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A
Family
scrutiny
board,
which,
as
everybody
knows,
is
the
best
scrutiny
board
in
the
city.
If
not
the
country,
my
name
is
caster
alan
lam,
I'm
the
chair
of
the
board
and
just
to
explain
trevor.
The
meeting
has
been
webcast
on
the
council's
website,
so
any
interesting
members
of
the
public
that
are
unable
to
attend
and
observe
in
person
can
still
observe
remotely.
As
is
customary,
I'm
going
to
go
around
and
ask
members
to
introduce
themselves
rather
than
go
around
it
alphabetically,
which
means
I
have
to
save
his
name.
A
I'm
just
going
to
go
round
the
room,
we'll
ask
the
top
table
members
to
introduce
themselves
when
we
come
to
their
items.
So
if
I
can
start
I'll
go
go
this
way,
cancel
other
names.
A
And
I'll
do
a
quick
fill
in
before
I
introduce
angela,
who
is
doing
two
jobs
today,
which
is
why
she's
having
to
run
run
up
and
down
so
so
angela.
If
you
would
like
to
introduce
yourself,
please.
J
Thank
you,
angela
brogdon
principal
scrutiny,
advisor
you'd
like
me
to
go
through
the
agenda
chair.
So
in
relation
to
item
one.
There
are
no
appeals
against
the
refusal
of
inspection
of
documents
in
relation
to
item
two.
There
are
no
items
excluded
to
the
public
domain
under
item
three.
There
are
no
late
items
and
item
four.
Can
I
please
ask
members
to
make
any
declarations
of
interest
at
this
point?
Please.
J
A
Okay,
thank
you
angela
and
sorry.
If
I
can
also
just
invite
councillor
marshall
katong
to
introduce
herself
as
well,
please.
A
Thank
you
very
much
so
we'll
move
on
to
item
six,
which
is
the
minutes
of
our
meeting
on
the
16th
of
february
2022,
and
if,
first
of
all,
if
I
can
just
ask
members
to
to
approve
that
they're
an
accurate
record
or
raise
any
issues
of
accuracy.
A
I
Chad
I
checked
the
verbatim
recording
earlier,
so
these
minutes
aren't
on
verbatim,
but
in
the
last
meeting
the
director
of
social
care
gave
a
commitment
to
to
this
board
that
the
that
he
would
undertake
to
me
with
the
independent
chair
of
safeguarding
to
discuss
the
case.
That
was
brought
to
this
board
last
time
regarding
safeguarding
and
to
reconsider
whether
there
was
a
case
for
a
national
notification
to
be
made.
I
A
L
Yeah,
I'm
happy
to
answer
that.
There
have
been
conversations,
there's
been
communication
between
sal
and
the
independent
cheer
prior
to
sal
going
on
leave
and
there
have
been
some
follow-up
conversations.
I
had
a
conversation
last
week
with
annie
hudson,
who
is
the
chair
of
the
national
panel,
so
that
the
review,
if
you
like
of
that
decision
and
reflection
on
the
decision,
is
underway,
and
we
would
really
look
to
make
a
decision
on
that
within
the
next
week.
A
C
Sorry,
chad-
I
wasn't
here
last
time.
Unfortunately,
I
just
was
obviously
I
was
reading
it
all
completely
fresh
pair
of
eyes.
I
just
wondered:
was
there
a
confidential
minute
of
the
discussions
that
took
place
in
private
or
not
no?
Okay?
It
was
just
obviously
difficult
to
make
sense
of
the
minutes
without
knowing
the
context
of
that
discussion.
A
A
Okay,
in
that
case,
we'll
move
on
to
the
main
agenda.
I've
agreed
to
juggle
the
order
around
slightly
because
I
know
councillor
harland
has
got
another
commitment,
so
we're
going
to
take
item
8
as
the
next
item.
That's
the
new
youth
work
update.
A
In
acknowledging
the
aim
to
fully
implement
this
new
model
by
april
2022,
the
board
agreed.
It
would
be
timely
to
request
an
updated
position
for
today's
meeting.
So
if
I
can
perhaps
ask
those
in
attendance
to
introduce
themselves
first
and
then
perhaps
cancer
harlan
might
want
to
make
some
introductory
comments.
K
Thank
you
chair
and
thank
you
for
moving
the
item
up
the
agenda.
I'm
councillor
mary
harland
with
exec
board
member
with
responsibility
for
communities
and
the
youth
service.
N
K
Thank
you
chair.
As
you
said
earlier,
this
is
an
update
from
when
we
first
came
to
scrutiny
back
in.
I
think
it
was
april
may
last
year.
I
think
the
first
one
and
we
thought
it
would
be
worthwhile
because
of
implementation
happening
sort
of
next
month.
We
thought
it
would
be
pertinent
to
bring
an
update
to
the
board
of
where
we
are
and
how
we've
got
there
so
I'll
pass
over
to
vicky.
L
Well,
thank
you,
and
I
suppose
it's
just
to
say
really
that
and
the
report,
as
councillor
harlan
said,
does
outline
the
work
that's
been
undertaken
and
since
april
21
to
establish
the
new
youth
work
model
and
to
have
things
on
track
for
implementation
in
march.
I
think
it's
important
to
say
that
it
is
central
to
the
best
council
plan
in
terms
of
that
absolute
commitment
and
drive
to
be
a
child-friendly
city,
and
it's
also
essential
to
our
early
health
strategy
and
our
early
intervention
and
preventative
work
and
we've
seen.
L
It
really
is
about
ensuring
that
children
are
safeguarded
at
a
local
level
and
that
there
is,
you
know,
an
absolute
partnership
across
the
piece
and
that
that
community
spirit,
if
you
like
that
community
cohesion,
is
also
promoted
and
supported
through
the
youth
service.
So
really
and
the
recommendations
are,
I
suppose,
for
the
work.
L
That's
been
done
to
be
noted,
especially
in
relation
to
the
partnership
work
and
the
collaborative
approach
that
we
have
taken
to
ensure
that
we
do
get
implementation
for
march
of
this
year
and
april
of
this
year,
and
also
to
really
support
and
endorse
that
joined
up
approach
and,
in
particular,
in
relation
to
really
wanting
to
have
a
consistent
approach
to
quality
assurance
and
also
to
promoting
the
youth
service
and
youth
work
right
across
the
city.
Thank
you.
O
No
thank
you.
Chad,
take
any
questions.
A
Thank
you
right,
so
we're
open
to
questions
and
comments.
A
So
I
should
learn
how
to
work
the
microphone
by
now.
Councillor
ford
says:
please
right.
D
Thank
you
very
much,
quite
a
precise
question.
Thank
you
very
much
for
your
report.
First
of
all,
and
what
has
gone
into
it,
I'm
looking
at
27
on
page
52,
I'm
just
wondering
whether
the
balance
and
that's
not
yet
been
seems
to
have
been
assigned
in
for
projects
in
the
west
northwest,
whether
that
is
going
to
be
underway,
where
that's
got
to
in
terms
of
being
able
to
deliver
projects.
Thank
you.
O
Yeah,
thank
you.
Yes,
the
the
balance
was
as
a
result
of
kind
of
a
a
reduced
number
of
applications,
so
we're
now
having
discussions
between
the
council
youth
service
and
the
providers
to
see
where
the
gap
is
in
that
area
in
terms
of
delivery,
really
reflecting
on
the
needs
analysis
that
was
undertaken
so
that
work
will
start
very
soon
in
the
next
few
couple
of
weeks
really
and
and
for
that
funding,
so
that
those
young
people
won't
miss
out
in
that
area.
G
Thank
you
very
much
for
the
report.
I
welcome
it.
Paragraph
30.
It
mentions
the
challenge
of
having
vacancies
and
a
shortage
of
qualified
youth
workers.
I
noticed
that
you
put
written
into
that
paragraph
that
we
are
advertising
for
youth
support
workers.
Could
you
explain
the
difference
between
the
two
and
and
could
you
go
somewhere
towards
explaining
why
we
seem
to
be
facing
a
shortage
of
youth
workers
and
whether
we
might
be
able
to
offer
some
in-house
courses
to
gain
qualifications.
O
O
You
need
a
minimum
of
a
level
three
qualification
and
so
youth
support
workers
are
those
who
sorry,
those
workers
that
have
experience
working
with
young
people
and
working
with
adolescents
in
a
group
work
setting,
but
have
not
yet
you
know
sort
of
got
that
qualification.
O
So
I
think
the
issue
in
terms
of
recruiting
qualified
youth
workers
and
the
and
the
challenge
around.
That
is
a
national
issue,
so
we're
seeing
that
across
the
board
and
we're
working
with
our
third
sector
partners
and
leads
beckett
on
that,
because
and
the
regional
homicide,
youth,
regional
youth
work
unit
to
kind
of
look
at
how
we
can
put
some
additional
courses
on
in
leads
that
will
benefit
everybody.
So
the
course.
The
level
three
course
is
a
fairly
entry
level
takes
usually
about
six
months.
O
For
somebody
who
is
already
you
know
has
some
experience
of
youth
work,
so
we're
actually
we're
in
talks
about
that
now.
So
the
intention
is
we'll
need
to
recruit
youth
support
workers,
we're
continuing
to
advertise
the
qualified
youth
workers,
but
also
recruiting
to
the
youth
support
worker
post
on
the
expectation
that
we
will
immediately
start
them
on
that
training
and
so
that
they
will
then
become
qualified
at
that
level.
L
I
think
it's
really
positive
as
well,
just
in
terms
of
I
think
our
commitment
to
really
wanting
to
have
a
more
diverse
workforce
right
across
the
directorate
which
reflects
the
communities
and
the
children
and
families
that
we
seek
to
support.
So
this
really
does
give
people
an
opportunity
who
perhaps
haven't
had
an
opportunity
to
gain
a
professional
qualification
to
enter
the
profession
and,
as
vikki
says,
for
us
to
really
grow
our
own.
N
Thank
you.
If
you
don't
mind
me
coming
in,
I
just
want
to
say
something
about
the
national
shortage
of
youth
workers.
There
is
an
issue
nationally
that
youth
work
doesn't
have
the
recognition
that
it
should
as
a
profession.
N
It
should
be
on
parity
with
social
work
in
terms
of
the
esteem
that
used
workers
are
held
in
because
they
do
have
a
really
distinct
range
of
skills
and
experience
and
qualifications
and
pre-pandemic
we'd
had
our
first
youth
work
conference
in
leeds,
which
was
going
to
become
an
annual
thing,
because
we
wanted
to
raise
a
profile
of
youth
work.
N
So
in
that
conference
we
profiled
the
work
of
our
own
youth
service,
but
also
loads
of
the
fantastic
third
sector
organizations,
because
it's
not
the
case
that
qualified
youth
workers
in
the
council
are
not
in
the
third
sector.
There
are
lots
of
qualified
youth
workers,
also
working
in
some
of
our
you
know
great
third
sector
providers.
N
It's
also
really
positive.
That
vicky,
who
is
a
youth
worker
and
used
to
head
up
our
youth
service,
is
now
in
a
more
senior
role
in
the
council,
because
it's
also
traditionally
the
case
that
in
children's
services
directorates,
the
leaders
are
educationalists
or
social
workers,
so
to
have
somebody
from
a
youth
work
background
who's
in
the
senior
leadership,
a
team
of
the
director.
It's
really
positive
because
it
gives
youth
work
that
profile,
so
we're
really
committed
to
youth
work.
N
G
Just
make
a
brief
comment,
I
I
I
must
say
that
I
agree
with
everything
that
you've
just
said.
I
don't
think
youth
work
skills
are
recognized
in
the
same
way
that
other
professions
are,
and
it
is
a
highly
skilled
job
and
you
can
see
when
you're
observing
youth
work.
It's
not
universally
good,
so
we
need
to
be
discriminating
about
it
and
we
need
to
be
challenging
and
demanding
about
it,
but
it
is
a
very
unique
set
of
skills
and
it
makes
a
huge
difference
to
people's
lives.
Thank
you.
A
Okay,
thank
you,
council
illinois.
Next,
please.
F
Thank
you
chair.
Yes,
I
mean,
I
think
we
all
agree,
that
youth
work
needs
more
resources
and
is
limited
by
lack
of
resources.
What
I
want
to
ask
you
about
whether
you're,
limited
mainly
by
lack
of
staff
or
by
lack
of
facilities,
psychiatric
bases
to
do
it,
which
is
the
most
important
constraint,
and
is
there
any
sort
of
geographic
pattern
to
that
situation?.
O
I
suppose
the
answer
is
both
in
terms
of
that.
I
think
staff
are
the
the
most
valued
resource
that
we
have
and
you
know,
within
the
original
report,
we
described
the
various
approaches
to
youth
work
and
that
we
can
do
street
based
youth
work.
We
can
use
our
mobiles
and
we
can
use
building
best
and
what
came
out
of
the
consultation
from
all
the
stakeholders,
and
particularly
young
people,
was
that
they
really
benefited
from
the
most
from
building
based
youth
work.
So
now
we're
we're
on
track.
O
We
will
be
implementing
the
new
delivery
model
from
this
week,
friday,
first
of
april,
and
we
are
already
on
regular
communication
between
all
of
the
providers
in
the
localities
and
we
will
involve
our
community
communities
director,
our
voluntary
sector
partners,
to
identify
where
we
can
identify
additional
assets
and
buildings
that
we
can
deliver
from
and
that
will
be
based
on
young
people's
wants
and
where
they
where
they
want
to
go
to
access
youth
work.
A
Okay,
thank
you
for
that
council
stevenson.
Please
thank.
I
You
thank
you
chair
on
paragraph
12.
It
makes
the
point
undisputed
point
that
there's
a
recognition
that
young
people
living
in
the
most
proud
neighborhoods
have
lower
attainment
at
school
and
there's
no
other
mention
this.
I
I
can
see
in
this
report
of
work
with
schools,
and
I
know
it's
happening
so
perhaps
could
we
have
a
a
a
comment
about
the
role
that
schools
and
academies
can
play
specifically
around
youth
work,
because
the
I
think
the
national
national
youth
agency
have
announced
some
grant
funding
recently
for
level
two
and
three,
and
I
wonder
whether
there
are
any
examples
in
the
city
of
collaboration
between
schools,
academies
and
youth
work,
rather
than
it
being
a
sort
of
silo
that
we're
talking
as
a
council,
whereas
actually
it's
happening
in
in
schools
themselves
and
and
on
paragraph
13
when
it
talks
about
the
wards,
is
that
where
the
the
child
resides
because
clearly,
in
many
cases
in
the
city,
we're
bussing
children
from
one
area
to
a
school
in
a
different
area,
and
that
brings
its
own
challenges
in
terms
of
youth
work
as
well.
O
Okay,
so
for
the
for
the
first
for
the
first
question,
you
asked
yes,
the
the
youth
service
and
youth
work
providers
are
fully
involved
in
the
cluster
arrangements
within
each
of
the
localities
and
depending
on
all
the
areas.
O
The
the
youth
work
staff
do
have
close
working
relationships
with
individual
schools
and
offering
and
and
so
do,
the
third
sector
partners,
as
well
kind
of
offering
and
quite
often
delivering
activity
after
school,
but
in
those
schools
to
kind
of
link
it
up
and
some
day
time,
but
not
very
much
but
some
day
time
activity
in
order
to
engage
and
publicize
the
out
of
school
activity
for
young
people,
and
I
think,
one
of
the
aspirations
in
terms
of
the
early
help
review
and
how
we
look
at
all
our
services,
our
early
intervention
and
prevention
services
across
the
city
for
children
and
young
people.
