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A
Good
morning,
welcome
to
the
february
meeting
of
the
children
family
scrutiny
board.
My
name
is
council
alan
lam.
I
represent
the
weatherby
board
and
I'm
the
chair
of
this
board,
and
so
before
we
get
into
our
agenda.
A
Thank
you
helen
councillor,
bithell.
Please.
C
Good
morning,
councillor
hannah
bethel
representing
kirkstall.
A
A
Thank
you,
callum
dixon,
please
hi,
callum
dixon,
deputy
chair
of
young
lives
leads
thank
you.
Councillor,
drinkwater.
E
Yeah
pauldron
quarter
board
member
representing
killing
back
and
take
off
ward.
A
Thank
you,
celia
foote,
please.
A
Thank
you,
councillor
forsake.
A
Thank
you
is
andrew
joined
us.
Are
we
still
waiting
for
andrew,
graham.
C
Okay,
we're
still
waiting
for
andrew
to
join
us.
A
Thank
you,
councillor
howelly,
please
miss.
A
Wheatwoodward,
thank
you.
I
don't
think
councillor
hussain
is
on
the
call
yet
so
we'll
go
to
councillor
illingworth.
A
No
problem,
thank
you,
council
linux.
Please.
D
A
Thank
you,
debbie
riley,
please.
A
Thank
you,
councillor
renshaw.
J
D
A
Okay,
thank
you
and
I
can
see
kate
got
a
tile,
but
I
can't
see
a
kate,
so
I'm
sure
she'll
get
back
to
us
at
some
point.
So
then.
Finally,
if
I
can
ask
our
support
officers
to
introduce
themselves,
please,
starting
with
angela.
A
Thank
you
very
much
so
welcome
everybody,
and
I
will
ask
the
officers
that
are
joining
us
to
introduce
themselves
once
we
get
into
the
agenda
items
that
are
relevant
to
them.
So
we'll
move
straight
into
our
agenda
so
item
one.
Are
there
any
appeals
this
morning?
Please.
A
You
any
late
items.
A
Nope
item
five?
Do
we
have
any
apologies.
A
Thank
you
and
then
item.
Six
is
the
minutes
of
the
previous
meeting.
So
this
is
the
the
last
meeting
which
was
on
the
6th
of
january,
which
seems
an
awfully
long
time
ago
now,
but
it's
not
so.
First
of
all
can
we
just
agree
that
the
minutes
are
an
accurate
reflection
of
that
meeting.
A
I'm
not
seeing
any
dissenters
so
we'll
take
it
that
they
are,
and
then
there
is
a
matter
arising
that
I'm
going
to
raise
in
a
second.
But
does
anyone
else
have
any
matters
arising
that
aren't
covered
elsewhere
on
the
minutes
or
on
the
agenda.
A
Again,
no
indications,
so
I'm
going
to
refer
to
a
minute
56,
which
is
the
initial
budget
proposals
for
2021
22
and
further
to
the
last
meeting,
a
phase.
Two
scrutiny
statement
had
been
produced
in
consultation
with
scrutiny
chairs
of
all
boards
and
now
forms
part
of
the
latest
budget
report.
That's
been
prepared
for
the
executive
board's
next
meeting
on
the
10th
of
february.
A
What
I
would
like
to
do,
because
there
are
some
additional
budget
proposals
which
have
now
been
put
forward
so
I'd
just
like
sal
and
tim
to
just
briefly
confirm
the
current
position
of
the
children
services
directorate,
highlighting
if
any
additional
proposals
or
significant
changes
have
been
made.
Since
the
board
considered
the
budget
proposals
last
month,
and
then
it
will
be
for
the
board
to
ask
any
questions
and
reflect
on
the
current
position
to
determine
whether
we
want
to
make
any
additional
comments.
E
I
am
one
of
british
south
turkum
director
of
children,
families
thanks
council
alum.
I
think
when
we
last
discussed
the
budget.
I
think
there
was
a
question
about
there
being
a
remaining
gap
of
around
5.3
million
pounds
across
the
across
the
savings
required
for
the
council.
E
We
at
that
stage
made
it
clear
that
we
didn't
think
that
there
would
be
any
further
contributions
necessary
from
children
and
families
and
I'm
pleased
to
inform
members
that
that,
indeed,
is
the
case
that
we
haven't
put
forward
any
additional
members
since
that
position-
and
we
discussed
previously-
I
don't
know
if
tim
wants
to
add
anything
or
if
there
are
any
other
matters
of
detail
that
need
to
need
to
be
added,
but
no
significant
changes.
Since
that
point.
D
Good
morning
everybody
tim
pouncey
chief
officer
for
resources
and
strategy.
No
all
the
proposals
that
we've
brought
forward
to
the
scrutiny
board
and
the
working
groups
remained
intact.
There
are
no
no
new
additional
proposals
and
there
are
no
significant
changes
to
any
of
the
proposals
that
we
have
discussed.
A
Okay,
thank
you
for
that
sal
and
tim.
So
with
that
information
provided
do
any
board
members
have
any
additional
comments
that
they
wanted
to
make
or
any
questions
they
want
to
ask
about
the
budget.
At
this
point.
A
I'm
not
seeing
the
any
hands
being
raised
so
therefore
we'll
take
it
out
that
our
comments
stand
as
they
are.
Angela
will
bring
the
sign
of
relief
because
that's
one
more
piece
of
work
she
doesn't
have
to
do
so.
So
thank
you
for
that
and
then
we
can
move
on
to
the
main
parts
of
the
agenda
so
item
seven
is
the
coronavirus
pandemic
response
and
recovery
plan
update.
A
So
if
before
we
get
into
that,
if
I
can
just
invite
the
officers
and
the
executive
members
to
introduce
themselves,
so
people
at
home
know
who's
who's
talking.
So
if
I
start
with
councillor
prior,
please.
L
Morning,
I'm
counselor
jonathan
pryor
and
I'm
the
executive
member
for
learning,
skills
and
employment.
Thank.
A
You
councillor
venner,
please.
C
A
N
Good
morning
everybody
I'm
dave
clark,
I'm
the
head
of
learning
improvement.
A
Okay,
thank
you
very
much
so
at
this
point
I'll
hand
over
to
to
sal
and
the
executive
members
just
to
give
us
a
brief
introduction
to
the
report
and
then
we'll
move
into
questions
and
comments.
So
I
don't
know
if
either
council
of
winner
or
cancer
prior
want
to
start
or
straight
over
to
south.
C
Thank
you.
The
paper
is
an
update
of
how
the
department
is
managing
with
in
the
ongoing
situation
of
the
pandemic,
as
previously
I'd
initially
very
much
like
to
thank
the
staff
for
their
continued
absolute
passion
and
commitment
to
supporting
children
and
families
in
leeds
and
the
flexibility
and
creativity
that
they're
using
to
adapt
services
to
covid.
C
So
children's
homes,
for
example,
are
open,
as,
as
usual,
have
been
all
the
way
through
the
pandemic,
but
increasingly
very
challenged
from
the
point
of
view
of
staffing
when
people
are
ill
or
need
to
self-isolate
we're
still
very
appreciative
of
staff
from
the
youth
service
who
continue
to
support
the
staffing
of
our
residential
homes
and
we're
really
grateful
that
the
wonderful
rainbow
house
has
stayed
open
all
the
way
through
the
pandemic,
providing
short
breaks
for
children
with
additional
needs,
which
has
been
an
absolute
lifeline
for
families.
Over
the
last
10
months.
C
We've
continued
to
have
very
good
stability
around
fostering
foster
families
really
digging
in
making
it
work
in
in
very
challenging
circumstances.
As
is
referred
to
in
the
report,
we
do
have
a
challenge
which
is
a
national
challenge
around
finding
placements
for
some
children,
particularly
older
children.
Teenagers
who
need
to
come
into
care
and
often
have
very
complex
needs
early
years
are
referred
to
in
the
report.
C
C
That's
elicited
a
range
of
feelings
in
the
sector,
from
people
are
pleased
to
be
open
to
a
lot
of
staff
and
providers,
saying
they
don't
think
it's
safe
and
that's
reflected
in
the
organizations
like
the
early
years
alliance
that
represent
the
sector.
C
Who've
recently
stated
that
a
large
number
of
staff
think
it
was
over
50
in
recent
research,
don't
feel
safe
at
work,
and
I
think
it's
fair
to
say
there
isn't
scientific
evidence
for
nurseries
being
open
and
schools
being
closed
staff
and
council
blake,
and
I
wrote
a
letter
to
ministers
for
the
children's
minister
and
ministers
sahari
the
vaccinations
minister
on
behalf
of
the
sector,
referring
to
the
fact
that
our
recommendation
would
be
that
the
sector
was
close
to
most
children
in
line
with
schools
that
the
sector
needs
to
be
funded
properly,
which
it
absolutely
isn't
at
the
moment,
and
also
that
early
years,
staff
should
be
prioritized
for
vaccinations
after
the
first
four
groups
has
been
vaccinated
as
an
additional
group
along
with
teaching
staff
across
the
directorate
staff
are
struggling
as
time
goes
on,
and
staff
welfare
continues
to
be
an
absolute
priority,
so
staff
feel
valued
and
nurtured
and
they
can
continue
to
support
the
children
and
families
who
very
much
rely
on
them.
C
Child-Friendly
leads
is
not
covered
in
the
report,
but
that
provides
the
universal
offer
to
children
and
families
in
leeds
I've.
Just
a
couple
of
days
ago
sent
an
email
to
all
members
with
some
really
helpful,
child-friendly
leads
and
other
resources
like
resources
that
can
support
home
learning
resources
that
can
support
families
with
activities
where
people
can
get
help
if
they
need
it.
C
As
you
know,
we're
aware
that
children,
our
families,
are
struggling
during
this
third
lockdown
and
that's
the
universal
offer
to
families
that
might
need
a
bit
of
additional
help,
but
not
statutory
really
helps
services.
That's
all
my
introductory
comments.
Thank
you,
chair.
L
Yeah,
absolutely,
and
so
obviously,
the
last
time
we
met
was
just
after
we'd
gone
into
lockdown.
Schools
had
obviously
had
that
that
one
day
of
mixing
post
christmas
and
then
and
then
kind
of
we
were
sent
back
home.
I
I
don't.
I
know
the
government
were
obviously
under
a
lot
of
pressure
to
close
schools
at
that
point.
Since
then,
we
we've
had
a
number
of
meetings
with
with
heads
and
others.
L
One
key
issue
which
has
been
coming
up,
which
is
highlighted
in
the
report,
is
a
lot
of
capacity
at
school
and
the
what
one
common
issue
heads
are
coming
back
to
us
with
is
saying
that
the
government's
widening
of
children
who
can
attend
school
has
in
some
ways
kind
of
meant
that
some
elements
of
kind
of
distancing
and
reducing
transmission
has
been
diminished
slightly.
L
They
were
reporting
that
I
think
in
the
first
week
it
was
between
30
and
50
percent
of
children
were
coming
into
school,
which
is
significantly
higher
than
in
the
first
lockdown.
We
did
do
quite
a
bit
of
work
on
some
some
work
with
large
employers
in
the
city
to
try
and
encourage
them
to
kind
of
ask
their
employees
to
keep
kids
at
home.
If
they
could.
L
L
They
said
if,
if
the
school,
if
children
didn't
have
the
necessary
digital
access
that
made
them
entitled
to
coming
to
school
now,
we
were
delighted
to
learn
that
the
government
had
kind
of
realized
how
significant
lack
of
digital
access
was,
but
given
the
government
had
also
slashed
laptop
provision
previously,
this
was
something
that
was
very
frustrating
to
a
huge
number
of
schools.
L
I
know
a
lot
of
wards
and
a
lot
of
our
councils
as
well,
like,
I
believe
you
having
weatherby
as
well,
council
alarms
and
pieces
of
work
on
getting
laptops
out
to
children,
and,
I
think
that's
fantastic,
and
that
is
that
is
a
great
role
that
we
as
councillors
can
fulfill.
I
think,
sadly,
just
just
the
need
for
outstrips
anything
we're
able
to
do
you
know
we
can.
L
We
can
help,
but
I
kind
of
feel
sometimes
we're
we're
barely
touching
the
size
of
the
need
out
there
on
exams,
obviously
kind
of
we're.
Looking
at
the
exams
in
2021
and
there's
detail
of
that
in
the
report,
the
prime
minister
did
mention
in
his
most
recent
address
that
they
were
starting
to
look
at
exams
in
2022..
L
Now,
when
we
had
a
children's
takeover
of
a
trust
board.
One
common
theme
that
was
coming
back
from
young
people,
particularly
in
years
10
and
12,
was
a
lot
of
anxiety
about
their
exams
for
next
year,
obviously
kind
of
those
coming
up
to
exams.
Now
those
are
those
are
cancelled
and
they're
being
graded
in
a
separate
way,
but
those
children
feel
they've
had
such
a
long
period.
L
It'll
be
12
18
months
worth
of
disrupted
education,
so
we're
looking
at
kind
of
what
we
can
do
to
reassure
children
that
we
are
looking
at
this
and
we
are
seeing
what
we
can
do
to
mitigate
that
and
the
government
obviously
has
talked
about
a
catch-up
fund.
L
We
don't
yet
know
the
details
of
that
and
I
think
that's
something
we
need
to
look
at
really
closely
and
actually
perhaps
it
would
be
something
that
the
scrutiny
board
could
look
at
kind
of
how
those
exams
are
going
to
be
administered
to
make
sure
that
they're
fair
and
make
sure
that
children
aren't
left
behind
on
free
school
meals.
L
Obviously,
since
the
last
meeting,
though,
there's
been
a
lot
of
press
about
kind
of
the
differential
in
provision
between
from
some
private
providers
around
the
country,
obviously
in
leeds
we
have
catering
leads,
which
is
our
a
fantastic
in-house
service-
that's
doing
a
fantastic
job.
We've
also
made
clear
that
free
school
male
children
in
leeds
will
be
getting
food
over
the
february
half
term
as
well.
L
Now,
obviously,
this
comes
from
the
the
covid
winter
fund,
which
isn't
specifically
for
that
february
half
term,
but
but
that's
one
of
the
things
we're
using
it
for
so
I
just
want
to
offer
that
reassurance
to
parents
across
leeds,
because,
obviously
that's
that
provision
isn't
going
to
be
the
case
everywhere
in
the
country,
but
it
will
here
in
leeds.
