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A
Good
morning,
everybody
and
welcome
to
this
5th
of
July
children
and
family
scrutiny,
board
meeting
I'd
like
to
welcome
everybody.
My
name
is
councilor
Dan
Cohen
I
am
the
chair
of
the
scrutiny
board.
This
morning's
meeting
is
being
webcast
on
the
council's
website
so
that
any
interested
members
of
the
public
that
are
unable
to
join
us
in
person
and
we're
even
better
in
person
able
to
observe
us
remotely
I
will
invite
everybody
to
introduce
themselves,
and
there
won't
be
a
quiz
on
this
later
on.
A
So
let's
crack
on
so
we'll
go
to
the
left,
introducing
ourselves.
G
Welcome
good
morning,
everyone
Jordan
Bowden,
representing
round
Hayward.
H
Morning,
everyone
and
kilimanaka
and
representing
permanent
jobs
on
Richmond
Hill.
I
Good
morning,
everyone
Council
Oliver
Edwards,
representing
guys
Liam
Rawson.
J
Good
morning,
councilor
Bromley
representing
horse
for
some
rawden.
K
O
R
U
A
Thank
you
very
much
all
for
introducing
yourselves
so
item.
One
appeals
against
the
refusal
of
documents
thanks.
A
I
see,
none
takes
us
to
apologies.
B
Thanks,
chair,
apologies
have
been
received
from
council's
Downs
grow
and
Martin
senior
and
Smith
Sabin,
with
counselor
Dawson
and
place
of
councilor
Martin
and
Council
Tudor
and
Placer
Council
growing
apologies
also
from
Council
hour,
if
exact
month
for
adult
social
care,
public
health
and
active
Lifestyles.
She
would
have
been
here
for
the
Vapin
item:
apologies
also
from
Andrew
Graham,
Helen,
Bellamy
and
Kate
Blacker.
A
Thank
you
for
that.
Can
I
it's
a
big
thanks
to
council
Tudor
and
to
council
Townsend
for
coming
along
to
sub
this
morning
and
can
I
add
my
own
apologies
to
councilor
Arif.
We
had
an
oversight
entirely,
our
our
full
and
it's.
We
will
make
sure
that
when
we
have
take
this
item
forward,
we'll
make
sure
that
she's
able
to
fully
input
into
it,
but
she
was
happy
for
us
to
go
ahead
today.
A
A
If
there
is
anything
that
anybody
wants
to
raise
or
correct
there.
This
is
your
moment
so
to
do
so
page,
seven,
eight
nine.
A
A
A
A
A
A
17
not
just
showing
I
can
count
by
the
way
I'm
going
through
Page
I'll
pick
that
up
in
standards
as
for
numeracy,
okay,
so
nobody's
got
any
items
to
raise
there.
Are
we
happy
to
approve
those
as
a
correct
minute
somebody
care
to
approve
that?
A
Thank
you.
Sorry
consideration.
Sorry,
thank
you
very
much.
They're
approved
you're.
Turning
my
microphone
off.
Okay.
That
brings
us
to
item
seven
impact
of
vaping
on
children.
Young
people
can
I
thank
councilor,
Sandy
Lake
for
bringing
this
or
raising
this.
It,
interestingly,
was
something
that
was
coming
from
a
number
of
places.
A
I
think
it
is
in
fairness,
something
we
would
have
looked
at,
but
certainly
it
was
helpful
that
you
raised
this
in
the
way
you
did
can
I
also
thank
councilor
Scopes
for
joining
us,
chair
of
adults,
health
and
active
lifestyle
scrutiny
board
to
import
into
this
to
today,
and
we
will
be
able
to
determine
how
we
take
this
forward
Rob
before
we
launch
anything
from
you.
T
Yes,
thank
you
chair.
As
you've
noted,
this
came
as
a
result
of
correspondence
from
Council
lay
and
then
discussion
at
our
June
meeting
under
the
sources
of
work
item
where
it
was
agreed
to
take
this
item
forward.
I
mean
the
the
recovery
part
that
that
is
before
before
us
asks
well
sets
out
the
a
brief
summary
of
the
issues
that
are
associated
with
this
with
this
problem
and
and
then
asks
the
board
for
any
comments
views
as
to
how
we
should
take
this
forward.
T
That's
the
substantive
issue
before,
but
obviously
there's
a
there's,
a
general
briefing
provided
by
provided
by
colleagues
in
in
public
health
as
well.
T
In
addition,
just
what
something
that
came
up
in
the
pre-meeting
this
morning,
there
is
a
proposal
to
move
this
forward
via
a
working
group
in
the
future,
which
would
tie
in
both
the
interest
of
this
board
and
as
as
the
chair
has
already
known,
Council
Scopes
who's
representing
the
adults,
health
and
active
Lifestyles
board.
T
So
that
is
something
that
obviously
I
will
take
forward
with
my
colleagues
in
in
scrutiny
and
the
advisor
to
to
council
Scopes
board,
and
we
will
come
back
with
a
with
a
plan
on
that
to
have
a
joint
working
group
across
the
boards.
That
then
reports
back
in
here
just
to
very
briefly
add
in.
As
the
chairs
already
noted.
T
My
opportunity
is
my
oversight,
so
apologies
chair
for
that.
Okay,.
N
Hey
Catherine
and
gold
I'd
be
happy
to
start.
So.
First
of
all,
thank
you
to
Heather
Thompson
who's
here
today
and
Michelle
Kane
for
pulling
this
paper
together.
I'd
like
to
draw
attention
to
10
points.
10
brief
points
very
quickly.
So
thank
you
for
your
interest
in
this
important
matter.
We,
we
are
pleased
that
and
the
chief
medical
Professor
Chris
witty
raised
and
vaping
and
children's
an
issue
in
May
Chris.
Witty
is
really
really
clear.
N
That
Vapes
have
got
a
really
important
role
in
stopping
smokers
from
smoking,
and
but
there
is
no
place
for
non-smoking
children
to
use
Vapes
and
that's
something
we
need
to
take
a
close
look
at
and
the
second
Point
Vapes
do
contain
nicotine,
which
is
highly
addictive,
and
we
need
to
make
sure
children
don't
become
addicted
to
vaping,
and
the
third
point
is,
as
with
tobacco,
there's
increasing
evidence
of
an
emerging
illicit
Market
in
unregulated
products
that
we're
concerned
about
the
fourth
queen
and
the
proportion
of
children
experimenting
with
vaping
starts
trying
it
once
or
twice
has
increased
by
50
in
the
last
year,
but
they
are
from
quite
low
figures
from
7.7
to
11.6.
N
That's
the
National
Data.
We
do
have
good
data
and
leads
we've
got
a
wonderful
survey
called
my
health,
my
school,
and
we
ask
questions
about
vaping
and
in
2022,
and
the
the
prevalence
of
occasional
and
regular
regular
uses
of
Vapes
was
6.41
that
compares
to
four
percent
nationally,
but
the
National
Data
don't
include
16
year
olds,
so
we
think
it's
about
comparable
in
Leeds
and
amongst
never
smokers
and
overwhelmingly.
N
The
primary
reason
for
trying
Vapes
is
experimental
and
people
try
it
and
leave
it
at
vaping
harms
the
compared
to
smoking.
The
harms
from
vaping
are
significantly
less,
however,
it's
not
not
risk-free,
we
don't
know
the
long-term
impacts
and
Chris
Whitley's
described
it
as
inhaling
air
pollution.
So
the
two
biggest
points
I'd
like
to
draw
your
attention
to
before
we
have
this
discussion.
Really
there
isn't
strong
evidence
that
vaping
is
a
gateway
into
smoking.
N
People
might
drive
vaping
and
smoke
cigarettes,
but
this
Association
works
both
ways
and
what
we
want
in
public
health
is
for
smokers,
cigarette
smokers
to
move
to
Vapes
as
a
way
to
move
away
from
that
harm
and
and
the
reason
we
know
that
is
if
it
was
a
Gateway
into
smoking,
smoking
rates
would
have
started,
increasing
or
stopped
declining,
and
that
hasn't
happened.
The
second
biggest
point
is
I
mentioned
at
the
beginning,
concerns
about
sales
and
regulations
of
vaping
products.
N
It
is
illegal
for
children
under
18
and
to
buy
vaping
products
that
contain
nicotine,
but
we
know
that
children
are
getting
hold
of
them
and
there's
also
no
restriction
on
shop
displays
and
many
shops
have
really
attractive
and
displays
of
Vapes,
and
the
industry
is
very,
very
clever
in
how
they
market
and
we're
really
worried
about
the
emerging
illicit
market
and
underage
sales.
So
that's
an
area
that
we
really
need
to
focus
on.
N
There
is
lots
of
action
underway,
already
education,
materials,
presentations
to
people
who
work
with
young
people
and
but
most
significantly,
really
working
with
West
Yorkshire
trading
standards,
listings
complaints
and
notifying
and
Traders
of
allegations
and
complaints,
and
trying
to
stump
out
really
the
availability
of
e-cigarettes
we're
carrying
on
this
work
with
gaining
further
academic
insight
into
the
issue.
N
We
have
a
healthy
school
team
who
are
carrying
on
monitoring
the
data
around
use,
we're
linking
in
with
the
office
for
health,
Improvement
and
disparities
around
further
resource
packs,
and
we
are
developing
A
continuing
to
develop
and
coordinated
work
with
a
focus
on
trading
standards
and
stopping
access.
So
that's
an
overview
of
what's
in
the
paper.
A
Thank
you
very
much
for
that
I'm
going
to
bring
in
Council
lay
before
we
get
any
further.
Thank
you.
R
Thank
you,
chair
and
I'd
like
to
just
thank
the
board
for
considering
this
item.
As
has
already
been
stated,
there
is
real
and
genuine
concern,
not
just
from
myself
but
from
a
number
of
Ward
members
across
the
city
of
all
political
Persuasions,
among
our
educational
Partners
at
government
level
and
amongst
families
and
parents.
R
There's
no
exaggeration
to
describe
the
marketing
production.
Sorry,
the
production,
distribution,
marketing
and
sales
of
these
e-cigarettes
to
young
people
as
a
wild
west,
and
it's
also
no
exaggeration
to
describe
the
health
effects
and
harms
on
young
people
as
a
Russian
Roulette,
depending
on
where
you
buy
your
Vapes,
how
they've
been
produced,
what
heavy
metals
or
what
other
toxins
they
have
in.
R
You
really
are
placing
your
your
developing
brain
and
lungs,
predominantly
at
risk.
We
know
through
modern
medicine,
that
a
young
person's,
mind
and
body
doesn't
fully
develop
until
they're
about
25,
and
we
also
know
that,
because
of
their
developing
brain
young
people
are
more
likely
to
take
risks,
they're
more
likely
to
try
novelty
activities
which
vaping
is
and
our
role
as
adults
in
our
society
is
to
protect
our
young
people
until
their
body
and
their
brain
is
fully
developed
and
and
to
reduce
the
risk
of
harm
to
them.
R
So
that's
the
main
reason
why
I
wanted
to
bring
it
here.
I
also
think
there's
a
lot
that
we
can
do.
We
know
that
the
government
has
put
out
a
call
for
evidence
which
is
just
closed
on
youth
vaping.
We
know
that
in
Australia
the
the
e-cigarettes
have
gone
to
prescription
only
and
we
know
the
Royal
College
of
Pediatricians
are
asking
for
the
same
in
the
UK.
R
It
certainly
would
be.
My
first
choice
requires
National
legislation,
of
course,
but
that
would
be
my
first
choice
that
way
we
can
help
those
adults,
including
my
mother,
who
had
all
eight
years
ago,
I
suspect
a
massive
heart
attack.
She'd
smoked
all
her
life.
R
She
couldn't
give
up
cigarettes
through
the
traditional
methods
of
patches
and
willpower,
but
she
was
able
to
give
up
the
more
harmful
cigarettes
through
vaping
and
over
a
period
of
a
number
of
years,
she's
reduced
her
vaping,
nicotine
and
she's
now
effectively
just
vaping
for
the
habit
of
something
to
do
with
her
hands,
but
there's
no
nicotine
in
her
her
Vapes.
So
it
has
a
real
role.
R
Two
Vapes,
an
electronic
e-cig
cigarettes,
have
a
real
role
in
helping
adults,
be
weaned
off
the
much
more
harmful
smoking,
but
it
should
have
no
role
with
young
people.
The
marketing
and
distribution
is
shocking.
I
know
they
sweet
shop
in
my
ward,
but
above
the
window
has
get
your
Suites
here
and
below
the
window
has
get
your
Vapes
here.
R
It
is
an
absolute
shocking
situation
that
we
find
ourselves
in.
If
we
don't
want
to
go
down
the
route
of
prescriptions,
we
could
go
down
the
route
of
taxing
disposable
Vapes.
My
well
young
people
tell
me-
and
we
know
from
the
report
in
the
in
the
on
the
agenda-
that
some
of
these
Vapes
are
two
pound
99
each.
If
we
tax
the
individual,
disposable
Vapes
to
a
level
that
would
take
them
out
of
that
pocket
money
range,
we
could.
R
We
could
start
to
make
an
impact
on
young
people
vaping
because
they
like
cigarettes
and
I
suspect.
That's
why
we
haven't
seen
a
a
a
gateway
to
cigarettes
in
this
country,
because
certainly
the
Center
for
Disease
Control
in
America
is
saying
that
there
is
a
gateway
to
Tobacco
and
and
cannabis
use
in
the
US.
But
they're
they're
approach
to
Tobacco
has
been
different
to
us.
So
we
are
pricing,
young
people
out
of
tobacco.
R
That
doesn't
mean
to
say
that
if
we
had
a
less
pricing
on
Tobacco,
then
vaping
wouldn't
be
a
Gateway,
but
we
need
to
make
as
expensive
as
cigarettes.
In
my
view,
other
things
we
could
do
other
things
we
can
do
as
a
council,
education
and
awareness.
We
can
Implement
comprehensive
educational
campaigns
that
Target
young
people,
parents
and
Educators
to
raise
awareness
about
the
risks
and
consequences
of
vaping.
We
can
provide
accurate
information
about
the
harmful
effects
of
e-cigarettes
and
nicotine
addiction,
school-based
programs.
We
could
integrate
tobacco
and
e-cigarette
prevention
programs
into
school
curricula.
R
We
could
offer
evidence-based
programs
to
address
the
social
and
behavioral
and
environmental
impacts,
contributing
to
vaping
and
emphasizing
importance
of
making
healthy
choices,
and
perhaps
this
one's
much
more
for
central
government,
but
perhaps
also
for
local
government.
We
could
restrict
marketing
and
advertising
enforce
stricter
regulations
on
them
on
the
advertising
of
e-cigarettes.
If
we
remember
what
we
did
with
Alco
pops
and
yet
we're
not
doing
that
with
Vapes
we're
effectively
allowing
corporations
to
poison
our
young
people
with
the
inhalation
of
nicotine
and
other
heavy
metals
and
toxins.
R
And
yes,
we
know
they're
not
as
bad
as
tobacco,
but
they're
still
bad
and
we
shouldn't
be
having
interesting
term
a
phrase
non-smoking
young
people,
I
have
to
say,
but
we
shouldn't
have
non-smoking
young
people
taking
up
vaping
and
I.
Think
this
is
a
no-brainer
and
I
look
forward
to
us
having
a
working
group
where
we
can
tease
out
what
the
issue
is
and
how
we
can
resolve
it
either
as
a
as
a
council
and
board.
Thank
you
very
much.
