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A
Okay,
good
morning,
everybody
welcome
to
today's
meeting
of
the
children
family
scrutiny
board.
My
name
is
council
alan
lam.
I
represent
the
weatherby
ward
and
I'm
the
chair
of
the
board.
This
is
a
full
public
meeting.
We
apologize
for
the
slightly
delayed
starter.
We've
had
to
move
rooms
because
of
some
technical
issues
in
the
council
chamber,
the
council.
C
A
This
is
and
councillor
carlton
we
apologize
for
the
slightly
different.
A
F
D
A
Doesn't
look
like
andrew's
with
us
this
morning,
councillor
caroline,
this
is.
A
A
I
So
in
relation
to
agenda
item
one,
there
are
no
appeals
against
the
refusal
of
inspection
of
documents
in
relation
to
item
two.
There
are
no
items
excluded
from
the
public
domain
under
item
three.
There
are
no
late
items
of
business
under
item
four.
Can
I
please
ask
members
to
make
any
declarations
of
interest
at
this
point
and
I'll
take
silence
as
none?
Thank
you
under
agenda
item
five.
We
have
received
apologies
from
councillor
bithell
with
councillor
carlill
attending
as
substitute
member
from
councillor
senior
and
from
co-opted
member
kate,
blacker
and
chair.
I
Andrew
graham,
did
make
me
aware
that
if
he
may
be
running
late
or
we
may
have
to
relay
his
apology,
so
I'll
make
a
note
of
that
as
well.
Thank
you,
chair.
A
Okay,
thank
you
angela,
so
item
six
is
the
minute
of
our
meeting,
which
seems
a
lifetime
ago
on
the
third
of
november.
So
for
those
that
can
remember
that
far
back,
if
they
can
agree,
it's
an
accurate
record
of
the
meeting
yep.
Thank
you
very
much
and
are
there
any
matters
arising
that
we're
not
covering
on
the
agenda.
A
No
okay.
In
that
case,
we
can
move
on
to
the
substantive
items
on
the
agenda.
So
we
start
with
item
seven,
which
is
the
regular
update
on
the
ofsted
focus,
visit,
improvement
plan
country
linguist.
H
I
was
going
to
say
that
I've
read
the
papers
for
this
meeting,
which
you
better
watch
this
and
if
I
retained
every
piece
of
information
in
them,
I'd
be
a
very
clever
person
commonly
we
say,
we've
seen,
we've
read
the
papers
actually
would
help
me
a
lot
if
the
officer
would
do
a
highlighting
job
saying
these
are
the
key
points,
because
it
isn't
terribly
clear.
This
is
a
budget
where
we're
going
to
be
in
two
years
time
or.
A
Okay,
thank
you.
That's
noted,
counseling
with
there's
always
a
balance
to
strike
of
making
sure
we've
got
all
the
information
that
we
need
and
making
sure
it's
not
overwhelming.
Councillor
lay.
K
Yes,
I
agree
really
we
have
the
new
format
that
the
council
produced
that
says
what
are
the
main
recommendations,
etc
and
in
quite
a
lot
of
the
reports
it
says.
Please
note
the
the
contents
of
the
following
report
rather
than
a
brief
summary
of
these
are
the
the
main
parts.
So
I
agree
with
councillor
inningworth
really.
In
that
sense,
it
would
help
all
members,
not
just
in
this
group,
in
this
board,
but
across
all
our
committees.
If
it
didn't
say,
please
refer
to
the
attached
report,
particularly
when
there's
268
pages.
A
No,
I
think
they're
they're,
fair
points
well
made
and
I'll
certainly
pass
that
feedback
on.
So
so
if
we
can
get
into
item
seven
first
of
all,
if
I
could
ask
councillor's
prior
inventor
to
introduce
themselves
and
then
sal,
julie
and
ruth,
please.
L
A
Thank
you
and
welcome
to
all
of
you.
So
if
I
can
then
invite
councillor
venera
and
sal
to
introduce
the
report,
noting
council,
linguist
and
council
lays
comments,
we
certainly
don't
need
to
have
the
full
report
read
out,
but
if
you
could
give
us
the
highlights,
that
would
be
really
helpful.
Thank
you.
M
Thank
you,
chair
I'll
I'll.
Let's
I'll
do
the
highlights.
I
just
wanted
to
do
a
really
brief
introductory
comment
that
just
to
remind
board
members
that,
after
the
ofsted
focused
visit
in
the
summer,
we
said
that
we
would
every
meeting
of
the
scrutiny
board,
bring
a
summary
of
the
work
that
we're
doing
on
the
action
plan,
which
is
on
the
ofsted
recommendations.
M
I
chair
the
recovery
board,
which
is
it's
essentially
about
the,
how
the
directorate
is
recovering
from
the
pandemic
in
the
last
two
years,
but
it
also
incorporates
the
recommendations
of
the
ofsted
visits
so
in
terms
of
governance,
there's
that
board
and
then
sal
and
I
and
julie,
also
meet
regularly
with
council
lewis
and
tom
read,
and
so
this
is
a
high
priority
for
the
council,
the
recommendations
from
the
ofsted
report
and
we're
having
regular
we're
regularly
monitoring
that
at
a
senior
level
within
the
council
and
I'll
pass
over
to
sal.
B
Thanks
councillor
winner
is
my
mic:
working
yeah,
okay
good!
So
if
we,
if
you
look
on
page
16
of
the
of
the
packet
just
sets
out
as
council
benefits
said
that
we
would
report
back
to
this
board
in
in
terms
of
progress.
Just
as
a
reminder,
the
focus
visit
was
a
two-day
visit.
It
was
undertaken
remotely
so
people
weren't
able
to
engage
face-to-face
and
it
was
a
short
visit
in
that
period
of
time.
B
Inspectors
found
no
areas
of
secret,
seek
serious
weakness,
but
they
did
highlight
three
areas
for
improvement.
One
was
the
quality
and
consistency
of
assessments,
the
quality
of
management
of
site
of
supervision
and
the
quality
and
independence
of
audits,
and
in
addition
to
that,
one
of
the
issues
they
raised
with
us
but
didn't
make
a
recommendation
about-
was
the
involvement
of
all
three
key
safeguarding
partners
in
them
strategy
discussions.
B
In
short,
we've
got:
we've
reviewed
the
training
and
development
offer
for
social
work
staff
in
relation
to
quality
of
assessments,
and
we
have
set
out
and
brought
in
external
support
in
the
form
of
professor
david
schemings,
who
we've
done
quite
a
bit
of
work
with
previously
and
who's
a
renowned
social
work,
academic
and
we've
set
out
there.
The
areas
that
david
will
be
focusing
on
we've
also
had
the
principal
social
worker
deliver
practice
forums.
B
They've
set
up
some
practice
cafes
to
bring
practitioners
together
to
emphasize
all
of
the
training
that
people
have
previously
had
in
supervision
and
the
quality
of,
and
the
quality
of
that
and
we've
also
brought
in
some
additional
capacity
around
practice.
Support
to
support
the
principal
social
worker
in
that
work
in
recommendation
b,
again
very
similar
to
the
work
that
we're
doing
around
assessments
is
about
the
consistency
of
high
quality
supervision.
B
So
again,
refresher
training
for
people
are
set
out
in
in.
In
that
report,
we've
also
put
in
place
some
actions
around
the
front
door,
particularly
around
the
response
to
refer
referrals
that
come
in
and
those
that
don't
have
an
outcome
within
24
hours.
So
those
are
now
escalated
and
immediately
dealt
with
by
managers
at
the
front
door
and
recorded
in
the
way
that
is
compliant
with
the
requirements
in
terms
of
the
quality
and
independence
of
orders.
B
We
had
quite
a
high
level
of
audit
activity
and
reported
that
into
ofsted
at
the
time
that
they
came
in,
but
practice
had
changed
somewhat
in
during
the
pandemic
and
there
wasn't
enough
cross
auditing
taking
place.
So
we've
made
changes
to
the
audit
framework,
so
now
teams
audit
cross-audit
all
of
the
work
that
they
do.
Team
managers
are
expected
to
undertake
one
audit
per
month,
but
it
will
not
now
be
within
their
own
teams.
B
There
are
we've
put
in
additional
moderation
of
middle
managers,
who
have
a
look
at
those
audits
and
moderate
them
to
ensure
that
the
standards
that
are
being
applied
are
appropriate.
So
again,
all
three
of
those
recommendations
are
being
dealt
with.
In
that
way
I
can
go.
You
know,
we've
got
ruth
and
julie
here
if
you
need
more
detail
in
it.
The
other
point
that
I
raised
about
strategy
discussions
we're
working
very
closely
with
health.
B
On
that,
at
the
point
of
the
inspection
we
reported
around
45
of
those
discussions
had
all
three
partners
in
and
the
figures
that
we've
got
for
the
end
of
november
indicate
around
71
percent
of
those
are
now
involving
all
three
partners,
and
this
continued
work
going
on
both
in
terms
of
just
how
best
the
processes
work,
but
also
sort
of
kind
of
a
business
process
exercise,
but
also
how
do
we
continue
to
improve
them
and
we
will
be
supported
in
that
improvement.
B
I
think,
as
we
start
to
move
to
people
being
in
the
office
more
often
than
they
have
been
and
from
all
three
partners,
so
that
was
one
of
the
strengths.
B
I
think
back
in
2018
around
the
front
door
that
when
austin
came,
they
were
able
to
see
that
work
taking
place
in
action
and
that's
not
been
as
as
possible
during
the
pandemic,
but
the
space
is
there
now
for
all
three
agencies
to
be
together
at
the
front
door,
and
so
people
are
working
on
plans
to
to
make
that
happen.
A
Okay,
thank
you
for
that.
So
so
any
questions
please
counselor
gruen.
O
Thank
you
for
that.
Sal,
the
training
that's
been
organized
for
social
workers
sounds
really
focused
and
and
in-depth,
very
interesting.
O
For
me,
the
the
issue
is
always
about
impact,
and
I
know
the
paper
says
that
the
impact
will
be
monitored
in
the
usual
way
by
the
leadership
team
through
the
normal
performance
management
framework,
which
is
absolutely
fine,
but
I
I
wondered
if
there
were
any
plans
to
test
it
out
more
independently
or
perhaps
from
the
customer
focus
in
terms
of
the
actual
practice
that's
occurring.
N
Yeah,
absolutely
so,
I
think
in
the
paper
it
does
make
reference
to
some
additional
and
quality
assurance
work
that
we
do
want
to
look
at
in
relation
to
impact,
and
that
is
getting
the
feedback
from
team
managers
and
social
workers
in
terms
of
the
impact
of
the
learning
and
the
support
that
they've
had
also
undertaking
a
survey
in
terms
of
children
and
families
in
terms
of
their
experience
and
also
partners.
N
So
what
we
have
done
up
to
date
really
is
the
the
learning
and
the
themes
that
have
come
out
of
our
audit
work.
We
take
that
back
into
the
training.
We
also
have
a
bulletin
which
goes
out
to
all
staff,
which
again
just
really
highlights
some
of
the
learning.
That's
come
out
of
the
training,
but
I
think
your
point
in
particular
about
actually
feedback
from
children
and
families
and
feedback
from
partners
is
key.
N
So
what
we
wanted
to
do
is
really
have
a
good
run
at
it
in
terms
of
the
auditing
so
to
to
identify
for
us
the
the
areas
where
we
felt
we
needed
to
be
focusing,
and
then
I
think
we
wanted
to
have,
I
suppose,
create
a
space
for
practice
to
reflect
that.
So
we're
planning
to
undertake
this
piece
of
work
february
into
march
to
really
begin
to
gather
the
views
of
actually.
O
Thank
you,
that's
very
informative.
Is
it
would
you,
are
you
going
to
consider
using
an
independent
inspector
or
a
consultant
to
have
a
look.
N
I
think
one
of
the
things
that
sal
referenced
is
that
we
have
brought
in
an
individual
who's,
got
a
lengthy
background
in
social
work.
She
has
been
a
principal
social
worker
in
other
local
authorities,
and
we've
asked
her
to
come
in.
She
came
in
before
christmas
for
that
very
reason,
so
she's
got
that
expertise
in
terms
of
workforce
development
in
terms
of
social
work
practice,
but
that
real
independence,
what
she's
been
doing,
and
I
think
it
makes
referencing
the
report-
is
she's
undertaking
a
number
of
thematic
audits.
N
So
looking
at
assessments
looking
at
plans
looking
at
pre-birth
assessments,
strategy
discussions
and
then
she
shared
that
both
in
terms
of
the
training
that's
gone
in
for
the
staff,
but
also
with
the
senior
leadership
team,
and
I
have
to
say
that
that
you
know
she's
identified
and
areas
for
improvement.
You
know,
as
we
would
always
expect,
but
she's
also
identified
some
real
strengths
in
terms
of
practice
in
that
restorative
practice.
A
P
Thank
you.
Excuse
me,
the
paragraph
nine,
where
it
talks
about
multi-agency
attendance
strategy
discussions
and
he
did
say,
that's
increased
and
it
it
has
a
great
life.
I
just
wondered:
is
there
any
one
agency
that
has
ultimate
responsibility
for
pulling
in
all
the
different
elements
I.e?
Is
it
the
local
authority
or
is
it
up
to
every
part
of
that
group
to
get
themselves
there.
B
It's
all
the
safeguarding
partners
responsibility.
I
think
what
tends
to
happen,
though,
is
that
the
referrals
come
into
children's
services
in
the
first
instance
they're
coming
through
duty
and
advice,
and
so
they
will
come
through
us,
largely
or
in
serious
circumstances,
where
there's
an
emergency
response
from
the
police
that
might
trigger
those
coming
together.
So
we
would
normally
coordinate
those
conversations
with
the
other
two
partners
from
our
duty
and
advice
service.
A
Yeah
just
to
remind
as
well
celia
we'd
agreed
that
we're
going
to
have
a
session
of
a
small
group
was
to
go
to
the
front
door
and
sort
of
see
how
it
works
for
ourselves.
So
we
can
understand
all
the
processes
and
things-
and
I
think,
probably
about
february
time-
is
when
we're
planning
to
to
do
that.
Yeah,
yeah,
council
illinois,
please.
H
Yeah,
yes
yeah
this
is.
I
was
going
to
ask
about
audit,
which
you
mentioned
several
times.
Would
you
agree
that
the
audit
function
is
changing
at
the
moment?
I'm
conscious
that
a
few
years
ago
it
was
basically
been
counting
and
cost
some
benefits
of
the
outside,
but
now
you're
taking
a
much
broader
range
of
things
into
account
and
that's
the
transformation
is
taking
place
throughout
the
whole
audit
industry
in
a
sense
not
just
in
social
work,
but
is
that
what
you
sense
or
do
you
see
it
differently?.
B
Yeah,
no,
I
think
that's
that's
a
really
fair
comment.
Historically,
quite
a
lot
of
the
audit
activity
that
that
was
undertaken
was
process
related
so
where
the
process
is
undertaken,
whether
done
within
a
particular
time
scales,
and
I
think
that
that
can
what
we
found
with
that
historically
is
that
leads
to
processing
practice
in
a
sense,
because
everybody
gets
focused
on
getting
the
process
done
and
getting
it
done
within
a
time
frame
rather
than
the
qualitative
elements
of
it.
