
has
a
massive
impact
on
workload.
C
A
lot
of
the
the
situation
is
largely
due
to
decisions
at
National
level,
but
I
think
locally
as
unions.
What
we,
what
the
way
we
can
impact
this
situation
is
by
having
not
necessarily
pay
but
workload
having
Trade
union
recognition
agreements
with
all
with
mats,
and
obviously
we
do
have
that
with
us,
with
city
council
schools
and
with
many
mats.
But
there
are
two
maps,
one
very
large
one-
that
we
do
not
have
a
trade
Union
recognition
agreement
with.
We
have
no
negotiation,
they
are
t-gap,
the
very
largest
one
and
CLT.
C
Now
we
do
have
we
have
a
rep
at
CLT
who
has
reasonably
good
relationship
with
with
the
head.
So
that's
better
than
having
no
Union
presence,
but
there's
a
massive
issue
at
tgat
we've
got
our.
Our
figures
suggest
that
we
have
increased
staff
turnover
at
that
with
that
mat
and
one
of
the
schools
that
that
mat
took
over
not
that
long
ago,
a
big
secondary
school
again
the
contact
that
we
have
from
Members.
C
There
show
that
we
have
massive
staff
turnover
and
we
really
believe
that
if
we
had
we're
trying
very
very
hard
to
have
relationships
with
that
to
build
a
relationship
with
t-gat,
which
we
know
would
be
beneficial
for
the
school
it
would
help
to
for
the
schools
in
the
mat.
It
would
help
to
reduce
staff
turnover
we
can
get
in
early
and
raise
issues
that
maybe
leadership
are
not
aware
of.
So
that
is
something
that
we
really
want
to
do
with
that
math,
and
there
are
other
issues.
C
Some
schools
have
have
issues
to
do
with
the
way
the
flattening
the
grass
staff
cannot
work
in
in
schools
where
they
they
come
to
school,
to
do
their
very
best
for
the
children
and
it's
and
people
are
leaving
because
they
cannot
work
in
the
environment
where
they
don't
believe
that
all
children
are
supported.
So
I
just
wanted
to
highlight
that
today,
what's
happening,
foreign.
L
I
I
think
you're,
absolutely
right
and
I.
Think
it's
it's
worth
saying
that
you
know
those
people
are
going
to
the
teaching
profession.
It's
a
real
calling.
You
know
it's
not
an
easy
job
at
all
and
I
think
it's
something.
That's
something
that
that
those
that
go
into
the
teaching
profession
are
dedicated
to
both.
L
My
parents
are
teachers
and
a
lot
of
my
family,
so
I
know
the
stresses
that
a
lot
of
teachers
are
under
and
I
think
you
highlight
a
really
important
point
about
Union
recognition,
and
this
is
some
of
the
issue
with
the
the
Academy's
legislation,
because
some
academies
you're
right,
will
recognize
unions
and
and
and
and
work
fine
with
them,
others
and
you're
obviously
referenced
to
the
gross
Academy's
trust.
L
I
would
like
to
see
them
do
more
on
Union
record.
Well,
I
would
like
them
to
to
recognize
unions,
full,
stop,
I,
think
it.
It
stops
problems
becoming
bigger.
It
helps
develop
those
staff.
It
ensures
that
those
staff
have
a
decent
place
to
work
and
I.
Think
it's
something
that
I
want
to
see.
All
our
schools
engaging
with
the
unions.
K
Yeah
I
I
would
like
to
follow
up
on
on
both
those
comments.
I've
been
on
the
Neu
picket
line
this
morning
since
7
30
and
solidarity
with
everybody
out
today
and
I
know.
My
colleagues
have
as
well
on
the
on
both
sides
of
me
here
and
I.
K
Just
want
to
follow
up
on
the
comments
of
that
particular
Academy
trust
and
the
problem
we're
having
with
teacher
attention
I
work
for
the
Neu,
as
well
as
being
a
counselor,
so
I
see
the
issues
that
we
have,
that
teachers
have
and
why
they're
leaving
the
profession
and
that
particular
Academy
trust
they're
they're,
not
agreeing
they're
they're,
not
honoring,
PPA
time
they're,
making
staff
work
through
their
lunch
they're
working
from
the
minute.
K
They
turn
up
to
the
minute,
the
school
finishes
and
Beyond
and
and
this
I
I
could
go
on,
and
these
are
the
reasons
that
we're
losing
teachers
from
the
profession,
because
these
Academy
trusts
are
allowed
to
set
their
own
terms
and
conditions
allowed
to
set
their
own
ways
of
working,
and
this
is
a
real
reason
that
we
are
losing
teachers
from
the
profession.
There's
some
really
worrying.
Statistics
produced
in
September.
K
We
are
going
to
have
a
huge
shortage
in
certain
subjects
in
the
next
four
or
five
years
time,
and
it
is
really
worrying
and
and
unless
we
we
get
to
grips
with
this
and
and
if
these
these
Academy
trusts
are
allowed
to
continue,
we
are
going
to
see
more
and
more
and
more
teachers
leaving
the
profession,
and
we
are
in
a
real
crisis
situation.
Now.
L
Counselor
Pryor
and
absolutely
I
mean
I
mean
on
under
Point
19
in
the
report.
L
It
talks
about
the
dfe's
target
for
twitch
223
and
wants
to
recruit
almost
21
000
new
teachers
to
start
teacher
training
and
the
applicants
were
12
and
a
half
now,
if
you
think
that
even
some
of
those
applicants
won't
even
make
it
through
and
if
the
number
of
teachers
leaving
the
profession
increases
that
Gap
is
just
going
to
get
wider
and
wider
I
I
think
the
next
few
years
are
going
to
be
really
difficult
for
teachers
and
for
schools
in
recruitment
and
and
I.
S
Thank
you,
chair
I've
got
a
couple
of
things.
So
do
you
want
me
to
just
do
one
at
a
time?
I,
don't
want
me
to
just
okay,
so
my
first
question
is
going
back
to
social
work.
Really,
so
can
you
confirm
if
the
the
you
know
the
the
reported
grievance
from
the
social
workers
is
now
resolved,
or
is
that
ongoing
please?
So
that
was
number
one,
so
I
think
that's
very
important
to
to
to
ask
the
second
question
is:
are
those
staff
issues
impacting
the
looked
after
children
placements?
S
You
know,
do
we
send
the
children
all
over
the
country
and
and
and
and
and
do
we
map
this
or
you
know?
How
is
this
monitored?
Please,
and
the
third
question
is
something
I've
picked
up
today
from
what
you've
said.
S
The
the
memo
of
understanding
regarding
the
agency
charge
cap
is
that
being
monitored
because
it
could
actually
Force
resource
out
of
our
area.
We
just
just
a
wider
area,
which
you
know,
I,
think
that
that
could
impact
us
if
it's
not
monitored.
So
thank
you.
H
M
Yeah
I'm
happy
to
come
back
on
those
just
in
relation
to
the
first
point:
the
social
work
grieving,
so
that
process
is
ongoing
and
we
continue
to
engage
with
our
colleagues
as
part
of
that
process.
M
In
terms
of
your
second
point
and
absolutely
not
so
again,
we
have
really
clear
robust
quality
assurance
scrutiny,
mechanisms
in
place
for
all
decision
making
in
relation
to
children
and
young
people
and
their
plans
and
all
decision
making
is
based
around
the
needs
of
individual
children
and
young
people.
We're
very
clear
about
our
approach
in
leads
and
that
restorative
approach
in
terms
of
keeping
children
in
families
with
family
as
a
priority,
where
that's
not
possible,
keeping
children
in
a
family
setting
and
keeping
children
close
to
leads.
M
You
know,
so
they
are
absolute
key
priorities
for
us
and
that
continues
in
relation
to
the
agency
question.
It
is
something
that's
been
monitored
closely
and
it's
quite
a
new
development
and,
as
such,
the
regional
directors
of
children's
services
across
Yorkshire
and
humberside
discuss
that
regularly.
So
it
is
something
that's
been
monitored
and
we
absolutely
will
not
have
the
case
where
there
can
be
a
negative
impact
of
that
in
Leeds
and
again,
that's
where
we
have
to
work
collectively
as
directors
of
children's
services
across
the
region.
I
Just
wanted
to
see
if
I
could
add
a
couple
of
points,
so
the
area
that
the
memorandum
of
cooperation
covers
is
a
really
wide
area.
It's
not
just
West
Yorkshire,
it's
the
whole
of
Yorkshire
and
the
Humber,
so
people
would
have
to
travel
a
very
long
way
to
if
they
were
living
in
certain
parts
of
that
region
to
another
and
other
areas
of
looking
at
doing
a
similar
thing.
So,
ideally
it
will
become
a
national.
It
will
become
National
practice.
I
I
recently
chaired
a
LGA
weekend
for
experienced
children's
portfolio
holders,
and
we
had
a
presentation
from
ofsted
from
the
deputy
director
who's.
The
director
of
social
care
and
ofsted
are
raising
concerns
about
it
nationally
as
well.
It
is
seen
as
a
really
problematic
issue,
so
I
think
it
even
though,
even
though
we're
not
getting
government
guidance
on
this
to
sectors
kind
of
taking
leadership
around
stopping
the
practice
of
agencies,
charging
really
obscene
amounts
on
the
children
being
placed
up
very
we're
already,
the
largest
fostering
local
Authority.
I
We
have
a
much
higher
percentage
of
our
children
in
Leeds,
and
other
councils
do,
but
at
the
last
exec
board
I
took
you
know
the
one
before
I
took
a
report
about
increasing
the
amount
that
we
pay.
Our
foster
carers,
which
is
really
really
important
because
having
more
services
that
we
provide
ourselves
is
a
way
of
spending
less
money
out
of
leads
in
the
private
sector.
So
we're
planning
to
recruit
a
lot
more
Foster
carers
and
a
new
level
of
foster
carers.
I
They
got
to
level
four
at
the
moment,
they're
going
to
go
up
to
level
five
that'll
be
foster
carers,
who
can
support
children,
adolescents
who
have
very
complex
needs.
You
know
have
experienced
traumatic
starts
in
life
they're
the
placements
that
can
be
really
expensive,
so
we're
particularly
recruiting
Foster
carers
to
support
adolescents.
We've
already
got
10
of
our
own
children's
homes,
which
means
we
have
less
children
out
of
area
and
children
so
than
other
councils,
but
we're
building.
I
Eight
more
is
that
right?
Is
it
eight
four
more
eight
like
eight
little
one
or
two
beds,
and
again
they're
going
to
be
homes
for
children
generally
adolescents?
That
really
struggle
to
live
with
other
children
so
end
up
being
placed
in
expensive
external
placements,
so
we
we're
already
in
a
really
good
place
compared
to
lots
of
authorities,
but
we
are
expanding
both
our
fostering
and
our
own
residential
provision
to
keep
more
children
in
Leeds
and
spend
less
money
out
of
leads
as
well.
Thank
you.
T
Sure
thank
you
for
the
reports
well
very
comprehensive
and
covers
a
lot
of
the
issues
that
we
know
are
there,
but
actually
gives
the
data
with
it.
So
just
put
it
in
the
context
of
me,
as
we
well
know,
I
have
been
in
the
education
system
a
long
time.
Indeed,
in
1990
I
made
my
first
appointment
of
a
history.
Teacher
I
had
46
applicants
for
a
main
scale.
Post
never
happened
again.
Now
you
would
be
lucky
to
get
a
handful
I'm
aware
of
that.
It
isn't
something.
That's
happened
overnight.
T
T
To
do
that,
so
my
question
would
be,
and
it's
something
that
we
did
at
the
time
and
then
did
further
when
we
when
I
was
part
of
the
first
Academy
trust
in
2004,
we
made
a
virtue
of
making
connections
locally
to
recruit,
who
we
wanted,
we
felt
would
be
doing
it
for
the
right
reasons.
So
the
providers,
the
universities
in
the
local
area,
I'm,
assuming
that
the
same
process
is
happening
when
you
talk
about
looking
at
increased
numbers,
Etc,
so
I'd
be
interested.
That's
my
first
question:
what
steps
are
being
taken
locally?
T
It
could
be
regionally
but
to
actually
look
at
those
particular
issues
with
the
patchworker
provision
that
we
have
now,
and
my
second
thing
is
kind
of
related
in
terms
of
recruitment
in
the
social
work
area,
which
is
a
different
pattern
in
that
way.
But
I
note
that
you
talk
about
that
the
training
which
is
happening
for
social
work
in
Leeds
of
those
you
anticipate
X
number
to
come
through
with
this,
and
my
question
would
be
Are
We
Now
recruiting
quicker
than
they're
leaving.
That's
the
key
thing.
T
B
Who
yep
Erica.
N
Hello,
councilor
Richards.
We
both
worked
together
a
few
years
ago,
so
we
we
both
know
that
the
type
of
situation
that
you
describe
absolutely
schools
are
still
developing
links
with
universities
and
we're
teaching
school
hubs
to
develop
strong
links
and
and
a
Channel
of
new
Talent.
If
you
like,
coming
through
into
their
schools
and
quite
a
lot
of
schools,
are
being
inventive
as
well
about
the
way
they
try
to
recruit
staff
so,
for
instance,
quite
a
lot
of
them
and
take
on
teaching
assistants
as
graduates
and
develop.
N
Those
graduates
and
support
them
to
become
teachers
and
one
school
I
know
has
has
a
practice
of
contacting
all
their
six
formers
who
went
to
University
three
years
after
they
left
to
offer
them
one-year
internships
at
the
school
and
so
that
they
get
a
first
step
into
employment
and
they
can
see
whether
they
like,
like
the
option
of
teaching
before
they
decide
to
train
as
a
teacher.
So
schools
are
being
inventive
and
trying
to
find
ways
of
recruiting
staff.
M
Yeah
I'm
happy
to
come
in
that
counselor
Richards,
so
we're
holding
our
own
I
think
as
has
been
described.
It's
not
just
Social
Work
posts
as
an
example.
A
residential
Children's
Services,
you
know
again
nationally.
That's
a
key
area
for
us.
Councilor
then
has
talked
about
the
eight
additional
homes
that
we
plan
to
bring
on
stream,
and
so
we
have
been
able
to
recruit
to
a
number
of
residential
posts.
Recently,
we've
recruited
to
Social
Work
posts,
we've
recruited
to
a
team
manager
post.
M
The
other
thing
to
say
is
we
have
a
number
of
students
working
with
us
at
the
moment
and
I
think
out
of
the
current
cohort
we,
which
I
think
is
over
50
or
50
thereabouts.
19
of
those
have
already
committed
to
wanting
to
apply
and
to
remain
in
leads.