O
Thank
you
I'm,
hopefully
coming
in
with
questions
I
guess
my
my
interest
has
come
from
I'm
a
payment
of
teenagers
and
I'm
aware
that
young
people
are
vaping
in
class,
even
because,
if
you
hold
it
in
the
Smoke
doesn't
come
out
and
I
think
that's
probably
that
I
can
see
the
numbers
aren't
as
high
as
perhaps
they
might
be,
but
I
would
suspect
that
they
might
be
higher
than
reported
just
based
on
indicative
evidence
from
two
teenage
children
in
the
high
school
that
live
in
my
house.
O
Okay,
so
I,
guess
it's
three
three
aspects
for
me:
I
think
the
first
one
is
around:
what
can
we
do
locally
and
and
I
think
what
council
layer
said
about
the
advertising?
O
Etc
I
think
we
need
to
look
at
that,
and
maybe
we
need
to
talk
to
our
planning
colleagues,
as
well
as
our
children
and
families
team,
because
I
think
what
we
can
do
locally
is
really
important.
I
also
accept
the
education
point,
but
I
think
there's
a
real
there's,
a
real
issue,
not
an
issue,
a
real,
a
truth
that
young
people
will
try
stuff.
So
there's
there's
so
whether
or
not
we
tell
them
it's
bad
for
you,
it
doesn't
necessarily
change
a
child's
Behavior
I
think.
O
The
second
aspect
is
working
with
our
partners
and
so
I
think
people
like
the
police,
like
conversation
with
them,
about
the
proactive
work
they're
doing
to
stop
under
age
sales.
O
I'm
sure
we
all
have
shops
near
schools
that
we
suspect
of
selling,
Vapes
and
I
I
think
that's
a
real
real
problem
and
so
I
think
engaging
with
them
as
well,
and
then
the
third
thing
is
what
Council
layers
talked
about,
as
well
as
around
putting
pressure
on
government
around
National
legislation
around
the
advertising,
particularly
around
schools,
and
again
then
that
would
tobacco
and
I
also
recognize
that
the
comments
made
saying
this
isn't
as
bad
as
far
as
we
know
so
far
is
smoking
but
but
addictive
behavior
is
a
real
problem
and
we
don't
want
to
encourage
that
so
I
guess
I,
don't
know
if
the
children's
Family
Team
have
any
comment
on
on
those
those
aspects
of
Public
Health.
L
I'd
just
like
to
come
in
just
to
support
the
comments
that
have
been
made.
You
know
I
think.
Obviously,
we've
got
a
real
rule
in
terms
of
education,
so
you
know
providing
accurate,
factual
information
about
the
risks
about
the
harm,
so
I
think
absolutely
you
know
we'll
be
we'll
welcome
the
opportunity
to
take
part
in
a
working
party,
I.
Think
as
well.
It's
you
know
it's
education
professionals,
it's
educating
parents
and
carers
as
well.
L
You
know,
as
you've
said,
you
know,
these
are
the
people
that
have
got
these
children
in
their
household,
so
there's
something
about
being
able
to
educate
our
families
across
the
city,
but
very
much
in
support
of
the
comments
that
have
been
made
in
the
suggestions.
N
School
boy,
yeah,
I'm,
a
school
girl
just
to
say
it's,
it's
really
heartening!
Listen
to
this
debate
and
hearing
your
passion
and
your
concerns
and
Council
lady.
You
want
a
job
in
public
health
you're
welcome
the
we
I
think
you've
made
some
really
really
interesting
points.
I
mean
just
to
just
to
comment
on
some.
Some
of
your
points.
National
legal
changes
would
make
the
biggest
difference.
I
agree,
taxing,
there's
evidence
that
does
work.
N
It's
worked
in
Scotland
with
minimum
unit
pricing
and
alcohol
in
Mexico
and
sugar
taxes,
and
it
is
very
effective.
The
the
your
comment-
cancer
Scopes
about
advertising
and
I-
think
it's
a
really
good
idea
and
it's
something
else:
we're
looking
at
as
a
council
around
high
fat,
fat,
sugar
advertising
and
there's
evidence
that
works.
The
sneaky
thing
about
this
industry
is
that
advertising
isn't
legal.
It's
a
displays
and
I've
noticed
in
our
local
shop.
N
The
display
is
fabulous,
there's
a
all
the
kind
of
like
rotting
eyeballs
and
lungs
have
gone.
You
know
behind
the
cupboards
and
now
there's
an
amazing
display
and
it
so
it's,
but
they
would
be
a
national
legal
changes
and
your
comments
around
stopping
underage
sales
and
education
they're
exactly
what
we
want
to
do.
You're
comment
about
the
data:
the
My
Health.
N
My
school
data
is
self-reported
data
from
school
children,
so
it
is
what
they're
telling
us,
but
with
our
further
academic
research,
we
can
dig
deeper
in
your
comments,
then
Julie
about
education
and
targeting
we
can
get
better
and
better
and
who
we
Target
and
make
sure
we're
covering
everybody.
So
they
were
my
initial
comments,
but
Heather
is
the
T-Rex
that
you
might
have
other
things.
M
Yes,
thank
you
and
again,
thank
you
very
much
for
your
interest
in
this
topic.
It's
something
that's
close
to
my
heart.
Having
worked
in
tobacco
control
over
the
last
25
years
in
Leeds,
it
was
a
it's
a
topic
that
keeps
giving
for
me
so
I
think.
There's
a
I
think
the
points
about
legislation
and
regulation
are
absolutely
key
and
I
think
over.
M
If
we
look
at
what's
happened
over
Tobacco
Control
is
our
big
gains
in
Tobacco
Control
in
redu,
in
reducing
smoking
in
in
people
into
the
age
of
18
has
been
around
about
access.
It's
been
about
restricting
marketing,
it's
been
about.
It's,
it's
largely
been
as
well
about
the
adult
population,
reducing
and
smoking
as
well,
so
that
does
certainly
have
a
knock-on
effect
with
young
people.
We
are
I
think
it.
M
We've
got
to
create
a
really
careful
balance
here,
because
we
are
Keen,
as
councilor
lay
point
out
about
the
use
of
e-cigarettes
in
helping
people
stop
smoking.
We
are
using
that
with
our
stop
smoking
service
and
it's
a
really
it's
a
really
valuable
tool
and
it's
a
tool
very
appealing
for
the
people
who
want
to
stop
smoking.
So
the
work
that
we
do
needs
needs
to
balance
with
that.
M
But
absolutely
the
key
thing
is
to
ensure
that
young
people
who
are
experimenting
and
young
people
do
experiment.
We
need
to
make
sure
that
that
isn't
translating
to
regular
use,
one
of
the
things
I'm
Keen
to
look
at
and
we're
hoping
to
get
more
detailed
data
through
the
My
Health.
My
school
survey
is
to
understand
exactly
who
is
becoming
the
occasional
and
the
regular
users
of
e-cigarettes
there's
some
evidence
to
suggest
that
those
are
children
who
are
already
smoking,
in
which
case
you
know
it's.
M
A
Thank
you,
councilor
Downs,.
F
F
I
mean
the
the
first
thing
I
wanted
to
say,
especially,
is
Sandy's
in
the
room
is
says,
happy
birthday
to
the
NHS.
This
is
a
health
issue
and
from
the
porters
and
cleaners
all
the
way
up
to
the
sort
of
main
surgeons
everyone
who
has
ever
worked
in
the
NHS
over
75
years.
Thank
you
and
I'm
sure
that's
for
all
of
us,
not
just
just
from
me,
but
with
that
in
mind,
this
has
been
a
really
good
conversation.
F
A
really
grown-up
conversation
about
the
good
vapes
can
do
in
certain
circumstances,
but
also
the
harm
it
can
do
when
they
get
into
the
hands
of
of
young
people
in
particular,
and
I've
smelt
them
on
the
bus.
You
know
they're
fruity
and
they're
nice,
and
you
talked
about
Alco
pops
and
it's
going
to
that
same
Market.
Isn't
it
it's
it's
marketing
is
is
key.
So
first
thing
I'd
like
to
do
is
just
get
some
comfort
that
this
will
be
continue
to
be
part
of
the
My
Health.
F
My
school
survey
also
can
I
ask
what
is
a
smart
short
smart
survey
and
what
is
that
going
to
consist
of
I'd
like
to
know
a
little
more
about
how
you're
working
with
trading
standards
and
the
conversation
about
National
policy?
Obviously
we
can
send
messages
through
to
to
national
government
about
the
policy,
and
no
doubt
this
is
coming
from
across
the
country
about
changes
need
to
be
made,
but
also
what
can
we
do
locally,
because
it's
all
very
well
identifying
a
problem,
but
it's
awful.
F
N
The
Jack
has
to
respond
yeah,
so
vaping
will
continue
to
be
part
of
the
annual
survey.
So
we'll
keep
a
close
eye
on
that
data,
and
the
short
smart
survey
is
to
be
designed
where
it's
having
a
focused
like
asking,
focused
questions
of
schools.
So
that's
that's
to
be
designed.
I
think
yeah,
just
checking
I'm
not
directly
involved
in
all
the
detail,
and
what
can
we
do
it,
though?
N
They're
the
things
I've
outlined
in
the
paper
really
and
education
directly
with
children
and
families
and
educational
people
that
work
with
children,
young
people
and
monitoring
the
data
working
with
academic
colleagues
to
understand
it
more
and
work
on
the
trading
standards,
they're
they're,
the
things
we're
in
control
of
locally
but,
as
Heather
said,
the
big
changes,
the
big
big
changes
which
will
come.
Lastly-
and
that
requires
political
pressure
and
keeping
this
high
on
the
political
agenda.
M
Yes,
I
can
just
add
a
bit
to
that
in
terms
of
the
My
Health
my
school
survey.
We
have
we've
re-looked
at
the
questions
that
we're
asking
about
vaping.
One
of
the
things
that
we're
really
Keen
is
to
get
more
insight
as
to
where
young
people
are
actually
purchasing
their
Vapes
and
getting
their
Vapes.
M
So
we've
really
looked
at
the
questions
and
we're
aligning
those
to
the
National
survey
that's
conducted
by
Ash,
so
we
can
sort
of
get
a
comparison
as
to
what's
happening,
leads
compared
to
what's
happening
nationally
and
so
that
those
those
new
questions
will
commence
within
I.
Think
it's
within
next
year's
survey
in
terms
of
West
Yorkshire
trading
standards.
M
We
work
with
colleagues
across
the
region,
so
we're
working
with
colleagues
in
Bradford,
Whitefield,
kirkley's
and
calderdale,
and
we
jointly
commission
West
Yorkshire
trading
standards
from
the
public
health
departments
that
has
primarily
been
around
about
underage
sales
of
tobacco
and
illicit
sales
of
tobacco
as
well
trading
standards
have
been.
We
in
fact
we
met
with
them.
M
Yesterday
we
had
a
discussion
about
the
Emerging
Market,
about
illicit
Vapes
in
particular,
which
are
the
you
know,
the
totally
unread
related
Vapes
and
and
also
looking
at
the
potential
for
test
purchasing
around
in
response
to
any
complaints
about
underage
sales.
Interestingly,
we're
having
more
complaints
about
underage
sales
of
bait
than
we
are
around
underage
cells
as
tobacco.
Now
so
trading
standards
are
responding
to
those
complaints.
What
we're
hoping
to
do
in
Leeds
is
to
do
an
uplift
anecdotally.
M
We've
been
we've
been
told
that
the
city
center
is
experiencing
groups
of
young
people
coming
into
the
city
center
because
they
Vapes
have
been
easily
accessible
to
them.
They've
been
sold
babes,
so
we're
keen
to
actually
do
a
concentrated
piece
of
work
with
West
Yorkshire
trading
standards
to
actually
do
some
work
around
retailer
education
and
and
to
also
do
some
work
around
responding
to
complaints
and
test
purchasing.
So
we're
looking
to
uplift
that
activity
within
this
year.
A
I
would
say,
given
that
you
see
so
much
of
the
marketing
now
is
directly
aimed
at
young
people,
that
there's
an
uplift
in
complaints
about
underage
sales
is
really
no
surprise.
I
think
the
marketing
is
unambiguously
designing
to
attract
young
people.
A
It's
genuinely
outrageous
councilor
Blackburn.
Q
Now
I'd
be
interesting
to
know
if
we're
getting
any
levels
of
addiction,
I
mean
no
I
mean
you're,
saying
it's:
it's
not
going
going
on
to
people's
necessary
smoking,
but
it'd
be
interesting
to
see
about
the
addiction
I
mean
as
a
small
sort
of
farmers.
Market
I
haven't
had
a
cigarette
for
the
best
part
of
two
years,
but
some
at
some
point
today,
I'll
I'll
want
them,
but
I
hold
off
now.
Q
The
fact
is:
if
young
people
are
getting
addicted
to
and
it's
in
the
nicotine
in
it
that'll
want,
and
if
young
people
are
getting
addicted
to
that
nicotine
and
it's
giving
them
a
safe
feeling,
then
we
need
to
do
something
about
it.
I
mean
I've
got
to
say.
It
seems
to
me
ludicrous
that
we
allow
VIPs
to
be
in
the
flavor
that
they
are
because
at
least
one
thing
the
great
puts
off
when
you're
the
teenager,
and
you
have
that
rebellion
and
the
obvious
you
have
your
first
cigarette.
Q
Is
it
don't
taste
very
nice
and
he's
until
if
you
let
it
get
nicotine
girl
that,
then
then
you
get
addicted,
but
it
doesn't
taste
very
nice,
but
these
flavors
do
taste,
nice
and
they've
still
got
nicotine
in
them.
So
I
think
the
thing
there's
a
problem
there
by
this
out
I
think
we
need
to
look
at
the
level
of
addictions
and
I.
Think
somebody
had
a
point
if
you're
a
teenager,
who's,
rebellion
and
you'd
want
to
do
something
that
your
parents
don't
want
you
to
do.
Well,
adults,
don't
want
you
to
do.
A
In
many
ways,
of
course,
these
are
the
inhaled
version
of
Elco
props
counselor,
then.
V
I
started
smoking
when
I
was
16
and
I
smoked
for
20
years
and
I
was
quite
struck
by
what
counts
the
scope
said
about
children.
Not
you
can
tell
children
some
things.
Harmful,
I
was
an
intelligent
academic,
child
and
I
Still
Smoked
I
think
children
are
drawn
to
things
that
seem
edgy
and
rebellious
and
feel
invincible.
V
So
I'm
in
my
50s
now
and
I
worry
that
I'll
die
of
lung
cancer,
because
I
smoked
for
20
years,
but
even
in
my
20s
I
couldn't
envisage
being
in
my
50s,
let
alone
I'd
worry
about
longevity,
I'm
really
interested
and
want
to
see
comments
about
not
being
as
bad
as
smoking.
V
One
of
the
things
I've
read
quite
a
lot
about
this
because
obviously
there's
a
lot
in
the
sector
press
as
well
as
in
the
mainstream
press
and
one
of
the
differences
with
smoking
is,
you
can
only
smoke
so
many
cigarettes
in
a
day
bluntly,
without
feeling
sick,
I
think
the
average
full-time
I'm
smoker
probably
smokes
20
a
day,
whereas
one
of
the
articles
I
read
was
about
a
child
who
died
and
their
parents
said
they
Vaped
constantly
it
was
a
young.
V
You
know
a
child
about
eight
well,
a
young
adult
I
think
they
were
18.
and
their
parents
said
to
them.