O
That's
a
really
important
part
of
how
we
will
be
looking
at
how
we
can
strengthen
those
links
so
that
young
children
and
young
people-
and
you
know
the
offer
of
services
kind
of
moves
from
where
you
know,
wherever
they
are,
whether
it
be
in
school.
During
the
day
at
college,
and
then
in
their
communities
and
in
terms
of
your
second
question,
those
words
are
around
where
young
people
live.
Youth
work
is
predominantly
delivered
out
of
school
hours
evenings
weekend
school
holidays.
So
this
feels
so
in
terms
of
that.
That's
where
we
we
want.
O
We
want
to
encourage
young
people
to
be
active
citizens
in
their
own
areas
in
their
own
communities
and
and
youth
work
is
one
way
of
ensuring
that.
N
I
could
add
to
that
to
answer
council
students.
The
second
question
youth
work
funding
is
allocated
according
to
where
children
live,
because,
as
vicky
said,
most
youth
work
is
delivered
out
of
school,
but
cluster
funding
is
based
on
where
children
go
to
school.
So
when
we
reconfigured
the
cluster
funding
last
year
or
the
year
before
it
looked
as
though
we
were
moving
funding
from
inner
city
awards
to
our
awards
in
some
cases,
but
that's
because
children
who
live
in
some
of
the
most
deprived
wards
go
to
school
and
out
awards.
N
A
C
Thank
you
in
paragraph
15,
on
page
51,
it
says
that
plans
are
in
progress
to
establish
a
new
team
of
life
coaches,
and
I
just
wondered
if
you
could
tell
us
a
bit
more
about
that,
because
that's
obviously
quite
sort
of
mental
health,
specialist
and
and
obviously
that
brings
its
own
additional
challenges.
You
know
I
said
that
it
says
that
it
will
link
into
early
health
hubs,
but
I
wondered
how
it
would
also
fit
alongside
like
cams
as
well.
L
I'll
start
and
then
I'll
pass
over
to
vicki,
I
think.
Well,
we
have
an
early
help
review
underway
at
the
moment,
so
really
looking
into
focusing
on
two
key
strands.
One
strand
is
the
development
of
our
therapeutic
support
services.
So
you
know
really
around
that
agenda
to
have
a
trauma-informed
city
and
have
a
workforce
right
across
the
partnership
who
really
understands
trauma
and
the
impact
of
trauma
on
children
and
young
people
and
how
best
to
support
those
children
and
young
people.
L
The
other
strand
that
we
are
looking
at
is
really
the
growth
and
development
of
our
children
and
family
and
hubs.
L
So
the
life
coaches,
if
you
like,
a
really
part
really
central
again
to
that
early
help
strategy
and
to
upskilling
the
workforce,
you
know
within
the
youth
service,
but
actually
the
broader
workforce
in
terms
of
those
trauma-informed
approaches.
L
So
we
haven't
concluded
the
review,
but
certainly
you
know,
a
key
element
of
that
review
is
thinking
about
how
the
youth
service
and
the
life
coaches
are
embedded
into.
That
broader
early
help
offer.
O
And
so
in
terms
of
what
the
the
live
cultures
and
your
comments
and
questions
around
the
mental
health
specialist,
so
the
the
the
idea
really
came
from
an
acknowledgement
that
the
youth
youth
work
is
predominantly
delivered
in
groups.
O
However,
some
young
people,
some
adolescent
young
people
in
those
years,
do
struggle
with
their
mental
health
and
would
benefit
from
some
more
one-to-one
more
intensive
support.
So
these
posts
and
their
job
descriptions
are
unique.
They're,
not
the
the
not
a
generic
youth
worker
job
description,
but
there's
an
expectation
they
will
hold
a
qualified
youth.
O
You
know
that
a
youth
work
qualification,
but
also
additional
experience
and
appropriate
knowledge
around
mental
health
support
we
ain't
and
then
once
these
teams
are
in
post,
we
would
expect
them
to
be
linking
up
with
the
mental
health
workers
within
the
t
and
within
schools
within
colleges
and
with
cams,
to
really
strengthen
that
kind
of
approach
really
and
so
that
we
can
provide
a
graduate
support
response
to
children
and
young
people's
mental
health
needs
that
which
is
appropriate
and
timely.
O
L
Just
to
add,
as
well
and
just
when
we're
looking
at
developing
our
therapeutic
support
services,
we
have
had
additional
funding
from
the
ccg
to
support
that
area
of
work
and
we've
actually
got
a
core
team
in
terms
of
management
oversight,
which
is
multidisciplinary.
So
there's
educational,
psychologist
input,
there's
cams
input,
there's
also
children's
social
work
input.
So
this
is
very
much
about
integration,
and
really
you
know
having
that
integration
with
cams
in
terms
of
triage
in
terms
of
really
getting
appropriate.
L
A
Thank
you
for
that
hell
on
this
next,
please.
D
But
my
question
is,
I
know:
leeds
is
a
city
where
a
lot
of
students
return,
because
it's
such
a
vibrant
city-
and
I
just
wondered
whether
there
were
any
efforts
to
try
and
draw
those
students
in
say
who
had
some
degrees.
Masters
in
psychology
have
had
experience
working
with
youth
to
bring
them
into
the
youth
service.
O
Yeah,
we're
actually
really
fortunate
that
leeds
beckett
at
university
actually
offers
the
youth
and
community
degree,
and
so
we
have
really
really
close
working
links
with
them,
and
the
service
offers
a
significant
number
of
placements
student
placements
and
to
that
core
heart
and
we
obviously
we
really
encourage
and
have
recruited
a
number
of
those
students
into
permanent
posts
and
wider
across
the
children
and
families
directorate.
There
are
really
strong
links
with
the
university
as
well.
O
Obviously
we
and
we
offer
a
whole
range
of
student
placements
across
not
just
in
the
youth
service,
but
in
other
early
health
and
social
work
services
and
really
to
try
and
and
secure
and
retain
those
people
that
have
chosen
to
study
in
leeds
and
and
therefore
have
you
know
some
feelings
of
you
know
sense
of
identity
and
responsibility
to
the
city.
So
we'll
continue
to
do
that
at
the
moment.
We're
also
in
talks
with
leeds
beckett
there's
just
been
a
level
six
apprenticeship
for
youth
work,
which
is
a
degree
level.
O
So
that's
much
higher,
obviously
than
the
level
three
and
that
has
been
signed
off
and
we're
really
hoping
we
can
enter
into
partnership
with
them
and
and
some
of
the
neighboring
local
authorities
to
enable
them
to
offer
the
level
six
apprenticeship
that
will
enable
people
that
are
currently
working
within
the
fields
of
youth
work
in
the
city,
be
it
third
sector
or
local
authority
that
may
have
lower
levels,
but
are
unable
to
stop
work
to
go
and
do
a
full-time
degree.
O
D
If
I
could
just
come
back
on
that,
I
mean
obviously
there
are
a
lot
of
routes
that
you're
looking
at
and
that's
that's
fantastic
and
do
you
feel
do
you
feel
like
that?
Will
that
will
enable
you
to
fill
places
or
are
you
looking
more
widely?
Are
you
advertising
positions
and
training
more
widely
than
leads
for
for
people
returning
to
the
city.
L
I
think
it's
fair
to
say
that
we're
really
looking
at
our
recruitment
strategy
right
across
the
piste,
so
I'm
trying
to
think
outside
the
box
a
little
bit
so
as
an
example
making
contact
building
relationships
with
migration,
yorkshire.
So
again,
you
know
newly
arrived
families,
parents
carers
into
the
city,
who
have
a
wealth
of
experience
of
bringing
up
their
own
children
looking
after
extended
family
members
volunteers.
L
So
again,
how
do
we
reach
out
to
our
own
local
communities?
How
can
we
engage
people
from
those
communities
and
to
become
volunteers
again,
really
looking
to
diversify
the
workforce,
but
also
just
to
create
that
opportunity?
As
we've
said,
you
know
with
people
who
do
have
skills
and
life
experience
which
is
invaluable
but
and
to
come
in
perhaps
you're,
not
a
traditional
route,
and
not
just
in
youth
work
as
vikki
said,
but
right
across
the
directorate,
an
apprenticeship
so
there's
a
whole
whole
host
of
activity.
L
We've
also
just
looking
at
some
twilight
sessions
and
so
again
sort
of
advertising
those
on
social
media,
where
people
who
are
interested
in
particular
posts
or
who
just
want
to
come
and
hear
more
about
the
children,
families
director.
What
our
culture
is,
what
our
ethos
is
our
value
base
and
again
just
to
get
that
engagement
really.
A
Okay,
thank
you
for
that
council
flint.
Please.
C
Thank
you.
As
a
former
youth
worker,
I
really
yeah
really
value
the
report
and
the
whole
approach.
I
think
the
collaborative
approach
and
recognizing
the
value
of
lots
of
different
youth
work
across
the
city
is
amazing
and
it
would
be,
I
guess,
my
dream
to
get
to
the
point
where
every
young
person
knows
how
to
contact
a
youth
worker
in
their
community
and
then-
and
it's
definitely
not
the
case
at
the
moment.
C
I
think
there's
the
whole
problem
with
the
the
young
people
that
need
the
youth
worker,
often
the
ones
that
don't
access
it
and
I
think,
there's
still
a
lot
of
just
work
to
do
in
the
community
to
outreach
to
those
people.
But
I
think
my
question
was
mainly
answered
about
the
life
coaches.
I
just
wanted
to
have
a
bit
more
detail
about
like
how
many
you're
looking
to
recruit
and
how
they
would
be
accessed.
Would
a
young
person
need
to
be
referred?
C
Can
they
self-refer,
and
I
think
you
know-
I
read
a
statistic
this
week-
that
in
an
action
for
children
report
that
42
of
young
people
now
cite
mental
health
as
an
issue,
whereas,
like
two
or
three
years
ago
it
was
20,
something
percent.
So
it's
still.
You
know
it's
just
a
growing
and
a
really
big
issue
to
tackle
at
many
different
levels,
so
just
wondering
like
realistically
how
many
young
people
we're
hoping
to
reach
through
the
life
coaches
that
sounds
brilliant,
but
likely
to
be
overwhelmed.
O
Yeah,
thank
you.
Yes,
initially
they
were
looking
at
about
eight
life
coaches,
full
time
and-
and
we
may
you
know,
as
the
we
progress
with
the
early
help
review.
That
might
you
know
that
might
increase.
I
think,
what's
important
to
say:
is
that
actually
the
whole
of
the
youth
service?
You
know
part
of
their
core
offer-
is
to
provide
that
lower
level
emotional
mental
health
support,
and
so
it's
not
just
it's.
It's
only
the
responsibility
of
this
particular
team.
O
This
team
is
aimed
at
that
kind
of
higher
sort
of
level
of
need,
probably
hopefully
bridging
that
gap
between
needed
requiring
cams,
for
example,
or
the
more
universal
services
in
terms
of
the
referrals
we
expect
all
you
know
really
to
take
those
referrals
from
all
of
all
of
those
places
that
you
just
mentioned
and-
and
I
think
that's
there's
more
work
to
do
on
that.
Once
again,
we
take.
O
We
do
like
to
take
a
collaborative
approach
really,
and
I
think
it's
about
getting
those
people
in
post
and
having
further
conversations
with
our
partners
and
other
services
about
how
best
what
we
want
to
do
is
really
be
able
to
fast
track
and
not
have
some.
You
know
lengthy
complicated
referral
routes
in
because
young
people
need
that
support
quickly
and
swiftly.
A
Okay,
thank
you,
vicky
council
lennox.
Please.
B
Thank
you.
It's
them
sort
of
coming
off
the
back
of
what
am
emma's
just
mentioned
about
how
sometimes
the
young
people
who
are
most
in
need
of
engagement
with
youth
services
are
the
hardest
for
them
to
reach,
and
it's
based
off
the
back
of
a
lot
of
amazing
work
that
I
see
our
local
youth
worker
do.
In
my
area,
I
was
wondering
if
any
part
of
the
review
discussion
came
in
about
partnership
with
last
bat
or
asb
teams,
and
because
I
I
I
really
appreciate
everything.
B
That's
been
said
about
the
focus
of
the
reasons
why
this
review
has
come
out
and
and
the
the
the
ethos
around
and
how
the
department
is
trying
to
bring
people
in
and
who
they
are
bringing
in
and
why
just
an
a
sort
of
other
other
element
of
what
our
youth
service
provides.
Is
that
linked
with
partners
around
asb
and
it's
something
that
happens
to
a
lot
of
a
lot
of
areas
in
the
city
where
we
get
spikes
and
youth
and
social
behavior,
and
it
can
be
really
well
dealt
with?
B
And
I'm
just
wondering
if
this
review
expands
on
that
partnership
at
all.
O
Yeah
I
mean
I
can
confirm
so.
The
in-house
youth
service
attends
like
police,
tasking,
six
weekly
tasking
meetings
and
the
regular
las
back
meetings
to
really
worked.
You
know
with
other
partners
to
identify
and
what
can
be
done
to
to
support
families
and
communities
that
where
there's
some
issues,
I
think
now
we've
got
our
new
model
of
delivery.
We
have
some
new
providers
within
the
consortium
for
the
enhanced
youth
work
that
will
give
us
an
opportunity
to
increase
the
number
of
partners
that
are
able
to
respond
to
those
issues
in
much.
O
A
Thank
you,
jackie.
Please.
H
Hi
I'm
coming
from
a
different
perspective.
I
actually
help
with
youtube,
and
I
just
find
that
I
think
our
current
year,
eights
and
year,
nines
haven't
had
the
experience
from
here,
usually
they're
in
between
year,
six
or
seven
tend
to
leave
round
here.
Eightish,
because
there's
other
interests
outside
of
that,
but
I
find
that
the
children
now
they're
not
as
mature
as
they
were
so
pre-pandemic.
H
H
I
do
basketball,
we
couldn't
do
it
because
you
could
only
have
the
maximum
of
six
and
a
half
and
you
couldn't
pay
for
that
because
about
the
money
for
that
kind
of
thing.
So
it's
just
that.
I
feel
that
the
children,
your
eights
unites,
have
totally
missed
out,
and
will
we
be
doing
anything
for
that
age
group
to
kind
of
get
them
back
with
their
social
skills,
or
have
we
missed
that
window?
I
think
that's
really
what
I'm
asking.
O
I
totally
agree:
it's
been
a
really
challenging
year
for
particularly
those
ages
as
they're,
going
through
a
transition
into
adolescent,
and
they
haven't
been
able
to
experience
that
same
sort
of
kind
of
social
interaction
and
so
have
they
missed
it.
I'd
say
no.
What
we
need
to
do
is
have
a
bit
of
a
catch
up
fast
summer
will
be
fast
approaching.
O
O
You
know
individual
young
people
or
groups
of
young
people
that
they
feel
that
will
benefit
most
for
accessing
youth
work,
and
we
can
do
some
outreach
for
them
and
kind
of
target.
You
know,
particularly
targeting
them
and
encouraging
them
to
engage
and
we'll
do
that
really
by.
We
do
regular
consultations
across
the
city
through
the
youth
activity
fund,
as
well
as
kind
of
youth
work
specific,
and
so
that
will
give
us
an
insight
into
what
activities
young
people
are
most
likely
to
engage
in.
