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A
Okay,
good
morning,
everybody
welcome
to
today's
meeting
of
the
children
and
family
scrutiny
board.
As
everybody
knows,
this
is
the
best
scrutiny
board
in
the
city.
If
not
the
country,
it's
an
established
fact.
My
name
is
casa.
Alan
lam,
I'm
the
chair
of
the
board,
just
to
explain
that
the
meeting
is
being
webcast
on
the
council's
website
so
that
any
interesting
members
of
the
public
that
are
unable
to
observe
in
person
can
still
watch
the
meeting
and
follow
what's
going
on
remotely.
A
What
I'd
like
to
do
initially
is
to
ask
board
members
to
introduce
themselves
and
if
I
can
ask
everyone
to
use
their
microphone
and
just
a
reminder
to
mute
it
once
you've
finished,
introducing
yourself
so
and
if
I'll
go
to
my
left
first
and
if
I
can
start
by
welcoming
cassie
who's
our
new
governance
officer
today,
and
if
you
want
to
introduce
yourself
first
cassie
and
we'll
go
around
from
there.
E
E
Good
morning,
councillor
for.
A
Okay,
thank
you,
everybody
and
a
very
warm
welcome
to
today's
meeting.
So
before
we
go
into
the
agenda
proper,
I
would
just
like
to
acknowledge
and
welcome
saltery
to
our
meeting
this
morning.
A
It's
as
people
will
know,
and
I'm
sure
sal
will
say
something
in
a
minute,
but
salaz
the
outgoing
director
of
children
and
families
has
probably
been
coming
to
these
meetings
for
almost
as
long
as
I
have,
which
is
quite
a
long
time,
and
I
think
it's
important
that
we
really
recognize
the
incredible
contribution
that
sal
has
made
to
the
city,
to
the
council
and,
most
importantly,
to
the
children
and
young
people
of
leeds
over
many
many
years
in
different
roles
through
the
council
and
took
on
the
role
of
director
at
quite
possibly
the
most
challenging
time.
A
Anybody
could
have
imagined
and
really
led
the
service
and
the
city
and
all
of
the
partners
in
an
unbelievable
way,
and
I
don't
think
it's
possible
to
to
really
measure
quite
how
powerful
sal's
contribution
has
been.
I
it
wasn't
really
supposed
to
be
here,
but
I
insisted
that
he
came
this
morning.
A
It
wasn't
optional,
it
does
have
to
leave
us
at
10
to
11
to
to
go
and
do
something-
probably
that's
far
more
important
in
in
london,
but
I'm
very
grateful
that
you
came
sal
and
I
wanted
an
opportunity
on
behalf
of
me
as
chair.
A
The
board
and
the
many
boards
and
chairs
that
you've
come
to
to
talk
to
and
always
been
open,
always
been
frank
about
the
challenges,
and,
what's
never
ever
been
in
doubt,
is
that
the
only
thing
that
motivates
you
in
this
job
is
trying
to
do
the
best
you
possibly
can
for
children
in
our
city.
A
That's
something
I
recognized,
and
I
hope
that
we
all
share
around
this
table,
but
I
just
wanted
to
have
the
opportunity
to
thank
you
for
everything
that
you've
done
and
for
all
the
contributions
you've
made
to
this
board
so
welcome
this
morning.
Thank
you
for
coming
and
thank
you
for
everything.
E
Thanks,
council
alum,
that's
very
generous
and
kind
of
you,
and
you
know
I
just
wanted
to
say
my
own
thanks
to
you
personally,
because,
as
you
say,
you've
been
involved
in
this
journey
with
us
for
a
significant
period
of
time,
and
you
know
the
city's
children's
services
back
in
2009
was
in.
E
You
know,
difficult
situation
and
it's
taken
a
decade
of
work
to
get
us
to
where
we
are
today,
and
the
task
in
terms
of
continuous
improvement
for
children
and
families
in
the
city
remains
as
big
as
it
ever
as
it
ever
was.
But
this
board
has
played
an
enormous
contribution
in
that
work
through
the
support
and
the
challenge,
that's
really
vital
to
make
sure
that
we
stay
stay
on
guard
and
alert
and
continue
to
improve
all
of
the
time,
and
that
role
has
been
publicly
recognized.
E
I
think
over
the
years
and
your
leadership,
particularly
council,
lamb
of
the
scrutiny
board,
has
played
a
massive
role.
So
you
know
in
in
in
turn
I'd
like
to
thank
you,
I'd
like
to
take
the
opportunity
just
to
say
huge
thanks
to
the
political
leaders
across
the
spectrum
who
supported
children's
services
in
this
great
journey
and
that
we've
been
on.
E
We
couldn't
have
done
any
of
that
without
your
support,
no
matter
what
political
background,
but
I
would
also
like
to
put
on
record
my
thanks
to
councillor
prior
and
council
lever
in
her
absence
for
the
support
they've,
given
me
over
the
particularly
the
challenging
last
few
years
and
also
tom
reading
as
chief
executive.
You
know
he
has
been
really
supportive
and
I
think
sets
the
culture
and
standard
for
the
organization
to
operate
in,
and
that
has
been
that's
been
vital.
E
Also,
my
enormous
thanks
to
the
amazing
senior
leadership
team
that
are
part
of
which
are
here
today,
who've
been
so
supportive
and
work
tirelessly
in
the
same
way
that
you've
described
that
I
do,
you
know
focused
on
trying
to
make
things
better
for
children
and
families
within
the
city.
None
of
this
could
have
happened
with
without
their
their
support
and,
most
importantly,
I
think
frontline
staff
that
are
doing
this
work
day
in
day
out.
E
It's
a
tremendously
challenging
place
to
work
leads
this
scale
and
size
of
it
is
breathtaking.
When
you
compare
us
to
lots
of
other
lots
of
other
places
and
the
levels
of
poverty
and
deprivation
that
drive
demand
within
the
work
that
we
have,
people
are
out
there
really
giving
their
all
every
single
day
and
to
try
and
help.
E
Children
and
families
be
the
best
that
they
they
can
be,
and
it's
been
particularly
difficult
over
the
last
few
years
and
it
continues
to
be
challenging
at
this
moment
in
time,
but
their
dedication
is
what
gets
us
through,
and
you
know
I'm
a
social
worker
by
background,
and
so
you
know,
I
recognize
exactly
what
it's
like
to
be
a
social
worker
on
the
ground,
but
all
those
staff
that
are
involved.
E
We
talk
about
20
000
staff
who
touch
the
lives
of
children
every
day
right
across
our
schools,
community
children's
centers
youth
workers.
You
know
there's
a
whole
series
of
people
who
are
dedicated
to
trying
to
improve
children's
lives
in
the
city
and
and
they
do
a
tremendous
job,
and
we
couldn't
be
in
the
position
that
we
are
without
all
of
their
commitment
and
all
of
the
partners
and
voluntary
sector
contribution
that's
made.
So
my
thanks
over
the
years
to
all
of
those
people.
E
I
have
been
in
front-line
child
protection
work
for
28
years,
exactly
this
month
last
month,
actually
here
in
leeds,
and
so
whilst
that's
been
very
challenging
in
all
the
roles
that
I've
done.
It's
also
been
a
huge
privilege
and
I've
met
some
amazing
people,
some
of
the
children,
some
of
the
families
that
we've
worked
with,
but
also
colleagues
right
across
the
spectrum,
who've
dedicated
their
working
lives
to
children
and
families
in
the
city.
E
So
I'm
moving
on
to
a
a
new
role
which
I
started
this
week.
I'm
I'm
quite
excited
about
is
about
trying
to
support
other
authorities,
but
also
continuing
to
try
and
have
a
bit
of
an
influence
back
here
in
leeds,
which
obviously
is
my
real
commitment.
E
And
but
I
want
to
also
try
and
represent
leads
on
the
national
scene
and
so
hopefully
with
national
changes
that
are
coming
in
I'll
be
involved
in
some
of
the
work
that
goes
on
around
improvement
in
the
care
review
and
will
do
my
best
to
represent
leads
on
that
national
stage
and
but
also
to
take
the
stuff
that
I've
learned
here
to
try
and
help
other
authorities
across
the
country.
So
thanks
very
much
once
again.
A
B
Item
one:
there
were
no
appeals
against
the
refusal
of
inspection
of
documents.
Item
number
two:
there
were
no
items
for
exclusion.
Item
number
three:
there
were
no
late
items
of
business
item
number
four.
Could
I
ask
any
board
members
who
have
any
interest
to
declare
to
make
themselves
known?
B
A
Okay,
thank
you
very
much
cassie.
So
we
move
on
to
item
six,
which
is
the
minutes
of
our
last
meeting,
which
seems
like
a
hundred
years
ago,
but
it
was
in
fact
the
sixth
of
july.
So,
first
of
all,
can
we
approve
them
for
accuracy,
please
counselor
stevenson.
Thank
you,
chad.
On
a
point
of.
D
Accuracy
on
page
seven,
it
does
seem
a
while
ago
now,
but
I
purposefully
listened
back
to
the
recording
this
morning.
The
last
paragraph
regarding
response
to
personal
query-
I
don't
think
has
written
it.
Accurate
reflects
the
the
dialogue
that
was
had.
If
you
remember,
the
query
that
was
raised
was
asking
for
confirmation
of
the
existence
of
a
social
worker
grievance
in
response
to
that,
both
the
deputy
director
and
executive
member
suggested
that
they
couldn't
comment
on
confidential
personnel
matters.
D
But
the
point
of
the
argument
that
pursued
was
that
I
wasn't
asking
for
confidential
personal
information.
I
was
asking
for
the
confirmation
of
the
existence
of
a
social
worker
grievance,
so
I
think
on
that
second
line
they
raised
the
query
in
relation
to
personal
personal
math.
D
Evolving
could
be
clarified
to
actually
what
was
asked
for,
which
was
asked
for
confirmation
of
the
existence
of
a
social
worker
agreements
and,
and
arising
from
that,
I
did
have
a
conversation
with
the
council's
legal
department
afterwards,
and
it
was
confirmed
to
me
that
there
is
no
legal
reason
or
confidential
reason
why
it
couldn't
have
been
confirmed
too
scrutiny
that
that
existed.
D
But
we
agreed
that
on.
It
was
never
asked
for
the
confidential
information
to
be
given,
and
that
would
have
been
improper
and
I
suppose
on
from
that,
as
the
point
was
proven
since
then,
a
paper
has
been
issued
to
the
executive
board
anyway,
confirming
that
with
a
lot
of
detailing.
So
it
kind
of
proves
the
point
that
we
could
have
had
the
conversation
anyway,
but
I
think
for
accuracy
that
should
be
corrected.
A
Okay,
thank
you.
Have
we
got
that
down
yep
good
casual
renshaw.
A
B
It's
just
that,
following
on
from
the
comments
which
have
been
made,
the
reasons
why
it
was
classed
as
how
it's
put
put
down
in
the
minutes
is
due
to
some
people
being
aware
of
the
confidential
information
and
other
members
of
the
board,
not
having
access
to
it
or
been
allowed
to
share
that
information.
A
I
think
my
recollection
had
just
felt
like
a
long
time
ago
now
was
that
the
question
that
was
asked
was:
can
the
existence
of
a
mass
grievance
be
confirmed?
That's
not
necessarily
information.
Anybody
had
around
the
table.
The
response
was,
we
can't
talk
about
that
and
I
think
the
point
council
stevenson
is
making
was.
It
was
reasonable
to
ask
the
question
and
it
would
have
been
in
order
to
answer
it.
D
That's
what
the
council's
own
legal
advisers
informed
me
chair,
yes
and
the
point
of
clarification
was
making
was
just
on
accuracy
of
the
minutes.
The
minutes,
in
my
opinion,
should
reflect
the
conversations
had
not
whether
it's
right
or
wrong.
They
should
just
reflect
it
and
if
you
listen
back
to
the
conversation
and
the
recording,
that's
the
point
really
doesn't
reflect
the
accuracy.
A
A
Turning
myself
off
too
soon
item
seven
we're
now
moving
on
to
new
co-opted
members,
so
I'm
gonna
ask
angela
to
to
take
us
through.
Please.
B
Thank
you
chair.
So,
as
the
board
will
be
aware,
the
appointment
of
non-voting
school
staff
representation
has
been
a
long-standing
approach
adopted
by
the
children
and
family
scrutiny
board
and
following
the
retirement
of
celia
foote
in
july,
the
school
staff
joint
consultative
committee
has
nominated
nick
tones
to
replace
celia's
position
on
the
scrutiny
board
for
this
municipal
year.
So
the
board's
therefore
asked
to
formally
approve
the
appointment
of
mr
turns
as
a
non-voting
co-opted
member
to
the
board
and
also
as
from
the
26th
of
september,
another
one
of
our
co-opted
members.
B
B
As
this
is
a
statutory
position,
however,
through
uchair,
it
is
proposed
that
the
board
considers
appointing
kate
as
a
non-voting
co-opted
member
for
the
remaining
of
the
the
remainder
of
this
municipal
year,
and
this
is
in
view
of
the
experience
and
the
professional
knowledge
that
she's
brought
to
the
board
over
the
last
four
years,
as
well
as
the
benefit
of
membership
continuity.
With
regards
to
some
of
the
pieces
of
work
that
the
board's
following
up
this
year.
Thank
you,
chair.
A
Okay,
thank
you
angela.
So,
in
the
the
case
of
kate,
she
has
graciously
said
she'd
be
willing
to
continue
not
that
it
was
optional,
but
so
I
need
to
put
that
to
to
the
voting
members.
So,
first
of
all,
in
the
case
of
nick
tones,
are
we
happy
to
to
approve
his
appointment
to
the
board,
seeing
nods
and
and
hand
raising,
so
I'm
going
to
take
it
that
that's
unanimous.
