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A
Good
morning
and
welcome
to
this
march
meeting
of
the
children
family
scrutiny
board.
My
name
is
council
alan
lam.
I
represent
the
weatherby
ward
and
I'm
the
chair
of
this
board.
We've
got
an
awful
lot
to
get
through
this
morning.
A
packed
agenda,
we're
doing
things
slightly
differently,
so
all
will
become
clear
as
we
go
through,
as
is
our
usual
custom,
I'm
going
to
start
by
asking
our
board
members
to
introduce
themselves.
C
Yes,
good
morning,
kate,
blacker,
primary
parent,
governor
representative.
A
Thank
you,
tony
britton.
Please.
A
Thank
you,
council
drinkwater.
A
No
problem:
councillor
flynn
good
morning,
billy
flynn,
council
for
adeline
wolfdale,
celia
foote,
please.
A
Thank
you
councillor
for
safe.
A
Thank
you
andrew
graham,
please,
good
morning,
andrew
graham
representing
the
church
of
england,
diocese.
H
A
Thank
you
councillor
howelly,
please,
good
morning.
C
A
A
No,
I
think,
he's
joining
us
a
little
later
on
councillor
illingworth.
A
Thank
you,
councillor
kitcher,
please.
F
Council,
owing
could
you
represented
molly
south?
Thank
you.
A
A
I'm
not
sure
if
she's
joined
us
yet
so
hopefully
she'll
she'll
join
us
shortly
so
well,
thank
you,
everyone
and
welcome.
If
I
can
also
ask
our
two
key
support
officers
to
introduce
themselves
so
angela
brogdon
first.
A
Okay,
thank
you
very
much
now.
The
theme
of
this
morning's
meeting
is
looking
at
the
long-term
impact
of
the
coronavirus
pandemic
on
children
and
young
people,
which
I'm
sure
everyone
will
agree,
is
a
really
really
important
piece
of
work
for
us
to
do,
and
also
to
look
at
some
of
the
ways
that
we
might
be
able
to
mitigate
the
effects
of
the
pandemic.
A
We've
got
a
very
large
number
of
participants
this
morning
coming
to
give
us
evidence
and
we're
going
to
approach
the
meeting
in
a
slightly
different
way
to
normal.
So
we
have
people
grouped
so
we've
got
a
few
contributors
around
education,
some
around
health
and
well-being,
representatives
from
the
youth
service
and
then
really
importantly,
later
on.
In
the
morning,
we've
got
a
group
of
young
people
from
the
youth
council
coming
themselves
to
talk
to
us
about
their
experiences
and
thoughts.
A
So
we
will
go
through
section
by
section,
there'll
be
a
short
introduction
from
each
group
and
then
we'll
go
into
questions
and
answers
from
board
members
and
we'll
have
a
short
introduction
at
the
start
from
salter
reek.
The
director
of
children's
services,
because
there
are
so
many
contributors
rather
than
going
around
everybody,
now
I'm
just
going
to
ask
people
to
introduce
themselves
at
the
start
of
each
section.
A
But
if
I
could
ask
if
they're
on
the
call
councillor
prior
and
councillor
vena,
just
to
introduce
themselves
and
there'll
be
opportunity
for
them
at
the
end,
along
with
sal
and
his
leadership
team,
when
we're
summing
up
and
looking
at
next
steps
and
actions
following
on
from
the
session,
so
councillor
pryor,
please.
C
Morning,
everyone
and
I'm
councillor:
jonathan
pryor,
I'm
the
executive
member
for
learning,
skills
and
employment.
Thank.
A
A
So
what
I
am
going
to
ask
of
board
members
is
because
we've
got
a
lot
of
a
lot
of
confuses
to
get
through,
and
it's
really
important
that
we
we
hear
from
our
witnesses
and
they
have
the
maximum
opportunity
to
get
across
the
things
they
want
to
say
that
we
really
focus
on
short
snappy
questions.
So
there'll
be
a
brief
introduction
if
you
use
the
hand
raising
function.
So
I
can
see
that
you'd
like
to
ask
ask
a
question.
I
I
will.
A
I
don't
normally
do
this,
but
it
is
important
that
we
get
through
each
section
in
time,
so
I
will
use
the
mute
function
if,
if
you're
going
on
for
more
than
sort
of
30
seconds
or
a
minute,
so
we
can
actually
move
to
the
answer
I'll
get
around
as
many
first
questions
from
everyone
as
possible
and
then
we'll
go
around
again
if
there's
still
time.
A
So,
if
you
just
keep
them
really
focusing
to
the
point,
and
if
I
can
encourage
answers
to
be
reasonably
brief
as
well,
angela
did
you
were
you
waving
your
hand
at
me.
C
O
I
realized
it
was
in
relation
to
item
seven,
but
obviously
it's
in
in
terms
of
the
the
minutes
items
as
well.
First,
thanks
to.
A
Yeah
yeah,
don't
don't
panic
accounts,
I
haven't
forgotten.
So
without
further
ado,
we
will
move
to
the
agenda
before
angela
shouts
at
me
so
item
one.
Are
there
any
appeals,
please
harriet's.
A
Thank
you
item
two:
do
we
have
to
exclude
the
public
from
any
items.
C
K
B
Thanks
apologies
been
received
today
from
councillor
bethel
and
co-opted
members,
debbie
riley
and
callum
dixon.
A
G
A
A
No,
I'm
not
seeing
any
hands
going
up
so
with
that
we
can
move
on
to
item
seven,
which
is
our
opportunity
to
look
at
the
long-term
impacts
of
covid19
on
children
and
young
people
in
leeds.
A
As
I
said,
there's
a
lot
of
contributors
to
get
through
and
we're
going
to
start
with
a
brief
introduction
to
the
report
which
you'll
all
have
read
from
sal
and
then
we're
going
to
move
on
to
the
to
the
education
section
and
we'll
have
20
minutes
on
that,
so
sal
for
a
maximum
of
five
minutes.
Please,
if
you
just
like
to
introduce
the
the
report
and
the
session
for
us,
please.
M
Okay,
that's
great
thanks,
sir
council
alum
and
good
morning,
everybody.
My
name
is
colin
tariq,
I'm
director
of
children,
families
here
in
leeds.
I
will
keep
it
brief.
I
just
want
to
say
a
few
a
few
things
to
kick
us
off.
I
guess
the
restrictions
and
lockdowns
have
had
a
major
ability
on
a
major
impact
on
our
ability
for
schools
to
remain
open
for
all
children
and
children's
normal
routines
and
learning
have
been
significantly
impacted
upon.
M
We
don't
know
quite
yet
what
that
impact
is
going
to
look
like
and
as
we
prepare
for
a
you
know,
full
return
to
schools.
From
next
week
week
we
will
start
to
see
the
reality
of
the
impact
that
it's
had
on
children.
Children's
social,
emotional,
mental
health
needs
will
be
significant,
as
will,
I
think
it's
important
to
remember
as
well
their
need
for
friendship
and
play
and
physical
activity,
and
because
that
has
been
impacted
upon
during
this
this
period
of
time.
M
The
early
years
sector
has
also
seen
a
really
significant
impact
from
the
pandemic,
with
businesses
struggling
financially
and
long-term
sustainability
being
affected
again,
as
we
return
to
work
and
to
school
over
the
coming
months,
we'll
start
to
see
the
reality
of
what
that
means
for
the
sector
and
it'll
be
important
for
us
to
support
the
sector
to
try
and
get
back
on
its
feet
on
its
feet
again.
M
Schools
and
earlier
settings
coming
back
will,
you
know,
will
inevitably
lead
to
usb
seeing
children
again
in
a
way
that
we
haven't
for
quite
a
significant
period
of
time,
and
I
think
that
that
could
have
you
know
that
will
raise
a
significant
level
of
need
for
our
early
health
prevention
and
social
care
services,
our
youth,
youth
services,
youth
justice
services,
in
fact
as
well.
I
think
some
of
the
major
impacts
will
be
around
youth
unemployment.
M
M
Poverty,
we
know
is
going
to
impact
families
significantly
and
all
of
these
factors
kind
of
play
into
services
not
having
been
able
to
operate
at
the
level
that
they
would
have
with
children's
children,
not
in
school
and
not
in
early
year
settings
in
the
same
way
as
they
have
been
previously,
and
there
may
well
be
quite
a
lot
of
unseen
longer
term
neglect
and
potentially
abuse
of
children
and
young
people,
and
we
know
that
there's
been
significant
pressures
on
families.
Family
dysfunction
has
been
higher
and
domestic
violence.
M
We've
seen
an
er
increase
in
that,
so
that,
along
with
potential,
civil
disobedience,
really
puts
a
significant
pressure
on
the
system,
particularly
when
we
look
at
children,
young
people
and
their
families.
We've
reported
regularly
to
this
board
in
terms
of
how
I
would
be
responding
across
the
system
in
terms
of
managing
the
ongoing
pandemic,
but-
and
today,
I
think,
is
an
opportunity
for
us
to
stop-
have
a
look
at
some
of
the
issues
that
are
going
to
impact
longer
term,
but
also
to
look
at
the
response.
System-Wide.
M
I
think-
and
it's
probably
record-breaking
in
terms
of
the
number
of
people
that
we've
brought
along
to
screw
it
screwed
me
today,
but
I
think
that's
an
indication
of
the
level
of
response
that's
required
from
right
across
the
system
and
I'm
hopeful
that
today
will
not
only
air
some
of
the
challenges
that
we've
got.
We'll
also
start
to
look
at
what
that.
M
What
that
response
is
like
from
across
the
system,
not
only
how
we've
managed
it,
but
as
council
alum
said
at
the
outset,
and
really
looking
into
what
the
longer
term
longer
term
impacts
will
be
I'll
leave
it.
There.
A
Yeah,
thank
you
very
much.
Salad.
That's
a
really
good
introduction
for
us,
so
the
first
section
we're
going
into
is
is
around
education,
so
we
have
with
us
karen
jessup,
stephen
ruse
and
erica
hewens.
A
So
if
I
could
ask
the
three
of
you
to
introduce
yourselves,
then
a
maximum
five
minutes
of
introduction.
However,
you
want
to
do
it
whether
one
person's
taking
the
lead
or
you're
going
to
share
it,
and
then
there
are
two
questions
which
we'd
really
like
to
focus
on.
So
the
first
is
what
you
regard
to
be
the
potential
long-term
impacts
of
cove
19
on
young
people
in
leads
from
your
perspective
in
your
service
area
and
what
you
would
prioritize
as
actions
to
help
to
mitigate
that.
A
So
if
I
can
hand
over
to
to
the
three
of
you
and
then
I'll
start
watching
out
for
people
with
questions
and
we'll
go
into
question
and
answer
after
that,
so
it's
over
to
you
to
to
introduce
and
give
us
your
thoughts.
Please.
P
So
I'll
introduce
myself
first,
I'm
karen
jessup,
I'm
principal
educational
psychologist
and
I
lead
the
scnd
support
teams
in
children
and
families.
Steve.
D
Hi
morning,
everyone
steve
roose
health
and
well-being
service,
deputy
sizing
on
behalf
of
siren
mumtaz
jones,
the
lead
for
the
health
and
well-being
service.
P
So
we'll
just
we'll
give
you
a
couple
of
minutes
each
of
what
we
think.
So
you
get
a
bit
of
flavor
in
terms
of
so
I'll.
If
I
just
start,
we
know
there's
an
impact
on
children
and
people
on
their
young
person's
development,
their
holistic
development-
and
we
understand-
and
we
know
that
social
issues
that
have
occurred
during
the
pandemic
are
going
to
play
out
within
the
school
setting
and
we
we're
predicting,
as
you
wouldn't
be
surprised,
that
that
will
have
a
greater
impact
on
young
people.
P
There
are
some
young
people
who
are
being
more
affected
by
this
than
others,
and
we've
got
some
year
groups
even
within
that,
where
there
is
more
impact
than
others,
and
there
are
some
more
immediate
impacts
for
them,
especially
those
young
people,
young
people
who
have
got,
for
example,
in
those
older
year
groups,
year,
10s
and
year,
11
that
are
moving
on
to
the
post-16
world
and
where
they
have
had
a
significant
proportion
of
their
time
recently
out
of
school.
P
Before
I
hand
on
to
steve
in
our
whistle,
stop
tour,
I
suppose
we're
having
to
take,
because
we
recognize
there's
going
to
be
quite
a
significant
pressure
on
services
to
respond
at
both
the
statutory
end
for
education,
health
and
care
plans.
Where
we
predict,
people
will
be
requesting
more
because
of
concerns
about
missed
schooling
and
and
lack
of
progress,
but
also
in
the
early
help.
So
we
haven't
take
quite
a
systems
approach
and
doing
a
lot
of
targeting
towards
populations
and
putting
our
staff
connecting
across
children
and
families.
P
So,
for
example,
targeting
staff
and
working
together
within
the
early
health
hubs
with
youth
justice
services,
with
signpost
with
our
children,
looked
after
virtual
school
services
and
and
and
doing
things
that
are
on
a
more
populations
approach.
P
D
Okay,
thanks
karen
I'm
here
chair
to
talk
today
really
about
the
welding
surveys.
So
what
you'll
see
in
the
report
from
3.7.6
to
3.7.8
pages
26
to
29
is
what
we
think
represents
the
headline
data
from
the
early
year
survey,
the
parent
carers
survey
and
the
pupils
survey,
and
I'm
sure
that
some
of
the
findings
members
will
already
be
familiar
with
from
the
national
conversation.
D
When
members
consider
survey
findings,
I
would
like
to
add
a
note
of
caution
to
guard
against
broad
generalizations,
not
least
because
our
results
currently
represent
only
a
small
proportion
of
lead
schools
and
settings
so
take
the
early
years
survey.
For
example,
we've
so
far
had
responses
from
less
than
a
fifth
of
primary
schools
and
just
16
of
nurseries.
D
D
The
collated
latest
survey
findings
are
posted
on
our
school
wellbeing
website,
each
half
term,
for
which
I
can
provide
a
link
subsequent
to
the
meeting
for
members
in
turning
to
what
I
consider
to
be
the
priority
actions
going
forward.
The
first
thing
I
want
to
say
is
that
we
need
to
continue
to
listen
to
the
voices
of
our
children
and
young
people
about
their
well-being
and
implement
effective
mechanisms
for
leadership
teams
to
be
kept
aware
of
emerging
issues.
D
Currently,
my
team
have
capacity
to
collate
results
every
six
weeks,
neither
myself
nor
any
of
my
team
colleagues
are
trained
data,
analysts
or
qualified
statisticians
and,
finally
again
with,
unfortunately,
my
cautionary
hat
on.
I
think
that
we
do
need
to
guard
against
over
catastrophizing,
and
by
that
I
don't
mean
in
any
way
to
downplay
or
trivialize
the
consequences
that
the
pandemic
has
had
on
the
life
chances
of
some
of
our
exam
cohort,
for
example,
some
of
which
you
will
no
doubt
hear
more
on
later
this
morning
from
the
leeds
youth
council.
D
D
No
doubt
it
will
be
different
once
findings
from
the
current
lockdown
start
to
come
through,
and
to
that
extent
I
agree
with
sally
it's
still
too
early
to
tell,
but
I
would
urge
in
all
circumstances,
that
we'd
be
guided
in
our
response
by
what
the
data
is
telling
us,
alongside
school
knowledge
and
experience
of
their
pupils.