O
So
we
can
develop
our
programme
around
that
as
well.
I
think
that.
H
It's
also
in
your
report
about
the
missing
milestones
like
they're.
When
they
finish
school.
You
know
they
have
their
what's
called
their.
H
You
don't
have
what's
called
a
certificate,
they're
handed
out
certificates
at
the
end
of
the
year,
saying
and
different
things
are
dips
or
balls
or
whatever
and
they've
missed.
All
that
have
scoop.
Have
all
schools,
including
academies,
agreed
to
do
something
about
that
to
do
a
catch-up.
L
I
think
it's
something
that's
been
absolutely
recognized
and
acknowledged,
and
it's
something
that
we
have
heard
here
in
scrutiny
and
in
other
strategic
forums
where
young
people
have
come
to
share
their
views
and
their
experiences.
That
is
absolutely
something.
It's
the
rights
of
passage
that
you
would
normally
have
you
know
as
an
adolescent
leaving
school,
your
proms,
etc.
L
So
it
has
been
an
absolute
priority.
I
know
it's
something
that
academies
schools.
You
know
the
children's
services
director
and
partners
have
been
very,
very
mindful
of
you
know
and
have
really
wanted.
I
supposed
to
be
proactive
in
terms
of
enabling
other
opportunities
never
going
to
make
up.
You
know
for
what
was
lost
in
some
ways,
but
I
think
there
is
an
absolute
commitment
and
a
will
really
to
try
and
make
amends
with
that
wherever
that
can
be
possible.
Definitely
it's
a
recognized
issue.
A
Thank
you
for
that.
We'll
pick
that
up
again
in
a
later
items
is
one
of
our
recommendations
in
the
in
the
inquiry
report,
so
so
you're
quite
right
to
highlight
that
jackie,
so
just
in
in
some
I've
got
really
one
question,
which
is:
how
would
you
define
success
and
perhaps
if
you
could
expand
on
the
targets
and
kpis
referred
to
on
page
54,
just
so,
we've
got
an
idea
going
forwards
of
what
we
should
be
looking
at
to
say
right.
This
is
really
working
and
having
a
positive
impact.
O
So
yes,
so
one
of
the
recommendations
and
what
was
agreed
as
one
of
the
outcomes
of
the
the
full
youth
work
review
was
around
some
consistency
in
terms
of
monitoring
all
of
the
youth
work
within
the
city
in
terms
of
front
delivered
by
the
in-house
provider
and
our
commission
providers.
O
So
that
has
now
that's
been
pulled
together
and
all
providers
across
the
city
will
be
providing
quarterly
reports
and
that
will
consist
of
a
number
of
qualitative
sort
of
information
around.
O
You
know
case
studies
and
some
evidence
of
impact
in
terms
of
any
sort
of
you
know,
group
work
social
action,
type
programs,
as
well
as
the
quantitative
which
is
numbers
of
young
people,
but
also
the
data
in
terms
of
their
age,
their
background
where
they
live,
and
we
can.
We
will
be
mapping
that
across
the
kind
of
the
demographics
within
that
area,
so
that
we
can
identify
which
young
people
are
not
accessing
the
youth
work
so
that
we
can
perform.
O
You
know,
monitor
that
and,
and
look
together
to
see
how
we
can
access
how
we
can
engage
those
particularly
less
representative
communities
in
terms
of
individual
sort
of
measuring
impact.
For
individuals
we
use,
what's
called
our
youth
star,
which
is
a
kind
of
an
assessment
tool
that
a
youth
worker
will
work
with
an
individual
young
person
or
a
small
group
of
young
people
about
for
them,
assessing
where
they
are
at
the
moment
around
a
whole
range
of
sort
of
kind
of
elements
of
their
life
from
relationships
to
school
to
aspirations.
O
And
then
we
work
together
to
identify
some.
You
know
how
we
can
improve
that
and
help
them
move
along
across
that
journey,
and
then
we
kind
of
monitor
that
after
the
the
piece
of
work
has
been
completed,
so
we
will
be
able
to
monitor
sort
of
individual
outcomes
for
individual
young
people.
O
I've
referred
to
in
the
reports
some
work
that
is
ongoing
with
leeds
beckett
and
other
youth
work
providers
on
a
regional
basis
around
establishing
a
lead,
specific
quality
assurance
mark
as
such
that
we'll
cover
a
whole
range
of
things
in
terms
of
safeguarding
involvement
of
young
people.
You
know
a
whole
range
of
that
when
that
is
complete,
that
will
you
know
we
will
expect
all
youth
work
providers
that
well
that
at
least
that
are
commissioned
by
us
and
our
own
in-house
to
work
towards
that
and
gain
that
quality
mark.
A
Thank
you,
council
harlow's.
Any
final
thoughts
from
from
yourself.
K
Thank
you
chair.
It's
pleasing
to
hear
that
this
board
values
the
work
of
youth
work
across
the
city.
I
know
that
elected
members
certainly
do
right
across
the
city
and
it's
great
that
we've
been
able
to
continue
to
invest.
I
think
it
was
right
to
highlight
the
impact
of
covid.
K
We
really
don't
know
what
that
legacy
will
be,
and
probably
won't
do
for
quite
some
time,
but
both
strands
of
youth
work
will
look
at
the
priorities
that
probably
been
highlighted
by
the
young
people
themselves,
so
it'd
be
really
worthwhile
because
we're
not
starting
with
the
implementation
is
hopefully
april
fool's
day
is
not
an
indicator
of
of
where
we're
going,
but
on
the
1st
of
april,
so
it'd
be
really
worthwhile
to
come
back
to
see
you
and
update
you
again
as
soon
as
you
would
like.
A
Okay,
thank
you,
and
so
we've
got
two
recommendations
and
I'm
going
to
suggest
a
third
one
as
well.
So
on
page
49
recommendation
a
is
to
note
the
comprehensive
consultation
and
partnership
work
undertaken
to
ensure
the
new
model
of
youth
work.
Delivery
will
be
implemented
by
april
2022.
A
So,
are
we
happy
to
to
note
that
and
then
b
is
to
support
and
endorse
the
approach
being
taken
to
develop
a
joined
up
and
consistent
approach
to
the
quality
assurance
and
promotion
of
the
youth
work
offer
in
leeds
we're
happy
to
support
and
endorse
that?
I'm
seeing
lots
of
nods
and
then
the
third
one
I'd
like
to
propose?
Is
that
perhaps
a
year
from
now,
you
could
come
back
and
and
see
us
and
give
us
some
quantitative
and
qualitative
information
about
how
it's
going
and
what
the
impact
is.
A
And
ideally,
if
there's
an
opportunity
to
hear
from
some
young
people
directly
and
case
studies
and
things
to
to
see
how
it's
actually
working
on
the
ground.
I
think
that
would
be
really
helpful,
hopefully
to
you
as
well
as
as
well
as
to
the
board.
So
is
that
something
council
group.
G
A
I
think
it's
probably
something
to
to
perhaps
propose
to
the
successor
board,
certainly
if,
if
I'm
still
in
this
chair,
it's
something
I
would
definitely
support
next
year
but
we'll
see
where
we
are
in
in
a
month
or
so.
It's
time.
A
You
okay!
Well!
Thank
you!
Everybody
for
for
attending
we'll
do
a
quick
reshuffle
of
the
of
the
chairs.
We've
got
some
new
people
coming
to
join
us
as
we
move
on
to
item
seven
now
so
we'll
just
let
everybody
get
their
seats
and
let
the
new
people
introduce
themselves.
A
Okay,
so
item
seven
is
the
update
on
thriving,
which
is
the
child
poverty
strategy
for
leads,
as
members
will
will
be
well-versed.
Issues
surrounding
child
poverty
remain
a
key
area
of
interest
to
this
board
and
we've
therefore
maintained
a
watching
brief
surrounding
the
development
and
implementation
of
the
child
poverty
strategy
for
leads
during
our
last
update
in
september
2021.
A
Whilst
this
latest
update
report
does
cover
all
seven
of
the
work
streams
that
sit
underneath
the
strategy,
we
did
agree
to
invite
representation
from
planning
and
parks
and
countryside
to
the
meeting
to
contribute
to
discussions
around
the
new
green
space
work
stream
in
particular.
So
I'm
particularly
pleased
to
welcome
david
feeney,
annab,
sharma
and
simon
frosting,
and
perhaps
gentlemen,
if
you'd
you'd
introduce
yourselves
and
your
roles.
Please.
Q
Good
morning,
simon
frosty
parks,
countryside,
my
job
title
is
business
development
manager
and
in
terms
of
responsibility,
I
have
some
crossover
from
in
operational
delivery,
but
also
in
strategic
design
of
service
provision.
B
Morning,
I'm
karen
jessup,
I'm
principal
educational
psychologist
and
I
lead
the
send
early
help
teams
within
learning
inclusion.
I'm
here
on
behalf
of
the
learning
services
shaheen
myers,
is
on
leave
this
week
and
val
waite
is
not
in
work
at
the
moment,
so
I'll
be
representing
for
them.
A
Yeah
well,
thank
you
for
joining
us
good
to
have
you
with
us.
So
if
I
can
perhaps
invite
councillor
venna
to
make
some
introductory
comments
and
then
julie,
I
think
we'll
introduce
the
report.
N
Yeah,
thank
you
chair.
So,
as
the
church
said,
this
is
an
overview
of
the
child
poverty
strategy
working
leads
and
we
report
twice
a
year
to
this
sport
and
to
the
executive
board
as
you'll
be
aware
and
is
referred
to
in
the
report.
Families
are
having
an
excruciatingly
difficult
time
at
the
moment,
which
is
only
going
to
get
worse
because
we've
had
the
removal
of
the
20
pounds
uplift
on
universal
credit.
At
the
end
of
self-isolation
payments,
we've
got
the
cost
of
living
crisis.
N
It's
really
important.
We
get
information
out
to
families
of
where
they
can
get
support.
Most
of
that's
contained
on
the
council's
website
and
the
money
information
center
page
and
I
know
for
members
present
you'll
have
been
getting
regular
updates
from
mariana
pexton
in
her
updates
of
where
we
can
refer
people
to
who
we're
seeing
in
in
our
in
our
work
as
ward
councillors.
N
This
is
being
experienced
as
a
crisis
by
everyone
who's
working
with
children.
At
the
moment,
I
chair
regular
half
termly
meetings,
big
meetings
of
early
years
providers,
so
child
minders
people
working
in
group,
settings,
people
working
in
wrap
around
school
provision
and
one
of
the
nursery
providers
at
our
last
meeting
said
she'd
registered
her
nursery
as
a
food
bank,
because
such
was
the
need
of
their
families
that
they
were
doing
so
many
food
bank
referrals
that
it
became
administrative
administratively
easier
to
actually
just
register
the
nursery
as
a
food
bank.
N
So
that
epitomises
where
we
are
at
the
moment.
The
report
gives
an
overview
of
all
the
work
streams
in
outputs
and
outcomes.
N
N
The
new
work
stream
was
introduced
when
we
reviewed
the
work
streams
coming
out
of
the
immediate
crisis
of
covid,
because
the
lockdowns
in
particular,
really
magnified
access
to
green
space
as
an
equality,
an
inequality
issue
that
some
children
had
access
to
gardens
in
green
space
and
other
children
didn't,
and
so
we've
added
that
in
as
a
work,
work
stream
and
you'll
get
more
information
about
some
of
the
projects
we're
doing
around
that
today.
N
Another
work
stream
that
I
just
draw
your
attention
to
that's
referenced
in
the
report
is
a
new
piece
of
work,
is
better
links
between
housing
and
children's
social
care
and
specifically,
a
work
stream
around
housing
and
care
leavers
that
partly
came
out
of
thriving.
But
it
also
came
out
of
I
chair,
the
corporate
parenting
board
and
the
foster
care
liaison
group,
and
it
was
always
an
issue
that
was
coming
up
brought
to
us
by
young
people
themselves
and
by
foster
carers.
N
So
we've
got
people
from
housing
sitting
on
both
foster
kelly's
and
bank
of
parenting
board
and
operationally
there's
much
better
links
where,
when
we've
got
care
leavers
that
are
in
housing
needed
to
recognize,
they
are
our
children
and
that
we
have
to
move
mountains
in
the
way
we
would
with
our
own
children.
So
that's
been
a
really
positive
piece
of
work
across
thriving
and
corporate
parenting
and
foster
care
liaison
group.
N
I
had
the
privilege
of
speaking
on
north
just
before
christmas
about
zarak's
work
when
they
were
doing
a
a
big
appeal,
and
I
just
think
zarak
is
a
real
epitome
of
the
state
that
we're
in
and
I
kind
of
think,
because
I've
worked
in
top
of
the
work.
I've
worked
in
this
arena
for
a
long
time
and
most
of
the
media
I
get
asked
to
do
is
around
child
poverty,
and
I
always
think
I
can't
be
shocked
anymore,
but
actually
the
zama
situation
is
shocking.
N
The
fact
that
there
are
children
that
don't
have
beds-
and
we
have
to
have
a
charity
that
provides
them
just
really
epitomises
where
we
are
so
this
work
is
incredibly
important.
I'm
really
passionate
about
it.
As
of
the
other
people
involved
across
the
council
across
the
city
in
this
agenda,
and
I'm
glad
you'll
get
to
hear
about
a
couple
of
work
streams
in
more
depth
today.
So
thank
you,
chair.
L
Yeah,
I
think
the
report
is
a
really
positive
report.
I
think
what
it
does
do
is
it
really
highlights
in
terms
of
highlighting
the
cross
directorate
working
that
is
underway
and
also
that
collaborative
approach
with
partners
right
across
the
city?
You
know
statutory
partners,
but
also
the
voluntary
sector,
a
very
small
community
based
voluntary
sector
organisations
as
well.
L
I
think
really,
you
know
when
you
read
the
report,
you
see
that
4.3
million
children
are
living
in
poverty
and
and
that
equates
to
nine
out
of
a
class
of
30.,
and
I
think
really
for
me
when
you
read
those
harsh
statistics
and
you
visualize
nine
children
in
a
class
of
30
living
in
poverty,
there's
an
absolute
urgency.
You
know
for
us
as
a
partnership,
to
really
work
together
to
mitigate
the
impacts
of
that
on
children
and
families
right
across
the
city.
L
I
think
as
well.
You
know
again.
The
report
mentions
that
the
former
children's
commissioner
had
estimated
that
an
additional
300,
000
children
and
families
are
now
in
poverty
tipped
into
poverty
as
a
result
of
the
pandemic
and
really
described
it
as
an
intergenerational
crisis.
You
know
which
will
potentially
go
on
to
impact
of
the
lives
of
children
as
they
move
into
adulthood,
and
so
I
think
again,
it
just
highlights
the
absolute
urgency
for
us
as
a
partnership.
L
Really,
you
know
to
have
this
as
a
priority
across
the
city,
so
the
recommendation
is
for
the
board
really
to
endorse
the
strategic
framework,
which
is
in
place
across
the
partnership
to
mitigate
the
impact
of
poverty
on
children
and
families
in
the
city.
A
Okay,
thank
you
for
the
for
the
introduction
and
I'm
really
keen
at
this
point
to
to
hear
from
mr
feeney,
mr
sharma
and
mr
frostic,
and
one
of
the
things
you
may
recall
from
our
child-friendly
inquiry
was
one
of
the
big
conclusions
was.
