►
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
Good
morning
and
welcome
to
the
january
meeting
of
the
children
and
families
scrutiny
board,
my
name
is
councillor
alan
lam.
I
represent
the
weatherby
ward
and
I
chair
this
board,
so
we're
going
to
go
around
and
introduce
ourselves
initially.
We've
got
a
very
busy
agenda
this
morning,
as
we
usually
do
so
with
no
further
ado,
I
will
start
the
introductions.
I
particularly
like
to
welcome
this
morning
I'll
go
out
of
out
to
the
usual
alphabetical
order
and
welcome
callum
dixon
to
his
first
meeting
who's
taken
over
from
emma
holmes.
A
A
Well,
you're
very
welcome
to
the
meeting
and
thank
you
for
joining
the
board.
We
really
look
forward
to
your
contributions
callum.
So
if
I
can
ask
everyone
else
in
alphabetical
order,
then
to
introduce
themselves
so
we'll
start
with
councillor
bithell.
Please.
C
Morning,
I'm
the
co-opted
member
for
primary
schools,
parent
governor
representative.
A
Thank
you,
councillor
flynn,
please.
A
Thank
you,
celia
foot,
please.
C
G
A
Thank
you
is
councillor
hussain
with
us,
or
are
we
still
waiting
for
him.
B
Chair
we've
just
been
notified.
That
council
said
will
be
joining
us
just
a
bit
later.
A
Okay,
thank
you
angela
councillor
ellingworth,
please
john
lingus,
from
kirkster
ward.
Thank
you
and
councillor
lennox.
Please.
A
Thank
you,
debbie
riley,
please.
A
Thank
you,
councillor
brenshaw,
please.
G
A
Thank
you
and
then
finally,
can
I
ask
our
two
support
officers
to
introduce
themselves,
starting
with
angela,
please.
A
Thank
you
and
good
morning
welcome
everybody.
We
do
have
a
busy
agenda
to
get
through
today.
As
we
said,
what
I'm
proposing
to
do
is
I've
allocated
about
45
to
50
minutes
for
each
section
of
the
meeting,
but
I'm
going
to
propose
with
the
agreement
of
the
officers
that
we
merge
the
financial
health
monitoring
and
budget
proposals
into
one
item.
A
A
But
if
we
keep
the
questions
and
comments
to
the
point
and
also
if
the
responses
from
officers
can
be
concise
as
well
and
if
we
try
and
just
keep
it
to
one
person
responding
to
each
question
and
if
there's
extra
time
at
the
end
of
each
section,
then
obviously
we
can.
We
can
take
more
points
then,
but
I
think
there's
a
lot
to
get
through
today.
So
if
we
get
straight
into
the
agenda
item
one
are
there
any
appeals?
Please.
H
A
Lots
of
head
shaking
that's
good
item
five,
if
you
could
just
run
through
the
apologies
and
any
substitutes.
Please.
A
A
A
No
not
seeing
anything
so
so
then
we
move
into
the
the
main
items
of
the
agenda.
The
first
item
that
we're
looking
at
item
seven
is
the
performance
update.
So
if
I
could
just
ask
the
executive
members
and
the
officers
to
introduce
themselves
first,
so
if
we
start
with
councillor
prior,
please.
K
A
Thank
you,
val
waite.
Please.
A
Thank
you
dave
clark
please
good
morning.
D
Oh
council
alum,
louise
holnsey,
is
trying
to
get
into
the
meeting
she'll
be
with
us
shortly.
I
understand.
A
A
Thank
you,
okay.
So
if
I
hand
over
initially
for
the
performance
report
to
counsellors
prior
and
vena
for
any
comments,
they
want
to
make
and
then
presumably
an
introduction
from
sal.
And
then
we
can
get
straight
into
questions
and
comments
from
there.
So
who'd
like
to
go
first
councillor
prior
or
council
of
venom.
L
A
K
K
You
may
just
have
to
deal
with
my
voice.
Nevermind
yeah.
I
thought
it'd
be
useful
to
kind
of
give
a
bit
of
an
overview
over
the
past.
I
guess
few
few
days,
few
hours
and
days
it's
been
quite
quite
difficult
and
quite
a
busy
time
for
schools,
obviously
kind
of
over
the
christmas
break.
What
seems
to
be,
what
will
be
the
big
issue?
Kind
of
coming
back
was
testing
in
schools.
K
It
turns
out
that
kind
of
wasn't
the
biggest
issue
on
over
the
weekend.
Obviously,
the
neu
and
other
unions
were
coming
together
to
take
a
position
that
they
didn't
want
their
members
going
into
schools
I
joined
there
was
a
massive
zoom
call
with
the
neu
which
I
viewed
and
they
were
recommending
that
their
members
issue
their
section
44
letters,
which
would
mean
they
would
still
be
working,
but
just
not
working
on
school
premises.
K
We
spoke
to
a
few
head
teachers
and
kind
of
amongst
ourselves.
Obviously,
the
rates
in
leeds
at
that
time
weren't
as
high
as
the
rest
of
the
country,
and
indeed
it
hadn't,
even
been
as
high
as
leads
had
been
previously
when
when
schools
had
been
open,
so
I
think
at
that
stage,
while
we
completely
empathized
with
it
with
the
with
the
union
position,
and
actually
it
was
one
that
made
total
sense.
K
When
you
looked
at
some
of
the
rates
in
london,
which
were
kind
of
three
four
times
what
leeds
was
at
the
time,
we
took
the
position
to
to
speak
to
our
schools,
to
kind
of
recommend
that
they
prepare
for
online
learning.
They
prepare
for
schools
to
be
closed
and
also
that
if
any
staff
did
issue
their
section
44
letter
to
not
take
any
action
against
those
staff.
Obviously,
on
monday
night,
things
changed
quite
significantly
with
the
prime
minister
putting
the
country
into
a
full
lockdown.
K
I
think
that
there
has
been
a
lot
of
frustration
about
this
in
schools.
You
know
this.
This
kind
of
new
strain
of
the
virus
that
spreads
much
faster
has
been
known
for
some
time.
You
know
at
the
start
of
the
the
christmas
break.
K
I
think
it
would
have
been
better
had
schools
known
where
they
were
going
with
this,
and
indeed
kind
of
there
was
no
difference
in
the
information
the
government
had
from
when
the
prime
minister
said,
schools
were
perfectly
safe
to
go
back
to
and
then
when
he
called
them
vectors
of
transmission,
whatever
is
literally
kind
of
a
day
later.
K
So
there
has
been
a
lot
of
frustration
from
schools
in
how
a
lot
of
government
policy
seems
to
be
made
kind
of
on
the
hoof.
But
I
think
our
schools
have
risen
to
that
challenge.
I
think
we'll
call
it
and
a
lot
of
schools
have
moved
to
online
learning
at
the
moment.
I
think
some
of
the
issues
are
the
sheer
numbers
of
children
coming
in
as
children
of
key
workers
and
in
the
first
lockdown.
K
These
numbers
were
very
small
and
you
know
staff
could
be
worked
on
a
rota
basis,
and
this
time
I
think,
there's
kind
of
an
issue
which
links
into
kind
of
the
the
employment
side
of
my
portfolio,
which,
while
doesn't
kind
of
this,
the
scrutiny
board
doesn't
cover
it.
Obviously,
it's
relevant
where,
in
the
first
lockdown,
a
huge
number
of
workers
were
on
furlough
and
therefore
kind
of
kept
their
children
at
home.
K
Whereas
now
a
lot
of
businesses
have
kind
of
started
to
get
people
back
to
work,
they
were
looked
into
put
people
back
on
furlough,
some
of
the
messages
from
the
government
about
whether
you
should
be
going
into
work
or
not
are
open
to
interpretation,
some
of
them
because
it's
work
at
home.
If
you
can,
a
lot
of
businesses
are
still
making
people
go
into
work,
which
means
that
more
children
are
being
pushed
into
schools.
K
So
this
isn't
the
same
level
of
lockdown
as
we
had
in
march
with
a
lot
more
children
going
into
school.
So
those
are
our
kind
of
the
key
issues,
and
it's
also
worth
mentioning
that
the
prime
minister's
also
announced
that
exams
aren't
to
be
taking
place
and
I
think
kind
of
the
the
position
you
took
as
a
scrutiny
board
kind
of
in
the
joint
letter
with
us
kind
of
raising
those
concerns.
K
We
were
absolutely
right.
We
I
think
it
was
right
that
we
were
raising
those
concerns
and-
and
it
was
clear
that
kind
of
those
exams
well,
it
was
clear
to
us
that
those
exams
could
have
never
taken
place
back
in
kind
of
october
november
whenever
it
was.
We
sent
the
letter,
but
I
am
pleased
that
government
has
now
come
round
to
that
position,
I'll
leave
it
there
for
now.
For
the
past
few
days,
I'm
sure
there'll
be
plenty
of
questions
on
this
I'll
pass
over
to
sal.
At
this
stage.
Thank.
H
You
the
sounds
council
player
yeah.
Just
I
mean
I
would
just
add
to
that
and
that
position
that-
and
there
are
a
number
of
schools
where
there
is
quite
a
bit
of
pressure
around
the
num.
The
key
worker
cohort,
so
you'll
remember
in
the
first
lockdown
that
actually
demand
wasn't
as
high
as
we
had
anticipated
from
key
worker
vulnerable
children.
But
this
time
around
there
is
significantly
higher
demand
in
south
school.
H
At
the
same
time,
there
are
people
be
aware
that
the
early
years
settings
are
to
remain
open,
and
this
is
providing
some
challenges
to
them,
because
if
parents
have
a
number
of
children
who
are
school,
age
and
eligible
for
child
care,
if
there's
children
from
school
are
staying
at
home
and
they're
trying
to
support
them
with
remote
learning,
they
may
also
choose
to
keep
their
younger
children
at
home,
which
reduces
demand
for
places
in
early
years
settings
in
spring
and
summertime.
H
Last
year
earlier
settings
were
funded
based
on
the
number
of
children
that
they
had
on
their
books
and
currently
they're
funded
by
the
number
of
children
that
actually
attend,
and
so
that
does
create
some
issues
for
them
in
terms
of
financial
sustainability,
and
there
are
also
your
after-school
clubs
that
schools
are
having
to
consider
in,
in
light
of
all
of
the
other
considerations
that
they're
making
in
terms
of
keeping
their
schools
going
for
key
worker
and
vulnerable
children,
and
just
very
quickly
on
preschool
meals
and
we're
working
really
closely
with
the
schools
to
ensure
that
those
that
do
come
into
school,
who
are
eligible
for
school
meals,
receive
their
free
school
meals
as
usual,
and
that
provision
is
made
for
those
children,
young
people
that
aren't
that
aren't
attending
and
physically
attending
school.
H
At
this
moment
in
time.
Just
on
to
the
performance
report,
I'm
happy
for
us
to
move
on
to
that
in
terms
of
talking
you
through
it
with
chris.
What
we've
tried
to
do
with
this
report
is
bring
together
the
usual
information
that
we
provide
to
scrutiny
board.
H
Clearly,
we
monitor
this
performance
information
on
a
regular
basis
within
within
the
service,
and
some
of
those
factors
will
have
been
affected
by
covey,
but
I'm
pleased
to
report
that
overall,
our
performance
as
you'll
see
from
the
reports,
has
continued
to
remain
relatively
stable
compared
to
previous
years.
Do
you
want
me
to
hand
over
to
chris
to
go
through
the
report,
or
do
you
want
to
move
to
questions
counselor.
A
Look
this
a
couple
of
specific
hands
that
have
gone
up
on
the
things
that
have
been
raised
so
far.
So
if
I
take
those
and
then
if
we
go
on
to
the
on
to
the
specifics
of
the
performance
report,
so
I've
got
councillor
illinois
first.
D
D
J
J
The
provision
of
digital
devices
to
children,
and
particularly
people
who
are
at
low
incomes,
who
can't
afford
to
buy
them
and
need
to
use
the
free
versions
and
also
lack
of
experience
among
parents
and
using
them
it
cuts
both
ways.
Does
this
not
only
do
poor
families
generally
speaking,
have
fewer
or
zero
suitable
devices,
but
they
don't
have
the
experience
to
use
them
and
both
are
heavily
weighted
against
the
success
for
children.
A
H
Sure
thing
so
I
mean
I'll
just
say
generally
on
this-
that
the
the
allocation
through
schools
for
digital
devices
and
access
to
the
internet
has
been
increased
by
government.
H
We
and
we've
communicated
all
of
that
through
through
to
the
schools
through
my
bulletin,
so
they
are
able
to
get
access
to
to
those
materials,
but
I
agree
that
it
is
very
challenging
for
some
families,
both
in
terms
of
you
know
where
people
don't
have
access
they're,
not
practiced,
using
either
the
equipment
that
we've
got
or
how
some
of
the
some
of
the
online
stuff
works.
There
is
some
consideration
being
given
at
the
moment.
H
I
understand
to
whether
those
with
particular
difficulties
in
this
area
might
be
able
to
come
to
school
for
learning,
and
I
think
you
know
that's
helpful
in
some
ways.
H
I
guess,
given
the
pressures
that
we've
talked
about
already
in
terms
of
the
numbers
of
k
workers
adding
to
that
number,
will
make
that
a
bit
more
of
a
challenge
for
some
schools,
but
we
can
work
through
some
of
the
individual
issues
with
with
those
goals
and
also,
I
think,
some
of
the
I
think
schools
are
taking
this
into
account
and
I
think
not
all
remote
learning
is
online,
so
schools
do
provide
packs
of
paper-based
work
for
children
and
young
people
to
be
undertaking
and
completing
as
well.
D
A
D
J
Do
you
think,
there's
a
role
for
what
I
might
describe
as
mystery
shopping
in
this
area?