If
you
smoked,
you
wouldn't
smoke
this
many
cigarettes,
but
they
were
vaping
constantly
and
I
wondered
if
there
was
any
knowledge
around
that.
Actually
about
that
difference
that
you
can
actually
take
in
more
in
a
sense,
if
that
makes
sense,
and
personally
I'm,
really
in
favor
of
Regulation
I
mean
I
would
be
I'm
a
socialist
I'm,
quite
in
pain
for
regulating.
But
the
thing
that
stopped
me:
smoking
stopped
many
people.
V
Smoking
was
when
you
couldn't
smoke
indoors
and
it
just
became
more
and
more
of
a
hassle.
You
know
having
to
go
out
the
pub
and
smoke
in
the
rain.
You
really
know
you're
doing
it
just
for
the
addiction
when
you're
you
know,
you're
having
to
leave
buildings
and
I.
Think
with
that
regulation
has
come
a
real
cultural
and
acceptability.
V
It
was
perfectly
normal
that
people
would
have
Ash
toes
in
their
houses,
for
when
they're
smoking,
friends
and
relatives
came
around
so
I
think
regulation
is
really
important,
but
I
also
think
we
need
to
find
ways
to
make
a
culture,
inacceptable
I
think
some
of
that
comes
from
regulation,
but
some
of
it
comes
from
other
things,
including
education,
but
I
think
we
need
to
recognize
the
limitations
in
that
because
adults
for
Generations
have
told
children
what's
good
for
them
and
not
good
for
them,
and
you
know
young
people
adapt
and
feel
Invincible.
Thank
you.
M
So
so
I
think,
where
do
I
start
so?
Firstly,
regulated
regulated
Vapes
contain
less
nicotine
than
cigarettes.
We.
We
know
that
there
are
regulations
about
that.
However,
we
are
very
concerned
about
the
illicit
Market
on
this,
because
we
know
that
there
are
high
concentrations
of
nicotine
and
some
of
the
illicit
products
that
have
been
seized,
so
so
that
is
a
concern
in
terms
of
how
Vapes
are
used.
M
You
make
a
very
interesting
observation
that,
yes,
they
are
used
more
as
a
a
grazing
type
approach
to
to
to
nicotine
use
in
a
similar
way
in
which
we
would
use
a
product
such
as
a
nicotine
replacement
therapist
product,
so
they
tended
to
be
used
to
sort
of
put
a
baseline
of
nicotine
into
the
into
the
system
to
be
able
to
to
be
able
to
manage
a
nicotine
dependency.
M
So
in
that
sense,
yes,
they
are
nicotine
dependence
forming
cigarettes
are
used
very
differently
in
that
you
will
get
a
sudden,
very
quick
hit
of
nicotine
from
smoking.
It'll
take
seven
seconds
from
taking
your
first
drag
to
it,
hitting
the
brain.
It's
incredibly
I
think
the
tobacco
industry
has
been
incredibly
creative
and
and
extremely
clever
in
their
research
and
in
how
to
actually
deliver
nicotine
extremely
quickly.
And
you
know,
cigarettes
are
known
as
a
very
effective
nicotine
delivery
device.
M
Vapes
don't
work
in
quite
the
same
way,
so
they'll
tend
to
put
more
of
a
baseline,
which
is
why
you
end
up
with
this
grazing
rather
than
the
news
like
a
cigarette.
So
there
will
be
a
dependence
forming
aspect
to
that.
However,
in
terms
of
the
addiction
one
of
the
properties
that
you
would
look
for,
an
addictive
for
Addictive
substance
is
the
speed
of
response,
and
so
I
think
the
evidence
is
sort
of
saying
that,
yes,
they
are
dependents
for
me,
but
they're
not
likely
to
be
as
addictive.
M
If
that
means,
if
that
makes
sense,
so
hopefully
that's
answered
the
question
there.
I
think
the
interesting
point
about
about
flavoring
that
Council
black
burn
raise
is
that,
yes,
the
the
primarily
young
people
are
wanting
the
fruity,
flavored
ones,
I.
Think
60
of
young
people
saying
that
they
preferred
those
fruity
flavor
type
Vapes,
which
are
really
being
pushed
with
the
bright
coloring.
M
With
the
marketing,
with
the
flavoring
less
appealing
to
young
people,
interestingly,
now
are
the
Vapes
that
are
tobacco,
flavored
or
Menthol
flavored,
and
there's
a
very
small
proportion
of
children
who
are
saying:
yes,
we
like
those
ones.
So
so
that's
an
interesting
observation
there.
So,
hopefully
that's
answered
your
questions
around
or
the
initial
questions
about
dependency
and
laboring.
A
Thank
you
for
that.
Councilor
Edwards.
I
Thank
you
chair,
a
quick
one
Julie.
You
talked
about
test
purchasing
within
local
communities
and
also
in
the
city
center.
And
what
can
you
tell
us
a
bit
more
about
what
penalties
are
there
at
the
moment
in
terms
of
shops
or
businesses
which
sell
to
children
under
the
age
of
18.?
So
what
are
the
penalties
at
the
moment
and
is
there
a
case
for
wider
test
purchasing
undercover
checks,
particularly
particularly
in
the
way
that
has
been
done,
for
example,
for
alcohol
or
for
cigarettes?
I
I
You've
also
got
words
of
mouth
as
well
and
in
terms
of
setting
an
example
in
terms
of
enforcement.
What
plans
are
there?
Thank
you.
M
Okay,
in
in
terms
of
the
way
test,
purchasing
prosecutions,
work
is
that
initially
West
Yorkshire
trading
standards
would
respond
to
a
complaint
around
an
underage
sales
and
the
first
step
of
that
is
to
go
and
do
a
retailer
visit
and
to
explain
but
they're
not
supposed
to
be
selling
to
underage
and
to
have
assurance
that
staff
have
been
appropriately
trained
and
the
old
staff
are
aware
about
the
legal
requirements
for
that.
M
So
as
far
as
I'm
aware
at
the
moment,
I've
been,
my
attention
was
drawn
to
a
prosecution
that
was
made
a
couple
of
weeks
ago.
As
far
as
I'm
aware
and
I
think
the
penalty
on
that
was
a
two
thousand
pound
fine
to
the
person
who
actually
sold
the
product
and
obviously
costs
were
paid
with
that
as
well.
Now
I
suppose
it's
it's
whether
that
two
thousand
pound
fine
is
enough
to
become
a
deterrent
for
people
continuing
to
sell
e-cigarettes.
I
So,
just
to
come
back
on
that,
so
just
to
be
clear,
that's
the
2000
finds
the
person
who
sold
it.
Was
there
a
fine
for
the
business.
M
U
Yeah
there's
a
couple
of
things
that
I
would
like
to
bring
up
as
as
a
parent
of
two
teenagers
too
well
now
17,
so
in
the
middle
bracket
of
the
the
figures,
we're
looking
at
and
I
can
definitely
say
that
it,
the
instance
of
vaping,
is
higher
much
higher
than
the
report
States.
U
Luckily
my
children
don't
do
it
I
know
that
for
a
fact,
you
know
I
have
to
questioning
them
and
living
with
them,
but
they
tell
me
stories
of
of
lots
of
their.
You
know,
friends
or
school
friends,
acquaintances
at
school.
Who
do
do
this?
You
know
so
I,
I,
absolutely
I
know
we.
We
have
the
my
health,
my
my
school
survey,
but
you
know
the
reality
says
that
those
figures
are
a
lot
higher
than
than
we're
reporting.
U
So
we've
got
a
much
bigger
piece
of
work
to
do
there
to
uncover
the
the
reality
of
what's
Happening,
so
that
that's
that's
definitely
higher
than
the
figures
that
we've
got.
U
With
the
test
purchasing,
I
was
at
a
packed
meeting
last
night.
The
police
and
communities
meeting
in
my
ward
last
night
and
I
was
talking
to
the
pcsos
about
this
as
it
it
came
up
and
they've
been
doing
some
test
purchasing
in
our
Ward
and
luckily
the
the
shops
have
come
back
great.
U
You
know
they're
all,
observing
the
rules
and
not
selling
to
underage
children
and-
and
that
came
back
really
well,
but
some
intelligence
did
come
out
there
last
night
about
the
city
center
and
that
someone's
grandchild
is
that
that's
where
they're
going
and
they
did
mention
some
of
the
Street
Traders
as
well.
So
that's
just
a
bit
of
intelligence
to
pass
on
that
I
think
the
city
center.
U
What
you're
saying
about
this
sensory
City
Center
is
definitely
where
groups
of
children
are
going
and
are
able
to
purchase
these
VIPs
so
that
that
came
up
last
night.
That's
definitely
something
something
to
to
pick
up
on
and
just
from
an
environmental
point
of
view.
U
You
mentioned
the
environment
Sunday
as
we
were,
as
you
were,
it's
speaking
just
about
this.
But
again
this
has
come
up
from
one
of
our
community
groups,
so
litter
pick
around
schools,
high
schools,
they
go
litter
picking
and
the
amount
of
these
disposable
Vapes
that
are
just
discarded
around
high
schools
is
just
unbelievable.
You
know
and
I'm
not
saying
it's
just
what
I'm
saying
you
know
more.
You
know
a
little
picking
groups
saying
the
same
about
all
groups:
all
schools
rather
about
these
secondary
schools.
U
You
know
I'm
looking
at
them
thinking
what
on
Earth
this,
you
know
so
yeah
around
school,
so
again,
I
think
there's
some
work
to
do
with
schools
on
this,
because
obviously
we
know
it's
happening,
but
the
you
know
we
we've
got
the
evidence,
they're
all
being
thrown
on
the
floor
as
they
leave
school
or
go
to
school
in
the
morning,
and
so
yeah
I
think
that
there's
a
lot
more
to
this
than
we've
got
in
this
report,
a
lot
more
digging
to
do
yeah,
but
but
some
you
know,
we've
got
that
information.
A
Thank
you
for
that.
Counselor
has
would
councilor
Stevenson.
S
Thank
you,
chair,
I,
don't
know
what
counselor
when
it
was
smoking,
it
can't
be
very
strong
at
50.,
it's
wow
I
smoke,
so
yeah
well,
I'm
gonna,
say
because
I
was
smoking,
something
stronger,
I'm,
15
years
long,
younger
I,
think
look
older,
but
and
my
experience
is
a
bit
different
at
school,
because
I
started
the
obviously
illegally
but
smoking
around
13.
S
On
my
way
to
school,
there
was
two
news
agents
and
like
most
of
the
young
people
at
the
time
who
were
a
bit
weird
they're
used
to
call
in
on
you
on
your
way
to
school
and
buy
a
packet
of
cigarettes
at
the
last
of
the
day,
and
there
was
no
questions
asked
clearly
that
was
illegal
and
at
the
time
there
might
have
been
checks
that
were
going
on,
but
but
not
very
well
fast
forward,
15
years
and
that
the
the
platform
is
very
different
for
for
children
today.
S
So
they
don't
have
to
go
to
the
news
agents
legally
on
the
way
there
they
can
turn
to
Amazon
an
online
perched
in
Outlets.
S
I've
just
had
a
look
quickly
now
on
Amazon
and
all
the
usual
Child
Focus
branding.
Is
there
I
can
buy
something
for
11.99?
Have
it
delivered
to
my
house
within
13
hours?
There's
a
caution
on
it.
That
says
it
may
cause
an
allergic
skin
reaction.
There's
nothing
else
that
says
about
health.
S
It
says
that
there's
apparently
a
a
a
a
child-friendly
lock
on
it,
but
it
never
says
anywhere
in
it
that
there's
a
any
restriction
on
purchasing
I've
put
it
in
my
basket,
already
I'm
not
going
to
purchase
it,
but
if
I
were
there's
nothing
in
that
process
that
restricts
anybody
under
18
from
purchasing
that.
S
So
my
question
is
around
trading
standards,
because
I
think
the
the
sort
of
analog
way
of
of
dropping
by
a
newsagent
or
or
a
specialist,
a
bit
of
shop,
which
are
popping
up
all
over
the
place
with
with
rather
horrible
neon
signs.
Etc
is
very
analog.
So
how
do
trading
standards
respond
in
a
digital
age
and
what
discussions
do
we
have
with
the
Distributors
like
Amazon
and
have
we
explored?
For
example,
I
think
it's
the
case
that
the
council
actually
lease
the
Amazon
building
to
Amazon
or
seemed
to
remember.
S
There
was
some
sort
of
connection
there.
So,
are
we
exploring
any
enforcement
action
around
the
large
companies
that
are
delivering
these
things
to
children
under
age.
N
That's
a
really
good
question
and
we
don't
know
so.
Thank
you.
I
mean
the
three
things
that
that
I've
taken
away
from
this
I
know:
I'm
not
rounding
up
just
to
mention
his
name.
Cancer,
then
I
think
your
idea
about
making
vaping,
unacceptable
and
and
checking
policy
organizations
of
policies
that
are
Partners
to
see
if
vapings
allowed,
where
smoking
isn't.
That's
something
we
could
look
at
the
evidence
base
to
see.
If
that'll
make
a
change
and
take
that
on
the
the
data
that
you
mentioned,
we
can
do
a
deep
dive.
N
We
can
look
at
academic
literatures
to
see
if
P,
if
children
are
too
not
frightened
but
don't
want
to
say,
don't
want
to
self-report
about
vaping
checkout
dating
I.
Think
it's
a
brilliant
idea
about
online
sales.
We
haven't
thought
about
it
because
we
think
about
leads-
and
you
know
we
think
about
bigger
picture
stuff,
but
we
think
about
what
we
control
I
do
know
from
personal
experience
that
you
have
to
be
18
to
buy
alcohol,
but
I'm
not
sure
what
happens
with
Vapes.
So
we
can
look
into
that.
So
thank
you.
N
M
Interestingly,
and
I
must
admit,
I
was
very
surprised
about
this,
because
I
thought
that
internet
would
be
actually
the
prime
site
for
young
people
to
purchase
Vapes,
and
it
suggested
that
it
certainly
is
for
adults,
but
young
people
are
tending
to
use
shops
rather
than
online
platforms
to
purchase
babes
again.
This
is
something
that
we
want
to
explore.
M
A
little
bit
further
through
the
My
Health
my
school,
but
I
was
I
was
surprised
that
I
had
wrongly
thought
that
that
the
online
platforms
would
be
the
most
popular
places
for
children
to
purchase,
but
apparently
not.
A
Entirely
without
proper
data
to
back
this
up,
I
suspect
the
reason
for
that.
Speaking
of
a
father
of
four
young
people
is,
of
course,
Amazon
gets
delivered
to
the
house,
which
does
leave
a
a
fairly
High
chance
of
Parental
interceptions
I
can
discover
about
the
fact
my
son
ordered
a
telescope
completely
randomly,
which
is
now
being
sent
back,
and
he
got
it
first.
It
wouldn't
have
been.
He
decided
he
was
having
his
own
Wellness
for
present
Jackie.
P
I,
it's
just
more
or
less
common,
really
I've
got
four
young
people
and
Vapes
at
the
moment
is
the
local
threat.
Is
the
latest
Trend
if
you're
in
you
know,
like
my
children,
are
a
bit
older
they're
already
seen,
but
it
is
the
latest
Trend
with
all
those
age
groups
and
it's
cool.
It's
easily
gospel.
Coming
from
the
work
point
of
view,
I
work
in
a
shop
and
there's
four
things
you
can't
handle
over
the
counter
to
a
child:
that's
Alcohol,
Tobacco,
Vapes
and
Medicine.