A
This
is
not
just
an
agenda
for
children,
services
director
it's
for
the
whole
council
and
partners,
and
it
would
be
just
it's
really
good
and
I'm
grateful
that
you've
joined
us
this
morning,
but
just
be
good
to
hear
your
introductory
thoughts
on
how
you
see
your
directorates
and
departments
having
a
role
in
dealing
with
these
issues.
P
Thank
you
chair
just
just
to
comment
on
the
on
the
planning
side.
I
mean
the
the
report
makes
start
reading.
Doesn't
it
in
terms
of
a
progressive
21st
century
city
with
these
issues
still
very,
very
prevalent,
I
think,
from
a
planning
perspective
just
to
reassure
you
chair
and
on
the
board.
P
We
see
these
as
a
priority
for
the
service
in
terms
of
green
space,
and
I
think,
in
terms
of
planning
as
a
profession,
I
think
the
origins
of
the
the
modern
planning
system,
as
as
we
know
it
had
its
roots
in
public
health
and
well-being.
It
was
prompted
by
issues
around
clean
water
supply
and
amenity,
and
I
think,
as
a
planning
service,
we've
continued
to
embed
within
our
policy
framework
policies
that
we
feel
are
sound
and
robust
in
dealing
with
a
whole
host
of
issues,
including
green
space.
P
So,
in
terms
of
the
policy
framework
we
have,
we
have
a
set
of
existing
policies
in
adopted
plans
and
for
those
colleagues
around
the
table
who
are
less
familiar
with
the
planning
system.
P
P
That's
been
promoted
for
development
and
how
that
accords
with
our
statutory
policies
and
our
adopted
plans.
So
it's
just
a
flavor
share
of
of
the
policy
context
that
we're
in
before
other
colleagues
speak
as
well.
We
do
work
collaboratively
with
other
colleagues
across
the
council,
including
parks
and
countryside,
education
and
health
colleagues,
because
we
don't
see
planning
in
the
bubble
it's
a
collaborative
process
to
achieve
the
sustainable
outcomes
that
we
want
to
achieve
and
also
responding
positively
to
the
council's
commitment
to
the
climate
change
emergency,
which
also
affects
vulnerable
people
more
starkly.
P
So
that's
another
consideration
and
in
taking
forward
that
priority,
we
are
currently
working
through
a
local
plan
update
and
that
local
plan
update
is
focusing
down
on
a
number
of
key
topics,
including
strengthening
of
our
green
space
policies,
as
well
as
policies
around
green
and
blue
infrastructure,
which
has
an
important
role
in
terms
of
urban
cooling,
managing
flood
risk
and
other
important
attributes,
as
well
as
allowing
access
for
immunity
purposes
for
people
within
divide,
deprived
communities
and
elsewhere.
So
it's
a
bit
of
a
context
share
if
that's
helpful,.
A
That's
very
helpful,
david.
Thank
you.
If
I
could
just
pick
up
one
small
thing
that
you
said,
which
chimes
with
my
experience
that
you
refer
to
the
partners
that
you
work
with
across
the
council
and
you
refer
to
education
and
we
see
a
lot
of
partnership
working
the
bit,
you
didn't
say,
was
children
services
in
a
wider
sense
and
my
experiences
there
isn't
actually
that
much
coordination
between
children's
services
and
planning.
P
Sorry,
chair,
that
was
a
bad
use
of
the
term.
We
do
work
collaboratively
with
children's
services
in
in
terms
of
the
preparation,
the
site
allocation
plan.
One
of
the
priorities
was
to
ensure
that
where
housing
growth
is
needed
in
the
city,
we
were
setting
aside
land
for
new
school
places
and
that's
led
to
an
ongoing
relationship
with
children's
services
in
relation
to
developing
our
policies.
So
they
are
involved
with
the
preparation
of
the
local
plan,
update
and
planning
matters
on
a
day-to-day
basis.
N
This
is
slightly
off
topic,
but
I
just
wanted
to
respond
to
your
point.
We
have
strengths
into
communication
in
one
particular
area
between
planning
and
children's
services.
That
council
agreement
was
very
instrumental
in
helping
us
with
that.
There
was
a
situation
where
private
children's
homes
used
to
spring
up
in
areas
of
the
city,
and
we
wouldn't
be
aware
of
them
in
children's
services,
because
there's
not
a
requirement
of
the
provider
to
inform
the
authority
we'd
become
aware
because
they
put
in
a
planning
application
council.
N
The
growing
picked
up
on
a
few
of
these
because
they
as
a
kind
of
diligent
award,
counsellor
and
planning
chair
and
alerted
us
in
children's
services.
So
we've
now
got
a
mechanic
which
was
really
important
because
sometimes
they
were
totally
inappropriate
from
a
children's
services
point
of
view,
and
so
the
input
of
joel
the
the
the
manager
of
the
children's
services
was
really
important
in
giving
that
expert
advice
to
our
planning
department.
So
we
now
have
a
mechanism
in
place.
N
A
No
thank
you
and
did,
and
anna
or
simon
did
you
want
to
come
in
at
this
point.
R
The
only
thing
I
was
going
to
mention
extra
to
what
dave
was
that,
on
the
local
plan
update
one
of
the
key
areas
that
we're
looking
at
is
food
production,
localized,
food
production
and
some
of
the
schemes
like
community
gardens,
etc.
And
I
can't
say
this
will
happen,
but
certainly
we're
looking
at
the
idea
of
localized
food
production
and
where
they
have
happened.
R
The
community
initiatives,
what's
happened
is
given
cheap,
sustainable
sources
of
good,
fresh
veg,
and
one
of
the
big
benefits
that
I've
been
reading
about
is
the
benefits
for
younger
people
and
also
there's
reconnection
with
food
as
well.
You
know
food
doesn't
come
from
supermarkets,
it
comes
from
the
ground
and
the
trees,
but
there's
that
aspect
as
well.
So
there's
quite
a
few
positive
things
that
are
they're
not
directly
related
to
planning
but
decide,
and
I
think
that's
that's
coming
through
in
the
local
plan
update
as
well.
Q
Thank
you,
chair,
I'd
like
to
echo
what
what
dave
said,
but
actually
probably
strengthen
it
and
say
I
think
he
slightly
undersold
the
the
work
that
we've
done
jointly
over
many
years
between
parks
and
planning.
The
city's
got
a
really
really
good
provision
of
green
space.
I
think
it's
something
we
can
be
really
proud
of
in
this
city
that
the
council
has
taken
over
many
years.
Q
A
view
of
of
its
green
space
is
to
be
protected
and
has
a
good
range
of
provisions
right.
It's
a
service.
I've
worked
in
for
for,
in
fact,
all
of
my
work
in
life,
I'm
very
proud
of
it
and
I'm
very
proud
of
what
we
do
within
the
city.
I
think
it's
it's
a
really
good
provision
and
there's
lots
of
work.
Q
That
goes
on
that
we,
you
kind
of
forget
because
it's
there
and
I
think
it's
really
easy
to
overlook
the
levels
of
of
connection
between
services
and
and
and
planning
around
that
strategic
level
of
development.
So
we've
got
a
really
good,
a
good
level
of
provision.
I
welcome
the
report
and,
and
once
like,
I,
I
didn't
like
the
use
of
the
word
emergence
in
terms
of
its
emerge,
the
the
the
benefits
of
green
space
for
those
of
us
that
have
been
here
a
long
time.
Q
A
G
Thank
you
chair.
I'm
absolutely
delighted
to
see
parks
and
countryside
in
planning
here
today
it.
It
really
is
for
me,
a
very
significant
move
to
see
you
around
the
table
and
I'm
absolutely
delighted
and
thank
you
councillor,
vena,
for
mentioning
the
link
with
children's
homes,
because
that
was
quite
a
gap.
Wasn't
it
before,
and
I
am
doing
the
best
on
this
chair
to
try
and
get
links
between
children's
services
and
planning.
The
other
area
that
we
we
have
explored
is
when
new
schools
are
established.
G
The
traditional
pattern
of
that
was
that
the
dfe
establishes
a
new
school
and
totally
disregards
the
planning
cycle,
so
it
never
actually
comes
to
panel
for
comments
on
the
on
the
building
and
the
design,
etc.
We're
getting
much
better
at
that,
and
we've
established
a
very
good
link
in
planning
through
one
particular
officer
who
specializes
in
in
schools,
buildings
and
the
communication,
and
the
understanding
is
far
better
and
we
have
worked
on
the
bfe
to
improve
that.
So
that's
just
another
example
of
where
we've
tried
to
cross
that
bridge.
G
G
What
I
feel
we're
not
as
aware
of
as
perhaps
we
should
be
parks
and
countryside
often
will
will
recommend
play
equipment,
for
example,
if
a
builder
says
or
a
developer
says
well
we're
going
to
include
play
areas
and
they
tend
to
be
then
overseen
and
recommended
by
parks
and
countryside,
and
they
tend
to
be
quite
traditional
play
areas,
and
I
think
that
we
need
more
knowledge
within
the
planning
system
about
what
good
play
looks
like
and
what
open-ended
play
opportunities
can
offer
and
what
developers
should
be
doing
with
that
green
space
that
we
so
proudly
ask
for
and
hold
on
to,
and
on
occasions
demand.
G
I
don't
know
whether
there
are
any
offices
here
today
that
can
talk
about
play
or
what
different
types
of
play
might
look
like
or
what
we
should
be
pursuing,
but
I
I
do
think,
there's
a
dearth
of
understanding
and
knowledge
within
the
planning
system
about
that,
and
I
think
we
could
easily
create
opportunities
where
that's
improved.
G
I
don't
think
we've
got
any
say
experts,
that's
the
other
issue
that
I
I
do
repeatedly
mention
is
the
fact
that
we
no
longer
have
any
offices
with
with
play
in
their
remit
and
I
think
that's
a
terrible
admission.
I
know
we've
had
to
make
cuts,
but
I
really
do
think
we
should
have
that
expertise
in
the
council.
M
Not
here
to
comment
about
my
own
experience
of
play.
Equipment
is
probably
one
of
the
younger
people
around
the
table,
but
it
is
a
a
common
comment
which
comes
back
from
from
a
lot
of
schools
where
a
lot
of
play
equipment
is
obviously
aimed
at
the
much
younger
children,
and
once
you
get
to
that
kind
of
early
teens,
they
won't
use
play
equipment.
If
you
design
an
area,
that's
too
much
geared
towards
them,
they
will
avoid
it.
M
L
Yeah,
I
don't
have
any
immediate
answers,
but
I
think
again
I
think,
as
I
said,
I
think
it's
a
really
really
important
well-made
point.
We
do
have
a
place
strategy
and
I
think
again
thinking
about
our
our
early
health
strategy
and
linking
that
in
with
the
play
strategy
and
I
think,
as
we're
transitioning
out
of
the
pandemic,
I
think
it's
got
to
be
a
priority
for
us.
L
We've
had
some
recent
changes
in
terms
of
amalgamating
some
of
our
child-friendly
leads
team
with
the
voice
and
influence
team
and
there's
opportunities
again
to
look
at.
You
know
whether
there
are
gaps
potentially
in
specific
roles.
I
think
we're
all
agreed.
It
is
an
absolute
key
priority.
I
think,
especially
during
the
pandemic.
I
think
when
we
were
in
lockdown
and
it
highlighted
children
who
were
living
in
flats
and
who
just
did
not
have
access
to
green
space
at
all.
For
that
period.
L
B
B
Educational
child
psychologists
have
got
a
huge
amount
of
expertise
and
understanding
around
the
research
with
play,
and
I
think
that
there
is
a
whole
untapped
resource
there
that
that
could
be
used
in
terms
of
that
consultation
around
planning,
and
I
think
it
needs
to
be
wider
than
playfulness
is
something
that
needs
to
happen
throughout
life.
It's
part
of
our
growth
experience
and
we
see
it
as
something
that
young
children
do
and
it
isn't
it's
something
that
all
of
us
do
in
a
different
way.
We
need
to
reframe
it,
and
especially
for
children.
B
Who've
got
additional
needs
and
special
educational
needs.
The
way
that
playgrounds
set
up
to
play
is
a
barrier
often
for
them,
engaging
with
their
peer
groups
and
engaging
in
the
play
that
they
need
to.
So
I
think,
there's
a
lot
of
work
and
there's
also
a
lot
of
research
out
there
that
we
could
benefit
from.
A
D
All
right,
thank
you
very
much,
and
I
very
much
welcome
the
fact
that
we
have
got
you
know
the
different
voices
around
the
table.
What
I
was
going
back
a
little
bit
to
what
we
were
just
talking
about
with
the
you,
the
youth
work
as
well.
D
D
Aren't
you
referred
to
the
local
plan
update
and
I've
been
part
of
that
consultation
and
the
whole
thing
about
place
making,
but
if
young
people
have
been
involved
in
the
development
of
their
local
green
spaces,
they
will
go
and
going
ahead.
Be
part
of
wanting
to
look
after
that,
and
I
would
like
to
see
that
as
a
sort
of
opportunity
coming
from
this,
this
just
you
know
bringing
his
people
together
around
the
table.
Q
Yeah,
I
think,
within
the
we've
recently
gained
approval
for
the
parks
and
green
space
strategy
for
leads
and
within
there,
there's
a
commitment
around
a
plan
on
a
page,
a
management
plan,
a
development
plan
for
our
green
space
site.
So,
whilst
it
won't
pick
up
developer
contributions
in
terms
of
local
playgrounds
set
within
new
developments,
it's
certainly
within
parks
developments
as
a
commitment
to
engaging
with
the
community
and
rather
than
doing
to
them
doing
for
them.
Q
So
I
think
it's
it's
a
subtle
shift,
but
but
a
very
welcome
one
around
developing
a
plan
for
the
site
with
the
community
and
for
their
aspiration
and
their
need.
D
So,
just
thinking
about
the
parts
and
countryside
forum
and
all
of
that
it
does
tend
to
be
older
people.
Thinking
about
the
sort
of
you
know
the
friends
of
the
parks
groups,
it
does
tend
to
be
older
people.
How?
How
could
we,
possibly
perhaps
you
even
use
the
youth
service
to
get
more
people
actually
doing
the
work
there
in
the
parks?
That's
that's
the
sort
of
challenge
I
was
thinking.
D
Q
I
think
the
parks
and
green
space
forum
for
leeds,
which
is
is,
I
think,
the
group
that
you're
talking
about
yeah
absolutely-
and
I
think
they
very
much-
would
welcome
some
some
engagement
from
from
younger
people.
I
was
recently
interviewed
by
the
university
of
leeds
who
are
doing
some
research
specifically
around
provision
for
girls,
because
player
tradition
is
a
tradition.
Q
A
Okay,
thank
you,
council
illinois.
Please.
F
Thank
you
chair.
I
am
surprised
and
delighted
to
see
my
colleagues
here
extolling
their
virtues
of
growing
your
own
food
and
and
enjoying
it.
I
I
tell
you
my
purple
sprouting
broccoli
is
in
maximum
production,
but
it's
absolutely
delicious,
with
marks
of
spencer's
hollandaise
sauce
absolutely
to
rule
over,
but
anyway
it
is
an
excellent
thing,
and
and
I'm
delighted
that
this
is
going
on
just
one
a
slight
note
of
caution.