B
So
we
have
designed
an
audit
process
that
is
much
more
qualitative
and
we
tend
to
work
in
a
way
that
where,
if
we're
auditing,
we
engage
the
member
of
staff
who's
working
with
that
family
and
in
a
sense,
what
we're
asking
them
to
do
is
to
talk
to
us
about
three
things
that
are
going
well
in
relation
to
a
particular
child
or
family,
that
they're
working
within
three
things
that
they're
finding
challenging
and
then
we
would
say:
okay
now
can
you
reflect
that
back
to
us
by
showing
us
where
this
exists
on
the
file,
so
that
you
don't
drop
the
the
oversight
on
the
processors
because
they're
there
for
a
reason?
B
And
there
is
a
discipline
associated
with
them
that
we
want
to
make
sure
is
taking
place.
But
quite
a
lot
of
the
conversation
then
becomes
about
what's
happening
for
that
child
and
family,
but
also
we
where
we,
where
it's
possible,
trying
to
involve
feedback
from
children
and
families
directly
themselves
on
those
cases.
H
B
Extreme,
so
we
do
we,
we
don't
particularly
because
those
people,
only
those
people
that
those
people
that
order
would
be
qualified
social
workers,
so
they
might
sit
in
leadership
positions
or
they
might
be
independent
to
the
service,
and
what
we've
tried
to
do
is
to
make
sure
that
the
auditing
becomes
part
of
people's
own
roles
and
that's
why
there
was
this.
B
This
switch
that
we've
kind
of
made
recently
about
cross
auditing,
so
that
you're,
not
auditing,
work
that
sits
within
your
own
team,
you're
auditing,
a
different
team's
work
to
provide
that
level
of
independence
from
it.
But
those
there
is
we've
also
built
in,
as
I
said,
the
moderation
process,
which
is
about
more
senior
leaders.
Looking
at
it
and
saying:
okay
has,
you
know,
have
we
have
they
audited
this
case?
Well,
so
that
there's
an
audit
and
a
check
of
the
audit
small
that
takes
place.
J
Thank
you,
chad,
two
questions.
The
first
is
that
referring
back
to
celia's
point
of
paragraph
nine,
so
it
stays
there's
been
an
improvement,
but,
as
we
sit
here
today
that
the
three
out
of
every
ten
meetings
don't
have
the
police
involved
in
the
multi-agency
meetings,
are
there
any
circumstances
where
it's
just
appropriate?
That
that
doesn't
happen
or
is?
Is
the
threshold
of
the
meeting
itself
indicative
of
the
police
needed
to
be
present.
B
So
the
the
those
the
figures
around
the
71
are
to
do
with,
where
all
three
are
involved.
In
that
strategy
discussion
in
the
others,
there
would
be
one
or
other
of
them,
so
there
might
be
one
of
the
partners
missing
in
in
those
the
vast
majority
of
the
strategy.
Discussions
that
take
place
and
the
police
and
children's
services
are
present
and
we're
trying
to
increase
the
further
increase
where
there
are
all
three
partners
involved.
N
I
could
come
in
on
that
as
well.
We
have
ruth
and
myself
meet
regularly
and
it
was
weekly.
It's
now
fortnightly
with
our
counterparts
in
police
and
in
health.
We've
undertaken
some
process,
mapping
with
them
and
with
other
partners,
so
really
looking
at.
Perhaps
what
some
of
the
barriers
are?
You
know
other
process
issues
the
systems
issues,
and
so
that
is
a
real
focus
of
activity
for
us
at
the
moment.
J
N
So
it
is
a
discussion,
you
know,
and
it
is
a
strategy
meeting
a
strategy
discussion
and
that's
a
process
in
itself
in
terms
of
gathering
the
information
and
child
protection
is
complex,
work
and
I
think
that's
where
we've
got
to
be
respectful
of
each
other's
professional
expertise
and
that's
where
they're
at
times
there
is
healthy
debate
and
that's
about
a
healthy
partnership
and
more
often
than
not,
there
is
a
consensus.
You
know.
N
In
the
main,
there
is
a
consensus,
but
sometimes
strategy,
discussions
and
strategy
meetings
go
on,
because
there
is
that
discussion,
and
there
is
that
debate.
We
do
have
a
resolution
process
which
sits
within
the
lscp.
So
if,
at
any
point
any
partner
in
the
city
is
not
satisfied
or
does
have
a
concern
about
any
agency
in
terms
of
their
response,
then
that
is
a
process
that
can
be
initiated.
K
Thank
you,
chair,
yes,
sort
of
off
the
back
of
other
people's
questions.
Yes
picked
up
on.
The
71
percent
is
three
out
of
ten
as
ryan
says,
but
to
be
clear,
those
three
statutory
organizations
yourself,
I
assume
the
ccg-
is
it
when
we
talk
about
health
or
is
it
a
particular
organization
within
health.
B
It's
a
broad
range
of
health
partners.
It,
I
think,
that's
part
of
the
challenge
I
think
in
in
some
ways
about
who
is
the
most
appropriate
health
professional
to
be
involved
in
a
strategy
discussion.
And
how
are
you
know
how
easy
is
it
to
be
able
to
get
that
health
professional
involved
in
that
conversation
within
the
24-hour
time
scale
that
you've
got
so,
for
example,
you
know:
is
there
a
health
visitor
involved
that
tends
to
be
much
more
straightforward?
B
This
is
the
right
part
of
the
health
service
that
we
need
to
latch
on
to
for
this
particular
discussion.
K
And
thank
you
for
that.
It
seems
it
seems
strange
that
I
assume
the
police
have
a
team
that
deal
with
this
sort
of
stuff
and
is
a
regular
point
person.
We
have
our
own
team.
N
I
think
we
all
recognize
it's
really
complex
and
I
think
the
health
economy-
and
you
know
the
partnerships
generally
is
complex,
but
those
are
the
very
issues
that
we
are
unpicking
in
detail
with
our
health
colleagues
and
our
colleagues.
So
really
looking
at
the
systems
that
we've
got
in
place,
the
processes
that
we've
got
in
place
and
how
we
do
triage.
N
You
know
how
those
decisions
are
made
and
actually,
whether
there's
a
much
more
efficient
and
effective
way
of
going
about
that,
and
there
will
be
recommendations
which
we
will
put
forward
in
terms
of
a
model
and
just
as
you've
said,
you
know,
there's
various
models
that
exist
across
the
country
really
in
terms
of
how
this
is
handled
so
again
we're
looking
at
best
practice
elsewhere.
N
There
is
a
piece
of
work,
that's
going
on
across
the
region,
which
is
being
led
by
police
who
are
looking
at
their
interface
between
front
doors
in
the
in
west
yorkshire
and
we're
plugged
into
that
as
our
health
colleagues
and
so
you're.
Absolutely
right.
That's
a
real
focus
of
our
attention.
In
terms
of
you
know.
How
are
we
doing
it
currently?
But
how
might
we
do
it
differently
to
make
it
more
efficient
and
more
effective.
K
Can
I
come
back
yeah
yeah,
I
haven't
quite
finished.
Can
I
I
initially
wanted
just
to
make
a
comment
really
and
thank
you
for
the
update.
K
It's
it's
reassuring
to
see
that
there
appears
to
be
a
a
serious
and
genuine
desire
to
review
the
processes
right
from
the
strategic
level
right
down
to
operational
with
forums
and
let's
talk
and
all
of
those
things
that
are
talking
to
those
people
who
either
interact
directly
with
the
children
and
families
or
childrens
and
families
themselves,
and
I'm
also
pleased
to
see
the
independent
scrutiny
and
overview
outside
of
this
group.
Of
course,
whether
that
be
the
professor
or
the
principal
social
worker
that
you've
asked
to
come
in.
K
I
don't
think
anybody
in
this
meeting
would
want
to
find
ourselves
in
the
situation
that
a
neighbouring
neighborhood
local
authority
is
in,
and
so
it's
reassuring
to
me
that
we're
taking
it
serious
seriously.
K
I
am
concerned-
and
we've
alluded
to
that
about
the
three
out
of
ten
not
coming,
and
the
final
point
or
final
question
is
ofsted
came
in
july.
Have
us
they'd
come
back
at
all?
Have
you
had
any
conversations
with
ofsted?
Do
we
know
that
we're
heading
on
in
the
right
direction,
for
ofsted,
or
are
we
off
down
road
a
when
we
should
really
be
down
road
b?
So
that
would
be
my
other
question
have
of
stead
being
involved
in
any
of
this.
B
So
they've
not
been
back
in,
so
we
obviously
in
terms
of
the
authority
of
here
within
the
city,
probably
most
days,
if
you
take
into
account
schools,
if
you
take
into
account
children's
homes,
I'll
secure
children's
home,
adult
back
children
centers,
so
they
are
in
and
around
the
city
in
various
guises,
all
of
the
time
and
that
intelligence
that
they
pick
up
from
those
other
sources
does
feed
in
centrally
to
ofsted
in
in.
B
In
terms
of
the
framework
within
which
this
focused
visit
took
place,
it's
known
as
the
ilux
framework
which,
where
there
are
these
shorter
two-day
visits,
but
actually
the
full
and
graded
inspections
take
a
longer
period
of
time.
So
they
will
happen
over
a
period
of
weeks
and
you'll
have
a
significant
number
of
inspectors
that
come
in.
B
So
we
haven't
had
a
further
one
of
those
inspections
at
this
moment
in
time
and
following
the
focus
visit,
tom
read
and
myself
did
speak
with
our
regional
ofsted
colleagues
in
order
to
just
give
them
some
feedback
about
the
plans
that
we
had
in
place,
both
in
relation
to
the
recovery
board
and
the
areas
that
we
are,
that
we're
focused
on
here
and
our
sense
and
feedback
from
that
meeting
was
positive.
A
Okay,
thank
you
for
that
so
and
and
we,
the
intention,
is
to
keep
this
as
a
standing
item.
In
all
our
meetings.
I
think
the
the
session
we
have
at
the
front
door
is
going
to
be
really
important.
A
I
feel
that
we
really
need
to
get
our
our
heads
into
understanding
exactly
what
happens
and
the
the
processes
involved
in
all
of
this,
so
that
we
and
it
will
make
it
easier
for
us
to
monitor
and
perhaps
make
suggestions
ourselves
going
forward,
so
that
should
be
organized
in
the
in
the
next
month
or
so,
but
we'll
keep
keep
monitoring
this
as
we
go
forward.
A
Okay.
So
if
we
can
move
on
please
to
item
eight,
we
have
certainly
shaheen
and
tim-
I
think
joining
for
this
section
and
chris
as
well,
so
I
don't
know
if
they
want
to
introduce
themselves
now
or
just
come
and
join
if,
if
needed,
as
we
go
along,
but
chris,
if
you'd
like
to
introduce
yourself
and
then
I'll,
ask
sal
council
primary
council
of
veneto
to
introduce
the
report.
A
We
should
have
shaheen
as
well.
Please.
M
I
think
the
current
figure,
as
of
yesterday
is
one
three
three
three
children
that
we've
got,
who
are
looked
after
the
the
key
sort
of
figure
to
look
at
is
the
number
per
10
000,
because
obviously
the
raw
number
goes
up
as
the
child
population
goes
up,
so
we've
currently
got
70.
The
78
per
10
000
is
the
current
rate.
It
was
95
and
we
were
in
an
adequate
10
years
ago,
and
it's
been
between
about
74
and
78
over
the
last
five
or
so
years,
so
it
is
going
up,
but
not
hugely.
M
However,
there
is
an
increase
nationally
and
locally.
The
number
of
adolescents
coming
into
care,
who
have
particularly
complex
challenging
needs
and
are
survivors
almost
always
of
a
number
of
forms
of
trauma,
and
that's
why,
later
in
the
meeting
we'll
be
talking
about
our
investor
safe
proposals
which
are
around
fostering
and
increasing
the
number
of
children's
homes?
It's
it's
about
that
group
where
there's
that
increased
number
coming
into
care.
That's
the
only
comment
I'll
make
chair.
Thank
you.
B
I
mean
I,
I
won't
go
into
detail.
I
can
bring
chris
in
for
an
overview
if
that,
if
that
feels
helpful,
I
mean
one
of
the
one
of
the
issues
on
the
learning.
Side,
obviously,
is
that
we
haven't
got
data
as
we've
had
in
previous
times,
because
of
exams
having
been
missed
and
whilst
we've
got
plans
for
those
exams
to
go
ahead
this
year.
B
I
think
it's
it's
important,
probably
just
to
acknowledge
that
the
level
of
disruption
that
there
is
in
schools
at
the
moment,
and
so
whilst
there
will
be
going
ahead
as
usual.
There's
there
is
likely
to
be
an
impact
nationally.
I
don't
know
you
know.
B
I
accept
that
because,
as
we're
talking
to
schools
at
the
moment
and
what
they
are
reporting
is
that,
whilst
their
raw
numbers
of
staff
and
pupils
that
were
self-isolating
aren't
as
high
as
they
were
at
times
in
the
pandemics,
I
think
we
got
up
to
somewhere
near
12
to
15
000
pupils
at
one
point.
B
Actually,
it's
much
more
mixed
in
terms
of
the
pupils
that
are
missing
so
previously
they
would
have
bubbles
of
class
groups
or
year
groups
and
they
would
all
go
off
and
self-isolate
and
it
was
relatively
straightforward
to
set
up
online
learning
for
all
of
them,
whereas
now
because
of
that
that
system's
not
in
operation,
it's
much
more
disrupted
across
the
system
and
stuffing
levels
are
particularly
challenging.
B
I
think
in
the
last
week,
or
so
in
my
conversations
with
the
department
for
education,
where
you
know
some
concerns
around
four
primary
schools,
none
of
whom
have
claws
but
are
really
stretched
in
terms
of
being
able
to
manage
the
complexity
of
who's
in
who's,
not
online
face-to-face
learning
and
staffing
across
across
the
system.
B
So
the
the
sense
we're
getting
from
head
teachers
is
of
being
under
tremendous
pressure
and
whilst,
in
general
terms,
what
we're
seeing
is
a
you
know,
leveling
off
of
the
reduction,
it
is
still
reducing
in
terms
of
the
omicron
rates,
but
rates
for
children
under
12
are,
and
obviously
there's
not
a
vaccination
program
there.
So
the
rates
are
still
quite
high
for
that
group,
so
that
has
continued
to
create
disruption.
A
Okay,
thank
you
sal
and
chris
is
there
anything
for
oh
sorry,
councillor
prior
and
then
I'll
bring
chris.
L
Sorry
yeah
just
further
to
what
what
someone's
talking
about,
in
particular
in
appendix
three
sal,
says
that
that
data
goes
up
to
2019
and
on
most
of
the
metrics,
we
were
making
steady
progress
prior
to
the
pandemic,
and
I
know
this.
This
board
has
taken
a
keen
interest
in
the
past
on
exams.
Obviously,
there
were
no
exams
in
2020
there
were.
There
were
obviously
they
cancelled
exams
in
2021..
L
L
There
have
been
cells
talking
about
that
that
disruption,
and
I
think
it's
important
to
remember
that
over
the
past
few
years,
we've
all
been
in
the
same
storm,
but
we've
we've
been
in
different
boats
each
school
each
child
has
had
a
different
experience
of
lockdown.