We're
trying
to
get
some
objective
data
on
how
things
are
going?
I
suspect
that
maybe
well
we're
all
suspect
deprivation
may
be
more
serious
than
we
we
realize
and
to
document
that
might
be
helpful
in
the
longer
term,
as
well
as
starting
a
response.
H
N
Sorry,
the
sorry
counselor
with
yeah
the
the
dfe
have
just
put
up
some
further
guidance
in
terms
of
access
to
digital
devices
for
the
most
and
starting
with
the
role
up
for
the
most
vulnerable
children
and
schools.
The
allocation
that
was
originally
given
to
schools
that
was
then
cut
has
now
gone
back
up
again,
so
we're
still
waiting
to
find
out
how
many
devices
are
going.
Are
there
there's
also
just
as
as
well
a
few
we're
focusing
on
there's
some
social
enterprise
work
going
on?
N
I
don't
know,
there's
counsellors
on
on
this
call
trying
to
do
some
work
around
very
specific
vulnerable
groups,
particularly
those
children
in
years,
11
and
13,
to
try
and
in
quick,
find
ways
of
increasing
the
numbers
of
digital
devices.
A
G
Thank
you
very
much
chair.
I've
got
two
specific
questions
and
then
just
generally
a
comment.
G
First
of
all,
is
there
any
guidance
about
the
maximum
class
sizes
now,
as
it's
been
pointed
out,
as
obviously
many
more
children
in
school
now,
because
their
parents
are
key
workers,
so
guidance
schools
will
need
guidance
about
whether
there's
any
maximum
size,
considering
now,
of
course,
that
they've
finally
accepted
that,
in
fact,
transmission
of
coronavirus
does
go
on
in
schools.
That's
the
first
question.
The
second
question
is
about
the
three
school
meals
provision
for
the
pupils
who
are
not
actually
in
school.
G
Is
that
likely
to
be
through
hampers
or
through
vouchers,
and
what
learning
has
been
have
come
about
from
the
way
it
was
delivered
before
previously
and
finally,
just
to
comment
about
the
staff
in
schools
who
are
now
going
to
be
expected
to
prepare
lessons
for
the
pupils
in
school
as
well
as
online
learning?
H
Yeah,
so
on
your
last
point
there
I
think
that
is
one
of
the
major
issues
that
we
are
trying
to
work
closely
with
individual
schools
on,
because
that
is
provided.
That
is
presenting
a
significant
challenge.
I've
checked
with.
H
So
we've
got
further
conversations
in
with
department
for
education
and
we're
planning
to
try
and
speak
to
them
today,
just
to
clarify
some
of
the
guidance
and
whether
there
are
ways
for
certain
schools
to
be
able
to
try
and
manage
those
numbers
so
that
they
can
provide
a
quality
remote
offer,
as
well
as
ensuring
that
they're
providing
an
offer
for
key
worker
and
vulnerable
children.
H
H
You
know
this
issue
around
class
sizes
becomes
quite
a
pressure,
and
the
guidance
from
the
number
that
the
any
you
are
talking
about
is
about
eight
children
per
class.
But,
as
I
say,
we're
going
to
speak
later
today
to
depart
for
education
and
try
and
get
some
clarification
about
that
and
on
the
free
school
meals.
I
think
we
are
for
those
that
are
not
attending
school.
H
N
Yeah,
just
just
in
terms
of
the
the
free
school
meals
we
spoke
with
the
the
free
school
meals
team.
Yesterday,
this
week,
they've
sort
of
gone
straight
into
action,
they're
going
to
be
providing
grab
bags
on
a
daily
basis
just
this
week,
whilst
they
get
set
up
because
they've
also
got
to
make
sure
they
get
their
staff
available
and
and
supplies
etc.
N
From
next
week,
they'll
go
to
a
weekly
hamper
service
which
they've
got
set
up
and
then
they're
hoping
at
the
moment,
and
things
are
in
place
that
they've
got
adequate
staff
at
the
moment
for
kids,
who
are
in
school,
they'll
be
provided
with
a
hot
meal
service
as
normal
as
as
far
as
possible,
and
that
will
continue
until
you
know,
if
there's
a
staffing
issue
where
they,
where
they
can't
be
doing,
that,
I
would
need
to
go
to
a
more
sort
of
grab
bag
textile
like
they
did
before
in
schools.
N
But
at
the
moment
the
the
plan
for
catering
leads
is
is
for
those
who
make
that
hot
meal
service
in
terms
of
vouchers
it
potentially
it
may
be
that
some
form
of
voucher
scheme
comes
back
into
into
operation
has
happened
before,
but
we
still
are
waiting
for
the
guidance
on
that
from
from
the
dfe
yeah
and
just
on
the
the
maximum
class
size
it
it
just
to
follow
up
on
what
sal
said
it
is
a.
It
is
an
issue
at
the
moment
previously
in.
N
In
the
last
lot
dams,
there
was
like
some
a
15
number,
four
bubbles.
We
don't
have
that
clarity
at
the
moment,
so
that's
causing
some
with
with
an
increase
in
requests
for
places
at
school.
It's
causing
considerable
challenges
in
schools
at
the
moment
and,
like
saul,
said
we're
speaking
with
the
dfe
later
today
again
to
try
and
get
some
clarity,
counsellor
for
site.
F
Three
points
or
questions
from
me:
just
thinking
about
children
looked
after
and
their
schooling,
I
wondered
if
we
knew
what
proportion
of
children
looked
after
attended
school
as
vulnerable
pupils
during
the
lockdown
and
what
their
attendance
was
like
in
that
time
and
whether
that
is
something
that
we
should
be
on
top
of.
F
The
second
question
I
have
is
based
on
the
fact
that
I
represent
an
area
with
two
children's
homes
in
it,
and
we
have
had
some
some
issues
that
we've
needed
to
get
to
grips
with,
so
has
anti-social,
behavior
risen,
overlocked
down
within
children
looked
after
and
with
specific
reference
to
the
homes,
I'm
just
wondering.
Have
there
been
particular
provisions
put
in
place
over
lockdown
to
keep
those
looked
after
young
people
busy
and
motivated
during
that
period?
F
And
the
third
point
I
wanted
to
raise-
I
have
raised
on
previous
occasions,
and
it's
about
the
online
learning
job
and
it's
around
now
that
we're
going
on
for
considerably
longer.
Should
we
now
be
monitoring
this
systematically
to
and
understand
not
just
engagement
levels
and
participation
levels,
but
actually
how
effective
that
online
learning
is.
I
I
may
have
mentioned
this
last
time,
but
I
had,
I
did
observe
an
online
lesson
for
a
year
three
collapsed
bubble,
and
it
was
very
very
in
my
view.
F
It
was
extremely
expertly
carried
out
and
very
effective
and
and
for
councillor
illinois
information,
and
there
was
a
lesson
online
with
all
the
children,
with
their
computers
to
explain
how
zoom
works
and
how
to
control
what's
going
on
and
the
grasp
they
had
of.
That
was
just
unbelievable.
They
didn't
have
any
of
this
nonsense
that
we
have
when
they're
coming
into
a
meeting.
They
were
straight
into
it
and
straight
on
with
it,
and
it
was
just
a
joy
to
be
there,
and
so
I
do.
F
I
feel
that,
as
it's
going
to
be
almost
a
year
that
our
children
in
schools
have
been
having
online
learning,
we
really
do
need
an
insight
into
how
effective
that
has
been
in,
in
the
brief
intervening
period
between
lockdown
one
and
lockdown
two,
when
we
were
allowed
to
go
into
schools
for
the
purpose
of
work,
I
did
go
in
for
releasing
and
we
did
a
look
at
some
tests
that
they
carried
out
during
that
period.
F
H
Go
to
that
point
first
on
the
online
learning
with
deb
and
then,
if
we
go
over
to
julie
for
the
questions
on
the
children
looked
after
and
maybe
chris,
if
there's
any
detailed
data
that
we've
gotten.
N
Yeah
hi
council
agreement-
I
think
it's.
It
is
a
it's
a
significant
challenge
and
you're
right
in
terms
of
that.
It's
a
significant
period
of
time
where
children
are
learning
via
online
methods
and
the
picture
is,
is
different
in
terms
of
schools
and
and
where
they're
set
up,
and
the
amount
of
you
know
how
they
geared
up
for
things.
N
The
school
leaders
at
the
moment,
understandably,
are
very
much
focused
on
that
sort
of
organization,
but
I
think,
as
soon
as
that's
happened,
the
ultimate,
the
ultimate
role
for
monitoring
of,
what's
going
taking
place
for
learning,
is
with
the
school
leaders
in
schools
and
and
governors
monitoring
how
that's
taking
place
in
terms,
and
I
think
that
it's
right
that
that
happens,
that
that
you
know
they
find
out
how
things
are
going
in
terms
of
how
children
are
learning
our
role
we've
set
up.
N
I
think
I
mentioned
before
we've
set
up
a
remote
learning
group
where
initially
was
to
support
schools
in
terms
of
how
they
would
do
that.
I
think
what
we
could
you
know
what
we'll
be
moving
to
is
to
try
and
support
you
know
good
practice
and
how
we
can
share
that
around
and
how
we
can
spot
them.
We
can
do
that
through
some
of
our
bronze
group
meetings
as
well
with
schools.
Ofsted
are
considering
at
the
moment
how
they
would
monitor
as
well.
N
You
know
the
online
learning
aspects
and
because
people
and
there's
also
at
the
moment,
there's
the
dfe-
have
put
out
further
expectations
about
what
they
expect
to
see
as
part
of
remote
learning,
either
either
online
or
paper-based.
So
the
there's
there's
a
there's
greater
expectations
around
the
quality.
It's
harder
to
it's
hard
to
to
monitor
that,
but
I
think
that
there
will
be
that
move
to
what
towards
that,
and
we
need
to
keep
our
eye
on
that
yeah.
F
Yep
all
right-
and
I
think
really,
I
think
you
know
what
what
is
evident
is
that
I
think
young
people-
adolescents,
in
particular,
you
know-
have
struggled
throughout
the
pandemic
and,
I
think,
not
least
in
terms
of
you
know
the
national
restrictions
during
lockdown
and,
having
said
that,
I
don't
think
that
some
of
the
challenges
that
we
have
seen
in
some
of
our
residential
establishments
there's
been
a
direct
correlation
to
the
pandemic.
Whilst
it
has
had
an
impact,
you
know.
F
Absolutely
you
know,
because
we
have
been
very
mindful
of
the
impact
on
young
people,
especially
with
locked
down
and
restrictions.
We
have
had
a
lot
of
additional
input
in
particular
into
the
children's
home.
So
if
I
give
an
example
of
where
we
have
had
our
residential
staff,
our
youth
work
staff
who've
actually
been
able
to
support
those
young
people
in
going
to
coverage
secure
environments
such
as
herd
farm.
So
you
know
a
position
where
we
can
take
young
people
out
where
they
can
experience
positive
activities,
but
within
a
curve
is
secure.
F
Setting,
so
there's
been
a
range
of
additional
measures
that
have
been
put
in
place.
You
know
like
that
to
ensure
that
we
are
engaging
our
young
people
positively.
F
Also
the
messaging
you
know
so
around
again,
our
youth
service
have
been
working
with
adolescents
in
the
community
and
who've
not
been
adhering
to
restrictions,
especially
in
the
initial
lockdown
period,
to
get
some
of
that
messaging
across
and
that's
something
that
we're
constantly
focusing
on
within
our
residential
settings.
I'm
conscious
of
time
so
I'll
leave
it
there
for
now,
but
happy
to
answer
the
questions
chris
maywe
may
well
want
to
come
in
with
data.
O
Yes,
just
very
quickly,
thank
you.
We
don't
have
any
data
to
hand.
I
would
need
to
check,
with
the
head
teacher
for
virtual
schools
to
check
whether
attendance
officers
rang
around
schools
to
check
on
children
with
an
open
social
work
case
might
have
slightly
wider
data.
So
I'd
have
to
ask
the
specific
question
and
and
and
and
provide
an
answer
outside
this
meeting
to
that
one.
A
Thank
you,
okay,
thank
you.
Chris.
Can
I
just
double
check
sila,
you
your
hand
was
up
for
a
while
and
went
down.
Has
your
question
been
asked
and
answered.
A
Thank
you
very
much,
okay,
in
which
case
we're
moving
on
to
debbie
next,
please.
B
Thank
you
chair.
I
was
just
wanting
to
raise
this
question
around
the
in
the
performance
report
at
paragraph
3.5.
B
It
talks
about
there
having
been
17
fewer
children
entering
care
between
april
and
september,
and
obviously
I
recognize
that
there
is
priority
given
to
children
with
who
open
social
work
cases,
but
that
figure
would
suggest
that
there
may
be
children
who
are
living
in
circumstances
that
covered
not
with
standing.
We
would
have
brought
into
care.
I
just
wonder
if
we've
got
a
sense
of
who
those
children
are
and
if
there's
any,
really
targeted
support,
that's
been
given
to
those
families
and
targeted
support.
H
Start
with
that
yeah
I
mean
I,
I
would
say
that
actually
part
of
that
figure
is
to
do
with
the
overall
strategy
that
we've
got
in
terms
of
reducing
the
number
of
children
that
need
to
come
into
care,
and
we've
recently
had
some
evaluations
of
some
of
our
restorative
early
support
teams,
which
are
a
new
new
resource
that
we
brought
into
our
most
deprived
neighborhoods
actually
and
that
what
that
evaluation
showed
was
that
with
the
approach
that
we
were
taking
using
the
leeds
practice
model
and
a
more
restorative
approach
to
early
help
and
support,
it
was
significantly
impacting,
and-
and
I
mean
in
those
areas
where
the
demand
where
you
would
expect
the
demand
to
be
highest,
it
was
positively
impacting
on
reducing
the
need.