H
Yeah
good
morning,
so,
as
you
can
imagine,
there's
quite
a
lot
of
research
at
the
moment
being
published,
which
is
trying
to
quantify
the
amount
of
lost
learning
that's
taken
place
during
lockdown
and
last
week
there
was
a
report
from
the
epi
and
renaissance
learning
organizations
and
that
looked
at
lost
learning
from
the
first
lockdown
so
basically
march
through
to
september,
and
it
it
suggested
that
the
average
reading
loss
and
was
between
1.7
and
two
months
in
primary
and
similar
rates
for
year,
eight
and
year
nine
in
secondary
and
it
it
suggested
that
three
months
of
lost
learning
had
taken
place
in
maths
in
primary
and
secondary
and
that
regionally
there
were
regional
differences
and
the
yorkshire
and
humber
region,
and
the
differences
were
greater
that
the
lost
learning
was
greater.
H
So
it
suggested
a
loss
of
2.8
months
for
reading
in
primary
and
secondary
and
then
really
importantly,
that
schools,
with
a
high
percentage
of
disadvantaged
pupils,
saw
greater
amounts
of
learning
loss
so
three
months
for
reading
compared
to
0.5
for
schools
with
low
numbers
of
disadvantaged
pupils.
So
you
can
see
some
of
the
challenges
ahead
of
us
and
to
address
this
we're
focusing
on
three
main
areas.
H
So,
if
I
think
about
my
subject,
which
in
the
old
days
was
french
and
early
language,
learners,
absolutely
need
to
understand,
for
instance,
the
concept
of
verbs
of
verbs,
declining,
regular
and
irregular
verbs
and
of
tenses
as
a
baseline,
if
they're
going
to
be
able
to
understand
and
then
use
the
present
past
and
future
tenses.
So
that
means
pairing
away
all
the
non-essentials
and
making
sure
those
key
concepts
are
really
embedded.
H
The
second
aspect
is
developing
expert
assessment
in
the
classrooms,
so
that
teachers
really
understand
what
pupils
know
what
they
know
securely
and
the
misconceptions
that
they've
developed
from
their
remote
learning
offer,
and
by
assessment
I
don't
mean
testing
pupils.
I
mean
using
the
craft
of
the
teacher
to
work
out
who
understands
what
I'm
saying,
planning
lessons
so
that
key
concepts
are
revisited
if
needed
and
embedded
and
working
out
into
something
that
a
pupil
hasn't
totally
grasped.
H
And
I
think
the
final
key
aspect
to
recovery
is
an
unremitting
focus
on
reading,
and
that
makes
that
is
making
sure
that
all
pupils
are
proficient
in
decoding
words,
that
they
can
read
them,
and
then
they
develop
into
fluent
readers.
So
that
reading
is
not
a
barrier
to
learning
and
in
fact
it's
the
gateway
to
more
learning
and
to
catch
up
and
independent
work.
H
So
if
you
like,
that's
the
universal
offer
which
all
children
should
receive-
and
there
are
various
government
schemes
such
as
the
national
tutoring
program,
which
we
put
details
about
in
the
in
the
report
that
went
to
you,
which
can
help
provide
more
small
group
and
individual
catch-up
once
specific
gaps
in
learning
have
been
identified
and,
to
finish
with,
I
think.
Actually,
we
should
also
think
about
the
positive
long-term
aspects
of
covid
on
on
people's
learning.
H
So
I
would
say
one
particular
aspect
has
been
the
wide
widespread
use
of
remote
education.
So
leaders
in
the
city
see
this
as
a
real
success
and
are
keen
to
carry
it
on
so
that,
for
instance,
could
be
revision
modules
for
pupils
in
the
run-up
to
exams
or
a
bloody.
For
instance.
A
blended
learning
offer
for
school
refuses
to
encourage
them
back
into
full-time
learning
on
site.
So
I
hope
that
gives
you
a
a
overview
and
I'm
happy
to
answer
further
questions.
A
Okay,
thank
you
very
much
to
all
of
you.
That
was
really
helpful,
so
we're
going
to
questions
just
a
reminder
for
members
to
to
try
and
keep
the
questions
as
brief
as
possible.
I'm
happy
to
take
questions
from
any
of
the
contributors
on
the
call.
So
if
there
are
others,
even
if
you're,
not
regular
board
members-
and
there
was
something
you
felt
compelled
to
ask-
then
please
pop
your
hand
up
and
I'll
get
around
as
many
people
as
I
can
so
we're,
starting
with
councillor
brent
shaw.
Please.
L
Thank
you
chair,
I'd
just
like
to
ask
if
there's
any
specific
reason,
schools
are
going
back
full
time,
but
the
youth
service,
who
had
a
youth
matters
group
that
were
already
tackling
children
with
social
and
emotional
needs
and
giving
that
added
support.
So
is
there
some
reason
why
they
cannot
meet
up,
or
is
it
just
that
within
the
government
plan?
A
Right
now
should
we
ask
and
you're
welcome
to
respond,
but
we
do
have
a
section
on
the
youth
service
coming
up.
A
So
I
don't
want
to
hang
fire
until
until
vicky
takes
part.
So
do
you
have
any
quick
comments,
erica
steve
or
karen.
P
I
was
just
going
to
say
that
one
of
the
things
that
is
in
place
at
the
moment
in
a
systems
approach
is
that
we
have
a
well-being
for
education
plan
which
is
dfe
funded
and
it
links
in
with
a
lot
of
the
stuff
from
the
anna
freud
center
to
support
schools,
to
be
that
first
point
of
contact
and
to
support
some
of
those
peer
relationships
and
and
social
emotional
needs.
P
It's
not
taken
away
from
the
other
services
that
can
provide
support
as
well,
but
there's
a
lot
of
work
going
into
making
sure
that
every
child
young
person
who's
going
into
school
has
got
a
school
that
really
understands
the
needs
of
children
following
the
pandemic
and
is
offering
that
universal
strong
service.
First.
A
Thank
you,
celia
is
next,
please.
F
Thank
you
chair
and
the
national
tutoring
program.
I
believe
it's
using
large
private
companies
how
or
if,
if
is
it
possible
for
you,
as
local
authority
officers,
to
be
able
to
influence
what
they
are,
what
they
can
contribute
to
the
schools
and
the
priorities
that
they
local
authority
have
identified.
H
And
I
think
the
tutoring
works
very
much
on
a
one-to-one
or
small
group
basis.
H
So
I
suppose
what
I
outlined
is
what
I
call
the
universal
offer,
which
is
what
schools
need
to
do
for
all
pupils
so
that
they
can
then
hone
down
into
finding
what
what
the
gaps
in
knowledge
are,
which
could
be
of
a
whole
class
or
the
majority
of
the
class,
in
which
case
you
re-teach
you
revisit,
but
the
national
tutoring
program
will
be
very
much
looking
at
the
specific
gaps
in
knowledge
of
specific
pupils
and,
yes,
that
would
be
guided
by
the
school.
H
It
would
be
the
school
that
would
be
saying
you
need
to
work
on
this
particular
aspect
with
these
pupils,
because
that's
what
they
don't.
A
I
Thank
you.
I
just
wanted
to
ask
erica
the
comments
that
you
made
about
the
difference
between
disadvantaged
and
advantaged
in
terms
of
reading
loss.
I
H
Absolutely,
and
I
think
there
are
ways
in
which
we
can
encourage
parents
to
read
with
their
children
or
access
reading
with
their
children,
and
we
are
going
to
run
well
there's
the
summer
reading
challenge
which
goes
which
runs
every
summer.
But
we're
going
to
run
that
in
conjunction
with
the
chief
librarian
and
this
year,
to
make
it
much
more
well
publicized
and
focused
on
and
we're
going
to
look
at
and
take
10
particular
pilot
schools
as
well
and
engage
with
them
more
in
a
more
structured
way
over
the
summer.
H
Reading
challenge
to
see
if
we
can
get
participation
and
and
not
just
participation
but
completion
from
all
children
who
are
in
in
that
school
and
those
10
pilot
schools
will
also
be
undertaking.
Something
called
the
reception
readers
star
and
project,
which
was
the
is
the
brainchild
of
the
chief
librarian
and
and
it's
a
great
idea,
which
is
for
reception,
children
coming
into
primary
school
and
we're
going
to
launch
that
at
the
day
it
could
be
virtually.
It
could
be
in
person
depending
on
the
circumstances.
H
But
we're
going
to
launch
that
on
the
day
that
children
that
the
parents
and
the
children
come
in
to
see
their
school
for
the
first
time
or
and
have
that
parents
meeting
normally
in
the
summer
term
and
the
idea
is
to
tell
them
about
the
six
books
and
those
six
books,
the
the
specific
six
books
to
read.
H
They
will
be
a
combination
of
a
classic
story,
a
fairy
tale
accounting
book
and
looking
at
themes
such
as
diversity
and
rhythm
and
rhyme
books
and
then
encouraging
those
children
to
read
those
books
over
the
summer
and
we'll
make
videos
available
so
that
parents
can
support
that
as
well.
So
we're
trying
to
encourage
that
early
reading,
which
I
think
is
absolutely
key,
and
I
think
that's
probably
what
you
were
getting
at
councillor
growing
up
actually
trying
to
encourage
good
habits
of
reading
going
to
the
library.
H
A
Thank
you
for
that,
so
I've
got
councillor
forsake
next.
Please.
G
Thank
you
very
much,
very
a
very
quick
question.
Obviously,
you've
got
some
very,
very,
very
good
plans
going
forward.
Is
this
all
seen
as
all
school-based
education
or
have
you
considered
using
other
facilities?
I
noticed
the
youth
service
have
said
how
important
it
is
just
getting
young
people
to
be
out
there
with
their
immune
system
exercising
in
the
fresh
air
and
everything
else.
I
just
wondered
whether,
if
there's
a
more
relaxed
curriculum
that
would
be
with
it
it's
possible
to
consider
that's
an
option.
G
I
mean
that
have
an
offer
where
some
of
the
education
is
actually
based
outside
of
school,
and
it
allows
a
much
more
relaxed
approach.
The
education
can
still
be,
and
the
reading
can
still
be.
You
know
in
put
into
that,
but
perhaps
you
know,
especially
in
the
summer
term,.
H
Yeah,
I
think
there
are
two
things
there,
one
that
there
there
is
some
funding.
That's
going
to
be
made
available
for
schools
to
run
summer
schools.
We
don't
quite
know
what
that's
going
to
look
like
yet,
but
we
anticipate
that
those
summer
schools
will
not
be
totally
focused
on
learning.
That
would
be
a
lot
of
experimental
outside
and
type
learning,
which
is
what
I
think
you're
alluding
to
in
terms
of
and
the
curriculum
when
pupils
return.
H
I
think
a
lot
of
schools
are
actually
doing
a
phased
approach
of
the
return,
and
I
mean
I'm
I'm
sure
I
mean
karen
may
want
to
comment
on
this,
but
and
steve
as
well,
but
and
some
of
the
schools
we
know
are
doing
a
big
focus
on
mental
health,
well-being
on
learning
behaviors
when
the
pupils
first
come
back
and
actually
and
paring
down
what
they
look
at,
and
so
we
had
a
great
presentation
yesterday
from
a
primary
head,
who's
got
a
new
curriculum
that
she's
calling
reignites.
H
So
the
three
hours
are
different,
three
hours
from
the
ones
that
we're
traditionally
used
to,
and
but
the
idea
was
to
actually
just
have
a
bit
of
fun
and
engaging
love
of
learning
again,
and
I
I
think
most
schools
are
taking.
That
kind
of
sensible
approach
can.
E
I
kind
of
just
quickly
on
the
back
of
america
that
I
think
comes
to
the
foresight.
Schools
are
really
keen
to
get
out
and
about
so
we'll
be
mentioning
yesterday
about
sort
of
school
trips,
school
visits,
residentials
all
those
sort
of
activities.
One
of
the
key
things
is
there's
still
considerable
health
and
safety
risk
assessments
at
the
moment,
but
I
think
very
much
in
the
forefront
of
our
school
leaders.
Mind
is
to
get
the
kids
out
into
sort
of
those
exciting
opportunities
again,
because
that
that's
what
they
need.
P
I
was
just
going
to
say
that
quite
a
lot
of
the
evidence
bases
that
came
out
the
very
well
a
long
time
ago.
It
feels
like
in
the
pandemic
was
about
the
recovery,
curriculum
and
gardening
against
that
rush
back
to
formal
learning,
because
there
are
these
gaps
and
actually
think
about
learning
in
the
wider
sense,
because
we
shouldn't
be
educators
are
not
trying
to
offer
some
all
and
wonder
at
the
beginning,
so
we
can
get
on
with
teaching.
P
What
they're
trying
to
do
is
is
to
bring
children,
young
people
back
into
a
system
and
take
some
of
the
learnings
out
of
this
and
actually
start
looking
at
some
of
the
curriculum
aspects,
let
me
say
and
being
much
clearer
about
how
young
people
engage
in
education,
not
just
the
thing
that
they're
doing
so
there's
a
lot
of
stuff
about
the
recovery
curriculum,
whether
it's
three
hours,
we
love
literature
and
leads.
P
Don't
we,
whether
it's
the
three
hours
or
or
whether
it's
others
pace,
is
another
one
that
you'll
see
and
they're
all
pretty
much
based
in
those
sorts
of
attunement
and
relational
type
approaches.
A
B
One
is:
has
there
been
any
thought
given
to
meeting
time
between
class
teachers
and
the
tutors
from
the
tutoring
program,
because
I
think
that
is
really
key,
that
those
that
those
two
people
meet
and,
and
that
would
get
more,
you
know
achieve
more
success
with
the
children's
learning
with
the
catch
up
and
then
my
other
one.
Actually
in
fact
it
I
think
it
evades
me.
I
did
have
another
question,
but
I
can't
I
can't
recall
it
at
the
moment
so
I'll
just
stick
with
that.
One
at
the
moment.
H
Thank
you,
I
mean
what
you
say
is
absolutely
good
practice
and
I'll
just
follow
that
up
and
make
sure
that
that
good
practice
is
taking
place.
P
Can
I
just
say
about
the
tutors?
Oh
sorry,
no
carry
on.
I
was
just
going
to
say
about
the
tutors
as
well
that
actually
that's
one
of
those
formal
learning
opportunities.
We've
got
huge
numbers
of
children,
people
with
different
types
of
scn
and
who
are
disadvantaged
where
additional
tutoring
might
is
not
neces,
it's
one
of
the
approaches
for
some
populations,
but
there
are
some
aspects
around
that
where
they
might
not
respond
to
that
in
the
same
way.
P
So
I
think
it's
about
having
that
really
clear
individualized
approach
and
understanding
the
populations
that
you
have
so
that
we
don't
further
advantage
the
advantaged
and
disadvantage
the
disadvantage.
So
there's
a
lot
of
work
to
be
done
around
that
still.
B
Yeah,
it
was
just
around,
I
totally
agree
karen
and
just
to
say
around.
B
I
was
involved
in
family
learning,
maybe
seven
or
eight
years
ago,
where
chil
were
we
worked
with
children
and
their
parents,
and
I
taught
the
parents,
you
know
various
games
and
ways
to
teach
the
children
and
engage
them,
and
that
was
really
really
useful
and
then
we
got
together
with
the
children
after
and
I
I
just
saw
some
real
positive
effects
on
parents
attitude
to
learning
their
relationships
with
their
children,
and
I
just
wondered
if
that's
anything
that
been
thought
of
this
time.
H
P
Think
there's
been
there's
been
examples
of
that,
for
example,
in
early
years,
when
we're
having
a
look
at
the
two-year-old
curriculum
and
three-year-old
and
actually,
instead
of
having
two-year-olds
being
able
to
come
into
the
children's
centres,
delivering
support
to
the
you
know,
boxes
play
boxes
to
families
and
trying
to
encourage
some
of
those
things.
I
absolutely
agree
with
you.
I
think
there
is
definitely
some
more
work
to
be
done.