L
When
you
talk
to
some
head
teachers,
this
is
perhaps
earlier
on.
It
was
very
much.
Their
focus
was
making
sure
that
children
were
fed
and
had
brushed
their
teeth
and
had
woken
up
at
a
reasonable
time,
whereas
them
in
perhaps
more
affluent
areas.
You
know
it
was
which
worksheet
you
want.
So
so.
Over
the
past
few
years,
children
have
had
such
a
different
experience.
L
I
think
there's
going
to
be
a
national
problem
with
whether
exams
are
giving
a
fair
assessment
of
of
of
children's
chances
for
the
rest
of
their
lives,
and
I
don't
want
to
see
the
chance
of
some
children
being
affected
for
for
years
for
decades
because
of
the
past
few
years,
and
I
do
think
this
is
something
which
which
needs
addressing
I'm
not
sure.
L
I
have
all
the
answers,
I'm
not
sure
anyone
does
right
now,
but
I
do
think
it's
something
important
to
focus
on
and
that's
something
I'll
certainly
be
working
on,
and
I
would
certainly
welcome
input
from
scrutiny
board
on
that
as
well.
A
Okay,
thank
you
for
that.
Chris.
Q
Thank
you.
My
plan
was
just
to
draw
attention
to
a
couple
of
highlights
within
the
report,
rather
than
diving
down
into
too
much
detail
and
then
hopefully
be
able
to
answer
any
questions
that
that
might
might
occur.
I
think,
just
on
the
the
point
that's
been
made
already
on
the
rising
number
of
children
who
are
looked
after
appendix
four
provides
some
narrative
on
all
three
of
our
obsessions
and
in
there
there's
a
couple
of
charts
that
show
long
term.
Q
We
we
almost
seem
to
be
returning
to
pre
pandemic
levels
in
terms
of
referrals
now,
and
children
entering
care
has
risen
again,
so
we
are
rising,
but
we've
risen
from,
I
think,
an
artificial
reduction,
partly
because
of
of
of
the
pandemic
appendix
five
just
gives
a
bit
of
context
to
leeds's
position
from
two
of
the
major
social
care,
statistical
releases
that
the
department
for
education
published
last
year,
and
that
gives
a
bit
of
context
as
to
how
leeds
is
is
performing
against
comparator
groups
and
and
and
the
last
two
appendices
appendix
six
was
included
for
information.
Q
There
are
some
comments
that
recently
went
to
the
adult
scrutiny
board
around
some
public
health
measures.
They
also
are
measures
that
appear
in
the
children,
young
people's
plan,
so
we've
replicated
those
comments
here
just
so
so
so
this
board
is
aware
of
the
comments
and
the
latest
information
that
that's
reporting
and
that
covers
infant
mortality,
the
national
child
measurement
program
and
some
information
around
obesity
levels
and
then
finally,
appendix
seven
is
something
that
was
requested
from
by
the
scrutiny
board.
Q
Previously
it's
around
education,
health
and
care
plan
numbers
and
there's
quite
a
lot
of
detail
in
that
section.
I
think
perhaps
the
headline
figure
is
the
significant
increase
in
numbers
that
we've
seen
since
20
and
16
when
we
went
from
2290
to
about
4700.,
so
it
shows
the
increase
that
we've
seen
in
ehcp
numbers.
It
also
talks
about
initial
requests
for
education,
health
and
care
plans,
and
that
also
includes
a
breakdown
of
current
numbers
by
school
provision.
Just
to
provide
that
bit
more
information.
Q
A
Okay,
thank
you
for
that
chris.
So
I've
got
councillor
marshall
katong
with
the
first
question
and
then
I'm
looking
for
any
other
questions
or
comments
from
board
members
counselor
martial
cats
on
please.
I
Thank
you
chair.
My
question
is
to
counselor
prior.
Thank
you
for
the
comments
you
made
and
it's
regarding
exams,
which
I
have
brought
up
last
year
regarding
gcses
and
again.
I
would
just
like
to
ask
obviously
it's
been
two
years
now
and
I
just
would
like
to
know
if
our
schools
have
had
any
contingency
plans
for
children
who
have
suffered
digital
poverty.
I
I
So
it's
just
to
know
what
schools
have
done
in
terms
of
plan
b
to
help
those
children
who
have
been
who
are
living
in
poverty
seriously
and
cannot
afford
some
of
the
gadgets
that
children
from
affluent
homes
can
would
have
to
to
be
able
to
breach
the
gap.
So
have
there
been
any
plans?
Do
we
know
what
they're
doing?
Is
there
any
progress
and
I'd
just
like
to
know
please
thank
you.
L
I
know
that
each
school
will
have
will
have
different
plans
in
place.
I
don't
have
kind
of
the
the
detail
for
for
for
every
school.
For
that
I
know
during
kind
of
earlier
in
the
pandemic,
there
was
a
lot
of
work
done
locally,
particularly,
I
know
a
lot
of
members
were
involved
in
trying
to
get
more
devices
out
to
young
people.
I
think
nationally.
L
There
was
a
bit
of
a
hope
that,
as
things
kind
of
eased
up
over
summer,
we
would
have
kind
of
a
good
year
running
into
exams,
so
there'd
be
that
kind
of
good
period
of
catch
up,
but
as
we've
kind
of
faced
more
and
more
disruption
that
year
of
catch-up
hasn't
been
as
smooth
as
as
we
otherwise
would
have
done.
I
don't
think
this
is
a
problem
unique
to
leeds
at
all.
L
I
think
this
is
going
to
be
nationwide
and
when
you
think
about
kind
of
those
children
who
are
taking
their
their
a
levels,
you
know
they
the
exam
periods
that
they've
missed,
have
been
the
gcse's
and
as
levels
they've
not
had
a
formal
examination
for
for
some
time
now,
and
it
is
these
things
I
think
we
need
to
be
talking
about,
and
I
know
schools
will
have
been
working
really
hard
to
try
and
kind
of
catch
up.
Children's
learning,
but
also
deal
with
kind
of
those
mental
health
impacts
of
the
pandemic.
L
There's
been
a
lot
a
lot
of
schools
to
look
at,
but
I
do
think
there
needs
to
be
a
take
a
national
view
on
this,
because
sometimes
some
learning
just
can't
be
caught
up
in
that
short
space
of
time
as
much
as
schools
have
been
working
to
try
and
kind
of
bring
kids
through
some
of
that's
impossible.
So
I
I
I
think
kind
of
there
needs
to
be
a
judgment,
call
mate.
A
F
Thank
you.
I
just
wanted
to
delve
in
a
little
bit
to
the
figures
on
on
neat
and
not
known
really,
because
I
think
we've
got
those
there
for
for
different
periods
in
time
and
I'm
guessing.
Some
of
that
is
seasonal
change.
So
obviously
we
in
june
there
are
more
people
who
are
neat
than
there
are
in
september.
Maybe
some
of
those
I'm
guessing
chose
to
go
to
college
and
we
weren't
sure
about
them
previously
or
or
similar,
but
they're
not
known.
F
We've
still
got
quite
a
large
proportion
of
those
and
there's
there's
a
pattern
in
that
as
well,
and
I
was
wondering
hoping
to
understand
more
around
the
the
pattern
in
those
figures.
So
we've
got
3.3
in
june
2020
and
then
9.8
in
in
september
that
that
might
be
due
to
reporting
practices
and
dates,
but
then
further
in
the
report
on
that
issue,
there
was
some
what
appeared
to
be
some
real
successes
around
the
not
known
status
of
particular
ages,
so
age
range
16,
for
instance,
that
do
look
really
promising.
F
But
but
our
figures
are
a
bit
stubborn
in
there
there
are
still
quite
a
lot
of
young
people
that
we
don't
know
what
their
status
is.
Many
of
them
may
be
leading
perfectly
happy
and
fulfilled
existences,
and
many
of
them
may
need
no
support
whatsoever.
So
it's
unfortunate
that
we're
reporting
those
and
they
become
part
of
of
the
neat
statistics.
B
So,
just
in
general
same
just
in
terms
of
we'd
like
to
talk
about
destinations
for
young
people
and
those
children,
young
people
who
are,
we
have
a
responsibility
to
track
the
where
those
young
people
are
in
terms
of
education,
employment
and
training,
and
there's
around
18
000
children
and
young
people
that
we
would
track
at
the
ages
of
16
and
17..
B
The
information
about
where
those
young
people
are
come
from
a
variety
of
sources,
so
they
will
come
through
schools,
colleges,
pool
16
providers,
training
providers
in
the
city,
but
also
from
bordering
local
authorities,
and
sometimes
that's
a
bit
of
a
challenge.
B
Getting
that
that
detail
back,
and
so
we
are
then
left
with
an
understanding
of
a
cohort
of
those
people
who
are
not
in
employment,
education
and
training
and
then,
as
you've
rightly
pointed
out,
a
percentage
who
are
who
are
not
known,
and
those
figures
have
varied
a
bit
over
the
last
few
years,
as
you've
rightly
identified.
And
what
we've
done
is
so
sorry.
What
would
happen
with
that?
Not
known
figure
is
that
we
constantly
work
on
it
in
order
to
reduce
it.
B
So
we
have
lists
of
children
and
young
people
that
are
in
in
that
cohort
and
we
have
a
pathway
service,
that's
linked
to
our
youth
service,
who
will
do
the
legwork
in
terms
of
tracking
down
those
children
and
young
people.
B
So
there
are
a
series
of
actions
that
we're
taking
in
relation
to
continuing
to
try
and
improve
that
somewhere
around
how
we
capture
the
data,
there's
something
about
relationships
with
careers
leaders
in
in
school,
so
that
we're
getting
the
most
up
to
date
and
accurate
information
coming
into
the
service,
and
we
have
done
some
business
process
mapping
recently
to
try
and
improve
how
the
overall
process
works
and
we're
putting
some
additional
capacity
into
port,
16
and
neat
in
the
coming
months.
B
We're
going
to
be
recruiting
someone
to
coordinate
the
whole
of
the
work
in
in
one
place.
I'm
hopeful
that
we
will
start
we'll
continue
to
see
an
improvement
in
the
figures
that
term
that
you
identified.
F
F
Okay,
that
makes
sense,
so
I'm
guessing
we'll
always
have
that
spike,
probably
in
september,
because
we're
waiting
then
for
all
that
information
to
come
in
from
a
variety
of
sources,
and
so
it's
hard
then
to
make
that
comparison.
So
I
wondered
just
then
on
that
work
you
were
doing
for
the,
because
I'm
not
known
is
a
reasonably
high
number,
the
more
we
know
about
those
individuals.
F
Is
it
highlighting
anything
because
I
think
then,
that
not
known
if
it
turns
out
that
we
don't
know
but
they've
been
going
to
a
college
and
we
get
that
perfect
information.
They've
got
a
destination,
that's
absolutely
great,
but
if
it
turns
out
that
that
information
comes
in
there's
a
lot
that
could
be
hidden
in
that
number,
I
guess
is,
is
my
concern.
So
is
there
anything
coming
out
as
we
find
out
more
about
that,
or
is
it
we're
finding
out
that?
Q
In
terms
of
the
the
not
known
information,
as
as,
as
you
say,
as
as
information
is
collected
and
we
become
aware
of
what
a
young
person
status
is
some
some
of
those
young
people
will
be
neat,
some
of
them
will
be
in
employment
and
training
so
that
that
that
will
feed
into
in
into
the
the
neat
figures
for
all,
and
there
will
just
be
some
young
people
who
we
are
unable
to
contact.
Perhaps
they've
left
the
city,
for
example,
and
and
were
unable
to
to
get
their
details.
Q
So
there
are
some
absolutely
people
whose
whereabouts
we
don't
know
as
well,
but
for
everyone
that
we
do
have
a
record
of
on
the
system,
we
will
have
a
certain
amount
of
information
about.
You
know
where,
where
they
live
their
background,
what
schools
they've
been
to
in
the
past.
Q
So
there
is
a
picture
that
can
can
be
built
up,
but
but
we,
when
not
known,
as
you
say,
covers
a
multitude
of
not
known
issues,
but
the
sooner
that
we
can
work
through
those
and
contact
young
people
and
find
out
their
position
that
that
gives
us
a
more
oh,
reduces.
The
not
known
figure
and
obviously
gives
a
more
accurate
neat
figure
and
any
information
that
falls
out
of
that
can
then
hopefully
be
used
to
support
those
young
people
into
into
sustained
employment
or
training.
B
One
of
the
reasons
we
use
the
pathway
team,
that's
linked
to
the
youth
services,
just
because
of
their
expertise
in
engaging
young
people,
so
they're
much
more
effective
than
some
of
our
other
statutory
services
in
some
ways
that
young
people
don't
want
to
have
anything
to
do
with
sometimes
in
the
in
these
cohorts.
So
you've
got
the
youth
work
service
that
sits
alongside
it.
So
it
is,
then,
partly
about
that.
B
Your
point
about
this
gives
you
the
data,
so
you
know
what
you're
dealing
with,
but
then
you've
got
lists
of
names
that
you
can
be
working
on
and
part
of
it
is
working
on
that
data
to
establish
whether
they
are
in
employment,
education
or
training.
Some
will
be
some
won't
be,
but
that
gets
them
out
of
the
not
normal
list,
but
the
other
part
of
the
work
is
for
those
that
are
and
that
aren't
in
employment.
Education
and
training
is
to
engage
them
to
see
whether
we
can
get
them
a
positive
destination.
A
Okay,
thank
you
for
that
celia's
next,
please.
P
Thank
you
chair
just
looking
at
the
ehcps
and
there's
certainly
been
quite
an
increase
in
some
the
I
was
wondering
about
the
further
education
sixth
form.
He
part
is,
I
don't
know
if
you
can
tell
me
from
the
information
you've
got,
but
does
that
happen
usually
when
the
change
provision
that
are
they
requesting
it
then
or
or
is
it
that
they
well?
P
C
Hi,
I'm
falweth,
I'm
head
of
learning
inclusion.
Apologies
said
I
didn't
understand
your
question.
Do
you
want
to
just
repeat
the
question
for
me?
Yeah.
P
It's
when
the
further
education
have
you
got
the
table.
There
yeah
it's
on
page
45
of
the
report
that
there
seems
to
be
an
increase
in
echps
at
that
level,
and
I'm
just
surprised
if,
if
they're
moving
to
the
sixth
form
of
the
same
school,
are
the
schools
suddenly
deciding
that
a
pupil
student
needs
an
echp?
P
I
could
understand
it
if
the
majority
of
that
a
pupil's
changing
provision
moving
on
to
a
separate
sixth
form
or
further
ed
at
you
know,
lead
city
college.
Can
you
have
you
got
the
information
that
can
distinguish
between
those.
C
C
You
need
an
education,
health
and
care
plan,
so
the
numbers
there
we
are
seeing
an
increase,
and
that's
particularly
when
you
look
at
the
national
figures
leads:
have
a
higher
number
of
young
people
at
that
particular
age,
they're,
requesting
an
education,
health
and
care
plan.
That's
not
detrimental
to
their
education.