A
So
thank
you
and
welcome
nick
and
then,
secondly,
on
the
proposal
that
we
co-opted
for
the
remainder
of
the
municipal
year,
all
those
in
favor
of
that
please.
A
And
that
is
also
unanimous.
So
thank
you
and
it's
very
good
to
have
both
of
you
a
new
voice
and
a
continuing
voice,
and
I
think
that's
very
good,
very
good
for
the
board.
So
thank
you
for
that.
So
we
move
on
to
item
eight
and
the
the
meat
of
the
agenda.
So
this
is
the
refresh
of
the
children
young
people's
plan,
an
update
on
that.
A
So
we
had
a
discussion
about
this
in
july
and
this
report
that
I'm
sure
you've
all
read,
presents
an
update
on
preparations
linked
to
the
refresh
of
the
children
young
people's
plan.
So
if
perhaps
I
could
ask
all
of
the
contributors
to
introduce
themselves
and
then
I'll
ask
councillor
prior
and
councillor
jenkins
to
make
any
introductory
remarks,
and
I
would
imagine
chris
and
ruth
will
then
want
to
take
us
through
the
paper.
So
I
think
sal
has
suitably
introduced
himself.
So
councillor
jenkins,.
B
Good
morning,
everyone,
I'm
ruth
terry
chief
officer
for
children's
social
work.
A
Okay,
thank
you
for
joining
us
you're.
All
very
welcome
so
council
jenkins
councillor
prior.
Are
there
any
introductory
remarks
you'd
like
to
make.
D
I've
very
few
just
to
speak
about
how
important
this
is.
I
think,
we've
all
seen
the
huge
impact
that
covered
over
the
past
few
years
has
had
on
education
this
academic
year,
starting
now,
while
there
are
obviously
still
huge
impacts
on
children,
be
it
kind
of
their
mental
health,
whatever
miseducation
they've
had.
This
is
almost
the
first,
the
first
year
completely
free
of
restrictions
and
changes,
and
so
it's
going
to
be
even
more
essential
when
we're
looking
at
particularly
the
3a
strategy.
D
Another
ways
in
which
kind
of
we
as
a
council,
support
schools
and
sport
teachers
and
support
pupils.
It's
going
to
be
even
more
crucial
in
how
those
children
make
progress,
so
I
won't
make
any
more
comments
on
that
for
now,
but
obviously
more
than
happy
to
to
speak
on
points
later
on.
But
I
believe
council
jenkins
has
more
to
add.
F
One
of
the
projects
that
we've
started
in
seacraft
is
a
slow
cookers
project
to
try
and
get
a
hunt
where
we've
got
100
slow
cookers
on
order
to
give
out
to
people
to
help
them
cope
with
the
fuel
crisis
and
it's
a
pilot
project
and
we're
working
with
the
university
and
with
the
provision
of
ingredients
recipes
and
so
on,
and
actually
the
skills
as
to
how
to
use
slow
cookers.
F
So
we've
got
to
try
and
do
all
we
can
to
try
and
get
as
many
people
onto
the
priority
service
register,
which
is
a
with
the
electricity
board,
which
is
a
means
of
trying
to
stop
any
disconnections
happening,
particularly
if
you've
got
medical
conditions
which
involve
say
stair,
lifts
or
even
for
children
with
disabilities
who
require
electrical
support
in
the
home.
So
I
think,
overall,
to
tackle
poverty.
F
F
I
think
also
I've
mentioned
a
few
things
that
have
been
included
now
about
becoming
a
marmot
city,
and
hopefully
that
will
have
a
significant
effect
over
the
next
five
years
as
to
what
impact
being
a
marmot
city
can
have
on
the
different
aspects
of
trying
to
tackle
issues
around
life
expectancy
across
the
city.
A
Okay,
well,
should
I
ask
ruth
to
take
us
through
the
through
the
report
or
sal?
Did
you
want
to.
E
I'm
happy
just
to
say
a
few
things
I
think
chris
would
have
liked
to
put
some
points
forward,
and
so
I've
taken
his
notes
in
order
to
make
some
opening
remarks
with
a
bit
of
my
own
knowledge
thrown
in
so
the
children.
Young
people's
plan
has
been
part
of
our
strategy
for
a
decade
now,
and
I
think
that
one
of
the
really
important
things
about
it
is
it's
longevity.
E
In
a
lot
of
places,
what
tends
to
happen
is,
as
there
are
changes
in
leadership,
lots
of
organizations
change
the
direction
of
trouble,
and
one
of
the
things
that
I
think
has
been
really
successful
here
in
leeds
has
been
the
longevity
of
this
of
this
plan,
and
whilst
we
have
refreshed
it
and
changed
it
over
the
years,
the
general
direction
of
travel
has
remained
the
same,
and
I
think
that
that
bears
fruit
in
the
improvements
that
we've
been
able
to
make.
E
So,
as
part
of
this
refresh
we're
not
planning
to
significantly
change
direction,
we
think
that
it
is
still
heading
in
the
right
direction,
though,
and
there
are
some
changes
that
we
need
to
make,
given
the
context
that
we
are
operating
in
at
the
moment.
E
We
think
the
idea
of
having
three
obsessions
remains
a
good
one,
because
it's
easy
in
terms
of
communication.
We
use
those
three
obsessions
as
bellwethers,
so
that,
if
you
improve
those
three
things,
a
whole
series
of
things
have
to
improve
for
children
and
families
in
in
order
for
those
three
things
to
change,
so
that
that
really
harnesses
the
energy
that
people
are
putting
into
this.
E
But
we
are
planning
to
change
some
of
the
language
softening
the
original
vision
a
little
bit,
but
also
adding
more
emphasis
around
play
and
fun
for
children.
E
The
changes
in
the
obsessions
are
we
going
to
keep
the
obsession
around
reducing
the
need
for
children
to
come
in
come
into
care,
because
that's
the
central
focus
of
the
work
with
the
most
vulnerable
in
the
city,
and
if
we
concentrate
our
efforts
on
reducing
the
need
for
children
to
come
into
care,
a
whole
series
of
things
need
to
improve
improve
for
children.
E
So
we
think
that
that
remains
strong
and
relevant.
We're
going
to
pull
together
a
number
of
other
areas
in
a
second
obsession
which
is
about
learning
so
some
of
our
priorities
around
those
young
people,
not
in
employment,
education
training
can
come
together
with
our
learning
objectives,
which
will
be
driven
forward
through
our
three-year
strategy.
So
that
would
be
your
the
second
obsession
and
then
and
the
third
obsession
whilst
there's
always
been
a
strong
element
of
children's
health
as
part
of
the
overall
priorities
of
the
children
and
young
people.
E
Young
people's
plan,
we
think
being
much
more
explicit
at
this
stage
about
young
people's
sorry
about
young
people's
health
is
really
important
in
terms
of
harnessing
the
efforts
of
the
whole
partnership
and
being
really
specific
about
health.
Being
a
priority,
particularly,
I
think,
given
the
mental
health
challenges
that
exist
for
children
and
young
people
as
we
emerge
from
the
pandemic,
so
that
would
set
your
three
obsessions.
E
We've
talked
directly
to
children,
as
we
always
do
in
the
city
about
their
wishes
and
they've
come
up
with
12
wishes
which
have
been
communicated
but
they're
incorporated
as
part
of
the
consultation
and
we've
put
priorities
in
around
the
climate
and
emergency
and
transport,
which
are
really
important
issues
for
children
and
young
people.
E
So
that's
in
essence,
where
we're
trying
to
head
with
this
we'll
undertake
the
consultation
both
online,
but
also
in
partnership
groups
and
directly
with
children
over
the
coming
two
months,
and
that
will
lead
to
a
new
draft
that
we
can
bring
back
to
scrutiny,
we're
planning
to
bring
that
back
here
in
january
and
then
it
can
work
its
way
through
the
executive
board
and
to
full
council
next
year,
so
that
we
are
ready
to
implement
the
2023
children,
young
people's
plan
for
the
city,
I'll
leave
it
there.
Council
alone.
E
If
there's
not
any
immediate
questions
for
myself,
ruth
is
here
and
others
to
answer
any
questions
and
I'll
quietly
slow
up
off.
If
there's
nothing
for
me
to
respond
to
immediately
thanks
very
much.
A
Yeah
now,
thank
you
so
much
sal.
So
there
are
three
aspects
that
we're
being
asked
to
to
respond
on.
So,
first
of
all
the
contents,
particularly
the
vision
and
the
obsession,
then
the
consultation
and
timetable
for
developing
and
approving
the
plan
and
finally,
the
implementation
of
monitoring
so
they're,
the
three
things
that
we
need
to
be
focused
on.
So
are
there
any
specific
questions
for
sal
tony.
F
Okay,
so
professor
marmot
in
2010
did
a
study
of
inequalities,
particularly
in
health,
and
that
was
repeated
in
2020
and
things
hadn't
really
changed.
So
a
number
of
cities
looked
at
whether
his
approach
to
understanding
and
dissecting,
where
inequalities
arise
in
health
and
life
expectancy,
where
they
come
from.
F
So
a
number
of
cities
like
manchester
coventry
nottingham,
I
think,
declared
themselves
to
be
marmot
cities
to
try
and
look
at
how
to
tackle
those
health
inequalities
and
essentially
that
that's
the
basis
of
it
and
tim
tim
fleming
has
just
been
appointed
as
the
deputy
director
in
public
health
to
lead
on
the
marmot
city
approach,
and
it
would
be
good
if
you
could
invite
him
to
one
of
your
screeching
meetings.
I
think
to
discuss
the
parameters
upon
how
that
can
work.
F
The
economy
of
an
area
is
diminished
by
people
living
shorter
lives
and
people
have
a
right
to
having
paid
in
to
take
pensions
for
their
lives
to
actually
be
redeemed
in
the
old
age
and
speaking
as
an
old
older
person
champion
for
leads,
I
feel
quite
strongly
about
that.
E
Yeah,
I
think
the
idea
is
that
you
acknowledge
that
those
inequalities
exist.
I
think
the
marmot,
the
second
report
took
account
of
how
health
inequalities
had
increased
during
the
pandemic,
and
so
the
idea
is
to
understand
what
those
inequalities
are
and
the
plan
will
be
about
tackling
them.
E
I
mean
I
don't
have
all
of
the
detail
to
hand
but,
as
councillor
jenkins
said,
I
think
it
might
be
worthwhile
having
some
information
to
scrutiny
about
what
the
detail
of
the
plans
and
how
we
measure
that.
A
Thank
you,
so
it.
F
Will
look
at
housing
provision
of
maternity
services
early
years,
all
the
sorts
of
parameters
and
indicators
that
we
would
expect
to
look
at
in
terms
of
from
from
birth
to
older
age?
So
manchester
has
done
most
of
the
work
in
this
area
and
they
produced
some
reports,
which
I
think
you
know
would
provide
some
guidance
as
to
what
outcomes
there
will
there
will
be.
A
Thank
you,
council
reagan,.
C
With
regards
to
the
children
and
young
people's
plan,
I
think
it's
critical
that
we
devolve
that
information
and
that
setting
into
all
the
inner
and
the
community
committee
role
because
what's
happening
in
inner
east,
is
completely
different
to
what's
happening
in
out
and
off,
and
I
think
it
links
into
the
marmot
city
in
the
sense
of
the
inequalities
and
the
things
that
are
affecting
young
people
and
children
in
those
areas
are
quite
clearly
different
to
something
that's
happening
in
the
outer
areas
or
in
another
another
part
of
the
of
the
of
the
inner.
C
So
I
think
we
need.
We
need
more
consultation
with
not
only
children
and
young
people,
but
with
ward
members
and
all
other
professionals
that
have
a
role
to
play
in
all
these
things
that
have
an
effect
on
the
lives
of
young
people,
because
if
young
people
have
got
a
family,
that's
not
got
any
heating,
that's
not
got
any
food,
that's
not
got
any
prospects.
If
they've
got
a
grandparent,
that's
terminally
ill!
That's
going
to
have
a
massive
effect
on
that
child's
learning,
so
I
think
we've
got
it.
C
We've
got
to
get
back
to
devolving
that
information
and
that
power
to
work
to
local
community
committees.
E
Yeah,
I
mean,
I
think
the
idea
always
around
the
children
and
young
people's
plan
was
that
we
set
the
vision
and
priorities
at
a
city-wide
level,
but
that
actually,
the
data
that
we
look
at
must
be
broken
down
to
more
localized
areas
and
that
actually
had
the.
How
in
terms
of
what
happens
in
local
areas
is
determined
locally,
because
those
people
are
closest
to
the
issues
of
challenge
in
in
their
local
areas.
So
that
certainly
remains
the
methodology.
A
Okay,
thank
you.
I
think
that's
a
really
really
important
point.
I'd
always
add.
As
someone
who
represents
an
outer
area,
it
is
not
exclusively
the
experience
for
children
and
people
in
the
area
that
everything
is
is
fine
and
there's
plenty
of
of
issues
and
challenges.
However,
I
accept
it's
much
more
prevalent
in
some
and
I
think
the
point
I
would
make
we
have
to
make
sure
with
this
plan
we
don't
have
a
one-size-fits-all
approach.
A
So
how
do
we?
How
do
we
make
sure,
within
the
plan
that
there's
enough
scope
to
be
able
to
sort
of
make
it
a
bit
more
bespoke,
whether
that's
through
community
committees
and
local
elected
members,
to
have
the
ability
to
shape
how
this
works
in
reality
in
their
area?
Rather
than
just
saying
this?
Is
it
from
the
center?