P
I
think
schools
you'll
find
some
schools
doing
some
really
creative
things
around
that
to
try
and
engage
families
into
learning
as
well,
and
actually
some
of
it
is
about
reducing
the
anxiety
of
all
families
and
all
parents
and
carers
around
this,
because
there's
huge
anxiety
that
their
child
has
missed
out
and
that
they
have
not
caught
up
and
anxiety,
often
turns
into
pressure.
So
there's
a
big
piece
of
work
to
actually
support
families
and
children,
people
to
understand,
actually
they
have
not
lost
something,
but
this
is
not
irrecoverable
for
them.
P
A
Okay,
thank
you
very
much
dave.
I
can
see
you've.
You've
got
your
your
hand
up.
Perhaps
if
you
could
hold
on
to
your
thoughts
until
we
do
the
summing
up
at
the
end,
because
we
need
to
move
on
to
the
the
next
section,
if
that's
okay.
A
So
if
I
can
thank
karen
stephen
and
erica
very
much
indeed,
it's
been
really
helpful.
I
know
it's
very
quick,
but
a
big
part
of
this
is
for
us
looking
at
other
areas.
We
want
to
explore
in
more
detail,
and
those
comments
have
been
really
helpful
from
you.
So
thank
you
very
much
and
you're
more
than
welcome
to
stay
for
the
rest
of
the
session
and
chip
in
with
questions.
A
If
you
have
them
as
well,
so
we're
moving
on
now
to
look
at
the
impacts
in
from
perspective
health
and
well-being.
So
we've
got
four
contributors.
A
So
if
I
could
ask
just
quickly
to
introduce
yourselves
and
then
same
format,
I'll
give
you
five
minutes
by
way
of
introduction
and
then
we'll
go
into
quick
questions
and
answers.
So
we
have
dr
jane
michenko.
Please.
A
Brilliant
thank
you
for
joining
us
catherine
ingold.
I
Q
Okay,
so
I've
just
got
a
few
key
points
that
I'd
like
to
make
before
handing
over
to
colleagues,
so
just
in
particular
in
terms
of
social,
emotional,
mental
health,
I
guess
is
the
focus
really
in
terms
of
the
impact
of
the
pandemic
and
there's
a
few
points
I'd
like
to
make.
Q
So
we
know
that
after
the
initial
reduction
in
referrals
for
mental
health
services
happened
in
the
first
lockdown
that
they
have
risen
and
are
actually
now
higher
than
they
were
this
time
last
year,
and
they
are
anticipated
to
rise
again,
of
course,
as
pupils
return
to
school.
A
Q
Okay,
okay,
so
yes,
so
referrals
are
already
rising
to
higher
than
they
have
been
before
for
mental
health
services
and
they're
anticipated
to
rise
again
as
people
return
to
school.
Q
So
one
of
the
things
that
I
guess
janice
might
pick
up
on
is
one
of
the
things
we
don't
know
the
impact
on
yet
is
the
impact
on
babies
and
toddlers.
Q
So
we
tend
to
focus
all
our
conversations
on
children
and
young
people,
but
if
you
think
of
the
proportion
of
time
that
infants,
babies
and
toddlers
have
been
in
the
pandemic,
there's
a
real
unknown
about
that
kind
of
social
isolation,
the
reduction
in
social
interaction
and
what
that
will
have
on
them
and
their
normal
development.
So
that's
a
concern,
and
particularly
if
isolation
and
experience
of
the
mum
has
been
low,
then
that
impacts
on
the
infant's
well-being
as
well,
so
very
conscious
of
that.
Q
But
it's
a
little
bit
of
an
unknown
and
what
one
of
the
things
we
definitely
know
is
that
those
with
existing
mental
health
conditions
have
had
an
escalation
of
need.
So
those
who
are
already
struggling
with
their
mental
health
because
of
the
prolonged
nature
of
the
pandemic,
and
particularly
for
those
going
through
critical
transition
points
in
terms
of
their
school
and
development,
then
that's
impacted.
So
there's
more
anxiety.
Q
There's
increased
complexity,
sometimes
they've
accessed
services
later
when
they're
in
more
crisis,
particularly
nationally
and
locally
eating
disorders,
has
risen
in
terms
of
both
numbers
and
complexity.
Q
So
very
conscious
of
that
group
and
hidden
need
within
that
group
too,
and
the
real
need
to
kind
of
identify
and
work
together
to
support
those
children,
families
and
we're
very
conscious
of
increased
loss,
whether
that's
loss
of
rituals
such
as
transitioning
out
of
high
school,
etc,
not
having
the
usual
prom,
the
usual
kind
of
peer
engagement
that
you
would
have,
and
loss
of
bereavement,
increased
bereavement
as
well,
and
the
impact
that
has
on
children,
young
people,
family
dynamics
in
terms
of
kind
of
priorities.
Q
We've
had
a
big
session
here.
Haven't
we
talking
about
future,
remind
strategy
in
our
refresh
of
that
strategy,
which
I'll
emphasize
again
is
a
partnership
strategy.
The
only
way
we
can
help
with
this
is
by
working
together,
so
we're
refreshing
that
partnership
strategy
about
children
and
young
people's
mental
health
and
well-being
very
sighted
on
the
pandemic
and
the
impact
of
the
can
the
pandemic
and
what
for
each
of
the
priorities?
What
we
need
to
do
in
relation
to
that,
so
we
had
a
full
discussion.
Q
The
last
time
I
came
to
this
board
about
that
and
the
plans
in
place
and
then
the
other
area
that
I'd
like
to
kind
of
flag
is
our
development
together
as
a
partnership
in
responding
to
those
children
and
families
where
there
are
adverse
childhood
experience
and
community
environments.
And
how
do
we
really
identify
early
and
support
early
and
work
together
as
a
system
and
we're
doing
that
together
as
a
partnership,
and
I
think
it's
really
exciting
and
essential
work.
So
those
are
the
things
I
wanted
to
flag.
A
I
Yeah
yeah,
I'm
I'm
happy
to
say
a
little
bit
about
the
james
talking
about
the
social,
the
impact
of
social,
distancing
and
development
and
as
and
as
you
highlighted
jane,
there
isn't
a
great
deal
of
evidence
around
that
out
there.
But
I
think
we've
got
a
big
longitudinal
study
of
around
600
children
underway
at
the
minute,
and
you
know
it's
involved
asking
parents
about
the
time
that
they
spent
doing
enriching
activities
with
their
children.
I
I
So
you
know
during
locked
down,
but
not
before
locked
down
disadvantaged
parents
as
those
on
low
incomes,
education,
occupational
status,
living
in
more
deprived
neighborhoods
were
less
likely
to
gauge
in
enriching
activities
and
in
particularly,
they
spent
less
time
doing
activities
like
reading
and
things
that
they
they
could
do
outside
with
their
kids
as
well.
And
so
there
are
concerns.
I
feel
that
you
know
obviously-
and
we've
heard
it
through
other
contributors-
that
you
know
this
impact
of
covert
in
the
longer
term.
I
Isn't
it
being
equally
felt
across
families
and
that
you
know
children's
experience
of
covert
and
the
long
economic
tale
that
we're
going
to
see
out
of
the
back
of
that
is
going
to
really
exacerbate
our
current
sort
of
health
inequalities,
and
we
haven't
got
a
great
deal
of
time
this
morning.
But
you
know,
I
think,
if
we
went
through
each
of
the
different
sort
of
areas
of
concern
with
health
and
I'm
I
could
use
example
of
a
city.
I
For
example,
we
are
seeing
slightly
increased
rates
of
obesity
amongst
our
children
and
young
people
from
the
latest
stage,
although
we
don't
have
great
data
about.
What's
happened,
post
lockdown
as
yet,
obviously
but
we're
seeing
that
it's
all
more
disadvantaged
children
who
are
impacted
the
most.
So
I
think
that's
really
really
important
to
maintain
and
keep
in
our
heads
over
this
period
of
time.
I
I
suppose
I
echo
what
jane
and
janice
have
said.
I
think
also.
We
need
to
give
give
consideration
to
the
anxiety
raised
by
covid.
We
know
that
the
direct
impact
of
clovid
on
children
is
very
low
compared
to
that
of
adults
in
terms
of
sickness,
hospitalization
and
death,
but
the
indirect
impacts
are
absolutely
huge.
I
The
the
challenge
that
has
been
faced
in
delivering
preventative
services
and
the
pressure
that
people
have
spoken
about
on
families
in
terms
of
employment,
juggling
and
stress,
bereavement,
poverty,
domestic
violence
and
and
that's
been
unequally
felt
across
children
and
leads.
So,
I
suppose,
they're
the
things
that
I
would
like
to
highlight
in
the
short
term.
We
need
to
keep
community
covered
rates
down.
They
will
drive
transmission
in
schools,
not
the
other
way
around.
B
Yeah,
so
I
mean
I'll
try
not
to
repeat
myself,
because
the
other
comments
really
echo
a
lot
of
what
I
was
going
to
say
this
morning
and
the
hubs,
I'm
not
sure
if
everybody
is
aware
of
the
hubs
but
they're
multi-disciplinary
teams
based
within
early
health
across
the
city
and
they
have
within
them
mental
health
coordinators,
along
with
other
coordinators,
I
think,
what's
really
important
is
that
we
take
a
think
family
work,
family
approach,
which
means
looking
at
the
whole
family,
because
any
mental
health
impact
on
children
is
going
to
affect
their
caring
and
any
impact
on
carers
is
going
to
affect
children.
B
So
I
think
it's
really
important
that
we
see
that
as
a
whole
and
apply.
I
think
family
work
family
approach.
There
are
many
common
themes
in
terms
of
the
mental
health
coordinators
and
work.
Since
the
pandemic
began,
there
have
most
definitely
been
an
increase
in
the
need
for
their
and
support
for
direct
interventions.
B
B
You
know
the
high
rising
anxiety
across
the
board,
really
the
people
who
are
either
shielding,
who
or
who
are
home
schooling
and
other
people
who
previously
haven't
necessarily
proudly
mental
health
difficulties,
but
who
now
don't
have
any
distractions
from
some
of
their
and
maybe
some
traumatic
experiences
that
they've
had
before
and
so
there's
a
sort
of
coming
and
to
the
surface
for
people.
B
I
think
in
terms
of
the
impact
on
young
people
within
early
health
services.
We
we
also
have
kinship
arrangements
that
now
fall
under
really
help,
and
you
know
for
many
young
people
and
they
haven't
been
able
to
have
the
family
time
that
they
would
previously
have
many
carers
have
been
shielding.
B
They
haven't
been
able
to
get
the
support
of
respite
that
they
would
ordinarily
get
so.
I
think,
that's
just
an
example
of
some
of
those
added
pressures
that
we
need
to
be
aware
of.
I
think,
in
terms
of
you
know,
planning
for
the
future.
I
agree
that
in
some
respects
we,
you
know,
we
don't
know
what
the
future
will
look
like
you
know.
A
lot
families
are
very
resilient.
B
Lockdown
has
in
some
senses,
brought
some
positive
for
some
people.
I
think
digital
exclusion
is
something
that
we
need
to
be
very
much
aware
of,
particularly
for
families
where
it
may
not
be
their
first
language
and
and
that
can
be
an
added
barrier
in
terms
of
people
acceptingness
that
they
need
and
but
there's
a
lot
of
good
work
in
terms
of
partnership.
B
Working
that
has
come
about
really
by
the
need
for
us
to
respond
to
the
needs
of
families,
and
I
think
there
are
opportunities
for
us
to
you
know,
seek
funds
if
there
are
particular
areas
that
we
we
want
to
invest
and
in
particular,
there
has
been
some
really
good
work
done
and
with
providing
counselling.
B
The
families
who
were
in
need
within
the
city,
and
that
has
had
a
fantastic
uptake,
which
I
think
evidence
is
that
there
is
a
need
for
those
services
and
people
are
wanting
those
services
and
in
terms
of
the
impact
of
homeschooling
and
isolation,
poverty,
increased
unemployment,
the
impact
of
grief
and
loss.
I
think
we,
you
know
we
will.
We
will
see
the
impact
of
that
as
time
goes
on
and
we
will
continue
to
develop.
B
You
know
positive
working
relationships
with
our
colleagues
in
cams
and
may
and
in
health
and
education,
and
one
of
the
things
we're
trying
to
do
is
use
family
group
conferencing
as
a
way
to
bring
family
members
together,
particularly
around
some
of
those
issues
around
grief
and
loss,
which
we've
we've
seen.
Some
really
positive
outcomes
with
there's
very
much
need
for
us
to
be
creative
in
terms
of
our
response
to
families
using
digital
devices
to
support
families.
B
When
there
are
mental
health
difficulties,
I
think,
has
been
a
barrier
and
we
really
have
to
be
quite
creative
in
going
for
warps
with
them.
You
know
making
sure
we're
doing
it
safely,
but
really
trying
to
provide
that
support
that
they
need,
because
the
digital
way
of
doing
that
doesn't
always
work
for
everybody,
and
I
think
finally,
just
two
points.
B
First
of
all
is
that
our
clusters
provide
emotional
well-being,
support
and
counselling
to
young
people
and-
and
I
think,
they've
seen
a
high
takeoff
of
that
and
each
cluster
has
a
linked
person
that
might
make
sparring
good
links
becomes,
which
is
really
positive,
and
I
think
the
laws
of
something
around
consultation
with
our
communities
and
our
families.
To
wonder,
and
from
their
perspective,
their
experience
of
the
pandemic
understanding
what's
been
helpful
for
them
their
communities,
what
they
would
see
as
being
helpful
and
supported
in
the
future.
A
Okay,
thank
you
very
much
for
that.
Okay,
so
we're
going
to
to
questions.
We
haven't
got
masses
of
time
for
questions
on
this
section,
so
we'll
have
to
be
particularly
quick
on
the
questions
and
the
answers,
and
if
I
can
go
to
councillor
renshaw
first,
please.
L
Thank
you,
chair.
I'd,
just
like
to
quickly
ask
how
the
mental
health
issues
are
going
to
be
addressed,
as
previously
we've
discussed
in
scrutiny
board
about
the
length
of
time
for
cams,
but
obviously
there's
going
to
be
a
big
impact
not
only
on
the
people
who
were
previous
having
health,
mental
health
issues,
but
on
the
added
ones.
That
will
now
be
incorporated
into
that.
Q
I'll
pick
up
a
little
bit,
so
I
think
that
we
did
cover
quite
a
bit
of
this.
The
last
time
I
came,
and
we
talked
about
the
future
in
mind
and
the
impact
of
the
pandemic
and
just
had
a
slide
that
she
did
shared
in
relation
to
additional
investment
that
had
gone
in
in
recognition
of
the
need
to
meet
the
additional
needs
that
was
coming
through
due
to
the
the
pandemic
and
the
covet
et
cetera.
So
so
there
has
been
work
with
clusters
and
cams
in
relation
to
that
to
address
backlogs.
Q
That
had
happened
because
of
the
first
lockdown,
where
there
was
a
pause
before
things
reset
that
the
offer
is
very
much
a
blended
offer,
so
they
are
maximizing
using
digital,
where
it's
both
appropriate
and
acceptable
to
children,
young
people
and
families,
but
also
blending
that,
with
face
to
face
when
they
want
face
to
face
we're
still
waiting
to
see
the
exact
impact
in
terms
of
demand.
Q
So,
as
I
said,
we
we
predict,
there
will
be
increased,
need
we're
monitoring
that
really
closely,
but
we're
all
we're
also
working
really
closely
with
our
colleagues
and
partners
who
karen
has
already
talked
about
all
the
work
that
has
been
provided
in
terms
of
help
and
support
to
schools,
the
health
and
well-being
service,
the
educational
psychology
service
and
so
that
school
settings
you
know
their
response
and
their
whole
system
response
to
the
child
is
a
tremendous
benefit
for
their
resilience
and
being
able
to
access
that
holistic
support
within
the
school
setting
will
help
them.