P
So
there
are
four
things
so
when,
when
someone
comes
in
where
it
comes
up
on
the
screen,
there's
this
personal
reading
and
you
have
to
give
you-
have
to
get
their
ID
and
date
of
birth.
So
it's
clearly
shown
to
us
anyway
that
children
should
not
be
buying
these
products,
so
that
is
there
already
just
to
let
everybody
know
that
it
is
but
I
think
for
children,
and
the
thing
is
my
young
people.
Are
my
young
loss
keep
telling
me
that?
Oh,
it's
not
dangerous,
it's
fine!
We
can
have
this
kind
of
thing.
P
It's
fine!
It's
safe!
Also
in
the
shop
people
come
in
and
ask
them:
can
we
have
some
health
bars,
they're
called
health
bars?
You
know
what
I
mean,
so
it's
promoting
Health,
it's
promoting
goodness.
It's
promoting.
You
know
things
that
aren't
danger,
so
maybe
the
promotion
of
these
items
is
needs
to
be
looked
at
because
it
looks
at
the
moment
people
think
they're
healthy
for
you
they're
good
for
you,
it's
the
latest
Trend,
it's
good
best.
Let's
have
them,
let's
have
them
with
their
friends,
but
just
comment
really
more
than
anything
else.
L
I
just
think
it's
really
interesting.
Listening
to
the
conversation
and
I
think
for
me,
it
just
reflects
the
need
for
that
whole
system
approach.
You
know
so
we're
thinking
about
police
thinking
about
trading
standards,
thinking
about
public
health
thinking
about
the
role
for
children
and
families
in
terms
of
Education,
the
conversation
that
we've
been
had
around
the
city
center
you
know
makes
me
think
about
our
youth
workers.
L
Youth
workers
were
working
with
other
local
Authority
teams
who
know
the
city
center
know
the
children
in
the
city
center,
so
I
just
think
the
opportunity
for
a
working
party
to
bring
the
system
together
really
to
have
the
conversation
and
to
agree
our
response
in
the
round.
I
think
is,
you
know,
really
really
helpful.
Suggestion
I
think
the
conversation
just
highlights
the
need
for
that
this
morning,.
A
Thank
you
for
that.
Nick.
C
C
Another
issue
which
could
be
to
do
with
trainings
is
that
some
of
them
are
designed
to
look
exactly
like
highlighters,
so
they
can
basically
be
used
in
a
classroom
without
anybody
noticing-
and
this
is
one
of
the
issues
that
staff
are
saying,
is
that
they
are
finding
this
I
think
councilor
Scopes
mentioned
that
if
you
can
avoid
the
smoke
appearing,
and
it
just
looks
like
somebody's
well,
we've
all
sucked
on
into
the
pen
and
kids
are
second
in
the
end
of
highlighters,
but
they're
actually
Vapes.
C
They
seem
to
be
being
used
in
school
from
the
information
that's
coming
out
to
us
as
another
way
of
getting
away
with
something
that
is
wrong.
So
it's
not
necessarily
just
the
health
implications.
It's
the
fact
that
you
know.
Oh
guess
what
I
got
away
with
in
class
today,
I
managed
to
Vape
in
five
out
of
my
five
classes
today
and
I
think
that's
fairly
major
issue.
C
As
well
and
I,
would
you
know,
go
along
with
what
several
people
have
said
telling
children,
something
is
wrong,
is
a
Surefire
way
to
make
them
do
it
more.
So
I
think
we
do
need
a
very,
very
clever
and
concerted
effort
to
look
at
this,
because
even
when
smoking
became
unacceptable
in
public
students
in
school
still
find
ways
of
being
able
to
do
it
because
it
is
part
of
the
rebellion
and
I
think
Vapes
have
now
taken
on
that
role
as
well.
So
sorry,
it's
just
a
little
bit
of
narrative
from
within
schools.
G
Oh
yeah,
just
first
of
all,
I'd
like
to
thanks
for
being
in
the
report.
It's
really
really
comprehensive
and
it's
brilliant
to
hear
about
the
work
that
we
are
doing.
I'm
wondering
though
Can
Can
we
formally
as
a
scrutiny
board,
considering
that
we
bought
and
we're
going
to
do
a
working
group.
G
Can
we
ask
a
relevant
Minister
about
the
actions
that
the
government
are
going
to
be
taking
I
mean
we
know
recently
they
are
finally
acting
on
a
real
obvious
loophole
that
they
were
warned
around
three
years
ago,
which
is
whilst
obviously
some
retailers
are
selling
them
illegally
to
Children.
However,
they
were
allowed
and
are
still
allowed
to
actually
just
give
them
out
for
free,
because
there
is
a
certain
loophole
that
you
can
actually
just
give
a
15
year
old,
an
e-cigarette
and
it's
not
illegal
as
long
as
the
purchase
isn't
taking
place.
G
And
yet
we
all
wonder
why
it's
it's
absolutely
risen
with
children's
shoes
because
they
were
just
they
were
being
given
out,
and
you
know
it
is
really
great
to
see
what
other
governments
are
doing
with
their
stronger
actions,
and
we
and
Council
lay
mentioned
it
change.
Your
packaging
reduce
the
amount
of
nicotine
that
is
available
in
the
e-cigarettes
and
simply
ban
the
single-use
ones
as
well.
G
It
would
be
really
strong
actions
and
equally,
it
was
really
quite
disappointing,
because
we
we
actually
the
government,
did
endorse
a
company
called
Joel
on
who
is
an
e-cigarette
manufacturer
about
their
actions.
However,
it
was
widely
criticized
because
Jewel
has
been
fined
over
a
billion
pounds
in
the
US
for
specifically
promoting
to
underage
children
in
regards
to
giving
them
away,
using
specifically
young
models
in
their
bad
campaigns
as
well,
so
I
think
it'd
be
really
important
as
a
as
a
scrutiny
board.
G
A
C
G
A
D
D
So
how
many,
for
example,
how
many
parents
encourage
children
in
many
ways,
because
there's
no
danger
in
it
and
rather
than
you,
go
on
to
smoking,
use
these
Vapes?
That's
when
the
one
question
I
would
ask
the
other
thing
is
to
me.
The
first
action
of
government
should
be
to
tighten
the
loopholes
I,
see
on
page
26
of
our
papers,
the
medicine
and
Healthcare
products
regulation
agency
and
not
required
to
take
claims
made
by
paperwork
and
no
power
to
investigate
a
register
properly.
That's
one
thing
that
the
government
could
do
without
legislation.
D
The
second
thing
on
that
is
I
noticed
that
the
other
loophole
is
there's.
No
restrictions
on
shop
displays.
What
about
advertising
standards?
That
agency
could
do
something
about
it.
I
in
my
locals,
when
my
local
shopping
center,
there
are
four
shops
that
sell
Vapes.
They
are
the
ones
that
have
got
the
biggest
advertising
sounds
outside
them
to
say
that
how
wonderful
these
things
are,
and
the
crazy
thing
is
the
last
unit
to
come
available-
was
led
to
another
vaping
company,
so
obviously
they're
the
only
ones
that
are
making
a
profit
just.
M
Would
you
I
can
come
in
on
on
absolutely
agree?
I
think
I
think
we
can
learn
so
much
from
what's
happened
with
tobacco
and
the
big
things
that
made
the
difference
in
in
tobacco
consumption
were
around
about
restriction
of
advertising.
When
Billboards
went
any
print,
advertising
went
any
TV
and
media
advertising
went
so
that
would
have
happened
in
the
early
2000s.
This
was
followed
by
actions
around
access,
so
I
don't
know.
If
anybody
remembers
we
used
to
have
we
used
to
have
vaping
sorry
cigarette
vending
machines
on
the
street.
Those
are
all
gone.
M
Vending
machines
out
of
pubs
went
so
we
really
really
restricted
access
to
products.
We
restricted
the
advertising
opportunities
and
I
think
the
the
almost
the
the
as
as
far
as
the
tobacco
industry
are
concerned.
What
was
interesting
is
when,
when
the
proposal
to
bring
in
plain
packaging
happened,
the
tobacco
industry
really
fought
that,
because
it
was
almost
like
their
last
marketing.
Opportunity
had
gone
with
that
and
they
were
designing.
You
know
seeing
exactly
the
same
thing
with
Vapes
about
this.
Signs
of
these
are
clearly
marketed
at
under
18s.
M
R
R
Other
countries
are
taking
the
ball
by
the
horns.
You
know
we
already
noted
that
Australia
are
doing
something
about
it.
R
I
think
when,
when
all
the
regulations
came
in
for
tobacco,
and
we
can't
wait
as
long
as
we
waited
for
tobacco,
we
wait
nearly
70
years
between
sort
of
the
mid-1950s
when
the
harm
of
tobacco
became
known
and
60
years
then
before,
and
we
can't
wait
that
long
with
Vapes
there'll
be
generations
of
kids
who
will
be
harmed
waiting
for
it
to
happen.
R
My
final
sort
of
statement
or
thought
would
be,
there's
a
lot
to
go.
Look
at
and
it's
cross-cutting
and
I
look
forward
to
it.
A
Thanks
for
that
Sandy
and
thanks
everybody
for
your
contributions
to
the
debate
this
morning,
I
I
very
much
get
the
impression
that
there
is
appetite
that
we
certainly
take
this
forward
due
to
the
working
group,
as
we've
discussed
and
in
many
ways
for
me,
councilor
Scopes
approach
of
looking
at
that
three-pronged
approach
nationally.
A
A
So
I
think
we'd
certainly
want
to
involve
trading
standards
there
working
with
any
other
partners
that
we
feel
particularly
Health
colleagues
around
education
and
rolling
out
education
programs
and
packages,
and
then
there's
then
there's
the
local
piece,
because
candidly,
we
are
lead
city,
council
and
there
there's
that
question.
Isn't
that
what
can
we
do
locally?
How
can
we
make
leads
and
Exemplar
city
of
how
locally
we
tackle
vaping
in
young
people?
A
You
know
how
can
we
develop
a
program
for
schools
to
educate
on
the
Harms
in
that
non-preachy
way,
because
we
know
when
we
tell
people?
This
is
bad
for
you,
as
we've
heard
very
often,
those
of
us
that
work
in
schools
know
that
that's
the
that's
the
red
rectal
always
dangerous.
Is
it?
A
How
can
we
roll
out
education
for
parents
and
carers
so
that
they're,
not
modeling
behaviors?
That
say?
Actually
these
aren't
bad
for
you.
How
can
we
tackle
the
marketing
to
young
people?
Other
approaches
with
planning?
A
Is
there
scope
for
a
Leeds
voluntary
code
of
conduct
with
shops,
saying
we
will
not
Market
in
a
way
that
specifically
targets
young
people?
A
Can
we
name
and
shame
those
that
won't
sign
up
to
our
Leeds
code
of
conduct,
just
ideas
that
I
think
we
want
to
explore
because
leads
can
lead
on
this
I
really
feel
we
can
and
I
think,
as
Sandy
said,
we
cannot
wait
for
years
and
years
to
tackle
what
we
know
is
a
self-evident
harm,
so
I'm
really
grateful
that
we've,
given
this
some
robust
thought
this
morning,
I
think
it's
a
really
sensible
way
to
take
it
forward
and
we'll
take
it
to
that
working
group
which
we'll
all
be
invited
to
together
with
colleagues
from
of
active
lifestyle,
scrutiny,
broad
adults,
Health,
sorry,
acted,
lifestyle,
scrutiny,
Broad
and
we'll
make
sure
those
partners
are
there
for
that,
and
we'll
bring
that
report
back
to
here
for
further
consideration
debate
on
consultation.
A
A
Okay,
so
we
are
now
moving
to
item
eight
looking
at
vision
of
ehcp
support,
an
end-to-end
inquiry
onto
educational
healthcare
plans
across
the
city,
look
at
the
terms
of
reference
Rob.
Are
you
going
to
speak
to
this
first?
Thank
you.
T
Yes,
thank
you.
Thank
you
chair.
Yes,
so,
following
from
the
June
meeting
of
the
board
our
last
meeting,
there
was
a
broad
agreement
that
ehcp
should
feature
as
a
work
item
for
the
for
this
board
for
the
municipal
year.
T
Having
taken
that
away,
there
is
now
presented
at
appendix
one
to
this
a
draft
terms
of
reference
which
really
is
designed
to
provide
a
overview
of
of
the
positions
by
no
means
a
final
document,
and
the
explicit
aim
of
of
this
item
really
is
to
seek
views
of
the
board
on
that
and
to
try
and
shape
the
work
that
the
board
will
undertake
subject
to
discussion
at
the
pre-meeting
this
morning.
T
I
think
we
are
going.
We
are
looking
now
at
taking
a
a
working
group
approach
to
this
item
as
well,
which
may
see
a
slight
adjustment
to
the
board's
work
program
for
September,
as
in
the
this
item,
would
come
in
a
working
group
later
in
September,
which
I
should
hopefully
I
think,
hopefully
will
help
facilitate
the
item
and
ensure
it's
brought
forward
in
a
fuller
way.
T
I
think
that's
all
from
me
chair.
Thank
you
very
much.
K
Hey
nothing
really
to
down
at
this
stages,
it's
in
terms
of
reference,
but
but
just
obviously
we're
very
keen.
The
description
board
looks
a
lesson
and
happy
to
to
follow
the.
Whichever
way
the
screening
board
wants
to
do
that.
L
Just
to
say
that
we
know
that
this
is
a
real
priority
for
us,
and
we
know
that
nationally.
This
is
a
challenge.
You
know,
I
think
I've
spoken
before
that
I
meet
with
directors
of
children's
services
across
the
country
across
course,
cities
across
the
region
and
we're
all
really
struggling.
You
know
nothing
linked
to
that,
as
is
as
outlined
in
the
paper.
Is
that
rise
in
demand?
You
know
so
that
118
rise
since
2016.
L
I've
been
meeting
with
head
teachers
right
across
the
city
in
families
of
schools.
Meeting
in
recent
months,
I
think
I've
met
with
about
15
out
of
the
18
families
of
schools,
and
what
is
really
clear
to
me
is
again.
You
know:
we've
talked
about
the
whole
system
approach
in
the
previous
discussion,
but
is
that
absolute
need
for
a
whole
system
approach?
So
we're
there's
a
lot
of
work
going
on.
L
You
know
we
know,
there's
a
lot
more
work
to
be
done
in
order
that
we
are
meeting
the
needs
of
Children
and
Families
in
the
city.
So
it's
a
key
point
priority
not
just
for
the
children
and
families
director,
but
for
the
partnership.
You
know
when
we
think
about
health
colleagues,
you
normally
think
about
other
key
Partners
within
this.
You
know
education.
Colleagues,
it's
got
to
have
that
whole
system
approach
so
really
really
and
happy
to
have
that
detailed.
Look.
You
know
by
our
working
party
in
September.
A
I
I
suspect
that
many
colleagues
around
the
table
will
found
the
same
contacts
from
residents
that
I
get,
which
is
that
real
concern
around
the
timeliness
of
how
we
deal
not
just
with
the
hcp
in
the
initial
stage,
but
actually
the
annual
reviews.
A
It's
not
uncommon
that
you
receive
an
annual
review
back
literally
almost
to
the
day
when
you're
due
to
do
the
next
annual
review,
which
isn't
great
I,
think
one
of
the
things
will
be
really
helpful
to
explore.