H
So
I
don't
you
know,
I
don't
think
that
what
we're
doing
is
that
reduction
is
not
to
do
with
leaving
children
in
riskier
circumstances.
It's
actually
to
do
with
the
strategy
impacting
on
on
those
circumstances,
because
those
that
resource
is
new,
it
was
central
government
funded
in
terms
of
our
innovations
plan
and
independently
evaluated,
and
that's
showing
a
reduction
in
the
number
of
children
who
who
are
coming
into
care.
H
The
numbers
overall
and
you'll
see
in
the
report
in
terms
of
children
looked
after
numbers
are
a
little
bit
up
and
down
over
over
the
last
two
or
three
years,
they're
slightly
up,
and
that
has
been
to
do
with
really
the
reduction
in
the
number
of
children
leaving
care
and
that's
where
we
have
seen
an
impact
both
in
terms
of
a
bit
of
a
slow
down
in
core
processes
around
discharge
and
variation,
and
in
being
able
to
really
push
on
some
of
the
rehabilitation
plans
that
we
had
for
children
and
young
people.
H
So
the
increases
you
know,
otherwise
we
would
have
seen,
I
think,
a
decrease
in
the
numbers
overall,
but
that
number
stayed
relatively
steady
with
some
small
small
decreases.
Overall,
I
don't
know
if
julie
wants
to
add
anything,
but
you
know
I
would
just
say
that
I
it's
you
know
it's
it's
not
about
us,
taking
an
approach
here
that
says
we're
going
to
live
with
more
risk.
F
I
would
just
reiterate
what
you've
said
sal
in
as
much
as
for
me,
this
is
really
evidence
of
the
strategy
being
effective.
You
know
self
talks
about
the
restorative
early
support
teams
and
the
rollout
of
rethink
formulation
across
the
system
across
the
partnership
and
that
whole
system
approach.
We've
got
our
early
help
hubs
now,
which
are
in
place
our
parenting
programs.
F
You
know
so
there's
a
whole
host
of
so
our
future
services,
which
works
with
young
parents
who
have
had
a
previous
child
removed,
because
we
know
that
they're
much
more
likely
to
go
on
to
have
other
children
who
may
well
be
rude
so
there's
a
whole
host
of
early
help,
preventative
intensive
family
support
services
and
which
are
being
delivered,
which
you
know
alongside
effective
social
work
and
early
help,
and
that
multi-agency
practice
is
ensuring
that
and
you
know,
we're
not
bringing
children
into
care
and
unnecessarily
and
that
actually,
what
we
are
doing
is
enabling
children
to
remain
with
their
family,
where
it's
safe
and
appropriate.
F
A
Thank
you
julie,
so
I've
got
councillor
stevenson
and
councillor
renshaw
with
their
hands
up
and
then
I'm
to
ask
chris
just
to
go
through
that
the
data
in
the
performance
report
and
then
see,
if
there's
any
more
specific
questions
about
that.
So
council
stevenson,
please.
J
Thanks
chad,
a
comment
in
the
question
I
think
has
been
alluded
to.
J
A
question
is
on
on
laptops
and
devices.
I'm
aware
that
within
some
schools,
all
schools
have
devices
that
are
used
in
school,
even
with
key
worker
children
and
vulnerable
children
in
there
will
be
devices
left
of
the
left
unused
in
schools.
J
Some
schools
are
reluctant
to
are
refusing
to
hand
those
devices
out
to
pupils
at
home
because
their
insurance
doesn't
cover
the
device
out
of
school,
so
these
devices
will
be
left
gathering
dust
on
the
shelves.
Presumably
so
is
the
council
aware
of
this
and
what
is
the
council
doing
to
try
and
overcome
it.
H
N
On
mute,
sorry,
I'm
not
particularly
aware
of
that
as
an
issue.
That's
that's
not
come
to
me
in
terms
of
the
numbers
of
laptops.
Is
it
did?
Do
you
mean
meaning
by
sort
of
like
the
school's
own,
on
devices,
not
the
the
new
ones
that
have
been
coming
in.
J
Yep
so
ordinarily
go
back
two
years
or
whatever
schools
were
using
devices
in
classrooms,
laptops
or
ipads
and
stuff
to
help
kids
in
the
classroom.
So
their
kids
are
in
the
classroom,
but
the
laptops
remain
and
the
schools
can't
relook
to
send
them
home
because
the
insurance
they
have
doesn't
cover
that
device
outside
of
the
school.
N
Right:
okay,
it's
something
that
that
I
don't.
I
don't
have
a
an
answer
or
a
thing,
but
I
can
certainly
make
some
inquiries
into
that
and
and
see
sort
of
how
wide
spread
that
is,
and
if
there's
anything
we
can
do
to
to
to
support
that
in
terms
of
getting
more
devices
to
kids.
N
H
A
Okay,
thank
you
councillor
renshaw,
please.
I
Thank
you
chair,
I'd,
just
like
to
ask
what
support
is
being
given
to
child
minders
because,
obviously,
during
the
lockdown
at
the
in
the
first
lockdown,
they
didn't
seem
to
have
many
children
attending,
because
the
parents
were
at
home.
But
this
second,
this
third
time
round,
should
I
say-
and
there
seem
to
be
more
children
going
to
the
child
minders
and
because
the
schools
are
short
and
only
taking
key
worker
children.
I
H
So
we
thanks
catherine,
I
mean
we
have
been
meeting
with
child
care
providers,
both
in
smaller
and
larger
groups,
for
some
time
now,
in
the
same
way
that
we
have
large-scale
zoom
calls
with
head
teachers
and
principals
from
across
from
across
the
city,
and
so
we've
been
providing
them
with
the
information
and
support
that
they
need.
They
have
access
to
our
alert
service
and
contact
us
through
contact
us
through
that,
and
so
we've
been
providing
with
all
of
the
information
advice
that
they
need.
H
I've
been
contacted
directly
by
some
and
a
small
group
of
child
minders
and
we've
responded
to
the
things
that
they
have
inquired
about.
Most
of
their
information
is
to
do
most
of
their
needs
seems
to
be
about
the
interpretation
of
restrictions
and
regulations,
given
that
they
may
well
have
children
of
their
own
who
come
across
particular
circumstances
in
terms
of
being
in
school
or
being
made
part
of
a
support
bubble.
H
Some
of
their
inquiries
are
to
do
with
financial
support
and
just
how
they
continue
to
operate
in
this
really
challenging
time,
and
so
our
staff
around
our
early
years.
Our
early
years
staff
are
in
regular
communication
with
them
and
picking
up
any
support
needs
that
they
that
they
that
we
can
support
them
with.
I
don't
know
if
there's
anything
additional
jubilee
that
you'd
want
to
add
to
that.
F
Just
to
say
that
as
you've
said
that
we
are
in
regular
communication,
the
early
years
service
has
zoom
calls
with
child
manners.
In
addition
and
councillor
venusaur
myself
meet
with
providers
right
across
the
city
on
a
sort
of
monthly
basis
that
have
been
provided,
certainly
with
starter
packs
in
relation
to
ppe
at
the
beginning
of
the
pandemic.
F
So
there's
been
an
awful
lot
of
support,
information,
advice
and
guidance
that
have
that's
been
provided
to
child
minders
in
relation
to
those
sorts
of
things,
and
actually
the
feedback
that
we
have.
We've
got
a
zoom
call
this
friday.
The
feedback
that
we've
had
consistently
throughout
is
a
real
appreciation
for
the
level
of
communication
and
support
that
has
been
provided.
You
know
and
hence
that
continuing
I'll
leave
it
there.
I
Did
you
want
to
come
back
yeah,
please
chair?
It's
just
that.
Obviously,
with
the
online
learning
it's
going
to
be
difficult
for
child
minders,
so
I've
got
children
who
are
in
the
upper
upper
classes
of
the
primary
schools.
So
I'm
just
wondering
if
anything,
any
support
mechanism
is
in
place,
because
the
child
minders
might
not
be
aware
of
all
that
they're
doing
in
the
school
that
might
have
been
sent
home
to
the
parent
and
then
the
child
minders
haven't
got
the
resources
there,
which
they
actually
require
during
the
day
time,
while
they've
got
the
children.
F
F
Is
we've
been
able
to
unpick
and
debate
and
to
reach
the
answers
and
the
solutions
together,
because
in
the
beginning
we've
not,
we
didn't
all
have
the
answers
at
your
hand,
and
I
think
that's
where
the
expertise
of
our
consultant
teachers,
our
early
years,
practitioners,
child
minders
themselves,
other
day
day
care
providers
being
able
to
sort
of
have
the
debate
share.
Good
practice
share
ideas,
share
creativity
and
has
really
come
into
its
own,
so
absolutely
cancer.
F
Eventually,
you
know
the
the
live
issues
as
well
and
live
topics
and
live
debates
that
we're
having
constantly
but
there's
absolutely
been.
You
know
deliberate
support
being
put
in
from
the
early
year
service
around
the
issues
that
you're
raising.
A
Okay,
thank
you
so
if
I
could
just
quickly
bring
kate
in
before
we
move
on
to
chris,
and
thank
you
for
your
patience,
kate.
C
Thank
you,
chair
just
really
quickly.
It
was
mentioned
at
the
beginning
that
obviously
schools
are
under
a
lot
of
pressure
this
time
in
terms
of
the
actual
number
of
key
worker
families
requesting
places
and
I'm
hugely
sympathetic
school.
So
I
don't
want
this
to
sound
critical,
but
I'm
just
wondering
to
what
extent
schools
are
actually
checking
the
eligibility
of
families
to
alter
what
extent
they're
being
supported
to
do
that
to
ensure
that
places
aren't
being
taken
up.
C
You
know
where
really
they're
not
supposed
to
be,
and
also
in
relation
to
vulnerable
peoples.
To
what
extent
has
that
increased
in
terms
of
the
the
request
for
vulnerable
peoples
to
attend?
It's
quite.
The
definition
of
vulnerable
pupils
is
actually
quite
wide,
and
I
also
wondered
to
what
extent
schools
are
being
supported
to
actually
identify
those
vulnerable
children,
because
in
certain
circumstances
it
will
have.
C
It
will
probably
be
obvious
to
schools
which
children
are
vulnerable,
but
there
are
other
children,
such
as
those
who
are
struggling
to
engage
with
remote
learning
and
children
needing
support
in
regards
to
mental
health,
which
would
be
eligible
as
a
vulnerable
child
as
well.
So,
to
what
extent
are
schools
receiving
guidance
around
that
to
ensure
that
they
are
identifying
people
that
should
be
in
school
and
then
also
on
the
remote
learning
provision?
C
Obviously,
when
we,
when
schools
went
back
in
september,
they
were
already
legally
obliged
to
have
had
their
remote
offer
sort
of
prepared
and
ready.
So
that
was
quite
a
number
of
months
ago,
so
I
would
have
perhaps
expected
them
to
be
a
bit
further
along
in
relation
to
that.
But
I
appreciate
that
it's
a
huge
task
when
you've
got
children
in
school,
as
well
as
those
learning
from
home,
but
there
does
seem
to
be
a
real,
real
variance
in
the
offers.
C
Some
children
are
actually
benefiting
from
online
lessons
where
others
aren't
and
I'd
be
grateful
for
an
explanation
for
why
there
is
such
a
variance
and
then
the
only
other
couple
of
points
were
just
in
relation
to
you
mentioned
about
lack
of
guidance,
around
numbers
for
the
bubbles,
but
also,
I
think
I
read
somewhere.
There
was
a
suggestion
that
the
two
meter
will
come
back
into
force.
C
To
what
extent
might
that
impact
on
the
arrangements
within
school,
and
also
just
what's
the
local
authority's
position
in
regards
to
school
staff
being
added
to
the
key
added
to
the
list
of
people
being
prioritized
for
vaccinations?
Thank
you.
H
I'll
start
just
to
say
that
you
rightly
identify
the
issue
about
the
numbers
of
key
work,
children
and
actually
they're.
H
As
I've
said,
I
mean
we're
only
you
know
a
day
and
a
half
past
the
announcement
around
where
we
go
so
some
of
the
numbers
around
vulnerable
children
that
you
know
will
have
to
come
back
to
you
on
in
terms
of
what
that
demand
looks
like
and
what
what
the
attendance
looks
like.
I
think
in
the
key
worker
cohort,
because
people
have
been
making
contact
requesting
places,
then
it's
easier
to
get
a
bit
of
a
handle
on
what
that
looks
like
now.
H
Some
places
are
reporting
up
to
70
of
their
normal
people,
pupils
and
claiming
to
be
critical
workers,
and
so
we
were
working
very
into
yesterday
evening
just
trying
to
come
up
with
what
what
support
we
might
be
able
to
provide
in
a
more
blanket
way,
that
is,
that
gives
some
guidance
to
schools
about
how
they
might
try
and
manage
that
and
giving
a
message
of
trying
to
keep
as
many
children
at
home
as
possible.
I
want
to
run
that
past
the
department
for
education
later
today.
H
H
One
of
the
examples
on
that
would
be
where
you
do
have
two
parents
at
home
and
one
is
a
key
worker
and
the
other
isn't
might
be
a
criteria
that
that
could
be
applied,
because
I
think
I'm
trying
to
do
70
anything
between
50
and
70
of
normal
pupils
coming
in
and
a
remote
learning
officer
just
makes
the
whole
situation
really
difficult
and
challenging.
H
So
we
are
supporting
them
with
them.
Where
we've
got
the
biggest
issues
in
terms
of
the
schools,
we've
got
a
plan
to
have
individual
conversations
with
those
schools
so
that
we
can
talk
them
through
what
might
be
a
helpful
approach
at
this
stage
and,
as
I
said
on
the
vulnerable
numbers,
we'll
we'll
come
back
to
you.