Others
are
deliberating
on
that
and
because
of
the
cost
of
living
crisis
and
we're
seeing
more
students
who
may
return
home
and
to
live
with
parents,
whereas
previously
they
may
have
remained
in
Leeds.
M
M
So,
as
an
example,
we
have
bronze
meetings
which
take
place
in
the
South,
the
East
and
the
west
of
the
city,
which
includes
schools,
Health,
the
voluntary
sector
and
Recruitment
and
Retention
is
a
real
topic
of
discussion
there
at
the
moment,
especially
in
terms
of
thinking
about
different
Pathways
into
the
profession,
so
how
we
grow
our
own
thinking
about
apprenticeships
thinking
about
actually
how
do
we
communicate
and
engage
with
particular
communities?
There's
a
real
opportunity
here
to
diversify.
M
Our
Workforce,
in
terms
of
you
know
not
perhaps
having
the
same
approaches
we
might
have
done
previously
to
entry
qualifications,
but
actually
you
know
valuing
life,
experience
and
personal
experience
and
being
able
to
appoint
staff
and
then
train
them
on
the
job
so
again
a
range
of
a
range
of
measures
in
place,
and
we
continue
to
keep
our
finger
on
that.
T
You
very
much
both
of
you
for
those
answers
and
yeah.
They
do
sound
exactly
what
is
needed
in
that
way.
My
question
would
be
it's
almost
joining
those
things
up,
so
what
connections
are
being
made
in
schools
to
actually
encourage
students
to
at
that
stage?
I
know.
As
Erica
knows,
the
decisions
are
made
around
about
year,
nine
and
ten,
because
it's
at
that
point
that
you
start
to
take
the
Bits
of
Paper.
That
will
get
you
to
where
you
need
to
be
later.
T
So,
what's
being
done
with
schools
to
actually
say
this
is
a
really
good
profession
to
be
in
whether
you
know,
whichever
Spectrum
it
is
what
is
being
done
there
because
I
think
to
me
in
the
base
that
we
have
in
Leeds,
we
really
should
be
able
to,
as
you
say,
grow
our
own
from
that
kind
of
level
as
well.
Thanks.
E
M
M
If
I
think
about
our
little
owl
settings
and
our
early
year
provision
as
an
example,
there's
been
absolute
direct
links
and
Communications
with
schools
around
encouraging
young
people
making
again
young
people
who
wear
apprenticeships
and
different
routes
into
the
profession,
I
think
in
some
ways,
I
think
there
was
some
research
I
think
it's
mentioned
in
the
in
the
paper.
M
You
know
that
some
of
the
feedback,
certainly
from
teachers
who
were
leaving
the
profession,
was
something
about
the
status
really,
perhaps
being
undermined
or
a
reduction
or
deletion
of
that
status
and
I
think
to
be
honest,
it's
beholden
on
us
as
public
servants
and
who
love
our
jobs
and
have
spent
a
lifetime
in
our
roles
actually
going
out
and
having
some
of
those
conversations,
whether
that's
with
schools,
whether
that's
with
universities
and
to
really
Champion
the
profession,
whether
that's
teaching,
you
know
whether
that's
children's
social
care,
whether
that's
the
public
sector
generally
and
so
again,
we've
got
a
whole
host
of
actions
aligned
to
that.
R
Right,
thank
you
very
much.
I'd
also
like
to
express
solidarity
with
the
strikers
today
so,
as
you
correctly
say
about
the
social
care,
this
being
a
basically
a
national
problem
which
essentially
is
about
funding
nationally
as
well,
but
I
really
wanted
to
talk
more
about
the
education
side
or
and
then
leading
into
question.
For
that,
the
the
thing
about
education
is
that
it
is.
Schools
are
funded
by
the
pupils
that
are
in
that.
R
So
the
funding
follows
the
pupils
and
the
problem
there
is
that
if
the
national
policy
is
that
it
means
that
there,
when
there
are
falling
roles,
I've
been
in
education
since
1978,
so
I
have
seen
some
Rises
and
falls
and
then
you've
got
increases
in
pupils
coming
through
and
decreases
as
well.
So
the
bulges
going
through
secondary
again
at
the
moment
and
but
there's
then
falling
roles
in
primary,
so
in
terms
of
the
recruitment
retention
and
I
realize
what
how
how
difficult
it
is
at
the
moment.
R
My
question
really
is
about
how
you
are
able
to
plan
for
the
future,
because
you
know
what
the
birth
rate
is.
That's
sort
of
coming
through
at
the
moment,
bearing
in
mind
that
really
it's
because
of
the
way
that
education
is
funded
and
that's
a
national
decision,
that's
actually
the
problem
behind
this.
Thank
you.
L
So,
broadly
speaking,
we
can
look
four
years
into
the
future
for
quite
obvious
reasons
for
primaries.
Obviously,
we've
had
there
are
falling
numbers
in
the
Eber
region.
It's
something
we've
discussed
as
Council
a
lot.
It's
currently
at
22
surplus
of
places
which
moves
to
I
think
it
was
a
36
surplus
of
places
by
2026..
There
are
other
areas
of
leads
which
aren't
quite
at
the
same
stage,
but
maybe
a
few
years
behind
at
the
moment.
L
Some
of
that
is
to
do
with
with
birth
rates.
Equally
it's
to
do
with
changes
to
immigration.
It's
to
do
with
fewer
people
having
children
which
tends
to
happen
when,
when
the
economy
isn't
so
good
people
think
they
they
can't
afford
to
have
children,
so
they
they
delay
it
and
delay
it,
and
we've
seen
that
with
you
know
more
and
more
people
having
children
in
their
30s
rather
than
their
20s.
L
Additionally,
with
kind
of
house
building
in
some
areas
where
there
hasn't
been
any
huge
number,
there
was
I've
gotten
the
ratios.
Those
members
who
are
on
planning
may
know,
but
with
school
Place
planning
it
used
to
be.
There
was
a
kind
of
weird
they'd
predict,
so
many
children
per
so
many
houses
and
that
ratio
is
just
extended
even
further.
L
So
there
is
a
difficulty,
but
you
are
right.
These
things
do
go
up
and
down
since
2010
we
created
I
think
it
was
around
12,
000,
Primary
School
places
because
those
children
were
there
and-
and
that's
been
some
of
the
debate
recently.
L
You
know
some
of
the
weather
population
Falls
have
been
where
we've
extended
school
places,
but
you
have
to
you
can't
say
to
those
children
who
are
four
sorry
come
back
when
you're
seven,
because
there's
not
a
school
place
for
you
now
you
just
have
to
deal
with
it
there
and
then
so
it
is
something
we
we're
keenly
looking
to
in
the
future.
We
know
some
schools
in
a
few
areas
have
already
reduced
their
pans
to
anticipate
this,
but
the
as
you
say,
the
per
pupil
funding
is
is
a
problem
with
it.
L
We've
seen
that
cut
by
nine
percent
since
2010
I
think
it
was
over
just
over
six
thousand
pounds
per
pupil.
Now
it's
just
over
five
thousand
pounds
per
pupil
and
it
means
that
when
those
pupil
figures
drop,
those
schools
have
got
far
less
flexibility.
They
it's
far
more
difficult
for
the
schools
to
essentially
wait
it
out
and
wait
for
the
population
to
go
back
up
it.
It
takes
those
issues
around
population
to
a
critical
place.
C
C
So,
but
pay
obviously
is
an
issue
for
people
striking
today,
but
it's
also
the
fact
that
any
pay
Rises
which
haven't
been
real-time,
pay
Rises
have
been
unfunded,
so
those
pay
Rises
for
school
staff
come
out
of
the
budget,
which
means
there
are
fewer.
You
can
recruit
fewer
School
staff
for
those
schools.
So
that's
a
massive
issue
and
what
I'd
like
to
ask
everybody
here
today
and
to
spread
the
word
for
people
to
please
if
they
can
Lobby
their
MPS,
because
that
is
something
that
we
really
need.
C
Not
only
do
we
need
better
pay
for
school
staff,
but
we
need
our
any
pay
Rises
to
be
funded
so
that
schools
can
afford
to
run
now.
The
this.
The
second
thing
is
I
know
that
there
are
quite
a
lot
of
counselors
here
today
and
going
back
to
that
trade,
Union
recognition
agreements
and
how
important
it
is
to
have
a
union
presence
to
be
able
to
keep
staff
in
schools
because
for
teachers,
apart
from
in
specific
curriculum
areas,
like
physics,
music,
the
biggest
issue
isn't
recruitment.
C
It's
retention,
it's
those
people
going
in
with
a
really
Rosy
idea
of
what
teaching
can
be,
and
it
could
be
like
that.
It
was
I
feel
like
it
was
like
that
when
I
started
teaching,
it
was
wonderful
and
I
really
miss
it,
but
what
we
need
is
we
need
it
to
to
be
like
that
and
we
need
those
Trade
union
recognition
agreements
in
in
all
maths,
including
CLT.
C
So
if
there
are
any
counselors
here
who
are
Governors
I
know
Council
Ryan
Stevenson,
you're
you're,
a
chair
of
Governors
at
one
of
the
tgat
schools.
If
you
can,
please
ask
and
bring
that
on
the
table
that
we
can
have
Trade
union
recognition
agreements
with
those
schools,
so
we
can
get
in
early
and
retain
those
important
members
of
staff
that
are
not
replaceable.
C
L
Yeah
Helen's
Helen's
absolutely
right
about
School
budgets.
At
the
moment,
a
medium-sized
Primary
School
will
have
had
about
two
million
pounds
cut
from
its
budget
since
2010.
So
this
means
even
though
teachers
have
been
having
below
inflation
pay
Rises.
L
The
government
can't
just
say
well
give
a
pay
rise
out
of
that
budget,
because
they've
lost
so
much
money
already
directly
money
taken
from
children's
education,
so
these
pay
risers
for
teachers
are
absolutely
necessary
and
they
need
to
be
funded
by
the
government.
It's
it's
a
really
important
point.
They
just
can't
be
taken
out
of
existing
budgets
and
and
I
think
the
points
you're
making
about
what
what
the
teaching
profession
is
it.
L
It
has
changed
drastically
over
the
year
and
over
the
years
and
it
links
to
what
Julie
was
saying
about
the
the
status
of
teachers
and
the
states
of
the
profession.
It's
not
just
teaching
anymore
teachers
are
social
workers.
I
know
on
this
grouping
board.
We've
talked
about
child
poverty
before
we're
talking
about
the
housing
conditions.
The
children
are
in
I
know
that
some
councilors
don't
have
done
incredible.
Work
on
things
like
uniform
exchange,
but
families
shouldn't
be
that
poor
that
they
need
these
things,
it's
fantastic
that
we're
doing
them.
L
But
it's
it's
a
disgrace
that
we're
in
that
position
in
the
first
place-
and
this
just
adds
more
and
more
pressure
onto
teachers,
and
it's
the
same
time
we
saw
coming
out
of
covid
that
the
teacher
teachers
were
Frontline
workers
and
doing
incredible
job.
They
were
going
to
work
in
the
middle
of
the
first
lockdown
when,
when
the
virus
was
at
its
most
rampant
and
yet
coming
out
of
covid,
it
was
often
in
the
press
that
teachers
were
vilified
and
attacked
and
I
think
that's
gonna.
L
H
Yeah
I
can
speak
to
in
some
degree
kind
of
anecdotally
and
then
I'll
ask
a
question
so
some
years
ago,
I
I
did
a
vocational
course
to
be
a
primary
school
teacher
and
and
I
did
a
year
and
I
realized.
The
workload
then
would
have
been
far
too
much
for
the
for
what
the
pay
would
have
been
and
and
the
statistic
at
the
time.
H
I
don't
know
if
it's
changed
or
gotten
worse
or
gotten
better,
but
we
were
told,
obviously
by
University
staff
at
60
of
newly
qualified
teachers
leave
within
five
years,
the
profession
completely
and
so
yeah,
and
just
to
sort
of
reiterate
the
problem.
It's
not
necessarily
a
recruitment,
it's
actually
the
retention
of
stuff.
H
It
is
a
is
a
is
a
real,
is
a
real
concern
and
then
my
experiences
as
being
a
teaching
assistant
for
six
years
and
then
high-level
teaching
system
for
four
years
and
I
saw
that
even
as
a
support
staff,
never
mind
a
teacher,
but
as
there
was
issues
with
Recruitment
and
and
containing
stuff,
what
we
end
up
seeing
is
a
higher
workload
them
put
on
the
stuff
that
we're
remaining
and
I
guess.
H
My
question
is:
what
are
we
doing
to
address,
making
sure
that
workload
is
achievable,
because
if
it
isn't,
then
we
we
we
we're
going
to
Hemorrhage
more
stuff,
leaving.
B
N
And
the
points
you
make
are
really
valid.
Some
of
that
does
not
rest
with
the
local
Authority,
some
of
that
rest
with
central
government
who
do
recognize
that
it's
a
very
severe
problem.
N
So
there
have
been
two
strands
of
work,
particularly
one
around
workload
where
there's
and
there's
a
workload
reduction
toolkit
which
is
available
for
staff
and
leaders
to
access
and
there's
Innovations,
such
as
the
oak
Academy,
whereby
you
can
download
there's
a
whole
curriculum
that
will
be
planned
for
each
subject
and
quite
there's
quite
a
lot
of
debate
about
the
validity
of
that,
but
it
still
exists
or
it's
going
to
exist
so
that
there
are
moves
to
try
and
reduce
workload
in
that
way
in
terms
of
retention
as
well.
N
This
is
part
of
the
whole
government
strategy,
so
there's
been
a
lot
of
investment
in
early
career
teachers.
So
that's
what
used
to
be
nqt's
newly
qualified
teachers
and
that
used
to
be
a
one-year
induction
process
and
then,
after
that,
you
were
kind
of
out
into
the
the
full
Maelstrom
of
the
teaching
profession.
Now
it's
a
two-year
process.
It's
underpinned
by
a
course,
an
ECT
modules
that
newer
teachers
have
to
take
and
they
get
one-to-one
Mentor
support
during
that
time.
N
So
I'm
not
saying
it's
ideal,
but
the
quality
of
the
materials
are
really
good
and
much
better
than
early
career
teachers
have
ever
had
before,
and
it
is
specifically
to
address
the
problem
that
it
is
the
the
newer
teachers
who
tend
not
to
stay
Beyond
five
years
in
Leeds
and
as
in
as
much
as
we
can
do
as
in
La,
I,
I,
think
in
school
Improvement.
We
try
very
much
to
find
ways
to
make
teachers
life
better
I
suppose.