Is
that
how
we
Avail
ourselves
more
widely
of
digital
digital
Solutions
I,
know
that
that's
referred
to
in
something
the
Greek
green
paper
is
looking
at
too,
but
that's
something
that
would
be
quite
helpful
to
to
look
at.
How
that
might
assist
going
forward
now
come
in.
Please.
L
Absolutely
so,
as
you
can
imagine,
you
know
some
of
the
challenges
that
we've
got
and
we
we
had
this
conversation
last
time
that
we
met.
You
know
really
do
a
link
to
Recruitment
and
Retention.
You
know
some
of
our
key
posts.
You
know
education,
psychologists.
As
an
example,
we've
got
a
national
issue
in
terms
of
Recruitment
and
Retention,
so
we're
really
having
to
think
really
creatively.
You
know
how
do
we
grow
our
own?
How
do
we
retain
our
trainees?
L
How
do
we
create
assistant
posts
and
also
partly
within
that,
as
you
absolutely
say,
cancel
the
code
is
about
looking
at
digitalization,
so
really
looking
at?
How
can
we
reduce
bureaucracy?
You
know
some
of
the
conversations
that
I've
been
having
with
school
leaders
across
the
city
is
the
amount
of
bureaucracy.
You
know.
Really.
We
don't
want
our
professionals,
who
are
there
to
work
with
Children
and
Families
spending,
time
filling
out,
Reams
and
Reams,
and
reams
of
paperwork-
that's
not
the
best
use
of
their
time.
L
So
absolutely
you
know
I
mean
this
is
an
issue
that
we're
looking
at
right
across
the
local
Authority
in
terms
of
digitalization
to
juice
bureaucracy.
So
we're
already
having
conversations
about
the
potential
you
know
for
virtual
assessments.
Obviously
we
don't
want
to
you
know
minimize
in
terms
of
quality.
You
know
our
key
priorities
about
getting
quality
services
for
children
and
young
people
and
families,
but
we
have
to
be
creative
in
the
current
context,
foreign.
E
L
Absolutely
and
that's
I
suppose
that's
where
I
began
in
terms
of
you
know
when
I'm
having
conversations
you
know
with
other
directors,
you
know
right
across
the
country.
I
was
speaking
at
a
National
Conference
last
week
in
relation
to
commissioning
and
actually
spend
you
know.
This
conversation
was
Central
to
that
and
that
discussion
so
absolutely
nationally,
regionally
locally
and
it's
a
key.
It's
a
key
challenge.
You
know,
we've
got
a
broken
system,
you
know.
If
we,
if
you
think
about
you,
know
the
send
green
paper
and
the
Josh
McAllister
review,
you
know
talked
about.
L
You
know
broken
system.
What
we
have
is
an
adversarial
system
where
parents
carers
feel
that
they've
got
to
fight.
You
know
that
that
ehcp
plan
is
their
golden
ticket
to
getting
the
support
that
they
need
to
meet
the
needs
of
their
children.
You
know,
and
we
need
to
change
that,
you
know
and
really
for
me
and
I
suppose
when
we
come
on
to
the
conversation,
perhaps
about
the
the
terms
of
reference
in
this
scope,
you
know
that's
where
early
intervention
and
prevention
is
key.
L
You
know
that
is
what
is
going
to
make
the
difference
here.
You
know,
and
what
are
we
doing
in
our
early
year
settings?
What
are
we
doing
pre-birth
you
know
what
are
we
doing
collectively
as
a
partnership?
You
know,
how
are
we
working
with
health
to
identify,
you
know
additional
needs
for
children,
and
then
you
know
really
simply
to
respond
to
them
in
a
really
really
timely,
effective
manner.
You
know,
but
early
intervention
partnership
work
is
key
and
it
absolutely
is
a
national
mission.
S
Stevenson,
thank
you
chair
just
in
terms
of
of
the
terms
of
reference
just
to
capture
it.
Now,
when
we
talk
about
digital
ehcps,
can
we
make
sure
that
we
just
capture
how
adults,
with
learning
difficulties,
access
that
digital
ahcp?
S
That's
an
issue
that
comes
through
my
inbox
quite
a
lot
and
the
extra
support
and
the
suggested
Amendment
now
for
the
terms
of
references
chairs,
paragraph
seven
on
weaknesses,
I
understand
it's
just
an
indicative
sort
of
the
block
that
always
goes
in
in
terms
of
elected
members
and
directors,
but
I
think
it's
worth
capturing
now
that
there
are
three
other
groups
of
witnesses
that
I
think
are
going
to
be
really
important
for
this
inquiry.
S
The
first
is
hearing
directly
from
school
staff,
if
possible,
senkos
but
senior
leadership
as
well,
so
somehow
through
school's
form
or
something
if
we
can
get
some
sort
of
representation
there.
I'm
surprised
that
the
leads
parent
carer
Forum
wasn't
already
listed
on
this
list
here,
given
that
it's
newly
formed-
and
we
were
told
the
last
scripted
meeting
the
last
Municipal
year,
I
think
that
there
was
some
engagement
work
going
on
there.
S
So
I
think
that
needs
to
be
logged
now
and
third
is
staff
reps
from
the
front
line,
so
be
that
trade
unions
or
others
in
that.
It's
obvious,
obviously
fine
for
us
to
hear
from
the
top
brass
what's
going
on
as
such,
but
it's
always
useful
for
us
to
hear
from
the
front
line
what
staff
in
the
council
are
actually
experiencing,
and
so
we
can
kind
of
understand
if
there's
a
correlation
between
the
two,
so
I
think
those
three
should
be
included
now.
A
Thank
you,
councilor
Stevenson
Council
has
award.
U
That's
something
that
you
never
thought
I'd
say
but
I
I
do
agree
that
parents,
sorry
not
parents,
sorry
School
staff,
definitely
including
as
the
parent
of
a
child
who
I'm
just
about
to
get
her
autism
and
ADHD
assessment
and
I'm
working
with
the
school
her
father's
working
with
the
school
to
look
at
the
additional
help
that
she
needs,
because
she
struggles
with
the
social
side
of
things
rather
than
the
academic
side
and
and
how
we,
how
School
help
with
that,
because
she
can't
cope
with
a
full
third
class
of
30.
U
and
I.
Think
it's
really
important
that
we're
here
from
the
schools,
the
staff
in
the
schools
and
and
how
they're
having
to
deal
with
this
and
that's
you
know,
I'm,
not
criticizing
anybody
at
all.
We
know
that
it's
a
natural
problem.
We
know
that
we
need
additional
funding
in
into
this
whole
issue
and
but
I
think
it
will
be
really
useful
to
hear
from
those
school
school
staff
and
how
they're
struggling
to
to
help
children.
Well,
we've
pieced
all
this
together.
A
Thanks
for
that,
I
I
will
add.
I
am
pleased
that
members
of
the
board
suggested
both
of
those,
because
I
I
would
have
been
quite
robustly
suggest
that
I
was
I
did
raise
a
mini
eyebrow
that
we
didn't
have
a
a
parent
voice,
as
it
were
so
I'm
pleased.
We've
addressed
that
Council
prayer.
K
Again,
it
must
be
a
full
moon,
because
I
also
agree
with
that.
Councilor
Stevenson
on
this,
but
I
just
wanted
to
reassure
the
board
that
those
kind
of
parents
and
staff
voices
have
been
at
the
heart
of
the
changes
we've
already
begun
to
make
I
think
it's
absolutely
right.
They
come
to
this
grouping
board
as
well,
but
I
just
wanted
to
offer
that
reassurance
to
we
as
a
directorate
we're
not
we're
not
waiting
for
the
scrutiny
board
to
to
make
changes.
K
We
are
kind
of
making
those
improvements
immediately
and
those
voices
are
at
the
heart
of
that.
So
I
just
wanted
to
offer
that
reassurance
too.
N
L
Yeah
I
think,
as
counselor
pry
has
said,
we've
had
a
number
of
you
know,
as
I've
just
said,
about
a
number
of
meetings
with
family
to
school,
so
with
head
teachers.
Thank
us
right
across
the
city
as
a
consequence
of
that.
What
we
have
done
is
established
a
number
of
Roundtable
events,
so
really
focusing
on
some
specific
issues
and
really
taking
a
use
said
we
did
approach
you
know,
but
if
I
think
about
Workforce
Development
as
an
example,
you
know
and
I
think
that's
a
real
area
where
we
can
work
together.
L
You
know
listening.
I
was
at
a
meeting
yesterday
with
her
teachers
in
the
city.
You
know
listening
really
about
I,
suppose
the
challenges
that
they
are
having
in
recruiting
teaching
assistance,
and
actually
you
know
when
I
hear
that
they
say
that
the
conversation
in
primary
schools
you
know
in
the
staff
room
is
not
necessarily
about
the
early
East
foundation
stage
or
the
curriculum
it's
actually.
Where
can
we
get
the
best,
the
most
effective
bait
guards
because
of
the
level
of
I?
Suppose
complexities?
L
Behaviors,
you
know
baiting
kicking
scratching
the
their
teaching
assistants
and
the
teachers
are
having
to
cope
with
on
a
daily
basis,
children
trying
to
communicate.
You
know,
but
essentially,
what's
collectively
as
an
example,
what's
our
Workforce
Development
offer
to
the
workforce,
you
know
because,
actually
you
know
things
have
changed
where
we
are
today
in
terms
of
that
demand,
but
the
complexity
of
need
is
nothing
that
I've
been
working
with
Children
and
Families
for
38
years
or
they're
about
you
know:
I've
not
seen
anything
like
it.
L
So
we're
having
those
active
conversations,
Workforce,
Development,
Recruitment
and
Retention.
You
know
how
do
we
wrap
around
the
school?
You
know
how
do
we
have
that
multi-agency
support
for
the
school?
You
know
we
have
the
children,
young
people's
population,
Health
Board,
one
of
the
things
I
suppose
I'd
wanted
to
reference,
just
perhaps
within
this
scope,
Is
How,
We,
Do
pool
in
health
actually
to
the
conversation
you
know
because
they
are
key
if
we're
thinking
about
neurodiversity.
L
If
we're
thinking
about
you
know
that
identification
is
needed,
but
then
that
the
timeliness
of
Assessments,
you
know
we're
thinking
about
transitions.
You
know
some
of
this.
These
are
the
key
issues
that
you
know
again.
I
would
want
to
reassure
you
that
the
conversation
Channel
live
you
know,
and
but
I
do
think
that
Health
are
a
key
contributing
I
think
it'd
be
really
great
to
be
pulling
Health
in
in
terms
of
the
terms
of
reference
in
the
scope.
Okay,.
A
Thank
you
for
that.
I
think
it's
also
important
within
since
one
we're
just
very
explicit
about
the
role
of
sensap
within
all
of
this
and
just
I
I'm,
very
keen.
While
it's
there
in
the
introduction
that
we
we
look
in
the
wider
sense
around
the
sensap
team
as
well
thanks
anybody
else,
I
think
we've
I
think
we've
covered
that
fairly
broadly,
we
know
what
we're
doing
in
terms
of
the
working
group
in
September
and
how
we'll
move
it
forward.
Anybody
else.
A
A
This
is
how
we
are
going
to
improve
lives
for
young
people
with
additional
needs
in
the
city
and
and
their
parents
and
carers
too,
because
as
a
parent
of
a
child
with
quite
profound
additional
needs,
when
this
system
doesn't
work,
the
the
stress
it
causes
is
significant.
We've
been
very
lucky,
but
but
I
know
a
number
of
parents,
particularly
those
who've,
recently
been
getting
in
touch
with
me.
Since
I
was
privileged
to
take
on
this
role.
There
are
a
number
of
parents
being
quite
badly.
Let
down
I
think
it's
really
important.
A
At
the
end
of
this
year,
we
have
a
definitive
framework
for
improving
their
lives,
the
lives
of
their
young
people
too.
So
thank
you
for
that.
Thanks.
Everyone
for
the
contributions
do
that,
let's
move
on
to
item
nine
annual
standards
report
who's
going
to
lead
off
on
this,
don't
always
make
you
run
for
it.
A
A
So
Dave,
starting
with
you,
perhaps
the
officers
who
just
joined
us
can
introduce
themselves
and
then
Julie.
Perhaps
your
kick
off
and
and
then
we'll
move
on
thanks.
A
Just
for
those
watching
at
home,
we
are
just
resolving
a
small
technical
issue.
A
L
Yeah,
thank
you,
councilor
Cohen,
so
I'm
really
delighted
to
be
able
to
present
the
annual
standards
review
to
you
today,
and
it
might
seem
a
little
bit
strange
that
the
report
that
you've
got
in
front
of
you
covers
I
suppose
focuses
on
data
from
2022
when
children
across
the
city
have
just
taken
assessments
and
examinations,
and
but
that's
because
our
validated
data
comes
in
throughout
the
year
and
the
last
challenge
of
that
comes
at
the
end
of
March.
L
So
what
you
will
see
is
in
the
report
that
it
looks
back
in
terms
of
the
last.
You
know
the
last
year,
Academic
Year,
but
it
also
looks
to
the
Future
in
terms
of
our
plans
in
relation
to
emerging
issues.
L
Overall,
it
is
a
positive
story
for
leads,
and
we
know
the
catastrophic
impact
on
Yorkshire
and
humberside
of
covid,
you
know
and
that
we
were
really
disproportionately
hit
in
Yorkshire
and
cumbersome
and
homicide
and
also
in
in
Leeds,
consequently,
the
percentage
of
children
and
reaching
the
expected
standard
across
the
country
in
various
assessments
and
has
gone
down.
What,
though,
is
particularly
interesting
in
terms
of
leads
is
that
it's
gone
down.
Much
less
and
so
really
at
the
national
picture.
L
So
this
means
that
where
there
were
gaps
you
know
between
the
national
and
the
local
data
in
Leeds
that
actually
those
gaps
in
a
lot
of
instances
have
been
closed
or
certainly
have
been
considered
considerably.
Reduced.
L
I
do
want
to
take
the
opportunity
just
to
pay
tribute
to
head
teachers
right
across
the
city
and
their
staff,
and
that's
both
in
our
maintained
schools
and
in
our
academies
for
the
work
that
they
really
really
have
done
to
enable
children
to
make
the
progress
that
they
have
with
the
learning
and
with
the
outcomes
and
as
I've
already
said
this
morning,
I've
had
the
privilege
of
meeting
many
head
teachers.
Many
school
leaders
in
recent
months
and
I
haven't
failed
to
be.
L
You
know,
inspired
essentially
by
their
commitment
and
dedication
to
the
children
and
families
that
they
seek
to
support.
I
would
also
just
like
to
take
the
opportunity
just
to
acknowledge
the
work
of
our
learning
Improvement
service
in
lease,
and
you
know,
Leeds
has
maintained
this
service.
L
You
know
it's,
it's
a
you
know
a
relatively
small
resource,
but
there's
no
doubt
of
The
Facts
of
the
positive
impact
that
they
are
having
and
I
would
just
want
to
acknowledge
that
this
morning
and
members
will
also
be
aware
that
many
of
our
children
enter
the
education
system
at
a
particularly
low
level
of
development
and
the
percentages
of
children
who
are
reaching
a
good
level
of
development
in
early
years
is
below
the
National
Data.
L
And
but
this
is
skewed
by
the
lower
percentage
of
those
children
that
are
achieving
in
areas
of
literacy,
development
and
because
of
that,
it's
really
important
to
recognize
that
in
leads.
We
do
have
you
know
a
higher
number
of
children
who
do
have
English
as
an
additional
language
and
that
they
may
not
achieve
a
good
level
of
development,
because
some
of
the
Early
Learning
goals
have
to
be
assessed
in
English.