This
is
what
we're
doing,
and
this
has
to
work
for
everybody
and
because
that's
not
the
nature
of
our
city.
B
B
What
we're
proposing
is
that
we
start
that
in
october
for
six
weeks,
but
I
think
there'll
be
something
about
how
we
target
and
where
we
target
and
what
those
questions
are
to
make
sure
everybody's
included
and
it's
an
inclusive
process
and
they'll
certainly
be,
and
we
talk
to
the
last
scrutiny
board
around
the
consultation
with
children,
young
people
and
the
voice
influence
team
will
pick
that
up
and
run.
You
know
and
lead
and
drive
that,
and
so
I
think
it's
a
really
good
point
that
we'll
make
sure
is
included
in
that
consultation
process.
A
B
Yeah
just
for
clarification
originally
at
the
proposal
stage
it
did
actually
go
to
the
adults,
health
and
active
lifestyle
scrutiny
board
with
their
public
health
remit.
Looking
at
the
wider
determinants
of
health-
and
I
understand
that
board
is
also
having
an
update
reported
its
october
meeting
so
through
utah,
we
could
perhaps
speak
to
the
chair
councillor.
C
Marshall,
cattle
about.
A
Yeah,
I
think
that
would
be
very
helpful
council
stevenson.
Please.
D
I
thank
you.
I
was
gonna
build
on
the
point
that
was
made
about
outer
areas
as
well,
because
I
think
sometimes
it's
the
methodology
that
sort
of
how
we
assess
it
is
wrong
and-
and
the
point
you
imagine-
for
a
family
in
deprivation
living
in
conning
them,
access
to
services
is
much
harder
for
those
people
than
it
is
for
a
somebody
living
in
deprivation
in
the
inner
city.
They
have
to
travel
further.
D
The
accessibility
is
so
when
we
look
at
this,
I
think
not
just
the
provision
of
services,
but
access
to
is
quite
important
as
well
to
ensure
that
there
is
parity
of
access
across
the
city
and
as
a
com.
I
think
I
made
this
comment
before
in
that,
as
we
look
at
how
we'll
measure
the
difference,
how
we
make
it's
always
useful
to
see
what
progress
is
being
made
today
as
well,
if
there's
a
column
somewhere,
it
said
in
the
last
10
years.
This
has
increased.
D
This
has
decreased
or
whatever
it's
quite
a
useful
thing
to
track
it,
and
I
might
have
missed
it,
although
I
have
read
through
it
twice,
but
in
terms
of
the
city's
response
to
refugees
as
well,
I
think
it
might
be
something
we've
missed
there
in
actually,
I
know
we
do
it,
but
we
don't
often
talk
about
it
enough,
and
you
know
there
are
schools
in
the
city
that
have
taken
taken
refugee
children
and
a
lot
of
good
works.
I
think
we
could
probably
include
that
somewhere.
D
Yeah,
I
think,
that's
a
a
possibly
a
really
valid
point.
I
guess
the
point
of
the
plan
is
to
almost
show
and
demonstrate
what
our
ambition
for
every
single
child
in
the
city
is.
I
think
some
of
the
points
are
being
made
by
by
councillors
today
is
actually
correctly
that
the
journey
for
individual
children
to
reach
that
is
going
to
be
different,
depending
partially
on
geography,
depending
partially
on
circumstance,
depending
on
whether
they're,
a
refugee
or
not,
but
that
that
ambition
is
the
same
for
every
child,
regardless
of
where
they
are.
D
I
take
your
point
that
maybe
we
do
need
to
be
a
bit
more
explicit
about
some
certain
groups,
for
example
refugees,
and
it's
all
the
work
that
sits
directly
beneath
that
plan.
That
kind
of
discusses
how
that
journey
is
different
for
different
children
in
in
different
areas
in
different
circumstances.
C
I
just
wanted
to
raise
a
point
that
I
think
is
is
relevant
to
three
of
the
five
outcomes
so
number
two
to
do
well,
at
all.
Levels
of
learning
have
skills
for
life,
four
have
fun
growing
up
and
five
have
active
citizens
who
feel
they
have
voice
and
influence,
and
I
so
I
know
that
there
are.
There
are
three
books
for
early
years:
children,
children,
babies
and
and
and
in
their
early
years
before
they
start
school.
C
But
I
think
a
lot
of
the
fun
has
been
taken
out
of
the
teaching
of
reading
in
schools.
It's
so
focused
on
phonics
and
the
biggest
incentive
to
be
able
to
read
and
read
well
is
to
want
is
something
that
children
enjoy
doing
and-
and
I
just
think
that
is
an
issue
I
also
I
was-
I
just
heard-
cressida
cowell
this
morning
on
breakfast
tv.
C
I
know
my
own
children
and
children,
my
friends
and
relatives,
you
get
a
book
out
and
they
swarm
around
you
because
they
know
that
reading
is
a
lovely,
enjoyable
thing
and,
as
I
say,
I
just
think
that
that's
an
issue,
and
apparently
one
in
eight
schools
have
no
library
but
that's
higher
in
areas
of
deprivation,
and
I
think
that's
an
issue.
All
schools
should
have
libraries
where
children
can
take
the
books
home
as
well.
G
Should
I
come
in
on
that
council?
I'm
sorry,
I
don't
think
I've
introduced
myself
yet
so
it's
dave
clark,
I'm
head
of
learning
improvement.
I
think
you're
absolutely
make
some
really
valid
points
about
the
reading,
and
I
think
one
of
the
things
that
we've
tried
really
hard
over
the
last
year
to
link
is
our
the
the
refresh
three
years
plan.
G
So
if
you
know
that
you'll
appreciate
that
target
ambition,
one
is
around
reading.
So
all
our
focus
is
on
reading
supporting
schools
with
the
reading
working
with
external
agencies,
for
example,
our
library
service,
with
the
reception
reading
stars
program,
initiative
the
summer
reading
scheme
to
all
those.
So
I
think
in
terms
of
trying
to
link
our
strategies
as
a
director
with
limited
resources
and
capacity
to
make
the
most
impact
on
on
those
reader
and
things
like
our
advisory
work
has
been.
G
G
C
You
know
that
that
that's
really
good
to
hear
and
I've
not
been
in
school
for
about
four
or
five
years
now
working.
I
know
going
back
quite
a
number
of
years.
We
we
produced
book
bags.
C
This
was
quite
a
lot
of
years
and
it
was
a
I've
always
worked
in
areas
of
deprivation
and
we
we
had
these
book
bags
sewn
up
and,
and
they
were
there
for
any
child
to
take
home
different
levels
of
books,
and
it
was
seen
doing
that
and
and
the
organization
that
wasn't
seen
as
time
when
you're
not
teaching,
because
it
was
valued
in
providing
that.
I
think
it's
just
putting
that
value
into
that.
The
informal
reading.
G
G
Colleagues,
in
terms
of
how
do
we
all
those
professionals
working
with
families,
how
do
they
encourage
children
to
be
read,
twos
more
and
involved
in
that
whole
process
of
reading
the
love,
I
think
part
of
it,
is
about
encouraging
that
love
of
reading
and
children
enjoying
reading,
not
just-
and
I
think
you
write
not
just
the
mechanics
of
the
reading.
A
Okay,
thank
you,
council
bethel
is
next.
Please.
B
Thank
you,
yeah.
I've
got
a
couple
of
different
points.
Firstly,
I'm
really
really
pleased
that,
in
the
vision,
the
discussion
we
had
around
the
importance
of
codifying
the
loving
and
nurturing
bit
has
made
it
in.
I
think
that's
a
really
wonderful
addition.
B
I
take
on
board
councillor
prior's
points
around
it
being
an
objective
for
everyone,
but
I
do
have
some
fear
around
using
specifically
the
term
families
in
terms
of
it
delegitimizing
some
children's
situation
and
actually,
whether
we
could
just
add
families
and
communities
or
something
just
to
give
that
wider
scope
for
where
children
are
living,
because
the
the
key
bit
is
the
loving
and
nurturing,
rather
than
the
specific
of
it
being
a
what
could
be
read
as
a
family
unit.
B
Much
as
I'm
incredibly
aware
that
family
units
come
in
many
different
shapes
and
sizes,
I
also
with
a
vision
I'm
a
little
worried
to
drop
the
vulnerable
and
deprived
section
just
because
much
as
it's
a
ten
year
scope
of
a
plan,
given
the
current
circumstances,
we're
in
with
the
cost
of
living
crisis
and
the
obvious
impact
that
is
going
to
have
on
our
young
people.
I
think,
having
it
front
and
center
actually
of
making
sure
that
those
young
people
get
what
they
need
faster
is
really
super
important
and
then
the
other.
B
The
other
bit
is
relatively
small
on
the
11
priorities,
where
it
talks
about
including
walking
public
transport
and
cycling.
Can
we
also
add
encouraging
scooting
because
kids
love
it
thanks.
B
Thank
you,
council
beth.
I
think
there's
some
really
good
things
in
there
and
I
think
we
were
really
really
wanted
to
get
that
love
and
nurturing
in.
I
thought
it
was
a
really
good
discussion.
We've
had
at
the
last
board
and
areas
around
that
play
and
fun
as
well
that
we've
incorporated
incorporated
into
the
the
proposals,
but
I
think
it
will
be
beneficial
for
us
to
think
about
that
sentence,
which
is
at
the
end
there.
B
Isn't
it
around
children,
people
from
vulnerable
and
developed,
deprived
backgrounds
and
really
focusing
on
outcomes
for
them.
So
I
think
we'll
take
all
that
on
board.
A
Thank
you,
council
redshaw.
Please.
C
B
You
chair
I'd
just
like
to
ask
if
you're
having
contact
with
all
the
academies
as
well
as
the
local
authority
schools
and
whether
there's
any
differentiation
between
the
uptake
of
the
projects
that
you
mentioned.
If
you
could
just
elaborate
a
bit
on
that,
please.
C
C
We
had
a
lot
of
interest
in
both
projects
and
we
had
to
just
go
for
about
12
in
each
project,
but
those
decisions
were
made
on
location
and
proximity
to
libraries
and
making
sure
that
there
were
enough
that
there
was
an
equal
amount
of
schools
per
library
in
per
library
area,
and
so
it
was
nothing
the
the
discussion
between
who
was
in
l.a
maintained
score
and
who
was
an
academy
just
didn't
feature
in
that
discussion
at
all.
A
Okay,
thank
you,
council
forces.
Please.
C
Yes,
thank
you.
I
welcome
the
the
proposed
changes
and
that
was
just
there's
about
three
things.
I
was
wanting
to
talk
about,
first
of
all,
welcoming
the
extra
priority
about
the
climate
emergency
and
coming
back
to
the
significant
challenges,
obviously
that
we
know
families
and
everybody
are
facing
with
the
energy
prices.
C
It's
ironic
that
if
we
are
going
to
be
needing
to
save
energy,
that
does
actually
align
with
the
climate
emergency,
but
it's
not
a
point
that
I
particularly
wanted
to
make,
but
the
point
is
also
that
schools
are
going
to
be
facing
a
significant
problem
when
it
comes
to
energy
prices
as
well,
I'm
speaking
now
as
a
chair
of
governors
rather
than
just
a
counsellor.
So
that's
just
a
point.
I
was
wanting
to
sort
of
flag
up
here,
the
so
as
governor
moving
on
to
the
next
one.
In
terms
of
the
consultation.
C
Will
governors
be
consulted
on
this?
I
think
it
did
say
in
that
whether
there
will
be
that,
because
that's
important
the
other.
The
other
point
I
wish
to
make
is
whether,
where
the
cluster
model
will
be
looked
at,
that
we
have
across
the
city,
because
my
feeling
is,
but
I
don't
know
that
this
works
very
differently
within
different
clusters
and
how
that
will
sort
of
dovetail
into
the
the
the
how
how
this
is
delivered
really.
Thank
you.
B
I
was
just
going
to
come
in
on
in
terms
of
the
cluster
the
cluster
model.
I
do
think
the
clusters
are
a
significant
part
of
our
strategy
in
terms
of
delivering
early
help
and
delivering
the
plan,
and
I
do
think
that
links
in
with
the
early
conversation
we
had
about
different
areas
and
the
needs
in
different
areas
and
what
that
looks
like
and
some
of
that
granular
detail.
We
need
in
terms
of
those
needs
and
how
we
can
respond
to
those
needs.
A
Thank
you,
council
richards.
Please.
B
Thank
you,
yeah,
just
picking
up
on
a
few
points
have
been
raised,
the
first
one-
and
I
would
certainly
you
know,
support
the
points
that
council
of
bishop
has
raised
regarding
the
new
proposed
vision
in
terms
of
the
wording
there.
The
loving
and
nurturing
families
do
come
in
all
shapes
and
sizes,
and
certainly
one
of
the
things
which
I
would
not.
B
To
go
for
support
because
they
don't
wish
to
be
seen
in
those
kind
of
categories
so
having
something
which
says
providing
young
people
with,
I
believe
for
providing
all
young
people
with
the
skills
for
life,
because
that
is
more
inclusive
and
to
me
it.
It
sits
with
better
with
the
vision
that
we've
got
there
and
in
terms
of
actually
encouraging
the
idea
of
reading.
I
mean
absolutely.
We
want
a
love
of
learning.
We
want
a
love
of
reading
in
there
and
having
had
the
pleasure
of
taking
a
whole
school
a
whole
primary
school.
B
B
Be
critical
of
the
existing
circumstance
where,
quite
frankly,
there
are
still
lots
of
houses
without
books
they
may
have
access
to
books
online.
They
may
have
books
in
that
way,
but
it's
not
the,
as
you
said,
coming
together
and
they're
doing
it,
which
again
embeds
that
nurturing
and
loving
element
with
it.