N
So
we
have
the
headteacher
support
service
and
we
have
a
head
teacher
induction
program
as
well,
so
that's
helped
to
help
retain
her
teachers.
Obviously,
we
have
quite
a
series
of
networks
as
well
in
different
subjects,
so
that
you
have
the
option
of
meeting
other
people
teaching
the
same
thing
or
trying
to
devise
a
curriculum
so
that
you
can
share
good
practice
and
therefore
reduce
your
workload
and
workload
as
well
is
a
key
feature
of
any
ofsted
inspection.
N
And
so,
regardless
of
whether
it's
degraded
or
ungraded
inspection
inspectors
have
to
ask
teachers
about
workloads
and
what
leaders
are
doing
to
reduce
workloads
and
nearly
always
they
they
are
being,
and
they
are
thinking
a
lot
about
what
they're
doing
so
and
there's
quite
a
lot
of
whole
class
feedback
is
a
is
a
new
strategy
rather
than
marking
book
after
book
after
book.
N
Where,
actually
it's
the
same
mistake
and
the
same
mistake,
you
tell
that
you
tell
the
mistake
and
in
your
ward,
for
instance,
in
roundtay,
they
I
know
that
they're
The,
Roundhouse
school
have
taken
workload
really
seriously
and,
for
instance,
they
have
a
golden
week
in
the
first
week
after
after
a
holiday
with
the
idea
that
there
are
no
meetings
and
teachers
can
focus
solely
on
getting
back
into
teaching
good
quality
lessons
for
their
pupils.
B
H
Ahead,
that
was
another
question
I
was
actually
going
to
ask
about,
is
actually
really
good
to
hear
that
offset
whether
inspected
or
inspected,
that
the
taking
work
load
seriously
and
I
I,
don't
know
if
it
has
became
policy
now
faster,
but
I
I
did
hear
that
a
ma
a
marker
was
going
to
be
as
well
the
well-being
of
staff,
so
I,
don't
know
if
that's
come
in
yet,
but
I
know
that
I.
Think,
along
with
workload,
is
the
idea
of
you
know.
N
And
I
think
it's
ongoing.
It's
not
come
out
yet,
but
well-being
is
taken
extremely
seriously
across
scores
and
I
do
quite
I
advise
on
quite
a
lot
of
head
teacher,
Performance,
Management
processes
and
quite
often
staff
well-being
is
part
of
an
objective
for
a
head
teacher.
So
it's
it's
high
profile
and
prominent.
J
Thanks
Jay
yeah,
just
a
really
quick
one.
We've
had
mentioned
this
morning,
home
growing
young
people
into
teacher
roles
and
I.
Think
one
of
the
things
that's
worth
adding
to
that
is
that
the
children
are
in
the
classrooms
with
the
teachers
and
actually
they
can
absolutely
tell
that.
We
are
well
I'm,
not
anymore.
I
am
one
of
those
teachers
that's
left,
but
they
can.
They
can
absolutely
tell
that
we're
not
coping.
J
Actually
we
aren't
able
to
recruit
young
people
into
it
until
we
get
to
the
point
where
the
teachers
that
are
currently
there
are
able
to
cope
with
their
lives
and
at
the
moment,
I
don't
feel
that
a
lot
of
teachers
are
able
to
cope.
It's
completely
unmanageable,
and
so
it's
really
really
great
to
have
this
sort
of
discussion
in
in
scrutiny
this
morning
and
I.
Really
look
forward
to
what's
going
to
come
out
nationally
and
I
guess
the
question
is
whether
you've
heard
anything
about
it
or
just
do
you
agree.
H
N
I
think
you're
absolutely
right
about
teachers
not
being
an
advert
for
teaching
when
they're.
Clearly
exhausted
and
I've
always
believed
that
how
can
a
teacher
be
their
best
if
they're,
exhausted
and
stressed
I
I
can
remember
the
days
when
you
know
going
home
and
shouting
at
my
own
children
in
a
way
that
I
just
wouldn't
let
any
other
person's
child.
Because
I
was
you
know,
I'd
had
it
up
to
here
and
I.
N
Think
it's
it's
having
that
brain
space
to
be
able
to
deal
with
other
other
issues
and
problems
as
they
occur
in
the
classroom
and
outside
the
classroom
that
that
teachers
need.
E
I'd
just
like
to
ask
a
bit
more
about
the
network
and
the
supports,
and
whether
or
not
it
is
the
part
that
teachers
get
or
is
it
looked
on,
sometimes
there's
a
weakness
of
that
person,
because
I
do
a
lot
of
people
who
are
reluctant
to
go
and
save
them
in
are
feeling
stressed
due
to
the
workload,
because
the
word
that
it's
going
to
be
looked
more
on
as
a
as
a
weakness
of
theirs,
and
sometimes
it
can
be
a
clash
of
personalities
with
stuffing
and
then
I
just
wanted.
E
Is
there
any
difference
between
the
retention
of
State
schools
and
the
retention
and
workload
of
those
who
are
in
academies
and
I
know?
There's
many
budget
issues
in
academies
due
to
the
government
funding
that
they
receive,
but
State
schools
obviously
received
their
funding
from
Leicester
to
council.
Is
my
understanding
so
I
just
wonder
if
there
any
difference
in
those
figures
that
you
could
give
us
foreign.
B
M
Don't
have
any
figures
around
that
today,
but
it's
certainly
something
that
we
could
look
to
get.
You
absolutely
I
think,
just
in
relation
to
the
point
that
you
make
about
again:
well-being,
I,
think
that
goes
back
to
leadership.
So
again
it
goes
back
to
the
role
of
the
governor's
governing
body.
It
goes
back
to
the
role
of
the
leadership
team.
I.
Think
it's
about
culture
again,
it's
not
just
you
know
within
any
organization
whether
that's
a
school,
whether
it's
children's
social
care,
it's
about
leading
from
the
top
and
modeling
and
I.
M
Think
that's
where
that
commitment
to
restorative
approaches
and
restorative
practice
is
absolutely
key
and
I
think
creating
an
open
culture
where
your
colleagues
feel
able
to
express
themselves
and
express
themselves
freely
within
a
safe
trusted.
Environment
is
absolutely
key.
I
think
it's
key
for
safeguarding
and
you
know
as
well
there's
something
about
just
having
that
open
culture,
but
that
does
come
from
the
top
and
it
has
to
be
modeled
by
the
leadership
team.
E
I
do
think
that
sometimes
it
has
to
be
an
individual
member
of
Staff
in
a
school
asked
to
get
to
the
point
of
that
actually
bursting
before
they
will
go
and
admit
to
their
leadership
team
our
management
that
they
can't
deal
with
what's
going
on
in
the
classroom,
because
they
feel
obliged
to
carry
out
that
Duty
and
that
duty
of
care
to
us
children
so
I
think
it's
identifying
and
noticing
that
so
it's
it's
the
leaderships,
but
they've
got
enough
responsibility
on
their
shoulders
that
have
bought
and
more
pressures,
because
there's
all
the
educational
side
of
it
of
things
that
we
haven't
yet
come
on
to
that
children
have
to
go
with
in
schools
and
teaching
stuff
after
school.
M
I
think
it's
about
being
observant,
isn't
it
I
think
it's
about
knowing
your
children,
but
knowing
your
staff,
knowing
your
colleagues
I,
think
I
think
there's
something
as
I've
said,
around
managerial
responsibility
and
Leadership
responsibility,
I
think
there's
also
something
about
a
culture
of
looking
out
for
each
other.
You
know
looking
actually
you
know,
how
does
your
colleague
look
in
the
morning?
How
does
your
colleague
look
after
coming
out
of
teaching
and
perhaps
a
particularly
you
know,
challenging
class?
You
know
so
I
think
there's
something
about
within
that
culture.
M
I
think
it's
setting
the
expectation
of
everybody,
but
that's
not
to
take
away
the
responsibility
of
leadership
within
that.
You
know,
I
think
there
is
obviously
supervision.
You
know,
there's
appraisal,
I
think
in
the
current
climate,
where
we
do
know
that
again,
staff
right
across
the
public
sector
and
the
resilience
levels
are
low,
they're
being
impacted
themselves
on
a
personal
level
by
the
cost
of
living
crisis.
M
As
an
example,
you
know
mental
health
I
think
you
know
now
is
the
time
where
we
need
to
be
creating
that
space,
you're,
absolutely
right
and
creating
the
opportunity
and
being
proactive
in
doing
that.
So
people
do
have
the
space
to
talk
openly
about
how
they
feel.
B
E
In
our
furnace
Julie,
if
you
look
at
any
member
of
Staff
leaving
a
school
when
they
feel
that
they've
done
their
work,
that
they
could
do,
and
you
watch
that
you
look
at
their
the
way
that
they
are
leaving
that
workplace.
They
look
absolutely
cream,
crackered
and
shutters,
and
it's
the
quality
of
life
that
they're
having
outside
of
the
school.
That
is
that
you
know
that
that
we
need
to
also
take
into
account
and
consider
because
they've
all
got
families
at
home
too.
M
Q
I've
forgotten
what
I
was
gonna
say:
councilor
Stevenson,
if
I
can
just
just
an
observation
on
some
of
the
other
comments
made
by
Council
Renshaw.
So
since
2018-19,
the
DFE
have
been
moving
towards
a
national
funding
formula
and
we're
not
quite
there
yet.
So
we
do
have
a
degree
of
discretion
in
Leeds
to
set
our
own
funding
formula.
We've
been
working
with
schools
in
Leeds
and
the
schools
Forum
and
are
moving
as
close
as
we
possibly
can
to
the
national
funding
formula,
but
I
I
guess.
Q
Q
That
formula
applies
equally
to
maintained
and
to
Academy
Schools,
so
there
is
no
difference
in
the
funding
based
on
whether
a
school
is
maintained
or
an
academy.
It's
exactly
the
same
characteristics
that
fed
into
the
formula.
It's
exactly
the
same
total
that
we
get
as
part
of
the
dedicated
schools,
Grant
and
schools
are
treated
equally,
whether
whether
they're
maintained
our
Academy
in
terms
of
the
funding
allocation.
Q
B
O
Yeah,
certainly
it's
in
there
is,
as
apologies
for
being
late,
I
left
kippax
at
25
plus
eight
this
morning,
and
there
was
an
accident
on
the
Air
64,
which
I've
had
a
lovely
trip
around
Berman
Thompson
Hills,
as
well
of
them
after
being
redirected.
O
The
youth
working
training
is
has
been
advertised
and
I
think
we
had
over
a
total
of
30
applicants
for
that
and
a
short
list
of
18
I
believe
Julie
that
we're
going
to
start
interviewing
shortly.
We
do
understand,
as
a
member
myself,
how
valued
youth
work
is
across
the
city
and
across
the
political
divide
and
we'll
do
everything
we
can
but
I'm
happy
to
ask,
rather
than
hold
your
happy
to
answer,
questions
via
email
if
anybody's
got
anything.
Thank
you.
B
We
were
all
sat
in
that
traffic
jam
I
think
so.
Don't
worry,
I
have
three
questions
from
Andrew
Turney
and
then
Helen,
so
we'll
go
Andrew
first.
F
Yes,
sorry
I,
think
Karen
I
think
you
touched
on
a
couple
of
points
that
I
was
going
to
make,
but
I
was
just
going
to
ask
Erica
would
would
you
honestly
say
a
hand
on
heart
that
you
see
ofsted's
focus
on
well-being
as
part
of
that
wider
regime
as
being
a
Force
for
good.
N
N
So
it
looks
particularly
at
subjects,
but
it
has
then
four
Spotlight
areas,
one
of
those
Spotlight
areas
is
workloads
and
we
made
sure
that
we
asked
a
variety
of
teachers
about
their
workload
and
it
if
there
are
things
like
too
many
data
and
if
heads
are
asking
for
too
many
data
inputs
during
the
year,
for
instance
that
can
affect
the
leadership
and
management
judgment,
and
we
do
report
back
in
every
report
about
workloads.
So.
F
Yeah
I
mean
just
in
my
discussions
with
the
teachers.
I
would
totally
disagree
with
that,
because
I
would
say
what
teachers
say
to
me
and
do
say
to
me:
is
that
actually,
on
the
day
we
will
perform
because
we're
not
going
to
score
a
home
goal
and
we're
not
going
to
you
know
if
we've
got
something
to
say
about
well-being
and
workload.
You
know
we
know
that
officer
is
not
the
place
to
start.
L
I
I
think
some
of
the
issues
that
are
completely
recognize
what
what
you're
saying
about
offset
inspections
but
I
think
some
of
the
issues
there
aren't
necessarily
the
inspections
themselves,
but
they're
some
of
the
what
could
be
seen
by
someone's
punishments
by
the
government
depending
on
what
ofsted
result
you
get
you
know.
So,
if
you
get
an
inadequate,
obviously
the
government
will
force
an
academy
order
on
the
school,
whether
the
school
wants
it
or
not.
They're
starting
to
talk
about
forcing
Academy
orders
onto
schools
if
they
get
multiple,
rois
and
I.
L
Think
those
those
conditions
that
the
government
has
put
on
the
offset
report
has
potentially
led
to
as
you're
saying
teachers
feeling
they
need
to
put
on
a
good
show
and
like
defend
the
school
in
a
way
that
actually,
if
the
government
took
offsted
seriously,
teachers
could
be
far
more
honest
and
open
and
and
and
reflective
of
what
the
experience
of
teaching
is
so
I
think
some
of
that
isn't
necessarily
to
do
with
the
inspection
itself.
I
think
that
the
change
in
focus
on
offset
and
well-being
is
a
positive
one.
L
F
And
and
I
wouldn't
disagree
with
that
and
I
think
some
of
the
things
that
actually
in
an
Ideal
World
I
think
that
the
slant
of
the
framework
Now
is
better
than
it
has
been
for
a
very
long
time.
I
think
the
time
scales
with
which
skills
have
been
expected
to
get
this
in
place
are
a
bit
unreasonable
when
we
think
of
the
the
period
that
we've
had.
F
You
know,
I
don't
disagree
with
that,
but
equally
I
think.
What's
what
a
lot
of
stuff
also
say
is
that
they
recognize
that
a
lot
of
the
things
that
cause
them
stress
are
issues
that
are
slightly
out
of
their
hands
and
even
out
of
the
leadership's
hands.
If,
for
example,
you
know
consider
the
environment,
I
work
in
I
would
say,
probably
the
number
one
pressure
and
stressing
Factor
at
the
moment
is
issues
around
send
and
those
issues
that
we
are.
F
They
are
dealing
with
around
that
and
not
within
our
gift,
we're
struggling
with
issues
that
actually
we
cannot
practically.