Q
A
K
Yeah,
thank
you,
everybody
and
everyone
to
the
contributions.
What
I
would
like
to
ask
regarding
the
mental
health
of
students
and
in
relation
to
physical
activities
and
creative
ideas
that
we
we
intend
to
introduce
to
schools,
obviously,
with
the
lockdown,
a
lot
of
sports
into
house
competitions
into
school
competitions,
all
of
that
came
to
a
standstill,
and
we
do
know
with
young
children.
That
is
a
very,
very
big
part
of
their
everyday
living
that
helps
them
physically
and
mentally.
So
what
are
the
plans
for
the
future?
K
I've
heard
some
of
the
things
on
over
the
summer,
because
I
know
outside
of
learning
that
will
play
a
very,
very
big
role
in
their
mental
and
health
well-being.
So
are
there
any
plans?
You
know
over
the
summer
holidays,
as
well
as
when
they
plan
to
return
in
terms
of
bringing
physical
learning
in
terms
of
pe
and
all
the
competitions
that
children
used
to
have
over
the
you
know
all
the
months
that
they
have
lost,
to
bring
it
back
and
give
them
some
sense
of
participating
and
getting
engaged
with
one
another
again.
M
I
had
to
something
on
the
call
I
think,
to
pick
that
up
in
terms
of
schools.
I
just
I
mean
I
would
echo
the
sentiment
expressed
there,
because
I
I
do
think
physical
activity
will
have
a
major
impact,
but
you
know
not
just
on
physical
health,
but
emotional
well-being
as
well
so
and
there
does
need
to
be
a
strong
focus
on
it,
but
they
can
pick
it
up
specifically
from
the
school's
point
of
view.
Yeah.
E
So
so
I
think,
working
alongside
the
guidance
you
know
and
the
physical
activity
is
we'll
be
able
to
restart
again,
and
I
think
that
schools
will
be
putting
things
in
place
to
do
that.
It
may
well
be
and
we're
still
waiting
for
further
information
about
the
summer
schools.
But
that's
there's
opportunities
there
in
terms
of
all
those
companies
that
that
probably
haven't
been
able
to
do
things
during
summer
periods
last
year
that
actually
they'll
be
able
to
start
young
people
will
start
to
be
able
to
re-engage
with
all
those
activities.
A
Okay,
thank
you
for
that
dave.
If
I
can
move
on
to
celia's
question
next,
please.
F
Thank
you
interested
in
the
the
reference
to
rituals,
and
particularly
I
I've
got
a
concern
with
the
people.
Who've
left
primary
schools
gone
to
high
school
and
not
managed
to
establish
friendship
groups
or
a
sort
of
identity
of
the
new
high
school,
and
this
is
something
I've
come
across
with
just
with
a
couple
of
families
who
are
I'm
friends
with
where
those
pupils
who
would
have
been
the
transition
year
and
quite
often
the
soon
gets
established.
F
But
they've
not
had
that
chance
and
they
seem
to
have
extended
anxiety,
is
have
you
come
across
that
and
made
any
provision,
particularly
in
preparation
for
that.
P
Did
you
want
so
it's
karen
jessup?
Did
you
want
me
just
to
answer.
P
It's
just
that.
That's
that's
part
of
the
well-being
for
education
workers
around
transition
and
the
year
607
there's
some
thematics
that
have
come
out
of
it,
and
so
following
the
online
and
training
that's
been
in
place,
there's
also
some
opportunity
for
schools
to
think
about
how
they
can
do
some
of
that
work
with
those
particular
populations
prior
to
any
any
additional
needs
being
recognized.
Q
I
just
I
just
wanted
to
recognize
the
concern,
because
I
did
flag
that
I
mean
that
came
directly
from
the
children.
Families,
trust
board
takeover
and
young
people
were
talking
about
that
loss
of
kind
of
markers
and
rituals
that
you
know
the
end
of
primary
school,
moving
into
secondary
school
or
finishing
secondary
school
and
going
on
to
college
and
that
kind
of
loss.
Q
So
not
only
did
they
talk
about
stress
and
anxiety
relating
to
unknown
how
the
exams
would
be
going
forward,
but
also
that
loss
of
the
normal
celebration
and
marker
of
significant
periods
in
their
lives.
So
yes,
so
I
just
wanted
to
kind
of
feedback.
Absolutely
we
were
hearing
that
and
taking
away
actions
as
a
partnership.
In
terms
of
that.
A
Okay,
thank
you
for
that
right.
I've
got
a
couple
of
last
quick
questions
and
then,
if,
if
any
of
you've
got
any
final
thoughts
again
before
we
move
on
to
to
look
at
the
youth
service,
so
councillor
forsake
and
then
kate,
please.
G
Right,
thank
you
very
much,
mine's.
Quite
a
specific
question.
Schools
already
have
some
pupils
who
are
carers
for
their
older
for
their
for
their
parents
will
has
consideration
been
made
that
that
cohort
could
well
grow?
There
may
be
children.
People's
coming
back
into
school,
who
have
got
caring
responsibilities
may
not
have
had
before
for
a
variety
of
regions,
including
long
covered.
Of
course,.
B
I
can
probably
answer
a
little
bit
around
that,
so
we
have
the
young
carer
service
in
leeds
which
is
newly
commissioned
and
the
service
delivery
manager.
Vicki
gabriel,
who
is
responsible
for
family
support,
is
leading
on
that.
So
there's
very
much
an
acknowledgement
of
that
and
they
are
working
in
a
really
smart
way.
B
So
I
think
previously,
and
the
young
carers
service
that
we
were
using
would
work
with
families
for
a
very
very
long
time
and
that
their
plan
is
to
work
much
smarter,
so
to
limit
that
and
to
also
support
clusters-
and
you
know
other
people
who
might
be
the
most,
because
it's
about
the
most
appropriate
person
to
support
that
child
or
young
person-
and
sometimes
it's
a
you-
know,
a
service
that
comes
from
elsewhere.
C
Sorry,
thank
you
just
just
one
quick
point
before
I
asked
my
question
was
just
on
the
transitions
and
I.
C
A
C
It
was
just
to
say
I
completely
agree
on
that
point,
and
I
think
I've
mentioned
it
before
that.
I
think
it'd
be
great
if
we
could
learn
some
lessons
from
the
children
that
missed
out
on
those
transitions
and
rituals
and
think
about
our
next
cohort
and
how
we
can
best
support
them.
My
question
was
about
infants
and
little
ones
that
maybe
haven't
already
been
in
a
preschool
or
nursery
setting,
and
I
know
that
we
don't
have
the
data
yet
completely
on
the
impact
of
them
in
terms
of
their
socialization
and
development.
C
But
what
support
can
we
give
to
those
early
year
settings
including
private
settings
who
might
be
getting
children
who
perhaps
have
sort
of
difficulties
and
presentations
that
they've,
maybe
not
seen
before,
because
of
the
lack
of
socialization
etc?.
Q
Quickly
and
then
jonas
might
want
to
the
thing
that
sprung,
to
my
mind,
was
the
universal
health
visiting
service
that
would
identify
and
pick
that
up,
but
also
supported
by
our
very
fantastic
infant
mental
health
service.
That's
the
expert
resource
in
terms
of
attachment,
bonding
and
kind
of
early
development
relationships,
etc.
That
will
be
able
to
support
the
universal
settings
in
terms
of
how
to
respond
and
if,
if
necessary,
would
take
referrals.
So
so
that's
the
expert
resource
that
kind
of
wraps
around.
I
I
I
think
that
health
and
services
have
introduced
this
early
observation
attack
attachment
screen
as
part
of
their
universal
office,
so
they
will
be
observing
families
interacting
with
their
children
and
where
they
do
don't
see
that
there's
the
attachment
and
bonding
and
the
warm
responsive
relationships
that
that
we
would
want
children
to
have
as
a
beginning
to
set
them
off,
then
that
we
will
be
having
additional
support
being
offered
to
the
family
that
includes
sessions
within
our
children's
centers,
and
given
that
I've
got
a
minute
to
say
something.
I
I
do
just
really
want
to
push
this
idea
of
just
how
important
it
is
that,
even
though
we're
coming
through
austerity,
we
really
do
keep
our
focus
on
so
early.
Those
early
years
we
get
our
best
sort
of
returns,
went
from
our
spending
in
that,
but
particularly
our
children's
centers,
because
they
have
such
fantastic
relationships
with
local
communities
and
they
give
us
our
arena
our
space,
where
we
can
bring
families
together
to
do
the
sort
of
really
important
work
like
and
support
them
around
attachment
and
bonding,
but
yeah,
just
like
jane
as
well.
I
Infant
mental
health
services
just
expanded
its
remit.
It
was
looking
at
an
offer
from
naught
to
two
and
more
recently,
there's
been
additional
investment
in
it.
So
is
that
we
can
provide
that
more
specialist
service
to
families
with
children
from
two
to
school
age
as
well.
So
so
that's
community
place.
A
For
all
your
contributions
on
that
section
really
appreciate
it
again.
It
feels
like
a
bit
of
a
whistle
stop
tour,
but
this
is
really
helpful
to
us
as
we
look
for
for
areas
that
we
need
to
dig
much
deeper
into
going
forwards.
A
So
we're
moving
on
now
to
look
at
the
youth
service
and
how
that
service
has
seen
the
impact
and
ideas
going
forward.
So
vicky
you
have
the
floor
entirely
to
yourself.
So
if
you
could
just
introduce
yourself
and
give
us
your
brief
introduction
again
the
similar
two
questions,
what
do
you
see
as
the
potential
long-term
impacts
of
code
19
on
children
and
young
people,
and
what
would
you
see
as
the
mitigating
factors?
O
Thank
you
good
morning,
everybody,
my
is
vicky
fuggles,
I'm
the
youth
offer
lead
which
oversees
the
youth
service,
and
so
we've
heard
a
lot,
and
so
I
don't
want
to
repeat
what
we've
already
heard
about
some
of
the
the
potential
impacts
on,
and
obviously
you
you've
read
the
report.
So
I
think
a
couple
just
a
couple
of
potential
long-term
impacts
from
a
youth
service
perspective
is
really
youth.
Work
is
about
bringing
groups
of
young
people
together
and
it's
about
helping
them
come
together.
O
O
So
the
youth
work
teams
have
continued
to
engage
with
young
people
predominantly
on
the
streets
and
just
doing
it
and
street
burst
youth
work
and
that
hasn't
been
young
person
led
because
we've
been
giving
you
know,
we've
not
been
able
to
spend
that
sort
of
quality
time.
It's
been
more
about
just
giving.
You
know
reinforcing
public
health
messages
and
encouraging
them
to
go
home.
O
Some
of
our
work
has
continued,
and
youth
matters
is
an
example
and
some
of
our
other
targeted
youth
work
programs
have
continued
online
via
zoom
and
different
platforms
like
that.
But
what
young
people
are
telling
us
that
they're
pretty
you
know
fed
up
with
that.
That's
not
the
same
as
that.
First
to
first
contact.
O
So
I
think,
in
terms
of
the
longer
term
impact
we've
missed
quite
a
big,
a
long
period
of
time
around
where,
where
young
people
haven't
had
those
diverse
range
of
opportunities
to
develop
their
social
skills,
their
you
know
and
getting
along
with
people
team
building
and
also
reduction
in
kind
of
that
of
it
impacts
on
their
physical,
physical
health,
as
well
as
their
mental
health,
and
I
think
the
other
and
sort
of
particular
impact
that
we've
seen
is
really
that
obviously
a
lot
of
young
people,
as
we
all
have
have
now
very
different
routines.
O
If
we,
you
know,
if
we
call
it
a
routine
or
at
all,
so
as
we
move
young
people
back
into
school
into
college
into
apprenticeships,
and
then,
if
they've
been
out
of
those
routines
for
a
long
time,
then
that
might
be
a
difficulty
that
might
present
some
issues
for
some
of
those
young
people
to
get
back
into
that
routine,
to
be
able
to
kind
of
really
contribute
and
re-engage
with,
whatever
learning
our
our
work
that
they're
wanting
to
aspire
to
so
in
terms
of
our
priorities
really
over
the
coming
months,
is
to
really
you
know
reopen
when
it's
safe
and
appropriate
to
do
so.
O
Reopen
more
and
more
of
our
youth
clubs
get
back
into
those
centers,
because
that's
what
young
people
want.
That's
what
the
youth
workers
want
and
that
and
that's
where
we
know
that
our
best
and
youth
work
can
take
place.
That'll
have
most
impact,
so
you
know
we
will
do
it
that
slowly
and
safely,
but
we
will
sort
of
aim
to
do
that
as
the
coming
months
and
to
re-engage
those
young
people
to
hear
what
they
want
to
do.
O
What
youth
work
programs
they
want
and
we'll
build
on
from
that,
and
I
think
in
the
report
I've
also
referred
to
the
use
of
our
outdoor
education.
Centers
and
we've
talked
I've
heard
a
lot
this
morning
around
the
benefits
of
kind
of
open
space
and
opportunities
to
to
just
get
out
of
your
house
and
get
out
of
your
normal
environment.
O
So,
throughout
the
pandemic
we
have
been
using
the
herd
farm
and
western
sectivity
center
to
take
either
individual
or
small
groups
and
families
over
there
that
are
particularly
vulnerable
to
offer
and
then
an
opportunity
to
get
out
into
the
open
air
and
into
the
countryside.
O
So
as
we
move
forward
as
well,
and
we're
really
pleased
we're
already
getting
quite
a
lot
of
inquiries
from
schools,
so
that
was
mentioned
around
you
know
outdoor
education
within
a
formal
learning
context
and
we're
already
having
those
discussions
with
the
skills
and
through
clusters,
and
that
you
know
we'll
we'll
start
opening
that
opportunity
up
to
many
more
and
young
people
and
children
as
we
as
we
go
through
the
next
few
months.
I
think
in
terms
of
young
people
re-engaging
with
school
settling
back
in
and
what
we
obviously
I
within
the
youth
service.
O
We
also
have
our
pathway
support
team,
so
they
tend
to
they
predominantly
work
with
our
16
and
17
year
olds
and
tonight.
So
their
work
has
continued
throughout
with
the
support
of
some
of
the
youth
service
and
staff
as
well
to
reengage
make
contact
with
those
young
people,
but
I
think
moving
forwards.
We're
already
we're
now
looking
at
those
yet
current
year,
11's
that
are
in
school,
that
we
are
all
and
the
schools
are
starting
to
feel
that
perhaps
they
might
not.
O
You
know,
make
us
a
successful
transit
transition,
so
we're
working
already
closely
with
our
third
sector
partners
as
well,
and
I
think
we
will
be
as
soon
as
schools
are
sort
of
getting
back
into
the
back
into
the
swing
of
things.
O
We
will
be
really
asking
them
around,
which
are
the
pupils
they're
most
concerned
about,
so
we
can
get
in
there
and
start
supporting
those
young
people
and
their
families
now
so
that
we've
got
a
number
of
months
to
help
and
support
them,
get
them
back
on
track
help
them
identify
that
what
their
what
they
want
to
do
come
next
september,
so
that
they're
in
a
good
place
to
achieve
that
as
well
and-
and
I
think
within
that-
we've
also
seen
an
increasing
number
of
families
choosing
to
elective
home
educate.
O
So
that's
a
group
of
children
that
we're
really
keen
so
particularly
those
year
11's
as
well,
that
we
need
to
make
sure
that
we
are
in
contact
with
them
now
to
to
offer
that
support
and
help
to
help
them
make
that
move
smooth
transition
I'll
I'll
leave
it
there,
because
I
think
there
might
be
some
questions
if
that's
okay.