F
I
got
into
allotment
growing,
trying
to
block
a
property
developer
that
was
inching
out
on
the
green
space.
That
was
my
first
experience.
I
only
discovered
how
good
it
was
after
I
got
into
it,
but
it's
hard
work.
There
is
a
need
for
coaching
and
for
education
and
it's
you.
You
lose
crops
through
pests
and
diseases,
and
it
doesn't
always
work
and
you
need
a
bit
of
encouragement
too.
F
So
there
needs
to
be
I'm
delighted
about
what's
happening,
but
there
needs
to
be
a
bit
of
educational
input
into
this
advice
on
when
to
sew,
and
you
know
how
to
get
things
ready
and
and
doing
the
right
time
of
year
and
the
right
kind
of
equipment
to
get
what
works
and
what
doesn't
work
all
practical
stuff,
and
it
would
be
nice
to
feel
that
we
picked
up
the
challenge
from
the
youth
work
side
and
we
were
providing
coaching
and
you
need
people
to
dismantle
rotavators
and
things
like
that.
F
It's
not
just
all
sorts
of
green
seedlings.
It's
you
know
well,
this
is
useful
skill,
so
I'm
just
anxious
that
that
sort
of
opportunity
is
seized
and
you
you
do
it
basically
and
and
bring
expertise
and
encouragement
and
advice
in
into
the
process,
because
I
say
it
doesn't
work
first
time
every
time
and
you
need
to
be
alive
to
that.
Thank
you,
chair.
A
Q
I
suppose,
just
in
terms
of
the
access
to
information,
that
is
exactly
what
the
area
was
designed
to
do.
So
it
is
there
to
support
groups
and
individuals
to
to
gain
that
access
to
people
who
do
it
professionally
and
to
be
able
to
to
ask
for
tips
that
maybe
commercial
providers
are
not
so
keen
on
spending
money
on
time
on
doing.
A
Thank
you,
council
stevenson.
Please.
I
Thank
you.
Thank
you.
You
could
say
it's
not
just
a
political
firm
part.
It's
a
councillor
illinois
part
of
this.
On
a
on
a
item
about
child
poverty.
You
talk
about
your
delight
with
marx
and
spencer's
holiday
source,
but
normally
when
I'm
sat
in
this
room,
but
I
have
a
game
of
political
bingo
with
myself,
because
it's
plans
panel
and
you
can
bet
that
council
and
nashville
can
talk
about
trees
and
councillor.
Groom
will
talk
about
informal
play
and,
and
it's
a
delight
because
it's
a
point
I
do.
I
I
agree
with
at
all
on
that
point.
One
of
the
issues
we
find
through
development
is
that
we'll
have
a
large
scheme
come
forward
and
we'll
commit
some
green
space
and
we'll
agree
that
it's
it's
just
left.
There's
no,
you
know
jolly
roger
sailing
ship
or
anything
on
it.
He's
there
for
open
play
and
then
what
happens
is
further
down
the
line
through
condition,
discharges,
there's
maintenance
agreements
put
in
place
for
dealing
with
that
and
then
on
the
deeds
of
all
the
properties.
I
I
In
a
sense
that
we
acknowledge,
through
plans
panel,
that
we
want
informal
play
and
then
we
sort
of
defer
it
off
to
officers
and
somewhere
along
the
line.
There's
this
legal
stipulation
in
place
that
requires
homeowners
to
pay
an
amount
and
also
they
have
no
right
to
to
argue
that
they
want
their
gold
push
remaining
or
what
kind
of
furniture
they
want,
and
I
think
it
doesn't
necessarily
require
an
answer.
But
I
think
I
should
take
this
away.
I
A
Thank
you
so
I'll
bring
councillor
marshall
catering
in
please.
K
Thank
you
chair
just
following
on
from
councillor
elingworth,
and
I
do
know
about
his
brussels
sprouts
because
he
tells
everyone
about
it.
So
yeah
well
done
to
that
in
terms
of
allocation
of
pieces
of
land
for
schools.
K
How
far
do
you
go
in
terms
of
all
the
various
and
different
schools
that
we
have
having
that
access?
Now
we
do
know
that
schools
in
inner
city
will
be
at
a
disadvantage
compared
to
schools
out
of
city,
and
I
know
it's
difficult
for
us
to
say
say,
for
example,
little
london
primary
school
where
I'm
a
governor.
We
just
do
not
have
that
space.
K
A
school
just
opens
it
from
ourselves,
which
is
blended.
Primary
school
they've
got
some
very
good
space
where
I'll
move
into
sports
now
outside
of
the
green
space
for
farming
or
any
growing
of
any
crops.
So
you
have
a
school
opposite
with
some
good
space
where
they've
got
good
sporting
facility,
that's
because
they've
got
those
grounds
and
another
school
to
the
other
side.
Just
two
minutes
walk
do
not
have
that
space
and
I'll.
Tell
you
a
clear
difference.
K
Now
little
london
primary
school
in
football
came
last.
That's
my
school
and
I
was
very
sad
blenheim,
which
is
just
opposite.
Them
came
first
and
that's
because
they've
got
the
grounds
for
training.
So
some
of
all
of
these
inequalities
that
our
children
face
lots
of
it
has
got
to
do
with
space
land
play
and
lack
of
sporting
activities,
and
we
know
for
us
to
have
good
sporting
activities.
You
need
that
land.
You
need
that
green
space.
You
need
those
facilities.
K
So
in
all
of
this-
and
we
do
know
that
active
lifestyle
plays
a
very
huge
part
in
the
development
of
any
child.
What
are
we
doing
to
assist
schools
without
these
spaces
without
this
green
space
as
well
and
land
to
help
children
in
terms
of
active
lifestyle
and
play
that
counselor
growing
has
also
mentioned?
It's
just
a
huge
disparity
for
me
from
one
end
of
school,
one
end
of
leeds
to
the
other
end,
especially
inner
city,
schools,.
L
Yeah,
I
just
think
it's
a
really
really
good
point,
and
you
know,
and
again
especially
just
making
me
think
about
our
play
strategy
and
thinking
perhaps
more
broadly
about
what
does
that
mean?
You
know
for
a
strategy
for
the
city
and
so
again
I'll
absolutely
commit
to
take
that
away
and
to
have
conversations
with
colleagues
about
that
and
how
we
can
engage
key
partners
in
discussions
about
that,
because
I
think
it
is
a
really
really
well
made
important
point.
A
Thank
you
for
that.
I've
got
celia
and
then
jackie,
please.
E
Thank
you,
chad,
on
page
46,
it
refers
to
at
the
very
top
of
the
page.
So
it's
easy
to
see
nationally.
One
in
eight
british
households
has
no
garden,
and
I
can
think
of,
and
I'm
sure
anybody
here
can
think
of
areas
in
leeds
where
it's
more
than
one
in
eight,
you
know
all
around
the
city
and
we
do
have,
and
I
keep
reading
this
thing
out.
E
You
know
we're
we're
rich
in
public
parks,
but
there
can
be
a
difficulty
accessing
those
public
parks
if
you're,
really
in
the
middle
of
the
city,
in
the
back-to-backs,
with
all
the
streets
and
relying
on
public
services,
which
I
keep
hearing,
you
know
you
can
wait
a
long
time
for
a
bus
at
the
moment.
Well,
I
think
we're
going
to
be
waiting
longer
and
the
expense
of
getting
there.
How?
How
is
this
going
to
be
overcome?
Is
this
part
of
the
plan
and
the
other
point?
I
remember
it.
E
Maybe
it's
15
years
ago
or
around
then
there
was
an
initiative
to
was
it
leeds
forest,
or
I
remember
submitting
my
views
on
it
at
the
time
and
we
were
going
to
put
lots
of
trees
in
and
you
know
probably
look
for
the
next
robin
hood
and
it
never
happened,
and
so
how
well
embedded
can
this
be
made?
This
plan
this
initiative
and
how
well
supported,
can
it
be
made.
Q
I
think
the
the
the
activity
it's
the
forest
of
leeds,
which
is
has
moved
on
now
in
terms
of
the
current
commitment
that
we
have
in
terms
of
woodland
creation,
so
green,
that,
as
I
said
previously,
the
city
has
got
a
really
good
track
record
and
a
proud
history
of
its
green
space
provision
and
and
a
good
range
the
work
that
ana
does
in
in
terms
of
looking
at
interconnectivity.
Q
It's
it's
absolutely
at
the
heart
of
what
we
do
so:
access
to
green
space,
sustainable
travel,
access
to
the
provision
for
different
communities
and
those
those
communities
that
are
challenged
around
access
to
garden
space,
multi-generational
households
that
that
that
really
do
need
the
provision
more.
So
the
report
does
pick
up
on
that
and
that
that
work
is
ongoing.
R
A
R
Sorry,
obviously,
I
was
just
going
to
come
back
on
from
the
planning
perspective
as
part
of
the
local
plan
updates
that
inner
city
provision
and
green
space
has
been
raised,
and
it's
something
very
very
along
with
maintenance
as
well
from
the
council.
There
is
two
things
have
been
picked
up
through
the
representation
process
where
people
are
allowed
to
feed
in
public,
and
we
are
looking
at
both
of
them
one
green
space
in
the
inner
areas
positively.
R
It
has
been
raised
and,
of
course,
the
maintenance
management
situation
that
has
been
raised
an
awful
lot
in
the
representation.
So
we
are
looking
at
that
through
the
process
at
this
stage,
so
dog
can
really
see.
A
Thank
you
is
it
on
the
specific
point,
councillor
groon,
okay,
no
problem
I'll,
bring
jackie
and
then
please.
H
With
regards
to
park
and
green
spaces,
I'd
just
like
to
just
give
a
comment
on
that
really
just
to
say
that
maintenance
of
all
playgrounds,
I
think,
will
become
an
issue
with
the
small
workforce.
You've
got
at
the
moment,
I
think
there's
because
of
all
the
cuts.
There's
300
is
the
300
playgrounds
that
need
to
be
maintained
and
stuff,
and
I
think
the
workforce
has
lowered
down
since
last
cut.
So
I
think
that
would
be
maybe
a
problem
over
time
for
you,
and
that
would
worry
me.
H
My
other
thing,
I'm
glad
you
brought
up
food
over
there
in
regard
to
planning,
I
think
for
me,
children.
Nowadays
they
don't
some
children.
If
you
ask
where
milk
comes
from,
let's
say
from
supermarket
our
farmers
in
the
area,
they
do
our
local
food
production
and
I
don't
think
people
actually
realize
that's
where
food
comes
from
and
we've
got
a
lot
of,
you
know
grade
a
land
that
developers
want
and
the
this
land
is
for
our
food
and-
and
I
think
a
lot
of
people
forget-
you
know.
H
Where
does
our
food
come
from
and
we
are
you
know
our
population
is
getting
a
lot
bigger,
which
I
do
know,
but
our
food
needs
to
be
protected
and
where
it
comes
from
and
I'd
like
to
just
ask,
is
there
a
policy
just
for
my
own
benefit?
It's
not
really
because
it
coincides
with
everybody,
children,
families,
you
know
everybody
where
food
comes
from
and
is
our
farms
protect
us?
Is
our
land
protected
in
that
sense,
or
do
we
have
a
food
policy
within
leads
to
protect
our
food
and
where
it
comes
from.
P
P
There's
nothing
in
national
planning
guidance
which
says
planning
should
have
policies
about
food
miles
that
isn't
because
we
don't
think
it's
important
locally.
It's
just
how
the
system
has
been
set
up
nationally,
but
the
policies
that
we
have
are
seeking
to
achieve
that
by
protecting
the
land
and
its
openness,
particularly
with
regard
to
greenbelt.
If
that's
helpful,
I
don't
know
if
another
people
wanted
to
add
anything.
R
It's
a
strangest
thing.
I
just
agree
with
everything
notices
that
dave
said,
but
it's.
The
other
thing
is
one
of
the
suggestions
during
the
representation
process
was
why
don't
you
do
micro
orchards
on
this
bit
of
brownfield
land
and
again
our
response
would
be
yeah
go
for
it.
If
someone
comes
in
and
wants
to
put
a
bra,
an
orchid
on
a
brownfield
we'll
say:
yes,
almost
certainly,
etc,
etc.
R
So
we,
you
know
we
are
very
keen
on
food
production,
but
it
is
quite
you
know
in
response
to
so,
if
someone
puts
an
application
in
we'll
almost
always
certainly
say
yes,
I
two
weeks
ago,
I
sat
with
the
university
looking
at
geothermal
energy
and
vertical
growing,
using
all
mine
shafts,
and
that
was
interesting.
But
again
when
people
are
asking
about
planning
we'll
well
yeah
great
go
for
it.
R
You
know
we're
not
on
the
way
away,
we're
into
sustainability
and
climate
change,
local
free
production,
all
the
good
things,
we're
unlikely
to
say
no
to
positive
initiatives
like
that
will
create
a
massive
stone,
sustainable
culture
where
people
don't
have
to
travel
as
far
for
food.
That's
definitely
what
we're
in
you
know
we're
promoting.
A
Thank
you,
kate
is
next,
please.
C
Thank
you.
You
have
to
forgive
me
because
I
don't
have
a
huge
amount
of
knowledge
of
planning,
probably
my
my
main
experiences
of
it
would
be
objecting
to
two
applications
locally
and
being
involved
in
a
an
application
for
village
green
on
a
parcel
of
land
behind
glendale
primary
school,
which
was
expanded
to
three
forms
of
entry,
which
was
quite
a
costly
exercise
for
the
local
authority
at
the
time.
But
there's
a
few
things
just
listening
to
all
the
discussions
that
have
occurred
to
me.
C
Really,
one
of
the
things
that
occurs
to
me
is:
we've
talked
about
accessibility
of
green
space
and
the
difficulties,
obviously
for
people,
particularly
in
inner
city
areas,
but
I've
also
been
thinking
about
safety
issues
around
some
of
these
green
spaces,
because
I
was
thinking
about
that
particular
parcel
of
land
and
before
it
was
reclaimed
by
the
school
to
facilitate
the
expansion.
C
It
was
essentially
a
fairly
unpleasant
parcel
of
land,
but
which
was
clearly
used
by
some
members
of
the
community
which
led
to
the
application
for
the
village
degree,
which
ultimately
failed.
But
it
wasn't
a
safe
space.
It
wasn't
a
pleasant
space
and
some
people
did
use
it
out
of
convenience
because
it
was
so
local
to
the
black
and
white
estate
and
unfortunately,
in
some
respects
it
was
being
abused
by
some
people
as
a
dog
toilet.
But
we
have
lots
of
fantastic
green
spaces
and
they
really
vary.
C
I
think
in
terms
of
maybe
safety-
and
I
don't
know
if
this
is
more
parks
and
countryside
sort
of
area
or
a
planning
area,
but
just
thinking
about,
because
I
think
a
lot
of
people
don't
actually
like
their
children
to
go
too
far
to
play
either.
So
a
lot
of
children
play
more
on
the
street
now
and
how
can
we
make
sure
that
some
of
our
green
spaces
not
only
are
sort
of
maintained
well
in
terms
of
the
play
equipment,
but
also
a
safe
space?
C
So
how
can
we
sort
of
build
that
into
our
our
planning
and
our
our
parks
and
countryside?
I'm
sure
we
do
already?
But
how
can
we?
How
can
we
improve
that,
and
also
on
the
planning
side
of
things
I
mean
it
seems
all
I
mean
I
remember
going
through
all
I
mean
I'm
a
solicitor
by
profession,
and
I
found
it
confusing
it's
so
fragmented.