In
fact,
it's
the
opposite,
because
they've
been
supported
through-
and
this
then
is
a
mechanism
in
order
for
that
support
to
continue
in
whatever
kind
of
provision
or
pathway
is
most
appropriate
for
them.
B
A
That
council
layers
next,
please.
K
Thank
you
just
a
couple
of
queries
really.
I
know
the
report
states
that
it's
not
significantly
certificate,
statistically
significant
the
increase
in
infant
mortality
rates
and
going
to
make
an
assumption
that
probably
none
of
you
are
in
a
position
perhaps
to
tell
us
why
they
should
be
going
up
in
a
developed
country,
whether
that
is
statistically
relevant
or
not.
We
currently
have
a
rate
of
5.1
per
thousand.
That's
one
child
every
200
live
births.
K
That
seems
quite
high
to
me
for
a
developed
nation
and
it
would
have
been-
and
I
had
a
quick
look
to
see
what
the
narrative
that
is
discussed
around
that,
and
it
doesn't
really
say,
do
we
think
it's
covered,
I'm
you
know
and
late
presentation,
I
don't
know,
and
it's
difficult
without
a
health
care
professional
here
whose
job
that
is
for
you
to
comment
on
that.
K
But
I
thought
it
was
important
to
raise
because
we
know
that
our
mortality
rates
as
a
nation
still
remain
stubbornly
high
when
they
should
be
much
more
in
line
with
our
european
comparators.
The
other
area.
I
wanted
to
really
flesh
out
I'm
not
used
to
seeing
lots
of
red
on
our
council
reports,
but
on
page
33,
appendix
3,
under
the
attainment
summary.
K
I
realized
that
the
data
is
two
full
years
ago,
but
could
someone
talk
me
through
there's
a
lot
of
trends
that
look
like
lib
dem
bar
charts
to
be
honest,
they're,
they're,
they're,
really
they're
really
going
up
high
and
then
we're
still
in
band
three
that
we're
still
in
band
d.
So
are
we
just
not
improving
quickly
enough
compared
to
our
comparators,
but
if
someone
could
sort
of
talk
through
attainment,
there
is
a
lot
of
red
there
and
I'm
not
used
to
seeing
that
really.
M
Yeah
council-
I
just
wanted
to
respond
to
this,
isn't
exactly
answering
your
question
on
child
mortality
but
as
well
as
local.
There
are
obviously
national
child
child
mortality
figures
as
well,
and
you
may
have
seen
this
in
the
press
last
year
that
the
the
national
child
mortality
figures
last
year
highlighted
a
really
explicit
link
between
poverty
and
increased
child
mortality.
To
the
extent
that
they
said
in
the
previous
year,
there
had
been
700
deaths
that
were
explicitly
linked
to
poverty
and
what
they
mean
by
that
is
they're.
M
Looking
at
factors
which
are
termed
modifiable,
and
it's
things
like
like
smoking,
like
co-sleeping,
where
they're
linking
that's
to
poverty,
because
there's
not
space
for
children
to
be
sleeping.
You
know
in
other
rooms.
So
there
is
a.
There
is
an
explicit
link
between
child
mortality
and
poverty,
which
is
obviously
horrific.
M
Our
our
child
poverty
overview
panel
are
going
to
be
looking
at
that
in
relation
to
leads
in
our
next
iteration
about
our
report
to
look
at
how
that
that
links
to
the
the
national
database.
But
sorry
that
doesn't
exactly
answer
your
question,
but
I
thought
it
was
kind
of
what
you
were
getting
it.
Q
Yeah,
I
can
talk
through
some
of
the
the
reds
on
on
that
appendix.
If
you
like,
I
think
first
thing
to
say
is
that
that
the
table
includes
a
huge
range
of
headline
indicators
and
some
of
the
sub
subcategories
below
those.
Q
If
I
take
the
top
one
early
years
foundation
as
an
example,
we,
the
the
quartile
position,
which
is
the
column
where
most
of
the
reds
are
appearing,
is,
is
really
indicating
our
position
against
other
local
authorities,
and
I
think
what
this
shows
is
that,
although
on
a
lot
of
our
trends,
you
can
see
that
the
the
the
lines
are
going
up.
Q
We
are
improving
that
all
the
we
are
having
higher
payment
performance
on
on
an
annual
basis
what's
happening
is
that
a
number
of
other
local
authorities
are
seeing
a
larger
increase
than
we
are.
So
so,
if
you
like,
everyone's
increasing,
but
the
the
leads
leaders,
performance
isn't
quite
increasing
at
a
rate
of
other
local
authorities,
and
I
think
you'll
also
see
that
it
reflects
across
the
different
key
stages,
different
areas
where
we
have
some
stronger
and
some
less
strong,
strong
performance.
Q
So,
for
example,
under
key
stage
one
you're
looking
at
the
reaching
greater
depth,
which
is
you
know,
exceeding
expectations-
the
performance
there
again
we're
seeing
an
increase,
but
we're
still
not
increasing
at
the
the
rate
of
some
local
authorities.
On
that,
so
we've
tried
to
include
that
to
really
explain
the
complex
picture
that
that
we've
got
there
and
the
fact
that
we
have
very
different
changes
going
on
at
the
different
key
stages
and
I
think
shaheen.
Would
you
like
to
come
in
as
well.
R
Thank
you,
chris,
just
to
add
some
further
context
to
that.
If
we
look
at
the
graph
again,
the
bar
charts
are
at
the
chart
at
the
bottom.
We've
got
progress,
so
we've
got
the
progress
versus
attainment
for
progress,
we're
doing
quite
well
actually
with
band
b
and
band
c,
and
I
suppose
what
we
need
to
focus
on
as
well
slightly
is
that
in
many
of
our
schools,
we've
got
very
low
starting
points.
R
The
progress
we
make
is
greater
than
some
of
the
entertainment
and
that's
evidence
also
by
often
inspections
that
actually
see
that
progress
is
being
made.
A
curriculum
is
well
catered
for
and
well
suited
to
people's
needs,
and
there
is
a
certain
degree
of
inflation
when
it
comes
to
that
progress
that
actually
sometimes
you
can't
make
the
attainment
due
to
progress
being
far
greater
than
the
attainment
would
allow.
So
just
that
further
context,
then
I
think
what
would
be
really
helpful
is
to
show
some
greens
some
yellows
there.
R
So
it's
not
looking
like
it's
red,
because
there
is
a
positive
picture
and
just
to
draw
your
attention
back
to
november
scrutiny
board.
We
brought
the
three
a's
refresh
plan
and
past
that
plan
was
about
one
of
the
key
priorities
being
about
reading
and
early
reading,
being
one
of
those
main
focus,
and
that
will
really
help
us
look
at
the
phonics,
which
is
at
the
moment,
sitting
in
red
and
showing.
R
I
think
it's
shown
for
a
while
now
that
we
have
got
to
move
that
stubborn
data
to
more
of
a
pro
a
positive
score
and
for
early
reading
priority
and
all
galvanizing
our
our
services
together
and
launching
our
three
years
plan.
We
are
hoping
to
achieve
a
much
better
early
reading
offer
in
the
city
as
a
whole.
That
would
be
including
academies
as
well
just
to
provide
you
that
little
bit
of
context
around
that
as
well.
K
Yes,
please
just
just
briefly:
okay,
so
the
3a
program
you
did
bring
here
yeah.
I
like
I
like
to
understand
what
happens
at
the
at
the
operational
level.
Really
rather
than
you
know,
you
all
know.
I
work
in
the
nhs
and
I'm
used
to
policies
coming
out
that
gather
dust
on
shelves
and
have
very
little
relationship
to
what
I
might
be
doing
when
I'm
delivering
care.
How
can
we
be
reassured?
Who
is
delivering
the
improvements?
Is
it
a
strategic
approach
or
is
it?
K
Is
it
individual
schools
are
individual
schools
accountable,
of
course,
they're
accountable
in
in
in
that
sense,
but
if
I
was
a
parent-
and
I
wanted
my
child
attainment
to
improve
and
I
wanted
to
improve
rapidly
do
we-
I
don't
know
quite
what
I'm
trying
to
say
here.
Are
we
as
a
local
authority,
able
to
influence
that,
or
is
that
just
simply
influenced
by
a
passionate,
dedicated
teacher
in
a
given
classroom.
R
Thank
you
for
that
question.
We
have
a
a
a
very
strong
relationship
with
elementaine
sector
and
an
academy
sector,
and
in
that
strong
relationship
we
have
developed
a
plan
that
is
in
conjunction
with
the
school
settings.
The
sector,
the
wider
sector,
and
that
plan
is
what
we
have
launched.
The
city
and
it's
been
very
well
well
welcomed
and
the
reason
why
it's
been
seen
so
positively
is
it's
going
back
to
early
points
of
policy
sitting
there
gathering
dust.
This
policy
is
very
pragmatic.
R
R
But
actually
that
is
one
of
the
key
pivotal
points
that
we
can
really
turn
our
school
around
and
that's
done
in
conjunction
with
with
the
sector.
So
we've
got
a
our
own
governance
structure
to
hold
our
service
to
account,
but
that
will
be
done
in
conducting
feedback
with
our
wider
educational
sex
sector
as
well.
A
Okay,
thank
you
for
that.
I've
saw
quite
a
few
people
waiting
to
speak.
So
thank
you
for
your
patience.
Council
illinois
is
next.
Please.
H
H
First
of
all,
I
used
to
consider
me
greater
when
I
was
teaching
recruitment
of
people
from
basically
working
class
backgrounds
for
medics
training,
where
I
think
it's
important,
that
the
medical
profession
is
broadly
based
and
draws
from
all
sections
of
the
community,
but
it
tends
to
to
draw
from
rather
rich
people
on
the
whole
and
that's
not
healthy,
and
often
you
can
be
let
down
by
gaps.
H
In
your
knowledge,
I
can
well
understand
that
people
who've
been
through
the
last
couple
of
years,
is
going
to
be
quite
reasonable
of
most
of
stuff,
but
they're
going
to
be
odd
things
which
never
got
properly
covered.
He
was
possibly
ill
when
they
were
dealing
with.
It,
didn't
properly,
understand
the
distance
learning
and
has
a
weakness,
and
it
may
be
years
later
that
that
need
becomes
apparent,
and
so
I
think
we
possibly
need
to
build
in
opportunities
for
re-learning
or
gap-filling
or
whatever
you
want
to
call
it.
H
R
Thank
you
that
question
we've
got
as
a
system
works
at
the
moment
they
do
a
gap
level
analysis,
so
they
look
at
the
gaps
and
they've
got
a
very
stringent
assessment
processes.
Schools
have
that
and-
and
we
have
a
national
one
as
well,
so
we
look
at
the
attainment
gaps
and
where
we
can
plug
those
gaps.
Obviously,
in
terms
of
coping
the
gaps
widened,
so
it's
knowing
what
the
children
know
now
and
how
we
can
fill
what
we
call
the
concrete
subject
knowledge.
R
So
how
can
we
ensure
that
those
gaps
in
subject
knowledge
as
a
base
minimum
are
covered,
so
there
isn't
over
learning
in
the
curriculum
there
is
going
back
over
and
there
is
a
key
concepts
that
need
to
be
covered
throughout
the
different
years,
and
that
also
includes
high
schoolers
as
well.
In
terms
of
what
you're
talking
about
aspirations.
R
Different
schools
have
those
aspiration
programs
to
ensure
that
actually
we
have
a
representation
in
terms
of
a
workforce.
Workforce
development
are
those
opportunities
for
them
to
take
their
that
pass
into
degree
or
so
and
so
forth,
whatever
their
destination,
what
they
wish
it
to
be
really,
and
so
there
are
those
those
opportunities,
especially
now
more
than
ever,
to
overlearn
cover
the
key
gaps
and
ensure
that
we
are
supporting
them
in
terms
of
that
attainment
and
progress,
and
then
those
further
destinations.
R
So
it
brings
into
play
the
the
careers
guidance
and
those
pathways
and
ensuring
that
actually
the
options
are
there.
Now.
What
we've
seen
last
year
from
the
center
assessed
grades
is
that
actually,
due
to
inflation,
some
of
our
people
had
far
more
options
they
had
on
previous
years
and
were
able
to
take.
You
know
multiple
different
pathways
and
that's
also
played
into
it.
R
We
may
not
see
that
this
year
because
we're
going
back
to
the
formal
exam
process,
but
we
have
seen
some
further
opening
up
opportunity
and
that
then,
we'll
just
filter
just
has
a
ripple
effect
on
on
the
community
and
their
peers,
etc,
seeing
that
they
are
taking
different
pathways
and
especially
into
university.
H
R
So
we
have
a
at
least
for
learning
a
training
offer
to
our
schools,
our
schools
that
have
a
subset
level
agreement
where
they
can
receive
bespoke
training
or
they
can
receive
local,
regional
national
training,
and
that
is
all
about
the
attainment
gap
and
ensuring
that
you
have
got
appropriate
curriculum
to
meet
the
needs
of
those
peoples,
but
also
to
meet
the
needs
of
those
gaps.
So
assessment
has
been
a
key
focus
on
all
of
our
training
offers
really
and
that's
what
schools
have
been
crying
out
for.
R
How
can
we
ensure
that
we
we're
plugging
those
gaps
and
for
different
starting
points
of
different
pupils
as
well
and
and
people
who
arrive
out
of
the
country?
So
that's
been
quite
a
heavy
focus
in
terms
of
our
cpd
training
offer
to
schools.
A
O
Thank
you.
I'd
love
an
opportunity
to
do
three
weeks.
Cbd,
councillor
illinois
bring
it
on
lovely.
My
point
follows:
council
marshall
cartoons
point.
Actually
it's
related.
O
I
think
the
issue
for
me
is
more
about
parental
support
and
routine
during
that
period
of
isolation
and
three
lockdowns
and
bubbles
collapsing
and
so
on,
and
I'm
actually
really
disturbed
by
the
number
of
students
and
children
who
didn't
engage
at
all
in
any
of
that
remote
learning,
not
necessarily
because
they
didn't
have
a
device,
but
because
they
were
not
encouraged
through
routines
and
parental
support
and
so
on
to
see
it
as
an
important
thing
and
inevitably
those
children
do
come
into
the
disadvantaged
bracket.
O
So
my
concern
is
that
that
gap
between
the
advantaged
and
the
disadvantaged
has
become
very
wide
indeed,
and
for
those
who
were
engaging
with
the
learning
and
were
fully
supported
and
did
return
to
school
and
and
got
into
the
routine
again,
I
have
no
doubt
they
will
recover,
because
children
are
resilient,
they're
programmed
for
learning.
I'm
sure
that
over
a
period
of
time,
albeit
a
bit
longer
than
we
might
like,
they
will
catch
up.
O
It's
the
others
that
concern
me
and
this
gap,
as
I
say,
between
the
advantage
and
disadvantage,
and
as
far
as
I
can
see,
schools
are
working
from
national
guidance,
but
they
are
just
putting
their
own
catch-up
programs
in
and
doing
what
they
believe
is
right
for
their
cohort
of
children.
Is
there
anything
that
we
should
be
doing
about
that
because
it
will
it
ever?
Will
those
children
who
have
been
disadvantaged
in
that
way
over
the
three
lockdowns
in
the
and
the
collapsed
bubbles?