Somebody
else
needs
to
do
something
about
that.
Other
systems
need
to
be
in
place
for
us
to
do
about
that.
I
think
that
is
the
other
exacerbating
Factor
on
teachers
and
schools.
Erica.
B
I,
don't
want
to
put
you
on
the
spot
here,
but
when
we
talk
about
ofsted
and
the
questions,
do
I
say:
look
at
the
how
it's
evidenced
previously
I.E.
Is
there
a
history
of
well-being,
concerns
recorded
in
the
school
and
then
how
the
schools
dealt
with
it,
as
opposed
to
because
Andrew's
got
a
point.
If
the
staff
aren't
going
to
tell
you
if
it
thinks
they're
going
to
get
a
inadequate
at
the
end,
but
are
surely
are
still
looking
at
the
evidence
and
how
it's
dealt
with
beforehand.
Is
that
correct.
N
And
no,
it
is
mainly
by
asking
teachers
and
asking
them
for
you
know
what
are
the
strategies
that
the
school
and
leaders
have
implemented.
N
So
you
you
wouldn't
look
at
records
of
well-being
for
a
member
of
staff,
for
instance,
you
might
investigate
if
you've
got
large
number
large
turnover
well
large
absence
rates.
For
instance,
you
might
have
a
look
at
what
what
leaders
are
doing
about
that,
but
I
don't
think
you
could
look
individually
at
members
of
staff.
D
By
government,
by
Governors,
by
management
committees,
and
even
in
one
of
probably
more
importantly,
by
parents
and
I,
think
that's
where
we're
going
to
have
to
have
the
biggest
problem,
convincing
people
that
teaching
and
social
work,
which
we
discussed
earlier
valuable
preciprations
to
be
in
and
do
a
valuable
job
in
this
Society,
because
without
them
the
society
would
fall
down.
But
what
have
I
seen
have
seen
in
those
years
the
status
has
disappeared,
the
the
wages
cost
of
living
has
increased
and
wages
have
declined
that
we're
still.
D
C
I've
got
two
questions,
first,
just
to
say
that
coming
back
on
councilor
Renshaw
as
unions
when
when
a
workplace
is
unionized-
and
it
has
reps
staff-
will
often
come
to
those
reps
earlier
than
they
would
go
to
leadership.
And
so
that's
a
good
way
of
of
of
addressing
staff,
well-being
and
picking
up
on
problems
earlier
in
the
day
and
which
can
escalate
and
lead
to
staff
leaving
and
also
to
say
that
I
know
a
lot
of
heads
carry
out
stuff
well-being
surveys,
but
the
the
difficulty
is.
C
C
But
so
my
question,
my
two
questions
are
the
first
one
is
how
much
data
Gathering
and
input
is
clusters
too
much
by
ofsted
and
secondly,
how
how
our
head
teachers
advised
to
address
health
and
well-being,
because
I
think
some
some
head
teachers
do
are
doing
the
best
they
can
others,
rather
than
asking
the
staff
what
would
help
them
they
may
put
on
a
yoga
evening,
which
takes
more
time.
C
B
I'm
I'm
very
conscious
that
Eric
is
here
as
a
member
of
the
council
staff,
so
we
don't
want
to
put
you
on
the
spot
and
speak
for
ofsted,
so
I
think
it
broader
responses
if
needed
can
be
given.
Is
there
anybody
who
wants
to.
M
I
suppose,
just
in
response
to
the
question
about
leadership
again
and
I
suppose
I'd
just
like
to
go
back
to
the
earlier
point
that
Erica
made
around
our
school
Improvement
team
and
actually
the
role
that
they
have
in
supporting
the
recruitment
of
new
head
teachers,
but
also
providing
that
induction
and
that
support.
M
Clearly,
as
part
of
the
you
know,
their
assistance,
if
you
like
there,
is
that
absolute
focus
on
well-being
and
on
creating
that
culture
within
a
school
where
people
do
feel
able
and
empowered.
To
be
honest,
you
know,
and
for
that
to
be
treated
respectfully
and
for
senior
leaders,
I
suppose
to
recognize
their
role
in
responding
to
that.
M
So
that
is
a
feature
and
Marcel
knows
with
other
detox
in
terms
of
the
current
climate
and
the
current
conditions,
you
know
all
the
more
that
we
need
to
have
those
those
open
cultures
in
all
of
our
organizations.
So
I
know
that's
something
that
the
learning
Improvement
team
do
focus
on.
M
I
was
maybe
just
going
to
come
back
to
the
previous
Point
as
well,
just
in
relation
to
status,
if
you
like
and
valuing
whether
it's
social
workers,
whether
it's
teaching
staff
and
again
just
going
back
to
the
National
Review
of
children's
social
care.
That's
when
you
look
at
the
recommendations.
That's
the
Josh
McAllister
review,
he's
very
clear
in
terms
of
establishing
a
new
career
framework
for
social
workers
and
within
that,
looking
at
progression
looking
at
salaries.
M
So
a
national
approach
for
the
first
time
ever,
really
in
relation
to
that
career
progression,
that
career
pathway
and
that
remuneration
and
acknowledgment
of
the
role
that
social
workers
play
in
society,
which
I
think
is
a
positive
development.
I
Thank
you.
The
recruitment
crisis
has
ended
up
largely
focusing
on
education
and
I.
Just
wanted
to
make
the
point
that
this
crisis
is
across
the
whole
of
the
public
sector,
So
within
social
care.
It's
affecting
all
areas,
it's
affecting
early
years,
social
workers,
social
assistance,
youth
work
and,
for
the
same
reasons,
so
lack
of
status.
Incredibly
negative
press
coverage.
I
was
really
proud
when
we
got
our
ofsted
report,
not
least
because
it
enabled
us
to
talk
really
publicly
about
positive
Social
Work
practice.
I
You
know
it's
very
rare
that
social
workers
are
in
the
press
for
positive.
You
know
reasons
and
there's
also
really
really
chronic
underfunding
of
the
sector,
which
affects
terms
and
conditions
of
morale,
and
each
part
of
the
sector
has
different
challenges.
So
within
early
years.
It's
a
chronic
recruitment
crisis,
it's
mainly
due
to
terrible
underfunding
of
the
sector,
but
also
they
felt
hugely
neglected.
Now
nationally.
Over
the
last
few
years,
guidance
for
early
years
in
covert
came
out
even
later
for
earlier
cities
than
it
did
for
schools.
They
couldn't
access
the
same
funding.
I
Schools
could
for
things
like
cleaning.
They
were
told
to
stay
open
whenever
I
said
schools
with
vectors
of
transmission.
You
know
there
were
lots
of
reasons
why
we're
struggling
to
recruit
stuff,
and
it's
really
important
that
we
Champion
leads
and
we
Champion.
Our
services
is
great
places
to
work,
but
it's
also
really
important
that
in
the
different
roles
that
we
have,
we
do
the
awareness
raising
the
lobbying
and
the
campaigning
that
we
can
do
around
this,
because
the
independent
review
that
Julie's
just
referenced
as
Joshua
Callister
LED.
I
It's
really
clear
that
children's
social
care
needs
a
complete
reset.
But
he
also
caveats
by
that
by
saying
you
cannot
achieve
this
without
more
funding
and
without
tackling
child
poverty,
so
as
well
as
doing
everything
we
can
to
recruit
and
retain
our
stuff.
We
also
do
need
to
be
constantly
kind
of
raising
awareness
of
why
we're
in
the
situation
we're
in.
Thank
you.
B
Okay,
we
have
four
recommendations
on
the
paper.
The
first
is
that
we
are
asked
to
know
the
challenges
involved
with
Recruitment
and
Retention
in
relation
to
Children
families
Workforce,
which
we
have
done
if
we're
not.
The
second
is
that
we're
asked
to
know
the
ongoing
efforts
of
children's
families
to
address
these
have
been
outlined
this
morning.
We're
happy
to
note
that
C
gives
us
a
choice.
B
We
we're
asked
to
decide
if
we
either
maintain
a
watching
brief
of
the
progress
against
the
broader
strategy,
as
we
have
done
with
the
child
poverty
strategy
approach
or
to
focus
on
elements
to
incorporate
into
the
work
schedule
so
effectively
a
deep
dive
into
other
areas.
Is
there
any
preference
among
the
board
and
to
which
of
those
you'd
rather
you'd,
rather
do.
B
R
B
It's
largely
up
to
the
board
to
determine
the
background
being.
Of
course,
we
have
already
had
a
an
informal
working
group
meeting
in
September
already
on
it,
so
you
may
wish
just
to
keep
a
watching
brief,
as
we
do
with
child.
Obviously
reports
if
I
propose
that
as
a
Way
Forward
is
everybody
happy
yep?
Okay,
that's
resolved
then,
and
the
final
recommendation
is
that
we're
asked
to
consider
how
best
to
support
the
directory
in
its
efforts
to
recruit
and
retain
children.
B
Family
Workforce
I
think
we
heard
the
plea
from
Council
venner
at
the
end
in
terms
of
the
Leeds
approach,
so
I
guess
as
a
board,
it
would
be
up
to
council
Lambert's
chair
in
future,
but
I
guess
we
collectively
would
try
and
support
you
in
that
endeavor
as
best
as
we
can
as
a
scrutiny
board.
Any
further
comments
on
the
recommendations.
B
No
okay.
Well
that
finishes
that
item.
Thank
you
very
much,
Erica
Tim
for
your
input
this
morning
and
show.
Are
we
happy
to
plow
straight
through
or
would
like
a
brick
the
cancer
Renshaw.
E
E
B
I
think
it's
worth
it
in
March
count.
We
do
have
a
specific
item
on
youth
service.
So
if
it's
anything
in
the
meantime
at
our
next
meeting,
if
there's
anything
that
you
want
to
report
back
to
the
board,
I'm
sure
the
board
would
be
happy
to
hear
hear
that
I
mean.
Thank
you
very
much.
Council
Harland.
The
intention
is
to
finish
at
half
12.,
so
unless
anybody's
desperate
for
another
mince
pie,
we
shall
carry
on
through.
B
So
our
next
item
item
eight
last
year
we
considered
and
welcomed
immersion
draft
version
of
the
new
Leeds
sending
inclusion
strategy
and
agreed
to
maintain
a
watching
brief
surrounding
the
implementation
of
the
new
strategy.
So
we
have
two
colleagues
with
us
this
morning
and
we
shall
ask
them
to
introduce
themselves
once
they
are
seated.
V
B
Okay,
Val,
are
you
leaving
on
this?
Do
you
want
to
start
us
off.
M
The
draft
did
come
here
previously
and
it's
subsequently
been
approved
at
this
end
partnership
and
we're
going
to
have
a
presentation
and
some
more
information
this
morning,
which
will
detail
the
journey
to
co-produce
the
strategy
that
we've
been
on,
and
especially
the
work
that
we've
done
with
children
and
young
people,
families
and
partners,
and
to
get
the
strategy
to
where
it
is
to
do.
And
we
will
also
talk
about
governance
and
implementation
arrangements
for
the
strategy
and
within
that,
the
real
commitment
to
a
partnership
approach.
M
Finally,
just
in
terms
of
the
recommendations-
and
it's
really
asking
for
scrutiny
to
support
the
communications
around
the
strategy
and
the
implementation
of
the
strategy
and
also
I
suppose
really
to
consider
the
feedback
that
we've
had
from
children
and
young
people,
which
was
it's
really
important
for
leaders
and
people
with
influence
to
speak
up
for
inclusion
so
I'll
hand
over
to
to
Val.
P
First
of
all,
thank
you
and
thank
you
for
inviting
us
back
to
give
you
an
update
of
where
we
are
the
strategies.
Julie
said
we
brought
the
draft
to
this
board.
We
took
the
feedback
that
came
from
this
board
and
included
that
within
the
strategy
we
have
been
working
throughout
the
kovid
period
on
this
strategy.
P
We
had
more
than
30
000
hits,
basically
when
we
were
putting
the
strategy
out
on
various
networks
through
the
local
offer,
talking
to
forums
talking
to
groups,
surveys
that
were
under
10
bacon,
so
we
really
do
feel
that
we've
had
enormous
amounts
of
feedback
that
we
have
received
in
that
way
of,
you
said
we
did
so.
We've
taken
the
information
that
families
young
people
gave
us
and
turned
that
into
the
strategy.
What
we
also
then
did
is
look
at
the
same
green
paper.
P
As
you
will
know,
we
have
been
waiting
for
the
review
of
the
sun
system
for
quite
some
time
now.
The
consultation
came
out
earlier
this
year.
That
was
around
the
same
green
paper.
We
looked
then
at
the
recommendations
within
the
send
green
paper
and
the
direction
of
travel
nationally,
and
we
aligned
that
with
the
strategy
within
leads
and
what
those
children,
those
young
people
told
us.
P
What
also,
following
on
from
our
last
scrutiny
meeting
happened
with
the
government
was
that
they
also
put
out
a
new
framework
for
consultation,
which
was
around
send
inspection.
That
framework
was
open
to
consultation.
Consultation
has
closed
around
it,
and
just
yesterday
we
got
the
finalized
framework
that
will
be
used
to
inspect
local
areas,
so
that
is
not
just
an
inspection
of
the
local
Authority,
but
an
inspection
of
the
whole
area.
So
that
includes
Health
colleagues,
it
includes
social
care,
it
includes
education
within
the
settings
and
our
send
is
delivered.
P
It
includes
third
sector
looking
at
how
they're
involved
and
invited
to
be
part
of
the
whole
picture.
Most
importantly,
the
focus
within
that
send
inspection
is
very,
very
much
on
the
outcomes
of
young
people
and
that's
holistic
outcomes
of
young
people
and
what
those
children,
those
young
people
are
telling
us
about.
P
The
services
holistically,
the
pathways
that
are
around
special
educational
needs
within
the
whole
area,
so
it's
a
real
Focus
that
is
listening
to
the
reality
of
the
situation
that
is
around
and
those
lift
experiences
rather
than
as
previously
work
with
us,
a
huge
Focus
that
was
on
actually
compliance
with
some
of
the
new
legislation
that
was
around.
So
it's
a
different
Focus
as
I
say,
the
framework
was
only
came
out
yesterday.
P
So,
of
course,
we
all
grabbed
it
and
scanned
it
and
had
to
look
to
see
whether
there's
any
significant
changes
to
what
was
in
the
in
the
consultation
that
doesn't
look
like
the
significant
changes.
It
looks
it's
very
much
following
that
same
pathway,
so
it
is
absolutely
in
line
with
where
we're
going
with
our
strategy
really
pleased
that
what
we've
got
for
you
this
morning
is
a
presentation
which
is
looking
at
how
we've
actually
started
to
work
on
the
strategy.