There
are
so
many
different
documents
that
you
need
to
reference,
but
I
remember
in
my
particular
objections.
C
C
It
wasn't
addressed
at
all
where
I
felt
it
should
have
been
so
they're,
just
some
observations
really
from
my
own
experiences,
but
it's
obviously
really
encouraging
to
hear
that
those
that
these
sort
of
cross,
departmental
conversations
are
beginning
to
take
place,
because
certainly
my
experience
from
the
glentown
primary
school
was
that
I
think
if
maybe
better
conversations
are
taking
place.
Some
of
the
difficulties
that
arose
in
that
particular
case
might
have
been
avoided
and
also
just
thinking
about,
what's
being
said
as
well
about
school.
C
So
in
the
case
of
glendale
primary
school,
they
were
able
to
reclaim
that
land
that
had
originally
been
part
of
the
school
historically
for
the
expansion
and
they've
now
got
fantastic
grounds
and
facilities.
But
they
do
have
some
challenges
in
terms
of
the
topography
and
things.
But
then
I
don't
think
the
funding's
then
being
available
or
made
available
to
really
enhance
that
space
and
make
it
available
to
other
schools
in
the
local
area
to
use.
C
So
there
are
other
primary
schools
in
the
area,
and
I
mean
it's
not
that
far
from
some
of
the
inner
city
areas
where
they
don't
have
any
space,
and
that
is
an
amazing
space
that
could
be
utilized
for
the
benefit
of
other
schools,
but
also
maybe
outside
of
school
hours
for
local
community
groups
and
things,
and
I
think
we
maybe
do
need
to
think
a
bit
more
creative
creatively
about
how
we
use
some
of
that
space.
And
obviously
there
are
lots
of
financial
challenges
to
that
and
other
challenges.
C
But
it's
been
interesting
to
hear
the
discussions
and
I
think,
there's
definitely
lots
of
scope
and
ring
for
kind
of
improvements
and
building
on
what
we're
already
doing
and
enhancing
provision
and
things.
So
thank
you.
A
P
Mr
feeney,
thank
you
chair.
Thank
you
for
your
comments.
I'm
sorry,
you've
not
had
a
positive
planning
experience,
it's
difficult
for
me
to
comment
on
the
detail
without
knowing
this
particular
application.
But
what
I
would
say
is
my
officers
are
fully
across
and
fully
aware
of
the
best
council
plan
and
and
the
the
drivers
within
including
child
friendly,
and
I'm
sorry.
P
If
that
wasn't
apparent
in
this
particular
case,
I
mean
that
through
the
planning
process
in
dealing
with
individual
planning
applications
on
the
merits,
it's
about
the
the
nature
of
the
proposal
being
considered
within
the
context
of
the
adopted
development
plan
and
then
in
any
other
material
consideration
and
then
a
pro
a
process
of
giving
weight
to
those
different
policy
considerations
or
whatever
those
material
considerations
are
so
that's
the
process
they
have
to
work
through,
and
that
should
be
clearly
articulated
in
the
officer
report
when
that's
either
delegated
or
goes
through
us
through
to
a
plan's
panel.
P
But
I'd
be
happy
to
discuss
that
case
outside
of
this
meeting,
to
give
some
insights,
if
that
would
if
that
would
help
in
terms
of
green
spaces
and
and
security
and
safety.
I
think
the
point
you've
made
is
a
point
well
made.
I
mean,
from
a
planning
point
of
view,
it's
difficult
to
retrofit
existing
spaces
that
are
there.
So
it's
probably
a
matter
for
colleagues
in
parks
and
countryside
where
they're
maintaining
those
spaces,
but
in
terms
of
new
spaces
as
applications
are
delegated
through
the
system
or
go
through
to
our
plans
panels.
P
We
have
a
lot
of
vigorous
debate
about
the
quality,
the
location,
the
disposition
of
green
space
in
relation
to
place
making
and
the
development
footprint,
if
be
it
for
housing
or
employment
or
whatever
it's
for
and
one
of
the
key
considerations.
There
is
around
natural
surveillance
issues
around
security
lighting
usability
quality.
All
of
those
factors
go
into
that
mix
to
ensure
we
get
the
best
outcome.
We
can,
when
balanced
against
all
of
the
other
policy
matters
that
that
we're
dealing
with.
P
We
have
a
policy
document
and
you
mentioned
the
complexity
of
different
documents,
but
one
of
the
documents
we
have
is
called
neighborhoods
for
living
and
that
has
within
it
some
quite
detailed
passages
around
place.
Making
and
looking
at
these
matters
in
some
detail.
We're
also
working
some
further
technical
guidance
on
quality
as
well.
So
there
are
a
lot
of
factors
to
bring
together,
but
it's
certainly
in
the
process.
It
isn't
something
that
we
are
ignoring
or
something
that
we
are
disregarding
has
not
been
important
and
we
are
trying
to
get
the
best.
P
We
can
I
mean
what
we
are
trying
to
avoid,
and
I
think
council
grew
and
has
touched
on
it-
is
that
the
green
spaces
are
the
bits
left
over
once.
All
of
the
development
needs
have
been
met,
and
you
know
we
want
the
green
space
to
be
usable
and
integral
to
those
developments,
and
we
want
it
to
be
sustainable
and
future
proofed
in
terms
of
quality
of
life
and
all
of
those
issues.
We
want
to
leave
a
positive
planning
legacy
in
leeds.
P
Q
To
pick
up
on
on
the
maintenance
issues,
it
certainly
access
and
safety
is
one
of
the
considerations
that
we
look
when
we
do
our
internal
assessments.
The
leeds
quality
park
assessment
model
includes
an
assessment
of
community
safety
as
part
of
that
assessment.
So
we
are.
Whilst
we
we
set,
we
look
at
what's
actually
there
now
in
terms
of
future
development.
We
look
at
improvement.
So
how
can
we
improve
security,
passive
security
oversight,
natural
surveillance
and
actually
the
dilemmas
between
desire?
Q
Because
if
you
think
of
a
ball
court
we've
we've
24,
I
think
no
39
in
the
city,
I'm
checking
notes,
there's
39
ball
courts
in
the
city.
Now
those
have
got
a
fence
around
them
and
you
that's
great
in
terms
of
ball
sports
and
rebound,
but
actually
that
what
that
does
is
contain
young
people
who
are
in
there
and
they
tell
us
well.
Actually,
we
like
we
like
lots
of
roots
to
be
able
to
get
out
just
because
they
may
meet
some
other
young
people
who
are
not
particularly
friendly
to
them.
Q
So
it's
that
dilemma
between
use
and
security
and
design
and
it's
a
balancing
act
and
we
we
won't
always
get
it
right,
but
by
engagement
we
will
improve
as
we
go
along.
A
Thank
you.
I've
got
a
quick
follow-up
comments
from
councillor,
grew
and
counseled
illinois.
G
Yeah,
I
will
be
quick-
and
I
realize
probably
because
of
the
people
we've
got
here-
we
have
focused
quite
a
lot
almost
entirely
on
the
green
space
strategy,
rather
than
the
whole
report,
but
I
just
wanted
to
point
out
one
other
great
inequality
as
we
are
focusing
on
disadvantage
and
on
this
report.
Is
that
we're
very
relaxed
because
the
the
budget
for
establishing
and
maintaining
green
spaces
and
parks
is
now
so
diminished
within
the
council?
G
There
really
isn't
enough
to
keep
parks
in
the
condition
that
they
should
be
in
and
we're
very
reliant
on
section
106..
G
So
if
the
area
that
you
are
in
doesn't
have
any
developments,
then
there
is
no
106
and
your
park
becomes
very
impoverished,
and
I
I
really
feel
that
that
is
hugely
unfair
and
I
think
it's
something
maybe
executive
board
members
might
want
to
take
away
and
think
about
because
you
know
down
the
road
from
my
ward
in
pudsey,
they've
they've
got
a
smashing
new
play
area
in
their
park
and
what
constituents
tend
to
say
to
us,
as
councillors
is
well.
If
they
can
do
that
in
pudsey.
Why
can't
you
do
it
for
us?
G
F
Yes,
the
the
difficulty
which
we
haven't
really
cracked
is
is
land
value
that
the
fact
remains
that
if
you're
going
to
put
a
block
of
24-storey
flats
you're
looking
at
a
really
attractive
landline
for
developers,
point
of
view,
if
you're
looking
at
providing
a
plain
pitch
you're,
not
going
to
get
the
corresponding
income
and
difficult
to
afford
it.
It's
an
intractable
problem.
F
I'm
delighted
people
are
worried
about
this
and
hopefully
come
up
with
some
solutions,
but
it
is
fiendishly
difficult
to
provide
adequately
for
green
space
in
the
inner
city,
because
you're
working
against
a
century
of
capital
appreciation
and
the
land
is
just
so
valuable
that
it's
difficult
to
justify
the
use
that
we
want
to
make
of
it.
Nevertheless,
we
should
try.
F
I
can
see
some
prospects
of
doing
it
with
vertical
farming
and
intensive
production
inside
inner
city
buildings.
I
have
presently
no
solution
to
the
playing
pitch
problem
because
you
need
so
much
to
remedy
the
deficiency
that
it's
really
going
to
be
very
difficult
to
do,
but
thinking
outside
the
box
is
what's
needed.
F
I
would
be
delighted
if
people
were
applying
themselves
to
this
problem
and
trying
to
work
out
how
best
to
provide
for
kids
in
burley
or
well
the
whole
of
the
sort
of
inner
end
of
of
leads
when
there's
nothing
on
the
site
in
the
in
the
city
and
it's
five
miles
to
the
nearest
open
countryside,
it's
really
a
difficult
problem.
We
have
to
solve
it,
but
it's
going
to
need
some
a
revolution
in
thinking
I
think
to
to
make
that
provision
effective
for
every
child.
F
A
Yeah,
thank
you
counselor
with
so
just
before.
I
ask
for
final
comments
from
the
contributors.
I
just
wanted
to
make
a
comment
to
try
and
tie
some
of
this
together
and
bring
it
right
back
to
the
the
child
poverty
strategy,
which
is
what
this
is
about
and
for
me,
and
I
suspect,
most
of
us
around
this
table.
A
I
wasn't
particularly
passionate
about
planning
when
I
got
into
politics
and
joined
the
council,
but
I've
come
to
realize
how
important
it
is
and
how
powerful
it
can
be
in
driving
forward
this
agenda
and
that's
really
the
key
purpose
for
today's
conversation
and
for
having
the
voices
around
the
table
that
we've
got
and
I
I
take
on
board
absolutely
the
comments
council
have
venom
made
in
her
introduction
about
the
current
situation
with
poverty
and
the
difficult
situations
people
are
in,
but
I'm
sure
you'd
accept
as
well.
A
It's
not
a
new
problem,
it's
particularly
exacerbated
at
the
moment,
but
we've
had
a
substantial
number
of
children
living
in
poverty
in
our
city
in
certain
parts.
For
a
long,
long,
long
long
time
and
it's
deep
rooted
and
my
view
is
the
planning
process,
parks
and
countryside,
all
of
these
other
departments
have
got
a
key
role
in
solving
those
long-standing
issues,
and
so
I
think
the
challenge
I'd
put
on
behalf
of
the
board
is
really
welcome.
A
The
fact
that
you're
here
and
taking
part
really
welcome
that
there's
good
dialogue
between
children,
services
and
planning
and
parks
and
countryside,
but
I
think
we've
barely
scratched
the
surface
and
I'd
like
to
see
it
go
much
much
further
and
it
has
to
be
a
two-way
street.
It's
not
just
about
planning
engaging
in
children,
services
and
education,
which
is
actually
about
children
services
recognizing
actually
to
really
tackle
some
of
these
deep
rooted
problems.
A
We
need
to
find
a
way
as
children
services
to
get
involved
in
those
processes
in
policies,
if
necessary,
in
specific
planning
applications
where
we're
saying
no,
that
isn't
good
enough
for
children,
young
people,
that's
going
to
exacerbate
problems
or
there's
an
opportunity
to
solve
long-standing
issues,
and
so
I
think
that's,
I
think,
and
we've
got
the
recommendation
to
note.
A
The
reports
really
welcome
the
report,
but
I
think
that's
a
challenge
I
would
make
to
to
all
of
you
to
think,
go
away
and
think
about
how
can
we
use
these
processes
and
policies
to
really
tackle
this
agenda?
And
it's
it's
good
that
we've
made
a
good
start,
but
I
think
there's
much
more
that
we
can.
We
can
do
so.
I
just
welcome
any
final
comments.
You've
got
to
wrap
up
with
what
council
willing
with
and
grew
and
have
said
and
on
those
thoughts.
N
Thank
you,
and
yes,
I'd
like
to
reiterate
your
thanks
to
people
from
planning
and
past
and
countryside
for
being
here.
It's
been
very
refreshing.
N
I
also
feel
that
it
does
fit
with,
although
I
absolutely
accept
your
challenge
and
gave
an
example
earlier
where
there
hadn't
been
good
links,
I
think
having
you
here
fits
with
the
ethos
of
child
friendly
leads,
which
is
10
this
year,
and
the
whole
concept
between
children
behind
child
friendly
needs
was
about
the
whole
city
coming
together
to
make
leeds
a
great
place
for
children
to
grow
up
in,
and
it
not
only
bring
the
responsibility
of
children's
services
to
provide
a
good
place
for
children
to
live
and
to
grow
up.
N
So
I
think,
for
a
long
time
we
have
had
that
kind
of
cross
council
and
cross
city
approach
to
you
know
to
support
children
and
delivering
our
children
and
people's
plan,
and
I
think
it
I
think,
it'd
be
really
positive
going
forward
if
this
board
more
often
have
people
from
outside
our
immediate
world,
because
it
has
been
really
refreshing
today
and
it's
made
the
discussion
very
different
and
made
us
look
at
a
long-standing
issue
from
a
different
angle.
N
A
P
No,
it's
been
a
very
helpful
discussion
for
me
to
be
part
of
chair
and
you
know
welcome
the
comments
that
have
been
made.
I
mean
we
do
have
a
commitment
to
continue
the
improvement
within
the
service
and
and
where
we
can,
we
will
join
up
further
with
with
colleagues
it's
been
discussed,
we
have
a
great
opportunity
through
the
local
plan
update,
and
I
think
a
lot
of
these
points
will
be
reinforced
through
that
piece
of
work,
and
I
would
encourage
colleagues
around
the
table
to
get
involved
with
that
document.
P
A
No
thank
you
and-
and
thank
you
all
again,
I'm
I'm
sure
you
won't
be
surprised.
Mr
feeney,
myself
and
councillor
grew
and
will
will
continue
to
bang
the
drum
at
development
plans
panel
through
the
local
pun,
update
to
make
sure
these
issues
are
on
the
agenda.
But
now
it's
been
a
really
good
discussion.
So
thank
you
all
so
we're
moving
on
to
item
nine,
which
is
our
inquiry
into
tackling
the
long-term
impacts
of
covid
on
children
and
families
and
to
get
the
formal
response
from
the
directorate.
A
A
A
Thank
you
and
then,
if
I
had
to
hand
over
to
councillors
prior
and
venera,
just
if
you've
got
any
introductory
comments-
and
I
believe
julie
is
just
going
to
take
us
through
the
the
responses.