L
So
where
you
do
have
children,
you
know
small
young
children
who
may
have
had
two
years
where
they
may
not
have
been
predominantly
around
English
speakers.
You
know
that
we
need
to
recognize
that
they
that
may
have
had
an
impact
on
their
English
language
development,
really
I
suppose,
following
on
from
early
years,
children
do,
however,
make
accelerated
progress
in
leads
at
the
end
of
primary
school.
We
are
in
the
top
quartile
for
progress
in
Reading,
Writing
and
maths
at
the
end
of
compulsory
secondary
school.
L
L
One
children
in
Leeds
who
took
the
multiplication
table
checks
in
year
four
achieved
a
mean
average
score,
which
was
higher
than
the
national
figure
percentage
of
pupils
who
are
meeting
the
expected
standard
in
Reading,
Writing
and
maths
at
the
end
of
key
stage,
two
with
only
one
percentage
point
below
the
national,
so
that's
significant.
So
what
we're
really
seeing
is
you
know
that
Gap
in
particular,
has
been
steadily
incredibly
closing
since
2017,
when
the
Gap
at
that
point
was
six
percent.
L
So
there's
a
lot
going
on.
You
know,
there's
a
lot
of
good
things
to
report
on
there's
a
lot
of
work
that
we've
still
got
to
do
and
we
absolutely
recognize
that
we
have
had.
We
continue
to
have
and
we
will
maintain
a
focus
in
this
year
on
our
children
who
are
particularly
vulnerable
and
who
do
have
you
know
who
we
know
have
identified
that
they
may
need.
You
know
some
particular
form
of
support,
so
we've
already
talked
this
morning
about
our
children.
L
You
know
with
send
and
also
as
I've
already
you
know,
referenced
children
who
don't
have
or
do
have
English
as
an
additional
language,
so
I'll
leave
it
there
as
an
introduction
and
we're
very,
very
happy
to
take
questions
and
comments.
A
L
L
Probably
covered
and
covered
figures
in
some
ways
you
know,
but
again
that's
some
of
the
some
of
the
work
that
we
are
looking
at.
I,
don't
think
that
we've
you
know,
we've
actually
been
able
to
get
to
the
absolute
bottom
of
that,
but
the
data
speaks
for
itself
and
in
terms
of
attendance
it
is
as
it
is.
We
were
disproportionately
affected
by
attendance
in
lower
schools
across
Yorkshire
and
Tumblr
and
in
Leeds.
K
Thank
you,
chair
I,
just
really
wanted
to
highlight
some
of
the
incredible
positives
in
in
this
report.
Julie's
been
over
some
of
them,
but
just
to
emphasize
kind
of
children
who
took
multiplication
checks
in
year,
four
achieved
higher
than
national
the
percentage
of
children.
Achieving
the
expectation
expected
standard
of
reading
is
improving
here
in
Leeds
much
faster
than
it
is
in
national
and
Julie
mentioned
to
The.
Accelerated
progressing
leads,
so
that's
progress
from
key
stage,
one
to
key
stage,
two
and
also
key
stage.
K
Two
to
the
end
of
key
stage.
Four
leads
us
in
band
a
that
means.
Children
in
Leeds
are
doing
better
than
they
are
expected
to.
They
are
making
incredible
progress
incredibly
quickly
and
chair
you,
you
work
in
schools.
You
know
that
these
these
incredible
improvements
in
in
Leeds
don't
happen
in
isolation.
K
They
happen
thanks
to
an
incredible
team
effort
from
Leeds
and
from
teachers
and
School
staff
everywhere
and
I
do
think.
It
would
be
remiss
to
overlook
that.
Only
a
few
hundred
yards
from
here
there
are
hundreds
of
teachers
currently
on
strike,
demonstrating
the
same
teachers
that
have
achieved
these
incredible
results
in
leads
and
I
understand.
K
It's
over
300
000
across
the
city
across
the
country
currently
striking
over
teacher
retention
over
the
the
cuts
of
nine
percent
per
pupil
funding
cuts
to
children
with
special
educational
needs
and
disabilities
cuts
to
school
buildings
and
cuts
to
pay
as
well,
where
teachers
are
being
offered.
What
is
essentially
a
real
terms,
pay
cut
genuinely
in
my
role
with
the
education
portfolio,
I've
been
dismayed.
Actually,
with
the
disrespect
the
government
has
shown
to
teachers
across
the
country,
particularly
in
refusing
to
publish
an
independent
pay
body
recommendation.
K
The
St
RB,
which,
while
I
understand
some
of
it,
has
leaked
the
Secretary
of
State
for
education
is
still
refusing
to
publish
that
and
I
would
like
to
add
to
my
invoice
to
those
calls
for
that
to
be
published
so
I
think.
While
we
are
looking
at
annual
standards,
we're
looking
at
some
phenomenal
work
that
our
teachers
have
achieved
in
getting
great
results
for
children
in
Leeds,
I,
don't
think
we
can
Overlook
who
has
been
involved
in
helping
these
children
achieve
those
results,
and
that
is
those
teachers.
Thank
you.
A
Thank
you,
Council
Brad,
I,
purposely,
let
you
do
that
scrutiny
is
non-political.
I
will
stop
you've
made
the
point.
I've
allowed
the
point
to
be
made.
It's
noted
we're
not
going
to
have
an
enter
we're
going
to
focus
on
this
report
and
that's
the
matter
before
us.
I,
purposely.
Let
you
make
the
point
because
I
don't
I,
think
it's
an
important
point.
You
raise
and
you've
made
it
right.
F
Yeah
the
amount
of
progress
children
make
is
actually
a
result
and
I
wonder
if
you
could
just
go
through
the
progress
that
our
children
have
made
as
a
result.
X
So,
just
so
that
I
answer
the
the
right
questions
do
come
in
and
correct
me.
If
I
don't
so,
the
progress
at
secondary
is
made
between
the
attainment
at
the
end
of
key
stage,
two,
in
other
words
at
the
end
of
primary
school,
and
is
compared
to
the
progress
that
people
that
the
end
point
at
the
end
of
key
stage,
four,
which
is
gcses
and
it's
in
a
a
eight
specific
subjects
and
which
are
broadly
academic
and
some
vocational
subjects
can
be
included
in
that.
X
So
it's
not
even
in
just
English
and
math
we're
talking
about
a
whole
spread
and
that
basically,
pupils
outcomes
are
compared
with
the
outcomes
of
pupils
with
the
same
starting
point,
and
so
the
pupils
at
the
end
of
key
stage,
four
are
compared
with
similar
pupils
who
who
gain
the
same
outcomes
at
the
end
of
key
stage.
Two
I
know
0.12
might
seem
a
very
small
amount.
In
fact,
it's
a
huge
amount.
You
very
rarely
get
that
kind
of
swerve
that
kind
of
uplift
in
progress.
X
Eight
data
not
notice
the
norm,
I
think
before
once
we
we
were
something
like
0.3
and
we
were
very
pleased
with
that.
So
0.12
actually
is
considerable
and
to
give
you
some
indication,
0.5
would
indicate
that
a
child
had
well.
Every
child
in
Leeds
had
gained
a
half
a
grade
better
in
every
single
subject
than
any
other
child
in
the
rest
of
the
country.
With
the
same
starting
point,
does
that
answer
your
question
because
I
said
answer.
F
I
think
that
was
my
point
that
we
actually
do
amazing
things
with
our
young
people
and
that
progress
eight
is
a
measure
that
came
in
I.
Don't
know
it
came
in
one
while
I
was
doing
the
job,
it
was
it's
actually
a
great
measure
because
it
shows
just
how
hard
working
our
parents,
our
teachers,
our
carers,
are
progressing
children
from
a
starting
point.
Thank
you.
A
It's
to
shine
a
bit
more
of
a
life,
look
at
page
68.
So
if
you
just
look
at
the
the
the
measures
in
Reading,
Writing
and
maths,
1.16
I
mean
see,
everyone
is
excellent.
Counselor
covered
up
my
own
page
now,
custom
Stevenson.
S
Thanks
Chet,
is
it
it's
probably
too
late
now,
certainly
for
next
year,
if
it
could
but
it'd
be
quite
useful
to
have
circulation
as
well
in
all
the
tables,
there
are
obviously
a
summary
of
leads
to
the
local
Authority
it'll
be
useful
and
we've
got
the
breakdown
of
demographics.
Etc
we
haven't
anywhere
actually
got
the
breakdown
before
like
progress,
eight,
for
example,
per
school
or
institution
in
the
city,
and
that
would
be
quite
interesting.
I've
been
trying
to
find
it
with
the
help
of
Google
and
I
can't
find
it.
S
But
we
used
to
have
the
the
link
to
the
government
website
and
you
can
see
which
Academy
has
got
the
highest
progress
Etc.
S
That
would
be
quite
useful,
I
think
to
add
context
to
it,
because
agreeing
partially
with
councilor
Pryor's
comments,
it
is
Staff
across
all
institutions
in
the
city
who
work
with
children
past
deliver
the
results,
but
many
do
it
in
different
ways,
and
so
it
would
be
useful
to
look
at
the
ones
that
have
the
highest
progress,
a
which,
of
course,
is
is
really
crucial,
as
councilor
dalston
says,
because
it's
measuring
progress
not
just
the
best
results.
S
So
you
actually
get
a
pattern
across
all
cohorts
and
then
it
would
help
us
then
dig
down
and
think
well
actually,
as
a
as
a
local
Authority
in
the
programs
that
we're
running.
How
do
we
learn
from
what's
working
best
in
areas
and
likewise
in
the
areas
with
the
lowest
broker
setting
scores?
How
do
we
intervene
if
we've
got,
for
example,
a
maintained
school
that
I
think
I
think
it
was
Mount
Saint
Mary's
at
topped
this
year?
S
So
that's
probably
a
bad
example,
but
there
are
maintained
schools
at
the
top
of
that
program
League
table.
What
do
we
do
to
support
maintaining
schools
at
the
bottom,
for
example,
that
haven't
so
it's
more
of
a
request.
But
if
anyone
that's
a
comment,
look
I
could
do.
X
Yeah,
that's
a
really
good
point,
councilor
Stevenson,
and
we
can
make
sure
that's
in
next
year
and
to
provide
you
some
of
that
context.
Now
of
the
La
maintained
schools,
there
were
only
two
that
had
no
negative
progress,
eight
data.
X
Obviously
we
we
do
look
all
the
time
at
the
data
and
we
look
at
the
breakdown
as
well
and
specific
subjects
and
with
LA
maintained
schools
where
we're
in
and
out
of
them
all
the
time
to
see
the
good
practice
and
the
areas
that
need
improving
and
we
link
up
schools
and
just
a
shout
out
to
Mount
Saint
Mary's,
because
you're
absolutely
right.
They
topped
the
the
the
group,
the
schools
for
the
whole
of
Leeds
and
their
progress.
X
Eight
scores
something
like
0.97,
which,
if
you
think
about
it,
is
a
grade
higher
for
every
single
subject
compared
to
pupils
with
the
same
starting
points.
That
really
wasn't
an
amazing
achievement
in
terms
of
academics
and
again
it's
it's
a
mixed
picture
and
some
school
some
academies
have
very,
very
positive
progress.
Eight
data
I'm
sure
you'll
be
aware
of
some
of
them.
X
Some
of
them
had
less
strong
progress,
data
and
so
I
can't
say
there
was
any
particular
Trend
about
La
maintained,
schools
and
academies,
but
we
can
certainly
import
that
information
in
for
next
year.
A
Thank
thank
you
for
that.
Councilor
Hazelwood.
U
And
yeah
I
wanted
to
follow
a
council
price
point.
It
does
relate
to
Children's
attainment,
so
I
just
want
to
make
that
that
and
you
you
can
but
I
I
want
to
just
let
you
know
that
what
what
we're
seeing
at
the
moment
is
a
real
lack
of
students
and
enrolling
on
certain
teacher
training
subjects.
Maths
is
one
of
them
because
of
the
issues
in
the
profession
right
now
which
Council
prayer
describes.
So
I
won't
repeat
that
and
and
that
will
start
to
affect
our
our
children's
attainment
going
forward.
U
If
we
don't
have
enough
teachers
in
certain
subjects
for
those
classes,
what
what
is
happening
is
that
classes
are
being
covered
by
other
teachers
who
aren't
specialists
in
that
subject
because
of
the
lack
of
teachers,
and
so,
while
this
you
know,
we've
got
some
good
results
here.
I
fear
that
that
will
affect
our
children's
attainment
going
forward.
U
I
I've
come
off
the
picket
line
this
morning.
Our
supervising
picket
lines,
talking
to
a
teacher
who's
going
in
for
a
routine
open,
is
10
taking
his
children's,
not
his
children,
his
classes
marking
home
to
do
it
has
a
fitting
up,
but
he's
going
to
do
the
marking,
while
he's
off
and
I
did
say
you
really
don't
need
to
do
that.
You
know
I
had
to
give
him
that
advice
and-
and
he
said
well,
if
I
don't
I
I.
You
know
these
results
that
we're
looking
at
now
the
progress
hey.
U
If
he
doesn't
do
that
marking
those
results
won't
get
important.
We
won't
get
those
figures.
You
know
we
won't
get
that
that
that
data,
so
there
is
I,
just
want
to
make
that
point
that,
yes,
this
is
a
good
report.
U
It's
a
good
set
of
results,
but
it's
coming
at
a
cost
to
our
members
of
Staff
in
schools
who
are
really
having
to
bend
over
backwards
and
I,
really
I
think
at
the
end
of
what
they
can
deal
with,
sometimes
to
make
sure
that
our
children
are
achieving
and
we
are
getting
these
good
results.
W
I,
just
yeah
I
think
you
make
some
really
good
points.
Council
has
award
in
terms
of
the
feedback
that
we're
getting
from
so
we're
talking
with
school
leaders
and
and
teachers
consistently,
and
the
feedback
around
recruitment
retention
is
significant
and
it's
not
just
a
leads
issue.
W
It's
a
national
issue,
I
think
one
of
the
things
that
we're
keen
to
do
as
as
officers
and
and
is
to
work
with
when
we
have
opportunities
to
speak
with
DFE
and
regional
directors
around
the
issues
that
head
teachers
are
telling
us
about
in
their
schools,
because
that
recruitment
retention
issue
is
a
significant
problem
going
forward
for
us
to
influence
the
sort
of
decision-making
at
that
level
as
well
and
to
share
those
views
with
with
appropriate
people
that
you
know
from
the
views
from
like
School
leaders
about
their
schools.
L
I
just
want
to
come
in
on
that
point
as
well,
because,
certainly
in
my
conversations
with
headteachers
senkos
others
recently
and
we've
got
the
issue
with
recruitment,
we've
also
got
an
issue
with
retention.
You
know,
and
actually
you
know
when
our
teachers,
our
school
staff,
are
teaching
assistants,
you
know
doing
their
almost
getting
up
every
morning
every
day
to
do
their
best
to
you
know,
meet
the
needs
of
the
children
in
front
of
them.
L
When
we're
seeing
that
complexity
of
need,
you
know
we
need
to
recognize
the
impact
on
them,
both
professionally
actually
on
their
personal
lives.
So
some
of
the
things
you
know
we've
been
talking
about
is
well-being,
and
you
know,
if
you
think,
about
social
workers
as
an
example
who
receive
professional
supervision.
You
know
where
there's
a
space
for
them
to
talk
about
actually
how
their
work
is
impacting
on
them.