A
L
Thank
you,
chair,
I'd,
just
like
to
ask
about
the
youth
matters,
groups
that
meets
up
in
my
ward,
but
for
the
outer
south
and
just
before
the
latest
lockdown.
L
L
Could
you
give
us
the
date
when
those
groups
are
going
to
be
able
to
meet
up
again,
as
they
are
in
their
own
bubble
of
youth
matters
groups?
So
I
just
wondered
if
you
could
be
helpful
on
that
and
you've
just
mentioned
heard
farm,
but
I
just
wondered
if
you
could
provide
us
with
some
figures
as
to
how
many
children
from
within
leeds
have
been
heard
from,
because
I
don't
know
of
any
in
the
outer
south
who
have
been
there
in
my
area
of
the
city
because
obviously
the
other
side.
L
O
If
I
just
respond
to
the
first
point
about
the
center-based
provision,
so
you
are
right
correct
so
in
under
the
current
guidance,
we
are
able
to
provide
targeted,
closed
youth
work
groups
and
to
young
people
that
need
it.
We're
not
allowed
at
the
moment,
it's
not
within
the
nya
guidance
and
to
kind
of
open
up
and
hold
up
and
access
youth
work
provision.
O
So
as
that
changes
that
that
so
we
we,
we
need
to
follow
that
guidance,
really
we're
already
working
with
colleagues
in
the
communities
and
city
development
to
make
sure
that
and
we've
already
given
you
know
a
list
of
the
centers
that
we
we
want
to
use
and
when
we
want
to
use
them
so
we're
working
through
that
list
with
them
and
so
that
we
can
open
up
we're
ready
to
you
know
everything
is
in
place
in
terms
of
the
risk
assessments
and
health
and
safety
requirements,
and
so
as
soon
as
we
can,
we
we
can
get
back
into
those
those
groups.
O
As
I
said
in
the
meantime,
a
lot
of
groups
are
still
happening,
but
they're
happening
online,
but
we
wouldn't
expect
you
know
after
the
easter
holidays
that
we,
you
know
there
will
be
more
and
more
opportunities
for
young
people.
O
I
think
one
of
the
challenges
is
particularly
even
though
we
we
can
deliver
closed
groups
to
young
people
in
the
community
and
in
buildings.
O
As
you
as
you're,
fully
aware,
some
of
the
our
traditional
youth
work
provision
will
normally
kind
of
engage
with
50
60
young
people
on
a
night,
and
so,
if
those
young
people
in
that
community
see
you
know
a
small
group
that
have
been
particularly
invited
for
a
particular
reason
and
they
see
them
going
into
the
building,
then
potentially
they
they
will
all
come
as
well,
even
though
they
haven't
been
invited
and
and
it's
balancing
that
kind
of
relationship
with
them.
O
We
don't
want
to
disappoint
them,
and
you
know
so,
but
we
will
have-
and
we
will
keep
very
you
know,
sort
of
communication,
and
so
the
local
members
know
exactly
what's
what's
happening.
What
the
plan
is,
at
the
same
time,
yeah.
A
Yes,
please
thank
you.
So
we've
got
two
two
more
quick
questions
before
we
need
to
move
on
so
council,
illinois
and
then
councillor
lennox.
Please.
C
Yes,
this
this
question
spreads
outside
this
area,
but
a
good
time
to
ask
it
it's
about
the
school
day.
I
mean
it's
obvious
that
there's
more
activities
planned
and
it
won't
all
fit
into
a
conventional
school
day
for
a
whole
kind
of
reasons.
Obviously,
there's
a
need
to
protect
teachers
working
hours
and
not
expect
them
to
be
super
human,
but
many
remedial
activities
are
going
to
take
place
outside
school.
C
A
Okay,
I
think
perhaps
vicky
can
answer
bits
of
that,
and
it
might
be
something
for
for
dave
and
councillor
prior
to
pick
up
in
summing
up
a
bit
later
on
the
other
points,
so
yeah
no
problem
so
vicky.
O
So
youth
work
takes
place
outside
of
school
hours
and
and
is
delivered
by
youth
workers
as
opposed
to
teaching
staff
and,
as
was
as
I
just
said,
about
the
buildings,
you
you're
absolutely
right
in
terms
of
expectations
around
not
sharing
buildings,
but
you
know
having
multiple
users
and
that's
why
it
doesn't
need
to
be
carefully
planned
and,
I
suppose,
in
terms
of
overloading
or
too
much-
and
I
think
that
it's
you
know
it's
really
important
as
we
move
forward
that
young
people
have
a
choice
and
a
variety
of
activity
that
they
can
dip
in
and
out
of
so
our
you
know,
our
youth
work
will
be
taking
place
of
evenings
weekends
and
obviously
in
school
holidays,
and
so
they
can
pick
and
choose
really
and
and
and
they'll
be.
O
A
Yeah.
Thank
you
for
that.
So
final,
quick
question
from
council
linux
and
then
we'll
be
moving
on
to
to
the
next
section.
J
Thank
you,
and
thanks
for
everything
that's
been
discussed
today.
I'm
just
wondering
whether
the
youth
service,
in
your
planning
or
in
the
work
that
you've
been
doing
over
the
course
of
the
year,
have
been
linking
in
with
anti-social
behavior
teams
and
the
police
and
the
neighborhood
policing
network,
and
there
was
quite
a
severe
incident
in
my
ward
at
the
weekend,
which
was
related
to
a
group
of
youths.
J
Now
we
don't
know
whether
these
views
were
would
normally
be
used,
who
do
engage
with
our
fantastic
youth
service
that
we
do
have
in
our
ward.
But
I'm
wondering
whether
there's
been
any
intelligence
about
whether
there's
an
increase
in
in
issues.
I
know
that
people's
perception
may
be
that
there
has
been,
but
that's,
I
think,
because
everyone's
at
home
a
lot
and
I'm
just
wondering
if
there's
any
work
or
intelligence
happening
around
that
because,
as
I
say,
we
haven't,
we
have
absolutely
outstanding
youth
provision
in
in
my
ward
and
in
the
outer
east.
J
But
I
feel
like
it'd
be
interesting,
especially
with
everything
that
we've
mentioned
about
mental
health
of
young
people,
to
to
sort
of
gauge
whether
anti-social
behaviour
and
policing
teams
have
any
input
have
any
input
to
give
on
on
them
on
the
the
work
and
the
research
that's
been
happening.
Okay,
thank.
O
You
the
answer
is
yes
and
throughout
the
pandemic,
the
youth
service
and
in
the
locality
teams
have
been
working
on
a
daily
basis,
with
first
the
police
and
last
part
as
well,
and
particularly
in
in
the
different
sort
of
periods
of
lockdown
and
we've
had
a
sort
of
a
daily
two-way
communication.
So
police
have
been
in
local
policing.
Teams
have
been
letting
the
local
youth
work,
teams
know
where
they've
seen
or
heard
you
know
I've
had
reports
of
groups
of
young
people.
O
Perhaps
you
know
engaging
in
social
behavior
and
that's
meant
that
the
teams
could
plan
their
routes
and
and
the
areas
that
they
were
prioritizing
to
go
and
so
obviously
to
engage
with
those
young
people
and
and
obviously
offer
them
some
other
alternative.
O
You
know
sort
of
encourage
them
to
to
go
home
disperse
and
that's
worked
really
well
because,
obviously,
as
well
as
us
being
able
to
engage
with
those
young
people,
it's
it's,
it's
stopped
the
the
needs
for
a
police
intervention
and,
as
we
know,
you
know,
if
there's
a
group
of
young
people
and
and
and
the
police
go,
then
it's
much
more
likely.
That's
not!
You
know.
It's
not
criticism
police,
but
that
will
probably
escalate
the
the
situation
rather
than
de-escalate.
So
that's
worked
really
well
and
and
all
these
work
teams
regular.
O
You
know
regular
members
of
both
the
last
bat
teams
and
the
tasking,
and
so
so
that
that
communication
is
really
happening.
Obviously,
we
work
alongside
our
youth
justice,
colleagues,
where
we're
seeing
young
people,
and
so
perhaps
on
the
on
on
the
periphery
of
moving
from
anti-social
to
offending
type
behavior.
O
The
second
part
of
the
question
around
you
know
has
it
been
an
increase.
I
think
it
is
fair
to
say
that
in
this
third
lockdown
that
we're
in
now
that
there
has
been,
and
throughout
the
pandemic,
we've
seen
kind
of
pockets
in
the
city,
sort
of
vincents
of
asb
involving
people
so
go
up
and
down,
and
it's
not
always
been
in
the
areas
that
we
potentially
would
expect.
Or
you
know,
maybe
it
has
been
just
all
over
the
city.
O
I
think
it
is
fair
to
say
you
know
it's
a
year
nearly
now
so
young
people
are
getting
really
bored
and
fed
up
and
trying
to
you
know,
find
ways
to
keep
themselves
busy
and
that's
not
always
such
a
good
thing.
So
I
think
it
is
fair.
O
So
you
know
as
we've
as
we've
said,
we're
continuing
to
work
we'll
continue
to
engage
with
those
and
make
sure
that
those
young
people
now
when
schools
are
out,
but
that
we
getting
them
back
into
school
actually
and
hopefully
that
will
get
them-
will
help
protect
them
from
being
at
risk
of
anything
else.
A
Thank
you
very
much
vicky
and
thank
you
for
your
contribution
this
morning
and
thank
you
to
to
the
to
you
and
your
team
for
all
the
work
that
you're
doing
as
well.
It
really
is
appreciated
across
the
board.
I'm
sure
lots
of
positive
comments
coming
in
from
from
members
on
the
court.
A
Okay,
so
we're
going
to
move
on
now.
It's
always
a
particular
pleasure
to
welcome
richard
cracknell
to
our
meetings.
It's
it's
a
little
while,
since
it's
been
with
us-
and
we
also
have
some
members
of
the
youth
council
with
us,
so
we're
really
really
delighted
to
have
you
with
us
this
morning.
So
I'm
going
to
ask
richard
just
to
take
over
for
a
few
minutes
and
introduce
the
guests
that
have
joined
us
just
by
way
of
reminder
friend.
A
The
two
questions
that
we're
really
keen
to
hear
your
views
on
are
what
you
regard
as
the
potential
long-term
impact
of
covid19
on
young
people
in
leeds
from
your
perspective
and
what
are
the
priority
actions
that
you
would
have
to
try
and
mitigate
those
things,
so
so
we'll
have
five
or
ten
minutes
with
richard
and
all
of
our
guests.
Just
to
introduce
themselves
and
give
us
their
initial
thoughts
and
then
we'll
go
into
questions
and
answers
from
there.
So
richard
really
good
to
have
you
with
us
and
I'll
hand
over
to
you.
R
Thanks
chair
good
morning,
everybody,
my
name
is
richard
cratnell,
I'm
a
voice,
influence
and
change
coordinator
in
the
children
and
families
directorate.
As
council
lamb
said,
I'm
really
fortunate
this
morning
and
grateful
to
be
joined
by
five
members
of
our
lead,
youth,
council
working
group,
and
I'm
just
going
to
take
a
minute
now
to
ask
them
all
to
introduce
themselves
so
I'll,
be
asking
for
their
name
school
and
if
you
can
share
your
age
please,
and
can
we
start
with
charlotte
who's?
The
chair
of
the
youth
council
working
group,
charlotte.
R
R
Thanks
everybody,
so,
as
council
lamb
said
we're
going
to
get
into
the
questions
about
the
long-term
impacts
of
the
pandemic,
but
before
we
do,
we
thought
it'd
be
useful,
just
to
take
a
minute
just
to
give
the
board
a
flavor
of
the
kind
of
work
the
youth
council's
been
doing
over
the
last
year.
I
will
just
say,
like
everything
else,
we've
had
to
be
very
adaptable.
I
do
like
to
thank
the
young
people
for
their
flexibility
and
resilience,
and
we've
moved
all
of
our
work
online.
R
So
we're
very
familiar
with
these
type
of
zoom
calls
at
the
moment,
and
I'm
going
to
introduce
charlotte
just
to
give
some
examples
of
some
of
the
projects
that
the
group's
been
involved
with
so
over
to
you,
charlotte.
J
Yes,
we've
managed
to
do
quite,
like
almost
an
impressive
amount,
I
would
say,
being
on
zoom
calls
and
everything.
So
we've
had
a
bunch
of
q
and
a's
with
like
celtirik,
fiona
vena
and
her
cat
and
hilary
ben,
and
we
have
been
doing
the
youth
code
bronze
group,
which
then
I
believe,
report
back
to
the
group
of
teachers
about
the
covert
situation.
We've
had
multiple
consultations
with
the
house
of
lords
consultations
with
off
qual
and
the
department
for
education
about
the
2021
exams.
J
We
took
over
the
children's
trust
board.
We've
done
a
bunch
of
fun
little
lockdown
projects
for
children
in
leeds
and
for
child
friendly
leads,
including
the
lycc
lockdown
challenge
in
april,
and
we
have
just
had
a
new
mental
health
campaign
which
we're
kind
of
working
on
now,
as
well
as
we
managed
to
do
quite
a
bit
with
the
campaign
we
were
running
last
year
about
the
environment
and
climate
change,
which
is
kind
of
a
very
aggressive
rundown.
R
That's
perfect,
thank
you,
charlotte
and
just
to
briefly
say
the
youth
voice
covered
bronze
group.
That
charlotte
mentioned
we've
been
doing
that
in
partnership
with
school
improvement
and
erica
who's
on
this
call,
and
that's
been
a
really
valuable
route
to
enable
students
to
feedback
to
our
colleagues
in
schools
about
what's
working
well
for
them
in
terms
of
remote
learning
and
what
needs
improving.
So
thank
you
very
much
for
charlotte.
That's
really
helpful.
What
I'm
gonna
do
now.
R
I'm
just
gonna
open
up
to
the
five
of
you
that
initial
talking
point
question
that
council
land
proposed,
which
is
what
you
think
will
be
the
long
term
impacts
of
the
pandemic
on
young
people
in
our
city,
and
we've
heard
lots
of
different
perspectives
from
contributors
throughout
the
meeting
so
be
really
interesting.
And
what
we're
looking
for,
I
think,
is
your
personal.
Take
on
it
of
you,
and
perhaps
your
friendship
circles
give
us
a
bit
of
a
flavor
and
insight
into
what
young
people
like
you
are
thinking.
R
T
I
believe,
from
a
perspective
of
a
year
11
who
left
high
school
during
the
pandemic,
which
meant
that
we
missed
out
on
like
our
last
three
months
of
high
school.
I
think
that
one
of
the
impacts
was
the
lack
of
closure
that
we
got
because
we
didn't
have
any
of
the
usual
events
like
graduation
prom.
T
We
didn't
even
get
really
get
a
levers
day
so
be
having
to
leave
high
school
without
that
closure,
without
that
real
goodbye
is
definitely
something
that
I've
struggled
with,
and
I
know
a
lot
of
my
friends
have
as
well,
so
I
definitely
think
that
that's
going
to
be
a
long
term
impact,
because
it's
just
difficult
to
move
on
to
a
new
chapter
of
your
life
when
you
haven't
really
said
goodbye
and
got
closure
on
the
last
chapter.
So
that's
definitely
something
that
I'd
said.
Definitely
impact
me
and
a
lot
of
other
people
in
my
position.
R
Thanks
alana,
it's
really
useful
to
get
perspectives
of
different
year
groups
and
actually
what
you
referenced
was
raised
earlier
in
the
meeting
by
a
colleague
about
some
of
these
rituals
and
rites
of
passage
that
are
so
important
to
growing
up
that
a
lot
of
you
have
missed
out
on
and
we
will
give
you
an
opportunity
to
suggest
to
the
board
some
things
you
think
might
mitigate
that
or
help
or
help
you
in
the
future
with
that.