P
So
whilst
it
isn't
yet
published,
it
should
be
published
in
the
next
couple
of
weeks
or
so
we
have
not
been
just
sat
back
waiting
because
we
know
that
children,
young
people,
families
there
is
so
much
demand
that
is
out
there.
That
Rising
demand
that's
out
there.
So
we
have
been
working
on
those
priorities
and
what
we'd
like
to
do
is
take
you
through
a
presentation
where
we
look
at
those
priorities
and
the
work
that's
already
under
under
being
undertaken
at
the
moment.
P
So
I
just
wanted
to
sort
of
link
that
into
the
conversation
that
we've
just
had,
because
whilst
we've
got
the
strategy
and
absolutely
so
much
engagement
within
the
strategy,
the
issue
is
about
the
delivery
of
it
and
the
capacity
to
deliver
to
to
deliver
it.
We
know
our
capacity
is
not
within
our
teams
that
sit
within
the
local
Authority,
it's
actually
out
there
in
schools.
P
So
what
we've
done
is
an
awful
lot
of
work
to
support
schools
to
enable
them
so
that
we
are
giving
them
the
support
that
they
need
at
the
time
that
they
need
it
and
the
feedback.
So
far
with
some
of
the
work
we've
done
around
sun
practice,
framework,
which
I
know
my
colleagues
will
talk
about,
has
actually
received
an
awful
lot
of
support
and
thanks
that
have
come
back
in
of
how
we
have
co-produced
things
and
worked
together
with
senkos.
P
So
I'm
really
pleased
that
we've
got
Natalie
here,
who
is
from
my
service
from
learning
inclusion,
but
also
we've
got
salier
Salita
turns
and
because
that
is
very
much
about
the
link
across
into
Health
our
designated
clinical
officer,
where
we
can
show
how
we
are
co-producing
and
working
together.
Okay,.
B
Okay,
so
we've
got
the
presentation,
I
think
our
board
members
have
it
in
peer
perform
as
well,
but
it's
going
to
go
on
the
screen
so
over
to
Natalie.
U
Fortunately,
Val's
already
covered
a
good
chunk
of
the
presentation
for
us
if
we
just
skip
to
the
next
slide.
Please
Angela,
thank
you
just
putting
some
numbers
there
and,
as
Val's
been
talking
about
co-production
they're,
just
putting
a
few
numbers
on
that.
It
is
very
challenging
for
us
to
co-produce
meaningfully
with
children
and
young
people
with
families
with
practitioners
across
learning,
Health
Care
settings
the
voluntary
sector
in
a
global
pandemic.
U
When
people
were
locked
down,
a
lot
of
our
usual
forums
means
for
doing
that
and
connecting
with
children
and
people,
particularly
children,
young
people
with
additional
needs
and
communication
needs.
That
has
been
very
challenging.
So
we
you
have
taken
longer
to
do
this
work,
perhaps
that
we
might
have
liked
to
do,
and
there
have
also
been
significant
delays
in
the
National
picture
as
well.
We're
saying
so
that
green
paper
that
was
actually
postponed
in
its
publication
three
times
and
during
the
period
and
that
we've
been
co-producing
the
strategy.
U
But
we
are
there
now
and
we
are
as
well
says,
very
happy
to
be
publishing
and
we
have
not.
We
have
not
delayed
in
terms
of
the
work
we
are
now
either
in
the
implementation,
stages
or
final
planning
stages
of
the
key
areas
of
work
for
us
all.
Right
next
slide,
Angela,
so
you've
seen
these
priorities
before
and
last
time
you
met
and
also
are
in
the
pack
and
what
we
want
to
do
today,
just
very
briefly,
because
we're
aware
that
time
is
tight.
U
You've
seen
this
so
far
as
a
theoretical
thing
as
words
on
a
page.
It's
some
nice
diagrams
but
we'd
like
to
describe
the
work,
that's
actually
happening,
and
so
you
can
see
in
terms
of
reality
of
practice,
that's
happening
in
schools
and
settings
and
how
we're
going
to
hopefully
move
forward
with
this,
and
a
lot
of
it
is
as
well
the
same,
responding
to
challenges
that
you've
been
discussing
this
morning,
and
how
can
we
make
some
positive
changes
that
will
impact
that?
U
So,
if
we
can
move
on
to
the
next
slide,
thanks
Angela
Val
just
mentioned
this
I'll
send
an
inclusion
practice
framework,
and
this
is,
we
hope,
going
to
be
a
key
vehicle
for
positive
change
here.
So
this
is
all
about
three
of
our
most
key
areas:
our
priorities,
identification
and
assessment
of
need.
U
If
we
get
that
right
early,
it
makes
an
enormous
difference
to
outcomes
for
these
children
and
young
people,
so
that
needs
to
be
undertaken
by
a
skilled,
confident,
professional
Workforce
and
who
have
the
Knowledge
and
Skills
around
what
makes
for
a
quality
holistic
assessment
of
needs.
How
do
we
provide
early
supports
and
plan
really
effective,
early
support
for
children
and
young
people
that
is
critical
in
terms
of
outcomes
for
that
child
or
young
person?
U
We
know
that
when
we
meet
needs
earlier
outcomes
are
better,
but
it
also
has
a
huge
impact
on
those
more
specialist
Services
later
on,
because
if
children's
needs
aren't
met
early,
they
very
often
will
become
more
complex
and
the
family
will
start
to
suffer
across
the
family
from
the
impacts
of
those
needs
not
being
met.
More
and
more
services
will
then
be
required
to
pick
up
the
pieces
later
and
so
early
intervention
here
is
really
critical.
We
need
to
have
a
Workforce
that
feels
skilled
and
confident
about
providing
that
early
support.
U
So
the
practice
framework
is
all
about
bringing
our
practitioners
together.
We
have
some
excellent
practice
in
schools
and
years,
some
really
really
good
practice
and
across
the
city,
and
we
want
to
bring
the
workforce
together
to
build
something
that
will
be
of
real
practical
use,
real
tools
and
resources
to
be
shared
across
all
our
schools
and
settings
to
support
that
consistent
quality
practice.
So
it's
bringing
together
a
suite
of
resources,
practical
examples:
what
does
a
quality
assessment?
Look
like
what
does
a
quality
plan
look
like?
U
How
do
you
enable
children
and
young
people
to
have
a
voice
in
that
plan?
It
would
also
provide
access
to
expertise
in
that
community
of
schools
locally.
So
who
can
you
reach
out
to
if
you
want
some
advice
and
support
around
a
particular
issue?
A
particular
type
of
send
need
it's
vital
that
that
it
doesn't
come
from
us
in
the
local
Authority
sitting
in
a
room
saying
this
is
how
you
do
good
practice.
This
needs
to
come
from
our
practitioners
in
the
city
so
that
they
can
have
that
trust
and
investment
in
it.
U
Quite
a
few
of
them
had
been
involved
in
some
of
the
early
workshops
and
I
shall
be
frank
and
say
a
few
of
them
said
that
they
were
really
skeptical
about
it,
but
actually
had
really
positive
experience
and
felt
that
it
was
going
to
be
something
that
would
actually
make
their
jobs
easier
and
make
it
quicker
and
easier.
It's
really
interesting.
We
talk
about
the
huge
pressures
on
the
workforce
and
there
are
Myriad
reasons
that
you've
all
raised
this
morning
around
that.
U
But
what
is
frustrating
is
that
we
do
see
costs
to
people's
time
and
duplication
that
aren't
necessary
in
that
we
can
get
rid
of
if
we
have
tools
like
this,
to
help
us
a
great
example
of
this.
Just
the
other
day
talking
to
a
colleague
who
deals
with
funding
applications,
she
said
I
regularly
receive
funding,
applications
that
are
10
or
12
pages
long
and
all
the
Salient
information
is
in
the
first
two,
what
a
waste
of
that
those
those
critical
professionals
time.
U
That's
the
senko,
it's
potentially
a
health
worker
like
a
GP,
you
know
it's
those
really
costly
to
services
to
produce
those
kind
of
things
if
they
knew
that
if
they
had
examples
in
front
of
them,
if
they
had
a
colleague,
they
could
connect
with
in
another
school
who's,
really
hot.
On
doing
those
funding
applications,
things
can
start
to
get
a
little
bit
easier.
So
it's
just
trying
to
identify
the
ways
that
we
can
support
the
workforce,
but
also
work
more
efficiently
and
cut
out
things
that
that
just
trip
us
up
really.
U
U
Part
of
that
are
connected
to
that
and
that's
in
practice
framework
is
around
quality
early
support
plans
because
that's
really
critical,
but
we
need
to
have
quality
plans
for
children
and
young
people
across
the
Continuum
of
support.
So
we
have
children
and
young
people
with
very
complex
needs,
they're,
a
very
small
minority
of
our
children
and
young
people,
but
in
a
big
city,
that's
still
a
significant
number
about
5
000
children
who
have
very
complex
needs
which
mean
they
need
specialist
support
across
education
across
health
and
across
care.
U
Those
quality
plans,
given
the
level
of
need
and
and
the
complexity
of
need
there.
We
need
to
make
sure
they're,
really
high
quality
as
well.
We've
seen
a
radical
rise
in
demand
for
those
educational,
Health
and
Care
plans
talked
earlier
in
this
meeting
about
falling
and
Primary
School
roles.
It's
important
to
note
that
the
population
of
children
and
young
people
with
send
and
those
with
the
most
complex
needs
is
continuing
to
increase.
So
there
are
various
reasons
we
don't
pick
around
that,
but
this
is
a
growing
population
and
we're
particularly
seeing
communication
needs.
U
That's
autism
and
social
emotional
mental
health
needs
have
been
two
of
the
most
Rising
areas
of
need
so
having
the
capacity
across
our
teams
to
deal
with
those
plans
and
again
to
work
on
them
really
efficiently,
because
they've
got
doctors
involved
in
those
plans.
We've
got
our
Cinco's
the
school
workers,
the
local
Authority.
Doing
all
that
really
well
and
doing
it
efficiently
and
effectively
is
also
critical
within
this
and
part
of
our
strategy.
U
We
are
also
as
one
of
our
key
priorities.
We
are
putting
a
real
focus
on
children
and
young
people
who
have
said,
but
are
also
in
other
vulnerable
circumstances.
So,
for
example,
around
50
of
our
children
looked
after
in
the
city
and
40
of
our
children
in
need
have
identified
special
needs,
but
there
will
be
others
amongst
them
who
do
not.
U
So
these
children
and
young
people
are
potentially
facing
multiple
disadvantages
around
around
33
I
think
it
is
a
third
of
our
children
and
young
people
accessing
sorry
who
have
sent
access
free,
School
meals,
but
whereas
there
are
only
20
of
their
peers
accessing
preschool
meals.
So
again,
children
and
young
people
who
are
in
financial
disadvantage.
There's
that
correlation
with
send
as
well.
So
we
have
see
children
and
young
people
here
facing
multiple
vulnerabilities,
and
we
know
that
those
children
people
may
be
at
risk
of
permanent
exclusion.
U
Often
we
see
a
high
high
frequency
of
that.
We
know
those
children.
People
are
more
vulnerable
to
criminal
activity,
to
criminal
exploitation
to
sexual
exploitation.
Getting
in
early,
there
is
key
and
a
lot
of
our
work
is
going
to
be
around.
How
do
we
identify
those
potential,
vulnerable
children
and
young
people
earlier
and
and
act
quicker
to
identify
if
there
are
needs?
If
there
are
problems
and
what
are
we
doing
about
it?
A
key
part
of
this
that's
exciting
is
the
safe
task
force.
U
So
this
is
part
of
a
national
pilot
program
that
we
in
Leeds
are
taking
part
in,
and
this
is
all
part
of
the
government's
beating
crime
agenda.
U
So
it's
around
looking
at
specific
hot
spots
in
a
city
or
area
where
there's
a
lot
of
criminal
activity
and
seeing
and
working
with
children
and
young
people
in
that
area
who
may
be
vulnerable
to
really
focus
on
making
sure
they're
engaged
positively
in
education
and
making
sure
they're
engaged
in
positive
activities
that
they've
got
access
to
support
like
learning
mentors
and
and
and
making
sure
that
their
aspirations
are
being
guided
and
encouraged
and
they're
better
options
to
work
towards,
and
so
that's
a
really
key
piece
of
work
that
we
are
very
glad
to
be
involved
in
as
a
national
pilot.
U
U
I'll
just
say
very
quickly
that
I'll
hand
over
to
Sally
the
one
of
the
other
key
aspects
of
this
is
developing
the
local
offer
of
provision.
So
I've
just
mentioned
that
Rising
population
we
do
not
have
adequate
capacity
in
our
schools,
particularly
our
specialist
schools,
to
to
provide
for
those
Rising
needs.
Unless
we
developed
develop
the
offer
we
have.
We've
already
opened
160
new
specialist
School
places
this
year
through
expanding
existing
specialist
provision.
We
have
another
200
coming
online
next
year
with
a
a
new
free
school
specialist
school
for
the
city.
U
So
that's
going
to
be
enormously
helpful.
We
have
another
bid
in
for
funding
for
the
following
years
to
build
another,
but
we're
also
looking
more
widely
at
the
the
offer
of
of
provision.
U
We've
had
our
first
major
careers
Fair
this
year
for
children
and
young
people
with
send
our
next
steps
event
which
doesn't
just
look
at
supported
employment
and
what
local
employers
can
offer
in
terms
of
support
for
those
with
additional
needs.
But
we
looked
at
a
whole
range
of
other
issues
about
preparing
for
adulthood,
Independent,
Living,
housing,
managing
a
budget,
all
those
things
that
could
be
a
bit
more
challenging
for
for
young
people
when
they've
got
additional
needs.
That
was
really
successful.
U
2
000
young
people
through
the
door
and
our
employment
skills
teams
have
committed
to
deliver
that
again
next
year
and
many
of
the
young
people
are
doing
follow-up
activities
from
that.
We've
also
identified
employers
who
are
exploring
offering
supported
internships,
and
those
things
are
so
valuable.
We've
delivered
two
supported
internships
ourselves
and
within
our
own
learning
inclusion
service
newly
this
year,
so
lots
of
activity
going
on
I
could
talk
about
that
for
hours,
but
I
won't
tell
pass
over
to
Sally
now.
V
So
obviously,
we've
been
kind
of
developing
our
local
offer
of
provision.
You've
covered
that
slide.
V
Yeah,
so
one
of
the
priorities
we
set
out
in
the
strategy
for
phrase
one
is
to
look
at
the
pathways
specifically
for
those
with
social
communication
difficulties
and
autism,
so
known
as
the
neurodevelopmental
pathway,
and
we
see
this
as
a
priority.