I
mean
some
of
these
issues
are
are
still
going
on
now.
L
Some
of
them
have
quietened
down,
but
he
even
only
yesterday
received
a
letter
from
a
chair
of
governors
where
they
were
still
talking
about
the
that
expansion
of
what
it
means
to
be
a
critical
worker
or
a
vulnerable
child
has
meant
that
it
is
difficult
to
look
after
those
that
number
of
children
in
school.
L
There
are
still
concerns
that
ofsted
inspections
are
even
though
they've
changed
in
nature,
they're
still
putting
a
lot
of
pressure
on
schools
and
actually,
what
was
really
heartening
was
when
the
secretary
of
state
asked
parents
to
complain
to
ofsted
about
their
schools.
Ofsted
were
flooded
with
letters
from
parents
saying
what
a
wonderful
job
a
lot
of
teachers
in
schools
were
doing
in
some
of
the
most
difficult
circumstances,
and
it
was
so
good
to
see
kind
of
the
country
pulling
together
and
actually
not
looking
to
demonize
teachers
on
mass,
which
I
think
was
fantastic.
L
I've
also
written
to
the
vaccinations
minister,
with
a
number
of
the
with
council
blake
and
a
number
of
the
city's
mps,
saying
that,
after
those
who
are
most
vulnerable
to
the
most
serious
symptoms
of
covet,
we
should
be
looking
at
vaccinating
teachers
and
there's
a
few
reasons
for
this.
Obviously,
you
know
we
are
asking
teachers
to
go
and
work
on
the
front
line
in
in
an
area
which
the
prime
minister
himself
calls
vectors
of
transmission.
L
You
know
if
we're
asking
people
to
do
that,
it's
only
right
that
we
should
be
offering
the
maximum
protection,
but
equally
one
thing.
One
common
comment
which
comes
back
to
me
about
the
second
lockdown
when
schools
were
still
open,
was
that
the
number
of
bubbles
that
were
closing
was
so
chaotic
in
schools.
It
it
put
the
schools
at
the
odds
with
parents.
L
Parents
would
then
have
to
immediately
kind
of
find
cover
and
couldn't
go
to
work
if
we
managed
to
vaccinate
teachers
before
they
go
back
which,
given
the
number
of
teachers,
you
know
that
this
this
won't
put
the
vaccination
program
back
that
much.
In
fact,
we're
vaccinating
so
fast
that
you
could
probably,
in
numerical
terms,
vaccinate
all
teachers
in
under
a
day.
This
would
offer
a
lot
of
protection.
It
would
offer
stability
to
schools.
It
would
allow
learning
to
continue
in
a
better
way.
L
It
would
protect
teachers
and-
and
I
just
think
it's
it's
so
important-
that
the
government
look
at
this
and
I
I
understand
they
are
looking
at
what
they
do
after
they
have
vaccinated
the
most
vulnerable
I'll
leave
it
there
for
now.
Obviously
I
think
sal
will
have
a
few
things
to
add
and
then
happy
today,
questions.
Thank
you.
E
Thanks
to
council
yeah,
just
I'll
just
do
a
bit
more
on
each
of
the
areas
just
starting
with
with
schools.
I
think
council
prize
covered
more
strongly.
I
think
part
of
the
issue
in
this
in
these
current
restrictions
was
the
expanded
offer
in
terms
of
critical
workers,
so
vulnerable
children
we've
maintained
the
offer
to.
E
But
there
were
a
great
number
of
people
listed
on
the
critical
worker
list
and
we
have
had
some
issues
there
and,
as
councilor
prize
explained,
we've
tried
to
support
schools
to
manage
that,
because
people
are
trying
to
operate
safely
within
the
confines
of
their
particular
school
setting,
but
also
to
try
and
ensure
that
there's
a
good
learning
offer
on
a
remote
basis,
but
also
on
and
those
that
need
teaching
and
face
to
face.
I
think
that
that
has
started
to
settle
down,
though
we
are
still
seeing
some
pressure
in
the
primary
schools.
E
The
secondary
scheme.
Schools
seem
to
be
managing
it
and
they've
also
been
coping
with
some
of
the
testing
that's
needed
necessary,
so
we
now
only
need
and
and
twice
the
week,
testing
that
is
being
undertaken
by
by
the
schools.
My
understanding
is
that
the
plan
is
for
children
to
be
tested
prior
to
their
return
to
school
and
has
been
set
out.
E
We
understand
that
those
plans
about
schools
returning
will
will
be
announced
on
the
22nd
of
february,
so
the
first
date
that
we
expect
schools
to
be
going
back
on
will
be
around
the
8th
of
march,
but
obviously
we
are
awaiting
details
of
what
that
would
look
like,
so
that
we
can
work
with
and
plan
with
the
schools.
E
I
think
I
think
the
fact
that
there
is
a
set
out
period
of
not
just
for
us
to
get
those
plans
in
places
is
going
to
be
is
going
to
be
really
helpful.
E
Now,
we've
continued
high
levels
of
communication
with
the
schools
from
the
local
authority
through
bulletins
that
we
send
regularly
to
them
to
assist
in
terms
of
support
and
guidance
and
coordination
and
coordination,
but
also
in
terms
of
our
zoom
calls
for
all
heads,
but
also
a
bronze
level
trying
to
work
through
some
of
the
detail
with
the
schools
and
so
show
us.
E
Some
of
the
issues
that
may
well
be
raised
are
issues
that
have
been
discussed
at
that
bronze
level,
and
that
gives
us
an
opportunity
to
get
into
the
level
of
detail
we
need
to
with
head
teachers
and
make
suggestions
about
how
how
we
take
things
forward
in
social
care
and
early
help.
Again.
Bronze
group
arrangements
working
well
at
a
locality
basis
and
just
making
sure
that
people
are
picking
up
issues
in
relation
to
vulnerable
children.
E
So
clearly
we're
aware
of
all
those
children
who
have
a
social
worker
and
our
visits
to
them
and
continue
as
per
normal.
On
the
whole.
Where
there
are
issues,
we
have
risk
assessments
that
we
can
undertake
in
order
to
manage
visits
in
a
safe
and
secure
way.
E
E
But
actually,
the
conversations
that
happen
between
local
professionals
at
a
cluster
level
are
the
important
ones
in
terms
of
being
able
to
identify
and
ensure
that
we've
got
a
plan
of
communicating
and
supporting
children
at
a
local
level,
and
I
think
council
event
covered
in
detail
the
issues
around
our
early
years
in
and
children's
centers.
But
you
know
from
our
own
provisioning
in
terms
of
the
children's
centers.
E
The
vast
majority
of
those
have
remained
open,
though
there
are
clearly
challenges
there
in
terms
of
staffing
and
either
illness
related
to
covert
or
people's
close
friends
or
relatives
being
ill
with
convict
and
those
that
are
clinically
extremely
vulnerable.
So
that
does
put
quite
a
bit
of
challenge
into
staffing
numbers
as
it
does
in
children's
homes
and,
as
we've
explained
before,
we
have
utilized
other
youth
workers
and
staff
from
our
youth
justice
service,
who
have
the
relevant
skills
and
expertise
to
work
in
children's
homes.
E
To
help
across
with
that
and
in
and
that's
been
really
well
managed.
On
the
whole,
we
have
had
one
outbreak
in
one
of
the
children's
homes
and
again
we've
managed
that
locally
with
public
health,
but
also
with
as
appropriate,
with
government
departments
in
public
health
england
as
well.
E
So
you
know
I
just
want
to
take
the
opportunity
to
thank
all
the
staff
that
work
in
schools
that
have
kept
the
schools
running
for
critical
and
vulnerable
children,
critical
worker
and
vulnerable
children
and
for
all
the
staffing
in
all
our
services
that
out
there
on
the
front
line,
are
now
providing
help
and
support
to
those
that
most
need.
It.
A
Okay,
thank
you
very
much.
Tal
and
we've
got
a
number
of
people
have
indicated.
They
have
questions
and
comments,
so
I'll
go
in
the
order
that
that
the
hands
have
gone
up
so
we'll
start
with
councillor
stevenson.
Please.
K
Thank
you,
chair
on
on
vaccines.
The
letter
that
counselor
prior
and
brenna
referred
to,
I
think
it's
very
there's,
obviously
gonna
be
some
sort
of
cross-party
support
here,
because
it's
sort
of
common
sense
in
terms
of
critical
workers
and
the
role
they're
playing,
and
I
think
yesterday's
announcement
on
the
fact
that
actually
oxford
vaccine
can
reduce
transmission
as
well
is
almost
a
game
changer.
K
My
question
is,
however,
when
we,
even
though
we've
got
one
of
the
best
vaccine
rollouts
in
the
world,
supply
and
demand
is
still
a
problem,
so
bearing
in
mind
that
those
over
65
are
62
times
more
at
risk
than
those
under
54
or
fatality
of
garbage,
and
it's
very
easy
to
point
out
a
problem,
not
so
easy
to
point
out
a
solution.
K
L
L
It's
my
understanding
that
by
mid-february-
and
this
is
according
to
the
government
by
mid-february
all
the
groups
from
which
95
to
99
percent
of
fatalities
come
from
will
have
been
vaccinated,
so
kind
of
the
most
vulnerable
will
have
been
vaccinated
within
the
next
fortnight,
and
obviously
I
mean
that's
the
thing
with
statistics.
You
know
when
you
say
something
is
20
times
more
likely,
60
times
more
likely.
L
If
the
thing
it's
times
by
is
so
minuscule,
then
even
20
times
is
still
small,
so
I'm
not
going
to
kind
of
say
it
should
be
done
on
this
date.
It
should
be
done
on
this
date,
but
you
know
we're
doing
about.
I
think
over
the
weekend
they
did
half
a
million
vaccines.
In
one
day
there
are
fewer
than
half
a
million
teachers
and
school
staff
in
the
whole
country.
So
we're
not
talking
about
a
kind
of
a
massive
delay
here.
L
At
all,
I
I
do
think
that
those
most
at
risk
should
be
prioritized,
and
I
think
I
was
clear
about
that
in
the
letter-
and
I
I
don't
know,
council
even
was
in
her
letter
on
early
years
as
well,
but
actually
I'd
make
a
wider
comment
that
this
vaccine
roller
has
been
incredible.
It's
so
impressive,
and
it
just
goes
to
show
you
know
when
the
government
trusts
the
nhs
and
trusts
our
public
services
to
do
something.
They
deliver.
L
Compare
that
to
track
and
trace,
which
was
massively
outsourced
and
the
billions
wasted
and
huge
amounts
spent.
And
actually
I've
got
faith
in
the
nhs
to
not
only
deliver
to
the
most
vulnerable,
but
also
kind
of
make
room
for
those
who
are
at
the
most
exposed
as
well.
K
Yeah
I
just
like
supplemented
to
that,
because
I
tape
a
point
about
following
the
advice,
but
the
science
currently
states
that
the
key
priority
groups
next
should
be
the
first
five
to
nine,
which
is,
as
I
said,
the
over
or
the
over
65
is
next.
So,
under
the
suggestion
put
forward
by
the
council,
we
could
end
up
vaccinating
30
year
olds
before
65
year
olds
at
risk.
K
So
there
is
a
there
is
an
issue
there,
so
my
question
would
be
if
the
science
does
say
that
that
critical
workers
shouldn't
be
prioritized
at
this
stage.
Will
we
therefore
be
accepting
that?
And
aside
from
that,
if
the
science
does
say
that
actually,
there
is
now
capacity
to
be
able
to
do
critical
workers.
K
L
L
They
were
specifically
mentioned
in
the
letter,
so
we
are
saying
this
is
and
when
I
quoted
that
half
a
million
figure
that
is
half
a
million
teachers
and
school
support
staff,
they
are,
they
are
all
within
that,
and
actually
we've
already
vaccinated
some
30
year
olds,
ahead
of
some
kind
of
65
plus
year
olds.
You
know
workers
in
care
homes
and
in
the
nhs,
because
there
was
a
recognition
that
those
who
are
most
exposed
are
vulnerable
to,
as
well
as
those
at
greatest
risk
of
infection.
L
We've
already
recognized
that
within
the
system
we're
requesting
that
a
similar
look,
a
similar
view
is
taken
towards
some
other
people.
On
the
front
line
I
mean
no
one
would
argue
that
we
shouldn't
have
vaccinated
nhs
staff
and
care
home
staff.
First
of
all,
no
one's
arguing
that,
but
but
we're
saying
we
want
the
same
argument
to
be
applied
to
other
frontline
workers.
C
If
I
could
just
add
to
that,
I
think
councillor
prime
was
really
clear
in
his
first
answer
that
that
creditably,
the
vaccine
roller,
is
going
so
well
that
vaccinating
teaching
staff
and
early
years
staff
is
not
going
to
significantly
delay
other
people
getting
the
vaccine,
but
there's
also
an
issue
of
people
having
confidence
in
those
settings
and
those
settings
being
able
to
run
smoothly
as
councillor
priority
we've
had
we
had
constant
bubble
collapses
when
schools
did
go
back,
which
made
teaching
incredibly
difficult
in
order
for
parents
to
have
the
confidence
to
send
children
back
to
school
and
for
those
schools
to
run
smoothly.
C
This
feels
really
important
and
with
early
years
staff
I
mean
they're
working
with
all
children
earlier
settings
are
not
close
to
most
children,
as
I
referred
to
it's
in
the
dfe
guidance
that
earlier
staff,
don't
wear
ppe
unless
they're
working
with
cover
positive
children,
because
it
could
cause
this
distress
to
babies
and
small
children
if
they're
masked,
for
example,
and
they're,
obviously
doing
very
personal
care
of
small
children,
you
know
wiping
noses
giving
cuddles
etcetera
and
the
early
years
alliances
instead
of
reported
that
half
their
staff
have
said
they
don't
feel
safe
at
work.
C
So
it's
also
about
the
confidence
of
people
who
work
in
those
settings
and
people
who
send
their
children
to
them.
That
will
enable
schools
and
earlier
settings
to
function
more
smoothly
once
there
are,
but
all
settings
are
open
to
all
children.
Thank
you.
A
D
Yes,
thank
you
chair.
I
like
to
endorse,
what's
already
been
said,
no
point
in
repeating
it
again,
but
one
factor
which
I
think
we
haven't
paid
attention
to
is
the
length
of
time
it
takes
communities
to
develop,
and
so,
if
we
are
going
to
vaccinate
teaching
staff
move,
which
I
would
and
support
staff
strongly
support
that
move.