So
thank
you
very
much
for
that.
R
S
Well
me
being
a
13
year
old,
I
would
personally
say
that
the
biggest
thing
that
would
be
like
a
long-term
impact
would
be
the
issue
of
lost
learning,
because,
obviously,
when
we
were
online
it,
it
was
a
struggle
to
adapt
from
like
being
face-to-face
to
online.
So
the
issue
of
like
lost
learning
and
a
big
one
would
be
mental
health
on
everyone.
I
like
how
it's
impacted
students
with
how
they
have
managed
to
get
like
used
to
the
new
technology
and
all
the
new
services
that
they
may
not
have
been
using
previously.
S
I
think
one
of
the
only
positives
from
the
pandemic
would
be
how
remote
learning
has
allowed
for
lessons
to
be
recorded
so
that
you
can
go
back
to
them
later.
So,
if
that
were
something
to
be,
that
was
to
be
continued.
S
S
On
young
people
that
will
probably
see
pandemic
has
just
sort
of
acted
as
a
catalyst
to
expose
the
problems
that
young
people
are
facing,
and
I
think
we
can
make
over
the
focus
of
it
shouldn't
be
shifted
away
from
that,
because
a
lot
of
young
people
are
struggling.
R
Quite
a
few
young
people
with
working
with
have
just
like
kira
just
said,
express
some
positives
and
things
that
actually
we've
been
forced
to
do
as
a
result
of
the
pandemic
that
actually
work
really
well
for
our
students
in
the
city
and
as
kira
said
and
she's,
not
the
only
person.
Some
of
the
remote
learning
offers
that
schools
have
provided,
will
work
really
well
going
forward
in
terms
of
revision
and
exam
support.
So
thanks
for
making
sure
there's
a
positive
as
well
camera
emily.
Can
we
come
to
you
next?
Please.
J
Yeah
hi
what
I
think
one
of
the
long
term
experiences.
Sorry
one
of
the
long-term
impacts
of
the
pandemic
is
the
experiences
we
gain
as
young
people.
So,
for
example,
I'm
in
year
10,
which
is
the
year
I
should
have
done
my
work
experience.
I
should
have
done
dov,
so
these
things
have
been
cancelled,
which
I
guess
you
could
class
as
extracurricular
activities.
So
it's
all
about
our
social
lives
on
the
outside
and
what
we're
missing
out
on
as
teenagers.
R
Thanks
emily,
it's
good
to
see
a
lot
of
these
key
points
getting
covered
individually,
we're
going
to
come
over
to
you
next
charlotte.
Please.
J
I
think
kind
of
following
from
what
everyone
said.
I
think
mental
health
is
really
something
that's
not
only
been
uncovered
slightly
more
within
this
pandemic,
but
it's
going
to
be
something
that
continues
to
be
a
really
point,
especially
as
people
come
out
of
it
and
learn
to
readjust
as
a
year
13.
I
know,
there's
been
so
much
uncertainty,
especially
around
our
exams,
because
last
year
we
were
year
12s,
and
so
we
were
kind
of
skipped
over
when
they
were
focusing
on
the
year
11
and
30
and
13
last
year
and.
J
I
also
there
are,
there
have
been
positives,
and
so
personally,
as
the
pandemic
has
uncovered
some
possible
issues
for
me,
I
find
the
uploading
of
the
powerpoints
onto
like
teens
and
stuff
to
be
incredibly
useful
for
me
to
kind
of
go
back.
J
When
I
wasn't
able
to
concentrate
in
the
lesson
I
think
schools,
my
school
especially
has
been
absolutely
fantastic
with
their
support
of
young
people
throughout
this
situation,
and
I
do
think
that
it's
really
shown
kind
of
a
level
of
kindness
in
everybody,
but
also
just
the
extent
which
a
lot
of
people
school
are
willing
to
go
for
their
students,
and
I
do
think
that's
been
really
positive.
R
R
You
spoke
about
the
positive
impact
one
of
your
teachers
has
had
on
your
own
well-being
and
your
life
through
going
out
of
their
way
to
create
a
space
for
you
to
talk
and
share
your
feelings
and
was.
R
So
we'll
have
that
noted,
the
charlotte's
physics
teacher
is-
and
I
quote
an
absolute
legend
just
on
the
subject
of
exams,
we
talked
about
the
youth
voice
covered
bronze
group
and
it
was
referenced
earlier
in
the
meeting,
but
all
of
the
uncertainty
around
exams
and
assessments
that
you
had
to
go
through
until
I
think
a
fortnight
ago,
I'm
just
out
of
interest.
J
I'd
like
to
very
quickly
say,
I
don't
believe
there
is
currently
certainty
around
the
exam
situation,
but
I
think
because
it's
been
it's
kind
of
the
government
has
gone.
It's
not
our
problem
anymore.
It's
the
teacher's
problem,
and
so
now,
instead
of
there
being
like
country-wide
confusion.
Now
it's
just.
I
don't
know
how
my
particular
teachers
are
going
to
assess
me.
J
I
don't
know
if
we're
going
to
continue
to
finish
the
course
and
if
we
don't
how
that's
gonna
impact
my
university,
I'm
not
sure
kind
of
if
we're
gonna
do
mini
exams
or
if
they're
gonna
make
me
do
like
full
exams
like
I
would
at
the
end
of
the
year.
I
think
now
it's
just
kind
of
uncertainty
on
a
lower
level,
and
I
do
personally
think
that
I
wouldn't
be
this
stressed.
R
Thanks
charlotte,
maybe
rather
than
certainty,
I
should
have
said
less
uncertainty
and
you're
totally
right
in
conjunction
with
the
lost
learning.
You've
had
it's
really
problematic
and
I
think
work
we
can
do
in
the
future
is
looking
how
we
can
reassure
students
like
yourself
and
communicate
better
of
what
is
actually
happening
happening
once
we
have
certainty
as
well
kira.
I
can
see
your
hands
up,
I'm
just
going
to
move
on.
R
Hopefully
you
can
pick
it
up,
because
I
do
want
to
come
to
the
second
sort
of
talking
point
that
councillor
lamb
proposed,
which
is
we're
really
interested
to
find
out
the
kind
of
things
you
think.
Your
schools,
the
city
council
and
our
partners
can
do
to
alleviate
and
counteract
some
of
the
impacts
that
you've
already
talked
about
practical
things
that
perhaps
we
can
put
into
place
over
the
coming
months
ahead.
R
J
Yeah,
so
what
we've
been
doing
as
a
leads
youth
council
is,
we've
been
having
some
meetings
about
mental
health
support,
and
so
I
think,
going
forward.
Mental
health
groups
would
be
a
really
successful
sort
of
communal
thing
to
go
forwards
with.
I
think,
if
it's
with
your
peers
with
other
young
people,
it's
a
safe
space
which
everyone
can
talk
about,
and
it
would
really
support
us.
S
Yes,
as
somebody
has
said,
we
would
prefer
more
mental
health
support,
because
it's
just
basically
one
of
the
long
term
thing
that
students
are
going
through
at
this
moment.
So
it
would
be
helpful
if
schools
thought
of
ways
on
how
they
could
support
us
in
that,
and
also,
I
think
that
schools
could
like
try
to
help
us
with
some
type
of
lost
learning,
because
obviously
everyone
has
their
way
of
processing
and
learning
stuff.
R
Place,
thank
you,
asia,
alana
kira.
Have
you
got
anything
you'd
like
to
add
in
terms
of
what
we
can
do
to
help
counteract
some
of
the
problems
you've
faced
alana,
you
talked
about
missing
your
sort
of
prom
and
your
right
of
passage
when
you
left
coburn,
I
mean
none
of
us
unfortunately
have
got
time
machines.
We
haven't
got
deloreans,
but
can
you
think
of
anything
that
your
college
or
the
council
or
our
youth
services
could
do
to
help
fill
that
void.
T
I
think
just
maybe
encouraging
schools
to
like
I
understand,
like
you
said
we
don't
have
a
time
machine
and
stuff,
but
maybe
if
they
do
have
the
facilities,
maybe
our
high
schools
could
try
and
sort
out
a
day
for
us
to
maybe
come
back,
because
I
I
know
this
isn't
the
case
for
all
high
schools,
but
we
actually
have
a
results
day
either.
T
So
the
last
time
I
ever
went
in
my
high
school
was
the
last
day
so
almost
a
year
ago,
so
maybe
just
being
able
to
encourage
high
schools
to
do
some
kind
of
livers
day.
I
know
that
we
left
over
a
year
ago,
but
I
also
know
that
a
lot
of
people
in
my
year
group
would
be
more
than
happy
to
go
back
and
just
see
everyone
else.
T
R
They
didn't
get
that
opportunity
to
say
goodbye,
so
it
might
be
something
that
colleagues
in
school
are
up
for
and
just
making
the
most
of
this
modern
technology,
and
perhaps
they
could
organize
something
we
can
just
say
goodbye
online
in
a
similar
setting,
kira
emily,
have
you
got
anything
you'd
like
to
add
in
terms
of
what
we
can
do
to
help
with
some
of
these
issues.
R
S
S
The
pandemics
and
that
up,
even
in
normal
times
in
this
day
and
age,
it's
really
really
important
that
people
have
access
to
the
internet
and
so
work
because.
R
Your
connections
dropped
out
clearer,
but
on
the
subject
of
access
to
information
technology,
I
know
the
scrutiny
board
of
their
last.
R
Spent
quite
a
lot
of
time,
looking
at
the
issue
of
I.t
provision,
if
you
go,
you
can
go
back
and
watch
that
meeting
on
youtube.
We're
gonna
start
wrapping
up
the
questions
now,
just
to
give
the
board
the
opportunity
to
ask
their
own
questions
before
we
do
and
why
you've
got
this
audience,
and
this
goes
out
to
our
five
youth
councillors
who
have
joined
today.
R
R
And
feel
free
just
to
speak,
if
not
we'll
move
to
questions
from
the
board.
If
that's
okay,
chair
we'll
just
give
a
minute
for
anyone
to
raise
anything.
J
R
Thanks
emily,
that
is
very
that's
a
very
helpful
suggestion
and
one
thing
we
haven't
covered
because
we're
focusing
your
experience
of
students,
but
the
longer
term
effects
of
the
pandemic
in
terms
of
the
economy
might
have
a
disproportionate
effect
on
18
to
24
year
olds.
So,
as
you
get
older
and
enter
the
workplace
and
you
go
off
and
perhaps
to
study
at
university
or
to
go
and
get
a
job
and
start
your
careers.
R
Things
like
missing
out
on
this
opportunity
to
accrue
work.
Experience
might
count
against
you.
So
that's
really
useful
point
to
raise
to
the
scrutiny
board.
So
thank
you
for
emily.
If
no
one
else
has
got
something
I'd
like
to
add
council
lamb,
I
might
hand
over
to
you
to
field
questions
to
the
young
people.
If
that's
okay,.
A
Yeah,
that's
brilliant
richard!
Thank
you.
Thank
you
all.
So
much
that's
been
a
really
really
really
fascinating
session
and
many
happy
returns
to
charlotte
for
next
week
on
behalf
of
the
board
big
birthday
for
you
so
who
has
got
questions,
we've
got
a
bit
of
time.
So
we'll
start
with
kate.
Please.
C
Thank
you,
emily.
I
was
interested
in
what
you
were
saying
about
the
mental
health
support
groups.
I
think
that's
an
absolutely
fantastic
idea
and
I
just
was
wondering
what
you
thought
about:
how
that
could
best
be
organized.
Do
you
think
that
that
be
something
that
will
be
better
face
to
face
in
school,
and
that
would
that
be
in
peers
in
your
own
year
groups
or
across
different
age
groups?
What
might
be
sort
of
the
barriers
to
that
and
what
might
be
factors
that
might
encourage
people
to
attend.
J
I
think
it
would
be
a
lot
better
face
to
face.
As
I
know,
teenagers
are
already
facing
too
much
screen
time,
so
I
think
online
you
wouldn't
have
as
many
people
attending,
whereas
if
it
was
face
to
face,
I
think
more
people
would
come.
But
what
you
said
about
the
different
age
groups
is:
maybe
we
could
do
key
stage,
threes
key
stage,
fours
and
then
key
stage
five.
So
it's
got
a
bit
of
mixed
ages,
but
around
all
around
one
base
point,
but
I
think,
like
you
said,
definitely
face
to
face
instead
of
online.
J
R
C
R
Sorry
check:
can
I
just
pick
up
because
alana's
on
the
call
and
alana
is
on
our
youth
council
campaign
group
alana?
Would
you
feel
comfortable
just
really
quickly,
maybe
30
60
seconds,
because
we're
talking
about
mental
health,
peer
support
share
with
the
board
the
project
you've
just
started
alongside
our
colleagues
in
public
health
at
the
council.
If
that's
okay,.
T
Yeah,
so
our
campaign
for
this
year
as
lead,
your
counselors,
is
to
try
and
encourage
schools
to
to
have
mental
health
support
in
in
the
format
of
clubs.
So
basically
we're
thinking
of
doing
like
a
resource
pack
that
we
can.
That
will
be
available
for
schools,
and
this
will
encourage
them
to
like
have
more
mental
health
support
available
for
students,
and
we've
been
talking
about
how
we
can
raise
awareness
of
mental
health
in
schools.
T
How
we
can
encourage
students
like
it
was
said
earlier,
how
we
can
encourage
students
to
speak
up
about
their
mental
health
and
feel
comfortable
attending
these
clubs.
So
this
is
something
that
we're
going
to
be
working
on
over
the
next
few
weeks,
just
to
make
sure
that
when
we
do
return
to
school,
that
there
is
a
lot
of
mental
health
support
available
for
students.
R
A
F
Thank
you
just
generally
to
any,
and
all
of
you
thank
you.
It's
been
interesting,
listening
to
what
you've
had
to
say,
and
we've
talked
a
lot
this
morning
about
provision
other
than
subject-based
other
than
your
academic.
F
Lessons
and
what's
needed,
I
mean
there's
been
suggestions
about
summer
schools
where
there
are
different
activities,
creative
activities,
sporting
activities.
What
are
your
views
on
that?
How
much
do
you
think
that
would
be
helpful
interesting?
Would
you
all
be
interested
in
doing
things
like
that?
Be
it
after
school,
and
I
don't
mean
with
the
teachers
but
with
with
other
people
and
and
in
the
holidays,.
S
Can
I
comment
on
that
so
well.
For
me,
I'd
say
that
is
a
great
idea
and
personally
I
would
love
to
attend
something
like
that,
because
during
school,
when
school
was
open
and
everything
I
used
to
do
a
lot
of
football
after
school,
and
I
just
say
personally
me
and
my
friends:
we've
lost
on
a
lot
of
our
physical
stuff
that
we
used
to
do
and
it's
just
now.
J
We've
had
a
couple
of
conversations
about
this,
but
I
know
that
a
lot
of
the
people
who
would
really
benefit
from
this
kind
of
thing
are
the
students
who
struggle
to
engage
in
online
learning,
but
I
also
don't
necessarily
think
that
you
would
be
able
to
get
them
to
engage
in
this
as
it's
something
so
structured
and
also
personally,
I
mean
I
know,
I'm
kind
of
not
who
it's
targeted
at
as
I
am
aging
out
of
secondary
school
at
this
point,
but
the
idea
of
doing
more
school
after
this
kind
of
year,
in
which,
because
school
has
been
at
home,
everything
has
felt
like
school
makes.
J
What
I'm
thinking
is,
if
it
was
throughout
the
summer,
I
don't
think
as
many
people
would
attend,
whereas
if
it
was
maybe
a
few
hours
after
school
once
or
twice
a
week,
a
lot
more
people
would
be
interested
because
I
don't
think,
like
charlotte
said,
everything
has
felt
like
school
at
the
moment
and
so
giving
up
summer
to
then
focus
on
not
school,
but
more
school-based
activities
wouldn't
be
that
successful.