The
numbers
around
the
bubble
again
is
around
the
bubbles
is
something
that
we
will
pick
up.
We
depart
for
education.
H
I
guess,
and
the
previous
advice
on
this
was
around
having
15
children,
but
we
also
asked
schools
to
undertake
risk
assessments
based
on
the
on
their
school
circumstances,
so
the
number
of
stuff
that
they
had,
that
they
had
available
the
physical
space
that
they
had
available,
how
that
best
fits
and-
and
that
applies
again
to
the
two
meter
distancing
rule
and
now
the
neu
have
set
out
quite
a
number
of
expectations
around
what
that
should
look
like,
and
we
you
know
we'll
take
some
of
that
into
account,
as
we
put
forward
some
proposals
and
to
the
to
the
dfe
on
all
of
those
areas.
H
L
L
Okay,
sorry,
I
meant
to
come
in
earlier.
I've
failed
to
manage
the
technological
challenge
of
putting
my
hand
up
properly
and
I
just
wanted
to
say
a
couple
of
points
in
relation
to
the
zoom
pools
that
julie
referred
to.
We
also
have
this
is
picking
up
council
eventuals
point.
We
also
have
individual
weekly
meetings
with
each
group
of
child
care
providers.
So
that's
child
minders
group
settings
reparament
care
because
their
needs
are
all
quite
different.
Child
minders
have
some
very
specific
challenges.
Working
from
home.
L
The
issues
around
early
years
really
is
a
looming
crisis
within
the
child
care
sector,
because
I
mean
they
were
financially
precarious
anyway,
before
covid,
and
even
more
so
over
the
last
months,
but
now
being
told
they
can
stay
open,
but
only
being
funded
for
actual
numbers
is
a
disaster.
L
Up
to
this
term,
they
have
been
funded
based
on
what
their
numbers
would
have
been
based
on
previous
year's
attendance,
but
from
now
they're
only
being
funded
for
attendance,
which
will
simply
mean
a
lot
of
them
will
go
out
of
business
and
that's
why
it's
really
important
we're
having
this
regular
contact
with
a
lot
of
providers.
So
we
can
monitor
you
know
how
they're
doing
as
individual
providers
but
also
sufficiency
issues
in
terms
of
provision
of
child
care.
It's
really
crucial
that
we
have
a
thriving
early
year
sector.
It's
really
important
for
children's
development.
L
Marmot's
done
some
work
on
the
importance
of
early
years
in
terms
of
health
inequalities
and
life,
chances,
which
are
our
life
course
issues.
The
importance
of
early
years
really
can't
be
overstated.
It's
also
a
key
plank
of
the
economy
and
a
declining
early
year.
Sex
will
particularly
impact
on
women
in
the
workplace.
The
pandemic
has
magnified
many
inequalities,
including
gender
inequality.
It's
primarily
been
women
doing
home
education
of
children
asking
for
furlough,
so
they
can
do
that,
therefore,
being
more
at
risk
of
redundancy.
L
If
we
don't
have
adequate
good
quality
child
care,
where
people
can
leave
their
children,
that
will
impact
on
children,
but
it
will
also
impact
on
families,
and
particularly
women
in
the
workplace.
Leeds
university
are
currently
doing
a
national
piece
of
research
that
I'm
on
the
steering
group
of
about
the
impact
of
covid
on
the
earlier
sector,
but
with
with
the
reference
gender
equality,
so
that
it's
a
really
key
issue
that
we
need
to
be
keeping
an
eye
on,
but
it
is
a
looming
crisis.
H
Just
coming
just
on
the
just
to
finish
off
on
the
key
work
thing,
the
the
actual
definitions
have
now
been
published
and
there
is
a
slightly
more
stricter
approach
to
to
the
numbers.
So
we,
our
health
and
safety
team,
are
working
on
that
closely
with
us,
so
that
we
can
take
that
then
defined
list
and
clear
with
the
dfe.
The
approach
that
we
want
to
take
and
get
that
out
to
schools
as
soon
as
possible.
N
Some
new
things
that
have
just
been
published,
which
will
help
in
terms
of
finding
the
right
way
through
through
this,
because
at
the
moment
schools
are
needing
to
update
their
risk
assessments,
but
until
they
get
some
clarity
in
terms
of
how
many
kids
are
in
school,
there's
this
confusion
and
so
they've
got
parents
desperately
wanting
places
and
schools
having
to
turn
them
until
we
have.
We
can't
physically
take
all
those
children,
so
there's
that
back
you
know,
there's
there's
problems
with
people
coming
back
at
the
school
and
and
so
on.
C
Dave
sorry,
could
I
just
quickly
ask
at
the
beginning
of
the
first
lockdown:
it
was
only
send
your
child
to
school.
If
you
absolutely
need
to,
if
you've
got
a
parent
at
home,
one
parent
at
home
and
they
can
list,
they
can
be
safe
at
home
and
keep
them
at
home
and
then
that
changed
too
they
should
be
in
school,
so
it
which
is
it
this
time
do
we
actually
know.
Has
the
government
been
clearing
that
I
think.
N
That's
one
of
the
issues
is
that
the
messaging
is
very
different,
so
the
messaging
in
the
last
lockdown
came
sort
of
stay
stay
home
whenever
possible
and
your
kids
are
safer
at
home.
The
message
that
hasn't
come
through
in
the
same
sort
of
the
same
way,
this
time,
which
is
which
has
caused
some
confusion
and
we've,
made
it
very
clear
in
their
initial
announcement
initial
that
it's
it's
only
if
it's
one
parent,
so
the
eligibility
would
be
one
parent,
is
a
key
worker.
N
So
that
would
give
you
eligibility,
which
has
increased
the
number.
So
those
two
things
together
has
increased
the
numbers
requesting
places
and
I
think
that
messaging
is
potentially
what
needs
to
to
change,
to
give
schools
and
local
authorities
that
clarity
of
what
actually
governments
expect.
I
think
it's
around
their
expectations.
What
are
they
expecting?
Do
they
want
kids
at
home
or
at
school
and
how?
N
Because,
with
with
so
many
numbers
in
school,
it's
how
you
manage
to
to
run
face-to-face
learning
virtual
learning
and
also
do
the
the
government
sort
of
like
aim
to
reduce
the
transmission.
So
it's
just
a
complicated
setup
at
the
moment.
H
I
think
also
there's
I
mean
I
think
to
just
put
into
the
mix
there
is
you
know
it's
where
we
are
in
in
this
journey.
Now
we
are
many
months
into
it,
and
people
have
had
you
know
two
previous
periods
of
lockdown
children
themselves
want
to
be
back
in
school.
You
know
so
where
joe
next
door
said
to
me
who
knew
you
could
miss
school?
You
know,
and-
and
so
so
there's
that-
and
you
know
just
everybody's
general
tolerance
for
being
able
to
homeschool
players
into
that.
H
So
you
can
see
that
demand
is
going
to
go
up
because
more
and
more
people
would
want
their
children
in
school,
but
I
think
we're
getting
to
a
point
where
we
might
get
a
bit
more
of
a
clearer
sense
of
what
that
looks
like
which
will
help
to
get
the
balance
right
in
schools.
Yeah.
A
O
And
I
mean
there's
a
lot
of
information
in
there,
so
it
may
be
easier
if
people
have
specific
questions.
I'd
say
what
what
we
are
seeing
in
the
report
is.
Whilst
we
try
to
make
it
as
regular
as
possible,
we
are
seeing
some
of
those
gaps
in
in
the
data
particular
entertainment
and
attendance
that
information.
Obviously,
we
won't
have
a
lot
of
that
for
a
long
time.
The
the
social
care
information
remains
up
to
date
and
some
of
the
other
figures
that
come
from
the
children,
young
people's
plan
are
in
there
as
well.
O
What
we've
tried
to
do
is
is
provide
reassurance
that,
despite
the
complications
of
kovid,
work
is
still
continuing.
The
most
vulnerable
are
supported,
and
hopefully
that's
coming
through
in
in
the
report,
and
some
of
the
information
will
over
the
coming
months
as
well
reflect
that
again,
particularly
around
attendance.
I
know
we've
talked
about
that
already,
so
there
will
be
differences
in
the
way.
O
Perhaps
we
talk
about
what
the
information
means
we
may
not
be
able
to
place
leads
in
context
to
some
of
our
comparator
groups,
as
we
have
previously
done
for
a
while,
but
hopefully
the
information
in
there
shows
that
we
are
continuing
on
the
key,
the
key
areas
and
and
focusing
on
those
key
areas.
So
perhaps
if
anyone
has
questions,
I
could
try
and
answer
those.
A
Okay,
thank
you.
Chris
councillor
flynn,
you
had
a.
E
Sorry
wooden
on
mute
is
it:
is
there
a
muted?
Now?
Okay,
thanks
yeah,
it's
it's
regarding,
I
think
something
chris
has
just
said
about,
and
the
message
from
julie
I
think
it
was
about
vulnerable
children.
E
E
40
percent
of
contacts
have
increased
a
month
and
within
that
over
80
percent
of
contacts
from
adults,
reporting,
emotional
abuse
of
children
and
over
a
third,
I
think
of
contacts
from
children
themselves,
reporting
an
increase
in
physical
abuse
and
under
neglect
and
charlaine
have
also
done
a
review
of
the
figures
from
april,
I
think
until
november,
which
is
still
showing
those
three
areas
having
a
significant
increase
in
in
in
pre-pandemic
endemic
pandemic
levels.
E
The
figures
that
we've
seen
this
morning
don't
seem
to
reflect
that.
I
I
acknowledge
that
the
childline
figures
are
national
figures
there
for
the
uk,
but
obviously
on
an
average
type
basis.
You
would
expect
them
to
be
something
similar
for
the
major
cities
like
like
leads.
Are
I
appreciate
that
you
know
it's
extremely
difficult
in
the
circumstances
of
the
last
nine
to
ten
months
to
have
the
same
kind
of
control
over
children
at
risk
than
we've
had
previously?
E
O
In
terms
of
the
referrals
that
we've
had
into
social
care,
yes
you're
right,
they
dropped
to
at
one
point
20
fewer
than
perhaps
what
we'd
expect
at
the
same
time
of
the
year.
That
would
we
would
attribute
a
lot
of
that
to
during
the
first
lockdown
due
to
schools,
closing
because
we
do
receive
a
lot
of
contact
from
schools.
O
O
Yes,
we
don't
know
what
the
impact
of
of
the
current
lockdown
will
be.
Probably
two
things
I
would
just
mention.
I
would
the
levels
of
contact
that
we've
had
into
our
duty
device
team
didn't
drop
by
20,
but
those
that
turned
into
a
referral
that
number
drops
like.
So
overall
contact
wasn't
as
low.
O
I
I
would
guess
that
not
knowing
child
lines
approach,
particularly,
but
that
that
is
more
a
anyone
calls
that
so
I
I
could
see
why
those
numbers
perhaps
would
remain
higher,
whereas
when
we're
talking
in
in
the
performance
report
we're
talking
referrals,
that's
contacts
that
have
been
considered
require
a
social
work
intervention,
and
the
other
thing
I
would
say
is
that
yes,
across
the
country,
there
have
been
some
local
authorities
that
have
reported
a
rise,
but
there's
also
been
a
number
that
have
reported
a
reduction
like
leads
as
well.
O
So
there
isn't
a
consistent
pattern
across
the
country,
but
some
local
authorities
have
spiked
and
some
have
not
spiked.
There
has
been
research
carried
out
that
suggested
that
different
local
authorities
again
may
see
a
spike
once
we
got
going
to
september
then
onwards,
but
those
models
haven't
been
consistent
across
our
local
authorities.
So
it's
a
very
different
picture
from
the
anecdotal
evidence.
I've
I've
heard
from
online
forums
I've
been
in,
but
what
I
would
say
is
I'm
confident
that
the
figures
we've
got
reflect
what's
come
through
to
social
care.
O
However,
it's
it's
the
non-recording,
obviously
that
we
we
can't
come
out,
and
I
can't
comment
on
from
the
the
performance
figures.
Unfortunately,
I
hope
that
helps
a
little
bit.
H
Yeah,
just
I
mean
I
guess
you
know
the
contacts
that
we
received.
We,
you
know,
got
a
robust
front
door
system
that,
where,
when
people
make
contact
with
us,
they
have
a
conversation
with
a
social
worker.
We
analyze
the
information
that
we've
got
and
then
make
decisions
with
those
people
about
who's
best
place
to
respond
to
any
particular
need.
H
That's
that's
the
risen,
and
what
I
would
say
is
that
quite
a
lot
of
the
work
that
we've
done
and
during
lockdown
on
a
multi-agency
basis
actually
has
been
done
at
a
local
level
and
that,
I
think,
is
different
quite
a
lot
of
other
places.
H
I
think
we
have
recently
implemented
our
early
help
hubs
where
we
have
the
police,
health
services,
education,
learning,
professionals
and
social
care
professionals
coming
together
to
provide
direct
help
and
support
to
children
and
families
in
their
local
area,
and
I
think
that
that
many
of
the
contacts
that
we've
that
have
come
in,
as
chris
said,
the
numbers
overall
are
down
in
terms
of
contact,
but
we've
been
able
to
direct
those
people
to
support
through
those
arrangements
that
we've
had
that
we've
had
at
that
local
level.
H
So
people
aren't
getting
the
help
directly.
I
would
say
that
in
anecdotally
that,
in
terms
of
some
of
the
circumstances
that
have
come
through,
they
have
some
of
them
have
been
impacted
by
lockdown
that
there
have
been
some
longer
standing
issues
that
have
been
picked
up
once
a
referral
has
been
received.