It's
important.
It's
done
quickly
enough
for
the
vaccination
to
be
effective
before
people
return
to
school,
otherwise
we're
going
to
have
a
repetition
of
what
happened
on
early
january
and
not
not
a
good
outcome.
D
A
Okay,
thank
you,
council
linworth.
Did
anyone
want
to
come
back
on
that?
It's
more
of
a
comment
than
a
question.
I
think.
So,
if
if
we
go
to
councillor
gruen,
please.
H
Thank
you,
and
just
with
respect
to
the
last
debate.
It's
it's
school
staff.
Isn't
it
it's
not
just
teachers
and
support
teachers,
it's
cleaners
and
catering
staff
and
everybody
who
works
in
a
school
who
is
in
that
same
vulnerable
position?
I
just
wanted
to
comment
really
on
the
three
themes.
First
of
all,
you
touched
on
the
staff
anxiety
in
schools
and
I'm
sure
that's
right.
H
I'm
I'm
feeling
that
a
lot
at
the
schools
where
I'm
a
governor-
and
there
are
parallels,
I
believe,
with
the
anxiety
and
depression
that
has
been
recognized
within
the
nhs
staff
and
a
very
considerable
resource
has
been
put
into
leeds
teaching
hospitals
via
its
charity,
actually
for
giving
mental
health
support
and
psychological
support
to
all
staff
in
hospitals.
H
Cleaners
through
to
consultants
who've
been
very
grateful
for
that
resource,
and
I'm
just
wondering
if
we've
got
to
the
point
where
we
need
to
think
about
putting
some
kind
of
resource
into
schools
for
staff
who
are
beginning
to
feel
under
pressure
and
anxious
about
the
situation
that
they're
in,
and
I
would
also
say
that
at
this
point
in
the
pandemic,
it
is
becoming
evident.
H
Isn't
it
that
children
are
beginning
to
feel
anxious
and
depressed
as
a
result
of
really
not
being
able
to
socialize
in
the
way
they're
programmed
to
do
and
have
we
thought
about
how
we
might
begin
to
address
that
both
now
and
as
we
come
out
of
the
pandemic
in
due
course
as
well?
H
I
wanted
to
comment
on
the
virtual
curriculum
offer
as
well,
which
I
think
is
much
improved
from
the
first
lockdown
and
I
think
teachers
have
worked
so
hard,
along
with
their
support
staff,
to
provide
live
virtual
lessons.
I'm
sure
the
quality
across
the
city
varies,
but
certainly
the
experience
I've
had
as
a
governor
is
that
the
the
lessons
of
the
most
extraordinary
quality
are
becoming
available
on
a
live
basis.
H
The
problem
with
that,
of
course,
is
that
not
all
children
have
access
to
computers
so
order
or
suitable
devices,
so
they're
not
all
having
experiences
of
the
same
quality,
but
the
I'm
just
wondering
whether
education
staff
here
have
a
view
about
attendance,
because
although
there
is
an
opportunity
to
have
a
full
day,
schooling
of
of
a
very
reasonable
quality,
if
not
high
quality.
H
Now
the
attendance
rate
at
the
schools
that
I'm
aware
of
is
is
only
just
over
50
percent
and
I'm
wondering
if
we
need
to
think
about
that
as
an
issue.
And
finally,
a
virtual
visit
to
the
children's
home,
I'm
linked
to
as
a
corporate
parent
yesterday
did
remind
me
of
the
extreme
pressure
that
staff
in
those
homes
are
under
as
well.
We
touched
on
the
homes
earlier
on.
It
is
extremely
challenging.
H
Isn't
it
to
have
the
children
at
homes
in
those
homes,
all
of
the
time
again,
with
with
no
real
opportunities
for
socializing
outside
that
and
for
limited
opportunities
of
going
to
other
places?
So
have
we
begun
to
think
about
the
pressures
there
and
how
we
might
address
them?
Thank
you.
E
It
from
there
sure
so,
if,
if
I
asked
dave
and
erica,
if
necessary,
to
come
in
on
the
children
on
sorry
on
remote
learning,
please
children's
struggling
with
mental
health
issues.
I
think
valen
julie
could
pick
that
up.
Julie
can
pick
up
children's
homes
and
then
the
anxiety
of
school
staff
and
how
they're
dealing
with
that
dave
as
well.
Please.
N
Jay,
if
you
want
to
kick
off
yeah
thanks
all
the
in
in
terms
of
the
staff
anxiety
council
agreement,
we've
we've
got
a
number
of
initiatives
going
on
in
terms
of
supporting
school
staff.
We
have
an
online
session
which
50
leaders
attended
in
terms
of
support
for
mental
health
and
well-being
of
their
staff
and
we're
we're
doing
all
we
can
to
encourage
more
of
those
more
school
leaders
to
to
get
involved
and
it's
about
supporting
how
they
support
their
staff
within
within
school
with
their
mental
health
and
well-being.
N
I
know
val's
team
is
working
alongside
our
health
and
well-being
service
in
terms
of
a
range
of
initiatives
to
support
both
staff
well-being
and
also
children's
mental
health
well-being,
and
I
know
that
council
prior
mentioned
earlier
about
the
the
young
people's
takeover
of
the
children's
trust
board,
and
I
think
that
was
a
big
theme
about
that
and
their
views
on
how
the
mental
health
of
young
people
is
being
affected,
and
that's
going
to
be
for
the
youth,
parliament
and
the
children's
trust
board
and
those
voice
and
influence
groups
to
actually
work
to
enhance
all
the
the
offers
available
to
support
children
and
young
people's
mental
health
going
forward
because
you're
absolutely
right
it
is.
N
It
is
an
increasing
issue
within
within
schools
and
settings
in
terms
of
virtual
learning.
N
You're
absolutely
right
in
terms
of
schools
are
doing
that
they're
much
more
prepared
for
for
virtual
learning,
doing
some
really
really
good
work
and
that
we
we've
been
supporting
in
terms
of
providing
resource
links
and
an
offer
to
schools
that
they
can
tap
into
to
support
them
with
their
with
their
remote
learn.
I
think
it's
one
of
the
things
in
terms
of
the
engagement
you
know
can
I
can
I
just
clarify
you
know
he
said
50
attendance.
N
So
I
think
school
schools
are
very
aware
of
of
that
and
and
there's
there's
a
there's,
a
certain
amount
of
concern
from
them
of
how
they
engage
those
young
people
that
that
are
not
taking
place
online.
So
they're
still
providing
and
we've
sent
some
information
out
to
school
leaders
and
to
parents
into
governors
to
remind
them
that
that
remote
offer
isn't
just
it
isn't
just
live
learning
and
it's
not.
N
It
doesn't
have
to
just
be
online,
there's
a
whole
raft
of
different
strategies
that
they
use
to
ensure
that
young
people
are
engaged
and
some
of
the
online
stuff
is
brilliant,
but
there's
actually
other
ways
that
that
can
be
done.
So
I
think
schools
are
trying
to
find
that
the
best
way
to
to
make
sure
that
all
children
are
engaged,
whether
it's
online
or
virtual,
and
also
increasing
the
amount
of
young
people
have
access
to
that
digital
digital
device.
N
Just
might
be
worth
to
saying
at
this
point
council
agreeing
that
we've
we've
had
the
latest
figures
from
the
dfe
scheme,
so
we've
had
into
maintained
schools.
We've
had
eight
there's
been
about
8
678
digital
devices
sent
into
into
in
for
children
to
use
and
another
8600
that's
gone
into
academies
now
we're
not
quite
sure
whether
that's
all
these
children
in
the
academies,
because
those
academies
are
wider
than
just
leads,
but
so
there's
been
significant
investment
in
in
in
devices
into
schools.
N
So
I
think
there's
there's
a
long
way
to
go
on
that,
but
more
and
more
children
are
having
access
to
that
online
and
then
one
of
our
next
bronze
meetings
with
primaries
in
particular,
is
to
look
at
the
engagement
of
young
people
and
how
we
make
sure
that
all
children,
regardless
of
online
or
are
engaged
in
their
learning
as
best
as
possible,
because
actually
you
know
you
know-
we've
we've
said
before
you
know
six
hours
of
live
streaming.
N
If
it's
not
high
quality,
you
know
the
children
are
often
better
with.
You
know
if
there's
different
ways
of
doing
it,
if
there's
three
hours
of
real
high
quality
engagement,
that's
better
than
just
the
time
spent
on
it.
So
hopefully
that
answers
your
question,
but
I
think
val
will
probably
be
able
to
pick
up
a
bit
more
on
the
on
the
mental
health
and
well-being.
H
Well,
I'll
just
come
back
on
the
digital
devices,
I
mean.
The
fact
is
that
currently
we
still
have
children
who
are
either
sharing
a
device
or
using
a
phone,
and
the
experience
just
isn't
the
same.
I
mean
two
siblings,
who
can't
both
be
in
lessons
at
the
same
time
is
not
a
satisfactory
position,
so
I
I
think
this
is
quite
an
urgent
issue
and
what
you've
said
to
me
is
there
are
intentions
and
it's
getting
better,
but
actually
that
gap
is
still
exists.
N
N
There
there
is
still
a
gap
and
we've
been
doing
a
survey
at
the
moment
which
is
live.
We've
got
about,
we've
got
about
a
third
of
our
schools,
have
responded,
and
I'm
just
trying
to
look.
We've
got
so
so
far.
N
Schools
are
telling
us,
we
have
about
four
and
a
half
thousand
young
people
without
access,
and
that's
just
just
that's
just
bearing
in
mind
that
on
the
schools
that
responded
to
us,
four
and
a
half
thousand
young
people
haven't
got
access
to
that
that
digital
device-
that's
not
a
smartphone
or
they're,
not
having
to
share
it
so
yeah.
There
is
still
that
digital
divide
gap
there
and
it
is
an
issue.
N
Schools
are
trying
to
work
through
that
to
find
you
know
to
to
access
more
devices-
and
I
know
like
councillor
price,
had
lots
of
work
going
on
with
from
councillors
and
from
social
enterprise
groups
and
business
links
with
schools
to
try
and
access
more
laptops
and
and
devices
for
them.
But
it's
certainly
it's
certainly
a
priority
in
terms
of
improving
the
amount
of
young
people
and
actually,
I
think
it's
certainly
an
issue
that
it's
not
just
for
this
pandemic.
N
I
think
long
term
is
is
a
is
an
issue
that
we
can
carry
on
doing
that
so
the
digital
divide-
and
I
think
our
colleagues
in
100
digital
leads-
are
using
this
as
an
opportunity
to
carry
on
that
work
post
pandemic
so
that
actually,
if
anything
like
this
happens
in
the
future,
then
actually
they
can.
You
know
we're
not
in
that
situation
with
young
people
without
access.
J
Yes,
if
you
don't
mind,
thank
you
councillor,
just
in
terms
of
the
mental
health
issues
that
you
raised
council
growing.
Absolutely
I
couldn't
agree
more.
There
is
a
real
need
and
a
real
focus
for
the
support
for
children
and
for
the
staff
that
are
working
within
those
settings.
J
We
got
a
grant
that
was
from
central
government,
that
was
the
well-being
for
education
grant
and
that
has
been
coordinated
by
our
principal
educational
psychologist.
So
all
of
the
psychologists
have
been
undertaking
training
for
staff,
and
that
not
only
is
about
the
well-being
of
young
people,
but
also
about
self-care
as
well
for
the
staff
themselves.
J
So
all
that
has
been
ongoing
over
this
last
period
of
time,
we
have
had
over
150
specific
delegates
from
the
individual
schools
that
have
been
trained
in
the
well-being
program
for
themselves
and
for
the
support
of
their
staff.
We've
also
done
the
recorded
training.
Now
that's
on
youtube,
so
that
it
can
be
accessed
for
people
that
didn't
manage
to
actually
get
into
the
live
training
itself.
J
We've
also
worked
with
colleagues
on
the
whole
of
the
mind-made
agenda
and
the
future
in
mind
strategy
where
we
have
spoken
to
young
people.
Young
people
have
been
absolutely
fantastic
during
this
period
and
they
provide
blogs
themselves
where
they
have
been
able
to
talk
to
other
young
people
where
they
talked
about
their
own
personal
circumstances,
and
then
the
mechanisms
and
the
strategies
that
they
have
put
in
place
that
support
that
have
supported
them
and
shared
that
knowledge
shared.
J
That
learning
and
some
of
the
blogs
have
been
absolutely
fantastic
and
some
of
those
individual
experiences
that
have
now
been
shared
online.
So
it
was
about
pulling
in
all
of
those
young
people
peer
support,
because
we
know
that
that
is
one
of
the
best
ways
of
supporting
young
people.
They
tell
us
what
they
need.
J
They
tell
us
what
it
should
look
like
and
then
they
themselves
share
it
with
other
people,
terms
of
just
a
little
bit
just
on
attendance,
just
to
link
in
with
dave
as
well,
because,
of
course
we
have
got
attendance
for
critical
workers,
vulnerable
children
in
terms
of
all
of
those
children
with
education,
health
and
care
plans,
and
particularly
those
that
are
in
our
most
specialist
settings.
J
So
some
of
it
means
absolute
physical
attendance
at
school,
maybe
not
five
days
a
week,
because
what
they
have
worked
through
is
it
might
be
better
actually
to
reduce
the
numbers
of
young
people
actually
within
a
setting
at
any
one
time
that
they
would
attend
on
particular
days,
and
then
they
would
access
other
remote
learning,
whether
it's
the
streaming
from
the
the
actual
school
itself
or
whether
it
is
packages
of
support,
that's
going
into
that
home
or
accessing
particular
therapies.
J
So
they
have
worked
with
the
families
to
co-produce
a
package
of
support
for
each
family.
So
some
of
the
attendance
figures
that
you
see
that
are
reported
back
through
the
dfe
reporting
system
will
only
be
a
snapshot
really
of
the
average
attendance
on
any
particular
day.
Not
the
overall
picture
of
how
many
young
people
within
that
cohort
are
engaged
and
physically
attending
some
of
the
provisions
throughout
that
week.
So
on
one
day,
you'll
get
a
picture
of
maybe
around
30
40
attending.