It's
something
that's
reported
back
and
from
our
families
and
the
children.
Young
people
themselves,
as
a
party
in
the
city
and
also
I,
think
it's
kind
of
reflected
in
that's
where
we've
got
a
lot
of
the
long
waiting
list
for
the
diagnostic
Pathways
and
the
feedback.
We're
getting.
V
Is
that's
fine
that
we've
got
those
kind
of
diagnostic
Pathways,
but
what
about
the
support?
While
we're
waiting
for
that
assessment
and
that
kind
of
diagnostic
pathway
in
the
label
doesn't
change
the
needs
those
children
still
have.
So
what
we've
got
now
through
this
strategy
is
a
really
shared
commitment,
a
few
across
the
agencies,
those
Pathways,
but
with
a
clear
understanding
that
we
want
to
ensure
early
access
to
the
support
when
the
child
and
young
person
and
families
require
that
support.
V
There
is
a
really
strong
Coalition
between
the
Aces
and
those
adverse
childhood
experiences
known
as
the
Aces
and
children
with
send,
and
so
we
need
to
ensure
we're
kind
of
embedding
that
strategy,
along
with
a
future
in
mind
strategy
into
this
send
strategy
and
all
the
kind
of
phases
of
work
we
do
from
the
implementation
of
this
strategy
and
we've
got
a
real
commitment
to
that
again
across
agencies
and
next
slide.
Please.
V
So
what's
next
so
I
feel
like
over
the
last
few
months,
we've
really
made
some
really
good
progress
as
far
as
getting
that
real
partnership
working
and
we've
worked
on
strengthening
the
government's
Arrangements
Arrangements
across
Education,
Health
and
Care,
and
making
it
everybody's
business
because
it
really
does
need
to
be
everybody's
business
across
all
sectors,
and
we've
been
it
was
actually
yesterday.
But
we
did
a
previous
one.
V
We've
been
to
the
children,
young
people's
population
board
and
completed
a
deep
dive
and
send,
and
that
has
resulted
in
commitment
to
support
implementation
of
this
strategy
across
the
agencies.
So
that's
really
positive.
We're
kind
of
getting
engagement
of
senior
Leaders
with
this
strategy
and
implementation
framework
work
is
progressing
on
strengthening
our
implementation
group.
Ensuring
those
implementation
groups
has
a
real
multi-agency
involvement,
and
so
work
is
continuing
on
that.
To
make
sure
we've
got
all
the
right
people
involved
in
those
implementation
groups,
but
we've
also
identified.
V
We
need
those
supported
by
a
quality
insurance
group
and
a
data
group,
especially
for
the
data
I,
think
it's
been
highlighted,
that
is
a
gap.
Our
specific
data
and
across
leads
across
agencies
on
that
thin
population
is
quite
poor
and
that's
something
we
really
need
to
strengthen
and
develop
a
shared
outcomes
framework,
but
then
be
able
to
see
as
we
implement
this
strategy.
What
differences
are
we
making?
V
What
changes
to
that
data
and
are
we
meeting
the
outcomes
we
set
out
in
that
shared
outcomes
framework
and
then
we're
looking
to
obviously
report
back
on
the
work
and
the
progress
we're
making
on
the
implementation
of
the
strategy
I'm
proposing?
We
do
that
through
the
send
partnership
board,
but
also
the
children,
young
people's
population
board
and
so
they're
kind
of
where
we're
at
and
what
our
next
steps
are
and
so
just
hand.
U
It
open
that
as
well
that
we
should
probably
have
added
to
the
slide.
I
should
have
added
the
communications
element
next
as
well,
and
that's
where
we
would
really
ask
for
the
support
of
the
board
and
once
we're
publishing
the
strategy,
making
sure
that
it
is
being
shared
widely
and
that
there's
the
support
children
and
young
people
did.
As
Val
was
saying,
they
were
really
Keen
that
people
across
the
city
were
promoting
inclusion
more
talking
about
the
needs
of
children
with
send.
U
Well,
some
of
them
said
you
know
a
lot
of
other
groups
who
face
discrimination.
There's
often
big
social
media
campaigns
around
that
there's,
never
anything
around
us.
You
know
it's
not
sexy,
basically
to
have
special
needs
learning
disabilities.
No
one
wants
to
get
involved
in
that,
so
they
really
want
to
see
people
with
influence.
Talking
about
these
issues
and-
and
there
is
still
a
lot
of
issues
around
stigma
and
discrimination-
sometimes
for
young
people,
so
so
that
was
was
one
of
their
asks
for
the
board
today.
E
Thank
you,
chair
I,
just
wondered
what
whether
or
not
you
were
recruit
anymore
staff
to
deliver
this
strategy,
how
it
was
going
to
impact
and
reduce
the
inequalities
in
school
I.
Was
there
at
the
parliament,
the
young
people's
Parliament
a
couple
of
weeks
ago
and
heard
about
the
inequalities
that
they
feel
firsthand
just
simple
accessing
the
way
into
the
city.
E
What
was
in
place
for
them
in
their
everyday
life,
and
now
they
were
discriminated
against
within
communities
and
then
I
wondered
what
time
scale
it
was
going
to
narrow
between
cams
and
the
referrals
becomes
for
any
young
person
who
has
got
any
mental
health
issues
which
was
mentioned
in
that
framework.
So,
if
you
could
answer
all
those
questions,
I'd
be
helpful.
P
So
I
can
I
can
answer
some
of
those
questions
and
then
I
might
have
to
turn
to
colleagues
when
it's
about
cams
Etc
and
some
of
the
other
work
that's
going
on
so
in
terms
of
learning
inclusion
in
terms
of
how
we're
going
to
be
supporting
schools
that
are
out
there
and
settings
earliest
settings
and
schools.
P
Yes,
we
have
acquired
some
additional
funding,
so
we
have
had
conversations
with
all
of
our
schools
at
schools,
Forum,
which
are
about
this
agenda
and
the
send
agenda
and
within
the
designated
schools,
Grant
block,
there's
the
high
needs
block
and
what
we
have
looked
at
is
funding
that
comes
from
that
to
actually
employ
additional
staff.
P
It's
an
invest,
safe
proposal
which
would
be
about
putting
that
support
into
schools
at
that
earliest
level,
earliest
intervention
level
that
then
prevents
the
needs
escalating
and
rising,
and
therefore
having
recourse
to
An,
Education,
Health
and
Care
plan
and
specialist
support.
So
it's
about
that
investor
save
model
where,
if
we
can
put
the
support
in
at
the
right
time,
it
stops
that
reduction.
You
know
it
reduces
the
need,
so
it
stops
the
escalation.
That's
around
it.
So
we
have
done
that
or
in
that
process
now
of
recruitment.
To
that
we
have
talked
to
unions.
P
We've
got
approval
from
you
unions
and
we're
now
in
that
recruitment
process
of
that
additional
staff,
and
that's
about
building
that
capacity
in
school.
When
we're
talking
about
that
Workforce
Development
and
the
workforce
support
that
sits
around
it.
We're
very
aware
about
the
inequalities
in
schools.
Lots
of
young
people
tell
us
about
that,
and
it's
their
access
not
to
just
the
activities
that
are
during
the
day
within
a
school,
it's
outside
of
school
activities
as
well.
P
What
we've
had
to
do
in
terms
of
capacity
is
prioritize
at
this
moment
in
time,
some
of
the
activities
that
were
undertaking
with
the
send
strategy.
So,
whilst
yes,
all
the
priorities
cover
all
of
the
things
that
you've
just
mentioned
about
at
this
point
in
time,
our
first
priorities
are
some
of
the
work.
That's
about
the
covid
recovery,
I'm
working
on
the
trauma
informed
and
supporting
young
people
with
that
level
of
anxiety
and
back
into
school,
so
we're
having
to
focus
some
of
our
priorities
and
our
energies
basically
into
specific
priorities.
At
the
most
moment.
P
U
Just
add
a
little
bit
in
terms
of
then
the
the
issues
around
discrimination
and
I
wouldn't
I,
wouldn't
want
to
suggest
those
aren't
big
issues.
I
work
closely
with
children
and
young
people,
I
volunteer
with
children,
people
who
sent
up
to
them
for
many
years
and
I'm
not
going
to
negate
those
issues
at
all.
We
are
working
on
it
actively
now
and
we
have
a
new
send
Youth
Forum,
which
has
grown
it
was
established
during
the
pandemic.
U
U
They
always
have
options
to
come
together
for
meetings
and
we
want
to
grow
that
and
again
that's
something
you
can
can
support
with
us,
but
that's
particularly
key
about
making
sure
those
aren't
segregated
activities
and
that
there's
a
link
between
that
send
Youth,
Forum
and
the
other
youth
forums
in
the
city.
The
it's
got
to
be
inclusive.
Yes,
sometimes
they
want
something
special
and
different
same
with
the
careers
fair,
but
that
doesn't
mean
we
shouldn't
be
promoting
access
to
all
the
universal
activities.
U
Another
thing
we're
doing
around
the
play
activities-
young
people
and
again
this
was
from
Young
people's
voice.
So
the
things
we're
doing
in
the
strategy
because
they
have
said
it's
their
priorities.
The
careers
fair,
was
a
response
to
them,
saying
that
was
their
number
one
and
the
increased
improved
careers
advice
in
schools
around
them.
So
we're
working
on
that
one
as
well.
U
The
other
thing
they
said
was
around
play
provision
that
they
don't
always
get
opportunities
to
try
things
out
and
again
for
children
who
aren't
socially
confident
or
who
are
struggling
and
with
transport,
which
is
an
issue
for
a
lot
of
our
young
people
generally
and
that
they
wanted
a
commitment
to
to
do
some
work
there.
So
we
have
been
working
to
and
bring
together
some
activity
days
and
schools
we'll
do
that
within
the
school
day
and
bring
their
Learners
to
those
activity
days.
Where
we'll
offer
a
range
of
activities.
U
V
I
mean,
as
you
can
all
imagine,
especially
following
the
pandemic,
where
Health
Services,
we
had
staff
kind
of
redeployed
in
areas
to
cope
with
the
pandemic
plus
then
coming
out
of
the
pandemic,
and
we've
had
increasing
demands
on
services
like
cams
and
as
far
as
the
work
that's
being
done
there,
our
icbr,
what
they
call
Pathway
integration
officers
now
were.
Commissioners
are
working
very
closely
with
providers
to
look
at
the
services
that
currently
offering
demand
of
a
ways
of
delivering
those
Services.
V
As
far
as
mental
health
support,
some
of
you
might
be
aware,
we've
got
my
mate
support
teams
that
support
mental
health
within
schools
in
January,
they're
being
rolled
out
increased,
so
more
schools
will
get
coverage
from
those
regarding
the
neurodiversity
more
specifically
in
that
diagnostic
pathway.
V
That
is
probably
where
they've
had,
especially
for
the
my
mates
bar
the
biggest
increase
of
number
of
referrals.
So,
as
I
mentioned
earlier,
we're
looking
at
pathway.
How
can
we
provide
support
earlier
on
on
Friday
night
support
on
the
my
website?
We've
already
got
what
we're
calling
the
ND
information
Hub.
So
it's
somewhere,
parents
can
go
children,
young
people
themselves
and
find
information
out
that
might
support
them
early
on
in
that
Journey.
V
Alongside
that,
the
West
Yorkshire
ICB
are
doing
a
deep
dive
and
work
around
the
neurodiversity
and
the
pathways
kind
of
pre-diagnostic
pathway
and
post-dynastic
pathway,
and
it's
kind
of
because
it's
recognized
this
diagnostic
pathway
of
the
ASD
ADHD
That
neurodiversity
Grew
is
a
national
issue
at
the
moment
and
the
numbers
increasing.
But
the
West
Yorkshire
are
doing
this
deep
dive
and
that
is
to
see
if
there's
any
areas
of
it
or
any
parts
of
it.
V
E
Sure,
yes
Chad.
Thank
you.
Nobody
really
answered
the
question
over
the
waiting
time
to
get
seen
by
cams,
which
comes
following
all
those
processes.
I'd
like
to
thank
the
South
South
based
youth
team,
we'll
do
lots
of
work,
which
is
very
inclusive
and
addressing
mental
health
issues
and
those
people
who
are
very
shy
and
suffering
from
anxiety
and
other
forms
of
mental
health.
But
nobody's
really
said
how
long
the
waiting
time
is
Once
you
do
get
referred,
which
is
a
long
process
how
long
it
is
before
you
can
actually
see
somebody.
V
Hence,
which
area
cams
you're
talking
about
I
haven't
got
the
figures
with
me.
Definitely
my
mates
far.
There
is
for
the
triage
when
we're
six
months
waiting
list
for
that
to
be
triaged.
They
recognize
that's
a
real
issue,
the
ND
waiting
list.
At
the
moment,
it
I'm
not
sure
the
exact
figures
I'd
have
to
go
to
back
to
the
ICB
colleagues
that
manage
those
waiting
lists
in
Leeds
I
know
we're
managing
them
by
going
out
to
clinical
Partners
to
do
some
of
those
assessments
for
ND
assessments.
V
That
is
recognized
as
not
a
really
satisfactory,
consistent
offer
for
those
assessments,
because
you've
got
some
done
in
cams
sung
by
those
clinical
Partners.
So
that
is
something
they're
kind
of
currently
looking
at,
and
how
can
we
meet
that
demand
in
different
ways?.
E
Ask
if
those
figures
can
be
brought
to
the
scrutinibad
as
soon
as
possible,
because
initial
initially
they
were
doing
like
a
catch
up
with
cams
and
narrowing
the
waiting
time
and
then
due
to
the
pandemic,
but
there's
more
and
more
people
now
with
young
people
with
mental
health
issues
and
more
and
more
have
been
identified
in
primary
schools.
P
Just
to
say
that
I
think
it
would
be
really
useful
if
we
did
have
a
look
at
the
future
in
Mind
program,
because
that
whole
program
and
that
strategy
encompasses
a
lot
of
the
areas
that
we're
talking
about
now
with
the
action
plan
that
sits
alongside
it,
and
that
has
got
a
Data
Bank
as
well.
So
we
could
look
at
that.
If
it's
something
that
members
would
like
to
do
and
actually
bring
some
more
information,
it
would
be
through
the
future
in
Mind
program
that
we
could
do
that.