That
might
not
have
been
that
might
have
been
picked
up
sooner
in
other
circumstances,
and
some
of
the
levels
of
seriousness
of
some
of
the
cases
has
been.
H
I've
noticed
that
that
that's
been
created,
but
in
that
first
lockdown
period
the
contacts
and
didn't
go
down.
We
because
the
school
number
went
down.
Actually
that
was
replaced
by
public,
referring
in
so
our
numbers
of
peace
that
came
from
the
public.
H
When
the
number
of
contacts
went
up,
families
have
been
reporting
a
positive
response
to
those
early
health
hubs,
because
what
they're
saying
is
we
are
getting
in
there
and
providing
them
directly
with
help
and
support
for
the
things
that
they
need,
which
is
really
develop,
the
relationships
that
we've
got
there.
So
I
think
there
is
a
you
know.
H
We
continue
to
work
closely
across
the
agencies
to
make
sure
that
response
to
need
is
as
effective
as
possible
and
where
that,
where
issues
are
raised
with
us,
that
we
consider
them
very
carefully
and
respond
respond
appropriately.
E
Very
briefly,
it's
I'm
quite
happy
sal,
I'm
sure
that
once
the
cases
are
reported
to
you,
they'll
be
picked
up
and
dealt
with
eminently
suitably
it's
the
ones
that
aren't
being
picked
up.
Looking
at
those
childline
figures
that
I'm
concerned
about,
but
clearly
we
don't
have
enough
time
to
go
into
that
today.
Yeah.
A
Okay,
thank
you
very
much
for
that,
so
we
we
do
need
to
to
move
on
to
it.
We've
overrun
slightly
on
that,
but
there's
an
awful
lot
to
get
into
so.
Can
I
just
check
that
all
members
are
happy
to
to
note
the
contents
of
the
report
before
we
move
on.
It
is
very
comprehensive
and
and
detailed.
So
I
know
we've
covered
a
quite
a
wide
scope
of
issues
there.
A
Okay,
so
if
we
move
on
we're
going
to
take
the
next
two
items
together,
which
is
financial,
health
monitoring
and
budget
proposals-
and
we've
got
about
half
an
hour
on
this,
so
pretty
much
come.
What
way
I'm
going
to
move
on
that's
about
11
50.!
So
please
don't
be
discouraged
from
answering
your
questions.
I
just
encourage
brevity
and
questions
and
answers
please,
and
so
I
think
councilor
vena.
A
You
wanted
to
to
start
off
on
this
and
I'll
bring
councillor
prior
in
sal
and
then
I
guess
tim
will
probably
take
us
through
as
usual,
so
council
venner,
please
thank
you.
Chair.
L
So,
with
regard
to
the
financial
health
monitoring,
as
you'll
see
in
the
report,
the
children
and
families
overspend
on
children
looked
after
is
a
reduction
in
the
overspend
from
the
previous
reporting
period.
It's
referred
to
in
the
report
that
there's
been
a
national
issue.
Around
providers
increasing
costs
during
the
pandemic
when
we
do
need
to
use
external
residential
placements,
although
our
numbers
have
actually
gone
down
in
terms
of
the
numbers
of
children
that
we've
got
in
external
placements.
L
Our
focus
is
very
much
on
prevention
and
early
helper
cells
referred
to,
and
that's
reflected
in
the
fact
that,
when
our
children
looked
after
numbers
have
gone
down
overall,
we've
seen
a
particular
decrease
in
the
number
of
children,
little
children
and
babies
coming
into
care
which
reflects
all
our
early
health
work.
But,
as
some
referred
to,
we
have
seen
an
increase
in
the
number
of
adolescents
can
begin
into
care,
and
I
they
do
tend
to
have
more
complex
needs
and
they're
more
likely
to
require
placements.
L
Therefore,
that
are
more
expensive,
but
when
I
presented
the
annual
foster
report
to
the
executive
board
late
last
year,
that
refers
to
the
fact
that
during
the
pandemic,
we've
had
a
really
unprecedented
rise
in
number
of
people
wanting
to
become
foster
carers.
So
it
is
a
an
aspiration
to
bring
down
the
number
of
children
that
are
in
external
residential
placements.
We
do
benchmark
very
well
against
other
authorities
in
the
number
of
children
we
do
have
externally,
but
we
want
to
bring
that
down
further.
L
With
regard
to
the
budget
proposals,
the
paper
does
refer
to
the
comprehensive
spending
review
and
our
funding
gap
is
now
for
next
year
is
now
94.5
million
down
from
118
million,
so
that
did
bring
us
in
some
additional
funding,
but
not
enough.
It's
very
disappointing
that
there
wasn't
really
anything
in
the
spending
review
for
children.
Young
people
that's
very
reflected
in
feedback
from
the
early
years
from
the
children's
sector
in
terms
of
the
children's
commissioner,
children's
charities,
etc.
L
As
an
example,
most
of
the
funding
for
youth
services
that
was
announced
has
gone
to
the
national
citizenship
service,
which
only
works
in
a
very
narrowly
focused
way,
with
just
16
17
year
olds.
No
additional
funding
for
local
authority
youth
work,
despite
the
fact
that
we've
really
needed
those
services.
During
this
time,
that's
been
so
critical
and
challenging
for
young
people.
L
As
we've
said
previously,
we
very
much
welcome
input
from
scrutiny
in
terms
of
making
sure
that
we've
got
out
with
our
thinking
in
the
right
place,
and
the
one
thing
I
wanted
to
draw
our
attention
to
was
that
as
well
as
reductions
in
spending
we've
also
focused
as
each
directorate
has
on,
where
we
can
increase
income
and
in
terms
of
proposals.
Since
we
last
presented
to
you,
we
have
set
a
more
ambitious
income
target
against
our
dissemination
work.
L
A
H
Well,
I
mean,
I
think,
and
those
increased
charges
in
external
placements
are
a
major
issue
nationally
and
we
do
benefit
in
leads
because
we
lead
a
consortium
through
the
wider
framework
of
how
we
procure
placements,
and
that
does
help
us
to
capitalize
on
being
a
bigger
buyer
in
the
market,
and
so
so
that
we
tend
to
get
a
low
cost
for
placements
compared
to
a
number
of
other
places
and
helps
us
to
manage
some
of
those
increases.
H
But
this
is
an
area
where
there
is
particular
pressure
up
and
down
the
country
at
this
moment
in
time,
and
because,
as
council
of
venice
said,
you
know,
the
the
the
pandemic
is
impacting
on
adolescence
and
particularly,
and
that
that
pressure
exists
nationally.
So
lots
of
places
are
seeing
increases
in
the
number
of
adolescents
that
are
coming
into
care
and
those
are
the
placements
that
are
the
most
difficult
to
and
to
get
and
tend
to
be
the
most
expensive.
H
And
so,
even
though
our
increases
in
in
costs
around
the
placements
that
we've
got
aren't
as
great
as
elsewhere.
They
are
in
there
and
they
are
creating
the
pressure
for
us
and
added
to
that
is
our
ability
to
work
with
and
move
on,
children
and
young
people
and
given
some
of
the
restrictions
that
have
been
in
place
over
the
last
year
or
so
so
that
that
does
that
to
our
pressure
in
monitoring
overall
and
then.
N
H
Terms
of
the
savings
proposals-
you
know,
tom
tim
will
talk
you
through
those
but
again
reiterating
council
of
venice
point
trying
to
maximize
income
where
possible,
avoid
you
know,
cuts
to
frontline
services
where
possible,
to
try
and
manage
what
we're
trying
to
do,
but
also
overall,
across
the
council-
and
you
know
our
total
savings
promotion
proposals
come
to
around
11
million
out
of
a
total
of
initially
well
over
100
million.
H
So
I
think
across
the
council
there
has
been
some
recognition
of
prioritizing
services
for
the
most
vulnerable
happy
to
move
on
to
tim,
okay,.
A
It's
so
I
just
wanted
to
sell
if
it
was
worth
just
asking
louise
to
introduce
herself
and
if
there
was
anything
by
way
of
context
and
then
and
then
go
to
tim.
So
louise
is
that.
Okay,
if
you
just
introduce
yourself
and
then
I
don't
miss
anything,
you
want
to
add
at
this
point
or
if
you're
just
on
hand
for
questions.
B
Absolutely
chair,
thank
you
yes,
and
for
those
of
you
who
don't
know
me,
I'm
the
head
of
finance,
supporting
children
and
families,
and
I
have
to
say
I
think,
councillor,
benner
and
salah-
have
both
provided
an
excellent
overview
of
where
we
are
and
financially
both
this
year
and
and
around
next
year's
proposal
as
well.
So
I've
nothing
specific
to
add.
But
I
am
happy
to
be
be
available
for
questions
if
those
do
come
up.
A
Okay,
thank
you
louise.
So
shall
we
hand
over
to
to
tim
just
to
to
talk
us
through
where
we
are,
and
then
I've
already
got
a
couple
of
hands
up
for
questions
so
we'll
we'll
then
take
those
as
we
go
along
so
tim
over
to
you.
Please.
D
Thank
you
chair.
One
of
the
benefits
of
going
and
going
last
is
that
most
the
detail
has
already
been
gone
through,
but
I
will,
if
I
can
just
spend
a
few
minutes
talking
about
the
proposals
that
were
new
in
the
december's
executive
board
report.
D
D
I'm
conscious
that
it
is
a
very,
very
long
report,
so
I
was
just
going
to
if
it
would
help
concentrate
on
page
186,
which
is
a
table
of
the
proposals
that
are
new
in
this
report,
and
there
are
five
proposals
there,
which
total
the
two
and
a
half
million
the
first
one
is
around
taking
the
opportunity
to
review
our
experience
of
the
last
few
months
and
look
at
some
of
the
funding.
D
That's
been
provided
in
the
budget
strategy
and
in
light
of
the
experience
of
the
last
few
months,
we
think
that
we
can
reduce
the
increase
that
children
and
families
will
see
or
demand,
and
demography
and
inflationary
based
pressures
that
have
included
into
the
financial
strategy
and
that's
560
000
pounds.
D
The
second
proposal
is
to
seek
a
further
contribution
from
the
central
services
schools
block.
Now.
The
important
thing
to
note
about
this
is
that
this
is
within
the
gift
of
lead
schools
forum.
It
is
not
something
that
we
can
just
do
in
isolation.
D
D
Members
might
be
aware
that
the
central
school
services
block
is
one
of
the
four
blocks
of
the
dedicated
schools
grant.
It
is
by
far
the
lowest
and
totals
around
around
about
five
million
pounds,
but
the
settlement
that
we
got
just
before
december
was
about
275
000
pounds
more
than
our
original
assumptions,
and
we
will
be
seeking
schools
forum
approval
to
have
another
contribution
of
120
000
pounds
to
support
the
budget.
D
D
The
amount
of
grant
that
we
get
in
total
has
settled
at
around
about
the
13
or
14
million
pounds
a
year,
and
these
proposals
effectively
take
up
the
assumed
level
of
grant
incoming
year
to
round
about
the
14
million
pounds
level,
which
is
where
it
settled
out
in
in
previous
years.
D
The
final
proposal
takes
the
option
to
delete
some
delete,
some
vacant
posts
in
respect
of
partnerships
and
health
and
workforce
development
and
these
posts
when
we
developed
the
initial
proposals
weren't
vacant,
but
given,
given
that
some
colleagues
have
moved
on,
I
think
it
will
be
appropriate
to
identify
savings
of
about
300
000
pounds
from
that
area
of
work.
D
A
M
A
So
we
start
with
council
illinois.
Please.
J
Yeah,
I
was
going
to
ask
welcome
the
proposals
for
increasing
income,
but
I
just
wonder
how
realistic
this
is
going
to
be
for
increasing
income
from
what
appear
to
be
other
cash-strapped
local
authorities
that
they
may
well
agree
with
us
that
income
should
increase
but
be
in
no
position
to
deliver
it.
The
same
as
we
are
essentially,
and
are
we
robbing
peter
to
the
pay
pal
in
this
situation?.
D
A
Thank
you,
chair
yeah,
is
that
okay,
so
counselor
wren
show
you,
you
had
your
hand
up
and
it
went
down
again.
I
Thank
you
chair.
It's
just
really
a
bit
of
reassurance
that
I'd
like
to
make
sure
that
youth
services
are
still
going
to
be
provided
throughout
the
city
in,
as
in
robin
hood,
we
just
totally
depend
on
local
authority
youth
services
and
once
I'm
reassured
that
that
is
going
to
continue,
then
I'll,
probably
sleep
better.
L
I
A
That's
a
relief
all
round,
I
think
so
any
other
questions
or
comments
at
this
point,
jackie,
please.
G
Yeah,
I
just
want
to
it's
just
the
last
deletion
of
recently
vacant
posts
to
strengthening
families
and
protecting
children.
Will
there
be
you
know,
will
we
have
an
impact
without
those
posts
being
there?
That's
my
question.
D
D
But,
as
ever
with
some
of
these
proposals,
where
there
are
staffing
implications,
it
does
require
a
reconfiguration
of
services
and
it
does
make
the
job
a
little
bit
more
difficult
to
do
it
with
fewer
people
around.
H
Well,
just
that
I
mean,
I
think
what
we've
tried
to
do
where
we
are
and
taking.
This
sort
of
approach
is
to
avoid
those
cuts
being
to
front
lines
those
people
that
are
engaged
in
from
line
service
delivery,
so
that
there's
you
know
the
services
that
we
provide
directly.
So
families
aren't
affected.
H
So
we
try
and
the
approach
that
we've
tried
to
take
to
some
of
this
is
to
see
where
there
are
opportunities
to
streamline
some
of
the
management
and
leadership
arrangements,
or
to
think
about
some
of
the
posts
that
we
the
opportunity
to
come
up
in
ports
that
aren't
engaged
in
work.