J
A
K
Thank
you
chair,
and
I
just
want
to
say
a
very
huge
thank
you
to
all
the
teenagers
who
have
come
here
and
to
speak
to
us
and
very
brave
and
you've
all
been
very
articulate.
I
wish
I
was
like
you
all
when
I
was
your
age
but
you're
in
one
of
the
best
ages.
Right
now
I
know
the
pandemic
has
been
very,
very
difficult
for
all
of
you
and
that's.
K
Why
we're
here
to
make
sure
we
hold
your
hands
and
see
you
through
specifically
to
alana
and
what
you
were
saying
about
not
having
the
closure
with
you
around
prom
for
year
11
and
year
13.
I
empathize
with
that,
because
my
teenagers
were
planning
the
suits.
They
were
gonna
wear
from
year
10
and
that
never
happened.
So
I
do
know
that
it
can
be
very
painful,
but
if
you
still
think
and
feel
you
would
want
that
closure
and
how
you
would
like
us
to
help.
K
You
also
have
to
remember
that
you
were
16
at
the
time
you
would
have
had
your
prom
and
by
the
time
everywhere
opens
up,
and
if
your
school
or
parents
decide
or
the
community
decide
to
arrange
something
for
you,
some
of
you
would
have
been
18
and
at
18.
Most
of
you
know
how
to
organize
your
stuff
yourself.
T
T
I
definitely
think
that
a
lot
of
people
will
take
them
up
on
the
offer,
regardless
of
our
age,
because
I
do
think
that
a
lot
of
people
feel
the
same
as
me
in
terms
of
the
facts
that
we
just
would
like
something
to
say
goodbye
and
to
celebrate
five
years
of
our
lives.
But
I
do
think
that
if
schools
did
that,
I
think
that
a
lot
more
people
would
be
encouraged
to
take
part.
J
I
think
that
by
the
time
I
leave
high
school,
hopefully
there
will
be
able
to
be
some
sort
of
kind
of
celebration
of
it,
and,
but
I
think
especially
because
I'm
I
know
the
year
11's,
who
left
last
year,
it's
a
bit
different
because,
like
in
alana's
case,
she's
gone
from
being
a
high
school
to
being
a
college.
J
That's
completely
separate,
so
that'd
be
quite
difficult,
whereas
I
think
for
like
the
people
leaving
sixth
form,
it
would
probably
be
a
lot
more
helpful
if
schools
could
just
organize
it
because
they
still
have
all
of
us
there.
If
that
makes
sense,
because
I
know
at
the
end
of
year
13
our
school
takes
us
all
to
the
pub
up
the
road
and
I
think
that's
something
that
could
very
easily
be
kind
of
organized
again
as
opposed
to
a
prom,
which
is
a
lot
more
effort.
A
Okay,
thank
you
charlotte,
so
the
the
last
question
in
this
section
is
going
to
councillor
forsake.
G
Actually,
I
had
put
my
hand
down,
but
I
realized
that
the
concentration
for
you
is
on
your
experience
as
teenagers
and
being
at
secondary
school.
However,
you
have
all
been
through
primary
school,
and
some
of
you
may
well
have
some
younger
siblings
as
well.
G
J
I
just
wanted
to
kind
of
comment
on
this
because
I
was
thinking
I
think
over
the
summer.
I
was
thinking
that
I
felt
really
really
bad
for
the
children
who
had
gone
from
year
six
to
year,
seven
or
who
had
started
in
year
seven
this
year,
because
I
know
that
a
lot
of
the
things
that
made
me
feel
comfortable
coming
into
high
school
happened
around
kind
of
may
june
of
last
year
with
like
multiple
transition
days
and
kind
of
evenings
in
which
we
got
to
enjoy
it
and
then
coming
into
high
school.
J
We
had
like
a
disco
in
september
and
it
all
made
me
feel
a
lot
more
comfortable,
there's
not
much.
I
can
think
that
could
help
that,
but
I
absolutely
kind
of
see
where
you're
coming
from
in
that
sense,
because
I
I
think
my
high
school
experience
would
have
started
very
differently.
Had
I
not
had
all
of
the
transition.
S
Well,
like
charlotte,
has
said
personally
for
me
too,
when
I
transitioned
from
primary
to
high.
I
had
everyone
around
me
to
feel
like.
Yes,
I'm
not
alone
on
this
journey.
I've
got
them
and
obviously
for
primary
school
children
it
usually
they
are
taught
with
like
interactions
and
obviously,
whilst
we're
online.
None
of
that
is
happening.
So
possibly
it's
like
when
we
do
return
to
school
or
when
face-to-face
teaching
does
happen.
A
Okay,
thank
you
for
that,
and
thank
you
for
the
that
I
put
into
the
into
the
chat
as
well.
So
can
I
just
check
and
either
richard
or
any
of
the
young
people?
Are
there
any
final
thoughts
you'd
like
to
share
with
us
before
we
wrap
up,
wrap
up
and
move
on
to
the
the
next
section
of
our
meeting.
T
I'd
just
really
quickly
like
to
say,
obviously
a
lot
of
negative
things
that
could
be
improved
on
have
been
brought
up,
but
as
a
young
person,
I'm
also
really
grateful
for
all
the
support
that
I
have
received.
I
think
that,
obviously
this
has
been
a
really
difficult
time
for
us
all,
and
no
one's
really
known
how
to
deal
with
it.
T
So
in
the
ways
that
it
has
been
dealt
with,
I
feel
like
I'm
really
grateful
that
I
feel
like
I've,
had
a
very
good
support
system,
even
when
I've
been
at
home,
especially
during
this
lockdown,
when
people
knew
a
lot
more
about
it,
I
feel
like
I've
really
benefited
from
the
support
that's
been
available,
so
I
also
want
to
say,
like
that,
I'm
very
grateful
as
a
young
person
for
everything
that's
been
available
to
me.
A
R
Just
the
youth
counselors,
they
have
done
a
really
good
job
of
distilling
sort
of
six
twelve
months
worth
of
discussions
with
a
lot
wider
groups
of
young
people.
Down
into
your
call.
Today,
they've
touched
all
the
main
themes
that
we
wanted
to
cover
from
remote
learning,
to
lost
learning,
to
exams,
to
rights
of
passage,
and
obviously
all
of
this
is
so
difficult.
R
It's
such
a
fast-moving
situation
and
we'll
be
talking
about
remote
learning
and
then
schools
are
going
back,
but
I
do
think
in
the
future
and
the
youth
council
said
it
today.
R
Some
of
the
things
we've
been
forced
to
implement
as
a
result
of
the
pandemic,
we'll
still
pay
dividends
going
to
the
future
in
terms
of
how
we
provide
education
and
other
services
in
the
city
and
just
interestingly,
some
youth
councils,
who
have
got
involved
over
the
last
six
months,
have
said
they
only
started
taking
part
because
we
were
doing
things
online
and
they
would
have
necessarily
had
the
confidence
to
come
to
something
in
person.
So
there's
lots
of
like
interesting
angles
that
we're
not
going
to
explore
today.
R
So
thank
you,
chair
and
thanks
again
to
charlotte
attia.
Emily
alaina
and
kira
for
joining
us
this
morning.
A
No
thank
you
very
much
richard
and
well.
One
positive
is,
I
don't
think
we
would
have
engaged
with
young
people
like
this
for
our
session
if
it
wasn't
for
for
doing
it
through
this
platform.
So
it's
been
really
positive
for
us.
So
if,
on
behalf
of
the
board,
I
can
thank
charlotte
alana
amelie
attia
akira
richard
for
facilitating.
A
You
have
added
a
huge
amount
of
value
to
our
work
this
morning
and
given
us
an
awful
lot
of
food
for
thought
and
really
incredibly
grateful
to
you
to
giving
up
your
valuable
time
to
come
and
join
us
today
and
you're
very
welcome
to
to
stay
on
for
the
rest
of
the
session
you
don't
have
to
so.
If
you've
got
lessons
and
things
to
get
back
to
then
feel
free,
but
we
would
be
delighted
if
you,
if
you
want
to
stay
and
stay
and
listening
and
you're
welcome
to
chip
in
as
well.
A
A
Okay,
so
we're
going
to
move
on
now,
we'll
have
a
minute
while
everyone
applauds
and
if
I
can
hand
over
to
sal
and
his
team
just
for
five
or
ten
minutes
just
to
it's
slightly
unusual.
The
way
we've
done
it
this
morning
is
you've
listened
rather
than
talked,
but
it'd
be
useful.
A
So
if
I
hand
over
to
sal
and
I'll
also
give
an
opportunity
to
council
as
venera
and
prior
to
to
give
us
their
feedback
as
well,
and
then
the
board
can
start
to
think
about
next
steps
and
also
what
we
might
want
to
put
into
a
statement
at
the
end
of
the
session
so
sal
over
to
you.
Please.
M
Thanks
castle,
I'm
kind
of
start
by
saying
huge
thanks
to
at
the
youth
council
there
I
haven't,
met
them
a
number
of
times
through
the
pandemic
and
each
time
their
insight,
thoughts
and
ideas
are
remarkable.
M
Really,
and
you
know,
as
a
city,
we
have
focused
over
the
years
on
listening
to
the
voice
of
children
and
acting,
and
I
think
and
acting
on
what
they
tell
us,
and
I
think
the
listening
part
of
it
and
has
just
happened
there
and
tells
you
why
it's
really
important
for
us
and
why
it's
central
to
everything
that
we
do
and
the
responsibility
part
of
it
is
that
we
go
away
and
act
on
it.
And
you
know
I
was
struck
by
a
couple
of
things
that
I
just
want
to
very
briefly
reflect
on.
M
If
that's
okay,
I
mean
one
is
the
rituals
bit
and
we
will
speak
to
schools
through
the
opportunities
that
we
have
about.
That's
that
sort
of
idea
that
lana
talks
about
in
terms
of
a
levers
day
or
some
sort
of
facilitated
session
at
some
point
when
it's
safe
to
do
so,
of
bringing
those
children
and
young
people
back
together.
You
know
I
I
I've
only
been
once
you
know.
M
Quite
a
lot
of
people
grow
up
and
have
reunions
every
10
or
20
years,
with
the
with
the
with
their
schools,
and
I've
only
ever
been
to
one,
and
so
this
is
not
it's
not
just
about
a
ritual.
Now
it's
almost
about
what
happens
throughout
your
life
and
so
bringing
them
together
just
to
have
that
sense
of
closure
that
they
talked
about,
I
think,
is
really
important.
M
The
other
thing
that
a
reflection
on
part
of
this
is
to
do
with
me
being
an
old
man
now,
but
you
know
we
when
I
went
through
school
in
the
80s
we
we'd,
we
wouldn't
have
talked
about
mental
health
issues,
and
you
know
there
would
be
no
recognition
from
ourselves
that
we
might
be
struggling
with
our
mental
health.
M
So
in
many
ways
the
ability
for
those
young
people
to
articulate
that
so
clearly
and
openly
does
show
massive
massive
progression
in
in
lots
of
ways,
but
also
what
it
shows
is
the
significant
amount
of
need
in
that
area,
and
so
I
would
I
would
really
you
know
take.
M
I
don't
think
there
was
any
of
them
that
didn't
mention
it,
and
so
I
take
some
encouragement
from
that
fact
that
children,
young
people
feel
comfortable
about
talking
about
it
and
pointing
to
it
and
but
they're
also
expressing
need-
and
I
think
that
that's
another
point
that
I
would
really
strongly
take
away
from
from
today's
session
and
then
finally,
I
think
something
about
communication
clarity
around
what's
going
to
be
happening
with
exams
assessment
and
how
how
schools
are
going
to
be
dealing
with
it.
M
So
we
will
pick
those
issues
up
with
them.
There's
I
mean
there's
a
half
a
dozen
things
that
that
they
suggested.
I
think
we
we
will
follow
every
one
of
those
up
in
every
in
any
way
that
we
can.
So
the
only
other
thing
I
would
kind
of
point
to,
I
think
in
terms
of
looking
forward
and
thinking
about
is
the
experience
around
babies
and
travelers.
I
was
struck
by
that
some
of
that
feedback
that
we
got.
M
You
know-
and
you
know
I
genuinely
don't
mean
to
minimize
this
by
saying
this,
but
I've
I
went
for
a
lockdown
puppy
and
his
socialization,
with
others
with
her
liking,
has
been
severely
limited
into
this
there's
something
about
parents,
babies,
seeing
not
just
their
family
and
friends
but
other
social
activities
that
we
would
all
be
used
to
not
taking
place
in
over
this
last
year,
and
I
think
that
there's
a
there's
an
enormous
amount
of
attention
that
we
need
to
put
to
that.
M
I
think
in
the
city
we
had
challenges
before
coming
into
a
lockdown
around
how
well
children
do
in
the
early
years,
and
so
a
renewed
focus
around
that
work.
I
think,
given
also
the
challenges
that
we've
had
in
the
sector,
I
think
is.
M
It
is
really
important,
so
I
think
you
know,
I
think
the
discussion
today.
I
really
appreciate
the
input
from
all
of
the
scrutiny
board
members
and
from
all
of
the
people
that
you've
had
here
today,
particularly
the
young
people,
but
it
just
shows
you
about
the
system-wide
challenge
that
we've
got,
but
also,
I
think
how
well
set
up
we
are.
M
It
was
struck
just
listening
to
the
breadth
of
expertise
and
experience
in
the
room
to
kind
of
say
this:
we've
got
the
people
and
the
breadth
of
expertise
in
the
city
to
be
able
to
respond
to
this
and
come
out
of
this
really
strongly
with
creative
and
innovative
approaches,
and
so
I
you
know,
I'm
encouraged
by
that
and
I
think
for
us
as
a
system.
It's
about
harnessing
all
of
that
and
moving
forward
on.
M
You
know
on
a
positive
front,
given
that
some
of
the
young
people
that
have
been
most
impacted
by
this
and
whom
we
are
responsible
for,
can
come
to
this
venue
and
present
in
the
articulate
way
that
we
have
you
know,
doubles
our
responsibility
in
terms
of
what
we
need
to
do.
Moving
forward.
A
Okay,
thank
you.
So
if
I
can
give
dave
and
julie
particularly
an
opportunity,
I
I
normally
let
people
say
what
I
want
to
say,
but
I
cut
you
both
off
during
the
meeting.
So
I'm
sorry
for
that,
but
I
hope
you
understand
why
and
we
needed
to
keep
keep
pace
to
it
so
either
dave
or
julie.
Whoever
wants
to
to
go
first.
It's.
E
It's
about
there's
been
a
huge
amount
of
work
done
by
schools
and
school
leaders
and
teachers
across
the
city
and
they're
already
sort
of
thinking
very
carefully
about
all
those
plans
in
place
to
to
to
bring
everything
back
into
some
normal
and
and
the
discussions
we're
having
with
school
leaders
yesterday
very
much
there's
that
excitement
about
and
a
bit
on,
the
back
of
what
steve
was
saying
earlier
on
that
actually
just
getting
the
kids
back
into
school,
getting
them
into
normal
routines.
E
Getting
them
into
activities
being
with
their
friends
will
actually
be
one
of
the
most
significant
impacts
for
those
young
people.
I
think
that,
on
the
back
of
what
we've
heard
today,
we
need
to
continue
with
all
those
building
back
better
conversations
with
young
people
with
with
stakeholders.
E
That's
really
important
to
build
on
the
partnerships
with
internal
external
schools,
children
and
build
on
that
going
forward
and
use
our
position
to
to
to
promote
that
change.