J
A
M
Yes,
please
thank
you,
councillor,
lamb,
I
suppose
I'll
just
start
or
follow
on
from
val
in
terms
of
children's
mental
health
and
emotional
well-being,
and
we
had
an
absolutely
fantastic
session
last
week
where
children,
young
people
from
right
across
the
city
came
and
took
over
their
children
and
families,
trust
board,
and
they
told
us
personally,
they
shared
their
own
experience
of
the
impact
of
covid
and,
in
particular,
the
the
sort
of
relationship
between
corvid
and
their
education
and
how
that
had
impacted
them.
They
talked
about
transition.
M
You
know
some
young
people
described
leaving
school
last
year,
leaving
year
11,
you
know.
Ordinarily,
there
would
have
been
huge
celebrations
and
young
people
being
able
to
get
together
those
rights
of
passage
really
and
they
they
talked
well.
You
know
really,
honestly
about
how
that
had
impacted
on
them.
M
You
know
and
how
that
made
them
feel
they
talked
about
the
just
the
importance
of
individual
teachers
just
checking
in
just
you
know,
lifting
up
the
phone,
giving
them
a
little
call
and
and
how
how
much
they
appreciated
that
they
did
talk
about.
The
importance
as
val
has
mentioned,
about
peer
support,
but
actually
really
really
valuing
when
that
was
enabled
for
them.
M
So
as
part
of
the
school
day,
you
know
to
be
put
in
groups
and
to
have
sort
of
space
within
the
time
table
if
you
like,
albeit
even
if
you
know
virtually
to
get
together,
but
what
they
did
say
was
that
sometimes
they
are
put
in
groups
of
children,
they
don't
know
so.
Actually
they
don't
feel
that
they're
not
going
to
have
an
open
conversation
or
really
share
about
how
they
feel
if
they
don't
know
those
children.
M
So
they
were
sort
of
saying
it
would
be
great,
that's
absolutely
fantastic,
but
could
we
be
put
with
children
that
we
know
they
also
talked
about?
Actually
some
really
great
examples
of
where
some
schools
had
actually
set
aside
a
day
to
focus
on
social,
emotional,
mental
health
and
actually
structured.
It
so
really
encourage
the
young
people
to
do
things
for
themselves.
You
know
so
to
set
an
error
aside
and
to
speak
to
a
friend
to
set
an
error
aside
to
go
for
a
walk
and
actually
how
that
had
been
really
useful.
M
What
we've
done
is
we've
scooped
up
all
of
that
rich
feedback
from
those
young
people
and
we've
shared
it
with
valen
dave
and
actually
that's
going
to
be
shared
with
the
bronze
groups,
because
it
is
about
listening
to
the
voice
of
children
and
young
people,
and
then
us
developing
a
practice
with
colleagues
in
schools
to
reflect
that
and
to
take
their
ideas
them
on
board.
M
Also,
you
know,
as
val
has
said,
at
a
local
level
at
a
cluster
level,
we're
now
tracking
children,
our
social
work
teams,
our
early
help
staff,
our
family
support
staff
and
targeted
services
leads
in
schools,
because
it's
about
supposed
taking
that
proactive
approach,
you
know
not
make
we're
not
waiting
until
a
young
person
is
really
in
need,
but
being
able
to
prevent
that
and
take
that
preventative
approach.
M
So
there
really
is
that
line
of
sight
on
individual
children
valves
talks
about
the
relationships
that
we've
got
with
my
mate
spa
with
gps.
You
know
so
it
really
is
that
team
around
the
child,
I'll
just
move
on
to
a
residential
children's
homes
and
absolutely
council
agreeing
you
know
in
terms
of
our
duty
of
care
to
our
staff
and
also
the
duty
of
care
to
our
children.
You
know
something
that
we
are
taking
extremely
seriously
and
we
have
done
since
you
know
since
day,
one
and
there's
a
range
of
formal.
M
M
If
a
colleague
is
struggling
a
little
bit
or
is
you
know
tired
or
if
there's
personal
circumstances
going
on,
so
it's
creating
that
culture
of
a
caring
and
compassionate
environment
we've
encouraged
things
like
breakfast
meetings,
virtual
lunches
again
encouraging
people
to
be
on
creative
space
for
people
to
be
able
to
come
together
just
to
talk
in
the
same
way
that
we've
heard
from
young
people.
We
hear
the
same
from
our
staff,
just
the
opportunity
to
come
together
and
share
how
they're
feeling
with
trusted.
M
Colleagues
we've
also
had
a
range
of
academic
lectures
which
have
been
available
to
our
staff.
We've
had
external
speakers
coming
really
focusing
on
and
again
sharing
good
practice,
sharing
ideas
about
how
we
can
look
after
our
own
mental
health
and
well-being,
and
we
have
also
moving
into
perhaps
some
of
the
more
formal
processes.
You
know
we
have
individual
risk
assessments,
as
we
know
you
know,
for
individual
settings,
we
have
put
in
place
formal
well-being,
discussions
with
every
individual
right
across
the
directorate.
M
You
know
so
to
create
a
formal
space
where
that
conversation
can
take
place.
We
have
individual
risk
assessments
for
individuals,
so
if
we
know
that
we
have
a
member
staff
who
may
have
some
personal
circumstances,
you
know
that
we
need
to
take
account
of
then.
We've
also
got
report
requests
to
look
at
an
individual
risk
assessment
for
those
individuals
involve
our
occupational
health
colleagues
to
ensure
that
we're
doing
everything
that
we
can
to
support
them
in
the
workplace,
and
we
also
have
our
help
service.
M
So
that's
a
confidential
support
service
and
staff
from
right
across
the
directorate
can
access
that
they
access
that
confidentially.
So
their
managers
don't
know
their
colleagues
don't
know
they
can
have.
I
think
it's
up
to
about
six
sessions
initially
with
a
with
a
counsellor
so
really
to
have
an
opportunity
to
talk
about
their
own
well-being
and
perhaps
how
the
corvid
and
pandemic
is
impacting
on
that.
So
there's
a
whole
range
of
support.
M
A
A
You,
okay,
okay!
Thank
you
very
much
so
next
on
the
list,
I
have
helen
bellamy,
please.
B
Thank
you,
and
first
just
just
to
point
out
and
kind
of
acknowledge
how
hard
children's
services
are
working
and
adapting
constantly
to
these
to
the
changing
environment,
and
then
also
I've
got
a
question
for
councillor
vena
and
then
a
couple
of
comments
and
that
follow
up
on
points
that
councillor
prior
and
dave
made.
B
Firstly,
councillor
benner:
are
there
numbers
for
children
who
are
attending
nurseries,
who
have
cv
family
members
at
home,
and
is
there
support
in
place
for
those
children
to
work
from
home
or
learn
from
home
a
comment
around
catch
up?
I
am
concerned
that
catch-up
money
will
be
used
to
under
direction
from
the
government
for
less
experienced
teachers
to
provide
catch
up,
and
I
think,
as
somebody
with
years
of
experience
in
teaching,
you
know
I
I
would
not
be
equipped
to
provide
that.
B
If
I
were
in
my
first
or
second
year
of
teaching,
it
is
a
skill
to
be
able
to
work
with
the
child
that
you
don't
know
well
or
don't
know
at
all.
It
is
a
real
skill
to
be
able
to
make
that
catch
up
really
matter
and
if
it
doesn't,
if,
if
you
haven't,
got
that
skill
that
it
bothers
me
that
that
money
will
be
wasted
and
that
learning
time
will
be
wasted
and
then
to
dave-
and
I
do-
and
and
also
other
members
of
the
council-
and
I
do
acknowledge
that
you
know
it.
B
And
but
I
am
concerned
that
there
are
schools
that
still
have
some
schools
that
still
have
old
staffing
or
schools
that
have
all
teaching
assistance
in
and
teachers
at
home,
and
that
that
you
know
not
having
that
parity
of
protection
as
well.
I
would
like
to
acknowledge
that
there
are
schools
that
are
doing
their
absolute
best
to
hold
that
line
and
where
they're,
confident
that
children
can
work
from
home
or
that
key
worker
parents
can
work
from
home
and
carers
that
they
are.
B
You
know
insisting
that
that
happens
where
it
can
happen
and
that
you
know
there
are.
Obviously
there
are
maps
like
our
codes,
brig
sure
that
are
really
doing
that
and
special
skills
that
we've
had
experience
of,
but
just
to
go
back
to
the
point
you
know
there
are
still
schools
that
we
are
concerned
about,
where
more
staff
than
we
feel
is
necessary
are
in.
C
Thank
you.
Yes,
we
have
a
list
of
children
who
are
clinically
extremely
vulnerable
from
my
memory,
julie,
orsell,
correct
me.
If
I'm
wrong,
we
have
nearly
a
thousand
children
between
900
and
1000
children
in
the
city
who
are
on
that
list
and
are
therefore
advised
not
to
be
either
at
school
or
in
early
years
settings
because
we
have
details
of
those
children.
C
We
are
able
to
provide
them
with
the
support
that
they
need,
whether
that's
access
to
making
sure
they
do
have
learning
and
education
opportunities,
making
sure
that
the
families
have
the
support
they
need
like.
If
they're
struggling
to
access,
food
and
supplies
for
babies
and
children,
then
we
can
support
with
that
through
social
work
and
through
our
early
help
hubs.
As
I've
mentioned
in
my
introductory
comments,
rainbow
house
has
been
open
all
the
way
through
for
children
who
children
who
need
respite
short
breaks
at
weekends,
which
has
been
just
fantastic,
they're
open.
C
They
really
have
been
open
all
the
way
through,
which
has
been
a
lifeline
for
a
lot
of
families.
I'm
meeting
I
I'm
having
regular
meetings
with
them.
C
Some
groups
of
parents
with
children
with
additional
needs
are
aware:
it's
been
an
incredibly
challenging
time
for
families,
who've
got
children
who
are
clinically
vulnerable
and
or
have
additional
needs,
so
the
department
is
making
sure
we're
doing
everything
we
can
to
support
them.
But,
yes,
we
do
have
because
we
know
who
the
children
are,
who
are
clinically
vulnerable
and
who
can't
attend
early
years
or
school
settings.
We
are
able
to
make
sure
they're
getting
educational
input.
Thank
you.
A
B
Just
if
I
could
just
say
the
question
was
more
councillor:
venna
about
children
who
have
family
members
who
are
cv
so
they're
they're
attending
nursery,
but
there
are
vulnerable
family
members
at
home.
Are
they
being
supported
to
to
learn
at
home,
so
the
children
themselves
are
not
clinically
extremely
vulnerable
but
they're
living
in
homes
with
family
members
who
are.
C
I
don't
I'm
not
actually
able
to
answer
that.
I
don't
know
if
julie
could
pick
that
up
from
our
own
little
house.
M
Yeah,
I
think
I
think
perhaps
what
you
said.
What
you
may
be
asking
helen
is
for
for
families
who
have
family
members
who
are
cev
and
so
who
perhaps
don't
feel
able
to
send
their
children
into
nursery.
M
Are
we
supporting
those
children
to
stay
home?
So
the
answer
is
absolutely
yes,
so
we
have
a.
We
have
a
range
of
online
resources
that
we've
made
available
to
those
families,
and
we
also
have
virtual
support
groups
again
online
support
groups
that
those
families
can
access,
as
parents
and
carers.
We've
also
actually
provided
a
range
of
physical
materials
and
physical
resources
that
we
have
actually
delivered
to
family
homes,
so
actually
doorstep
delivery,
which
has
given
us
an
opportunity
to
have
some
socially
distanced
check-in
and,
where
that's
been
possible.
M
So
there's
been
an
absolute
range
of
activity
again
by
the
children's
centers
via
our
outreach
workers,
our
consultant
teachers
who
have
informed
those
development
of
those
resources
and
the
cluster
staff
has
already
been
mentioned.
So
you
know,
and
as
councillor
bennett
has
said
again,
you
know
they
are
by
the
nature
and
that
those
children
are
at
home
and
living
with
a
parent
or
a
parent
who
is
vulnerable?
You
know
they
are
absolutely
in
our
line
of
sight.
N
Yes,
brilliant
thanks,
council
and
and
however,
yet
the
I
think
the
school
school
leaders
and
governors
have
had
a
a
real
challenge
in
terms
of
balancing
the
number
of
staff
and
students
within
within
their
school,
and
you
know
in
terms
of
this
new
lockdown.
N
Significantly
higher
numbers
of
children
have
been
needed
to
have
come
into
school
through
the
extended
critical
worker
definitions
and
also
like
higher
numbers
of
vulnerable
children
that
have
been
coming
into
school.
So
they
had
to
find
that
real
balance,
and
I
think
we've
supported
schools
in
terms
of
trying
to
get
that
right
balance.
So
I
think
initially
lots
of
heads
because
it
came
at
such
a
fast
pace
within
like
a
couple
of
days.
They
had
to
have
put
these
arrangements
in
place.
N
They're
pretty
much
school
leaders
were
telling
us
that
they
pretty
much
needed
people
in
school.
Whilst
they
then
sorted
out
an
arraign
and
put
arrangements
in
place-
and
I
mean
I
think,
a
lot
of
schools
have
been
able
to
and
schoolings
have
been
able
to
like,
reassess
that
with
their
risk
assessment
and
then
like
decide.
You
know
like
not
necessarily
need
all
their
staff
in
school.
N
However,
we've
had
a
number
of
discussions
about
this
with
trade
union
colleagues
over
over
the
last
few
weeks
and
health
and
safety,
because
the
the
information
when
we,
when
we've
discussed
with
school
leaders,
they've
utilized
their
risk
assessment
to
actually
make
the
right
decisions
for
their
setting
for
their
unique
settings.
N
So,
for
example,
because
there's
more
children
and
because
there's
you
know
been
a
much
more
recall
for
children
working
in
smaller
groups,
they've
got
to
have
the
right
number
of
staff
available
to
actually
manage
all
that
with
it
within
school.
N
So
what
we
have
said
is
that
you
know
that
actually,
where
possible,
and
the
messaging
coming
from
the
local
authority
out
to
to
their
school
leaders
and
governors,
is
that
actually,
where
at
all
possible
staff
that
don't
need
to
be
in
school
shouldn't,
you
know,
don't
need
to
be
in
school
and
we've
supported
them
in
terms
of
reducing
the
numbers
of
places
that
have
been
requested
so
that
actually
they
could.
They
can
manage
that.
N
What
we
have
said
and,
like
you
say,
health
and
safety
teams
and
our
teams
have
had
those
conversations
with
schools
and
every
time
we've
had
those
discussions,
their
decision
making
has
been
quite
justified.
You
know
it's
been
very
justified
in
terms
of
why
they've
got
the
the
numbers
of
people
in
in
school.