That
is,
to
deliver
directly
to
the
family,
so
that
that's
where
these
have
been
identified.
But
we're
having
to
do
quite
a
lot
of
work
to
think
about.
Where
else
that
responsibility
might
sit,
how
we
might
do
that
better.
H
Can
we
work
better
across
both
the
council
in
terms
of
working
with
other
parts
of
the
council,
where
them,
and
and
with
our
partners,
where
sometimes
it
can
be
levels
of
duplication?
So
we're
just
trying
to
take
some
of
those
things
out
of
the
mix
to
try
and
make
the
efficient
efficiencies
that
we
can.
You
know
we
are
having
to
make
these
cuts
within
the
context
of
120
million
pound
gap.
You
know
out
of
which
children's
services
have
had
a
small
proportion
to
make.
A
Okay,
thank
you,
so
council
drink
waters.
Next,
please.
H
Yeah
a
point
really
on
the
same
vein.
As
the
last
question:
she's,
there
appears
to
be
about
two
million
pounds
of
staffing
costs
being
cut
and
a
lot
of
that
is
defined
in
the
reports
as
business
as
usual.
Really
my
my
well.
I
just
wanted
to
put
on
record
my
objection
and
to
that
being
put
under
a
business
as
usual
heading
because
I
think
that's
misleading
to
the
public.
I
don't
think
you
can
cut
that
much
stuff
and
still
deliver
business
as
usual.
H
H
I
just
I
accept
the
point
that's
being
made,
I
mean
I,
I
think
what
we
have
to
do
in
these
challenging
circumstances
is
really
go
back
and
look
at
everything
that
we
do
and
you
know
we
we've
got
200
over
2
000
staff
working
in
children's
services
and
what
we
have
to
do
is
re-prioritize
the
things
that
we
are
doing.
H
I
you
know
we're
left
with
very
little
choice
but
to
make
changes
to
how
we
operate
and
think
about
where
there
are
efficiencies
that
we
can,
that
we
can
find
and
continually
realize
how
we
do
things.
So
I
accept
the
underlying
point,
but
but
also
there
are
often
things
when
you're
under
this
level
of
pressure
and
that
you
look
at
and
think.
H
If
we
did
that
differently,
we
could
get
the
same
outcome
but
from
with
less
cost
we're
not
always
entirely
operating
at
our
most
productive
and
efficient
and
the
the
you
know.
One
of
the
things
that
being
under
this
thought,
pressure
does
is
make
us
look
at
each
part
of
the
service
to
see
how
we
can
do
that.
But
but,
and
often
some
of
that
is
to
do
with
the
whole
system
rather
than
individual
bits
of
it.
So
what
can
we
do
to
maximize
the
impact
of
the
whole
council
together?
H
So
you
know,
so
we
are
looking
at
how
there
are
where,
where
there
are
overlaps
in
terms
of
what
we
do
in
the
communities
and
environments
and
advanced
and
health
do
but
also
specifically,
partners,
and
I
think,
if
you
look
back
over
the
other
proposals
that
we've
had
in
there,
you
know
a
number
of
them
involve
our
work
with
health,
for
example,
and
whether
there's
some
there's
more
work,
we
can
do
there
to
maximize
efficiencies.
A
Okay,
thank
you
for
that
I'll
bring
in
councillor
group
next
and
then
I've
got
councillor
renshaw
with
another
question.
So
councillor
growing,
please.
F
Yeah,
I
mean
clearly
we're
we're
all
very
upset
about
the
cuts
that
have
to
be
made
obviously,
and
it
inevitably
will
make
a
difference
to
the
quality
of
work
that
we
can
carry
out.
My
question
really
is:
how
do
the
individual.
F
Portfolios
of
the
council
achieve
their
targets.
Does
everybody
take
a
proportional
cut
according
to
what
they've
got,
or
is
it
weighted?
According
to
the
impact
those
cuts
are
likely
to
have
within
the
services?
The
question
is
really
about
it's
probably
easier
to
cut,
for
example,
flower
baskets
in
the
town
centre,
nice
as
they
are
than
it
is
something
which
is
going
to
impact
on
children.
So
so
how
do
the
overall
targets
for
each
service
or
group
of
services
actually
get
agreed?
What
are
the
factors
that
are
taken
into
account.
H
Well,
I'm
happy
to
give
you
a
bit
of
an
overview
from
mark
from
my
perspective,
which
is
that
we've
tried
to
avoid
setting
specific
targets
for
the
various
portfolios
and
really
try
and
work
on
this
as
a
corporate
team
to
to
say
this
is
what
the
overall
gap
looks
like.
Where
can
we
you
know?
Where
can
we
find
the
the
efficiencies
that
are
necessary,
and
I
have
to
say
that
both
adults
and
health
and
children's
services
have
been
prioritized
in
in
in
those
discussions?
H
So
there
has
been
a
level
of
protection
for
us
so
that
so
that
other
parts
of
the
council
have
had
to
take
a
a
much
greater
hit,
and
so
you
know
there
is
a
there's,
a
number
of
ways
that
you
cannot.
You
can
always
break
it
down
and
you
could
divide
it
equally
between
all
of
the
portfolios
etc,
but
we
haven't
done
it
in
that
way.
H
We've
commented
as
a
team
to
say:
where
are
there
that
we
can
find
those
efficiencies
and
remembering
at
all
times,
that
our
priority
is
those
services
that
protect
and
support
the
most
vulnerable
in
the
city?
That
has
been
a
specific
approach
to
to
that
council
agreement.
A
Okay,
thank
you
for
that
and
just
before
we
get
to
the
end
of
this.
I'm
gonna
bring
councillor
ren
shawn
again
in
a
second
just
worth
people
thinking
and
if
they
want
to
make
a
comment
now,
is
there
anything
specific
that
we
want
to
feed
back
as
a
board
to
the
executive
board
and
also
perhaps,
if
sal
come
back
shortly
and
I'm
aware
there's
another
5.3
million
pounds
of
savings
to
be
found
before
february's
executive
board
and
it'd
be
useful.
I
Because,
like
council
drinkwater
said
you
can't
cut
the
services,
can
you
without
imposing
more
responsibilities
on
the
shoulders
of
other
people,
because
with
children,
young
people,
it's
all
crucial
and
I
just
wondered
if
any
consideration
have
been
taken
into
account
for
the
staff?
Are
we
going
to
have
to
deal
with
all
all
these
ongoing
services
and
concerns
for
these
children,
young
people,
which
you
know
I
find
paramount
to
anything
else?
But
that's
my
view
and
it's
the
stuff
we're
delivering
it?
H
I
think
that's
countless,
I
mean
I
think
we
are
at
all
times
working
really
closely
with
our
staff,
as
as
you
would
expect
you
know,
their
well-being
is
of
paramount
importance
to
us
and
councillor
benner,
and
I
have
large
scale
zone-
calls
with
many
of
our
frontline
staff,
for
example,
so
that
we
can
hear
directly
from
from
them
about
some
of
the
challenges
and
pressures
that
they
face,
but
obviously
every
layer
of
the
organization.
H
You
know
well-being
is
a
critical,
critical
issue
and
we
have
regular
well-being
check-ins
for
all
of
our
staff.
We
know
that
actually,
the
better
we
look
out
after
our
staff,
you
know
the
better
the
conditions
that
they
are
working
in
the
better
able
they
are
to
support
the
most
vulnerable
in
the
city.
So
there's
an
absolute
direct
correlation
between
those
two
things,
and
so
we
do
as
much
as
we
can
to
try
and
support
them.
H
I
think
the
other
thing
for
for
us
in
children's
services,
that's
important
to
remember,
is
the
that
it
works
as
a
whole
system
and
our
relationships
with
our
partners
become
really
important
in
in
in
in
some
of
this
and
the
work
that
we've
done
over
the
last
10
years
to
really
improve
the
quality
of
practice
that
exists
within
the
organization.
Quality
of
the
relationships
that
we
have
with
partners
ultimately
contributes
to.
H
H
We
know
that
that's
done
safely,
so
from
an
outcomes
perspective,
those
things
look
better
and
when
we
do
that
right,
when
we
get
the
practice
right,
actually
it
costs
us
less,
and
so
this
whole
idea
of
trying
to
shift
our
what
we
spend
from
crisis
response
to
early
help
and
prevention
is
what
can
help
us
to
save
the
money,
and
we
keep
that
in
mind
at
all
times,
so
we're
always
trying
to
shift
this
system
so
that
we
are
spending
less
on
on
on
care
costs,
particularly
where
outcomes
aren't
great
and
it
costs
a
lot
of
money.
H
So
we
want
to
do
early
on
prevention
wherever
we
can-
and
so
I
think
part
of
our
consideration
throughout
this
period
of
time
has
been
not
to
lose
that
strategy.
That's
what
we
are
concentrating
our
energy
on
and
we
haven't
seen
spikes
in
the
numbers
of
children
looked
after
we're
still
seeing
a
steady
reduction
there
and
through
our
quality
assurance
and
performance
management
frameworks.
We
ensure
that
all
of
that
is
happening
safely
that
we're
not
just
drawing
lines
in
different
places
before
that
now
any
director
of
children's
services
would
say
to
you.
H
Yes,
I'd
like
20
million
pounds
more
at
any
given
time,
but
that's
not
the
circumstances
that
we
find
ourselves
in.
So
we
have
to
maximize
what
we
do
with
our
partners
across
the
city
with
what
we've
got
and
the
strategy
has
been
working
here
and
you
know
our
intention
is
for
it
to
continue
to
do
so.
A
Okay,
no
problem
at
all,
so
counselors
wrench
on,
grew
and
you've
still
got
your
hands
up.
Are
they
did
you
have
a
further
point
or.
A
No
problem
kate,
you
wanted
to
come
in.
C
Yeah,
it
was
just
a
quick
question.
It
was
just
around
the
potential
impact
of
the
the
new
strain
which
I
don't
think
has
really
been
fully
felt
in
leads.
C
Yet
and
obviously,
if
it's,
you
know
as
kind
of
contagious
as
it's
being
reported,
which
it
clearly
is,
then
I'm
just
was
wandering
around
sort
of
to
what
extent
that
might
impact
on
the
workforce
in
terms
of
staff
absence
and
how
that
might
impact
in
terms
of
finance,
with
regards
to
say,
having
to
use
supply,
workforce
and
additional
costs
associated
with,
potentially
quite
a
high
level
of
staff
absence
to
cut.
You
know
in
sort
of
thinking
of
near
future,.
H
Where
we've
detected
it
in
in
it
is
prevalent
in
yorkshire
and
humber
region
in
much
lower
levels
than
in
other
places,
but
if
we
were
to
in
our
contingency
planning,
if
we
were
to
assume
significant
increases
in
the
same
way
that
we've
seen
in
other
parts
of
the
country,
then-
and
there
would
be
a
significant
impact
on
some
of
our
workforce
issues-
I
mean
the
only
other
thing
I
would
say
in
in
in
terms
of
how
that
where
we
might
go
is
that
the
variant
is
spreading
more
prolifically
in
london
and
the
south
east
at
this
moment
in
time
and
their
their
rates,
as
we've
said
earlier
on
in
terms
of
infections,
are
three
four
times
higher
than
and
where
they
are
in
leeds,
and
it's
hoped
that
the
lockdown
has
come
in
time
for
us
in
leeds
and
to
stop
that
kind
of
escalation.
H
H
So
that
does
become
important.
I
think,
from
my
point
of
view
about
you,
know
the
message
of
staying
at
home
and
abiding
by
the
regulations
and
restrictions.
So
we'll
continue
to
push
that.
H
I
think
if
the
other
side
of
it
is
that
we've
got
the
hope
of
the
vaccine,
and
so
in
some
ways-
and
we
are
working
really
closely
right
across
the
system
in
leads
to
make
sure
that
we've
got
systems
in
place
so
that
the
only
thing
that
is
going
to
hold
us
back
in
terms
of
being
able
to
progress
with
the
vaccination
program
is
the
supply
side
of
it,
which
we
can't
control
as
much.
H
But
actually
systems
are
in
place
here
in
leeds
and
for
us
to
be
able
to
really
push
on
with
the
vaccine.
And
so
what
that
does,
I
suppose,
is
give
you
a
window
that
you
of
a
period
of
time
that
you
have
to
manage
and
in
a
sense
what
we
would
do
if
we
are
seeing
significant
impacts
on
workforce,
is
to
look
right
across
the
council
at
those
things
that
we
absolutely
need
to
do
to
prioritize
and
to
get
through.
H
And
how
do
we
redeploy
those
staff
to
help
us
to
manage
that
for
this
period
of
time
that
we're
going
to
be
that
we're
going
to
need
it,
and
also
that
you
know
there
are
given
the
lockdown
restrictions?
There
are
lots
of
people
who
aren't
doing
what
they
were,
what
they
aren't
able
to
work
on
the
tasks
that
they
were
previously
doing.
H
So
that's
just
a
consequence
of
the
whole
thing
slowing
down
and
it's
looking
at
whether
we
can
use
them
in
certain
places
to
support
the
effort
that
we
that
we
need
to.
We
would
you
know
we
obviously
have
a
mind
on
at
all
times,
ensuring
that
we're
fulfilling
our
statutory
responsibilities
and
supporting
the
most
vulnerable
people
and
and
will
do
whatever
it
takes
to
ensure
that
continues.
A
Okay,
thank
you
sal
and
just
on
the
and
on
the
5.3
million,
that's
to
go
to
executive
board
in
february.
Do
are
you
expecting
to
be
to
have
anything
further
on
that.
H
At
this
stage,
we
aren't
putting
anything
further
forward.
I
think
there's
some
kind
of
council-wide
proposals
that
that
will
be
looked
at
to
try
and
find
that
gap
and
is
that
right,
louise.