100
digital
kia
was
talking
about
that
about
the
utilizing,
the
benefits
of
100
digital
and
that
that's
probably
a
real
drive
for
the
for
the
local
authority
to
support
all
the
work
around
that
and
using
all
the
advantages
that
digital
and
remote
learning
can
offer
some
work.
I
think
around
has
continued
to
work
around
stakeholders,
particularly
around
the
assessment
for
those
two
year.
E
Groups
that
are
currently
particularly
year,
10
and
12
that
are
sort
of
will
come.
They've
missed
their
learning,
plus
they've
got
their
assessments
to
come
next
year.
Reading
is
a
massive
driver
for
the
city
in
terms
of,
and
just
kate
mentioned
about,
the
transition.
That's
been
a
major
impact
for
transition,
particularly
from
year
six
to
seven
last
year,
lots
of
schools
doing
some
really
good
work
actually
around
that
with
online
sort
of
virtual
tours
and
all
sorts
of
things,
and
just
to
that's
going
to
be
a
focus
at
our
next
bronze
meeting.
E
Actually
to
start
talking
about
how
do
we
do
that
transition
from
year
six
to
year?
Seven,
this
coming
year
as
well,
and
how
do
we
spot
those
year
sevens
in
terms
of
the
experience
that
they've
had,
because
I
think
they've
you
know
suffered
quite
significantly
lots
of
things
that
we
can.
E
We
can
have
conversations
from
what
the
young
people
have
said
in
terms
of
you
know
encouraging
those
reunion
days
of
how
we
get
those
young
people,
people
back
and
schools
are
working
really
hard
on
those
loss,
loss
of
learning
strategies
and
opportunities,
and
some
great
thoughts
about
the
work
experience.
So
there's
an
awful
lot
that
we
can.
We
can
pick
up
on
and
work
alongside
colleagues
going
forward.
I
Yeah,
thank
you,
council,
so
we've
just
heard
so
much
haven't
when
the
discussion
has
been
so
rich
and
I
think
for
me,
as
sal
said.
As
dave
said,
you
know
that
real
focus
on
mental
health,
but
mental
health
in
relation
to
parents
and
carers
and
in
relation
to
children
and
young
people,
and
for
me
just
the
importance
of
that
think.
Family
work,
family
approach
and
that
whole
system
approach
and
I
think
the
impact
on
learning,
obviously
on
educational
outcomes,
but
also,
I
think,
just
in
relation
to
children
and
young
people's
general
development.
I
The
early
years
absolutely,
I
became
a
grandma,
a
nana
just
before
lockdown,
so
really
aware
you
know
of
how
parents
have
struggled
as
they've
had
babies.
You
know
during
lockdown
just
before
lockdown,
so
that
real
focus
absolutely
on
earlier,
and
we
don't
really
know,
I
think,
as
jamie
schenker
and
others
have
talked
about
today.
We
don't
really
know
the
long
lasting
impact
on
our
naughty
fives
and
you
know,
and
and
mothers
who
are
expecting
at
the
moment,
babies
who
are
yet
to
be
born.
I
So
I
think
that
would
be
a
real
area
of
focus
for
us
adolescence.
You
know
so
we've
heard
you
know
about
routines.
You
know,
adolescents,
who
were
probably
you
know,
struggling
really
to
sort
of
engage
anyway
in
education
and
positive
activities
who
may
have
had
their
routines
disrupted.
You
know
thinking
about
transitions,
education,
training,
employment,
their
work
experience,
so
real
focus
for
me
on
adolescence,
absolutely
continuing
to
hear
the
voices
and
experiences
of
children
and
young
people
across
the
city.
I
You
know
so
again
that
continued
focus
on
voice
and
influence,
but
also
on
action.
You
know
having
this
conversation
today,
these
discussions
today
the
discussions
throughout
the
pandemic.
We've
got
a
list
of
actions
that
we
will
want
to
focus
on
and
I
think
finally,
for
me,
I
think,
a
focus
on
the
workforce.
I
You
know,
because
again,
I'm
just
very
conscious
of
our
duty
of
care
to
children
and
young
people
and
families
and
communities,
but
also
the
duty
of
care
to
our
workforce
and
ensuring
that
we
are
supporting
our
people
and
our
staff
and
to
be
the
best
that
they
can
be
so
that
they
can.
You
know,
really
provide
that
support
to
children
and
young
people.
A
Okay,
thank
you.
Julie,
I'm
not
quite
sure
how
but
councilor
brentwood
managed
to
share
a
screen
with
everybody
so
and
you
might
want
to
unshare
it
council
lorenzo,
but
in
the
meantime,
I'll
I'll
bring
valon.
B
Thank
you,
council,
just
very
quickly,
because
I
know
that
we're
pressed
for
time-
and
I
think
that
both
julie
and
sal
have
already
said
an
awful
lot
of
what
I
wanted
just
to
pick
up
on.
But
I
think
the
one
thing
for
me
just
hearing
those
young
people's
voices
absolutely
brilliant.
The
way
that
they
could
be
so
articulate
and
speak
to
us
about
what
they
have
identified
and
a
lot
that
came
out.
B
B
It's
about
those
longer-term
effects
for
some
groups
and
some
particular
groups
of
young
people
who
perhaps
are
not
as
articulate
and
perhaps
have
particular
difficulties
and
particular
needs
as
well
and
hearing
their
voice
within
all
of
this
picture,
because
I
think
we're
all
very
well
aware
of
how
the
correlation
between
well-being
and
good
mental
health
impacts
upon
learning,
and
I
think
we
will
see
some
of
those
effects.
You
know
really
impacting
as
we
move
into
the
the
future
years
as
well,
for
particular
groups
of
children.
B
I
think
we
really
need
to
be
aware
of
that
and
ensure
that
this
isn't
just
a
response.
That
is
an
immediate
response
to
recovery,
but
it's
more
longer
term
than
that,
and
that
we
actually
put
things
in
place
that
are
going
to
support
all
of
those
learners.
You
know
to
go
on
from
school
and
achieve
you
know
and
the
whole
of
our
neat
community
as
well.
B
A
Thank
you
val,
so
counselor
prior
any
any
reflections
from
from
you
on
the
meeting
today.
C
Gosh
kind
of
coming
in
at
the
end,
it
seems
that
kind
of
everything's
been
being
said,
so
I
won't
speak
for
too
long,
but
the
I
think
the
huge
takeaway
comment,
which
I
think
was
kind
of
expressed
by
some
of
the
young
people
and
actually
where
I
think
that
this
board
could
could
be
a
huge
help
and
and
give
a
huge
value
added,
is
looking
at
the
exams
kind
of
next
year,
the
year
after
and
actually
has
been
pointed
out,
where
we're
not
entirely
sure
how
long
that
kind
of
postcode
effect
is
going
to
be.
C
I
I
think
it's
really
important,
that
we
look
at
kind
of
not
just
the
stress
that
young
people
are
going
to
be
having
going
forward
exams
when
they've
had
kind
of
it'll
have
been
a
year
18
months
of
disrupted
education,
but
also
making
sure
that
kind
of
children
in
areas
of
deprivation,
children
across
the
north,
children
from
different
backgrounds
aren't
particularly
disadvantaged
in
those
exams
going
forward
compared
to
children
in
other
areas.
C
And
personally,
I
think
that
that's
an
area
of
work
that
I
think
will
be
really
beneficial
for
the
board
kind
of
going
into
the
future
that
that
was
that's.
My
main
takeaway
thanks.
N
Thank
you
chair.
Thank
you
so
much
to
everyone
for
all
their
contributions.
It
was
wonderful
to
hear
from
the
youth
council,
and
also
it
was
great
to
have
a
presentation
from
vicky
from
the
youth
service.
I
don't
think
vicky
mentioned
that
as
well
as
working
with
the
police.
In
the
last
fact,
youth
workers
have
been
seconded
into
our
children's
homes
over
the
pandemic
and
we
absolutely
could
not
have
kept
those
homes
open
without
them.
N
They
were
very
patient
with
my
incompetence,
but
I
know
how
committed
they
are
as
soon
as
as
soon
as
we're
allowed
to
get
back
out
there
with
children
in
groups
that
will
be
happening.
I
think
the
discussion
today
has
made
it
clear
that
there
are
some
very
predictable
impacts
of
the
of
the
pandemic,
like
all
children
being
in
poverty
and
youth
unemployment,
but
also
some
unknowns,
and
I
was
also
very
struck
by
the
comments
around
babies
and
children.
N
N
I
think,
in
the
face
of
the
unknowns,
it's
also
really
important
that
services
are
trauma-informed
and
also
remain
flexible
and
open
to
deal
with
whatever
comes
up
and
as
joe
machenko
says,
that
the
future
and
strategy
is
being
refreshed
very
much
in
the
context
of
covered,
and
then
the
known,
mental
health,
fallouts
and
and
also
the
unknowns
that
we
will
have
to
respond
to
another
thing
that's
been
highlighted
and
referred
to
is
the
need
for
a
whole
system
response,
and
I
think
I'd
widen
that
and
say
it's
a
whole
city
response
in
with
with
the
ethos
of
child
friendly
leads,
and
I
think
what
helps
us
with
that
is
that
there
is
an
acknowledgement
within
society
about
the
impact
of
the
pandemic
on
children
and
families
and
young
people,
and
it
is
a
wide
response
that
we
need.
N
And
finally,
I
wanted
to
make
a
highlight
a
point
made
by
catherine
that
I
think
is
really
really
important
in
terms
of
planning
future
work,
which
is
that
there
were
inequalities
and
challenges
facing
children
and
young
people
and
families
before
covid,
and
it's
really
important
that
we
don't
lose
sight
of
that
preventative
work.
Like
our
work,
that
was
fantastic
and
internationally
recognized
around
reducing
obesity,
for
example,
because
as
jonas
highlighted,
that
that
really
early
investment
in
preventative
work
is
where
you
get
the
best
outcomes
for
children
and
young
people.
A
Okay,
thank
you.
Councillor,
venom
see
that
I'd
see,
you've
got
your
hand
up
when
you're
in
just
a
second,
if
that's
okay,
so
in
terms
of
the
next
steps
in
terms
of
what
the
work
we've
done
today,
the
intention
was
that
we
produce
a
scrutiny
statement
just
to
capture
some
of
the
things
that
we've
heard
and
some
initial
recommendations,
as
we
don't
have
another
meeting
scheduled
this
year.
A
The
intention
is
that
myself
and
angela
will
draft
something
initially
and
then
circulate
it
by
correspondence
and
we
can
shape
it
that
way
back
and
forth.
So
we've
got
something
that
we're
we're
content
with
and
then
out
of
that,
it's
as
well
looking
at
which
kind
of
moves
on
to
item
eight,
which
is
the
work
schedule,
which
is
things
that
we
would
want
to
recommend
for
our
successor
board
to
look
at
next
year.
A
A
So
that
still
needs
to
be
picked
up
next
year,
so
just
to
reassure
people
that
hasn't
been
forgotten,
but
it's
also
really
thinking
about
the
things
from
today's
session
that
warrant
some
further
work.
It's
obviously
it's
a
rapidly
changing
landscape
and
it's
going
to
be
a
couple
of
months
before
the
board
meets
again.
Who
knows?
Well,
I
don't
know
if
I'll
still
be
in
this
chair
or
not,
but
it's
always
helpful.
A
I
think,
for
us
to
to
have
an
idea
of
the
sort
of
things
that
that
a
new
board
can
hit
the
ground
running
with
next
year.
So
with
that
see
that
you
want
to
come
in
and
then,
if
there's
any
thoughts
or
comments
from
other
board
members
on
what
they've
heard
today
and
things
that
we
might
want
to
look
at
and
recommend
going
forwards,
so
celia.
F
Yeah
and
the
the
young
people
when
they
responded
to
my
question,
I
think
in
council
events
actually
used
the
word
anything
extracurricular,
I
think,
has
got
to
be
put
forward
as
fun,
because
I
I
think
the
the
young
people
and
children
I'll
have
an
almost
phobic
response
to
extra
curricula.
Extra
work
that
is
school
work,
but
and
not
pressure
on
school
staff.
F
Julie
mentioned
that
the
school
staff
are
already
working
under
a
lot
of
pressure,
doing
a
great
job,
but
the
it
connection
I
I
do
need
to
interact,
but
there's
certainly
been
a
big
disadvantage,
and
I
guess
it's
not
just
for
the
young
people,
children,
it's
for
the
families.
F
The
families
are
being
disadvantaged
in
that
way.
So
I
don't
know
if
it
can
be
seen
in
isolation
or
whether
it's
part
of
a
bigger
picture
that.
G
Well,
thank
you.
This
is
about
possible
work
going
forward.
What
I've
also
got
if
you
like,
had
to
be
put
on
hold,
was
our
work
again
with
the
clinic
emergency.
Looking
at
schools
as
well
charlotte
did
mention
that
right
at
the
end
of
her
introduction,
when
she
was
here-
and
I
was
just-
would
like
us
to
think
about
that
as
a
recommendation
for
work
going
forward
for
the
next
year.
A
Okay,
thank
you
for
that
councillor
renshaw.
Please.
L
Thank
you
chair.
I
just
noticed
from
the
words
that
the
youth
group
said
that
there's
also
an
increase
in
poverty
throughout
the
city,
and
so
that
will
impact
on
our
children,
young
people.
A
Yep,
no
thank
you
councillor,
renshaw,
okay,
right,
so
we're
coming
to
the
end
of
our
session.
Angela,
I
don't
know
if
there's
anything
you
want
to
pick
up
or
or
just
check
that
you've
got
everything
you
need
in
terms
of
preparing
a
statement
on
behalf
of
the
board.
O
Think
it's
been
a
really
great
comprehensive
discussion.
C
Against
it
and
appreciating
the
voice
of
the
the
young
people
as
well
today,
so
we
will
obviously
look
to
compile
a
statement
that
picks
up
much
of
the
discussion
today,
but
obviously
previous
sessions
that
we've
had
as
well
and
that
evidence
space
will
help
to
inform
the
statement
as
well.
A
Okay,
thank
you
angela.
Okay,
so
thank
you
very
much
to
everybody.
I
think
that
is
probably
one
of
the
most
ambitious
sessions
that
we've
ever
attempted.
We've
got
through
a
huge
amount
of
work
and
I'm
incredibly
grateful
for
all
of
your
cooperation
and
to
everybody.
A
That's
contributed,
not
least
the
the
members
of
the
youth
council,
and
it
is
so
important
that
we
actually
get
the
voice
of
young
people
and
assalamu
alaikum
said
not
only
that
we
listen
to
what
they
have
to
say,
but
then
we
make
sure
that
those
things
are
acted
upon
and
that's
a
big
part
of
our
job
to
make
sure
that
those
things
are
followed
up
and
acted
upon.
So
that's
what
the
scrutiny
statement
will
help
us
to
do.
A
If
I
can
thank
everybody
as
well
for
their
incredible
contributions
across
the
course
of
this
year.
As
this
is
our
last
meeting,
I'm
grateful
as
always
for
such
a
talented
and
diverse
group
of
people.
A
It's
a
pleasure
to
work
with
you
all
and
I'm
always
so
grateful
that
genuinely
we
do
put
politics
aside
across
party
and
work
for
the
best
interests
of
children
and
young
people,
and
I
think
we've
done
that
as
well
as
ever
this
year,
and
I'm
really
grateful
for
for
everyone
for
that
to
those
elected
members
who,
like
me,
are
up
for
election
this
year.
I
wish
you
well.
A
I
can't
wish
you
all
luck,
but
I
do
wish
you
well,
but
hopefully
we'll
see
lots
and
lots
of
familiar
faces
back
around
the
board
table
when
we
get
together
and
provisionally
the
date
and
time
of
the
first
meeting
for
next
year
is
the
9th
of
june
at
10
am,
and
that's
all
to
be
confirmed.