So
so
that's
you
know
the
two
comments
that
I
would
make
there.
How
are
we
going
to
engage
in
that
wider
way
to
actually
enable
the
very
positive
visions
there
to
people
into
practice?.
C
Yeah,
I
can
talk
a
little
bit
about
that
to
pick
up
on
your
earlier
point,
one
one
of
the
key
points
of
the
government's
reading
strategy.
It
there's
an
appendix
which
is
just
for
parents,
and
it
makes
it
very
clear
that
actually
good
practice
is
that
people
should
have
two
books
to
take
home
on
a
regular
basis,
one
which
practices
their
phonics,
but
the
other,
which
is
to
be
read
to
them
to
develop
a
love
of
reading
and-
and
it
also
in
this
appendix
gives
details
about
how
to
read
to
your
child.
C
So
we've
had
that
put
into
and
designed
in
a
very
leads
format,
and
we
should
shortly
be
rolling
that
out
to
lots
of
outlets
in
in
leads,
so
that
people
have
parents,
get
access
to
that
and
we'll
be
using
our
social
care.
Colleagues
to
help
us
with
that.
We're
also
having
it
translated
into
the
eight
main
languages
that
are
spoken
in
leads
other
than
english,
so
that
it
will
have
wider
and
wider
currency
and
be
more
inclusive
and
than
simply
a
leaflet
in
english
would
have.
A
B
Kate,
I
just
wanted
to
ask
about
what
was
touched
upon
earlier
about
libraries
in
schools,
because,
as
we're
talking,
I'm
thinking
we've
been
talking
about
a
cost
of
living
crisis
and
then
we're
talking
about
how
do
we
encourage
carers,
families
to
read
with
their
children
and
obviously,
if
it
comes
to
a
choice
between
fuel
food
and
books,
they're,
obviously
going
to
privatize
the
first
two?
B
So
if
we've
got
lots
of
schools
that
don't
have
libraries-
and
I
know
from
experience
with
our
primary
school-
which
isn't
a
nice-
you
know
privileged
type,
you
know,
I
suppose
you
would
call
it
in
comparison
to
other
areas
of
leeds.
You
know
where
there's
lots
of
families,
you
have
lots
of
books
at
home
and
you
can
afford
to
go
and
buy
books
for
their
children
and
supported
the
school
to
basically
fund
a
library
which
is
amazing,
but
most
schools
wouldn't
have
that.
How
do
we?
B
How
can
we
support
schools
in
terms
of
funding
for
libraries,
because
if
there
aren't
books
at
home,
families
can't
afford
to
buy
books?
And
there
aren't
libraries
in
the
schools
that
the
children
are
going
to?
Where
are
they
going
to
actually
get
those
books
from?
I
know,
there's
a
limited
number
of
books
that
they
will
always
have
in
schools
to
help
children
read.
B
But
if
we're
talking
about
trump
being
able
to
go
each
week
to
the
library
at
school
and
borrow
a
book
for
the
week
to
take
home
and
schools,
don't
actually
have
those
libraries
and
there's,
obviously
a
problem
isn't
there.
So
how
do
we,
how
I
know,
obviously
we've
got
issues
around
budgets
for
schools,
but
is
there
anything
that
we
can
tap
into
to
try
and
support
schools
to
be
to
develop
libraries,
because
I
know
from
experience
that
it's
it
is
expensive
and
it's
a
lot
of
work
and
for
schools
as
well.
G
Yeah,
I
think
about
the
importance
of
libraries
is,
is
huge
and-
and
you
know,
schools,
some
schools-
don't
have
vast
amounts
of
resources.
Others
do
one
of
the
things
that
significant
numbers
and
I
don't
have
the
figures
to
hand,
but
all
the
maintained
sectors.
Certainly
they
devolve
funding
to
the
schools
library
service.
So
lots
of
the
schools
have
that
library
service
coming
in
to
into
them
to
to
to
support
them.
G
The
amount
of
resources
they've
got
there
in
school,
and
then
schools
can
add
on
to
that
and
put
put
more
money
into
that,
so
they
can
get
more
books
and
depend
on
how
they
want
to
use
their
resource.
We
also
work.
G
We've
we've
developed
over
the
last
couple
of
years,
stronger
links
with
the
library,
the
leeds
library
service,
which
also
provides
the
school's
library
service,
and
they
are
doing
more
with
our
head
teacher
briefings,
so
they
co
and
I'm
working
closely
with
us
to
try
and
build
those
relationships
so
that
schools,
head
teachers
and
governors
have
that
link
with
the
libraries.
If
he
said
look
you
know
if
the
school
is
saying:
look
we
we.
We
have
a
significantly
challenging
budget.
G
So
it's
a
lot
of
a
significant
amount
of
money,
but
actually
developing
those
links
with
those
services
we've
got
in
leeds
is
really
important
when
we
from
time
to
time
there
are
charities
as
well
that,
like
support
schools
to
develop
their
library-
and
we
we
sort
of
like
encourage
schools
to
pick
up
on
that
as
well.
G
So
when
things
come
along
yeah
eric
has
just
written
me
a
note
here
saying:
let
you
know
phil
mellon,
who
was
our
deputy
director
a
few
years
ago,
working
for
the
national
book
trust,
so
there's
lots
of
links
with
the
national
book
trust
that
schools
can
be
involved
with
the
national.
The
book
trust
also,
I
think
one
of
the
cat.
I
think
you
referred
to
the
young
people
reception
year,
one
children
getting
books,
they're
still
doing
that,
so
we've
still
got
those
links
as
well.
G
B
Sorry
because,
well
about
children's
centers,
because
obviously
a
lot
of
you
know
preschool
children
will
go
along
with
that
and
I
haven't
been
in
a
children's
centre
for
a
really
long
time.
But
I
remember
they
were
fantastic
in
terms
of
lots
of
different
things
that
were
on
offer
for
families
with
very
young
children,
which
was
mainly
sort
of
obviously
play
focus.
But
I
only
really
remember
just
a
very
tiny
handful
of
books.
So
what
are
we
doing
in
terms
of
supporting
the
children's
centres
as
well
as
the
schools?
G
Yeah
I
mean,
I
think,
you're
right
about
children
center
the
importance
of
that
early
start.
Unfortunately,
I
don't
think
any
of
us.
The
children
center
sit
within
our
remit,
but
actually
something
that
we
can
share
across
just
share
this
conversation
and
that
you
know,
in
terms
of
is
there
information
that
we
can
provide
to
the
to
scrutiny
at
a
later
time
about
what's
happening
in
children's
centers
in
terms
specifically
around
their
resources
and
reading
material.
B
Yeah,
just
possibly
more
current
experience
with
the
tiny
humans
I
have
currently,
but
there
is
still
a
reasonable
bookshelf
in
the
children's
centers.
Obviously,
I've
been
into
local
ones,
but
because
it's
an
adoption
we
also
dip
into
other
ones
across
the
city
because
of
one
adoption
stuff
is,
is
done
in
different
bits.
So
the
ones
I've
been
in
all
seem
to
have
a
bookshelf
of
books
which
are
age
appropriate,
but
there's
also
a
scheme,
and
I
can't
remember
who
runs
it.
B
I
think
it
might
be
the
book,
trust
where
you
get
given
reasonably
regularly
a
book
to
take
home
as
well
yeah,
maybe
book
star,
and
it
comes
in
a
pack
with
some
other
little
bits
I
feel
like
we
might
have
got
more
than
that
like
and
it's
only
been
a
year.
So
maybe,
if
you
had
the
kid
from
birth,
obviously
and
you're
getting
a
couple
of
year
that
might
be
providing
some
it's
not
ideal
and
there's
still
much
more.
D
D
This
wasn't
that
long
before
covid,
I
think
it
was
late,
19,
early
20
and
actually
one
of
the
exercises
we
did
in
the
warehouse
was
splitting
the
books
up
into
different
age
ranges,
because,
obviously
you
know
what's
good
for
a
10
year,
old,
isn't
necessarily
good
for
a
two-year-old
and
those
which
were
for
preschool
were
sent
off
to
the
children's
centers
around
the
city,
some
of
them
to
keep
in
the
children's
centers
summers
to
give
to
gifts
to
young
children.
D
So
there
will
have
been
those
packs
there
will
be
in
those
from
the
book
trust
and
that's
something
that's
continuing
now.
It
is
something
where
I
think
historically
has
been
a
bit
of
a
weakness
in
our
attainment
in
leeds
that
reading
at
an
early
age.
So
that's
why
there
was
such
a
huge
focus
on
that
which
we're
gradually
getting
back
into
as
we
kind
of
move
on
from
firefighting
from
covid.
Essentially.
C
No
just
very
quick
comment
on
that
and
my
two
well.
My
son
is
now
16
and
at
the
college
of
the
road
at
the
art
college,
but
I
remember
getting
the
books
for
for
them
when
they
were
in
primary
stuff
and
we've
been
doing
it.
You
know
for
a
very
long
time,
because
I'm
going
back
what
14
13
14
years
and
I
know
and
my
13
year
old,
got
them
as
well,
so
we
have
been
doing
it
for
a
very
long
time.
Definitely.
A
Thank
you.
I
was
about
to
sum
up
on
my
list
of
suddenly
got
longer
again
so
council
rent
show
please.
B
My
apologist
chair
for
evanston
apart
was
an
emergency
and
I'd
just
like
to
ask
it's
as
well
as
supporting
the
children.
Do
we
support
their
parents
because
I
do
do
a
number
of
parents
who
are
very
inconfident
in
reading
to
their
children
and
services
like
the
whole,
the
family
as
a
whole
and
giving
support
to
both
so
that
it
makes
the
parent
more
confident
and
it
links
in
all
the
reading
and
writing
and
everything
else
that
goes
with
it.
So
I
just
want
to
discover
any
family
whole
support.
G
Yeah,
I
think
it
is
important
to
to
support
the
pants
and
erica
mentioned
earlier
about
sort
of
the
one
of
our
focuses
about.
How
do
we
support
families
and
parents
to
to
listen
to
their
child,
read
and
hear
the
child
read?
I
know
a
lot
of
schools
there's
a
lot
of
good
practice
around
our
schools
in
leeds
in
terms
of
asking
parents
to
come
in
to
do
sessions
with
the
parents
how
to
work
with
your
your
children.
G
You
know
this,
you
know
explaining
how
phonics
works,
and
you
know
the
the
activities
you
can
do
with
the
kids
at
home,
how
to
get
into
a
good
habits
about
bedtime,
bedtimes
with
a
humanity
having
a
bedtime
story,
all
those
sorts
of
things.
So
I
think
a
lot
of
schools.
I
guess
we
don't
put
on
any
specific
parent
training,
but
I
know
that
a
lot
of
schools
have
really
good
practice
in
terms
of
supporting
their
families
to
support
their
young
people.
G
And
again
it's
that's
all
around
those
barriers
that
that
the
council
was
talking
about
earlier.
Around
sort
of
how
do
you
get
parents
involved
in
educating
their
young
people
and
helping
them
develop
the
love
of
reading.
C
I
don't
know
if
the
the
moment
that
you
had
to
go
out
was
the
time
when
I
talked
about
the
leaflet
that
we
were
putting
out
to
parents
in
eight
different
languages.
Were
you
here
for
that
all
right
yeah?
So
I
I
made
a
point
that
actually
we're
we're
taking
an
appendix
from
the
government's
reading
strategy
about
how
best
to
read
to
your
child
and
which
is
written
explicitly
for
parents
we're
making
into
a
a
leads-friendly
document
and
we're
translating
it
into
eight
languages.
C
B
Yeah,
just
following
on
from
that,
though,
I
do
know
some
parents
who
have
difficulty
even
reading,
newsletters,
etc,
and,
let's
be
verbally
told
what
is
in
the
newsletters
the
contents,
because
they're
just
like
that
confidence
that
not
that
learning
opportunity
themselves.
B
B
And
I
just
wanted
to
comment
on
the
social
worker
role
in
this
as
well,
and
the
social
workers
are,
I
think,
are
absolutely
pivotal
in
terms
of
particularly
where
we've
got
children
with
child
in
need
plans
in
supporting
parents
and
understanding
and
the
importance
of
reading
and
how
they
can
do
that,
and
we
did.
We
did
a
piece
of
work
a
couple
of
years
ago
now.
I
think
it
was
probably
pre-covered
time
flies.
B
Doesn't
it
where
we
did
there's
quite
a
bit
of
work,
supporting
social
workers
to
understand
how
to
teach
parents
to
read
to
the
children?
You
know,
and
that
was
part
of
their
plans
then
so
we
included
that
in
children
knee
plans
to
make
sure
it
was
kind
of
front
and
center
in
terms
of
reading.
So
that
was
a
really
good
piece
of
work
at
the
time.
It's
encouraged
social
workers
to
understand
that
importance
as
well.
B
Yes,
thank
you.
This
is
a
question
about
the
content
of
the
plan
so
prior
to
the
current
extreme
cost
of
living
crisis
that,
when
we've
known
and
I've
heard
officers
here,
state
that
the
one
thing
that
negatively
impacts
on
on
children's
well-being
most
is
poverty
and
deprivation.
B
So
I
agree
with
what
was
what's
been
said
about
the
simplicity
and
the
continuity
and
the
consistency
of
this
plan.
But
we've
got
a
question
that
the
officers
put
in
appendix
to
right.
At
the
end,
there
should
a
measure
be
introduced
that
indicates
the
impact
of
poverty
and
on
children
and
young
people,
and
what
will
this
be
now?