A
Correct
okay,
thank
you.
So
I'm
not
seeing
any
further
questions
or
comments
on
this
I'll
just
check.
If
council
of
venereal
prior
had
any
final
comments,
they
wanted
to.
A
Make
okay,
thank
you,
so,
given
sort
of
the
mood
of
the
questions,
I'd
perhaps
propose
that
we
just
note.
What's
in
the
the
report,
I
think
it
would
be
probably
incorrect
to
say
we
were
happy
about
it,
but
I
think
we're
understanding
of
the
position
and
why
the
decisions
are
there.
So
if
there
are,
unless
there's
any
dissenting
voices,
I'd
suggest
that
as
a
board,
we
just
note
the
contents
of
the
reports
if
everyone's
happy
with
that.
A
Okay
good,
so
we
can
move
on
now
to
our
last
substantive
item,
which
is
the
plans
for
statutory
pupil
assessments
during
2021.
A
Obviously,
things
have
changed
somewhat
since
the
paper
was
written,
so
I
think
we've
got
erica
with
us
as
well.
A
So
if
you're
on
the
call
erica
did
you
want
to
introduce
yourself
and
then
perhaps
councillor
pryor
might
want
to
to
kick
off
and
then
we
can
go
from
there.
So
do
we
have
erica.
A
A
P
Okay,
thank
you
for
that.
Well,
you're.
Absolutely
right
things
have
changed.
So,
as
you
remember,
we
submitted
a
letter
to
ofqual
and
to
the
dfe,
and
also
there
were
a
number
of
announcements
made
by
the
dfe,
which
was
basically
these
main
points
and
the
exams
would
be
moved
back
three
weeks
except
for
english
and
math
gcse,
where
one
exam
would
be
held
in
may,
which,
which
you
know
with
the
idea
that
you
would
at
least
sit
one
paper.
P
P
So
the
idea
is
that
this,
this
particular
cohort
won't
be
disadvantaged
compared
to
the
year
before,
and
some
pupils,
particularly
clinically
extremely
vulnerable,
would
be
allowed
to
take
exams
at
home.
There
would
be
advanced
notice
of
topic
areas
and
supporting
materials
such
as
formula
sheets.
P
If
a
pupil
missed
some
or
all
exams
assessment
could
be,
you
know
their
coursework.
If
there
was
any
could
be
taking
into
account
if
they,
there
was
also
a
planned
section
of
contingency
exams.
Now
this
is
new.
The
idea
was
that
there
would
be
your
normal
gcse
a
levels
in
june,
and
then
three
weeks
later
at
the
beginning
of
july,
there
would
be
contingency
exams
offering
one
paper
per
subject
so
that,
if
you'd
missed
all
your
exams
in
june,
you
had
another
chance
of
taking
them.
P
P
And
they
were
also
promising
to
have
a
look
at
this
set
up
an
expert
advisory
group
which
would
try
to
find
some
form
of
mitigation
for
pupils
who
had
suffered
more
time
out
of
school
and
maybe
because
they
had
to
self-isolate
or
because
their
school
had
been
particularly
hard
hit
by
the
virus
and
and
now.
Obviously,
that
would
have
been
something
that
we
would
need
to
have
watched
really
carefully.
Because,
certainly
in
the
autumn
term,
schools
in
the
north
were
more
impacted
by
the
virus.
P
But,
as
you
know-
and
there
was
the
announcement
on
monday
night
and
the
update
was
basically
that
in
the
circumstances
it
was
not
possible
for
exams
to
go
ahead
fairly
in
the
summer,
so
exams
will
not
go
ahead,
and
but
the
secretary
for
state
of
state
for
education
will
ask
off
qual
to
consult
on
an
approach
and
an
alternative
approach
to
allow
students
to
progress
fairly,
and
so
that's
probably
the
key
sentence.
P
What
this
alternative
approach
to
allow
students
to
progress
fairly
will
look
like
and
at
that
at
this
point
we
we
don't
know
what
that
that
is.
So,
that's
probably
an
update
of
of
where
we
are
and,
of
course,
put
out
a
statement
today
where
they've
basically
asked
pupils
to
engage
fully
in
their
studies
and
so
to
carry
on
working.
P
So
that's
slightly
different
from
before,
where
if
you
were
meant
to
be
doing
exams
in
march
when
june
in
the
march
lockdown,
that
was
it,
they
were
cancelled
and
you
weren't
actually
expected
to
do
any
more
work.
So
they
are
urging
pupils
to
keep
up
with
their
work,
and
does
that
give
you
a
broad
outline
of
the
situation?
P
Please
feel
free
to
ask
me
any
questions.
I
think.
N
It
deserves
just
the
education
secretary
is
expecting
to
make
a
further
statement
today,
so
we're
so
we're
looking
for
that
and
in
many
ways
the
the
discussions
that
we
have
with
you
and
the
scrutiny
board
last
term.
N
What
were
really
useful
and-
and
you
know
it's
a
it's
a
complicated
issue,
but
the
principles
behind
the
the
letters
that
you
and
councillor
prior
wrote
off
on
behalf
of
scrutiny
still
remain
in
terms
of,
but
I
think
we
would
still
want
to
see
decisions
being
made
quickly
to
try
and
get
as
much
fairness
in
the
system.
You
know.
N
So
all
those
things
that
we
discussed
last
term
are
still
very
relevant
in
terms
of
the
what
would
be
expected
to
be
some
form
of
consultation
coming
coming
up
down
that
sander
line
over
the
next
of
the
next
month
and
and
people
might
want
to
engage
in
that,
as
as
we
move
forward
to
try
and
get
the
right,
the
right
decisions
and
the
best
outcome
for
that
for
the
for
the
young
people
in
leeds
there's.
No,
no
announcements,
just
just
to
add
on
to
the
the
testing.
N
There's
no
there's
been
no
further
announcement
in
terms
of
sats
key
stage,
two
and
key
stage
one.
So
we
still
waiting
further
information
on
on
on
the
the
primary
primary
level,
testing.
A
Okay,
thank
you,
dave.
Has
there
been
any
indication
of
the
timing
and
the
nature
of
the
consultation
yet
and
sort
of
when
we're
expecting
decisions
to
be
made,
because
obviously
these
things
have
been
considered?
It's
not
it's
fast
changing,
but
it's
not
totally
out
of
the
blue.
We
know
that
it
has
been
getting
consideration
about
alternatives
for
some
time.
N
A
At
okay,
so
there
any
questions
or
comments
so
no
hands
up
as
yet.
A
P
I
I
think-
and
you
know
we
had
a
very
useful
discussion-
didn't
we
last
time
where
we
determined
the
principles
that
we
wanted
to
to
put
forward
and
to
the
dfe
and
to
off
coal,
and
probably
when
we
see
the
consultation,
they
tend
to
be
quite
prescriptive,
but
there
is
normally
an
open
box
for
comments,
and
so
it
could
be
that
we
consider
the
consultation
as
as
a
scrutiny
group
a
scrutiny
board,
but
also
think
again
about
the
the
principles
that
need
to
underpin
any
any
strategy.
That's
put
in
place.
A
Okay,
thank
you
so
I'll
bring
jackie
in
and
then
it'll
be
useful.
If
members
could
have
a
think
about
what
what
they'd
want.
Scrutiny's
approach
to
this
to
be,
if,
if
your
content
that
actually
what
we've
fed
in
already
is
sufficient
and
that
that
expresses
our
view
and
effectively
we'd.
A
Accept
that
there
was
going
to
be
the
offices
and
executive
members,
that
would
would
lobby,
and
we
are
happy
with
that
position
or
if
we
want
to
do
anything
further.
Do
we
want
to
a
meeting
when
we
know
what
the
we
could
perhaps
have
a
working
group
potentially,
but
so
be
useful
to
hear
people's
views
on
that
so
jackie?
You
wanted
to
come
in.
G
Yeah,
I
think,
for
me,
I've
got
an
a
level
student,
so
I
suppose
I'm
more
in
line
with
what
the
young
people
are
thinking
at
this
moment
in
time.
I
think
they
were.
You
know
they
were
up
they're
all
online
ready
for
you
know
exam
session.
Now
it's
up
there
again.
So
I
think
for
me,
even
if
there
was
consultation,
it
needs
to
be
done
with
as
much
haste
as
possible.
G
I
think
the
delay
for
students
now
they
they're
they're
up
near
the
teachers,
do
not
tell
them.
They
don't
know
what
to
do.
I
think
and
they're
all
extremely
worried,
especially
if
they
want
to
go
to
university
in
september
october
time,
so
it's
all
up
there
and
I
think
the
most
taste
is
necessary
in
my
mind,
I
don't
mind
for
I.
If
we
have
to
do
consultation,
I
do
that
we
need
to
do
it
quickly.
A
P
To
actually
consider
the
consultation
and
see,
if
there's
anything
different,
that
we
need
to
inform
them
of
the
consultation.
What
what
will
happen
the
process
is
that
ofquel
will
put
a
consultation
out
and
it
will
have
a
a
window.
You
know
maybe
three
weeks
or
something.
So,
although
we'd
like
that
to
happen
quickly,
we
are
constrained
by
the
the
dates
that
they
put
around,
that
that
consultation.
H
I
just
I
mean
I
think
you
know
we,
I
think
we've
got
an
agreed
position
across
ourselves
and
this
scrutiny
board
that
we
have
put
forward,
I
think,
has
been
acknowledged
and
responded
to
probably
taken
into
account
in
terms
of
and
where
we're
headed,
but
we're
in
the
middle
of
this
decision
about
exams.
Just
having
been
made
a
couple
of
days
ago,
there'll
be
discussions
taking
place
between
and
dfe
and
of
color.
H
Obviously,
this
the
consultation
will
come
out
and
I
just
wonder
whether
it's
better
to
let
those
things
play
out
and
see
where
we
are
rather
than
us,
trying
to
plan
for
the
working
group
in
this
area,
given
the
uncertainty
of
it
already.
H
To
be
honest-
and
maybe
I
mean
if
once
the
consultation
comes
out,
that
feels
like
a
more
appropriate
time
for
people
to
have
some
time
to
consider
it,
then
that
would
seem
the
best
way
forward
really,
but
at
this
stage
we're
in
the
middle
of
quite
a
lot
of
tricky
decision
making
that's
going
on
where
we
probably
can't
influence
the
direction
of
travel.
A
Okay
thanks
so
councillor
stevenson,
please.
J
Thanks
chair
might
need
to
sort
of
echo
the
comments.
I
think
it
was
jeff
barton,
the
the
the
union,
the
head
teachers
leader.
You
said
that
you
know
there's
a
time
that
actually
sometimes
you
need
to
sit
back
and
just
think
about
things
properly
before
you
rush
into
it,
and
this
is
is
one
of
them
and
within
that
I'm
aware
from
conversations
I've
had
with
people
who
working.
You
know
at
the
minute
that
this
is.
J
This
is
not
sudden,
although
it's
a
sudden
policy
shift
off,
call
have
been
working
on
plan
b's,
etc.
They
have
been
putting
forward
positive
papers
for
ministers,
so
there
has
been
some
background
work
going
on
about
it.
I
think
one
of
the
difficulties
now
is
going
to
be.
You
know
what
do
you
fall
back
to
if
you
haven't
got
mocks?
J
If
you
haven't
got
what
teachers
assessing
is
different
before
even
other
nations
that
previously
made
a
decision
to
cancel
exams
will
now
have
to
review
this
because
they
were
going
to
a
situation
where
they
were
going
to
use
teacher
assessments
based
on
in-school
learning,
which
isn't
going
to
happen.
My
preferred
option,
I
think,
would
be
as
people
said,
wait
for
the
constitution
to
come
out,
but
it
is
then
a
consultation,
and
I
think
that
it
would
be
right.
J
The
you
know,
the
executive
members
would
reply
on
behalf
of
the
council's
administration
and
opposition
groups
can
do
the
same.
I'm
not
sure
really,
where
I
see
a
role
for
scrutiny
and
that
we've
already
asked
the
questions
in
terms
of
the
principles
and
the
boundaries.
So
personally,
I
don't
really
see
if
there
should
be
effort
going
into
a
working
group
when
effectively
it's
going
to
come
down
to
a
series
of
options
that
need
a
political
decision
that
will
be
made
by
by
ministers,
and
we
can
all
respond
politically.
J
A
B
Yeah
just
to
comment
really
that
take
on
board
whatever
you're
saying
about
the
need
to
wait
for
what
the
consultation's
going
to
be
on,
but
I
just
wonder
if
we
could
just
perhaps
ask
that
what
that
I
think
it's
probably
time
for
nationally
a
shift
to
a
final
worst
case
scenario:
consult
on
that
decide
on
that
and
stick
to
that
decision,
because
I
think
the
extraordinary
pressure
that's
been
put
on
schools
and
to
be
responsive
and
agile
and
thinking
about
what
it
will
do
this
if
this
happens
and
that,
if
that
happens,
we're
way
beyond
that
now
this
has
to
be
the
last
and
final
consultation,
and
then
we
go
with
it.
A
I've
seen
quite
a
bit
of
support
for
that
debbie
councillor
four
says:
please.
G
I
just
wanted
to
respond
that
I
think
the
idea
of
having
a
working
group
once
the
concentration
is
out
is
a
good
idea
as
far
as
these
being
a
political
decision.
This
is
answering
council
stevenson's
point,
there's
more
than
just
us,
as
politicians
here
on
the
scrutiny
group,
there's
some
obviously
many
more
voices
that
we
need
to
hear
they
need
to
feed
into
that.
Thank
you.
N
Council
can
I
yeah
go
ahead
dave.