N
What
we
have
said
and-
and
we
sort
of
reiterated-
that
with
uni
colleagues
when
we
met
them
in
the
week,
if
there
are
very
specific
cases,
we're
very
happy
to
have
you
know
to
to
look
at
those
and
to
sort
of,
like
you
know,
have
those
discussions
with
health
and
safety
colleagues
and
say
like?
Is
there
any
other
options
that
that
you
can
consider?
B
Yeah,
and
so
if
I
can
just
say,
I
totally
understand
that,
and
I
know
that
a
lot
of
heads
aren't
really
following
the
council's
information
and
direction
and
doing
their
absolute
best.
But
there
are
some
instances
where
we
have
staff
who
are
reporting
different
scenarios
than
head
teachers
seem
to
be
coming.
N
N
Yeah,
I
think,
in
those
those
cases
you
know,
particularly
if
they,
when,
when
you
know
when,
if
they
maintain
home,
that
we
we've
sort
of
said
that
if,
if
people
like
come
back
to
us
and
and
we
can
talk
about
those
and
look
at
those
individually
and
see,
if
there's
anything
that
that
that
is
specific-
that
we
can,
we
can
look
at.
A
F
Thank
you.
Yes,
I'm
I'm
aware
from
meetings
with
early
years
and
the
like
that
quite
a
number
of
staff
have
been
off
ill
with
the
the
virus.
F
I'm
concerned
that
there
could
be
some
long-term
effects
and
I
would
put
in
anything
in
place
for
subsequent
sickness
absence
management.
I
believe
we
call
it
long
covered.
It
seems
very
similar
to
the
post-viral
syndrome
and,
in
addition
to
sort
of
add
to
what
helen's
been
saying,
yeah
there's,
there
is
some
absolutely
wonderful
guidance
coming
out
from
the
local
authority.
F
Equally,
I
think
we're
hearing
about
schools
who
clearly
aren't
following
that
guidance
and
they're,
definitely
not
following
the
spirit
of
it,
but
I
think
they're
outside
the
local
authorities,
sphere
of
influence
in
their
academies.
F
So
this
is
possibly
more
for
the
councillors,
but
certainly
I
know
I
know
the
officers
do
speak
to
the
dfe
and
it's
those
academies
that
are
putting
an
awful
lot
of
pressure
on
school
staff.
F
F
Now,
where,
where
the
the
maps
or
cooperate
with
the
local
authority,
I
guess
they're
the
ones
that
are
following
your
guidance
as
much
as
possible,
but
I
do
think
something
needs
raising
with
the
dfe
about
the
sometimes
what
appear
to
be
very
maverick
styles
of
managing
this
way
of
teaching
and
then
finally,
just
a
a
point
for
val.
F
F
A
M
Okay,
so
absolutely
we
have
seen
an
increase
in
staff
who
have
tested
positive
in
our
early
years
settings
and
it's
absolutely
right
as
well
that
we
have
seen-
and
I
think
across
the
board,
really
where
individuals
are
testing
positive-
that,
whereas
perhaps
sort
of
before
christmas,
you
know
earlier
last
year,
people
were
returning
to
work
quite
quickly
after
that
initial
isolation
period.
But
it's
quite
right
to
say
that
we
have
seen
and
we
are
seeing
the
impact
of
you
know
again.
M
It's
been
termed
long
covered,
but
people
just
struggling
really
to
fully
recover,
and
so
we're
very
very
mindful
of
that
again
we're
having
those
individual
conversations
and
those
well-being
discussions
we're
involving
our
occupational
health.
Colleagues,
as
you
would
expect,
you
know
where
we
feel
that
that
is
necessary.
We're
also
encouraging
our
staff.
You
know
we're
aware
that
there
are
covered
clinics.
Now
you
know
individual
gps
as
an
example
really
sort
of
developing
their
own
knowledge
around
long
covered.
M
So
I
suppose,
just
to
reassure
you
know,
counselors
and
colleagues
on
the
call
that
again
is
something
that
we're
very
focused
on
both
in
terms
of
our
health
and
safety.
Our
hr
colleagues
and
our
occupational
health
and
in
dialogue
with
the
staff
that
are
affected
themselves
I'll
leave
it
there.
Thank
you
councillor,
lamb,.
E
Just
add
to
that
that,
obviously
you
know
aside
from
those
particular
challenges.
We
are
really
conscious
about
the
sustainability
of
the
sector
as
a
whole,
and
so
the
communication
that
we
are
having
with
them
in
terms
of
regularized
information,
but
also
the
zoom
causes
about
that
relationship
that
we
want
to
build
with
those
providers
because
and
we're
going
to
need
them
into
the
future,
and
so
we
are
trying
to
support
them
as
much
as
possible
so
that
there
is
a
sustainable
future
for
early
years
and
and
child
care
providers.
E
That's
you
know
that
continues
to
be
a
mixture
of
some
of
our
own
provision,
but
largely
it
will
be
some
of
that
private
provision
and
some
of
the
provision
that
comes
through
the
schools.
E
E
I
think
it
has
varied
over
a
period
of
time
and
at
the
moment
I
think
it's
certainly
down
to
twice
a
week
that
I'm
having
conversations
with
them-
and
you
know
it's
important
to
remember
that
the
the
overall
what
the
government
has
asked
for
local
authorities
is
to
try
and
provide
coordinated
coordination
and
support
to
all
schools,
no
matter
what
their
and
what
their
structure
is,
but
clearly
where
there
are
issues,
particularly
with
academies.
The
dfa
do
tend
to
pick
those
up
directly
but
are
in
conversation
with
ourselves.
E
So
you
know,
we've
tried
to
take
an
approach
that
is
really
about
the
whole
school
system
in
leeds,
so
you
know
being
very
open
and
encouraging
of
schools.
No
matter
what
the
the
overarching
structure
isn't
very
engaged
in
conversation,
you,
you
know
using
learning
from
a
variety
of
settings
and
for
the
rest
of
the
year.
So
this
all
the
zoom
calls
and
the
bronze
calls
we
have
are
open
to
all
schools
so
that
there
is
proper
dialogue
right
across
the
system.
E
That
kind
of
gives
us
much
more
of
a
coordinated
and
a
leads
approach,
really
no
matter
what
what
school
background
you
come
from,
but
obviously
you
know
in
terms
of
how
much
we
are
able
to
then
influence
so
that
that's
dependent
on
the
relationships
that
we
have
and
we
are
working
hard
on
making
those
as
positive
as
making
those
as
positive
as
possible.
E
If,
however,
if
there
are
particular
issues,
I
think,
as
dave
said,
then
we
are
happy
to
pick
those
up
and
have
a
look
at
those
on
an
individual
basis
and
have
the
initial
conversations
where
dfe
are
getting
involved
from
information
that
they
pick
up.
They
do
tend
to.
Let
us
know
that
they're
having
those
conversations,
so
there
is
a
bit
of
coordination
back
and
forth
and
would
be
happy
to
raise
any
specific
issues
if,
if
needed,.
J
Yeah,
just
just
to
comment
on
what
city
was
raising
in
terms
of
education,
health
and
care
plans.
Yes,
the
local
authority
process
all
of
the
plans
whether
a
young
person
is
within
the
academy
or
a
local
authority
maintain
school.
The
request
comes
into
the
local
authority.
J
Just
between
august
and
january
of
this
year,
we've
had
352
new
requests
that
have
come
in
and
that
actually
is
about
the
norm
from
previous
years.
So
we're
not
seeing
really
an
increase
or
decrease.
We
had
anticipated
that
there
will
be
an
increase,
but
probably
not
within
this
first
term,
because
if
you
consider
that
so
many
children
have
not
physically
been
in
school
and
that
within
the
code
of
practice,
there
is
a
requirement
that
each
and
every
school
must
put
in
place
a
graduated
approach
for
each
learner.
J
So
really
the
early
help
initiative,
so
they
would
have
to
put
in
place
strategies
and
structures
to
enable
that
young
learner
to
actually
engage
and
to
make
progress
within
their
learning
before
they
request
an
education,
health
and
care
plan.
So
we
are
anticipating.
Their
mail
may
well
be
a
rise,
but
a
lot
of
the
work
we
are
doing
at
the
moment
is
supporting
schools
in
identification
of
need
and
then
putting
that
early
intervention
package
in
place
through
that
graduated
approach.
A
Okay,
thank
you
for
that.
So
next
I
have
got
councillor
howie,
please
and
if
I
could
just
straight,
we've
got
about
15
minutes
left
on
this
item.
So
if
I
could
there's
still
a
few
people
to
come
in
so
if
you
could
just
encourage
questions
and
comments
to
be
as
brief
as
you
can,
and
similarly
with
responses,
please
so
counselor
howling,
please.
D
Thank
you
chair.
I
wanted
to
revisit
very
briefly
notwithstanding.
What's
just
being
said,
this
issue
of
digital
equipment
resource
in
schools.
I
suspect
the
the
figures
in
the
report
do
do
miss
a
a
large
proportion
of
the
problem.
D
I
am
aware
of
families,
for
example,
who
have
been
provided
with
equipment
which
isn't
fit
for
purpose
and
are
having
to
go
back
and
resort
to
using
mobile
phones,
and
I
suspect,
circumstances
like
that.
Aren't
picked
up
in
the
figures.
I
suspect
schools.
The
council,
everybody
involved,
has
done
a
fantastic
job
of
trying
to
provide
equipment
in
very
difficult
circumstances
when
it
was
unexpected.
D
I
am
heartened
by
the
fact
that
dave
said
we
need
a
long-term
approach
to
this
and
I
would
like
it
to
remain
on
the
agenda
that
we
do
need
long-term
provision.
D
We
need
a
strategic
approach
to
it
now
the
fire
fighting
can
can
stop
and
actually
we
need
it
support
for
those
families
using
equipment
as
well.
So
if
there
are
any
further
brief
comments,
we've
had
a
lot
of
debate
on
that
already
I'd
appreciate
them,
but
I
would
like
to
emphasize
those
those
points.
Thank
you.
L
L
They
go
to
these
charities,
who
do
the
the
technical,
wiping
and
reinstalling
a
new
operating
system
and
which
all
has
to
be
done
for
safeguarding
purposes.
Obviously,
we
can't
just
pass
on
second-hand
stuff
and
they
do
a
level
of
wiping
which
is
more
than
just.
I
know
some
computers.
You
can
do
like
a
factory
reset.
They
do
something
like
the
next
step
up.
We've
just
done
a
school
survey
where
about
a
third
of
the
schools
came
back
and
the
need
across
about
a
third
of
schools
was
around
for
3
000
devices.
L
So
you
know
if
that
third
is
representative
of
the
city
as
a
whole.
That
means
that
there's
a
around
a
need
for
about
9
000
devices
across
the
whole
city
which
which
it
was
the
point
I
made
before
kind
of
where
it
you
know,
is
the
right
thing
to
be
doing
to
be
for
us,
as
a
council
and
as
individual
counselors,
to
be
working
to
correct
some
of
this.
L
G
G
All
right,
thank
you
very
much,
chair
and
I'll,
be
quite
brief,
because
celia
foote
has
already
brought
up
what
I
wanted
to
say
about.
It
seems
at
the
moment
of
anecdotal
evidence
about
the
long
covid
that,
of
course,
links
with
the
real
need,
for
you
know
our
teachers
in
schools
to
get
the
vaccination,
and
we
had
the
debate
earlier
about
whether
that
should
be.
You
know
in
preference
to
the
say,
65
plus
year
olds,
but
so
I
really
want
to
just
come
back
to
say
is
any:
are
there
any
is
any?
G
Is
there
any
grasping
of
how
much
of
a
problem
that
is
likely
to
be
going
forward
really,
and
that
also
relates,
of
course,
to
the
sort
of
anxiety
issue
for
for
staff
in
schools,
because
some
people
are
suffering
from
covert
either,
not
at
all
really,
but
the
long
covert
is
really,
I
think
something
we
haven't
really
grasped
yet
so
I
don't
know
if
there's
any
need
to
be
any
much
more
comments
about
that.
G
A
very
specific
question,
though,
is
in
terms
of
if
you
like,
catch
up
it's
the
year
12s,
who
are
really
if
they're
very
much
concerned
about
you,
know
the
end
of
their
year,
13
of
their
a
levels
and
they've
already
missed
out
on
their
gcse
grades,
how
much
of
they,
and
specifically
that
year,
group
specifically
being
sort
of
looked
at.
N
Yeah,
I'm
just
going
to
say
I
mean
if,
if
eric
comes
in
on
that
council
of
foster,
but
just
in
terms
of
the
the
long
covered
there
they
have,
you
know,
hr
teams
are
starting
to
look
at
that
whole
issue
of
long
curving
and
I
think
until
you
know
it's
going
to
be
a
national
issue.
Isn't
it
to
look
at
in
terms
of
the
the
impact
and
the
effects
of
that
and
I
think
there's
very
little
known
about
it
at
the
moment.
N
But
but
I
guess
that's
on
the
radar
of
one
of
the
things
in
terms
of
implications
not
just
for
schools
but
for
councils
for
nationally
that's
going
to
be
a
big
implication
going
forward.
So
I
I
guess,
there's
nothing.
They
say
further
to
add
on
that
at
the
moment,
but
it's
but
it's
there
on
the
radar-
and
I
wonder
very,
do
you
want
to
pick
up
on
the
the
year
12
and
the
catch-up
issue.
G
Yes,
council
of
forsyth-
I
I
100
agree
with
you,
because
I
speak
to
you
as
a
professional
and
a
year
12
child,
and
I
I
think
this
is
entering
the
the
consciousness
much
more
at
the
moment,
because
there's
been
the
focus
on
what
will
we
do
for
year,
11
and
year
13,
but
there's
a
recognition
that
the
lost
learning
for
the
current
year
10
and
the
current
year
12
is
extremely
problematic
and
government
are
looking
at
that
and
they're
taking
advice
from
key
teachers.
G
One
slightly
reassuring
aspect
of
it
was
that
the
older,
the
children
get
the
more
likely
it
is
that
they
have
devices
now,
whether
that's
because
schools
have
prioritized
the
older
children
for
devices
or
whether
that
is
a
sad
indictment
of
children
who
carry
on
in
education
and
their
relative
affluence,
I
don't
know,
but
certainly
children
in
year,
12.
Well,
when
we
asked
about
year,
12
there's
a
lot
more.