B
I'd
argue
that
infant
mortality
is
a
key
indicator
of
that,
but
I
just
think
that
if
we
had
some
specific
measure
of
poverty
within
this
city
that
that
then
helps
us
to
correlate
with
things
like
children's
achievement
and
the
number
of
children
coming
onto
child
protection
plan,
the
number
of
children
coming
into
care.
That
would
be
most
welcome
to
see
what
the
impact
is
of
the
national
cost
of
living
crisis
in
this
country.
I
think
that
is
so
important
and
I've
heard
well
today.
B
D
I
I
think,
you're
absolutely
right.
Councillor
martin,
I
think
kind
of
poverty
and
housing,
and
everything
that
stems
from
that
is
is
going
to
be
at
the
core
of
a
lot
of
children's
experiences.
Some
of
this,
I
think,
is
about
poverty
proofing,
children
from
some
of
that
and
seeing
what
we
can
do
to
kind
of
shield.
Some
of
that,
but
equally
there's
only
a
limit
to
how
much
how
far
that
can
go
under
the
section
kind
of
how
we'll
know
if
we've
made
a
difference.
D
I
think
there
are
a
lot
of
those
measures
you're
talking
about,
and
it's
clear
that
over
the
next
coming
months
coming
years,
we
we
probably
will
see
an
increase
in
a
lot
of
the
need
that
people
will
be
coming
to
the
council,
for
I
think
it's
probably
worth
having
a
look
at
how
just
to
double
check
how
to
make
sure
how
we're
measuring
that
to
make
sure
we're
really
capturing
the
extent.
D
I
think
one
key
thing
that's
come
out
in
the
cost
of
living
crisis
is
there
are
going
to
be
more
people
needing
help
and
support
who
have
never
needed,
help
and
support
before
it's?
Not
just
going
to
be
the
same
faces
needing
help
again
and
I
think
we
need
to
make
sure
we
are
capturing
that
because
I
think
there's
going
to
be
a
lot
of
people
who
who
won't
want
to
come
forward.
D
I
can't
remember,
I
think,
counselor
richard
you
mentioned
before
about
how
people
some
people
we
don't
want
people
to
feel
necessarily
shame
for
needing
support,
but
actually
that
is
a
reality.
Sometimes
people
won't
want
to
come
forward
and
when
more
people
are
needing
that
help,
we
do
need
to
make
sure
we're
capturing
that
accurately.
There
are
small
ways
around
it.
I
know
that
council
has
wood
and
council
best
bethel.
D
I've
seen
have
done
a
school
uniform
exchange
which
I'm
I'm
sure
many
other
members
have
done
as
well,
and
actually,
when
we
link
that
to
some
of
the
climate
arguments
that
I
know
councillor
for
safe
mentioned,
that
takes
some
of
the
stigma
out
of
it,
because
actually
it's
about
you
know
stopping
waste,
it's
about
preventing
kind
of
people
paying
money
for
things,
that'll
just
get
thrown
away,
but
actually
there
are
going
to
be
several
families
that
that
will
be
an
absolute
lifeline
for
so
there
are
small
interventions
where
we
can
kind
of
poverty
proof,
but
equally
we
don't
hold
all
the
levers
to
to
prevent
that
poverty,
but
I
do
think
it's
really
important.
A
B
Can
I
just
follow
up
on
that
quickly?
Yes,
I
I
know
that
leads,
and
I
know
that
the
colleagues
across
this
city,
both
officers
and
and
and
councillors,
are
doing
so
much
to
mitigate
against
this
and
manage
this
decline.
But
what
I
want
to
understand
is
the
impact
of
of
the
central
of
central
government
choices
on
this
city
and
to
see
that
and
not
be
masking
it.
You
know,
I
know
I
know.
Councillor
jenkins
talked
about
slow
cookers,
I'm
involved
in
setting
up.
B
You
know
better
uniform
exchanges,
those
are
all
mitigations.
Aren't
they
it's
the
it's
the
actual
sort
of
scale
of
the
problem
that
I'm
also
interested
in.
Thank
you.
A
Okay,
I
think
I
think
that
points
note,
and
we
can
pick
that
up
when
we're
when
we're
summarizing.
So
I've
got
four
more
people
to
contribute.
I'm
not
going
to
take
anybody
else,
because
I'm
conscious
of
the
time
and
then
we
need
to
to
summarize
so
if
I
should
be
as
brief
as
you
can
please
councillor
bowdoin
first,
please.
D
I
think
oh
yes,
I
am
on
having
worked
in
prime
education
for
nine
years.
I
just
thought
I'd
make
a
couple
of
comments
of
of
really
good
practices
and
and
hope
and
hopefully
alleviate
some
people's
concerns
of
of
some
potential
areas
and
but
also
where
I
do
think
there
has
been
really
good
contributions.
D
So
the
issue
of
the
overemphasis
of
phonics
is
an
interesting
one.
I
was
a
phonics
interventionist
for
basically
the
majority
of
the
nine
years
and
the
revision
of
learning
to
read
kind
of
came
in
after
the
wrote
the
rose
report
some
time
ago.
Now
I
remember
personally
to
my
to
what
I
can
remember
in
primary
education.
There
was,
I
think,
when
I
was
in
primary
education.
The
idea
of
learning
to
read
was
almost
by
by
failure.
D
You
learned
by
failure,
but
the
the
one
benefit
has
come
out
of
phonics
is,
it
is
very
formulaic
it
is.
It
is
far
easier
in
a
way
to
teach
and
learn
phonics,
but
that
also
comes
with
the
negative,
which
is
it's
actually
far
easier
now
to
identify
areas
where
there
are
gaps,
which
then
sort
of
then
has
an
increased
pressure
on
teachers
and
and
people
in
education
to
plug
those
holes.
D
So
I
can
understand
the
frustration
of
of
where
of
the
over
emphasis
of
phonics
can
be
an
issue,
but
it's
all
it's
almost
as
a
result
of
how
effective
it
is.
So
there
is
that,
in
regards
to
not
having
physical
libraries,
what
I
can
say
is
working
in
predominantly
areas
of
high
deprivation.
D
We've
got
ever
expanding
classes
and
schools,
so
those
having
such
a
large
area
for
library
can
be
really
really
difficult.
It
might
not
even
be
that
way.
They
might
not
necessarily
have
the
money
to
provide
the
books.
It
might
not
be
that
they
have
a
practical
area,
but
what
I
have
seen
is
that
many
classrooms
are
really
really
well
stocked
and
most
classes
do
allow
children
to
take
books
home.
D
But
I
think
what
I
did
see
as
practices
that
can
be
really
pushed
on
is
the
idea
of
the
of
the
love
of
reading
and,
and
it
could
be
practical
things
such
as
actually
really
not
doing
a
good
job
at
displaying
the
books
having
every
book
being
a
the
books
that
the
children
would
say,
take
home
and
read
with
the
parents
might
be
a
book
they've
already
read
in
class,
and
so
when
they
take
a
book
home,
are
they
going
to
really
want
to
reread
it
for
the
third
or
fourth
time,
and,
and
it
is
almost
talking
in
regards
to
the
comments
about
poverty,
that
is
in
a
way
one
of
the
biggest
areas
that
I
did
see
so
in
regards
to
love
of
reading.
D
D
Both
parents
are
working
like
dogs
to
live,
and
so
the
idea
that
then
them
parents
who
both
working
at
home,
the
child
might
be
being
looked
after
by
a
grandparent
or
a
family
friend
they
come
home.
The
parents
then
have
to
cook
and
clean
you
do
there
is
a
lot
of
time
wasted
when
you're
poor.
It
might
not
seem
like
waste,
because
you're
trying
to
you're
trying
to
live,
but
you
there
is
a
very
clear
correlation
and
being
in
education.
What
I
will
say
is
the
reading
levels
are
intrinsically
linked
with
other
subjects.
D
So,
if
there's
any
sort
of,
if
I
can
sort
of
alleviate
any
concerns
in
regards
to
this,
I
don't.
I
don't
think
there
is
any
head
or
or
teacher
who
doesn't
rack
the
brains
every
day
about
reading
levels
and
the
retainment
in
reading.
Because
reading
is
in
is
so
linked
with
every
other
subject,
so
it
is
a
critical
thing
that
all
teachers
really
want
the
children
to
do
well
in
reading
so
yeah.
D
If
there,
what
if
there
was
anything
it
it
would
be,
the
only
concern
I
have
really
really
seen
is
is
building
on
that
love
of
reading,
and
that
is
and
a
big
one
is
children
being
read
to
and
and
potentially
the
time
spent
in
class,
where
a
teacher
feels
like
they
have
the
ability
to
be
able
to
read
to
children,
because
sometimes
we've
got
spellings.
We've
you're
plugging
in
holes
actually
being
able
to
sit
down,
15
minutes
and
just
to
be
read
to
sometimes
can
be
a
last
priority
for
a
teacher
so
yeah.
A
C
I
will
be
quick
just
one
point
about
making
sure
that
parents
know
that
if
they've
got
poor
reading
skills,
they
can
still
read
with
their
children,
because
using
the
pictures
and
predicting
and
picking
up
on
the
context.
All
of
that
is
really
important
and
we
should
be
encouraging
parents
not
to
be
embarrassed
and
to
and
to
know
that
they
can
still
add
value
to
their
children's
reading,
and
the
other
thing
is
just
to
add:
would
it
be
possible
to
have
permanent
areas
of
donation
that
may
be
at
recycling
points
or
or
set
up
in
schools?
C
But
I
think
recycling
points
would
be
a
good
place.
Some
parents
don't
like
to
come
in
if
they
they
find
schools.
I
don't
know
it's
the
establishment
still
as
welcoming
as
they
are,
but
I'm
just
thinking
wrap
your
books
up
securely
just
in
a
bag
bag
them
and
just
donate
them,
and
then
because
there
isn't
the
money,
you
know
we've
got
recycling,
we've
got
of
clothes
whatever
you
know
just
get
that
get
something
like
that
set
up
and
then
get
those
books
done
given
out
to
families
that
can't
afford
them.
D
On
the
the
point
of
reading,
I
wondered
if
one
of
the
things
that
my
wife
and
I
noticed
when
we're
out
with
friends
who
have
children
these
days.
If
you
it's
at
dinner,
it's
surprising
how
many
people
just
stick
an
ipad
in
front
of
the
kid
to
keep
them
quietly
in
the
table,
and
so
a
lot
of
families
obviously
do
have
ipads
and
reading
modules.
D
So,
instead
of
just
talking
about
the
physical
books,
is
there
a
program,
an
app
for
the
city's
goals
and
where
you
can
download
these
books
for
free,
so
that
parents
who
do
have
those
tablets
etc
can
utilize
them,
which
in
turn
would
obviously
free
up
the
hard
copy
books
for
those
who
might
not
have
the
tablets.
A
Yeah,
thank
you,
council
bethel.
Please.
B
Thanks
very
much
chair
yeah
again
on
reading
and
the
leaflet.
I
wonder
whether
we'd
be
able
to
include
one
of
the
things
that
I
sometimes
utilize.
If
I'm
having
to
have
my
mind,
split
places
is
youtube
already,
has
a
whole
load
of
books
that
are
already
pre-read
on
there
and
actually,
as
long
as
you
tell
them
when
to
turn
the
page,
because
you
know
the
book,
you
don't
specifically
have
to
sit
with
them
and
read
so
whether
we
can
include
something
along
that
lines
might
be
useful.
B
Also,
there's
a
lot
of
things.
I
don't
know
how
old
the
leaflet
is
looking
to
go
up
to
in
terms
of
young
people,
but
as
a
geography
teacher,
I
used
to
really
regularly
say
to
young
people
that
actually
they
should
be
reading
newspapers
like
the
guardian,
because
actually
the
reading
age
of
a
gcse
geography
paper
is
the
same
reading
age
as
the
guardian.
B
So
it
might
be
worth
doing
a
little
bit
of
analysis
so
that
obviously
other
newspapers
are
available
so
that
we
know
that
they
do
hit
the
correct
reading
ages
and
then
we
can
put
that
in
to
be
utilized
as
well,
because
it
also
gives
that
citizenship,
pshe,
stuff
and
wider
world
community.
In
thanks.
A
Okay,
thank
you
right.
Are
there
any
responses
on
the
those
last
few
points,
and
then
we
can
summarize
when.
G
So
it's
maybe
to
council
stevenson
in
terms
of
the
the
apps
and,
I
think,
there's
an
awful
lot
of
different
apps
and
even
school
school-based
apps,
where
the
whole
school
can
be
on
a
reading
scheme
or
a
phonics
scheme
that
the
kids
can
access
either
in
class
or
at
home,
lots
of
other
ones
that
the
the
kids
can
download
and
do
in
their
own
time.
G
There's
not
many
benefit
sort
of
advantages
to
pandemic,
but
actually
that
sort
of
move
to
an
online
resource
has
actually
quickened
due
to
the
pandemic.
So
I
think
there's
a
lot
more
kids
accessing
online
reading
materials,
which
is
which
is
actually
a
real
benefit.
I
think
schools
are
they've,
also
got
more
of
their
own
resources
on
their
sort
of
like
learning
site.
Now
the
government
have
the
dfe
have
put
sort
of
through
the
oak
academy,
there's
more
resources.
C
Just
to
pick
up
on
a
couple
of
points:
firstly,
the
hard
copy
books
you're,
absolutely
right.
We
can
make
more
of
online
resources,
but
the
we've
been
involved
in
a
project
run
by
leeds
university,
with
10
schools
at
10,
primary
schools,
looking
at
the
effects
of
the
pandemic
on
learning,
and
one
of
the
interesting
findings
from
that
was
that
pupils
who
had
access
to
hard
copies
hard
copy
books
actually
had
made
more
progress
than
those
who
didn't.
So.