I
can't
find
my
my
hand
icon
to
put
my
hand
up
for
you,
the
I'm
just
going
to
say
that
they're,
actually,
just
just
on
councillor,
forsyth's
point
that
we
would
be
encouraging
all
our
school
leaders
and
all
our
education
community
to
to
to
feed
into
that
consultation
independently
as
well,
so
that
so
that
the
they
will
be
hearing
all
the
voices
from
from
a
wide
range
of
you
know
of
different
perspectives
from
from
the
from
the
later
community.
N
K
And
yeah
I
just
wanted
to-
I
think,
some
of
the
points
about
saying
that
this
was
something
an
announcement
that
was
made
only
a
couple
of
days
ago.
So
it's
difficult
to
comment
now
are
completely
valid,
but
I
think
it's
it's
worth
putting
on
record
how
useful
it
was
to
have
scrutiny's
input
on
this
to
have
that
kind
of
cross
cross
party
and
with
the
co-opted
members
to
have
that
broad
view
of
what
the
best
thing
was.
So
I
I
do
think
there
is
real
value
in
scrutiny.
K
Coming
back
to
this,
after
the
consultation
and-
and
I
know
council
stephen
councillor
simpson
said
things
have
been
working
on-
people
have
been
working
on
this
for
some
time
now,
but
actually
the
line
from
government
was
no
absolutely
not
exams
are
going
ahead,
full
stop,
so
the
land
from
government
wasn't.
This
is
plan
and
we've
also
got
plan
b.
So
actually
this
is
new.
This
is
this
is
something
we're
going
to
need
to
deal
with
in
the
future
and
it
it
goes
beyond
a
political
issue.
It's
not
just
you
know.
K
A
Okay,
thank
you
for
that
council
of
prayer
yeah.
I
think
that's
everyone
that
wanted
to
speak
at
the
moment.
So
in
terms
of
taking
this
forward,
it's
obviously
rapidly
moving.
I
I
get
briefed
regularly
by
sal
and
councillors.
Venom
prior
are
always
very
good
at
getting
in
touch.
If
there's
anything
urgent.
A
That
comes
up
so
I
suggest
we
kind
of
leave
it
open
and
flexible
and
clearly
the
scrutiny
board
have
got
a
very,
very
strong
interest
in
this
issue,
and
I
think
we
just
need
to
see
how
it
plays
out
to
decide.
What's
the
what's,
the
best
way
to
to
move
forward
and
myself
and
angela
can
keep
in
touch
with
the
whole
board
via
email
as
things
progress
to
keep,
you
keep
you
up
to
date.
N
No,
I
think
that
that's
it,
we
can
keep
you
posted.
You
know,
like
you,
said,
by
sal
briefings
and
and
what's
coming
through
to
us
from
dfe.
C
Thank
you.
I
just
wanted
to
quickly
ask
so
what
and
will
the
voices
of
direct
voices
of
families,
and
particularly
perfected
pupils,
be
taken
into
consideration
in
the
consultation?
How
how
will
that
operate?
Do
we
know
or
have
we
thought
about
how
we
might
bring
in
their
voices,
and
can
I.
P
I
mean
that's
a
really
excellent
point
and
you
might
be
aware
that,
in
addition
to
the
primary
bronze
and
the
secondary
bronze
group,
we
did
actually
set
up
a
youth
bronze
group
with
the
aim
that
the
pupils
then
feed
in
their
views
to,
in
fact
the
secondary
bronze.
So
we
do
have
a
mechanism
for
garnering
the
views
of
pupils.
P
C
P
I'm
not
actually
sure,
because
it
was
formed
from
the
voice
and
influence
team,
and
I
do
know
that
it
they
come
from
a
range
of
schools
and
colleges
and
their
ages
are
from
about
13
to
18
in
terms
of
diverse
social,
economic
backgrounds,
I'm
not
sure
and
they're
diverse
in
terms
of
ethnicity
and
gender,
so
that
there
is
some
range
of
opinion.
A
Okay,
thank
you,
and
so
I
think
what
I
would
suggest
is
angela,
if
it's
okay,
if
we
put
this
as
an
item
again
on
the
the
february
meeting
just
so,
we
can
have
an
update
on
where
we've
got
to
it
is
very
early
in
february.
A
I
think
we're
on
the
the
third
of
february
is
our
our
next
meeting
and
if
there's
anything
that
develops
in
the
meantime,
then
we
would
get
in
touch
with
with
the
board
about
that
and
if
necessary,
we
could
convene
a
short
notice
working
group
if,
for
some
reason,
that
did
prove
to
be
necessary.
A
I'm
seeing
nods
and
no
dissent
so
okay
right,
thank
you
so
we're
moving
on
now
to
item
11
complete
with
a
fanfare
from
somewhere
to
the
work
schedule.
So
I
will
hand
over
to
angela
to
take
us
through
that.
Please.
B
Thank
you
chair,
so
this
is
the
usual
report
that
presents
the
latest
version
of
the
board's
work
schedule
for
the
remainder
of
the
municipal
year.
The
work
schedule
is
set
out
in
appendix
one
of
the
reports.
B
B
So,
as
you
know,
last
year
the
board
commenced
this
inquiry
with
the
intention
of
this
continuing
into
this
municipal
year,
but
as
a
result
of
the
pandemic,
having
a
profound
impact
on
the
work
of
the
children,
families
directorate,
as
well
as
local
schools,
discretely
boarded
agreed
to
temporarily
pause
the
inquiry
work,
but
to
review
the
position
again
at
today's
meeting
with
a
view
to
determining
what
a
suitable
time
frame
for
resuming
the
inquiry
would
be.
B
So
the
intention,
therefore,
through
youtube,
is
to
invite
the
views
of
the
boards
and
also
the
representatives
from
from
the
directorate
in
that
regard,
once
the
time
frame
is
being
agreed,
this
will
obviously
get
reflected
into
the
board's
work
schedule
moving
forward.
So,
in
addition
to
that,
I
guess
it's
any
other
further
suggestions
at
this
point.
A
Okay,
thank
you,
angela,
so
I'll
invite
people
to
make
comments
on
that
too.
Couple
of
thoughts
that
that
I
have
is,
I
wonder,
if
perhaps
given
how
rapidly
things
have
changed
again
if
we're
better
off
leaving
it
to
the
next
municipal
year
to
pick
it
up
again,
we
do
have
space
in
march,
but
what
I
did
wonder
is
again
given
where
we've
got
to
and
when
we
started
looking
at
this
pandemic.
I
think
everybody's
instinct
was.
A
I
don't
think
anyone
thought
we'd
be
quite
where
we
are
and
the
context
for
children
and
young
people
is
very
different
and
one
of
the
things
that
I've
been
interested
in
looking
at
and
I'll
see
what
other
people
think
is
actually
what
the
long-term
impact
on
children
and
young
people
is
and
what
what
can
be
done
about
it
and
I'd,
be
quite
interested
to
hear
potentially
from
psychologists
potentially
from
somebody
from
the
university,
perhaps
to
talk
us
through
what
what
they
see
as
the
longer
term
impacts
of
the
pandemic
and
what
actions
can
be
put
in
place
to
deal
with
those
things,
because
we,
I
think,
we've
all
got
instinctive
views
on
what
the
impacts
are.
A
But
it's
actually
seeing
some
hard
evidence
so,
and
I
wondered
if
perhaps
the
march
meeting
could
focus
a
little
bit
on
on
that.
But
I
welcome
anybody's
views
and
and
comments
on
both
that
and
also
what
we
do
with
regard
to
the
the
ongoing
inquiry
that
we
started.
So
I've
got
councillor
renshaw
with
a
hand
up
and
then
I'll
bring
anybody
else
in
that
wants
to
to
chip
in
on
this.
I
I
Because,
if
you
remember
before
christmas,
we
did
discuss
that
briefly
and
I
think
it
would
be
useful
to
have
them
there
the
same
time
as
all
the
psychologists,
because
it's
young
people
with
mental
health
issues
that
seem
to
have
been
the
impacts
and
they
seem
to
be
the
ones
struggling
and
taking
lives.
So
I
just
think
it'd
be
helpful
to
have
the
youth
team
in
probably
at
the
same
time
that
could
be
arranged.
M
Yeah,
thank
you.
Thank
you
cancel
just
two
things
around
that
one
around
the
exclusions
data
in
elective
firm
education.
Absolutely,
as
you
said,
counselor
the
situation's
changed
completely
because
over
the
last
year,
because
schools
have
been
closed,
we
have
not
been
able
to
either
collate
the
same
data.
The
picture
has
been
completely
different
schools,
not
then
going
into
fixed
term
exclusions
because
of
the
context.
The
situation,
therefore
looking
for
trends
extremely
difficult.
M
M
The
next
data
that
is
available
is
in
1920
and,
as
I
say
that
actually
comparing
it
will
be
like
apples
and
pears
because
of
the
different
context
that
we
are
now
in.
So
I
think
we
need
to
consider
that
within
the
picture
dramatically
within
the
city,
the
latest
figure
for
elective
film
education
were
835,
young
people
were
being
electively
home
educated,
but
again
we
don't
know
whether
that
figure
will
drop
dramatically.
M
Once
we
see
the
return
to
schools
and
once
the
vaccination
program
is
in
place
so
again,
pushing
that
on
further
into
the
year
may
be
helpful
to
look
at
that
in
terms
of
the
suggestion.
That's
around
mental
health,
long-term
effects,
our
educational
psychology
team
have
been
working
within
the
region
and
nationally
working
with
other
psychology
teams
working
within
children
and
families
services
to
look
at
the
best
way.
M
We
can
support
young
people
who
have
suffered
anxiety,
mental
health
issues,
and
we
have
also
been
working
in
leads
in
the
future
in
mind
programme
about
how
we
develop
that
trauma
practice
and
the
interventions
that
we
can
put
into
place.
So
that
is
a
whole
piece
of
work
that
will
be
ongoing
and
that
links
into
all
of
the
future
in
mind.
Work.
Thank
you,
council,
alain
okay,.
G
I'll
just
keep
this
very
short,
it's
just
simply
to
flag
up
in
the
report
where
it
talks
about
climate
emergency
because
we
are
also
in
a
climate
emergency,
but
when
considering
areas
of
work,
the
board
is
reminded
that
influencing
climate
change
and
sustainability
should
be
a
key
area
of
focus.
There's
a
lot
more,
I
could
say
I
just
wanted
to
flag
that
up
at
the
moment
the
idea
of
having
them
the
discussion
in
march
about
the
impact
and
thinking
ahead,
I
think,
is
a
good
one.
Thank
you.
A
Okay,
thank
you.
Councillor,
forsyth
council,
lennox.
B
Please,
thank
you
just
a
comment.
It
was
briefly
well.
It
was
more
than
briefly
mentioned
earlier
on
about
digital
access
and
inclusion.
This
is
not
necessarily
something
that
we
need
to
put
in
the
future
gender
item
because
hopefully
they
will
hear
more
about
that
soon,
because
home
schooling's
already
begun,
but
if
perhaps
the
departments
could
come
back
to
board
members
with
information
about
how
schools
are
managing
access
to
laptops
and
devices.
I
think
I
said
on
the
on
the
the
call
for
elected
members
the
other
day.
B
It
was
only
october
that
the
government
cut
80
percent
of
laptop
access
for
schools.
So
it's
going
to
be
much
more
of
a
case
of
trying
to
find
that
access
and
that
inclusion
from
maybe
the
third
sector
organizations
that
I
know
have
sort
of
started
to
ramp
up
their
their,
what
they're
doing
and
turn
it
towards
school.
So
maybe
it's
just
something
that
in
in
the
interim
period,
the
department
could
update
the
board
on
what
they're
hearing
from
schools
about
this.
A
Okay,
thank
you
for
that,
and
then
can
I
just
check
in
with
sal
council
club
veteran
councillor
prior,
if
they've
got
a
view
on
on
what
I
proposed
about
our
march
meeting.
L
It
sounds
very
positive
to
me
chair.
I
just
I
just
wanted
to
suggest
the
university
research
that
I
referred
to
earlier.
That
I
think,
would
be
a
good
contact.
That's
it's
a
piece
of
national
research
being
done
by
leads
on
the
impact
of
covered
on
the
early
years
sector,
so
it
feels
like
they
would
be.
You
did
mention
the
university
that
the
academics
doing
that
piece
of
research
may
be
helpful
people
to
take
part
in
the
meeting.
H
You're
happy
with
that,
I
think
I
mean
in
february.
H
You
will
absolutely
need
updates,
I
think,
as
a
board
in
terms
of
where
we
are
at
that
moment
in
time,
and
I
guess
we'll
be
looking
at
what
the
plans
are
potentially
for
coming
out
of
coming
out
of
the
current
schools
position
and
given
how
live
it
is,
and
by
february
you
probably
want
to
report
on
what
we
you
know
how
things
have
gone
over
the
next
few
weeks
and
what
the
plans
are
for
the
weeks
coming
up
and
I
think
the
march
id
is
an
excellent
one.
A
Okay,
thank
you.
So
are
there
any
dissenting
voices
on
on
that
plan,
or
is
everybody
happy
to
to
proceed
as
we've
outlined
there?
Okay?
Well,
thank
you
very
much
if
I
can
thank
everybody
for
for
your
contributions
and
particularly
for
helping
us
to
get
through
so
much
information
in,
but
actually
ahead
of
schedule,
and
so
I'm
really
grateful
for
everybody
cooperating
with
that.
We've
got
through
an
enormous
amount
there.
A
So
the
final
item
is
the
date
and
time
of
next
meeting,
which
is
wednesday,
the
3rd
of
february,
starting
at
10
a.m
and,
as
usual,
a
pre-meeting
at
9
45
to
sort
out
all
of
our
technical
hitches
before
we
before
we
begin
so.
Thank
you
very
much
everybody
and
see
you
next
month.