Will
they
ever
catch
up?
O
Do
you
think,
or
is
there
anything
that
we
could
do
to
assist
with
that
process?
I
mean
absence.
We
haven't
got
absence
figures
or
attendance
figures
rather
for
the
current
period,
but
the
reality
is
that
attendance
has
gone
massively
down.
It's
been
muddied
by
the
the
kovid
symbol
that
they
use
for
for
supposed
isolations,
but
children's
time
at
school
has
been
much
reduced
and
still
is.
R
So
we've
seen
a
national
tutoring
program
that
has
been
launched
out
and
that
was
launched
quite
a
while
ago
and
and
there's
been
variability
in
schools,
involvement
and
engagement,
the
national
tutoring
program.
What
schools
do
they're
very
pragmatic.
They
obviously
know
that
there's
been
difficulty
in
parental
support
in
some
instances,
so
in
terms
of
their
own
guides
for
parents,
their
daily
check-ins
with
parents,
they've
gone
above
and
beyond
that,
and
what
they're,
including
now,
are
ranges
of
tuition
themselves.
R
So
many
teachers
are
now
supported
to
have
further
tuition
sessions,
with
people
identified
as
missing
out
that
they're
missing
out
from
their
period
of
lockdown
education
or
missing
out
generally
in
terms
of
identify
those
gaps
that
we
just
talked
about
from
an
assessment
point
of
view.
So
the
schools
have
their
own
systems
and
processes,
as
well
as
a
national
system
to
draw
upon
to
allow
them
to
give
extra
booster
sessions
one-to-one
programmes
and
also
some
group
programs
as
well
and
that's
part
of
each
school's
school
development
plan.
It's
a
key
priority.
R
They
also
receive
proper
premium
funding
for
that,
and
they
also
have
received
some
covered
funding
as
well
to
address
those
those
very
issues
that
you've
identified
right,
and
rightly
so.
There
is
a
disproportionate
gap.
There
will
be
a
maintain,
a
gap
that
work
that's
drawn
has
grown
wider
and
there
will
be
some
time
for
us
to
recover
from
that,
and
it
won't
be
a
quick
fix.
R
I
think
style
pointed
that
out
earlier
and
said
the
council
prior
to
the
quick
fixes
around
the
it
won't
be
six
months
for
two
a
couple
of
years.
It
will
take
longer
than
that's
in
the
system,
but
what
we
can
do
is
to
ensure
that,
in
our
conversations
that
priority
remains
our
gap's
been
identified
every
year,
so
the
curriculum
matches
the
needs
of
those
people
at
that
given
moment
in
time,
and
that's
what's
quite
important.
So
in
our
strategic
conversations,
that's
that
features
heavily
in
terms
of
what
schools
need
and
want.
L
And
just
just
to
add
to
that
as
well
and
and
change
up
through
the
rights
and
all
that,
and
it's
right
that
this
is
a
focus
for
schools.
Parental
involvement
is
obviously
a
huge
huge
factor.
As
you
say
there
were,
there
were
three
lockdowns:
it's
going
to
matter
kind
of
what
your
parents
were
doing
during
lockdown.
Were
they
working
outside
the
house?
Were
they
working
in
the
house,
but
there's
so
many
other
factors
too.
L
When
you
look
at
kind
of
housing
which
is
going
to
be
linked
to
poverty,
if
you,
if
young
person
was
in
a
house
with
with
no
outdoor
space
how's
that
going
to
affect
the
child's
mental
health
and
then
the
child's
mental
health,
how
is
that
then
going
to
affect
their
ability
to
learn?
L
If
you
look
at
things
like
whether
the
child
even
had
siblings,
you
know
if
you're
in
lockdown,
for
that
extended
period
as
an
only
child,
did
that
child
potentially
miss
out
on
some
that
really
essential
socialization
that
the
children
will
get
from
schools.
So
there
are
so
many
other
factors
which
aren't
necessarily
from
the
learning
that
will
have
a
massive
knock-on
effect
to
the
learning,
and
that's
exactly
why
schools
are
are
looking
at
this
in
quite
some
detail,
but
you're
absolutely
right
to
highlight
it.
B
Just
to
add
I
mean
I,
I
think,
you're
right,
council
grunt,
identify
that
and
I
suppose,
just
to
add
to
what's
been
said,
there's
something
about
what
does
the
rest
of
the
system
do.
B
So
there
is
something
about
teaching
and
learning
that
happens
within
the
school,
but
our
the
work
that
we've
done
in
conjunction
with
because
of
the
increased
contact,
and,
I
would
say,
improved
relationship
between
local
authority
and
schools
and
head
to
heads
and
principles
that
I
think,
we've
utilized,
that
engagement
to
kind
of
say
to
them,
teaching
and
learning.
That's
your
core
business
within
within
the
school.
B
But
what
is
there
that
the
rest
of
the
system
can
do
to
help,
and
those
are
the
bits
that
we've
identified
in
the
three-year
strategy
to
say
you
know
we
will
do
this
work
in
the
youth
work
service
to
make
and
to
support
these
children
and
young
people
to
be
in
a
better
place
to
learn
when
they
arrive
with
you,
then
you
do
the
high
quality,
teaching
and
learning
that's
necessary
within
the
school,
so
that
we
can
get
that
engagement
same
goes
for
children
who
are
younger.
What
are
the,
what
the?
O
I
think
that's
a
really
important
point
and
I
I
completely
agree
that
what
what
services
such
as
the
youth
service
can
offer
is
tremendous
and
make
a
huge
contribution
to
what
happens
at
school
as
well.
I
think
the
reality
at
the
moment,
though,
is
that
schools,
because,
because
of
the
continued,
a
high
absence
rate
of
both
staff
and
pupils
they're
just
juggling
to
keep
standing
still,
I
mean
high
quality
teaching
and
learning.
A
Okay,
thank
you
for
that.
I've
still
got
a
few
people
wanting
to
come
in.
We
will
take
a
break
when
we
get
to
the
end
of
this
item,
but
I
don't
know
what
to
stifle
some
really
important
things
that
we're
covering
here
so
helen
is
next.
Please.
C
C
But
the
other
thing
I
wanted
to
ask
was
going
back
to
councilman
marshall
katung's
question
around
devices
and
learning,
given
the
sporadic
nature
of
absences
now.
C
Have
the
council
are
the
council
aware
of
how
schools
are
dealing
with
these
absences
and
enabling
children
to
continue
learning
when
they
are
not
at
school
and
whether
it's
it's
devices
that
they
need
or
internet
access
or
schools?
Actually,
I
know
schools
have
not
got
much
money,
but
funding
data
for
parents,
phones
so
that
children
can
access
things
that
they
wouldn't
ordinarily
be
able
to
access
to
prevent
those
gaps.
Widening.
R
I
think
sewer
schools
have
become
accustomed
now
to
their
sporadic
attendance
and
different
variants
and
are
now
off
a
now
with
their
own
systems
and
processes.
So,
on
day,
one
absence
those
devices
will
go
out
if
they
know
that
they're
self,
isolated
isolation
period
and
that
that
checking
of
the
homework,
so
much
of
it,
is
now
done
on
the
device
it's
done
via
different
systems
on
the
device.
So
there
can
be
live
check-ins
with
that
work,
that's
currently
happening,
and
so
there
are.
R
There
are
systems
there
to
ensure
that
we
are
having
as
much
life-to-life-based
teaching
but
also
the
face-to-face
teaching,
but
also
on
the
devices.
We
also
have
that
access
to
live
teaching
and
if
we
can't
what
systems
do
we
have
on
that,
so
many
people
use
google
as
an
example
teaching
tool
in
order
to
have
that
live
marketing
and
feedback.
R
Now
going
back
to
earlier
points,
there's
difficulty
when
there's
a
staff
staff
absence
so
they're
working
on
the
collateral
on
a
database
located
on
a
weekly
basis,
depending
on
the
level
of
absence
from
from
the
child.
Really
so
they
are,
they
are.
There
are
those
those
those
mechanisms
put
into
place
and
they've
also
developed
their
own
policies
regarding
the
hybrid
learning
as
well
in
terms
of
the
catch
up
and
the
curriculum
plan.
So
all
of
that
ties
together
really
in
a
more
coherent
offer.
R
I
would
say
now
this
time
around,
that
it
was
previously
and
schools
are
really
ready
to
to
to
engage
and
support
the
people
as
it's
needed.
We
don't
collect
city-wide
data
for
that,
because
it
wouldn't
necessarily
be
the
need
for
that.
Unless
those
schools
were
to
reach
out
and
say,
we
are
feeling
that
we've
got
some
pinch
points
or
pressure
points
with
devices
or
funding.
Now
schools
have
received
dfe
funding
to
allow
them
to
not
only
to
get
the
devices
ready,
but
also
to
look
at
their
own
online
learning
systems.
A
Okay,
thank
you
for
that
council
rentshaw.
Please
thank
you
for
your
patience.
T
Thank
you
chance
and
my
apologies
for
being
late
as
well.
It's
due
to
the
traffic
first
of
all,
I'd
like
to
go
back
and
ask
if
the
neat
figures
are
always
running
percentages.
T
Would
it
be
possible-
and
we've
asked
year
on
year
for
this
to
have
the
actual
figures
written
into
our
reports,
because
it
doesn't
always
reflect
the
you
know,
position
that
we're
actually
in
and
are
there
any
specific
areas
of
the
city
that
have
got
wider
gaps
within
neat
figures
than
other
areas?
Are
there
any
pockets
within
the
city,
and
then
I'd
like
to
thank
south
to
mention
the
youth
service,
because
it's
continued
throughout
the
whole
of
the
pandemic,
giving
that
continuity
to
those
people,
young
people,
are
really
needed.
T
That's
the
past
so
and
academies
and
local
authority
schools.
Is
there
any
difference
between
the
way
that
they're
delivering
or
have
delivered
throughout
the
pandemic
and
results
their
exam
results
at
the
end,
these
have.
My
list
has
just
grown
longer
as
I've
gone
through
and
the
early
output
education,
healthcare
plan.
T
I
just
wondered
if
you're
working
with
the
families,
as
well
as
the
schools
for
the
needs
of
the
child,
because
quite
often
the
needs
that
the
parents
are
aware
of
are
not
always
built
into
those
plans
and
then
for
them
to
progress
into
further
education
or
higher
education.
There
are.
T
There
are
some
resources
and
some
colleges
that
do
take
into
account
those
needs
so
that
they
can
go
into
higher
education,
and
I
just
wonder
if
there
are
anything
this
has
been
delivered
to
child
minders,
because
quite
quite
a
large
number
of
key
workers
have
obviously
been
taking
their
young
children
to
the
child
minders
to
be
looked
after,
and
I
just
wondered
if
any
resources
have
been
delivered
to
child
minders
to
help
with
the
young
people
who
they
were
having
to
do
the
catch-up
work
with,
and
then
the
ones
who
will
have
entered
school
this
year,
this
academic
year,
obviously
they're
pandemic
children
who
have
got
very
few
social
skills.
T
So
I
just
wondered:
if
anything,
any
support
of
any
kind
was
being
delivered
by
schools
and
academies
to
ensure
that
those
children
did
the
capture
per
list
so
that
the
foundations
were
laid
to
help
those
children
encourage
the
gap
to
close
that
has
been
self-widened
during
the
pandemic,
while
those
children
have
been
disrupted
at
school.
So
if
you
can
answer
all
those
up
here,
wonderful,
thank
you.
B
We
can
provide
you
with
the
figures,
so
I
think
chris
made
a
note
of
getting
those
figures
for
you.
Thank
you,
yeah
great
appreciation
to
all
of
our
stuff,
but
yeah
youth,
youth,
work,
stuff
has
been
you
know
brilliant
throughout
this
pandemic,
and
do
you
want
to
do
the
question
on
whether
there
are
geographic
differences
in
terms
of
destinations.
Q
Yes,
there
are,
there
are
variations.
I
think,
if
I
could
refer
you
quickly
to
appendix
2b
for
a
start,
you'll
see
we
have
a
breakdown
of
need
to
not
known
figures
by
cluster,
where
there's
percentages,
but
also
also
numbers.
Q
What
we
will
find
is
that
our
inner
city
clusters
tend
to
have
the
higher
rates,
as
perhaps
we
may
expect,
but
the
breakdown
of
the
figures
are
there
and
the
percentage
figures
that
are
in
there
also
allow
you
to
sort
of
compare
those
across,
but
but
we
can,
we
can
also
try
and
put
the
figures
in
for
the
for
the
main,
the
the
numbers,
alongside
the
percentages
as
as
well,
to
give
greater
context
for
the
future
updates.
E
C
Do
the
ehcp
one,
and
that
was
about
working
with
families
and
that
engagement?
C
Absolutely
it's
very
much
that
we
do
take
a
restorative
approach,
so
the
entire
process,
with
education,
health
and
care
plans
very
much
focused
on
what
it
is
that
the
family
and
the
young
person
wants
in
terms
of
the
education,
both
in
terms
of
preferences
that
sit
around
school,
but
also
in
terms
of
that
identification
of
needs
and
provision.
C
C
We're
actually
following
through
and
we
are
doing
and
that's
very
recent,
so
not
just
one
parent
organization
but
the
different
organizations
that
sit
within
the
city
and
taking
their
feedback
and
saying
you
know
they
are
part
of
that
governance
of
what
we're
doing
and
whether
it's
the
right
thing
to
be
doing.
B
And
then
a
child-minding
question
julie
and
then
shaheen
reception
year,
socialization.
N
So,
just
in
relation
to
the
child
manda's
question,
we
have
been
meeting
with
an
early
years
sector
right
across
the
city
and
that's
included
child
minders.
We
were
doing
that.
I
think,
on
a
weekly
basis
at
one
point
and
then
we've
gradually
decreased
that
too
terminally.
N
So
there
is
a
specific
opportunity
for
child
minders
and
other
colleagues
in
the
early
year
sector
to
raise
particular
issues
with
us
and
we
always
respond
to
those.
I
do
know
that
our
children's
centers
and
also
early
help
hubs
did
have
devices
which
they
did
loan
out
and
some
of
that
were
to
individual
families
and
I'm
sure
childbirth
is
where
there
was
the
need
for
that
they
would
have
had
access
to
those,
and
I
think
it's
maybe
just
an
opportunity
as
well,
I
suppose,
just
to
touch.
N
N
The
next
program
that
we've
now
got
with
our
children's
centers
is
very
much
in
the
first
instance
about
engaging.
So
how
can
we
engage
with
parents
and
carers
in
the
city
once
we've
been
able
to
engage
them,
get
them
through
the
door
of
the
children's
centers
then
really
know.
How
can
we
encourage
them
perhaps
to
take
part
in
our
parenting
programs,
where
we
perhaps
think
that's
helpful?
N
How
do
we
engage
them
in
speech
and
language,
and
so
again
I
think
that
early
help
is
really
critical
and,
to
you
know,
I
suppose,
improving
outcomes
for
children
right
across
the
centre.
So
there's
a
real
focus
on
this
agenda
in
that
in
that
area,.
R
And
just
going
back
to
your
point
regarding
for
early
years,
I
think
the
earlier
sector
have
mentioned
quite
a
few
times
that
they
are
seeing
that
socialization
being
an
issue
and
communication
and
language.