C
C
There's
a
huge
focus
at
the
moment,
both
by
ofsted
and
by
us
as
a
school
improvement
service
on
secondary
reading
and
making
sure
that
secondary
reading
that
all
pupils
have
the
the
competencies
that
they
need
in
order
to
access
the
curriculum
and
it
it's
often
a
focus
now
of
curriculum
planning
that
there'll
be
academic
texts
within
each
curriculum
plan
in
each
curriculum
area,
and
so
that
they
extend
a
pupils.
Knowledge,
like
you
say,
of
this
of
broader
issues,
to
do
with
that
particular
subject
area,
so
that
that
is
very
much
a
focus.
B
I
think
what
I'm
more
thinking
of
is
ways
that
parents
can
engage,
so
the
guardian
app
obviously
is,
is
free
and
then
so.
I
just
give
an
idea
of
what
we
were
looking
at
that
term
and
get
them
to
look
at
the
keywords
in
the
articles
so
that
they
had
some
indication
because
it's
actually
quite
an
assault
on
the
senses
and
overwhelming.
If
you
look
at
those
apps
and
don't
have
any
targeting
but
yeah,
it
was
more
about
being
able
to
access
it
at
home.
A
Okay
right,
let's,
let's
try
and
summarize
where
we're
at
and
we've
had
some
very,
very
powerful
contributions
this
morning
and
then,
if
we
get
a
final
response
from
the
officers
to
make
sure
they're
comfortable
with
what
they
think,
we've
said.
So
in
terms
of
the
content
of
the
plan,
I
think
overall,
with
some
tweaks
to
reflect
on
the
the
boards
are
broadly
comfortable
with
the
the
content,
the
vision
and
the
obsessions.
A
Would
that
be
fair
to
say,
yep
in
terms
of
the
consultation
and
timetable,
I
think
the
importance
of
making
that
broad
using
community
committees,
I
think,
was
a
very
powerful
suggestion
through
that,
then
the
clusters
and
making
sure
one
thing
I'd
really
stress
having
been
on
the
end
of
many
such
consultations
is
making
sure
it's
specific
to
the
community
you're
going
to
talk
to
and
not
just
going
with,
a
generic
repeated
plan
over
and
over,
because
you
won't
get
the
best
value
from
it
and
then
in
terms
of
implementation
and
monitoring,
which
comes
back
to
that.
A
Local
members
clusters,
schools
to
to
figure
out
how
that
will
actually
work
in
practice
is
really
important
to
getting
the
maximum
impact.
D
I'm
happy
to
sum
up,
I
think
that's
been
a
really
useful
discussion,
there's
plenty
for
officers
to
go
away
and
to
work
on,
and
actually
we
quite
far
reaching
discussion.
I
know
we
went
quite
beyond
the
the
scope
of
the
plan,
but
for
me,
as
an
exact
board
member,
it's
been
really
useful
to
get
an
idea
of
things.
The
board
wants
us
to
look
at
and
work
on
in
the
future.
So
thank
you.
A
Okay,
and
so
what
are
the
next
steps?
Please,
for
so,
if
you
just
sent
out
quickly
the
timeline
of
the
consultation
and
then
when
we'd
expect
to
see
something
back.
B
Chris
has
been
working
on
some
of
the
questions
and
I
think
today's
discussions
can
be
really
helpful
just
in
terms
of
formulating
those
and
reframing
some
of
them
if
we
need
to
it'll,
be
a
six
week
or
proposing
a
six
week,
consultation
and
then
to
come
back
to
this
board
in
january.
I
think:
is
it
the
25th
of
january
around
that
date
with
the
outcome
of
the
consultation
and
a
bit
of
a
draft
to
kind
of
plan?
You
know
in
response
to
that,
with
a
view
to
executive
board
in
march.
A
Good
well,
thank
you
very
much.
Thank
you,
everyone
for
your
comments
and
thank
you
for
for
the
time.
Chris
hope
you,
you
get
your
voice
back
soon,
but
we
certainly
heard
your
contribution
loud
and
clear
through
to
everything.
So
thank
you
for
battling
through
this
morning.
Okay,
so
we're
moving
on
now
to
item
nine,
which
is
the
school's
bill.
Obviously,
everyone
is
very
welcome
to
stay
if
they
they
wish
to.
I
think
everyone
has
introduced
themselves
now.
A
So
what
we're
talking
about
is
that
on
the
13th
of
may
this
year,
the
school's
bill
was
introduced
to
parliament,
which
aims
to
implement
many
of
the
policies
set
out
in
the
government's
opportunity
for
all
strong
schools
with
great
teachers
for
your
child
white
paper,
which
was
published
in
march
this
year.
The
report
we've
been
provided
by
the
director
of
children
and
families
presents
a
summary
of
the
school's
bill
and
an
opportunity
for
us
to
to
consider
that
so
I'll
ask
councillor
prior.
D
Thank
you,
chair
yeah,
so
the
the
paper
sets
out
the
contents
of
the
government
schools
bill
so
obviously
kind
of
with
reference
to
the
scrutiny
board.
I
I
suppose
we'll
be
discussing
how
that
could
impact
schools
in
leeds.
It's
probably
worth
noting
that
this
bill
is
still
going
through
parliament.
So,
what's
in
front
of
us,
isn't
necessarily
the
final
version
of
what
a
final
act
of
parliament
may
look
like.
It
still
may
be
amended.
D
It's
probably
also
worth
mentioning
that
the
original
school's
white
paper,
which
set
out
a
number
of
ambitions
of
the
government,
haven't
all
made
it
to
the
bill
or
they
haven't
all
made
it
to
the
bill
as
strongly
as
the
government
has
initially
put
forward.
There's
just
a
few
specific
points
I
want
to
address.
It's
almost
preempt,
where
I
think
some
of
the
discussion
might
be
going
point
62
in
the
paper.
It
talks
about
that.
D
It's
clear
that
is
still
the
government's
ambition
that
all
schools
become
academies
by
2030,
but
actually
some
of
the
teeth
has
been
taken
out
of
the
original
white
paper.
They're
no
longer
mandating
all
schools
to
become
academies
by
2030,
which
I
think
is
a
key
distinction,
particularly
for
leeds,
which
is
a
local
authority
with
it,
with
a
large
number
of
local
authority
and
a
large
number
of
successful
local
authority
schools
as
a
local
authority.
D
I
think
it
is
our
duty
to
continue
to
keep
those
local
authority
schools,
so
while
the
government
may
be
pushing
it
they're
no
longer
making
it
a
legal
requirement
on
point
21
in
the
paper
they
talk
about
how
the
this
legislation
should
it
pass
would
give
councils
the
ability
to
put
academy
orders
on
local
authority
schools.
D
I
would
probably
want
to
put
it
on
the
record
now
that,
even
if
that
is
a
power
that
is
granted
to
councils,
it
is
not
one
that
I
would
ever
exercise
so
long
as
schools
are
within
my
portfolio.
We
work
well
with
academies
across
the
city.
I've
always
taken
the
view
that
they
are
all
leads
children
and
as
a
council,
we
need
to
be
working
with
them
all.
In
fact,
when
I
first
got
the
school's
portfolio
back
in
2018,
it
was.
D
I
was
speaking
to
one
her
teacher
and
said:
look
academies
have
always
been
part
of
the
educational
landscape.
For
me
you
know
they
were
around
when
I
was
at
primary
school
and
he
said.
Oh,
I
didn't
know
you
taught
at
primary
school.
I
said
no,
they
were
around
when
I
was
at
primary
school.
So
academies
have
always
been
part
of
that
lands
that
education
landscape
and
should
a
governing
body
wish
to
make
that
move.
D
That
is
something
the
local
authority
will,
of
course,
work
with
them
on,
but
I
don't
consider
it
my
place
as
an
executive
board
member
to
be
putting
academy
orders
on
schools
and
forcing
them
to
to
convert.
Obviously,
I've
mentioned
that
as
leeds
has
a
large
number
of
local
authority
schools.
It
is
worth
noting
that
across
leeds
are
primary
schools.
We
have
an
88.2
percent.
Overall
schools
are
good
or
outstanding
of
our
local
authority
schools.
D
That
statistic
is
at
95
percent
in
secondary
schools
across
leeds
81.4
of
them
are
good
and
outstanding,
and
as
of
our
local
authority
secondary
schools,
that
figure
is
at
100.
So
there
isn't
an
argument.
I
believe
that
conversion
automatically
improves
the
school.
I
think
good
schools
can
be
academies.
Of
course
they
can
be
local
authority
schools.
But
I'd
reiterate
my
previous
point
that
I
think
is
the
local
authorities
role.
It's
our
role
to
look
after
those
schools
that
want
to
remain
within
the
local
authority.
D
I
am
interested
in
in
where
this
is
going
to
go.
Yesterday.
Obviously,
we
had
a
new
secretary
of
state
for
education.
I
believe
it
is
the
fifth
secretary
of
state
for
education.
I've
had
while
I've
been
looking
after
schools.
We
already
know
that
some
of
the
ambition
of
the
government
has
been
watered
down
already,
so
I'll
be
interested
to
see
how
that
that
further
waters
down.
D
My
frustration
with
this
bill
is
that
when
I
go
around
schools
and
talk
to
teachers
and
head
teachers,
they
talk
to
me
about
scnd
funding.
They
talk
about
the
backlog
of
repairs
in
schools.
They
talk
about
energy
bills.
How
they're
not
going
to
be
able
to
settle
their
budgets?
They
talk
about
school
places.
How
local
authorities
can't
build
new
schools
to
address
where
children
are
being
born
and
living?
They
talk
about
the
eight
percent
per
pupil
cut
since
2010.
They
talk
about
the
real
term,
pay
decreases
for
teachers.
D
D
So
those
are
my
thoughts
on
on
the
schools
bill
and
I
would
be
really
interested
to
hear
what
the
board
have
got
to
say
on
it.
Thank
you.
G
G
You
know,
I
think
council
probably
mentioned
that
it's
the
government's
ambition
that
by
2030
all
schools
will
be
based
within
an
academy,
and
the
dfe
aims
to
support
this
ambition
through
the
schools
bill
and
pretty
much
by
establishing
a
set
of
trust
standards
by
increasing
their
intervention
powers
and
by
making
it
easy
for
faith
schools
to
academize.
G
I
think
one
of
the
dr
one
of
the
the
main
focuses
within
the
bill
is
around
academies
and
and
they're
intending
to
create
a
set
of
academy
standards
effectively,
which
would
effectively
work
as
a
common,
a
common
rule
book
really
for
academies
into
one
document.
G
The
other
thing
that
I
think
I've
highlighted
in
the
in
the
summary
is
around
both
maintained.
Schools
and
academies
with
the
religious
character,
have
specific
freedoms
and
protections
which
don't
apply
to
other
schools
and
which
play
a
key
role
in
safeguarding
the
religious
character
of
the
school
for
local
authority
schools.
G
These
protections
are
underpinned
by
legislation,
whereas
the
for
academies,
it's
on
a
slightly
weaker
footing
at
the
moment,
and
so
the
bill
is
attempting
to
address
that.
G
There's
further
proposals
in
the
bill,
as
you'll
have
seen
specifically
relating
to
land
and
are
intended
to
remove
barriers
preventing
fair
schools
from
joining
mats.
There's
so
there's
information
there
about
the
school
seeking
to
ensure
grammar
schools
are
secure
within
them.
The
math
structure
and
preserve
the
rights
of
parents,
alerting
parents
to
decide
whether
exist.
Existing
grammar
school
should
be
returned.
G
This
is
the
case
for
maintain
for
maintained
grammar
schools
currently,
but
not
for
academy
schools,
which
is
the
reason
why
the
government
have
put
that
in
under
existing
legislation.
Academy
orders
can
only
be
issued
to
schools
where
the
governing
body
has
applied
to
convert
or
whether
it's
under
performance.
G
There's
significant
additional
proposals
in
the
bill
that
you'll
have
read
regarding
funding
and
a
move
to
a
national,
a
single
national
funding,
formula,
attendance,
home
education,
independent
schools
and
teacher
teacher
conduct,
the
there'll
be
a
proposal
on
the
bill
which
places
due
to
local
authorities
in
england
to
establish
and
maintain
a
children
not
in
school
register,
which
I
think
has
been
part
of
the
scrutiny
board's
discussion
previously.
So
I
think
that's
probably
a
welcome
addition
into
the
bill
so
that
actually
local
authorities
know
where
all
children
are
of
school
age.
G
This
legislation
also
aims
to
set
a
consistent,
sound
of
attendance,
support
for
pupils
and
parents
and
local
authorities.
One
of
the
impacts
from
the
bill,
if
it's
passed
through
in
its
current
form,
will
be
that
local
authorities
will
be
required
to
use
their
existing
powers
with
a
view
to
promoting
regular
attendance
and
reducing
the
number
of
absences
and
have
regard
to
new
attendance
guidance
issued
by
the
secretary
of
state.
So
there's
significant
new
attendance
legislation
within
within
the
bill
and
that
sort
of
gives
a
little
bit
of
a
of
a
flavor.
G
I
think
council
probably
mentioned
it.
It's
for
school
school
government
bodies
to
decide
around
the
academy,
the
academization
process,
we're
still
waiting
for
a
lot
of
detail
from
the
dfe
we've
had
a
number
of
meetings
with
them.
We
expect
dfe
to
publish
a
prospectus
this
term
or
probably
next
term,
about
their
academization
plans
locally.
So
we
don't
have
that
information
yet
so,
like
schools,
local
authorities
are
still
waiting
for
further
detail
and
clarity,
and
I
think
that's
probably
where
I
can
leave
it
then
open
it
for
discussion.