M
I
don't
have
a
huge
amount
to
say
other
than
obviously
it's
an
incredibly
important
report,
while
obviously
we
don't
know
exactly
what
will
happen
with
this
board
going
to
the
future.
I
think
this
is
incredibly
important.
Strand
of
work
would
be
important
to
continue.
M
I
think,
as
a
as
a
country
and
in
terms
of
serious
infections
covered
now
is
not
what
covid
was,
but
that
doesn't
mean
to
say
that
a
lot
of
the
impacts
are
still
being
felt
in
schools
in
the
education
service,
and
actually
some
of
the
impacts
will
be
will
be
held
by
children
for
for
years
to
come.
I
think
in
schools.
M
At
the
moment,
one
of
the
largest
issues
is
burnout
from
a
lot
of
teachers
with
ongoing
stress,
I
think,
particularly
from
school
leaders
who
can't
necessarily
take
a
break
while
a
lot
of
covered
infections
might
not
be
having
the
same
impact
on
people's
health.
They
are
having
huge
impacts
on
staff
absences
and
trying
to
cover
those
lessons,
and
I
know
that's
that's-
causing
a
huge
amount
of
stress
and
disruption
to
classes,
so
I
do
think
going
forward.
We
are
going
to
have
to
keep
looking
at
examinations.
M
I
know
we
have
for
the
past
two
examination
periods,
but
we
need
to
to
keep
that
at
the
front
of
our
agenda
to
make
sure
that
those
are
done
fairly,
but
I
will
leave
it
there
in
terms
of
trajectory
remarks
for
myself.
A
You
and
then
dave
yeah
if.
S
I
was
just
going
to
say
actually
the
the
we've
written
the
initial
response
for
the
last
scrutiny
board,
so
so
the
and
there's
a
there's
been
a
significant
amount
of
work
taking
place
in
school.
So
I
think
we've
got
to
remember
as
well
that
schools
are
really
very
focused
on
that
sort
of
pandemic
response
and
recovery
and
are
doing
an
incredible
job
this.
S
This
is
about
how
we
can
support
them
to
do
that
role
and
do
it
well,
and
I
think
that
it's
the
report
itself
has
helped
us
as
a
directorate,
really
sharpened
some
of
our
responses
and
really
put
some
sort
of
thrust
into
helping
to
move
things
forward.
The
we've
got
a
few,
probably
since
the
last
report,
there's
probably
a
few
learning
specific
learning,
learning
improvement
area
parts
of
the
report.
That's
probably
worth
updating
board
members
on
where
things
have
moved
forward
a
little
bit
further
as
well.
T
Yeah,
thank
you
dave.
So
one
of
the
main
objectives
was
to
support
pupils
to
recover
from
lost
learning
and
I've
detailed
before
to
scrutiny
that
one
of
the
ways
of
doing
that
is
to
make
sure
that
there's
really
clear
assessment
for
learning
in
lessons.
So
that's
the
teacher
using
all
their
wisdom,
experience
emotional
intelligence
to
pick
up
on
pupils
who
actually
aren't
learning
what
they're
supposed
to
be
learning
and
responding
appropriately.
T
So
we
did
have
a
conference
on
the
first
of
march
with
two
really
high
profile
keynote
speakers
dylan,
william
and
craig
barton.
It
feat
it
focused
absolutely
specifically
on
that
assessment
for
learning
agenda
and
responsive
teaching.
It
was
attended
by
70
delegates
and
a
further
and
we
held
it
at
ralph,
thoresby
school.
So
all
ralph
fosbee
staff
attended
as
well,
and
we've
also
got
39
primaries,
who
are
undertaking
curriculum
reviews,
because
a
strong
curriculum
is
absolutely
key
to
making
sure
that
pupils
that
prior
learning
that
learning
builds
on
prior
learning.
T
So,
therefore,
those
those
gaps
are
filled
and
also
the
secondary
traded
offer
is
focusing
on
transition
from
key
stage
two,
so
that
secondary
curriculum
leaders
are
very
clear
about
what
pupils
already
know
when
they
come
to
them.
So
they
can
hit
the
ground
running,
but
it
also
takes
into
account
those
gaps
in
learning
occasion
by
the
pandemic.
T
So
that's
on
the
recovering
from
lost
learning
section
on
the
reading
to
learn
and
we're
working
with
researchers
at
the
university
of
leeds
and
they
will
share
their
findings
from
an
examination
of
pupils
and
their
parents
in
reception
at
the
start
of
lockdown
and
they're,
going
to
share
that
with
parents
and
with
schools
in
the
form
of
a
video
they're
going
to
then
set
up
a
focus
group
and
collect
resources
to
support
staff
who
teach
reading
and
102
primary
schools
have
now
booked
a
reading
deep
dive
and
most
of
those
have
been
delivered
and
we're
working
with
hertfordshire
grid
for
learning
to
target
inference
training
for
key
stage.
T
2
pupils
who
have
been
negatively
impacted
by
the
pandemic.
So
those
are
predominantly
older
pupils
who
can
read
but
can't
draw
inferences
from
what
they
read.
So
61
schools
have
expressed
a
firm
interest
in
that
we're
working
with
four
in
may
and
june,
and
the
remaining
21
will
be
offered
the
project
in
september,
together
with
any
other
schools
that
are
interested.
T
A
leaflet
has
now
been
designed
about
how
to
read
with
your
child
and
that's
soon,
going
to
be
distributed
to
early
help
hubs,
libraries
and
social
workers,
and
we
plan
to
create
a
video
to
support
that.
Also
so,
and
there's
been
quite
a
lot
of
work,
even
since
we
wrote
and
the
update
for
scrutiny
on
those
particular
objectives.
L
Not
really,
I
suppose,
only
other
than
to
say
that
we
continue
to
see
the
increased
demand
and
certainly
through
the
front
door.
I
think
last
week
I
think,
was
our
highest
number
of
contacts
and
referrals,
so
I
think
we're
seeing
the
increased
demand,
but
we're
also
seeing
the
the
complexity
of
demand
and
a
lot
of
that
being
related
to
the
pandemic
and
some
of
the
issues
that
we've
already
talked
about
in
terms
of
poverty,
and
so
I
suppose
I
just
want
to
highlight
that
you
know
I
think
this
has
already
been
said.
L
L
You
know,
I
think,
that's
still
an
emerging
picture
and
I
think
that's
why
you
know
again
some
of
the
things
that
we've
talked
about
previously
in
terms
of
early
intervention
prevention,
the
youth
work,
absolutely
critical
and
central
to
our
response.
As
we
go
forward.
S
Okay,
yeah,
I'm
just
going
to
say
as
well
in
terms
of
picking
on
the
you
know,
we're
very
aware
of
the
social,
emotional
mental
health
issues
that
young
people
are
facing
in
terms
of
a
school
agenda.
There's
also
that
you
know
lots
of
issues
around
head
teachers
and
staff
and
their
mental
health
and
wellbeing,
and
their
you
know
so.
S
Priority
for
the
three
years
is
has
all
been
around
the
when
we've
written
that
it's
all
around
supporting
school
leaders,
their
mental
health
and
well-being,
supporting
governors
to
support
school
leaders
so
that
the
school
leaders
can
support
their
young
people
in
school.
So
it's
that
sort
of
wrap
around
sort
of
support
for
the
whole
school
community,
which
in
effect
then
supports
everybody
within
that
community.
S
We've
got
we've
we've
pleased
now
that
we've
we've
appointed
to
a
new
head
teacher
support
service,
so
the
current
post
holders
are
finishing,
but
we've
actually
recruited
to
that
and
continuing
the
service
and
making
that
a
more
strategic
role
to
try
and
bring
all
the
different
aspects
of
support
that
are
around
locally
and
nationally
for
head
teacher
and
staff
well-being
in
schools
all
together
in
one
place,
which
I
think
will
be
a
really
exciting
period
of
time
for
us
to
to
really
support
those
adults
and
young
people
in
schools.
A
Thank
you,
so
I'm
going
to
take
it
that
everybody's
read
the.
What
I
would
say
is
a
comprehensive
response
to
to
the
inquiry
and
the
recommendations.
So
the
questions
really
are.
A
Does
anybody
have
any
issues
with
any
of
the
particular
responses,
or
are
we
happy
with
them
and
then
it's
a
matter
of
monitoring
and
tracking
going
forwards,
so
I'm
not
seeing
any
hands
going
up
which
would
suggest
to
me
that
board
members
are
quite
content
with
the
the
response
that
we've
got,
which
chimes
with
my
reading
of
it.
A
So
so
really
that
that's
the
the
main
thrust-
and
it
is
just
a
matter
of
adding
it
to
our
work
schedule
for
next
year
to
monitor
and
track,
and
I
suspect
this
is
something
that
the
board
and
its
successors
will
need
to
keep
monitoring
for
for
a
considerable
amount
of
time
to
come.
Council
stevenson.
I
Agree
with
what
you
just
said,
chad,
just
a
quick
question
on
on
what
we
are
monitoring,
because
in
all
the
conversations
we've
been
having
about
how
lowertainment
and
disadvantage
collides
and
what
effort
goes
into
ensuring
that
those
that
cohort
reached
the
expected
standard.
I
But
in
all
of
those
conversations,
we've
not
really
touched
too
much
on
on
what's
happening
at
the
top
end
of
attainment
and
those
people
who
are
obviously
losing
as
well
not
the
same
scale
but
but
people
who
might
have
achieved,
for
example,
in
south
square
to
depth,
but
weren't
now
and
obviously
there's
a
huge
piece
of
work
regarding
disadvantage
at
the
top
end
and
how
the
attainments
are
low.
I
T
I
think
you
make
a
really
good
point.
I
think
we
have
to
look
at
this
from
a
long-term
point
of
view,
so
I
think
it
is
possible
that
people
who
would
have
been
in
year
four
and
who
might
have
been,
who
might
have
been
challenging
to
get
into
greater
depth,
may
not
because
of
the
successive
lockdowns
and
the
position
in
which
they
found
themselves
trying
to
access
remote
learning.
T
But
we
have
to
look
at
the
long-term
picture
which
is
and
and
that's
why
we
have
this
focus
on
assessment
for
learning
and
responsive
teaching
so
that
at
all
times,
you're
looking
at
what
a
pupil
knows,
what
else
they
need
to
know
and
how
to
accelerate
that
learning.
So
you
know,
I
can't
pretend
that
there
won't
be
in
the
short
short-term
gaps
in
learning.
I
think
the
important
thing
is
to
try
to
put
in
place
mechanisms
that
will
help
that
catch
up
over
a
period
of
time.
A
Okay,
thank
you
helen.
D
I'd
just
like
to
raise
an
issue
around
the
number
of
teachers
leaving
the
profession,
and
you
know
for
children
to
be
well
educated.
There
need
to
be
enough
teachers,
and
there
are
two
groups
that
I
see
that
where
there's
well
as
a
union,
we
see
there
is
a
big
turnover
and
a
big
exodus,
and
that
is
ect.
D
You
know
it's
very,
very
demanding
and
I've
I've
represented
quite
a
number
already
since
september
of
people
who've
already
left,
I
mean
I
will
say
that
none
of
them,
I'm
not
saying
none
of
them-
have
been
from
leeds
at
all,
but
none
of
the
ones
I've
represented
have
been
have
been
under
leads
and
then
we've
got
older
teachers
who
are
expensive.
D
Many
of
them
are
women,
and
many
of
them
are
maybe
going
through
the
menopause
and
not
not
being
supported
at
this
time.
When
you
know
they
are
there,
they
should
be
valued,
they
need
to
be
retained
and
there
is
there's
just
this
kind
of
quick
fix.
You
know
there's
a
teacher
struggling
rather
than
really
support
and
invest
and
retain
that
person.
I
mean
whether
they
have
been
in
teaching
for
years
or
whether
they've
you
know
the
the
country
have
paid
for
their.
D
I
know
there's
loans,
but
still
doesn't
output,
there's
an
initial
output
for
those
ects,
and
I
just
think,
there's
a
there's,
a
massive
issue
here
of
just
an
exodus
and
not
maintaining
teachers
who
also
I'm
just
thinking
of
an
individual
case.
There
was
a
teacher
who
taught
my
children
in
a
high
school
and
fantastic
results.
D
She
got
very,
she
was
well
respected
and
but
her
from
speaking
to
her,
because
I
know
it
got
to
know
her
personally.
The
way
she
taught
just
didn't
look
didn't
fit
the
picture
that
the
that
the
interim
had
wanted
to
see.
She
was
popular.
She
was
good
at
her
job.
She
got
good
results,
the
children
enjoyed
being
in
her
class,
and
it's
just
that
kind
of
attitude
and
and
teachers
being
seen
as
disposable
when
they
really
need
to
be
retained
and
valued
at
this
time
for
them,
but
mainly
for
the
children.
The
pupils.
T
Mean
there's
there's
two
points
that
really
to
to
raise.
With
regard
to
to
the
point
you
make
I
mean
it
has.
It
is
a
a
huge
focus
at
the
moment,
because
the
the
statistics
of
teachers
who
leave
the
profession
after
five
years
is
really
high
and
they
take
with
them
a
lot
of
expertise
with
them
at
that
point.
T
So
this
is
partly
the
reason
for
the
the
government's
program
of
professional
development
for
teachers.
So
this
is
why
the
ecf
framework
was
put
in
place
so
to
provide
that
professional
development
to
help
with
things
like
behavior,
to
help
with
things
like
assessment
for
learning
for
the
first
few
years
to
have
a
mentor
who
provides
the
time
to
to
talk
to
you
and
then
to
have
those
sort
of
further
development
opportunities
with
the
national
professional
qualifications.
T
So
that
is
a
kind
of
national
national
strategy.
If
you
like
to
retain
teachers
and
in
this
in
leeds,
we
have
been
focusing
very
much
on
workload
and
on
well-being
for
for
teachers.
So
the
last
primary
head
teachers
forum,
which
took
place
last
week,
we
did
have
a
we
had
a
focus
on
on
and
it
was
introduced
by
head
teacher
and
we
asked
other
heads:
what
were
they
doing
to
to
promote
teacher
well-being
and
they
shared
a
lot
of
really
valuable
ideas.
T
I
mean
some
of
it
say
in
primary-
is
just
moving
ahead
to
moving
a
teacher
from
having
half
a
day's
ppa,
which
is
their
planning
preparation
time
and
which
happens
once
a
week
and
might
be
a
half
a
day
to
allowing
them
to
have
one
day
every
two
weeks
that
they
can
actually
have
at
home
and
just
have
that
detox
if
you
like,
or
the
ability
just
to
get
on
and
work
at
home
without
being
disturbed
all
the
time.
So
it
is
something
that
we're
focusing
on
and
you
you
make
a
very
valid
point.
A
M
Just
just
to
add
to
that,
because
I
think
it's
important
to
note
the
the
trend
of
more
and
more
teachers,
leaving
after
five
years
in
the
profession,
was
a
trend
that
was
increasing
prior
to
kovid
and
actually
so.
This
isn't
something
that's
happened
because
of
covert,
but
it's
been
accelerated
by
it
and
exacerbated
like
with
many
other
issues
in
in
all
areas.
M
A
Thank
you.
I've
just
seen
a
flurry
of
hands.
If
I
can
really
stress
any
comments
should
be
about
what
we're
talking
about,
which
is
the
response
from
the
directorate.