We
know
that
we've
received
a
new
early
years
framework,
which
was
set
in
last
year
to
all
educational
settings,
but
provide
early
years
provision
and
looking
at
that
has
been
one
of
the
key
components,
as
we've
mentioned,
with
early
reading
as
a
source
of
that.
R
So
it's
about
the
school's
plans
for
each
individual
child,
creating
opportunity
within
the
curriculum
and
the
day
for
socialization
activity
to
occur,
and
they
are
all
creating
their
own
ideas
and
plans
around
that
to
ensure
that
if
it's
a
themes
that
are
drawing
from
that,
whether
it's
a
a
cluster,
whether
it's
a
class,
it's
a
key
stage.
What
are
we
doing
in
our
curriculum
to
to
ensure
that
we
are
meeting
that
issue?
R
And
we
know
that,
with
our
support
from
leading
inclusion,
we
have
got
pathways
there
to
enable
the
schools
to
be
able
to
communicate
to
what
they
need
and
where
we
would
need
to
be.
We've
announced
our
educational
psychologists
they're.
Our
visits
from
our
learning
improvement,
team
and
learning
inclusion
team,
where
we
feel
that
the
need
is
greater
than
just
a
social
and
communication
need
it's
more
than
that
and
that's
we
look
at
individual
assessments
for
those
pupils
and
what
could
be
possibly
needed.
R
If
it's
a
theme
that
we're
drawing
as
a
consensus
across
the
sector,
then
it's
actually
just
a
result
of
the
pandemic.
But
how
do
we
drill
down
into
that
individual
needs?
But
actually
it's
not
a
special
educational
needs,
but
it's
actually
just
part
and
parcel
of
that
that
thematic
addressing
of
those
needs
that
we've
seen
through
the
pandemics.
R
That
socialization
is
definitely
a
focus
for
for
all
settings
out
there
as
well,
and
it's
certainly
something
that
we're
mentioning
in
our
bronze
meetings
in
our
silk
meetings
with
head
teachers
and
principals
and
and
taking
that
understanding
that
feedback
in
terms
of
what
can
we
again
provide
through
that
3a
strategy
and
as
julie's
alluded
to
earlier
so
speech
and
language
communication
support
as
well,
that
early
intervention.
A
Thank
you
for
that.
So
if
I
can
finally
bring
in
councillor
flint
and
celia
and
then
we
need
to
no
I'm
sorry
we're
really
running
short
of
time,
councillor
renshaw,
so
we
need
to
take
a
break
shortly,
so
so
councilman
and
then
celia
and
then
we'll
wrap
up
on
this
section.
I'm
sorry,
I'm
not
going
to
take
anybody
else.
Now.
I'm
sorry!
We've
had
a
long
time.
D
Sorry
I'll
be
brief.
I
just
two
quick
things.
I
just
wanted
to
kind
of
really
underline
what
counselor
prior
was
saying
about
young
people's
mental
health
exams.
I've
got
a
daughter
in
year
12
and
a
lot
of
young
people
in
year,
13
and
doing
mocks
at
the
moment,
and
I
think
schools
are
just
dealing
with
a
lot
of
increased
anxiety
because
young
people
haven't
sat
in
an
example,
let
alone
for
kind
of
three
hours.
So
it's
really
important
that
we
support
young
people
and
understand
the
extra
anxiety
that
exams
are.
D
You
know
causing
now,
but
then
the
other
thing
I
just
wanted
to
flag
up
was
the
obesity
rates
I
think
on
page
41..
We
haven't
really
talked
about
that
and
obviously
it
shows
that
there's
an
increase
and
significant
increase
between
the
least
deprived
and
the
most
deprived
areas,
and
then
the
national
data
for
20
20
21
will
show
that
that's
kind
of
further
deepened
and
increased,
and
I
just
wondered
like
where
are
these
figures
taken
up?
Who
are
they
taken
up
by?
D
Because
it's
so
complex
really
important
that
we
understand
the
social
determinants
of
like
health?
In
this
the
you
know
cost
of
living
the
fact
that,
like
fam,
so
many
families
are
in
survival
mode.
So
how
do
we
handle
this
sensitively
and
structurally
kind
of
going
forward
because
yeah,
because
the
inequality
is
deepening?
Thank
you.
P
A
national
tuition
program
focuses
on
academic
catch
up
and
only
for
limited
periods,
and
I
am
aware-
and
it's
people
have
raised
this
a
bit
about
the
pupils,
social
and
emotional
needs,
and
I
know
councillor
pryor
last
year.
This
was
one
of
the
points
we
all
raised,
the
the
things
that
are
not
academic
and
just
as
an
example,
one
school
in
the
outer.
These
are
schools.
I've
been
involved
with
recently
one
school
in
the
outer
suburbs
and
they
had
said
well,
you
know
our
pupils
they'll
do
anything.
P
We
ask
of
them
really
helpful
complaint,
another
one
that
is
inner
suburbs,
having
awful
problems
with
behavior
with
the
pupils
where
it's
been
reasonable
over
the
years
and
then
an
inner
city,
one
where
they've
got
security
guards
on
the
corridor
at
the
moment
and
they're
a
real
issues
in
some
of
the
schools,
and
none
of
these
schools
are
la
schools,
but
during
coverage
you
were
speaking
to
the
dfa
regularly.
I
don't
know
how
regular
it
is
now
do
they
did
the
dfe
discuss
this
sort
of
thing
with
you?
P
Did
they
make
you
aware
of
it?
Are
you
aware
of
it?
Because
some
of
the
schools
are
really
struggling
and
of
course,
others
are
beginning
to
get
back
on
course,.
B
Just
in
relation
to
the
dialogue
with
dfe,
I'm
continuing
to
speak
to
them
on
a
weekly
basis
at
the
moment,
and
the
conversation
that
comes
from
the
dfe
to
us
tends
to
be
around
the
latest
approach
and
guidance,
but
also
they
provide
us
with
some
national
statistics
around
attendance
and
they
want
to
know
about
vaccination
rates
and
what
the
what
the
prevalence
of
the
virus
looks
like
in
the
city
and
what
measures
we're
taking
around.
All
of
that.
B
They
also
so
we
feed
in
the
challenges,
because
we
meet
regularly
still
and
communicate
regularly
with
head
teachers
and
the
intel
that
we
pick
up
from
them.
We
are
regularly
feeding
into
the
department
for
education
for
their
consideration,
and
I
know
that
what
they
do
is
there's
a
conversation
with
every
local
authority,
and
so
they
do
centralize
that
information
and
it
should
impact
on
on
on
the
policy
and
policy
and
guidance
that
they
then
push
out.
B
N
I
can
come
back
on
the
obesity
question.
I
think
in
the
in
the
report.
It
highlights
that
2.4
well,
the
obesity
rate
is
2.4
percent
higher
amongst
reception
aged
children
in
the
most
deprived
areas
of
our
city
and
that's
in
comparison
to
the
leads
average.
So
I
think
again
for
me,
it
is
about
you
know
it
is
about
that
family
support
and
it
is
about
early
help.
We've
got
a
number
of
existing
strategies
which
are
really
successful,
and
it's
about
playing
on
with
those.
N
So
we've
got
our
henry
programme
and
we've
got
the.
You
know
thrive
strategy
which
is
really
looking
at
poverty
and
how
we
address
the
impact
of
poverty
and
I've
come
back
to
nesta
again
and
our
children's
centers
and
our
early
years
strategy
and
about
engaging
those
parents,
and
I
think
for
me
it's
about
you-
know
ensuring
that
our
early
health
practitioners,
our
early
help
hubs
that
our
children's
centers
know
the
parents
who
are
struggling.
N
Actually,
you
know
and
struggling
you
know
often
with
poverty,
and
so
for
me
you
know
all
of
those
things
that
I've
talked
about
the
best
start
program,
our
best
start
strategy.
You
know
all
of
that
all
of
the
work
that
sits
within
that
early
help
agenda,
but
also
their
strategies
is
aimed
at
you
know
and
will
have
an
impact
on
reducing
obesity.
So
really
it's
about
continuing
to
do
what
we've
done,
because
that
has
been
successful,
but
it
is
about
thinking
innovatively,
you
know
and
again
thinking
about
the
nested
program.
N
How
do
we
engage
more
families
within
our
most
deprived
areas?
How
do
we
get
like
that
diversity?
You
know
within
you
know
able
to
engage
with
families
and
children
from
a
background.
You
know
so
there's
a
lot
of
work
that
we
know
that
works,
but
equally
we
need
to
continue
to
think
innovatively
and-
and
you
know,
develop.
B
I
mean,
I
think
so,
some
of
the
impacts
around
obesity,
from
our
point
of
view,
have
happened
through
the
work
of
our
children
centers
over
the
years
and
some
success
in
our
collaboration
with
health
partners,
particularly
as
julie
mentioned
around
the
henry
program.
But
clearly
some
of
those
services
have
been
quite
disrupted
during
this
period
of
time,
and
so
you
can
see
the
impact
coming
through.
B
But
as
we
get
those
children
centers
back
up
to
full
strength
and
people
getting
back
into
using
them
effectively,
then
those
programs
will
start
to
make
a
difference
again.
And
it's
not.
It's
not
surprising
that
you
for
all
the
other
reasons
that
we
know
around
poverty
and
disadvantage,
but
also
that
some
of
those
services
are
located
in
some
of
our
most
deprived
neighborhoods.
A
Okay,
thank
you
for
that,
and
thank
you
for
for
everybody's
contributed
sorry
for
the
people
that
I
couldn't
get
in.
I'm
sure
you'll
find
a
creative
way
to
make
your
points
in
the
next
next
items.
We
are
running
a
bit
behind
schedule
with
a
late
start
as
well.
So
apologies
for
that
in
terms
of
the
recommendation
for
this
item.
It
is
simply
to
note
the
report
members
might
want
to
reflect
on
things.
A
We
want
to
look
at
in
more
detail
through
the
work
program
this
year
and
also
potentially
items
to
look
at
for
the
following
year
as
well.
So
if
we
can
just
take
a
very
short
break,
be
back
for
12
o'clock
or
as
close
to
as
humanly
possible,
because
we've
still
got
quite
a
lot
to
get
through
and
I'm
aware
cabinet
are
due
to
meet
in
here
at
one.
A
So
I'm
hoping
we'll
be
finished,
not
too
long
after
half
12.,
you
can
make
sure
your
microphones
are
off,
because
the
webcast
will
still
be
running
during
the
break.
A
Initial
proposals:
we
are
tight
on
time,
I'm
very
grateful
for
simon's
patients,
who
I
think
has
been
and
come
back
about
three
times
and
but
thank
you
and
if
you
want
to
introduce
yourself
simon
and
then
I'll
ask
councillors
prior
and
veno
and
sal
if
they've
got
any
initial
comments
and
then
if
we
could
keep
the
the
introduction
quite
brief,
just
take
it.
The
members
have
read
the
report
and
we'll
see
what
questions
and
comments
there
are
so
sam.
G
Simon
foy,
head
of
policy
intelligence.
Thank
you.
M
M
But
I'm
really
aware
I
pressed
the
time,
but
perhaps
I'll
bring
that
back
to
the
future,
because
it's
been
to
council
martial,
cutting
scrutiny
board
because
it's
it's
public
health,
but
because
we're
planning
to
focus
on
children
it.
It
pertains
to
this
scrutiny
board
and
also
aligns
to
the
best
city
ambition,
but
I'll
I'll
bring
it
to
a
future
meeting
because
of
the
time.
Okay,.
B
One
of
the
things
I
guess
for
the
scrutiny
board
to
notice
is
that
you've
got
the
the
plan
is
set
out
within
the
three
pillars
and
there
are
different
levels
at
which
it
operates,
and
we
would
see
at
the
second
level
that
sits
underneath
the
three
pillars
we
would
see.
B
The
child
friendly
leads
ambition
and
the
children
in
young
people's
plan
in
at
that
level,
as
key
strategic
priorities
for
the
for
the
city
and
then
all
of
our
planning
and
strategies,
such
as
a
three-year
strategy
that
we've
talked
a
lot
about
today
and
I
would
sit
beneath
that
at
the
next
at
the
next
level.
Just
so
that
you
understand
that.
B
That's
how
that
operates,
and
I
think
that
that's
then
probably
right
in
this
in,
in
the
sense
that
if
you
start
to
take
that
three
up
to
four
with
the
child
friendly
leads,
one
there'll
be
a
whole
host
of
other
population
groups,
for
example,
that
you
might
want
to
reference.
So
it's
just
that's
not
there
at
that.
In
that
three
pillars,
part
of
the
strategy
it
sits
at
the
next
level
down.
A
A
Okay,
so
any
other
questions
or
comments.
This
is
about
us
feeding
back
to
the
executive
board
for
for
their
deliberations,
what
our
views
on
the
on
the
the
best
city
ambition
proposals,
particularly
how
they
relate
to
to
children
and
families,
so
any
thoughts,
questions
comments,
castle,
flint,
please.
D
Just
reading
through
it
briefly,
I
couldn't
really
see
anything
relating
to
specifically
to
male
violence
against
women
and
girls,
and
I
think
there
was
something
about
the
importance
of
like
marac
kind
of
when
things
have
got
to
the
extreme
end.
But
I'd
really
like
to
see
you
know
that
as
an
issue
that
we'd
kind
of
tackle
as
a
city.
A
Okay,
thank
you
for
that
councillor
forsake.
Please.
E
Oh
sorry,
please
can
I
just
find
page
74
should
I
found
it
beforehand?
Okay,
so
what
I
want
to
say
is
sort
of
a
little
bit
sort
of
challenging.
It
goes
up
to
the
there's
three
pillars.
E
The
children
that
are
currently
in
our
schools
are
like
ones
who
are
going
to
have
to
increasingly
face
the
challenge
of
the
climate
emergency,
and
I
feel
from
the
three
pillars
that
the
climate
crisis
is
almost
like
an
add-on,
whereas
my
my
view
would
be
that
that
needs
to
be
sort
of.
If
you
like
put
first
and
foremost,
please
can
I
just
read
one
sentence
out
of
the
report,
which
I
think
on
page
74.
E
It
says
without
determination
in
leeds
and
beyond,
to
respond
now
the
future
will
bring
catastrophic
consequences
for
humans
and
the
natural
world,
with
increasing
disruption
to
many
aspects
of
life,
including
the
food
system,
spread
of
disease
and
extreme
weather
events
like
floods
and
heat
waves.
Now
that
is
that
is
quite
rightly
here
in
the
report.
My
point
is
that
our
children,
some
of
our
young
people,
are
already
responding
individually
because
they
are
being
educated
about
climate
change
and
they
know
what
these
dangers
are.
Many
of
them
are
worried.
E
E
We've
had
another
emergency
to
deal
with,
but
it
is
a
climate
emergency
and
we
need
to
deal
with
it
as
such.
It's
interesting
that
what
kovid
has
done
is
shown
that
we
can
deal
with
things
as
an
emergency
and
what
we
can't
be
doing
is,
I
would
say,
going
back
to
how
things
are
in
a
way.
This
is
a
because
we've
come
are
coming
through
the
the
covert
emergency.