Council
lan,
if
that's
useful,.
A
Yeah,
thank
you
dave,
that's
very
helpful,
so
we'll
open
up
to
to
comments
and
questions.
If
I
can
put
the
timely
reminder,
this
is
not
the
forum
for
a
political
debate,
so
I
I
don't
want
to
be
in
a
position
where
I
have
to
ask
anyone
to
stop
what
they're
saying
so
we
can
just
focus
on
what's
in
front
of
us.
I'd
be
very
grateful
so.
B
Yes,
thank
you
very
much
and
thank
you
to
councillor
prior
for
that
really
good,
summary
of
of
the
school
spill
I'd
just
like
to
draw
attention
to
very
locally
round
hay
school
as
being
just
a
great
example
of
a
local
authority
school
outstanding
in
our
ward.
Thank
you.
A
Noted
laura
please.
B
Hey
thank
you.
I
I
just
wanted
to
ask
a
question
about
57
on
the
bill,
which
is
the
new
registration
rules
for
full-time
education,
where
there's
five
or
more
pupils
I've.
B
One
of
my
colleagues
in
the
voluntary
sector
was
just
wondering
if
the
count,
if
there
was
any
thought
on
the
impact
of
that
on
young
people
who
maybe
are
in
alternative
education
provision
which
aren't
currently
registered
and
where
the
focus
is
on
that
engagement
and
relationship
with
the
young
person
that
has
a
slightly
different,
I
guess
educational
attainment
priority
and
whether
that
would
impact
on
their
ability
to
provide
provision
to
schools
and
support
the
education
journey
for
young
people.
C
Yes,
thank
you,
the
that
part
of
the
legislation
actually
for
quite
some
time
now
with
prior
legislation
actually
provided
that
same
duty
upon
the
local
authority,
so
it
isn't
necessarily
new.
There
has
always
been
that
duty
where
the
local
authority
and
providers
of
education
need
to
be
registered
and
the
local
authorities
duty,
then
that
sits
all
around
that
so
actually
five
or
more
children
receiving
education
that
is
within
a
setting
and
particularly
if
one
child
is
looked
after
or
anybody
has
got
an
education,
health
and
care
plan.
C
So
there
are
some
kinds
of
provisions,
particularly
within
the
world,
of
special
educational
needs
where
children
can
attend
it
for
part
of
the
time,
then
it
is
the
school's
duty
to
ensure
that
it
is
appropriate
that
there
are
safeguarding
things
that
are
in
place
and
that
it's
the
schools
that
must
go
to
that
particular
provision
and
ensure
the
quality
aspects
that
sit
around
it.
So
all
of
that
currently
exists,
so
I'm
I'm
not
sure
that
it
will
make
such
a
significant
change
within
the
actual
practicalities
and
pragmatics
of
schools
operating.
B
A
Thank
you,
councillor
bithell,
please.
B
Thanks
chair
and
thank
you
for
the
timely
reminder,
I'll
try
and
be
as
unpolitical
about
this
monstrosity
as
possible
in
terms
of
the
impacts
on
schools,
funding.
There's
a
few
things
where
it's
talking
about
us
handing
over
sites
us
the
funding
agreements
differing.
Have
we
done
any
cost
analysis
in
terms
of
what
impact
that
will
have
both
on
the
local
authority,
but
also
on
the
schools
themselves,
we're
talking.
B
I
think
this
is
around
the
academies
having
a
simplified
funding
agreement,
but
that
will
mean
some
of
our
schools.
I
guess,
have
a
change
in
their
funding
arrangement
if
it's
based
on
different
papers,
so
it'd
be
good
to
know
what
the
specific
schools
are
likely
to
likely
to
feel
the
register
of
children
not
in
school.
B
It
seems
really
clear
on
the
duty
of
everyone,
except
the
schools
on
registering
and
giving
information
about
the
children
not
in
school.
It
talks
about
the
duty
of
parents
to
provide
information,
and
I
just
wondered
what
the
school's
role
on
that
was,
and
then
I
just
wanted
to
flag
my
devastation,
I
guess,
is
probably
right
on
point
45
around
the
increase
in
the
fine.
B
I
just
can't
fathom
how
putting
an
increased
fine
on
a
family
with
a
school
refuser.
Well,
I
or
imprisonment
absolutely
but
realistically,
hopefully
I
I
anticipate
that
wouldn't
actually
be
used,
although
you
never
know
so.
My
question
is:
we
know
how
difficult
it
is
to
get
some
young
people
into
school
and
this
massive
stick
at
parents,
I
don't
believe,
is
going
to
help.
B
So
what
are
we
as
a
local
authority
with
our
stripped-back
funds,
going
to
be
able
to
do
to
try
and
make
sure
our
families
don't
end
up
now
in
thousands
of
pounds
of
debt,
as
well
as
with
children
who
are
struggling
to
get
educated
thanks.
G
John
way
to
do
the
the
fund
a
little
bit
on
the
funding
one
first,
so
in
terms
of
the
academy
funding,
I'm
not
100
sure
what
impact
that
would
have
in
terms
of
their
funding
streams,
because
we
don't
have
that
that
information
within
the
local
authority.
G
It's
likely
that
because
the
government
has
been
moving
over
a
number
of
years
to
a
fair
funding
formula,
there's
less
of
an
impact
because
they've
been
because
it's
been
sort
of
gradually
moving
to
that
from
a
maintained
sector.
So
from
the
170
odd,
maintaining
schools
that
we've
got
the
local
authority
itself,
the
finance
team
have
been
again
moving
to
a
system
where
they're
running
effectively
the
national
funding
formula,
with
smaller
tweaks
to
the
local
performance
at
the
minute.
So
historically
hasn't
it.
G
I
think
the
school's
finance
team
over
the
last
number
of
years,
knowing
that
our
funding
formula
was
coming
in,
has
used
that
as
the
core
and
then
reduced
the
amount
of
criteria
applied
to
that
funding
formula.
So
I
think
the
percentage
between
what
it
could
be
and
what
it
currently
is
will
be
less.
G
So
there
will
be
an
impact
you
know,
depending
on
that
final
move
to
to
a
hard
formula,
but
at
the
minute
they're
on
a
soft
formula
with
less
so
it's
something
I
I
counseled
with
you're
actually
right
and
that
our
school's
finance
team
are
keeping
their
eye
on
there's
a
consultation
still
going
on
at
the
moment
with
the
national
funding
formula.
So
we
don't
know
the
final
arrangements
about
that.
But
as
soon
as
we
do
we
can,
we
can
have
a
look
at
what
impact
that
would
have
on
on
the
schools.
C
Education
is
being
provided
for
that
young
person,
so
that
is
the
one
pathway
that
came
through
all
of
the
consultation
that
which
was
around
elective
home
education,
because
currently
the
legislation
does
not
make
it
mandatory
for
a
parent
to
tell
the
local
authority
that
a
child
is
being
educated
at
home.
So
within
the
bill,
it's
very
much
focused
on
the
local
authority,
ensuring
they
know
where
every
child
is
and
that
they're
receiving
a
suitable
education.
C
So
initially
the
local
authority
would
give
notice
to
the
parent
to
provide
that
evidence.
If
the
evidence
provided
demonstrates
its
suitable
education,
then
they
go
on.
The
register
that
now
has
to
be.
Every
local
authority
has
to
keep
leads
already,
keep
a
register
of
all
those
that
we
know,
but
it
will
just
be
so
that
it's
mandatory,
that
every
parent
must
do
that
if
a
parent
doesn't
provide
that
information.
C
So
that's
where
that
pathway
is
the
second
pathway
that
is
within
the
within
the
bill
is
around
the
attendance,
and
that
is
really
about
fines
for
non-attendance
and
penalty
notices
for
non-attendance,
and
that
is
making
the
whole
system
around
non-attendance
and
fines
so
that
nationally
across
the
whole
country,
it's
all
brought
in
line
because
at
the
moment
there
is
great
variation
between
different
local
authorities.
C
You
know
some
local
authorities,
schools
within
that
local
authority
can
move
to
an
a
penalty
notice
within
two
days
of
a
child
not
attending
within
leeds.
We
have
five
days
work
before
we
would
move
into
a
penalty
notice,
but
also
very
clearly,
within
the
bill.
C
Is
the
duty
now
on
the
local
authority
to
support
the
schools
and
to
support
the
families
before
you
even
get
to
that
situation,
where
you're
looking
at
a
penalty
notice.
So
that
has
changed
completely.
C
What
previously
was
the
case,
it
was
the
school's
duty
to
ensure
good
attendance
and
we,
as
a
local
authority,
were
trading
with
schools
to
support
them
in
their
duty.
This
turns
it
around
and
actually
says
it
is
now
the
duty
of
the
local
authority
to
support
the
schools,
to
support
the
families
and
to
work
with
those
families.
So
we've
already
started
to
put
a
whole
plan
together
of
how
we
can
identify
the
schools
that
need
the
greatest
support
and
how
we
can
work
with
those
families.
C
G
Yeah
and
as
part
of
the
it's
written
into
the
bill
about
academies,
they
will
have
a
new
expectation
that
they
work
with
external
partners.
Local
authorities,
you
know
so
it
can't
be
that
academicism
would
work
would
be
isolated.
The
trust
would
be
isolated.
They've
got
to
as
part
of
their
whole
operation
work
with
partners.
C
And
yeah,
one
of
my
points
was
regarding
the
the
direct
funding
of
schools
which
council
of
bitter
has
brought
up,
as
I
was
council
prize
deputy
for
a
number
of
years,
looking
at
their.
You
know
every
year,
looking
at
the
funding
and
and
how
and
how
that
was
distributed,
and
obviously
schools
who
were
who
needed
more
help
were
given
more
help.
So
I
have
the
same
concern
that
that
direct
funding
will
will
prevent
that
happening
so
that
that's
one
thing
but
obviously
castle
bitters
touched
that.
C
My
second
point
is
regarding
0.7
on
here.
Sorry,
I'm
just
flicking
around
there'll
be
new
club
standards
requiring
trust
to
work
constructively
with
partners.
Now
before
you
say
this
is
a
political
point.
It's
not
council
land.
My
concern
is
that
we
have
academies
that
don't
work
with
their
trade
union,
the
recognized
trade
unions,
which
prevent
staff
from
being
fully
able
to
raise
a
grievance
or
a
complaint
or
to
to
have
that
negotiating
done
on
their
behalf.
Now
the
school's
bill
is
there.
C
Yes,
we
have
a
lot
of
children
in
schools,
but
we
also
have
a
lot
of
staff
in
schools
as
well,
which
are
teachers
and
support
staff
in
those
schools
who
equally
need
to
be
protected
and
looked
after.
So
my
concern
is
under
number
seven
that
they
should
constructively
work
with
the
recognized
trade
unions,
because
obviously,
some
don't
pay
into
a
facilities
pot
which
prevents
those
trade
unions
going
in
and
being
able
to
speak
to
those
those
teachers
who
need
help.
C
I'm
not
talking
in
general,
I'm
talking
the
teachers
who
have
raised
an
issue
who
need
help,
so
I
do
hope
that
that
leads
to
academies,
understanding
that
and
allowing
those
staff
to
be
fully
represented
and
having
access
to
those
representatives
when
they
need
them
and
not
in
their
own
time
and
only
uncertain
under
certain
provision.
So
I
just
wanted
to
make
that
point.
I
think
it's
very
important
that
this
is
just.
A
C
It
was
just
following
on
from
what
councillor
bittel
said,
and
will
there
be
any?
Will
certain
groups
of
schools
not
benefit
from
as
much
funding
as
they
as
they
have
done
in
the
past?
With
this
change
in
the
funding
formula,
and
then
I
imagine,
you've
said
that
you're
already
preparing
for
that,
you
knew
that
it
was
coming.
C
G
Yeah,
I
think,
in
terms
of
funding
there
will
be
there
will
be
when
it
moves
to
a
hard
if
it
if
it
does
move
to
a
firm,
hard
national
funding
form
of
the
way
or
it's
it's
based
on
the
number
of
pupils
and
the
criteria
that's
set
nationally.
G
It's
it's
likely
that
there
will
be
slight
changes,
but
actually
again,
the
local
authorities
been
using
smaller
and
smaller
criteria
to
which
would
change
the
funding
level
that
they
get
now.
So
I
think
schools
wouldn't
see.
G
You
know
big
swings
in
funding,
and
it's
also
worth
remembering
that
funding
for
sen
would
remain
with
the
local
authority
for
academies
and
for
maintained
schools.
So
in
terms
of
that,
for
those
funding
streams
that
that
would
remain
the
same,
which
is
where
quite
a
lot
of
the
significant
funding
changes
are
dependent
on
the
level
of
sen
need
in
school
and,
like
you
say,
I
think
I
think
we
we
will
know
more
once
a
concert,
consultations
finished.
G
G
Currently
there's
only
certain
there's,
only
certain
criteria,
things
that
we
can
de-delegate
back
from
schools
that
that
may
change
and
the
government
may
be
saying
actually
schools.
Local
thoughts
will
be
able
to
request
the
delegation
from
the
schools
forum
for
more
areas
of
its
work
to
support
the
maintained
schools.
But
again
we
wait
for
that
final
consultation.
A
Okay,
thank
you
for
that
council
four
says:
please.
C
Yes,
I'll
try
to
be
recently
brief,
looking
at
looking
at
the
time
councillor
prior.
Thank
you
very
much
for
saying
what
you
did
about
the
position
that
your
position
would
be
about,
whether
you
would
actually
use
the
academy's
order.
I
have
to
say,
reading
this
bill.