Personally,
so
and
I
think
that's
what's
been
really
valuable
again
about
having
the
conversations
you
know.
L
Certainly
again,
we've
got
some
examples
within
the
children
and
families
where
some
of
our
colleagues
have
created
hearts
and
Mains,
but
actually
you
know
safe
space
for
them
to
come
together
to
actually
talk
about
their
feelings.
You
know
to
talk
about
how
am
I
feeling
you
know.
How
is
you
know
when
I'm
trying
to
do
my
utmost
trying
to
do
my
best,
but
I
feel
that
at
times,
I
can't
for
a
whole
host
of
reasons?
L
How
does
that
make
me
feel
so
I
think
you
know
the
conversations
that
we've
been
had
having
recently
really
really
well,
because
we
need
to
think
differently
and
we
need
to
do
differently,
and
so
you
know
we
will
be
thinking
about
that
within
the
local
Authority,
but
also
thinking
about
that
in
ongoing
conversation
with
our
school
leaders
about
you
know.
How
do
we
respond
to
that?
How
do
we
create
that
space?
You
know?
Do
we
have
some
skills
within
the
local
Authority?
L
You
know.
Perhaps
you
know
we've
got
you
know,
you
know
clinicians
others
who
have
some
particular
professional
expertise.
That
could
be
useful
when
we're
thinking
about
feelings,
hearts
and
minds,
and
well-being.
K
It
just
adds
to
cancel
its
Point
Julie's
point
and
actually,
even
relating
back
to
the
previous
discussion
we
had
on
ehcps
in
the
118
rise
we've
had
in
in
those
I
was
chatting
to
a
teaching
assistant
last
night
in
in
councilor
Edwards
Ward.
Actually,
who
was
talking
about
some
of
the
difficulties
she
faces
in
the
classroom
and
before
covid?
You
know
a
class
of
30
kids
may
have
had
a
teacher
and
a
teaching
assistant,
and
maybe
one
or
two
children
with
additional
needs.
K
Postcovid
now
the
same
teacher
and
teaching
assistant
will
have
five
six
seven,
maybe
children
with
additional
needs,
but
the
same
number
of
teachers.
It
is
just
increasing
the
the
the
complexity
of
of
what
it
means
to
be
a
teaching
and
teaching
assistant
teaching
assistant
and
that
additional
burden
on
on
teachers
it
making
a
much
difficult,
much
more
difficult
job
is
really
being
felt
hard
in
the
profession
and
that's
why,
when
we
have
such
a
a
positive
annual
standards
report,
it
makes
it
even
more
impressive
that
these
results
have
been
achieved.
W
W
We
we
focused
on
well-being,
particularly
around
head
teacher
well-being,
support
for
the
head
teachers,
because
the
head
teachers
that
are
then
needing
to
support
their
staff
and
their
communities
and
which
puts
a
huge
amount
of
pressure
on
on
on
the
head
teachers,
so
part
of
our
folks
has
been
trying
to
make
sure
that
we
as
best
we
can
support
our
head
teachers
through
our
head
teacher
support
service
to
the
networks
that
we
have
with
them.
We're
doing.
W
For
example,
we've
got
a
primary
head
teachers
away,
Day
come
October
which
has
got
to
focus
on
this,
for
primary
leaders,
academies
and
maintain
schools
with
a
focus
on
their
well-being,
because
we
know
how
important
head
teachers
School
leaders
are,
the
pressures
that
they're
under
and
how
they
support
their
staff
and
their
communities.
W
A
H
A
You
for
that
I
think
I've
been
involved
in
education
for
20
years,
plus,
certainly
plus,
plus.
There's
no
question
from
my
view
that
post
covered
the
classroom
environment
has
got
more
complicated,
far
more
complex,
far
more
diverse,
a
far
greater
diversity
range,
even
Within,
set
subjects
that
the
scope
from
the
within
a
within
a
class
from
more
able
to
less
able
to
diversity
of
need.
A
The
vulnerability
of
Learners
within
the
classroom,
environment
and
actually
also
the
the
tolerance
of
parents
and
carers
has
also
altered,
and
the
immediacy
of
parents
and
carers
coming
to
school
with
concerns
has
altered
as
well,
and
that
the
trust
sometimes
of
parents
and
carers
to
trust
education
professionals
that
they
know
how
they're
handling
it.
There's
this
post
covert.
There
is
a
there
is
a
change
in
environment
and
I.
I
agree
with
much
of
what's
being
said.
H
Thank
you
chair
just
in
terms
of
retention,
I
was
just
wondering
whether
is
the
department
possibly
looking
I.
Do
appreciate
that
you
know
we
do
have
great
teachers,
and
you
know,
and
the
whole
system
is
really
great,
but
are
they
looking
at,
maybe
external
in
terms
of
overseas?
Just
like
the
NHS
will
do
it's
just
a
question
really.
Thank
you.
L
So
we
certainly
have
looked
at
that
and
we
have
progressed
that
within
the
director
in
relation
to
other
professional
roles
and
I
suppose
that's
been
within
our
gift
within
the
director,
but
certainly
in
the
conversations
that
I
colleagues
have
been
having
with
head
teachers
and
education
leaders
more
recently,
that's
exactly
the
sort
of
thing
that
we
need
to
be
and
working
and
also
just
thinking
about
you
know
and
I
would
think
outside
the
box
in
terms
of
collaborative
working.
L
You
know,
I,
don't
know,
do
you
know,
but
is
there
something
about
an
academy
for
leads?
You
know,
is
there
something
about?
You
know?
We
talked
in
the
mission
that
was
in
yesterday
about
newly
arrived
families
in
Leeds.
You
know,
certainly
within
our
children's
centers
we've
engaged.
You
know,
people
from
the
community
who've
newly
arrived
who've
got
a
whole
host
of
experience
in
bringing
up
their
own
children
into
volunteers
and
then
moving
them
into
apprenticeships
and
moving
them.
L
You
know
one
day
to
be
the
manager
of
that
Children's,
Center,
so
I
think
there's
something
about
you
know,
I.
Suppose
the
flavor
of
the
conversations
that
we've
been
having
recently
is,
you
know,
nobody's
sitting
with
our
the
answers
you
know
what
we
need
is
that
collaborative
approach.
We
need
to
create
space
where
we
can
be
creative
and
think
innovatively.
You
know
I
suppose
in
a
time
when
we're
probably
all
doing
more
with
less,
we
need
to
think
about
how
we
are
using
the
resources
that
we've
got
in
a
different
way.
L
I
Thank
you,
Chad
on
page
53
of
the
reports
talks
a
bit
about
the
difference
in
terms
of
levels
of
development,
so
it
talks
about
the
difference
between
goals
and
boys
and
there's
also,
and
then
the
next
paragraph.
It
talks
about
the
differences
between
Autumn
Born
children
and
some
are
born
children.
I
So
I
was
wondering
if
you
could
give
a
bit
more
context
to
that,
please
and
and
also
say
a
bit
about,
what's
being
done
in
these
areas.
Thank
you.
J
I
can
come
in
there
so
in
terms
of
the
reception
assessment
that
happens
at
the
end
of
the
reception
year
and
the
children
are
often
in
that
in
that
reception
year,
children
will
be
either
could
just
be
for
or
could
be,
almost
five.
So
actually,
the
term
of
birth
makes
a
massive
difference
in
terms
of
levels
of
atonement
for
those
children,
and
actually
research
shows
that
that
often
continues
on
for
when
children
go
into
primary,
secondary
and
sometimes
into
university
level.
J
Education
as
well,
but
certainly
I,
think
if
we
look
at
children
within
that
reception
year
months
of
birth,
make
a
massive
difference,
because
we
can
be
looking
at
almost
a
quarter.
A
half
of
that
child's
of
a
whole
year
can
make
Sorry
by
explaining
that
very
well.
In
terms
of
a
four-year-old
and
a
five-year-old,
we
can
be
looking
at
an
almost
12
month.
Difference
so
I
think
it's
almost
at
the
levels
of
experience
and
levels
of
time
that
that
child
might
have
had
in
preschool
will
vary
enormously.
J
So
it's
almost
to
be
expected
that
for
children
with
different
terms
of
birth,
that
those
levels
of
attainment
will
be
quite
different
and
it
doesn't
follow
for
all
children.
But
there
is
a
general
pattern
and
it
comes
in
terms
of
them
emotional,
well-being
and
social
skills.
Those
language
skills
often
can
develop
enormously
within
and
just
that
final
term
in
school,
so
that
that
generally
is
is
the
reasoning
behind
that.
J
Think
what
we
have
to
remember
is
we've
got
about
a
thousand
provide
early
years
providers
in
Leeds,
so
we
do
have
our
children,
who
are
in
early
years
settings
within
schools,
but
we
also
have
child
minders,
private
and
voluntary
settings
preschool
player
group,
so
there's
a
whole
range
of
providers
and
we
have
a
fairly
small
early
years
team
so
six
times,
six
full-time
equivalents
working
with
those
a
thousand
providers,
but
we
do
provide
particular
support
to
settings
who
might
have
had
an
RI
or
in
an
adequate
judgment.
J
We
give
them
release
focused
support
for
a
period
of
time
to
support
them
through
that
offset
period
of
re-inspection,
there's
a
whole
Suite
of
materials
and
resources
that
we
provide
to
support
earlier
settings
and
obviously
we
have
our
training
offer
and
our
advice
and
support
and
consultancy
offer
so
there's
a
whole
range
of
things
that
we
do
do
to
support,
provide
and
and
we're
here,
as
as
to
give
advice
and
support.
J
We
we
operate
and
we
have
a
regular
discussions
with
providers
in
terms
of
our
we
have
term
Loops,
Network
meetings
with
our
pvi
providers
and
our
child
minders.
We
have
terminally
meetings
with
our
early
years,
Foundation
stage,
colleagues,
so
that
we
can
keep
them
well
informed.
J
We
can
answer
any
queries
or
questions,
but
also
you
mentioned
offset
and
how
there
have
been
some
changes
in
the
expectations
so
that
we
can
keep
people
as
well
informed
as
possible,
share
really
good
practice
with
providers
and
and
offer
whatever
support
and
providers
to
do
that.
E
Another
that's
recently
spoken
to
some
child
minders
in
my
world
and
I
know
that
they
find
it
difficult
to
always
log
on
to
the
available
training,
because
they've
got
children
there
and
they're
looking
after
the
children.
So
they
don't
feel
it's
fair
to
lock
onto
the
training.
So
I'm
just
wondering
what
we
could
do
about
that
to
possibly
make
it
easier.
J
So
I
think
you've
highlighted
really
important
point
there
and
we've
got
around
600
child
minders,
currently
in
Leeds,
and
obviously
many
of
them
are
working
alone
and
during
the
day,
they're
not
able
to
access
training
or
support.
So
we
we
ensure
that
any
training
we
offer
is
on
the
evenings
or
on
Saturday
mornings.
J
We
often
offer
training
to
groups
of
child
minders,
who
will
come
together
as
a
group
of
child
minders
in
a
locality
and
we'll
go
out
and
deliver
training
to
them
at
a
time
that's
convenient
to
them
and
in
a
location,
that's
convenient
to
them.
I
think
you
also,
there
referred
to
changes
around
ofsted
and
I.
Think
that's
been
particularly
challenging
for
child
minders,
who
are
working
alone.
There
have
been
changes
to
there's
been
more
Focus,
put
on
teaching
and
learning
and
I
think
perhaps
for
child
minders.
J
That
have
been
doing
that
role
for
a
number
of
years.
That's
been
quite
a
big
shift,
but
there
is
an
awful
lot
of
support,
and
so,
if
you
do
know
of
any
child,
mine
is
working
within
your
world
who
want
additional
support.
Please
and
share
our
details
and
we're
really
and
further
support
at
a
time
that's
convenient
to
them.
Foreign.
A
S
You
on
page
75
table
36
air.
It
breaks
down
the
progress.
Eight
scores
based
on
ethnicity,
I
find
that's
quite
interesting
because,
when
we're
normally
given
tables
on
on
ethnicity,
for
example,
we
discuss
poverty.
You
tend
to
find
that
for
various
different
reasons
that
that
ethnic
minorities
tend
to
be
higher
poverty
scales.
S
Yeah
looking
at
this
table,
it's
quite
remarkable
that,
for
example,
to
pick
one
out,
Asian
Indian
pupils
have
a
progress.
Eight
score
of
1.11
above
the
average
compared
to,
for
example,
white
British,
zero
point,
not
two,
so
this
is
obviously
a
success
story.
So
it
what?
What's
behind
that?
What's
the
work
that
the
local
Authority
lead
on
in
order
to
achieve
some
of
those
results
in
in
schools
and
academies.
X
X
So,
for
instance,
the
change
to
GCSE
and
maths
and
science
led
to
quite
complicated
sentences
and
English
in
the
actual
GCSE
texts
themselves,
and
and
often
that
could
be
a
barrier
to
pupils
achieving
well,
so
they're,
doing
very
focused
work
about
how
teachers
can
help
children
who
have
English
as
a
second
language
breakdown
and
those
those
particular
that
wording.
So,
there's
big
focus
on
vocabulary
and
there
is
a
whole
new
eal
strategy
which
my
colleague
Farrow
is
working
on.
X
It's
really
comprehensive
and-
and
that
would
give
you
I,
can
send
you
a
copy
of
it,
and
that
would
give
you
a
really
good
overview
of
all
the
work
streams
that
she
and
her
team
are
involved
in
and
have
been
involved
in
for
quite
some
time,
and
supporting
pupils.
I
also
have
to
say
that
a
lot
of
schools
have
absolutely
fantastic
provision
for
for
pupils
who
are
new
to
English
or
new
arrivals,
and
so
you
know
Lead
City,
Academy
Lawns
word
absolutely
fantastic
provision
which
I've
been
lucky
enough
to
see.
X
Lots
of
other
schools
I'm
sure
have
that
as
well.
I
just
haven't
been
in
there
and
seen
that
in
in
particular,
so
I
think
those
are
some
of
the
reasons
why
those
scores
are
are
robust
and
and
strong.
A
Thank
you
thank
you
for
that,
and
thank
you
all
for
the
comments.
For
me,
the
strength
of
this
report
is
that
it
doesn't
say
everything
is
Rosie
in
the
garden.
It
rightly
reflects
on
where
some
really
strong
results
have
been
achieved,
but
I
I
really
welcome
the
fact
that
for
every
section
there
is
a
this
is
what
we're
doing
to
take
us
further
I,
don't
think
anybody
involved
in
education
would
ever
say
what
we're
doing
is
good
enough
I
think
if
any
of
us
say,
oh,
it's
all
fine.
A
We
need
to
review
what
we're
doing
so.
I
really
welcome
the
fact
that,
even
where
things
are
good,
we're
saying
actually
this
is
how
we're
going
to
drive
it
better
and
then
in
terms
of
I'm
thinking,
particularly
looking
at
the
post
16,
for
example,
where
the
report
accepts,
which
is
what
I've
not
focused
on
it,
but
actually
there
is
room
for
improvement,
although
I'd
be
interested
to
see
this
year,
the
progress
eight,
because
I
think
that
might
be
more
reassuring
for
us.
A
A
So
thank
you
very
much
for
the
report
can
I
invite
colleagues
to
turn
to
page
47
of
the
bundle
it's
the
first
page
of
the
appendix
marked
out
highlighted
is
the
refreshed,
Three
A's
plan,
which
runs
until
August
2023
in
the
five
priorities
within
that
because
you'll
know,
one
of
the
things
we're
asked
to
do
is
following
consideration
of
the
report
to
consider
what
might
form
the
priorities
in
a
refreshed,
Three
A's
plan
for
23.25,
so
I
thought
it
might
be
helpful
just
to
have
a
few
moments
specifically
on
that
Rock.