E
It
gives
us
an
opportunity
to
address
it
from
that
way.
So
I
think
my
point
is
I
could
I
could
say
a
lot
lots
more
is
that
should
be
first
and
foremost
so
much
in
the
report
is
absolutely
right,
but
it
needs
to
be
framed
in
the
fact
that
this
is
another
emergency
we
have
got
to
deal
with
and
we've
got
to
do
everything
else
from
that.
E
Sorry,
if
it's
a
bit
passionate
we're
here,
because
we
are
talking
about
the
children
here
in
school
and
they
are
the
ones
for
whom
we
need
to
get
this
right.
Really
some
of
us
are
not
going
to
be
around.
I
didn't
think
when
I
started
doing
found
out
about
the
climate
emergency
as
a
teacher,
a
science
teacher
in
the
my
sort
of
in
the
80s.
I
never
thought
that
I
would
see
climate
change
kick
in
in
my
lifetime.
A
G
I
mean
again,
we've
received
feedback
and
engagement
about
how
we
kind
of
relatively
prioritize
things
we're
working
through
that
now.
I
suppose
the
one
thing
I
would
say
is
that
this
process
has
given
us
the
opportunity
to
further.
I
guess,
flesh
out
the
narrative
about
the
challenges
of
climate
change,
which
were
far
better
articulated
in
the
health
and
well-being
strategy
and
in
the
inclusive
growth
strategy.
So
I
guess,
I
think,
the
one
of
the
things
I
would
have
said
if
we
have
more
time
that
this
is
the
start
of
the
process
rather
than
end.
L
I
I
think,
council
fulfills,
it
is
absolutely
right.
It's
an
absolute
priority.
That's
why
it
is
one
of
the
three
priorities
for
the
city.
I
I
think,
what's
really
important.
Is
that
that's
not
a
pillar
in
isolation?
I
think
it
needs
to
be
that
that
work
is
kind
of
carried
throughout
so
kind
of
when
we're
looking
at
as
kind
of
the
remit
of
this
board.
We
look
at
things
like
kind
of
decarbonizing,
our
school
buildings
and
kind
of
seeing
what
we
can
use
with
those
assets.
L
To
help
I
mean,
as
a
city,
it's
clear
that
this
is
a
priority
for
us
after
the
climate
emergency,
we're
on
our
way
to
becoming
carbon
neutral
by
2030,
which
is
a
far
more
ambitious
target
than
than
many
others,
and
actually
something
I'd
love
to
see
councils
across
the
country.
In
fact,
I'd
love
to
see
countries
across
the
world
adopting
the
same
target.
So
I
do
think
it
is
an
absolute
priority.
L
It
being
one
of
the
three
I
think
shows
how
much
of
a
priority
that
is
for
the
council
and-
and
it
needs
to
be
part
of
every
element
of
work
that
the
council
is
doing
and
that's.
Why
kind
of
when
we
look
at
exec
board
reports
now
there
is
always
a
section
on
what
what
is
that
impact
on
the
climate
of
of
whatever
policy
and-
and
I
think
it
just
needs
to
be
that
thread
running
through
everything.
A
It's
challenging
because
it's
very
clear
in
our
terms
of
reference
that
we
have
to
avoid
duplication
with
other
boards,
and
we
do
it.
There
are
specific
boards
and
groups
in
the
council
that
are
tasked
to
look
at
that
it
it
if
it
was
looking
at
specifically
how
it
affects
children
and
young
people
possibly,
but
we
we've
got
to
think
carefully.
So
angela
might
pick
that
up
in
the
work,
programmers
or
something
okay,
I've
got
a
few
more
hands.
A
We've
gone
up
if
you
could
really
keep
it
as
brief,
as
you
can
please,
council
stevenson,
please.
J
Yeah,
thank
you.
Notwithstanding
the
the
passion
we've
just
heard
from
the
council
of
forsyth,
my
my
outlook's,
less
apocalyptic,
probably
more
pragmatic
and
reflective
of
what's
gone
before
so.
With
that
in
mind,
it's
all
very
well
having
a
best
city
ambition
for
the
future,
but
if
we're
not
actually
looking
at
how
we
didn't
deliver
the
last
city
ambition
and
what
went
wrong
it's
difficult
to
progress,
the
issue,
so
my
comment
there
would
be
if
we're
just
carrying
over
things,
we've
failed
to
do
the
last
time
we
talked
about
it.
J
That's
not
particularly
that
helpful
in
terms
of
setting
out
the
the
targets
that
we
should.
We
should
be
meeting,
and
I
think
the
positive
I
would
say
is
in
terms
of
the
consultation
and
this
round
has
been
a
lot
better
in
consulting,
and
I
suppose
the
only
thing
I'd
say
is:
how
do
we
engage
our
young
people
in
schools
more
in
this
process?
J
Notwithstanding
the
fact
you
already
have,
but
what
are
the
barriers
there
to
getting
schools
on
board
to
help
us
form
the
best
city
plan
for
the
future
to
hear
what
their
ambitions
are?.
F
Mine
was
the
same.
In
fact.
It
widened
the
question
just
around
how
children
and
young
people
there's
only
the
west
northwest
leeds
youth
service
named
in
in
the
sort
of
planned
sessions
of
big
consultation.
So
far,
so
I
was
just
going
to
ask
how
further
we
get
the
views
of
young
people
and
children
in
this.
Given
it
goes
until
2030.
Many
of
them
will
be
adults
at
that
time,
but
actually
it's
their
world
that
that
we're
looking
to.
B
I
mean
I'll
come
in
first,
just
to
kind
of
say
if
you
go
back
to
my
original
point
about
trying
to
see
this
as
the
ambition
overall
for
the
city,
you've
got
the
three
pillars
which
set
out
the
priorities
for
the
city
across
the
piece
and
then
what
you
will
have
are
a
layer
of
strategies
that
are
more
specific,
and
so
that's
where
I
would
start
to
see
some
of
the
overlap
between
the
strategies
that
we
have
around
the
children
and
young
people's
plan.
B
And
how
is
that
impacted
upon
by
climate
change?
For
example?
What
are
we
doing
in
terms
of
engaging
with
and
speaking
to
children
and
young
people
about
climate
and
their
views
about
it?
And
we
did
quite
a
lot
of
engagement
over
the
last
couple
of
years.
It
might
be
a
little
bit
longer
actually,
but
where
children
and
young
people
have
been
engaged
in
work
with
the
children's
partnership
in
terms
of
their
feeding
in
their
views
and
ideas
about
what
should
happen
for
us
as
a
city.
B
So
I
think
this
sets
out
the
overarching
ambitions
for
the
city.
There's
the
the
next
layer
of
strategies
would
be
those
that
we
as
a
children's
services,
would
have
much
more
ownership
and
drive
on
in
terms
of
those
specific
impacts
for
children
and
young
people.
G
And
to
pick
up
the
kind
of
the
performance
and
the
the
measuring
points
again,
this
is
a
high
level
kind
of
framework
under
which,
as
cell
said,
the
existing
key
strategies
will
sit
and
will
continue
to
be
reviewed.
So
I
envisaged
that
we
will
review
the
those
performance
frameworks
as
we
go
forward
for
the
current
performance
frameworks.
G
We
we're
taking
this
year
as
a
transitional
year,
so
we
will
continue
to
report
against
the
existing
kpis
and
benchmarks
throughout
this
year
with
a
view
to
work
with
scrutiny
and
colleagues
to
think
about
what
our
new
performance
structure,
our
revised
performance
structure,
would
look
like
in
terms
of
the
again
the
the
ongoing
consultation
with
young
people
immediately
following
the
kind
of
the
the
hopefully,
the
adoption
of
of
this.
G
This
kind
of
refresh
framework
will
be
we're
embarking
on
a
review
of
the
health
and
well-being
strategy
which
is
underway,
but
also
then
the
inclusive
growth
strategy
were
followed
quickly
afterwards
and
I
think
there's
a
real
opportunity
to
have
selling
his
colleagues
to
think
about
how
we
ensure
that
input
of
young
people
into
those
two.
Pretty
I
mean
and
as
well.
A
Thank
you,
so
everyone
just
take
quick
comments,
please
from
celia
and
councillor
renshaw
and
then
we'll
wrap
up
on
this
section.
P
Thank
you,
chair,
and
one
way
we
could
influence.
Schools
is
by
developing
resource-based
information
base
and
for
schools
for
them
to
develop
their
curriculums.
But
I
also
note
that-
and
I
there
was
such
a
lot
of
paper-
I
made
mistake,
but
reducing
waste,
increasing
reuse
and
recycling,
rather
than
just
continually
demanding
making
the
demand
on
natural
and
synthetic
resources,
and
that
also
could,
apart
from
you,
know,
encouraging
everybody
in
the
city,
but
it
could
be
directed
at
schools
as
well
and
children.
P
Can
we
open
a
repair
shop?
Please,
because,
instead
of
throwing
things
away
at
me-
and
we're
done,
I
could
think
of
you
know
them
being
mended
and
reusing
them.
T
Thank
you
chair,
I'd
just
like
to
add
some
complimentary
comments
really
because
another
youth
service
in
my
world
are
doing
a
a
programme
where
they're
actually
growing
their
own
vegetables
and
plants
within
a
piece
of
it's
an
orchard.
But
they've
picked.
The
throat
delivered
it
to
food
banks
within
the
area,
and
I
just
think
that
that
can
be
embedded
at
a
much
earlier
younger
age,
because
it's
children's
ideas
and
then
it
can
be
incorporated
into
the
curriculum.
That's
delivered
in
any
subjects,
because
you
can
build
it
into
any
subject
that
you
deliver
within
schools.
A
If
I
could
just
add
a
couple
of
final
comments,
just
following
up
from
what
some
other
colleagues
have
said,
I
think,
in
terms
of
the
overall
strategy,
there's
loads
of
really
good
stuff
in
and
having
been
sat
around
this
table
and
in
the
old
room
six
and
seven
many
years
ago
and
seen
the
entire
children
services
journey
from
the
sorry
state
we
got
got
ourselves
into
to
where
we
are,
you
can
see,
there's
a
huge
transformation
in
that
time.
A
There's
you
cannot
deny
that
the
the
two
things
I
think
we
highlighted
when
we
did
the
child-friendly
inquiry
a
couple
of
years
ago
were
too
well.
All
of
that
improvement
was
very
much
concentrated
within
children's
services.
The
weakness
perhaps
was
the
rest
of
the
council,
embracing
the
the
obsessions
and
the
child-friendly
ambition
and
there's
been
improvements.
Since
then,
I
can
see
that
in
in
planning
and
development,
not
nearly
enough,
but
there's
been
progress,
but
what
I'd
like
to
see
in
this
ambition
around
climate
emergency
around
children
through
some
issues?
A
Is
it's
not
just
a
high
level
strategy
that
then
becomes
children's
services
to
have
ownership
of
the
children's
bits,
but
the
ownership
retains
and
remains
across
the
council
that
the
way
this
is
worded
and
written
and
presented
and
enforced?
Is
it
isn't
this
council
they
described
earlier
a
nice
strategy
that
gathers
dust
and
everyone
gets
on
and
does
what
they
do,
but
actually
every
department
of
the
council
and
its
partners
takes
ownership
of
these
ambitions.
A
I
I
would
like
in
the
next
10
years
that
it's
not
an
ambition
anymore,
so
I'd
like
a
firm
commitment
in
it
that
it
will
be
a
reality
within
and
that
we
put
some
firm
timelines
and
and
goals
on
it
that
we
will
be
a
child-friendly
city.
We
won't
have
an
ambition
to
be
it.
We've
had
that
for
10
years.
So,
let's
make
sure
we
are
a
child-friendly
city
at
some
point
in
the
in
the
next
planned
cycle.
So
that
would
be
my
final
point.
B
Thank
you
for
that.
I
think
that's
really
helpful.
I
think
that
that
we
do
need
to
just
have
a
think
about
if
we've
set,
if
the
city-wide
ambitious
mission
has
been
set
in
that
way,
and
we
did
spend
some
time
discussing
that
bit
about
child
friendly
and
how
it
fits.
B
I
think
your
point
about
and
that
responsibility
sitting
right
across
the
council
and
then
you
know,
one
of
the
successes
of
it
has
been
how
we've
been
able
to
translate
that
into
commitment
from
partners
and
businesses,
particularly
in
the
city,
and
so
how,
if
it
is
at
the
next
level
down
from
the
three
pillars,
how
does
it
then
go
back
out
to
that
whole
thing?
B
I
think
that's
a
really
valid
and
helpful
point,
and
I
think
we
can
reflect
on
that
to
make
sure
that
we've
got
we've
got
that
covered
again.
You
know
this
ambition
around
child
friendly
part
of
I
think
part
of
the
the
driver
with
that
is
to,
if
you
kind
of
say,
we've
got
there.
B
Then
you
stop
trying
almost
and
so
part
of
the
ambition
is
always
about
what
next
really
in
some
ways.
B
In
order
to
take
us
towards
that
towards
that
ambition-
and
I
you
know-
I
do
think
I
agree
with
you-
you
know
you
know
that
from
some
of
the
difficult
places
that
we
were
in,
we
have
seen
significant
improvement,
particularly
for
for
some
of
our
most
vulnerable
children
in
key
areas,
but
there's
far
more
to
do
and
we
want
to
remain
absolutely
ambitious
about
that
child-friendly
status,
and
so
I
agree,
there's
probably
something
about
trying
to
sign
some
things
off,
but
never
losing
the
actual,
always
aspiring
to
be
better
or
always
aspiring
to
be
more
child
friendly.
A
I
I'd
agree
with
that.
I
think
the
job's
never
done
whatever
you're
saying
they
should
all.
We
should
always
be
more
ambitious
for
for
children,
but
I
think
I
think
we've
captured
some
some
good
things
to
feedback
to
to
the
exec
board
there
from
so.
Thank
you
everybody
for
for
that.
So
now,
if
we
can
move
on
to
items
10
and
11,
which
is
the
financial,
health
monitoring
and
the
initial
budget
proposals,
I'm
certain
that
tim
will
be
leaping
to
to
to
come
and
share
lots
of
information
with
us.
A
So
he
will
introduce
himself
in
a
second,
obviously
conscious
that
the
board
did
have
a
working
group
in
december,
and
so
I've
already
had
an
opportunity
to
look
at
this.
So
I
think
it
would
be
useful
if
it's
tim,
if
you
could
just
cover
what
has
changed
from
december
to
now,
and
then
we
can
focus
any
questions
and
comments
around
that.
Please.
S
Thank
you
good
afternoon,
everybody
tim
pouncey
chief
officer
for
resources
and
strategy
council
alum.
The
first
report
is
the
month
seven
dashboard
report
that
went
to
executive
board
in
january,
and
that
was
the
position
as
act.
Excuse
me,
as
a
october,
we
are
starting
to
see
a
consolidation
of
the
projected
overspend
within
children
and
families
around
about
the
9
million
level.
S
The
analysis
in
the
paper
goes
on
to
describe
the
extent
to
which
some
of
that
overspend
or
the
majority
of
that
overspend
is
accounted
for
by
the
impacts
of
of
covid
and
the
way
in
which
the
council
accounts
for
some
of
the
colby
grants
that
we
receive
from
government
they're
all
held
within
strategic
accounts.