Very
few
children
do
not
have.
There
are
very
few
children
who
do
not
have
access
to
a
device
or
to
the
internet.
G
So
the
reassuring
thing
is
that
they
are
actually
accessing
and
live
streaming
and
learning
a
lot
more
than
some
of
the
other
year
groups,
and
also
that
tends
to
from
from
what
we
know
at
the
moment.
That
seems
to
be
the
preferred
method
of
delivery
for
children
in
older
age
groups
that
they
are
received
in
live
learning
and
from
secondary
schools,
and
particularly
at
post
16..
A
Okay,
thank
you
very
much
erica.
So
we've
got
kate
next.
I
Please
thanks
I'll,
try
and
be
really
quick.
My
question
was
actually
about
the
live
streaming
of
lessons.
So
obviously
I
think
schools
are
doing
an
amazing
job
and
I'm
hugely
sympathetic
towards
them
and
staff
all
staff
in
schools
and
obviously
aware
that
there's
been
increasing
numbers
of
children
in
school
due
to
the
widening
of
the
vulnerable
at
sorry,
the
key
worker
category,
but
I
think
in
part.
I
So
my
question
is
around
what
the
council's
sort
of
view
and
advice
has
been
to
schools
about
the
provision
of
online
lessons.
To
what
extent
that's
practical
and
to
what
extent
schools
are
able
to
deliver
that.
But
in
particular
I
think
some
schools
have
said
that
they
don't
feel
able
to
provide
that
for
safeguarding
reasons,
whereas
other
schools
are
providing
it,
and
I
think,
because
it
does.
It's
really
quite
significant
in
terms
of
the
experience
for
children
and
families
and
obviously
staff
as
well.
I
I
So
that
was
one
of
my
questions
and
the
other
one
really
quickly
as
well
was
have
we
have
we
considered
sort
of
the
transition
experience
for
the
children
this
year,
moving
in
from
primary
school
or
high
school
into
new
provisions
and
based
on
the
experience
of
children
last
year,
because,
again
from
personal
experience,
I
think
that's
really
hard
for
children
to
miss.
I
That
sort
of
rite
of
passage
and
to
move
on
and
what
additional
support
can
we
provide
to
those
year
groups
knowing
what
we
know
now
from
last
year
and
then
sorry
really
quickly
on
vaccines,
absolutely
agree
that
we
should
prioritize
school
staff,
all
school
staff,
but
I
just
wondered
about
children
and
young
people
in
residential
settings.
I
don't
know
to
accept
you,
maybe
learning
disabled
children,
I
don't
know
to
extend
they're
being
impacted
in
terms
of
not
being
able
to
have
contact
with
family
members.
I
As
that's
been
some
of
that
on
the
in
the
news
and
things
I
just
wondered
what
extent
we've
considered
those
children
and
their
and
prioritization
for
them
as
well.
Thank
you.
I
Very
much
erica.
N
Yeah,
if
I
I
just
wanted
to
say,
you
know
that
okay,
we've
scoot
the
schools,
it's
very
much
for
for
the
schools
initially
to
decide
what
they
can
provide,
so
they
they've
been
working
hard
to
assess,
and
it's
again
it's
going
back
to
that
that
unique
situation
that
they
find
themselves
in
in
terms
of
their
staff
capacity,
their
staff
training.
N
What
platform
they've
got
you
know,
lots
of
schools
have
got
a
better,
a
more
advanced
platform
now
than
the
previous
lockdown.
So
there's
a
lot
of
factors
of
that
come
into
play
when
they're
deciding
what
their
offer
can
be.
N
So
schools
have
now
been
required
to
publish
online
what
they
what
they
can
offer
to
schools
and-
and
I
think,
from
our
discussions
with
head
teachers,
it's
developing
all
the
time
in
terms
of
of
what
they,
what
they
can
offer
and
how
best
they
can
offer
that
to
their
their
children
and
their
families
in
terms
of
the
safeguarding
there's,
a
real
fine
balance
with
that
with
the
safeguarding,
because
there
are,
with
most
things
online.
There's
there's
there's
issues
to
do
with,
with
with
safeguarding
and
in
terms
of
all
supporting
schools.
N
So
we've
we've
we've
very
much
given
we
sent
out
last
week,
just
pretty
pretty
much
an
overview
of
all
the
different
considerations
that
school
leaders
need
and
governors
need
to
take
into
account
when
they're
setting
up
live
streaming.
N
You
know,
because
I
mean
people
will
have
heard
about
the
new
we've
got
the
the
the
term
sort
of
like
zoom
bombing
at
the
minute,
which
is
where
people
come
in,
unannounced
and
they'll,
be
you
know,
so,
there's
all
sorts
of
with
anything
technology,
technological
there's,
always
something
that
comes
up
to
to
cause
issues.
So
we've
given
like
a
list
of
things
for
school
leaders
to
consider-
and
it's
quite
concerning
about
sort
of
staff,
workload
or
safeguarding
about
how
to
keep
this
the
staff
protected.
N
You
know
information
and
expectations
on
parents
and
what
they
invite
you
know.
So
I
think
there's
a
lot
to
consider
and
actually
one
of
the
key
things
is
in
terms
of
in
terms
of
the
live
streaming
to
make
it
effective
and
safe
staff
need
to
be
confident
and
comfortable
and
trained
with
it.
You
know
otherwise
that's
where
things
can
go
wrong,
and
so
actually
some
schools
are
still
in
the
process
of
setting
things
up
and
actually
delivering
training
with
our
staff,
so
so
they're
all
at
different
stages.
N
I,
I
guess-
and
I
think
so
in
terms
of
you
know
you-
you
asked
whether
we
were
encouraging
it.
We're
encouraging
schools
to
do
deliver
the
best
offer
that
they
can,
whether
with
a
during
that
mix
of
online,
not
online
work,
packs
all
sorts
of
things
and
to
carry
on
developing
their
their
offer
and
we're
putting
support
in
from
from
our
teams
where
we
can
and
the
other
thing
that
we're
doing
is
we're
starting
to
share
good
practice.
N
G
So
actually
you
can
have
live
streaming.
That's
poor!
You
can
have
live
streaming,
that's
fantastic!
You
can
have
a
really
good
textbook
and
no
live
streaming.
That's
just
as
good
as
you
know,
which
would
be
more
valuable
than
poor
live
streaming.
So
and
that's
one
consideration
and
the
other
major
consideration
is
that
it
has
to
align
to
the
curriculum.
G
So
last
year
there
was
most
schools
were
very
much
engaged
on
developing
the
quality
of
their
curriculum,
so
it
hung
together
really
well
but
learning
built
on
learning
and
actually
that
the
principles
that
underpin
that
curriculum
have
to
be
those
same
principles
that
underpin
whatever
means
of
remote
education
that
you
have
so
sometimes
I
think
we
can
end
up
focusing
too
much
on
the
mix
on
the
quality.
D
That's:
okay,
I'm
just
going
into
a
different
area:
collective
home
education.
I
just
want
a
quick
thing
ask
about
and
there
has
been
a
significant
rise
as
we
can
see
from
the
report,
but
I'd
like
to
know:
does
anyone
have
any
concerns
about
these
children?
D
Are
we
making
sure
that
they're
getting
high
quality
education
and
are
these
children
falling
behind
and
achieving
like
their
peers?
Now
the
reason
I'm
asking
this
is
because,
like
we're
children
home
at
the
moment-
and
you
know
I
know-
my
children
are
in
well
sixth
form
now,
but
I
know
my
education
would
not
be
able
to
teach
children
or
even
help
them
to
high
quality
standards
such
if
people
are
electing
to
have
children
at
home
at
any
level.
J
Okay,
that's
for
me!
Thank
you
in
terms
of
elective
home,
education,
so
absolutely
jackie.
We
did
see
a
massive
rise
when
we
first
were
aware
of
covert
and
we
went
down
into
lockdown
situations
at
the
the
current
level
of
elective
film
education.
We
have
843
young
people
that
are
being
electively,
uneducated,
whose
parents
have
submitted
information
into
the
local
authority
to
make
us
aware
of
those
young
people.
J
That
is
significantly
more
than
is
the
norm
in
in
past
years.
However,
what
we
are
now
seeing
is
a
slowdown,
so
it
seems
as
if
all
of
those
families
that
did
have
significant
anxiety
and
were
actually
taking
the
step
to
educate
at
home,
have
now
made
that
submission
into
the
local
authority.
So
the
numbers
now
are
steadying
out
a
little
bit
and
we're
also
seeing
some
closures
for
elective
film
education.
J
We
normally
get
closures
throughout
the
year,
but
we
are
seeing
notifications
coming
in
now.
I
think
we've
had
about
120
125
notifications
now
of
families
who,
exactly,
as
you
have
said,
jackie,
have
actually
looked
at
it
and
said
we
just
can't
manage
this,
and
so
we're
now
getting
notifications
coming
back.
In.
J
So
we
do
still
issue
attendance
orders
and
we
are
still
going
down
that
road,
where
we
do
not
feel
that
the
plans
are
appropriate
and
the
quality
of
education
that
is
outlined
is
appropriate.
J
But
I
think
we've
also
got
to
be
very
aware
that,
whilst
a
lot
of
those
notifications
for
elective
home
education
are
because
of
covid,
that
is
the
reason
they
are
giving
us
there's,
also
large
numbers
of
families
that
are
making
that
choice,
that
they
feel.
J
That
is
the
best
thing
for
their
child,
regardless
of
the
covet
situation
or
not,
and
that
providing
a
different
educational
experience
for
their
learners
and,
as
you'll
know,
jackie
councillors,
that
the
actual
legislation
that
sits
behind
elective
home
education
is
one
which
certainly
nationally,
is
being
challenged,
because
the
legislation
itself
does
limit
the
involvement,
the
engagement
from
the
local
authority
to
actually
see
those
young
people
and
engage
with
those
young
people.
So
there's
lots
of
lobbying
going
on
and
reviews
off
that
legislation
that
is
being
made
to
change
that
picture.
J
However,
I
can
tell
you
I
can
reassure
you
that
we
are
in
contact
with
all
of
our
families
that
are
being
electively.
Uneducated.
Our
attendance
team
are
supporting
the
elective
home
education
team.
We
are
making
regular
phone
calls
if
we're
not
getting
a
response,
we're
doing
door
knocking
so
that
we
have
got
a
full
safeguarding
program
that
is
in
place
to
ensure
that
they
are
safe.
A
Okay,
thank
you
very
much
and
then
just
a
very
quick
final
extra
hand
up
from
helen.
B
Hi,
thank
you
and
I
will
be
quick
and
it
can
just
be
left
out
there
as
a
thought
and
for
later
I
it's
just
on
digital
devices,
my
son
attends
abby
grange
and
all
the
children
there
were
given
a
digital
device
when
they
started
now.
I
think
that
they've
actually
phased
that
out,
because
they've
found
it
difficult
to
sustain
financially,
but
I
think
going
forward
high
schools
and
maybe
upper
key
stage.
Two
as
well.
B
Schools
need
to
be
thinking
about
what
devices
children
have.
I
mean.
I
know
at
the
moment
we're
dealing
with
the
situation
as
it
is,
but
I
think
it
is
something
that
needs
planning
for
in
the
future.
I
didn't
need
that
device.
My
child
didn't
need
that
device
actually,
and
so,
if
it
were
means
tested
or
on
a
basis
of
children
having
access
to
at
least
one
between
two
devices.
I
think
that
is
something
worth
thinking
about
going
forward
down.
The
line.
A
Okay,
thank
you
for
that
helen.
So
that's
welcome
so
I'll
invite
sal.
To
sum
up
in
a
second
and
one
other
thing
I
just
felt
was
appropriate
to
raise
at
this
point
was
members
will
not
be
aware
that
the
dfe
consultation
on
how
gcse
asa
level
grades
should
be
awarded
in
the
summer.
There
was
consultation
that
closed
on
the
29th
of
january,
which
just
didn't
fit
in
with
our
meeting
cycle.
A
So,
as
you
know,
we
asked
all
members
if
they
wanted
to
feed
in
anything
specific
about
that
there
was
only
only
one
board
member
who
who
took
up
that
offer.
So
we
fed
that
indirectly,
and
then
we
just
prepared
a
summary
of
the
previous
working
group
recommendations
that
we've
made
following
on
from
the
letter
that
we
sent
to
the
dfe
and
ofqual
in
the
autumn
last
year.
A
So
so
just
so,
so
all
members
are
aware
that
that's
what
we've
done
in
the
approach
that
we've
taken,
so
the
views
of
scrutiny
were
fed
into
the
the
consultation
in
that
way.
A
E
Sure,
thanks,
council
alum,
just
briefly
I
mean,
I
think,
you've
heard
the
full
range
of
responses
in
terms
of
the
support
that
we're
trying
to
provide
right
across
the
children's
services
system,
and
I
think
you
know
your
questions
and
comments-
have
been
really
helpful
to
ensure
that
we're
thinking
about
some
of
those
things
that
that
you're
pointing
us
to
so.
E
Thank
you
thank
you
for
that,
but
I
also
appreciate
the
tone
and
approach
of
the
questions
which
shows
that
you
understand
and
appreciate
what
a
challenge
this
is
at
this
moment
in
time,
but
that
we
are
working
really
hard
to
make
sure
we
can
provide
support
to
those
that
need
it
and
we're
working
in
an
open
and
collaborative
way.
You
know
and
where
it's
not
where
things
aren't
within
our
direct
control.
It's
our
you
know
we
use
our
relationships.
E
We
use
the
influence
that
we
have
to
try
and
steer
things
in
the
right
direction
so
that
you
know
children
and
families
in
the
city
get
the
best
service
possible
from
right
across
the
system.
I
know
schools
is
a
big
one
in
all
of
this,
and
you
know
what
we
have
tried
to
do
from
the
beginning
is
no
matter
what
the
what
parameters,
we're
working
in
which
we
do
work
within
in
terms
of
the
guidance
that
comes
out.
E
We're
continually
trying
to
work
to
a
position
where
members
of
the
public
can
have
strong
confidence
in
the
systems
and
processes
that
we
have
put
in
place,
because
once
they
feel
confident,
then
we'll
achieve
the
best
for
them
in
terms
of
school
attendance
in
terms
of
lowering
numbers
of
parents,
choosing
to
electively
home,
educate,
specifically
related
to
coverage.
So,
as
val
said,
there's
a
whole
reason,
a
whole
host
of
reasons
why
their
parents
may
choose
that,
but
the
one
there
are
some.