Having
looked
at
the
previous
iteration,
there
is
some
relief
on
the
fact
that
you
know
they
put
back
the
date
where
they
would
wish
all
schools
to
become
impacted,
mr
2030,
and
then
not
making
it
mandatory.
C
C
I
think
thank
you
as
well
councillor
prior
for
sharing
the
figures
about
the
position
of
the
local
authority
schools
compared
to
the
academies
and
leads
which
is,
if
you
like
evidence
that
you
know
the
the
the
la
is
is
obviously
providing
a
very
good
service
for
that.
Just
a
few
things.
Yes,
I
mean,
I
I
think
it's.
C
It
is
welcome
that,
obviously,
that
they're,
basically
bringing
in
the
trust,
standards
or
changes
to
the
trust
standards
and
also
the
ability
to
actually
intervene
at
the
trust
level
and
also
has
already
been
mentioned
about
the
children,
not
in
schools
where
there
being
an
education
register.
Just
a
couple
of
points
on
where
are
we
40
and
41
back
again
to
the
register
of
the
children
not
in
school?
C
Can
I
just
ask
about
the
out
of
school
education
providers
what
those
are
at
present
or
what
that
refers
to
really
and
also
what
the
impact
of
41
would
be
for
the
council
being
a
requirement
to
provide
registered
home,
educating
families
where
it's
required.
It
sounded
like
quite
a
large
statement
to
have
read
there.
C
Yes,
in
terms
of
40,
what
you
said
was
it
out
of
school
education
providers
required
to
provide
information?
This
is
where,
potentially,
it
refers
to
the
first
question
that
we
had
about
five
or
more
children
attending
a
provision.
C
So
you
may
have
what
is
called
different
times
of
the
day
or
flexible
schooling,
where
children
may
attend
other
types
of
provision,
and
that
can
be
part
of
an
elective
firm
education
package
that
a
parent
puts
together
and,
at
this
point
in
time,
those
provisions
that
parents
choose
to
send
their
children
to
don't
have
to
be
registered
and
don't
have
to
provide
information
to
the
local
authority.
C
Educated
or
not
attending
a
maintained,
school
and
academy
or
another
registered
school,
so
that
is
what
that
is
about.
We
have
not
yet
got
all
the
regulations
that
sit
around
that,
so
we
don't
have
lots
of
detail
on
it
of
exactly
what
that
will
look
like
they're,
going
to
send
out
further
information,
and
I
understand,
there's
going
to
be
a
further
consultation,
specifically
on
which
provisions
which
kind
of
schools
will
be
included
within
that
particular
element
of
the
bill
in
terms
of
the
support
for
registered
home
education
families.
C
Again,
we
are
waiting
for
the
regulations
that
sit
around
that
in
terms
of
the
support
that
would
be
required
at
the
moment.
We
have
just
been
told
that
it
will
be
around
advice
about
the
education
of
the
child
and
whether
it
is
suitable,
so
the
local
authority
would
work
with
a
family
to
provide
that
advice.
It
may
be
information
about
sources
of
assistance
for
the
education
of
the
child.
It
may
be
about
provision
of
facilities,
including
financial
assistance
that
may
sit
around
it
or
it
might
be
access
to
non-educational
services
or
benefits.
A
Okay,
thank
you
jackie.
Please.
C
There's
just
two
things:
the
first
one
would
be
have
you
any
concerns
regarding
the
white
paper
and
how
it
would
affect
leads?
Is
there
anything
in
there
that's
flagging
up,
and,
secondly,
is
there
better
information
sharing
between
the
dfe
and
the
council,
because,
that's
always
been
a
problem.
C
You
know
is
this
in
the
white
paper.
I
know
we've
got
all
different
aspects
of
it,
but,
for
example,
would
the
academies
tell
you
know
the
council
about
attendances
and
stuff
like
that,
because
it
goes
to
dfe
from
academies
not
to
the
council
as
far
somewhere?
It's
just
better
information
sharing
with
that
is
that
in
the
white
paper
between
the
two.
A
Okay,
thanks
check,
I
think,
on
the
first
bit
councillor
prayer
covered
his
concerns
pretty
well
in
his
introduction.
So
perhaps
we
just
focus
on
the
second
part
of
the
question.
I'm
happy
to
elaborate
further
on
them.
If
I'll
be
even
happier,
if
you
don't.
D
In
terms
of
information
sharing,
no
that's
that's
not
a
a
huge
element
of
the
of
this
bill
and
we
we're
standing
council
lamb's
play.
My
main
concern
is
around
a
continuing
centralization
of
education
and
a
consolidation
of
power
in
whitehall.
I
think
it
moves
decisions
away
from
leads.
It
moves
decisions
away
from
from
local
it
moves
away,
democratic
accountability
and
and
just
consolidates
power
in
in
london
in
whitehall,
which
I
just
think
goes
completely
against
all
the
other
objectives
around
devolution
and
leveling
up.
A
Thank
you.
Yeah
dave
go
ahead,
yeah.
G
Can
I
can
I
say
as
well
that
leads
up
till
this
year
has
been
sat
within
the
leeds
and
west,
the
lancashire
and
west
yorkshire,
regional
schools,
commission
area
from
this
year.
It
moves
into
the
yorkshire
and
humber
area,
so
there's
a
new
there'll
be
that
opportunity
to
create
those
new
relationships
with
dfe
and
build
build
those
relationships
in
within
its
new
sort
of
geographical
location.
E
There
is
a
concern,
and
there
have
been
concerns
expressed,
that
the
removal
of
the
local
authority's
ability
to
be
an
appropriate
body
gives
the
teaching
school
hubs
and
forgive
my
educational
imagery,
the
chance
to
mark
their
own
homework,
especially
seen
as
a
teaching
school
hub
cannot
be
identified
as
outstanding
if
they
fail
any
of
their
students.
E
D
It's
certainly
a
concern,
and
I
think
it
goes
to
the
wider
point
of
it
essentially
moves
and
removes
the
local
authority
and
removes
later
to
council,
removes
a
democratic,
democratically
elected
body
from
much
of
the
process
and
centralizes
a
lot
of
that
power
in
in
whitehall.
I
think
that
has
been
a
problem
again
and
again.
I
think
it's
fair
to
say
it's
not
always
been
a
problem
with
with
all
academy
trust
by
any
stretch,
and
I
think,
over
covert.
D
I
think
what
we
really
demonstrated
was
how
well
the
local
authority
worked
with
a
lot
of
other
bodies
in
a
crisis,
but
now
we
are
returning
to
kind
of
normal
times
as
it
were,
it's
so
important
to
ensure
that
kind
of
the
city
can
come
together
to
make
sure
we
are
educating
all
young
children,
young
people
to
a
certain
degree
and-
and
that
requires
involvement
of
local
authorities.
So
it
is
disturbing
to
see
the
local
authority
continually
being
being
written
out.
A
Okay,
thank
you,
kate.
Please.
B
Thank
you,
so
I
just
wanted
to
briefly
come
back
to
elective
home
education
because
I
was
just
wondering
I
know.
We've
touched
upon
this
in
the
past.
We've
now
got
a
duty
to
provide
support
to
electively
home,
educated
children
and
families,
but
and
look
at
suitability
is
that
correct?
But
what
I'm
wondering
is
what
are
our
powers
if
we
are
of
the
view
that
it's
not
suitable
and
the
family's
parents
don't
agree.
C
Yeah,
absolutely
so
that
duty
upon
the
local
authority
is
where
we
talked
about
that
preliminary
notice.
Now
so
where
we
are
requiring
a
school
and
a
parent
to
provide
evidence
of
the
education
that's
being
provided
so
the
local
authority,
then
look
at
the
information
provided
and
judge
whether
it
is
appropriate
or
not.
That
is
where
the
support
element
will
come
into
play.
C
Where
potentially,
you
then
work
with
that
family
to
ensure
that
what
is
being
provided
is
suitable
if
the
local
authority
determined
that
what
is
being
provided
is
not
suitable
or
indeed
the
evidence
is
not
provided.
That
is
where
you
go
down
the
route
of
a
school
attendance
order
where
potentially
it's
a
fine
or
imprisonment.
So
there's
a
support
element
before
you
even
get
to
that
point.
C
Previously,
what
we've
had
to
do
is
is
redo
the
whole
process
looking
at
whether
what
has
been
provided
is
suitable
each
time,
but
the
legislation
is
suggesting
that,
once
you
have
had
evidence
that
it's
not
suitable,
you
then
would
be
able
to
continue
along
that
same
pathway
and
ensuring
the
child
is
attending
school.
So
they're
not
missing
out.
You
know
whole
weeks
of
schooling,
while
you
go
through
a
process.
B
Sorry
can
I
just
come
back
so
just
in
terms
of
suitability,
then
how
do
we
have
anything
yet
around
that?
Or
is
that
going
to
be
in
the
regulations
that
we
don't
have
yet
because
I
can
just
see
because
family
because
of
the
complexities
from
the
pandemic,
the
increase
in
mental
health
difficulties,
compounded
now
by
the
cost
of
living
crisis,
we've
got
so
many
more
complex
families,
so
many
more
presenting
issues,
difficulties,
challenges
within
families
and
you
know
in
terms
of
children's
needs
as
well.
C
Yes,
indeed,
in
fact,
in
the
consultation
there
was
a
move
to
actually
have
suitable
defined
within
law,
because
at
the
moment,
what
it
says
is
age,
aptitude
ability
and
special
educational
needs.
If
any.
So,
if
a
child
has
an
education,
health
and
care
plan,
then
you
do
have
an
assessment.
That's
identified
what
is
suitable,
but
outside
of
that
the
scope
of
it,
as
you
say,
can't,
say
it's
very
much.
It's
wide
so
actually
defining
what
is
suitable
then
becomes
the
judgment
of
a
local
authority.
C
B
A
I've
got
a
proposition
on
that
at
the
end,
kate,
council
stevenson.
Thanks
dave.
D
G
Yeah,
no,
we
haven't
got
any
further
information
council
stevens
on
that.
It's
still
very
much
around
that.
It
would
be
a
discussion
with
the
regional
schools,
commissioner
and
the
local
authority
about
the
best
action
for
that
school
in
in
the
circumstances.
G
At
the
moment,
I
mean
you'll
be
aware
that
if
a
school
is
just
inadequate,
it
gets
its
academy
order
at
the
moment,
the
two
or
three
ri
schools
there
isn't
that
and
I
think
what
they
want
to
do.
What
they're
attempting
to
do
in
the
schools
bill
is
to
bring
that
in
so
that
there's
more
intervention
on
schools
that
have
two
or
more
ri
judgments,
but
at
the
minute
there's
no
compulsion
around
that
it's
about
a
discussion,
so
that
would
be
the
link
with
the
rsc.
D
So
just
for
clarity,
council,
prior
when
you
gave
us
a
figure
earlier
that
100
maintained
schools
are
good
and
outstanding.
That
figures
100,
because
the
schools
that
were
failed
by
the
local
authority
have
been
forced
to
be
academies.
So
you
100,
cannot
include
the
ones
that
have
been
forced
into
academies
that
was
100
of
secretary
schools.
Ri
schools
would
have
counted
in
that,
but
there
aren't
any
local
authority
secondary
schools
which
require
improvement.
D
But
it's
probably
all
also
worth
mentioning
that
64
of
schools
in
leeds,
I
think,
is
about
64-
are
still
local
authority
maintained
schools,
which
is
a
figure
considerably
higher
than
a
lot
of
other
authorities
around
around
the
country.
So,
while
on
on
one
respect,
you
are
correct
that
of
course,
schools
which
have
been
judged
to
be
inadequate,
wouldn't
feature
in
that,
because
they
would
have
been
academized.
D
A
Okay
right,
thank
you
everybody.
So
I
think
one
thing
that
was
clear
in
in
the
discussion
is
an
awful
lot
of
information
still
to
come
out
about
this.
So
I
think,
there's
a
high
level
level
of
interest
among
the
board,
so
what
I'm
going
to
suggest
is
if,
when
in
february,
we
discuss
the
3a
strategy
next,
perhaps
we
could
include
as
part
of
that
discussion,
any
updates
if
there's
something
significant
in
the
meantime,
that's
timely
for
one
of
our
meetings.
A
That
would
be
helpful,
but
I
think
february
seems
probably
a
sensible
timeline
to
get
a
further
update
on
this.
If
everyone's
happy
with
that,
because
there's
a
a
lot
still
to
come,
I
think
okay,
so
we
can
move
on
to
item
10,
which
is
our
work
schedule,
and
I
will
ask
angela
to
take
us
through
this
item.
Please.
A
B
Thank
you,
while
we're
doing
those
adjustments
I'll
briefly
introduce
the
work
schedule.
So
this
report
relates
to
the
board's
work
schedule
and
the
latest
version
is
set
out
in
appendix
one
for
members.
Consideration
and
the
key
element
to
not
really
is
in
relation
to
the
board's
inquiry
into
children's
services.
Workforce
planning
and
now
being
proposed
that
a
working
group
meeting
is
held
to
discuss
the
potential
scope
for
the
board's
forthcoming
inquiry
work
with
a
view
to
bring
in
the
draft
terms
of
reference
back
to
the
october
meeting
for
approval
within
the
schedule.
B
D
At
cham,
conscious
in
october,
we've
got
the
notification
child
safeguarding
review
due,
but
there's
no.
D
A
Update
on
the
the.
D
A
Yeah
we
can
do
that
okay,
so
item
11
is
the
date
and
time
of
next
meeting,
which
is
wednesday,
the
12th
of
october,
at
10
o'clock,
as
always
a
pre-meeting
at
9
45,
but
kind
of
thank
everyone
for
your
contributions.
This
morning,
we've
got
through
a
lot
as
always
very
grateful
and
see
you
next
time.
Thank
you.