S
So
we've
not
got
the
income
within
children
and
families
that
the
council
has
got
to
offset.
Some
of
these
additional
covered
costs.
I'm
conscious
that
the
scrutiny
board
have
received
regular
updates
on
the
financial
dashboard.
I
didn't
want
to
necessarily
spend
too
much
time
on
this.
However,
I
just
wanted
to
highlight
one
variation
since
the
previous
report
to
the
executive
board,
which
was
that
in
the
month
seven
report
we've
factored
in
the
cost
of
the
pay
award
now
for
the
children
and
families
directorate.
That
was
about
1.4
million.
S
So
that
was
another
pressure
on
top
of
everything
else
that
we've
had
to
deal
with
this
year
on
the
basis
that
when
the
budget
was
set,
the
suggestion
was
that
the
pay
award
would
be
zero.
S
So
we've
now
factored
in
the
cost
of
that
pay
award
and
we've
offset
some
of
that
pressure
by
bringing
into
account
a
rebate
on
a
pfi
contract
to
offset
the
the
pressure
from
the
bringing
into
account
the
pay
award
I'll
pause
there
on
month,
seven
to
see
if
there
are
any
any
questions,
but
we're
settling
out
round
about
a
nine
million
projected
overspend
and
there's.
K
Yeah
very
quickly,
on
that
very
point
I
may
have
been
told-
or
I
may
not
have
been
told,
but
of
that
nine
million.
It
appears
on
the
dashboard
page
107
that
nearly
seven
and
a
half
million
of
that
is
payments
to
third
party.
S
Yeah,
it's
it's
effectively.
Payments
in
respect
of
children
looked
after
to
providers
of
of
care,
so
this
is
external
residential
establishments
or
it's
independent,
fostering
agencies.
It's
payments
of
that
type.
M
M
I
mean
it's
a
national
issue
that,
during
the
pandemic,
there
was
a
really
desperate
shortage
of
placements
and
a
lot
of
private
sector
providers
hooked
up
their
prices
and
that's
had
quite
a
lot
of
national
publicity
and
the
competition
markets
authority
were
at
one
point,
doing
an
investigation
into
the
market,
not
that
it
should
be
a
market.
M
Unfortunately,
the
teeth
kind
of
got
taken
out
of
that
investigation,
but
it
is
nationally
recognized
that
a
lot
of
money
is
going
into
private
sector
companies
that
are
making
vast
profits
around
looking
after
some
of
our
most
vulnerable
children.
This
is
why
our
investor
safe
proposals
are
really
really
important,
that
they
will
save
money,
but
it's
also
totally
the
right
thing
to
do
so.
The
two
investor
safe
proposals
are
to
create
a
level
five
foster
carer.
M
We
only
got
to
level
four
at
the
moment
and
also
to
build
eight
children's
homes
that
will
look
after
one
or
two
children
at
the
most
two,
and
both
those
proposals
are
about
what
I
referred
to
earlier.
M
So
both
those
proposals
we're
expecting
to
considerably
reduce
the
amount
of
money
we're
spending
in
the
private
sector
externally,
so
they
will
bring
children
back
to
leeds
and
have
more
children
living
in
families,
because
it
is
not
what
any
of
us
would
want
that
we're
spending
money,
placing
children
outside
leeds.
You
know
in
ifas
and
in
external
residential
placements
and
nationally,
you
know
a
huge
number
of
authorities
are
overspent
on
this
budget
and
have
spent
more
during
the
pandemic
when
there's
been
a
desperate
increased
need
and
price
inflation.
K
K
Yeah
so
level
five
is
the
highest
level
of
foster.
Care
is,
and
these
are
the
most
critical.
M
Level
five
doesn't
exist
at
the
moment.
At
the
moment
we
go
up
to
level
four,
so
at
the
moment
our
highest
paid
most
experienced
most
specialist
foster
carers
are
at
level.
Four.
Our
investor
safe
proposal
creates
a
new,
a
new
layer
of
level
five.
So,
yes,
there
will
be
experiences.
Some
of
them
will
be
existing
foster
carers.
Who
will
progress
to
that
level,
but
we
also
hope
to
be
able
to
recruit
people
who
are
already
very
specialists
and
skilled
in
different
fields.
Working
with
children
and
adolescents.
Make
may
come
straight
in
at
that
level.
M
No,
potentially
they
will
be
ordinary
flats
and
houses
that
will
have
one
or
two
bedrooms.
I
mean
we've
moved
from
big
big
children's
homes
anyway,
our
current
children's
times,
with
the
exception
of
rainbow
house
and
acorn
house,
rainbow,
isn't
where
children
live.
Anyway,
are
three
bedrooms,
so
most
of
our
children's
homes
are
ordinary
three-bedroom
houses.
I've
struggled
to
find
them
when
I
first
started
visiting
them
because
they
just
look
like
well.
M
They
are
ordinary
houses,
but
even
with
three
children
or
four,
some
three
or
four
bedrooms,
some
of
the
children
that
we
work
with
can't
live
with
other
children
and
ofsted
really
focus
on
matching
when
they
inspect
children's
homes
and
it
at
the
for
a
while.
We
had
one
a
children's
home
that
had
one
child
in
it.
That
was
a
bigger
house,
because
this
child
needed
to
live
on
his
own.
So
no,
they
will
they're
not
going
to
look
like
they're
not
going
to
stick
out.
A
S
S
S
I'm
I've
also
got
still
got
councillor.
Linworth's
comments
from
the
very
start
of
the
meeting
ringing
in
my
ears
about
summarizing
this
100
page
report
that
I
didn't
write.
S
So
I
I
won't
attempt
to
do
that,
but
I
I
I
think
some
of
that
context,
by
way
of
which
it
is
the
initial
budget
proposals
we've
seen
some
of
it
before
we've
already
talked
about
the
fostering
and
adoption
the
fostering
and
the
residential
service
review
proposals
that
we've
incorporated
in
the
budget
suffice
to
say
that
the
the
proposals
that
will
then
go
on
to
executive
board
will
take
into
account
the
results
of
the
public
com,
consultation
and
any
other
further
comments
and
the
collation
of
the
previous
comments
from
the
scrutiny
working
parties.
S
We've
had
looking
at
the
proposals.
I
think
he
said
what
what
does
it
mean
council
rillingworth
in
the
wider
context,
and
what
does
it
mean
for
future
years?
So
just
30
seconds
on
that.
If
I
can,
because
these
proposals
effectively
deliver
a
balanced
budget
for
22.23.
S
So
there
is
still
a
significant
amount
of
work
to
do
in
terms
of
delivering
that
balanced
budget
we've
talked
to
a
degree
about
the
fostering
and
residential
proposals.
S
You
asked
council
lam
about
any
further
proposals
that
have
been
brought
forward
by
children
and
families,
and
we've
developed
two
that
they're
called
business
as
usual
proposals
within
this,
and
there
are
effectively
two
within
these.
S
This
wider
set
of
papers,
one
is
around
some
operational
efficiency
savings
that
amount
to
half
a
million
each
and
every
year
through
through
the
course,
the
medium-term
financial
strategy
and
effectively
represent
some
of
the
operational
and
working
efficiencies
that
we
we've
learned
over
the
last
couple
of
years
of
different
ways
of
working
and
the
like,
and
the
second
proposal
is
a
one-off
saving
around
some
of
the
costs
that
we
incur
in
respects
of
schools,
premature
retirement
costs
and
fe
pensions.
S
S
Excuse
me
in
in
the
number
of
teachers
that
have
retired
via
this
route,
so
we're
taking
the
opportunity
to
take
a
one-off
saving.
I
have
to
say,
I
think,
we'll
be
revisiting
the
same
budget
code
this
time
next
year
to
look
at
those
trends,
but
I
was
anxious
about
taking
that
out
of
the
base
completely.
I
think
we
need
to
look
again
in
another
year's
time,
so
in
so.
S
In
summary,
perhaps
I
can
highlight
page
193
for
you,
because
that
effectively
summarizes
the
impact
of
all
these
changes
on
the
children
and
families
budget.
So
our
percentage
of
the
council's
net
managed
budget
remains
remarkably
similar
at
about
25
of
the
of
the
council's
overall
revenue
budget.
S
Despite
what
I've
just
talked
about
in
terms
of
the
some
of
the
savings
that
we've
had
to
identify,
what
this
does
see
is
that
the
children's
net
managed
budget
increases
from
117
million
to
130
million,
and
that
table
identifies
some
of
the
significant
contributing
factors
to
that
increase
in
resources
available
to
us
and
I'll
not
go
down
the
list
in
that
table,
but
I
can
perhaps
just
highlight
a
few
of
them
pay
inflation
is,
is
one
such
factor
which
was
taken
account
of
in
the
medium-term
financial
strategy
and
therefore
contributed
to
the
overall
target
that
we
had
to
achieve
there.
S
There
are
inflationary
costs.
Council
avenue
mentioned
the
impact
of
the
last
few
months
on
some
of
the
some
of
the
fees
that
we
are
seeing
from
residential
and
ifa
providers,
and
we've
tried
to
factor
in
the
cost
of
inflation
on
those
budgets
which
which
is
significant
and
and
also
demand
and
demography,
which
takes
into
account
the
fact
that,
from
the
start
of
the
21
22
budget
to
now,
we've
probably
got
50
more
children
looked
after
than
we
had
when
we
sat
the
budget.
S
So
this
attempts
to
ensure
that
we
have
sufficient
budget
to
pay
for
those
placements.
The
demand
and
demography
also
takes
into
account
some
of
the
rising
challenges.
We've
got
in
home
to
school
transport
and
increased
number
of
children
being
eligible
for
home
to
school
transport.
So
that's
factored
into
the
budget
as
well.
S
I'll
probably
pause
there
in
terms
of
the
list
of
them,
but
that
then
does
take
us
to
a
net
managed
budget
for
next
year
of
130
million,
which
represents
a
13
million
pound
increase
on
the
budget
for
the
current
financial
year.
S
A
K
K
There's
a
nineteen
point,
eight
percent
in
the
net
managed
of
the
of
the
council's
overall
budget.
I'm
not
I'm
not
used
to
budgets,
of
course,
but
I
do
want
to
try
and
understand
whether
we're
up
this
proverbial
with
a
creek
or
whether
this
looks
on
the
face
of
it.
This
looks
much
better
position
than
I
thought
we
were
going
to
be
in.
S
Your
assessment
is
correct.
That
table
highlights
the
the
pluses
and
minuses
for
every
directorate
and
then
adds
them
up
at
the
end,
so
the
overall
council's
net
managed
budget
will
will
be
521
million
for
next
year
compared
to
435
million
for
this
this
year.
One
of
the
reasons
that
previous
reports
to
executive
board
have
talked
about
that
gap
in
the
financial
strategy
is
that
a
signifi
all
those
pressures
that
we've
just
talked
about
in
terms
of
inflation
on
contracts,
pay
awards,
demand
and
demography.
S
J
J
The
budget
there
they
are
thank
you
I
was
doing
my
bit
with
the
environment,
not
printing
it
out.
Some
will
be
pleased
about
the
I'm
looking
at
the
reserves
and
in
the
strategic
contingency.
J
So
I
think
I've
interpreted
this
right
that
it's
set
to
be
27.3
million
at
the
end
of
2223,
and
then
we
intend
to
use
a
further
15
million
of
that
the
year
after
so
that
result.
Am
I
correcting
that
the
the
funding
support
that
the
council
received,
through
kobe,
the
additional
money
that
we're
expecting
has
one
way
or
the
other
effectively
bolstered
the
reserves
from
which
we
will
draw
in
future
years?
Is
that
correct.
S
The
short
answer
is,
I'm
not
entirely
sure
councillor
stevenson,
I've
not
had
any
involvement
in
the
calculation
the
reserves.
My
input
to
this
report
has
been
around
the
implications
for
children
and
families,
so.
S
I've
read
it
like
you
have,
but
but
I
don't
particularly
want
to
be
drawn,
because
I
would
be
speculating
in
terms
of
a
precise
answer
to
your
question.
A
Yeah,
okay,
so
in
terms
of
this
board's
comments
on
the
the
budget,
I
think
we're
pretty
much
noting
what's
been
put
before,
as
there'll
be
a
number
of
us
who
might
have
comments
to
make
in
another
place
on
another
day,
but
I
think
we
thanked
him
as
always
for
for
presenting
this
very
comprehensively
and
in
a
way
that
we
can
just
about
get
our
heads
around.
I
think
so,
thank
you
for
that
tim
as
always
so
so
I
think
that
brings
that
item
to
an
end.
I
Thank
you
chair,
so
this
report,
an
appendix
one,
includes
the
latest
work
schedule
for
the
board
in
terms
of
the
board's
next
meeting
on
the
16th
of
february
you'll
note
within
the
schedule
that
the
three
key
items-
that's
that's
on
there,
so
we're
expecting
a
more
detailed
report
surrounding
the
covered
19
recovery,
an
update
across
all
service
areas
that
fall
within
the
remit
of
this
board
and
alongside
that,
we're
actually
getting
a
formal
response
to
the
piece
of
work
that
the
board
did
around
tackling
the
long-term
impacts
of
corvid
as
well.
I
Members
will
recall
that,
stemming
from
that,
there
was
a
piece
of
work
where
we
recognized
mental
health
support
was
a
priority
and
gave
a
commitment
to
to
monitor
the
implementation
of
the
future
in
mind
strategy.
I
So
you'll
note
that
that's
also
on
the
agenda
for
the
board's
february
meeting
in
relation
to
the
ongoing
inquiry
into
exclusions,
elective
home
education,
off-roading,
the
timetable
have
been
delayed
slightly,
but
we're
looking
to
pick
this
up
next
month
as
well
with
a
further
dedicated
evidence
gathering
session
and
in
terms
of
the
comments
made
by
council
force
life
around
climate
emergency.
I
I
could
perhaps,
as
the
start
of
a
ten
request,
a
briefing
from
a
briefing
note
from
our
lead
chief
officer
for
sustainability,
just
to
get
a
flavor
of
some
of
the
existing
initiatives
that
involve
our
impact
on
children
and
any
forthcoming
development
initiatives
that
the
board
may
wish
to
have
further
input
in
in
the
future.
A
A
But
I
just
I
wanted
to
put
on
on
record
and
our
thanks
as
a
board
to
harriet
to
support
us
for
quite
a
while,
but
she's
she's
moved
on
to
work
in
the
the
climate
team.
So
so
she
may
come
back
and
see
us
with
that,
but
I'm
gonna
write
and
thank
her
for
for
all
her
work
supporting
the
board,
but
I
thought
it'd
be
worth
putting
on
the
record
as
well.
A
Okay,
so
the
final
item
date
and
time
of
the
next
meeting
is
wednesday-
the
16th
of
february
at
10
a.m,
pre-meeting
at
9,
45.,
I'm
going
to
take
it
unless
anyone
indicates
otherwise,
our
strong
preference
is
that
we're
meeting
here.
A
Okay,
I'm
seeing
no,
no
dissent
to
that.
So
so,
unless
someone
tells
us,
we
can't
we'll
be
back
in
this
room.
Okay,
thank
you
very
much.
Everybody
for
your
time
and
patience.