A
Silly,
rather
make
sure
we've
got
some
time
onto
that.
For
me,
I
I'd,
like
to
see,
is
reflecting,
as
I
said,
some
of
the
work
needed
within
early
years
and
again
within
post
16
2.
That's
how
we're
really
going
to
drive
Drive
improvements
there,
please,
colleagues.
W
Just
thought
it
might
be
worth
saying:
Council
Cohen,
we've
we've
our
initial
discussions
around
the
three
years
refresh
because
we're
meeting
with
different
stakeholders
around
that
now,
the
some
of
the
pr
the
priorities
in
there
are
still
very
relevant.
So
it's
not
that
all
of
them
will
just
disappear
because
they're
all
done
one
of
the
ones
that
we've
had
significant
discussion
around
is
about
the
reading,
because
reading
is
the
core
to
progress.
W
But
we
think
some
excuse
me
element
of
why
doing
that
to
early
communication
and
language
skills
as
well
as
reading
and
which
ties
in
with
the
the
data
and
the
evidence
that
we're
looking
at
in
terms
of
early
years
and
their
early
progress.
So
I
think
that
one
from
our
point
of
view
and
and
we're
still
in
that
process
of
gathering
views
and
we're
interested
to
hear
what
scrutiny
say
about
that.
W
But
early
communication
and
language,
as
well
as
reading
there's
also
one
of
the
things
that
we
feel
that
will
be
included
or
should
be
included,
is
around
the
needs
agenda,
because
it's
a
priority
for
for
the
city
so
and
I.
Think.
Excuse
me,
the
one
thing
that
we've
been
discussing
around
because
early
years
is
such
a
priority
is
how
we
fit
early
years
into
more
of
the
targets
or
rather
than
a
separate
one.
It
becomes
integral
to
all
the
bits
that
we're
doing
around
scn
around
communication
and
language
and
so
on.
A
Thank
you
for
that
it
was.
It
was
actually
really
reassuring
to
seeing
the
report
the
work
around
reading
fluency
project
into
key
stage.
Three
anybody
involved
in
high
schools
will
know
that
reading
fluency
is
such
a
challenge
and
it
it's
it's
the
most
basic
of
keys
to
accessing
curriculum.
A
W
I
think
we
would
agree-
and
it's
it's
brilliant
to
see
so
many
of
our
secondary
maintained
and
academies
working
really
hard
on
that
whole
reading
focus
into
key
stage.
Three
and
they're
doing
a
lot
of
work
and
I.
Think
it's
where
we
can
support
in
terms
of
that.
Extending
that
reading
fluency
project
into
key
stage
3
will
support
them
in
the
work
that
they're
doing.
X
You
won't
be
picked
up
on
some
of
the
concerns
about
post
16.
I
just
want
to
add
a
bit
of
a
caveat,
because
that
tends
to
be
a
lot
more
volatile
because
you've
got
smaller
numbers
and
if
you
had
to
look
at
the
annual
standard
report
for
2019
you'll
see
that
the
applied
General
was
more
negative
and
this
year
it's
more
positive
at
what
we
don't
have.
X
Unfortunately,
this
year
is
any
progress
data
because
normally
there's
the
value-added
data
from
GCSE
to
the
end
of
a
level
and
because
gcses
were
based
on
Teacher
Assessment
that
didn't
exist.
So
whilst
we
will
continue
to
look
at
post,
16
I
don't
want
to
overemphasize
that
because
actually
the
we
don't
have
the
data
to
to
make
to
draw
the
conclusion.
That's
a
very
real
problem,
but
obviously
there
are
some
improvements
that
we
can
make
in
that
area.
A
Yeah
I
think
well,
I
I
hoped
I
brought
that
out.
In
my
introductory
comments,
I
said
just
based
on
the
schools
I
work
with.
My
guess
is:
if
we
were,
if
we
were
being
able
to
do
progress,
eight
data
it
would,
it
would
have
given
us
some
reassurance
just
just
looking
at
but
I'm
always
anxious.
That
post
16
is,
is
that
last
part
of
the
educational
journey
and
it's
for
me.
It's
just
really
important.
A
K
A
Thanks
so
much
any
any
other
thoughts
just
into
just
to
help
feeding
to
officers
or
on
anything
around
the
Three
A's
plan.
Obviously
it's
23
to
25.
anything
else
at
all,
well,
I'm
sure
if
colleagues
so
I
don't
like
ever
like
putting
people
immediately
on
the
spot,
I'm
sure.
If
colleagues
do
have
things
they
will
make
sure
they
communicate
that
through
to
you.
Thank
you
all
very
much
for
that.
That
was
a
really
helpful
debate.
Thank
you
very
much.
A
Okay,
everybody.
Thank
you.
We
move
on
to
item
10
Sakura
annual
reports,
which
is
at
page
83
of
your
bundles.
W
X
Yes,
I
think
and
thank
you
for
considering
this
report.
Sacre's
have
her
duty
to
publish
an
annual
report
which
has
to
be
sent
to
the
Secretary
of
State
for
education,
and
it
should
be
distributed
to
key
Partners
such
as
counselors.
X
X
So
we
do
have
an
LA
agreed
syllabus,
which
has
to
be
followed
by
all
maintained.
Schools
in
the
city
and
academies
can
choose
to
adopt
it
should
they
want.
It
runs
for
five
years
and
it's
due
to
be
updated
in
2024,
so
work
on
that
is
already
underway.
The
content
will
remain
broadly
similar
to
what's
in
the
present
syllabus,
and
but
it's
going
to
be
structured
around
some
big
ideas
and
pupils
will
learn
about
several
religions
and
but
know
about
particular
aspects
of
them
in
depth.
X
X
So
in
keeping
with
the
overall
results
for
leads,
the
re
results
were
very
positive,
79
of
pupils
going
to
grade
four
or
above,
and
that
was
three
percent
higher
than
the
national
figure
and
the
pro
progress.
Eight
figures
very
high
at
Plus
0.38,
while
two
Sacre
Consultants
provide
a
wealth
of
training
and
which
is
detailed
in
the
report.
We
have
terminally
and
secondary
re
networks,
which
run
in
tandem
with
kirkles
and
colderdale,
and
in
regular
newsletters
go
out
to
re-teachers.
X
Our
Consultants
issue
have
drawn
up
to
really
helpful
documents
for
teachers.
The
first
was
chord
sensitivity
to
face
and
it
provided
practical
information
to
schools
to
support
them
in
their
work.
The
second,
which
was
called
voices
and
viewpoints,
offered
a
range
of
viewpoints
from
across
our
area
about
specific
areas
covered
in
the
rshe
curriculum
which
at
times
can
be
contentious.
X
So
our
Consultants
have
also
worked
to
increase
people's
direct
experience
of
places
of
worship,
they've
drawn
up
a
directory
of
Faith
visits
and
visitors
and
schools
and
settings
can
access.
They
also
secured
a
grant
in
2022
to
make
two
short
films
this
year
to
introduce
young
people
to
a
goodwara
and
a
synagogue.
These
are
now
completed
and
they're
going
to
be
offered
to
schools
alongside
supporting
materials
and
the
option
of
a
live
session
with
representatives
from
that
faith
community
and
we're
hoping
to
develop
more
films
and
to
develop
children's
understanding
of
other
religions.
A
Thank
you
before
I,
open
up
to
questions
can
I
just
take
a
moment
to
say
a
huge
thanks
to
everybody
on
the
sacri
committee.
Particular
we
have
a
new
chair.
There
is
a.
It
is
a
particularly
challenging
area
to
deal
with
dealing
with
the
the
curriculum
and
how
schools
deal
with
faith
and
I
just
want
to
say
a
huge
thank
you
for
the
work
that
they
do.
K
Of
Prayer,
okay,
chair
I,
was
going
to
say
exactly
the
same
thing
to
bond
record.
My
thanks
to
to
all
the
to
all
those
involved,
including
the
the
counselor
who
sit
on
on
Sacre
I.
Think
it's
an
incredibly
important
piece
of
work,
learning
about
different
cultures
and
different
faiths,
so
we
have
in
the
city
is,
is
essential,
I
think
in
Leeds
we
do
do
cohesion
very
well,
it's
not
to
say
everything's
always
perfect,
but
I
do
think.
This
is
a
a
core
part
of
of
that.
K
As
as
Erica
said,
the
the
syllabus
is
put
together
for
maintained
schools,
but
actually
the
vast
majority
of
secondary
academies
have
actually
adopted
the
local
agreed
syllabus,
as
well
as
what
what's
been
put
together
being
used
in
Bradford
and
kirkley's
and
I
think
this
pays
credit
to
how
how
strong
this
piece
of
work
is.
So
I
just
wanted
to
put
that
on
record
as
as
part
of
an
introduction.
A
F
Want
to
labor
the
point
too
much,
but
it
really
is
a
fantastic
organization.
I
I
sat
on
Sacre
Sydney
for
many
years,
and
it's
full
of
the
most
wonderful,
wonderful
people,
I
see,
there's
quite
a
number
of
vacancies,
so
The
Plea
would
be
to
try
and
fill
those
vacancies.
I
sat
next
to
an
absolutely
wonderful
chap.
F
It
was
a
Jane
which
I
always
find
quite
funny
being
a
Jane
myself
in
name
only,
but
you
know
the
the
it's
wonderful
and
I
just
wanted
to
refer
down
to
0.4
on
page
five
about
promoting
understanding
and
tolerance.
It
really
is
the
most
fantastic
Organization
for
doing
just
that
and
I
would
commend
it
very
much.
Thank
you
very
much
chair.
A
I
think
sometimes
the
sensitivity
needed
to
build
these
curricula
are
sometimes
not
immediately
apparent
until
he
starts
to
try
to
do
it
and
the
challenge
of
genuinely
not
alienating.
A
It
really
is
a
superb
curriculum
and
or
credit
to
those
that
are
both
put
it
together
and
then,
let's
not
forget,
I
to
allertonheim
the
lead
governor
for
humanities,
so
I
had
the
I
did
my
link
visit
with
our
re
Department
last
week
and
the
delivery
and
doing
the
delivery
right
is
so
important
as
well
to
all
those
staff
that
then
deliver
what
Zach
put
together
a
huge
thanks
to
all
of
them.
Questions
comments.
P
Just
quick
comment:
I
think
it
has
done
really
well.
I
was
on
many
school
little
trips
out
in
various
various
settings.
You
know
and
I
learned
a
lot
as
a
parent
and
I
had
to
go
on
the
website
to
find
out
some
more
stuff
as
well.
So
I
think
it
can.
You
know,
give
education
to
parents
about
different
aspects
of
religion
as
well
as
well
as
the
children.
P
I
Thank
you,
chair
and
I'd
like
to
add
my
thanks
as
well
I'm
interested
in
the
strategy
that
you're
taking,
because
obviously
all
of
us
represent
quite
different
Wards
in
terms
of
their
composition
in
terms
of
different
Faith
communities
that
we
have
within
them.
So
I'd
be
interested.
I
If
you
could
say
a
bit
more
about
HAL
tailored
the
approach
is
from
Ward
towards
because
the
Dynamics
will
be
will,
of
course
be
different
and
also
what
opportunities
there
are
for
people
in
wards
where
perhaps
there's
less
religious
diversity
or
whether
a
few
sites
for
places
to
for
for
people
to
worship.
I
So,
for
example,
there'll
be
some
words
like
mine,
where
there
are
quite
a
few
churches
but,
for
example,
no
mosques
or
no
good
wires.
So
what
opportunities
are
there
for
children
and
young
people
growing
up
in
places
like
my
Awards
to
find
out
about
the
diversity
within
the
city.
X
And
the
whole
the
whole
point
of
the
the
the
Faith's
list
is
that
nerre
teacher
can
consult
it
and
therefore
broker
a
visit
to
the
place
of
worship
or
ask
a
visitor
to
come
in
and
speak
to
their
children,
so
that
would
be
the
best
route
for
any
any
school
in
any
Ward,
regardless
of
the
immediate
locality
of
places
of
worship
and
you're.
Absolutely
right.
It's
a
huge
Focus
now
and
quite
rightly,
and
through
in
in
schools,
about
tolerance
and
face
of
religion.
It
is
a
fundamental
British
value.
X
It
is
one
of
the
things
that
we
check
out
when
we
go
into
schools
and
we
ask
pupils
questions
about
their
understanding
of
religions
and
faiths,
and
this
particular
syllabus
does
have
a
broad
sweep
of
religions
that
we
cover.
They
do
reflect
the
religions
that
are
commonly
follows
in
the
West
Yorkshire
region,
because
it
is
a
syllabus
for
for
West,
Yorkshire
and
schools
always
do
have
some
autonomy,
so
they
broadly
follow
the
syllabus,
but
there
are
different
emphases
that
you
can
make.
X
According
to
the
particular
context
of
your
school
and
schools
are
very
Adept
at
that,
particularly
schools
that
know
that
they
have
a
challenge
because
they
have
a
predominantly
white
population.
A
Thank
you
for
that,
any
other
questions
or
comments
no
well.
Thank
you
very
much
indeed
for
bringing
the
report.
The
recommendations
for
us
are
to
note
the
contents
and
recommendations
set
out
within
the
appended
report
which
at
page
105,
which
we
have
done
particularly
item
three,
to
ensure
the
annual
report
is
considered
carefully
by
the
scrutiny
panel
of
the
council
and
its
contents
noted,
which
we
have
Julie
done.
A
A
T
You
chair
just
to
touch
on
a
few
issues
that
have
Arisen
today,
so
that
they'll
be
I'll,
be
contacting
board
members
regarding
the
planned
work
programs
on
sorry
working
groups
rather
on
The
Vaping
issue
that
we
debated
today
and
also
the
eacps.
So
that's
something
I'll
get
on
with
this
week
and
you'll
hopefully
receive
an
email
from
me
with
suggested
dates
and
inviting
you
to
attend
most
likely.
T
That
will
take
place
I
think
logically,
after
the
summer
break,
but
I
will
not
nevertheless
send
it
out
as
soon
as
I
can
just
a
couple
of
things
from
the
last
meeting
I
think
site
visits
were
mentioned.
I
have
made
initial
contact
with
the
director
on
that,
so
I'll
I
do
plan
to
sort
of
service
visits
or
visitor
Services
actually
related
to
these
Justice
service
that
we
talked
about
so
I'll,
be
following
up
with
that
as
well.
T
So
there's
a
bit
of
stuff
to
come
from
me
in
terms
of
organizing
both
working
groups
and
site
visits
further
to
to
that
I
think
that
that's
Everything
Chad.
Thank
you.
A
Thank
you
very
much
indeed.
So
our
next
meeting
is
Wednesday.
The
6th
of
September
remember
remember
the
6th
of
September
at
10
o'clock,
with
our
pre-meeting
for
board
members
at
9
30
a.m,
which
means
that
that's
it
for
this
scrutiny,
broad
in
terms
of
formal
meetings
before
summer,
so
I
do
hope.
You
all
have
an
amazing
summer.
Hopefully
it
will
be
a
slight
Improvement
in
the
weather.
We'll
have
a
good
rest.
Obviously
we
have
full
Council
next
week
as
well.
A
That's
it
thank
you
very
much.
Everybody.