So
as
much
as
I,
I
don't
like
to
start
most
conscious
of
time
and
counsel
of
prayer
and
venom
won't.
Thank
me
if
the
meeting
runs
into
the
cabinet
at
one
o'clock.
Well
yeah.
A
I
thought
you
might
like
a
sandwich
before
that,
but
so,
if
you
do
have
a
comment,
if
you
put
your
hand
up,
if
it's
not
to
do
with
the
directorate
response
to
our
report,
then
just
let's
move
on.
If
it
is
that's
fine,
so
jackie's
next,
please.
H
H
S
If
I
just
pick
that
up
we've
got,
we've
got
about
100
primary
schools
that
have
had
that
the
the
offer
for
a
deep
dive,
which
I
think,
the
the
ev,
the
information
that
we're
getting
from
schools,
is
they're.
Finding
that
massively
useful
to
really
sort
of
get
under
the
skin
of
what's
going
on
about
reading
within
that
school
setting
and
the
schools
have
found
it
really
valuable.
Those
schools
have
been
inspected
post
a
visit
and
found
it
useful
for
their
ofsted
preparation
as
well.
S
The
offers
there
for
academies
so
far,
academics
haven't
bought
that.
But
what
we've
said
in
as
part
of
that
three
years
plan
that
reading
plan
is
that
we
want
it
to
be
available
to
academies.
Academy
chains
probably
have
ways
of
doing
those
deep
dive
type
activities
themselves,
but
that
we
want
that
offer
to
be
there.
So
we
would
like
make
that
available
to
them
if
they
needed
that.
A
Okay,
so
again,
when
we're
getting
tracking
responses,
if
you
can
keep
that
in
mind
and
and
share
that
information,
so
we
can,
we
can
see
which
schools
are
taking
the
top
and
whether
that's
academies-
and
I
think
that
was
the
point
council
stevenson,
okay
and
kate.
Please.
C
Just
quickly
on
the
recovering
from
lost
learning,
we've
talked
a
lot
about
sort
of
obviously
teachers,
the
stress
on
teachers
and
staff
and
a
lot
of
people
leaving
historically,
I
think
more
before
the
pandemic,
schools
used
volunteers
a
lot
more
and
obviously
that
was
not
really
possible
in
the
pandemic.
But
can
schools
be?
S
I
think
I
think,
as
a
school
as
as
pandemic
restrictions
lesson
I
think
schools
can
start
to
and
I
think
that's
what
we're
seeing
is
that
schools
are
starting
to
operate
more
normally
and
actually
you're,
absolutely
right,
those
utilizing
people
when,
when
they
come
and
there's
less
restrictions
coming
into
school
visitors,
you
know
all
those
activities
is
really
important.
So
I
think
we've
been
encouraging
schools
when
they
can
to
start
using
all
those
opportunities
and
parents
coming
in
and
so
on.
But
I
know
that's
been
really
difficult
over
the
last
couple
of
years.
S
You
know
it's
not
for
many
schools,
you
know
for
our
schools
they're
not
out
of
that
yet
still
having
to
deal
with
like
staff
absence
and
stuff,
so
they're
still
head
teachers
are
still
having
to
operate
within
that
sort
of
managing
day-to-day,
often
at
the
same
time
trying
to
do
the
recovery,
but
but
I
think,
through
our
briefing
networks
through
our
head
teacher
forum
meetings,
that's
certainly
something
that
we
can
be
picking
up
of
how
we
support
schools
to
do
that.
A
Thank
you
celia
final
point
to
you,
which
I
I'm
sure
you're
going
to
assure.
E
Yeah,
it's
it's
purge,
eight
to
one
chair
and
reading
to
learn.
Third
paragraph
down
yeah.
E
I
want
10
out
of
10
after
this
the
the
the
key
stage
three
offered
to
secondary
schools
about
well,
basically,
comprehension.
I
know
it's
only
february
when
it
was
offered,
but
is
that
being
taken
up,
because
I
think
at
that
stage,
having
worked
in
this
area
in
high
schools,
it's
quite
an
entrenched
difficulty.
E
So
it's
and
it's
very
significant
and
needed
in
order
for
pupils
to
really
have
any
chance
in
their
exams
and
although
they're
not
everything,
that's
what
they
appear
to
be
these
days.
And
can
you
just
tell
me
then,
together
with
a
session
on
disciplinary
literacy,
it
sounds
intriguing,
but
I've
no
idea
what
it
is.
T
Oh
yeah,
I'm
happy
to
answer
on
that.
So
disciplinary
literacy
is
basically
the
literacy
subject.
So,
for
instance,
what
what
literacy
might
look
like
in
english
is
different
from
what
literacy
might
look
like
in
science,
but
you
would
actually
make
a
feature
of
literacy
aspects
of
science.
So
what
we
do
is
encourage
teachers
through
disciplinary
literacy,
to
look
at
etymology
of
words
which
might
help
them
understand
where
the
word
came
from,
but
also
what
it
actually
means
so
photosynthesis.
T
And
if
you
broke
that
down
and
the
various
latin
parts
of
it,
you
would
actually
probably
remember
what
part
of
what
the
scientific
process
was
and
there's
also
issues
where
you
have
to
look
at
the
difference
of
words,
because
they
might
mean
one
thing
in
one
subject,
but
a
completely
different
thing
on
another
subject,
and
it's
also
to
do
with
introducing
academic
texts
within
a
subject.
So
so
that
not
all
subjects
think
that
the
preserve
of
literacy
rests
with
english
or
even
history.
T
So
there's
no
reason
why
you
can't
have
in
science
a
text
on
a
particular
scientist
or
something
about
cern
or
et
cetera.
So
that's
disciplinary,
literacy
and
you're.
Absolutely
right,
we
did
a
session
about
that
with
our
senior
leaders
about
six
weeks
ago.
I
think
it
was.
T
Unfortunately,
I
did
check
on
the
figures
of
the
for
this,
and
we've
had
no
uptake
at
the
moment
at
all.
We
are
going
to
revisit
it.
Interestingly
enough,
I'm
an
ofsted
inspector
and
we
had
to
do
some
pre-reading
before
the
conference,
which
is
tomorrow
and
the
pre-reading
was
on
re
reading
for
well
reading
for
older
read
for
older
pupils.
T
So
we
have
a
whole
session
on
that
tomorrow
and
there's
nothing
like
ofsted
to
try
and
get
people
going.
So
we
will
re-launch
that
initiative
and
you
know,
do
a
do
a
follow-up
session
with
senior
leaders
about
the
things
that
come
out
of
the
offstage
conference
and
hopefully
that
will
reignite
a
bit
more
passion
for
having
to
to
deal
with
struggling
readers.
Because,
as
you
say,
you
know,
the
ability
to
read
and
decode
and
read
fluently
is
absolutely
key
to
accessing
the
curriculum.
A
Thank
you
for
I'll,
give
you
a
nine
for
being
creative
seniors.
Okay,
so
I'm
taking
it
that
the
border
are
happy
with
the
response
to
the
to
the
inquiry
that
will
accept
that
and
that's
something
that
we're
going
to
monitor
as
a
board
going
forward.
So
is
ever
in
agreement
with
that
good.
A
This
comes
to
us
because
every
school
in
england
must
include
religious
education
as
part
of
its
curriculum,
and
every
local
authority
must
appoint
a
standing
advisory
committee
for
religious
education,
known
as
sacra
to
support
this
provision.
The
purpose
of
the
item
is
to
present
the
latest
annual
report
of
sakura
for
the
board's
consideration.
A
M
Again,
not
a
huge
introduction,
I
think
just
want
to
put
on
record
my
thanks
to
sacro.
They
do
an
incredible
job.
I
think,
particularly
with
the
pandemic.
They've
had
a
difficult
time
as
they
advise
on
elements
such
as
collective
worship.
M
Obviously,
that's
been
very
different
for
certain
communities
over
the
past
couple
of
years
and
also
worth
noting
that,
while
it's
not
part
of
their
compulsive
compulsory
statutory
role,
they
also
seek
to
support
all
schools
and
academies
with
their
agreed
re
syllabus,
which
I
think
is
fantastic
work
and
they
are
really
a
real
asset
to
to
the
city
I'll
leave
it.
There.
T
Yeah,
actually,
despite
the
pandemic,
it's
been
a
really
successful
year
for
sacre
and
sakurai.
The
lead
sacre
now
works
closely
with
the
four
other
west,
yorkshire,
sacres
and
the
chairs,
and
vice
chairs
meet.
We
meet
not
weekly
regularly
as
counselor
alluded
to
the
locally
agreed
syllabus,
which
we
call
believing
and
belonging
was
updated
and
is
now
used
across
four
west
yorkshire
authorities
and
we
employed
two
re
consultants
for
a
total
of
40
days
per
year
to
support
sacre,
and
these
consultants
also
carried
out
a
range
of
traded
and
non-traded
work.
T
So
that
includes
supporting
secondary
re
teachers
in
our
networks
and
the
consultants
also
go
into
schools
and
offer
advice
to
leaders
of
re
and
they've
recently
conducted
a
survey
into
secondary
re
to
ensure
that
all
schools
are
satisfying
the
requirement
to
teach
ira
to
all
peoples
right
off
until
they
leave
there's
also
a
termly
primary
network
and
a
day
course
for
new
re
coordinators
and
a
successful
series
of
webinars
on
subject.
T
Knowledge
of
world
faith
took
place
in
the
summer
and
also
included
guests
from
faith
communities,
and
these
were
held
in
cooperation
with
partner
local
authorities
and
primary
schools.
From
leeds
and
kirklees
participated
in
an
online
interfaith
conference,
so
that
was
a
morning
of
learning
and
activities
focused
on
the
importance
and
deeper
meanings
of
well-known
spring
festivals.
T
So
free
training
is
offered
to
faith
communities
in
order
to
inform
them
of
the
requirements
of
the
leeds
re
syllabus
and
to
support
them
when
they're
hosting
visits
from
schools,
an
audit
tool
and
consultancy.
Support
has
also
been
made
available
for
promoting
tolerance
and
understanding
of
different
faiths
in
schools.
T
A
grant's
been
secured,
which
will
fund
the
production
of
two
professionally
and
produced
films
to
encourage
to
introduce
young
people
to
local
faith
communities,
and
the
first
film
will
focus
on
a
synagogue
in
leeds
and
the
second
one
will
be
created
in
conjunction
with
the
local
sikh
community
to
introduce
the
good
wire-
and
I
think
one
of
the
best
pieces
of
work
carried
out
by
sacrae
during
the
year
was
to
develop
an
anthology
of
authentic
and
diverse
faith
perspectives
on
the
areas
covered
in
the
new
relationships,
sex
and
health.
T
The
aim
to
the
anthology
were
just
to
offer
a
range
of
viewpoints
from
people
of
faith,
about
specific
areas
covered
in
the
rshe
curriculum
and
to
support
those
teachers
delivering
the
curriculum
with
background
information
and
therefore
building
knowledge,
sensitivity
and
confidence,
whilst
also
reassuring
parents
that
faith
perspectives
are
being
recognized.
A
H
I'm
I'm
really
delighted
that
this
is
still
going
forward
and
like
when
I
was
at
school,
especially
not
when
I
was
at
school.
My
children
were
at
school.
I
think
I
went
to
all
the
different
sectors
you
know
like
with
my
children.
It
was
a
bit
like
school.
Taurus
was,
you
know,
you'd
go
into
all
the
different
sectors
and
I
found
that
when
the
children
came
back
and
asked
various
things,
you
know
aspects
of
maybe
differences
of
different
aspects
of
religion.
H
Then
I
had
to
go
and
look
it
up
myself
because
I
didn't
know
so
it
kind
of
was
learning
experience
for
the
whole
family
and
I
think
it's
really
worth
you
know.
I
welcome
the
report.
T
Yeah
and
I
particularly
like
the
work
that
the
consultants
have
done
this
year
on
on
training
up
people
hosting
visits
to
their
places
of
worship
and
making
them
aware
of.
What's
in
the
re
syllabus,
I
think
that
works
really
well,
so
that
this
kind
of
alignment
between
what
they're
seeing
and
what
they're
learning
about.
G
I'd
just
like
to
thank
erica
for
such
an
an
excellent
summary
of
the
report
and
congratulate
zachary
on
such
an
excellent
year.
Given
the
circumstances
we're
all
in
really
good
piece
of
use.
G
A
Yeah,
I
think
we'd
all
echo,
that
any
other
comments
or
questions
yeah
other
than
to
support
that
congratulations
to
sacre,
and
thank
you
very
much
to
erica
for
for
your
presentation
and
our
other
recommendations
to
note
the
content
and
recommendations,
and
I
think
we've.
I
think,
we've
done
that.
So
thank
you.
A
I'll
get
the
hang
of
this
eventually
another
15
years
or
so
so
item
11
is
the
work
schedule.
So
if
I
can
hand
over
to
angela
to
talk
us
through
this,
please.
J
J
Consideration
reflected
in
the
schedule
you'll
see
that
it
is
proposed
an
additional
meetings
being
held
in
may,
to
allow
this
current
board
the
opportunity
to
receive
an
update
on
the
local
review
of
the
notifications
process
that
was
referenced
during
the
board's
february
meeting,
which
hopefully
will
be
able
to
include
details
of
the
findings
and
recommended
actions
that
are
stemming
from
this
review
work,
and
the
proposed
date
for
this
meeting
is
wednesday
11th
of
may
at
10
o'clock.
So
I
will
be
circulating
an
invitation
in
that
respect.
J
Should
the
report
be
published
in
advance
of
that
meeting
and
in
relation
to
the
board's
inquiry
into
exclusions,
elective
home,
education
and
off-roading,
given
that
we
are
fast
approaching
the
end
of
this
municipal
year
now,
it
is
proposed
that
the
scrutiny
board
produces
a
position
statement
that
sets
out
the
preliminary
findings
of
scrutiny
based
on
the
evidence
that
has
been
considered
so
far
as
well
as
reflecting
on
what
further
consideration
considerations
may
be
warranted
by
the
successor
board,
such
as
monitoring
any
recommendation,
any
recommendation
actions
stemming
from
the
recent
ofsted
inspection.
J
A
No
thank
you
angela.
So
everybody
happy
with
the
approach
outlined
by
angela
castle
veno.
N
Yeah
chair,
I
think
tom
ridden's
written
you
an
email.
I
think
it's
currently
to
say
yesterday
the
ofsted
report
was
going
to
be
published
on
the
19th
of
april,
but
they've
made
a
decision
not
to
publish
all
of
all.
The
reports
that
were
due
to
be
published
in
purdue
have
been
delayed,
so
it'll
now
be
the
9th
of
may
so
it'll
just
be
before
that
meeting.
So
that's
really
good
timing.
A
Okay,
so
the
final
item
is
item
12
date
and
time
of
the
next
meeting,
which
will
be
the
11th
of
may
at
the
usual
time,
10
o'clock
with
a
pre-meeting
at
9
45..
So
if
I
I
don't
think
any
of
our
members
are
standing
for
election
this
year.
As
far
as
I
know,
but
I'm
sure.
A
Well,
we
send
them
both.
I
was
after
we
have
said
good
wishes
for
yeah,
not
necessarily
good
luck,
but
good
wishes
and
well.
I
hope
everyone
has
a
a
successful
time
over
the
next
month
or
so
and
we'll
we'll
yeah
I'll
yeah.
Let's
move
on
yeah
see
you
in
a
month.