E
A
Thank
you
for
that
style
and
I
think
it
goes
without
saying
that
the
entire
board
would
send
our
huge
admiration
and
thanks
to
to
everybody,
that's
working
across
the
sector
for
the
incredible
job
that
they're
doing
in
the
most
unprecedented
and
challenging
of
circumstances,
and
I
don't
think
our
admiration
for
them
could
be
any
higher.
So
if
you
could
could
pass
that
on
on
behalf
of
the
the
whole
board,
we'd
be
very
grateful
for
that
as
well.
A
Thank
you.
Thank
you.
Okay.
So
if
we
can
move
on
to
item
eight,
which
is
an
update
on
thriving
the
leads
child
poverty
strategy,
so
there
is
a
brief
report
to
go
with
this.
Just
it's.
It's
been
a
long-standing
item
on
our
work
programme.
A
A
So
I
I
fully
accept
the
reasons
that
councillor
venna
put
that
to
me,
but
I
do
feel
it's
important
as
a
board
that,
with
an
issue
as
important
as
this,
that
we
do
at
least
take
the
time
to
understand
where
things
have
got
to
what
the
plan
is
going
forward
and
and
how
we
are
where
we
are.
So
I
agree
that
we
wouldn't
have
the
same
level
of
report
that
we
would
normally
have
for
this
kind
of
item
so
that
we're
not
putting
too
much
pressure
on
on
the
officers
to
produce
that.
A
But
I
just
wanted
to
have
board
members
to
have
that
context
before
we
start
so
I'll.
Ask
councillor
venna
to
give
us
an
introduction
and
then
anyone
else
who
wants
to
chip
in
and
then
we'll
go
into
comments
and
questions.
So
councilman.
Please.
C
Yeah,
thank
you
chair,
so
this
is
a
summary
of
our
work
on
child
poverty
and
our
strategy
thrive,
which
addresses
the
impact
of
child
poverty
in
the
city.
My
main
reason
for
asking
for
the
report
to
come
in
a
couple
of
months
is
that
we
need
to
report
six
monthly
on
this
work
to
the
executive
board.
So
in
april
a
more
detailed
report
will
be
going
to
executive
board
which
will
contain
monitoring
data
and
case
studies.
C
C
So
pre-pandemic
there
were
just
under
34
000
children
in
leads
living
in
poverty,
but
the
children's
commissioner
has
estimated
that
an
additional
300
000
children
have
been
pushed
into
poverty
as
a
direct
result
of
the
pandemic
and
in
leeds
we
have
our
highest
birth
rate
in
our
most
deprived
areas.
So
gibson
and
hair
hills
is
the
most
deprived
ward
in
the
city
with
the
highest
number
of
children,
and
there
are
really
clear
links
between
poverty
and
growing
up
in
care.
C
C
The
board
contains
six
work
streams
which
are
outlined
in
the
report.
Some
of
them
have
very
quantitative,
concrete
outputs,
for
example,
that
the
longer
report
I
refer
to
will
refer
to
the
number
of
period
products.
We
distribute
the
amount
of
income,
that's
been
increased
for
individual
families
so
that,
through
the
work,
the
housing
team
are
doing
and
the
the
outcomes
of
the
selective
licensing
in
beeston
and
her
house,
which
is
about
improving
quality
of
private
sector
housing.
C
There
is
very
much
a
moral
imperative
to
this
work,
so
we
do
monitor
the
efficacy
of
the
work
and
we
do
monitor
the
work
streams
but,
for
example,
with
healthy
holidays,
which
is
about
ensuring
children
have
meaningful
activity
and
food
during
the
holidays.
C
There's
research
that
you
know
hungry
children,
don't
learn
very
well.
So
you
know
part
of
breakfast
clubs
and
making
sure
that
children
have
enough
to
eat
is
making
sure
they
can
learn.
But
even
if
we
couldn't
in
any
way
demonstrate
that
healthy
holidays
directly
resulted
improved
academic
attainment
for
children,
we
would
still
do
it
because
it's
morally
wrong
that
children
are
hungry.
So
there's
a
really
strong
moral
imperative
to
this
work,
and
it's
very
frustrating
that
as
a
council,
we
don't
have
the
levers
to
lift
people
out
of
poverty.
C
They
very
much
rest
with
national
government
and
there's
a
cross-party
campaign
at
the
moment
to
keep
the
additional
20
pounds.
That's
been
that's
been
within
universal
credits
throughout
the
duration
of
the
pandemic,
participation
to.
G
C
Removed
again,
sorry
about
the
barking
in
april,
if
that
comes
out
after
shut
the
kitchen
door,
but
while
we
don't
control
the
levers
to
lift
people
out
of
poverty,
we
do
have
a
duty
to
try
and
ameliorate
the
impact
of
poverty
and
that's
very
much
what
the
the
board
aims
to
do:
the
voice
of
children
and
young
people
and
families
with
direct
lived
experience
of
poverty,
essential
to
the
work
we
work
directly
and
closely
with
children
and
families
and
they've
helped
us
come
up
with
the
the
aims
that
we
have
and
the
priorities
that
we
have.
C
We
had
a
child
for
the
ambassador
event.
I
think
it
was
last
year
just
before
not
long
before
lockdown,
when
we
were
still
able
to
meet
in
groups,
we
had
an
event
at
catching
her
hill
to
do
a
huge
amount
of
work
with
children
in
that
community
and
they
delivered
the
event
on
child
poverty,
where
they
talk
directly
to
ambassadors,
about
their
lived
experience
and
they've
devised
lots
of
ways
of
getting
their
experience
across,
for
example,
a
ball.
C
A
snakes
and
ladders
board
game,
which
is
an
incredibly
powerful
and
creative
way
that
the
children
demonstrate
the
daily
impact
that
poverty
has
on
their
lives.
This
will
continue
to
be
a
really
important
piece
of
work.
We
anticipate
a
huge
increase
in
child
poverty
as
a
result
of
the
pandemic,
and
people
aged
16
to
25
are
the
group,
most
economically
impacted
so
far
in
terms
of
their
most
likely
to
have
been
furloughed
they're,
most
likely
to
be
made
redundant.
So
we
are
expecting
a
huge
spike
in
youth
unemployment.
C
A
Thank
you
council
event.
I
think
that
would
be
very
welcome
to
to
get
that
that
update
later
in
the
year,
so
councillor
flynn
who's
got
a
question.
Please.
D
This
slightly
looking
at
the
paperwork,
four
of
the
very
senior
officers
were
looking
at
this
particular
area.
We're
allowed
to
go
sort
of
recently.
I
understand
all
the
reasons
behind
that
and-
and
I
think
one
other
also
looking
at
the
moment-
I
just
wondered
how
quickly
you
would
get
permanent
new
staff
in
place.
You
know
out
of
service
or
whatever,
looking
after
child
poverty.
Given
you
know
the
importance
of
the
issue.
M
Hi
I'll
just
comment
on
that:
counselor
now,
councillor
flynn,
absolutely
so
I've
taken
over
in
terms
of
cflt
and
the
children
and
families
directorate.
M
As
for
you
know,
for
the
director
we
have
now
identified
leads
from
across
the
council
who
will
lead
the
other
work
streams,
so
we
have
catherine
ingold
who
will
be
leading
on
best
start
and
health
and
well-being.
M
We
have
martin
long
who
will
be
leading
on
housing
and
provision,
lee
hemsworth,
who
will
be
leading
on
financial
health
and
inclusion.
Gerard
tinsdale,
who
will
be
leading
on
transitions
and
employment
and
farah
khan,
who
is
the
principal
social
worker,
will
continue
to
lead
on
impairing
families
in
safeguarding.
M
So
I'm
sure
all
of
those
names
are
very
familiar
because
you
know
the
people
who
have
a
lot
of
experience
in
this
area
and
I
think
they'll
make
a
really
positive
contribution
actually
to
the
board.
I
think
it's
always
positive
as
well.
I
think
in
our
own
experience
to
have
fresh
eyes,
because
I
think
people
will
come
and
look
at
things
through
a
different
lens
and
bring
the
experience
their
own
personal
experience
and
professional
experience.
M
D
M
Absolutely
absolutely
coastlessly
and
yeah.
They
are
really
experienced
and,
to
be
honest
with
you,
they're
all
individuals,
I
think
there's
one
new
individual
who's
from
public
health,
which
again,
I
think,
is
a
positive
thing.
But
all
of
the
individuals
are
individuals
who
we
talk
to
on
a
daily
basis,
because
our
paths
cross
in
terms
of
this
agenda
in
terms
of
children
and
families
and
communities
who
are
impacted
on
by
poverty.
So
I
think,
there's
a
real
wealth
of
experience.
C
Could
I
just
stop?
Could
I
just
add
to
that
chair
we've
never
had
officers
who's
whose
sole
job
was
to
work
on
the
poverty
agenda.
We've
always
had
people
doing
it
as
part
of
their
work,
they've
been
doing
the
actual
work
of
trying
to
ameliorate
the
impacts
of
poverty
as
part
of
their
day-to-day
work
and
also
sitting
on
the
board.
C
So
some
of
the
work
about
three
of
the
work
stream
leads
did
leave
as
part
of
the
early
leavers
initiative,
so
we've
had
to
identify
new
people
to
take
their
place
on
the
board,
which,
as
julie
said,
will
bring
a
fresh
approach
but
they're
not
they're,
not
apart
from
catherine
they're,
not
people
new
to
the
council
and
also
they're
people
who
are
completely
imbued
in
this
work,
and
you
know
I've.
I've
worked
very
directly
with
gerard
in
housing
around
some
very
desperate
situations
of
homeless.
C
You
know
children
and
parents,
and
he's
responded
to
that.
So
these
are
people
with
extensive
experience
of
the
poverty
agenda
and
working
directly
with
people
that
they
will
bring
to
the
board.
So,
although
the
department
has
all
departments
in
the
council
has
lost
some
fantastic
staff
because
of
the
cuts
that
we've
had
to
make
this,
this
agenda
is
really
important
and
the
people
that
are
working
on
it
have
a
huge
amount
of
experience
that
they
will
bring
to
the
former
formal
board.
A
Okay,
thank
you
for
that
councillor
gruen.
Please.
H
Thank
you,
council
lavender.
I
just
wanted
to
pick
up
on
the
housing
and
provision
stream
of
work
that
you've
just
commented
on.
The
objective
is
laudable.
We
want
every
family
to
live
in
housing
that
is
safe,
appropriate
and
affordable,
but
I
think
all
of
us
around
this
table
know
just
how
far
away
from
that
we
are,
and,
of
course,
the
housing
environment
that
you
live
in,
makes
a
huge
difference
to
a
child's
experience
or
anybody's
experience.
C
Yeah
I'd
entirely
agree
with
that
counselor
and
obviously
it's
also
like
yourself
being
a
ward
council
in
an
inner
city
ward,
where
it's
always
been
the
case
that
most
of
our
coast
work
is
housing,
but
that
has
exploded
during
the
pandemic
that
I
think,
we're
all
experiencing
an
absolute
onslaught
of
case
work
around
housing,
particularly
poor
quality
housing
in
the
private
sector.
With
the
work
streams,
we've
been
very
keen
to
set
objectives
that
are
achievable
and
to
set
tasks
within
the
topic
that
we're
looking
at.
C
So
obviously,
housing
is
a
massively
broad
area
and
a
huge
importance,
but
we
want
we've
wanted
to
set
kind
of
definable
goals
rather
than
saying
we'll
just
improve
all
housing
in
a
city.
We've
picked
two
specific
areas
to
work
on,
one
of
which
is
selective
licensing
and
one
of
which
is
increasing
the
income
of
families.
C
So
selective
licensing
is
about
improving
housing
in
the
private
sector
in
two
of
the
most
deprived
areas
of
the
city,
beeston
and
hair
hills,
and
that's
a
really
specific
project
about
making
sure
that
landlords
have
licenses
that
demonstrate
that
their
housing
is
habitable.
Obviously,
there
are
other
areas
of
the
city
that
have
housing-
that's
not
adequate,
but
that
project
is
starting
with
with
two
areas
and
then
the
other
project
is
about
maximum
income,
maximizing
the
income
of
families.
C
So
I
really
appreciate
what
you're
saying
councillor
growing
that
it's
a
much
broader
area
than
just
the
issues
that
we've
picked
up
on
my
experience
of
our
housing
team
working
with
them
in
my
portfolio
is
that
they
are
very
aware
of
the
impact
of
poverty,
and
I
do
think
gerrard
will
bring
a
lot
of
experience
and
a
lot
of
very
direct
experience
with
families
too,
to
the
work
stream.
M
Could
I
just
add
as
well,
could
I
add
a
little
bit
more
cancer
alarm,
just
feeding
on
from
what
councillor
venez
said
there
in
response
to
council
agreeing,
I
think,
whilst
there
are
those
two
key
strands,
we've
had
some
real
detailed
conversations
so
as
an
example
through
the
licensing
scheme
about
actually
how
we
can
work
together
as
directorates.
You
know.
So,
although
it's
one
strand
of
work,
actually,
how
do
we
share
information?
How
do
we
share
that
local
intelligence?
M
How
do
people
working
in
the
clusters
and
working
in
those
local
areas
sharing
information
where
we
might
identify
that
there's
vulnerable
children?
You
know
living
in
you
know
in
housing
where
the
standards
are
not
as
we
would
want.
Actually,
how
do
we
work
collectively
on
that?
M
I
think
we've
learned
a
lot
from
you
know
really
built
on
our
cross
directorate
working
over
the
past
12
months
through
the
pandemic,
and
I
think
these
work
streams
are
a
real
opportunity
for
us
to
build
further
on
that,
and
I
think
it
takes
us
in
into
other
directions
as
well.
So
as
an
example,
we
have
the
cross
council
safeguarding
group.
You
know
which
has
representatives
from
and
the
directors
right
across
the
council,
and
I
think
where
themes
are
emerging.
A
Okay,
thank
you
very
much
for
that,
so
I
would
counsel
illinois
next.
Please.
D
Well,
thank
you.
Yes,
it's
awful
subject
is
this
and
it
it's
depressing
that
we
found
so
little
that
we're
facing
this
sort
of
report
this
this
time.
Can
you
give
us
more
information
about
the
mechanisms
that
give
rise
to
poverty?