V
V
E
V
B
I
think
actually
a
briefing,
though
quite
useful,
because
I
know
there's
a
lot
of
different
arms
to
this,
and
and
many
councils
will
sit
on
clusters
and
we
had
our
customers
in
the
astronaut
Feast
on
yesterday
yeah
yesterday
morning
and
I
know,
the
NHS
is
supporting
clusters
as
well
now
with
a
sort
of
an
an
element
before
it
gets
to
mind
me,
and
all
these
different
things
can
be
quite
confusing.
So
a
brief
that
could
be
circulated
quite
useful.
F
Just
in
relation
to
that
in
in
terms
of
an
on
the
ground
experience
this
week,
I
won't
agree
with
your
time
scale
that
we
had
a
family
who
had
been
in
that
triage
and
that
took
a
six-month
period.
They
are
now
are
going
to
refer
them
on
to
camps
and
they've
been
told
18
months.
The
wait
will
be
for
them
to
have
that
assessment.
F
Now.
Oh
great
can
I
just
ask
and
and
no
part
of
this
is
about
fault
or
or
blame,
or
any
of
that
it
is
a
genuine
question
because
well,
you've
talked
about
the
issue
of
capacity
and
I
have
no
doubt
that
the
you
know
those
issues
of
capacity
that
we
have
on
the
ground.
You
have
in
your
department
as
well.
F
You
know,
and
we
absolutely
understand
that
without
question.
There's
nothing
on
that
plan.
I!
Don't
think
that
anybody
would
you
know
a
lot
of
that
sounds
great
stuff,
great
work.
F
There
are
great
Ambitions
on
there,
but
for
me,
I
think
what
what
doesn't
come
across
and
what
I'd
be
interested
to
ask
you
about
what
what
is
the
stepping
stone
into
that,
because
at
the
moment,
there's
a
lot
of
systems
that
are,
you
know
not
working
I
was
reading
the
the
trans
document
that
comes
after
the
family
of
schools,
I've
met
across
the
city
this
last
term,
and
you
know
significant
concerns-
are
raised
there
about
sensap
about
the
process
for
ehcps
statutory
time
scales
completely
out
of
kilter
that
communication
of
schools
with
sensam.
F
You
know
that
attempted
communication,
nothing
comes
back
messages,
etc,
etc.
I'm
sure
you
know
there'd
be
lots
of
examples
of
experiences
of
that,
so
that
kind
of
day-to-day
stuff
for
schools
and
sankos
and
staff.
That's
not
working
well
at
all
at
the
minute,
and-
and
this
sounds
great,
but
but
what
other
stepping
stones
into
that
I
remember.
There
was
a
hundred
day
plan,
for
example
around
census
some
months
ago.
What
is
the
progress
with
that?
How
was
that
feeding
into
this
plan?
P
Yeah,
thank
you
for
that
question.
Very
much
you've
just
outlined
and
we've
had
the
extent
our
conversation,
that
was
around
capacity.
P
We
have
had
a
massive
difficulty
in
terms
of
capacity
both
internally
within
learning
inclusion,
but
also
in
terms
of
all
of
our
support
systems
as
well,
so
our
admin
support
that
sits
around
it
and
actually
recruiting
staff
getting
staff.
Alongside
that,
we
then
had
the
massive
rise
in
demand
for
Education,
Health
and
Care
plans.
So
since
2016
to
now,
we've
had
a
hundred
and
eighteen
percent
rise
in
request
for
Education
Health
and
Care
plans.
P
So
if
you
look
at
that
and
then
you
look
to
Workforce
I'm
going
to
be
very
very
honest
about
this,
the
workforce
was
decimated
During
the
covid
period.
There
was
huge,
traumatic
events
that
occurred
within
that
Workforce.
We
had
staff,
you
know
who
unfortunately
passed
away
that
had
Mass
of
impact
as
well
on
other
staff.
Recruitment
then,
was
a
massive
issue.
We
have
addressed
those
issues.
It
has
been
difficult
in
trying
to
get
recruitment.
Recruitment
of
Staff
who've
got
some
background
knowledge.
We
have
recruited,
we've
actually
recruited
quite
a
few
staff
from
schools.
P
So
we
do
have
a
time
frame
that
we
are
working
to
where
obviously
they
have
to
resign
from
schools.
That's
the
terms,
half
terms
resignation
process,
that's
around
it.
We
now
are
in
a
position
where
we
have
recruited
to
the
people
that
have
left
and
also
some
new
funding
that
has
gone
in
in
terms
of
capacity
into
that
team.
Again,
in
investor
save
model,
we
have
got
the
funding
in
place
and
we
have
got
15
new
staff
that
by
January
will
be
joining
us,
so
we
are
working
on
that
100
day
plan.
P
Exactly
as
we
said,
the
recruitment
was
the
priority
that
was
around
it.
What
we've,
then
also
done
is
restructure
the
whole
service.
The
structure
of
it
before
was
very
much
based
on.
We
were
recommend
advised
basically
to
go
down
a
route,
basically
of
being
able
to
be
more
efficient.
What
we
absolutely
understand
is
that
the
relational
approach,
the
restorative
approach,
is
absolutely
core
and
crucial
to
the
whole
of
that
department
working.
So
it's
partnership,
working
working
in
partnership
with
parents,
young
people
working
in
partnership
with
schools
earlier
settings,
so
we
restructured
it.
P
P
We
have
got
difficulties,
we're
very
open,
we're
very
transparent
about
that
in
terms
of
compliance
with
performance
indicators
at
the
moment
in
terms
of
completion
of
Education,
Health
and
Care
plans.
If
I
tell
you
that
2016
to
2019
for
the
past
six
years,
we
were
used
as
an
exampler
across
the
entire
country,
because
our
rates
of
completion
were
around
the
96
level.
We
have
seen
that
that
kovitz
had
an
impact
on
that
capacity
of
staffings
had
an
impact
on
that,
and
also,
as
I,
say,
Administration
processes.
P
P
I
think
the
one
mitigating
factor
that
we
have
in
needs
as
well
that
sits
around
this-
is
that,
because
we
have
a
funding
for
inclusion
system
in
needs
which
other
local
authorities
do
not
have.
We
already
invest
monies
into
all
of
our
schools
and
to
all
of
our
young
people,
because
it's
a
needs
LED
system
rather
than
a
process-led
system,
so
that
if
schools
are
identifying
particular
types
of
need,
the
funding
goes
in
to
support
the
school
to
support
that
young
person
that
sits
alongside
it.
P
That's
not
negating
that
some
people
need
an
education,
Health
and
Care
plan.
Of
course
they
do.
Of
course
they
have
needs
that
need
specific
assessment
and
sometimes
specialist
support
that
sits
around
it.
So
we
are
working
as
I
said
to
on
that
hundred
day
plan.
That
is
part
of
the
priority
when
we
talk
about
those
quality
plans,
the
quality
implementation
of
it
a
whole
framework
of
monitoring-
that's
also
being
put
in
place
around
that.
M
I'd,
probably
just
like
to
add
so
there's
a
very
specific
plans
that
Val's
just
set
out
in
terms
of
her
service
area.
M
In
addition
to
that,
we
have
a
transformation
plant
for
the
whole
directorate
and
a
key
part
of
that
is
about
reducing
bureaucracy
and
really
maximizing
digitalization.
So
what
we
don't
want
and
what
we
cannot
afford
to
have,
especially
in
the
current
climate,
if
in
any
climate,
is
to
have
some
of
our
staff,
who
are
spending
time
on
systems
inputting
recording
as
an
example
when
actually
we
can
have
a
different
approach
to
that,
we
can
have
systems
that
talk
to
each
other.
We
can
have
systems
that
are
not
clunky.
M
We
can
have
different
roles
being
utilized
to
best
effect.
You
know,
rather
than
perhaps
social
workers
send
workers
inputting
as
an
example.
So
there's
a
lot
of
discussion
at
the
moment
as
part
of
that
transformation
around
how
we
use
Digi,
digitalization
and
key
to
that
is
actually
talking
to
our
Workforce.
We've
talked
earlier
about
open
cultures.
You
know
so
a
lot
of
conversation,
a
lot
of
circles
with
our
staff
to
say
what
would
make
a
difference
to
you.
M
Give
you
an
example
and
I
was
out
in
a
Social
Work
office
a
few
months
ago
and
I'm
speaking
to
a
young
social
worker,
and
we
were
talking
about
mileage
and
at
the
time
it
took
for
them
to
input
the
mileage
onto
a
system
and-
and
she
said,
I've
got
an
app
I've
got
an
app
that
I
use.
It
cost
me
whatever
a
few
pounds
a
month
and
my
ears
picked
up
and
we
brought
that
back.
M
We've
shared
that
corporately
and
our
colleagues
in
IDs
have
now
grasped
that
and
there's
now
a
new
process
being
put
in
place
right
across
the
council
for
how
people
record
mileage.
So
that's
an
example,
and
then
it
goes
back
to
that
willingness
and
proactive
approach
to
actually
talking
to
our
staff
in
terms
of
what
would
make
their
life
easier
and
ultimately
achieve
better
outcomes
for
children.
Promise
I
just
think.
That's
a
really
important
part
of
this
conversation.
I
think.
M
The
other
thing
that's
been
mentioned
is
just
that
partnership
approach,
so
the
child
health
population
board
is
a
new
board.
It's
the
first
time
really
that
we've
had
a
strategic
board
in
Leeds,
which
brings
the
whole
of
the
health
economy
together
with
children's
social
care.
I
think,
what's
really
what's
been
really
reassuring
there
is
that
we're
all
on
the
same
page
when
it
comes
to
the
areas
and
the
priorities
that
we
need
to
address
so,
as
has
been
described,
children
and
people
who,
with
neurodiversity
and
waiting
lists,
but
the
support
either
pre-diagnosis.
M
But
the
support
post-diagnosis
has
been
recognized
as
a
major
priority.
We
had
a
parent
who
came
to
that
board
and
again
really
important
to
have
the
voice
of
children
and
young
people,
parents
and
carers,
who
described
her
experience
really
of
struggling
to
get
that
support
and
that
work
then,
in
that
conversation,
has
fed
into
the
West
Yorkshire
work.
That's
been
described
this
morning,
so
there's
something
about
operational
plans
that
are
really
detailed.
There's
something
about
those
direct
trip
plans
in
terms
of
transformation,
but
also
the
Strategic
multi-agency
plans.
B
On
the
point
of
mileage,
some
areas
with
me
recently
that
they
live
in
the
east
of
the
city,
they
work
for
the
NHS
as
part
of
the
partnership
early
intervention,
and
they
were
complaining
that
they
can't
afford
to
wait
to
the
end
of
the
month
to
get
their
mileage
repaired.
B
So
there's
an
issue
there
and
one
it
links
back
to
retention
they're,
considering
leaving
past,
because
they're
saying
can't
afford
to
waste
the
month
end
because
I'm
doing
so
many
miles,
but
also
they
there
is
an
option
for
them
to
work
at
a
center
in
the
East,
but
their
contract
bases
them
in
the
west.
So
they're
then
going
to
travel
across
the
city
and
that
that
travel
is
deducted
from
the
mileage
claimable
as
well.
So
that
might
be
something.
M
But
certainly
it
is
an
area
that
we
we
have
addressed
in
some
particular
roles
within
the
local
Authority
within
the
director,
where
we
have
made
Provisions
for
colleagues
to
have
an
upfront
payment
and
again
it's
it
is
the
beauty
of
coming
together
again,
as
you
know,
as
we
just
describe
in
both
in
terms
of
with
our
staff,
to
identify
issues
that
would
make
a
difference,
but
also
as
a
partnership
in
terms
of
some
of
those
Solutions
so
they're,
the
very
things
that
we
have
done
for
some
staff
and
we
continue
to
look
at
the
aletna
health
colleague
response.
V
Yeah
because
I've
got
a
dedicated
role,
I
don't
know
the
individual
for
each
providers,
but
I
know
Lee's.
Community,
Health
Care
has
looked
at
this
issue
because,
obviously,
with
the
community
staff,
that's
a
real
issue
that
petrol
costs
and
they
have
put
in
several
schemes
and
have
also
really
voiced
to
their
staff
to
come
and
talk
to
them.
If
they're
struggling
so
I
know
even
I,
don't
know
the
details
of
them.
I
know
it
is
a
conversation
they're
having
and
they
are
looking
at
ways
of
addressing
it.
M
So,
just
to
come
on
the
back
of
that
as
well.
Another
just
another
example
really
that
we
that
we're
progressing
within
the
children
and
families
directorate
is
the
use
of
pool
cars
and
electric
cars.
M
So
we
have
managed
to
secure
I,
think
two
three
of
those
cars
now
to
be
based
within
our
area
offices
and
there's
a
win-win
there
in
terms
of
supporting
our
staff
and
reducing
stress
for
them
in
terms
of
cost
of
living,
but
also
there's
the
whole
climate
emergency
and
so
again,
that's
just
another
example
of
the
sorts
of
things
that
we
are
doing,
which
are
quite
innovative.
T
T
My
question
is
about
the
present
and
it
kind
of
does
lead
on
so
I'm,
not
going
to
reiterate,
go
over
the
same
issues
that
have
been
raised
by
cancer
Renshaw
and
a
colleague
from
the
church
of
England
over
there
in
a
primary
school
setting,
the
send
needs
can
be
quite
impactful,
I
would
say
both
for
the
individual
concerned
and
the
context
both
for
staff
and
other
students.
T
It's
as
simple
as
that
and
in
smaller
primary
schools,
which,
in
a
rural
area
we
have
they
become
even
more
impactful
and
I,
was
pleased
to
hear
that
the
additional
funding
is
creating
additional
posts
to
actually
support
schools
in
a
shorter
rather
than
longer
term.
One
hopes
in
that
way
has
this
information
being
shared
with
the
existing
schools
who
are
presently
coping
with
these
needs
in
their
schools,
because
I
know
of
two
of
them
that
are
struggling.
I
know
where
we
are
talking
about
Recruitment
and
Retention,
where
staff
are
thinking.
T
Is
this
an
environment?
I
want
to
work
in
I
know
that
parents
who
are
saying
is
this:
the
right
environment,
because
it's
obviously
not
the
right
environment
for
the
individual
concerned,
they're
not
in
an
environment,
they're
not
being
supported
in
that
environment
appropriately
for
their
needs,
and
it's
a
really
tricky
situation
for
everybody.
So
my
concern
is:
is
there
a
planned
program
of
dealing
with
what
I
would
say
with
really
serious
needs
on
the
ground
in
the
shorter
term
and
do
the
people
involved
in
that
situation
know
it?
Thank
you.
P
Okay,
yeah,
so
within
what
we
talked
about
there
and
I
know
it's
a
very
sort
of
whistle-stop
tour
that
went
through,
but
very
much
about
the
sem
practice
framework
that
has
been
worked
with
senkos
from
schools,
so
there's
a
whole
senko
network,
that's
across
the
whole
city
and
all
of
those
senkos
meet
together
with
staff
that
are
from
learning
inclusion
as
well,
and
they
have
all
together
and
produced
the
network
of
some
practice,
and
that
is
about
very,
very
pragmatic
things
about
identification
of
need
and
then
things
that
can
be
do
to
meet
those
needs.
P
So
that's
a
very
supportive
Network
that
sits
alongside
that
that
is
working
with
with
those
senkos
there's
also
been
lots
of
information
that
has
gone
out
that
has
been
through
family
of
schools,
so
Ben
elchin,
who
is
our
lead
for
sensap,
has
done
a
whole
tour
of
family
of
schools
and
gone
out
to
talk
to
schools
where,
when
we
are
invited
as
well
by
a
family
of
schools
to
come
and
talk
to
them,
we
absolutely
do
do
that.
There's
a
communication
letter
that
sits
that's
around
that.
We
also
send
out
lots
of
communication.
P
That
comes
from
sensap
itself,
an
ffi
career
that
goes
out
to
schools,
as
well
as
the
information
that
might
be
in
leads
Learning
Network.
So
there
is
lots
of
different
vehicles
of
communication
getting
out
there,
but
we
do
accept
that
there
are
times
when
individual
schools
either
haven't
received.
The
message
haven't
been
able
to
go
to
meetings
and
often
they
do
contact
us
on
an
individual
basis,
and
we
are
more
than
willing
to
talk
to
all
of
those
schools
where
they're
experiencing
difficulties.
P
So,
yes,
there's
lots
of
communication
that
is
going
on
there,
but
there
will
always
be
individual
schools
that
we've
not
reached
or
that
haven't
had
the
message
and
they
can
obviously
they
can
contact
us
and
we
will
send
the
information
through
to
them
and
lots
of
links.
That's
around
that
and
also
contact
details
that
are
in
the
send
the
senko
network
that
we've
established
across
the
whole
city.
T
And
the
resource
and
the
support
isn't
always
just
in
terms
of
Staffing
or
anything
else
like
this.
Sometimes
it's
as
basic
as
space,
because
one
of
the
problems
of
small
schools
is
they
do
not
have
space.
So
I
will
advise
the
two
schools
that
I
know
of
to
actually
get
in
touch
with
you,
and
maybe
then
they
can
look
at
ways
in
which
that
additional
support
could
be
offered.
Thank
you
for
that.
Okay,.
B
If
we
can
keep
questions
and
comments,
concise,
now
councilor
Smith.
S
Thank
you,
mine
started
off
as
a
circulatory
question
really
and
then
it's
kind
of
evolved
so
bear
with
me.
So
so
are
we
as
a
city
coping
with
the
demands
on
the
increased
numbers
of
s-cnd
pupils,
which
then
leads
into
if
school
resource
is
limited?
Are
the
pupils
being
supported
appropriately,
which
then
leads
back
to
what
are
the
numbers
of
the
scnd
pupils
being
homeschooled
and
the
cost
to
the
city?
For
that
now
leading
sort
of
going
back?
S
That
was
the
kind
of
circulatory
route
if
you
like,
but
then
I
I,
Echo,
Andrew's
comments,
because
I
believe
that
you
know
the
the
the
issues
with
Sunset
and
the
hcp
and
the
time
frames
and
all
of
those
are
actually
looping
back
into
that
that
and
it
your
recruitment,
Drive
you're,
saying
you're,
taking
staff
from
schools,
which
again
is
then
circulatory
again
because
you're
then
leaving
schools
even
shorter
of
staff
and
could
any
of
the
1.6
million
underspend,
which
was
reported
recently
at
exec
board
level
Loop
into
assisting
and
alleviating
any
of
those
issues,
because
that
underspend
was
mainly
in
the
higher
need
block.
S
So
it's
all
very
circulatory
but
I'd
like
those
answers.
Thank
you.
L
Yeah
I
just
want
to
address
the
that
that
last
Point,
first
around
the
under,
spend
that
it's
just
a
figure
at
month,
six
of
12,
obviously
so
by
the
end
of
the
year
that
that
almost
certainly
won't
exist.
I
understand
that's
going
to
schools.
Forum
meeting
in
January
I
think
mid-January
that's
going
to,
but
it's
also
important
to
look
at
that
figure
within
context,
so
that
figure
we're
talking
about
0.2
percent
of
the
DSG
budget.
L
So,
while
yes,
that
is
known
to
spend
you
know,
99.8
of
the
money
has
been
spent,
92
of
which
goes
directly
to
to
settings.
But
within
the
wider
context,
you're
right.
There
are
problems
and
we've
discussed
at
Council
many
times
the
amount
of
money
that's
been
cut
from
The
High
needs
block
by
the
government
and
not
and
not
just
cook
from
Leeds.
L
We
know
that
because
of
the
cap
on
gains
a
child
with
special
educational
needs
or
disabilities
in
leads
receives
less
per
child
than
children
with
special
educational
needs
and
disabilities
elsewhere
in
the
country
and
that's
22.75
million
pounds
short
that
leads
has
been
underfunded
by
which
is
a
huge
amount
of
money
and-
and
you
know,
you're
right.
These
do
have
those
those
effects
that
go
round
and
round
when
Val
was
talking
about
the
staff,
some
of
whom
have
come
from
schools
to
tackle
the
echp
backlog.
L
So
we're
not
talking,
while
it's
a
large
number
of
staff
to
tackle
that
specific
problem
around
echps,
you
know
we're
not
taking
hundreds
and
hundreds
of
Staff
out
of
schools,
so
I'm
not
too
concerned
about
that,
but
on
on
the
ethps
I
think
there
are
issues
and
we're
tackling
them,
but
I
think
it's
also
worth
looking
at.
L
If
I
mentioned
earlier,
what
the
significance
increase
in
applications
and
more
than
doubling
of
people
coming
forward
wanting
plans
when
we
look
at
how
many
we've
got
I
think
it
is
around
just
over
2
000
echbs
across
across
the
sorry
five
thousand
sorry,
it's
vanilla's
number
exactly
far
better
brief
than
me,
but
I
I
think
the
the
backlog
is
around
15
of
that.
So,
while
it's
been
doubled,
the
number
that
we've
we're
dealing
with
the
backlog
is
only
about
15.
L
B
Okay,
Helen
next
question:.
C
At
the
end
of
last
year,
our
Leeds
Neu
and
Reps
training,
we
had
a
fantastic
speaker,
called
Janine
booth
and
she
was
diagnosed
as
having
autism
following
her
son
being
diagnosed,
and
she
talked
a
lot
about
workplaces
becoming
more
friendly
towards
your
people,
who
are
neurodiversion
and
some
companies
are
are
not
using
white
backgrounds.
Anymore
are
looking
at
the
font.
They
use
they're.
C
Looking
at
the
types
of
lighting,
environmental
noises
and
I
just
wondered
whether
because
there
are
lots
of
reasonable
adjustments
that
need
to
happen
for
workers
and
for
children
in
education
and
early
years
settings,
but
I
think
the
it
might
cost
money
in
the
short
in
the
short
term,
but
in
the
long
term,
if
we
could
make
these
places
these
buildings
more
compatible
for
those
people.
That
would
be
to
no
detriment
to
people
who
are
not
neurodivergent,
and
it
does
seem
like
the
way
forward.
P
Yeah
we,
we
do
have
a
whole
program
that
goes
into
all
of
our
mainstream
schools
that
are
dyslexia-friendly
schools,
autism,
friendly
schools
and
also
when
I
was
talking
about
the
same
practice
framework.
A
lot
of
the
information.
That's
in
there.
A
lot
of
the
work
that
is
in
there
is
very
specific
about
creating
the
right
environment
to
make
particular
needs
we've
also.
Clearly,
our
young
people
with
sensory
needs
as
well
need
a
very
specialized
environment
where
reduced
noise
sound.
So
all
of
that
information
is
also
part
of
the
whole
picture.
C
G
Thank
you
chair.
Well,
first
of
all,
thank
you
to
officers
for
bringing
this
highly
informative
report
and
presentation
to
us.
Councilor
Pryor
has
and
has
addressed
my
first
question,
which
was
about
the
extent
of
the
underfunding
or
experienced
by
Leeds
pupils
compared
to
elsewhere,
but
I.
Just
wonder
whether
we've
we've
talked
about
this
increase,
really
dramatic
increase
in
the
number
of
e
e
hcps
in
Leeds.
Do
we
know
what
that's
caused
by
foreign.
P
There
is
an
increase
across
the
whole
country,
not
quite
as
dramatic
as
we've
seen
in
Leeds,
but
there
is
an
increase
across
the
whole
country.
Lots
of
theories
that
around
that.
Of
course,
there
was
the
children
and
families
act
2014.
Then
we
had
two
years
where
we
were
implementing
that
act
where
we're
changing
statements
into
Education,
Health
and
Care
plans
and
the
law
change
that
was
around
it
and
the
description
of
Education
Health
needs
and
where
a
young
person
may
need
a
plan.
P
P
We've
got
a
system
within
the
children
and
families
act
that
really
focused
on
plans
rather
than
the
preventative
part
of
the
picture
and
I.
Think
now,
we've
got
hopefully
emerging
much
more
work.
That's
about
that
work,
that
is
about
the
preventative
level
as
well
within
leads
as
well.
We
have
a
lower
number
of
Education
Health
and
Care
plans
about
one
percent
lower
than
we
have
got
across
the
whole
country
because
of
our
funding
system.
That
goes
into
place
anyway.
P
But
yes,
some
of
that
legislation
also
sat
around
the
extension
from
2014
within
the
children
and
families
act
up
to
the
age
of
25,
because
Education,
Health
and
Care
plans
only
went
up
to
the
age
of
19..
They
then
went
up
to
the
age
of
25
and
then
to
access
some
of
the
post-16
provision.
Post,
19
provision
and
Education
Health
and
Care
plan
was
necessary.
P
I
do
think
it
was
a
lack
of
confidence
that
was
in
the
system,
because
the
2014
children
families
act
that
came
into
place
was
meant
to
give
that
confidence
back
to
parents
I'm,
not
sure
that
that
was
successful.
P
Putting
resources
in
first
through
funding
systems
very
similar
to
the
one
that
we've
got
in
Leeds.
We
did
think
that
the
sanguine
paper
that
we
would
have
the
implementation
plan
that
would
come
up
before
Christmas,
that
that
was
what
they
had
told
us
would
happen.
We
discovered
yesterday
again
that
there's
going
to
be
a
delay
in
that
implementation
plan,
so
we're
not
sure
when
the
actual
final
outcome
from
these
sangrian
paper
will
be
published.
H
Yeah
I'm
not
sure
if
you
have
an
answer
to
this,
how
much
if
it
when
a
child
does
get
hate,
I'm
terrible
with
an
ehcp
plan?
How
much
additional
funding
will
the
school
get
foreign.
P
Funding
system
in
these
doesn't
give
them
additional
funding,
so
we
have
a
system
that
is
needs
LED.
So
it's
very
much
about
that
identification
of
need.
Now,
if,
through
the
assessment
through
an
education,
Health
and
Care
plan,
you
identify
additionality
or
additional
needs
or
indeed
that
they
may
need
specialist
provision,
then
that
of
course
would
give
additional
funding,
but
it
doesn't
in
itself
having
an
education,
Health
and
Care
plan,
give
additional
funding.
B
Okay,
thank
you.
Everybody
we're
heading
to
time,
so
the
recommendation
in
the
report
for
this
item
is
that
we
support
and
commune
support
communication
implementation
of
the
new
strategy,
considering
the
views
shared
by
the
cyp
we've
sent
during
its
co-production.
B
A
Thank
you
chair,
sir.
This
report
relates
to
the
latest
work
schedule.
Let's
set
out
in
appendix
one
for
members
consideration
within
the
covering
report,
it
highlights
about
a
proposed
rescheduling
of
the
board's
February
meeting.
This
was
planned
for
the
15th
of
February,
but
this
does
actually
fall
within
the
school
half
term
holiday
period.
A
Ordinarily,
we
would
love
to
try
and
avoid
clashes
with
school
holidays
to
so
to
rectify
this
oversight,
cancer
lamb
has
proposed
that
the
meeting
be
rescheduled
to
Wednesday
the
8th
of
March
at
10
o'clock,
so
this
proposal
is
reflected
in
the
latest
work
schedule
in
appendix
one
for
formal
agreement
by
the
board.
A
In
addition
as
well,
the
chair
is
also
proposing
that
the
board
holds
an
additional
formal
public
meeting
that
will
be
dedicated
to
the
issue
of
safeguarding,
which
is
to
take
place
as
soon
as
possible,
and
when
our
members
of
the
lead
safeguarding
children,
partnership
executive
are
also
available
to
attend.
A
The
primary
focus
will
be
around
the
review
of
the
notification
process
in
line
with
segment
that
the
partnership
gave
to
come
back
to
scrutiny,
to
discuss
the
findings
and
agreed
actions
stemming
from
this
review.
But
the
dedicated
meeting
will
also
allow
for
the
partnership
executive
to
share
information
around
its
broader
work,
around
quality
assurance
and
collective
learning.
So,
once
a
day
it's
been
identified,
then
I
will
send
a
meeting
invitation
through
reflecting
on
what
was
mentioned
earlier
around
future
mind
strategy.
A
I
mean
members
of
this
bottle
recall
that
previously
this
board
has
had
an
influence
in
terms
of
the
refresh
of
the
strategy
and
had
kept
sort
of
a
watching
brief
I
appreciate
it's
not
in
this
year's
work
schedule
because
of
other
competing
work
demands,
but
I'll
certainly
go
back
to
council
lamb
and
look
at
trying
to
reflect
that
back
in
and
then
a
final
reminder
that
we
do
have
a
working
group
meeting
on
the
13th
of
December
at
four
o'clock
and
that's
part
of
the
budget
consultation
process,
which
members
should
already
have.
The
invitation
for.
B
Thank
you
Angela
that
wraps
a
formal
parts
of
the
item.
So
thank
you
very
much
for
your
cooperation
pending
the
confirmation
of
the
additional
meeting
we
are
next
due
to
meet
on
the
25th
of
January
I.
Think
you
as
well
as
I,
will
be
hoping
that
Council
Lam
is
back
for
that
in
January
and
I.
Think
following
Sunday,
we're
technically
an
advent.
So
it
falls
to
me
to
say
Have
a
Merry
Christmas
and
a
Happy
New
Year,
and
we
shall
see
you
all
in
January.