I'm
not
clear
in
my
mind
whether
our
social
financial
support
is
globally
inadequate
or
whether
there
are
gaps
in
in
benefit
provision
that
fall
on
particular
families.
I
have
no
idea
really
of
the
role
of
drugs,
alcohol
and
so
forth
in
poverty.
A
Thank
you,
council.
I
think
I
just
the
the
detail
of
that
will
probably
come
when
we
discuss
this
later
in
the
year,
because,
although
we
could
be
here
for
quite
some
time,
I
think
on
the
really
important
issues
there,
but
I'm
sure
councillor
venice
will
want
to
want
to
respond.
C
Yes,
I
will
make
a
couple
of
points
and
it's
impossible
to
talk
about
child
poverty
without
being
overtly
political,
so
I
am
going
to
be
so.
C
Child
poverty
has
increased
hugely
in
the
last
10
years,
and
some
of
the
things
that
have
contributed
to
that
are
things
like
the
benefit
cap
that
directly
impacts
so
that
that
limits
the
amount
of
benefit
a
family
can
claim.
I
think
it's
26
000
pounds
so,
regardless
of
the
size
of
your
family,
regardless
of
your
needs,
that's
the
maximum
and
similarly
there's
a
cap
on
child
benefit.
So
you
can
only
get
child
benefit
for
your
first
two
children.
So
things
like
that
really
directly
impact
on
children.
C
Also,
the
government
would
removed
the
removed
the
requirement
for
authorities
to
have
removed
the.
There
was
a
a
piece
of
legislation
that
was
to
it
was
an
aspiration
to
between
2010
2020,
eradicate
child
poverty
and
in
2016
the
government
got
rid
of
that
target
and
also-
and
the
coalition
government
got
rid
of
that
target
and
also
removed
the
requirement
for
the
government
or
local
authorities
to
have
a
child
poverty
strategy.
C
So
those
are
some
of
the
things
that
have
contributed
to
a
huge
rise
that
has
increased
and
is
anticipated
to
increase
further
in
the
in
the
next
few
in
the
in
the
coming
years.
But
we
will
put
more
background
detail
in
the
report,
but
there's
a
whole
yeah.
There's
a
there
are
lots
of
things
that
contribute
to
child
poverty,
but
there
are
also
things
that
could
make
a
difference.
The
reason
there
is
a
big
campaign
that
is
cross-party
about
keeping
the
20-pound
uplift
in
universal
credit
is
because
that's
made
a
big
difference
to
families.
C
A
F
Thank
you,
yeah
it'd
be
interesting
to
get
some
of
those
aspects.
A
very
simple,
straightforward
question
there
from
councillor
illinois
with
quite
a
detailed
answer
necessary
and
I
hope,
mine's
simpler
regarding
the
housing
and
it's
just
nothing
to
do
with
the
licensing,
how
many
council
housing
houses
are
being
built
in
leeds.
If
any,
do
you
know.
C
I
don't
know
the
exact
number,
but
we
do
have
a.
We
do
have
a
council
house
building
programme,
so
there
are
council
houses
being
built
in
leeds.
This
is
obviously
a
huge
factor
in
why
fundraisers
are
struggling,
that
we
used
to
have
our
biggest
housing
stock
used
to
be
social
housing,
and
it
is
now
private
sector
housing
and
that's
been
a
change
in
in
recent
years.
C
Obviously
the
right
to
buy
policy
is
really
significant
in
that,
in
that
the
we
just
lose
a
huge
amount
of
housing
stock
and
I
think
shelter
estimated
that
for
every
10
houses
that
get
sold
through
right
by
only
winners
replaced,
so
that's
hugely
hugely
diminished
the
housing
stock.
I
would
say
we
didn't
build
enough
when
we
were
in
power
as
well.
C
So
I've
got
a
number
of
bigger
states
on
my
ward,
and
you
know:
a
third
of
them
are
in
the
hands
of
private
landlords,
where
tenants
are
paying
more
rent
than
their
neighbours
and
getting
less
good
service
on
things
like
repairs
so,
and
the
lack
of
housing
stock
and
councils
have
had
have
been
really
limited
on
how
much
they
can
build,
because
until
very
recently,
there
was
a
cap
on
how
much
we
could
borrow.
But
the
lack
of
housing
stock
in
the
social
market
is
a
massive.
C
It's
a
massive
feature
of
why
families
are
living
in
poor
quality
and
rented
housing
and
why
it's
out?
That's
our,
but
now
our
biggest
housing
market
in
leeds.
A
Okay,
thank
you
for
that
councilor
stevenson.
Please.
K
Thank
you
chair
in
turn.
Go
at
the
council
flynn's
point
in
terms
of
the
the
new
chief
offices,
et
cetera.
It's
welcome
to
know
that
there's
now
some
names
there
that
weren't
in
the
report,
I'm
just
a
bit
concerned
regarding
I
mean,
there's,
obviously
a
request
to
postpone
bringing
this
report
and
and
for
whatever
reason,
I'm
sure
the
board
would
feel
that
there
should
probably
never
be
a
reason
to
delay
impact
of
child
poverty
etc.
For
discussion,
so
I
mean
in
terms
of
future.
K
I
understand
the
the
issues
I'd
like
to
know
why
what
handover
took
place
between
the
outgoing
officers
and
the
incoming
ones,
just
to
make
sure
that
continuity
in
practice
is
there
was
it
evidenced
anywhere
that
we
could
see
in
terms
of
that
handover,
and
I
mentioned
that
just
because
in
case
in
future
there
are
other
changes.
Perhaps
there's
a
lessons
we
could
learn
from
the
past
few
months,
thanks
chad.
M
C
If
I
could
just
state
the
reason
I
suggested
deferring,
the
report
is
because
you
would
have
had
a
better
report
in
two
months.
It
is
not
in
any
way
a
reflection
of
either
our
commitment
to
ameliorating
the
impact
of
poverty
or
neither
is
it
a
reflection
or
the
fact
that
the
work
isn't
happening.
It
was
purely
you
would
have
got
a
more
detailed
report
with
some
case
studies
that
would
have
brought
it
to
life,
and
some
monitoring
as
it
is
you've
got
a
summary
and
I'm
always
it
was
actually
also.
I
would.
C
It
was
my
suggestion
that
this
was
an
agenda
item
last
year.
I
suggested
that
mental
health
and
poverty
were
going
to
be
the
biggest
impact
of
this
pandemic
on
children
and
that
it
would
be
really
good
if
we
could
report
to
you
on
those.
So
I
am
in
no
way
not
wanting
to
report
to
you
on
child
poverty
and
what
we're
doing
about
it,
be
accountable
to
you
and
give
details
of
the
work
that
we're
doing,
but
you
would
have
had
a
better
report
in
two
months.
C
M
I'm
happy
to
come
in
too,
and
so
just
in
response
to
to
councillor
stevenson,
absolutely
so
sue
rumbold,
who
was
the
chief
officer
who
had
responsibility
in
the
children
and
families
directorate
and
for
this
area
of
work,
was
obviously
a
part
of
children
and
families,
leadership,
team,
and
so
we
have
regular
meetings.
We
have
weekly
meetings
actually
and
at
some
point
daily
meetings
in
terms
of
a
whole
range
of
work
that
we're
involved
with,
as
you
can
imagine.
M
In
addition,
I
did
sit
on
the
last
poverty
board
as
a
formal
as
a
handover,
and
so
sue
was
present
at
the
board,
as
as
was
myself
so
that
I
could
fit
in
one
board
and
see
the
board
functioning
and
hear
from
the
work
stream
leads.
So
I
think,
there's
been
a
really
good,
detailed,
robust
handover,
as
you
would
expect.
K
To
label
the
point
chair-
and
I
wasn't
suggesting
in
terms
of
intention
or
otherwise
I
would
just
try
to
clarify
earlier
in
the
meeting
we
were
told.
The
reason
with
for
the
delay
was
that
councilor
venna
had
asked
you
had
referred
chair
to
the
staffing
changes.
There's
been
a
reason
I
think
she
just
suggested
otherwise,
I'm
which
is
correct.
A
A
I
think
I'll
be
welcome
to
look
at
it
again
and
I
think
going
forward.
It
will
make
sense
to
get
into
the
cycle
that
sits
with
the
executive
board
report
so
that
our
views
can
be
fed
into
what's
going
to
to
the
executive
board.
So
that's
what
I
would
propose
that
we
do
going
forwards,
so
hopefully
everyone's
okay
with
that,
so
I've
got
councillor
four
safe.
Next,
please.
G
Thank
you
very
much.
Thank
you
very
much
for
telling
us
in
detail
about
the
new,
the
new
members
of
the
board
and
their
separate
works
work
streams,
and
I
fully
understand
about
the
the
need
to
sort
of
align
this
with
the
executive
report.
What
comes
I'm
very
glad
to
say
that,
at
the
end
of
all
reports
within
the
council,
now
there
is
the
section
on
the
climate
emergency
and
I'm
glad
that
there
that's
sort
of
fairly
detailed
here.
G
M
I'm
happy
to
respond
counselor,
if
I
say-
and
so
I
think
for
me-
and
I
think
you
know,
climate
emergency
has
got
to
be
a
feature
of
all
of
the
work
streams.
You
know
it's,
it
doesn't
sit
in
a
silo.
It's
a
golden
thread.
That's
got
to
run
through
everything
you
know,
and
there
are
other
priorities.
You
know
equality
and
diversity
as
an
example
which
has
got
to
run
through
all
of
the
work
strands,
and
so
I
would
want
to
reassure
you
that
that
is
a
feature.
M
It's
a
picture
of
the
the
conversation,
the
discussions
that
we're
having
and
I
think
when
you've
read
the
report
and
you've
seen
the
item
just
in
relation
to
school,
uniform
as
an
example
and
how
we're
promoting
the
reuse
of
school
uniform,
but
the
direct
link
there
between
climate
emergency
and
also
poverty,
and
actually
you
know
real
a
real
opportunity
to
address
the
stigma
of
poverty
and
actually
for
families
to
feel
empowered
that
to
feel
as
an
example
that,
through
reusing
school,
uniform
using
you
know
swapping
school
uniform,
and
you
know
having
that
platform
that
actually,
that
is
empowering,
because
it's
enabling
them
to
take
action
on
a
matter
which
you
know
is
dear
to
a
lot
of
their
hearts.
M
So
absolutely
is
central
to
this
whole
agenda.
Thank
you.
A
Quickly
for
that,
so
I
think
is
it
to
come
in
on
this.
I
think
we've
got
everybody's
salads
or
any
final
comments
you
wanted
to
make
on
on
this
item.
E
Thanks,
council,
I
mean,
I
think,
I'll
just
go
back
to
emphasizing
what
we're
trying
to
do
here,
which
is
to
bring
people
from
right
across
the
council
to
bring
some
of
our
activity
into
focus
around
managing
the
impact
of
poverty
on
children
in
the
city.
And
I
think
it's
been
well
set
out
that
we
might
not
have
the
levers
in
terms
of
actually
changing
some
of
the
some
of
the
poverty
that
people
suffer.
E
But
there
is
quite
a
lot
to
be
done
around
the
impact
of
it
and
how
we
support
children
and
families
and
communities
in
response
to
the
circumstances
that
they
find
that
they
find
themselves
in,
and
so
what
you
will
get
as
we
bring
as
you've
suggested
as
we
bring
forward.
The
more
detailed
report
through
executive
board
and
back
here,
is
a
mixture
of
quantitative
data,
but
also
then
case
studies
and
qualitative
data
about
how
we
are
trying
to
change,
trying
to
change
the
approach.
E
So,
for
example,
part
of
the
figure
that
council
then
had
quoted
in
relation
to
the
proportion
of
children
that
coming
to
care
from
a
given
where
they
are
socioeconomically.
E
There
are
still
things
that
we
can
do
to
try
and
impact
on
that,
and
part
of
that
is
attitudinal
cultural.
In
terms
of
the
approach
that
we
take
to
the
work
and
our
work
here
in
the
city,
that's
based
on
building
good
quality
relationships
and
trust
with
children
and
families
to
try
and
create
changes-
and
you
know,
makes
a
massive
difference
to
to
that.
E
So
many
of
the
many
of
the
approaches
that
we
bring
to
it
will
be
about
trying
to
impact
on
and
practice
in
terms
of
what
people
experience
and
when
our
staff
are
engaging
with
them
right
across
the
council.
Actually
so,
hopefully,
what
we'll
get
is
a
more
detailed
understanding
of
the
approaches
that
we're
taking
to
try
and
tackle
some
of
the
quantitative
and
qualitative
issues
here
and
you'll
get
a
mix
of
that
in
the
report
that
comes
back.
A
Okay,
thank
you
for
that
sal.
So
I
think
in
terms
of
moving
forward,
I
think
there's
there's
quite
a
clear
steer
on
the
sort
of
information
that
the
board
would
like
to
look
at.
I
think
particularly
a
lot
of
the
things
counciling
with
identified
are
very
important
things
for
us
to
to
get
an
understanding
of
and
to
see
some
figures
and
numbers
to
go
with
that.
Obviously,
we'll
await
the
reports
going
to
executive
board.
A
I
think
is
it
in
april
that
it's
going,
did
you
say
and
then
a
further
update
in
october,
so
perhaps
the
the
appropriate
time
for
for
this
board
to
consider
it
again
would
be
in
advance
of
it
going
to
that
october
executive
board
meeting
so
that
we
can
feed
in
our
comments
as
well
to
go
to
go
alongside
that
report,
and
that
seems,
if
everyone's
agreeable
a
good
time
to
to
check
in
on
progress
again,
and
it
will
give
everyone
time
to
get
settled
into
to
their
new
roles
and
and
so
on.
A
So
is
the
board
happy
with
that
as
an
approach
yeah,
I'm
seeing
enthusiastic
nods
all
round
okay.
So
we
move
on
to
item
nine,
which
is
the
work
schedule.
So
if
I
can
hand
over
to
angela
just
to
talk
us
through
that,
please.
D
C
Thank
you
chair.
This
report
presents
the
latest
version
of
the
the
board's
work
schedule
as
agreed
last
month,
you'll
note
that
the
board's
march
meeting.
A
So
if
I
can
thank
everyone
again
for
the
fantastic
contributions
today,
we've
got
through
an
awful
lot
of
ground
there
and
a
lot
of
important
things,
and
I
think
that
the
next
meeting
is
going
to
be
hugely
important
about
looking
at
the
long-term
effects
of
covid
and
what
we
can
potentially
do
about
it.