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B
Okay,
thank
you
angelo
good
morning.
Everybody
welcome
to
the
september
meeting
of
the
children
and
family
scrutiny
board,
which
is
now
being
held
on
zoom
and
is
being
webcast,
live
on.
The
city
council's
youtube
channel
members
should
know,
as
we
go
through
the
housekeeping
that
zoom
operates
with
the
vpn
switched
on,
so
the
paper
should
be
easy
to
access.
B
If
I
can
ask
all
participants
to
keep
their
microphones
muted
unless
they're
speaking
just
to
keep
the
background
noise
down,
the
preferred
approach
is
for
members
to
keep
their
videos
switched
on
when
speaking
and
if
I
could
just
ask
everyone
to
double
check
that
their
names
are
entered
into
the
system,
particularly
for
elected
members,
that
they
would
have
their
first
name,
then
their
surname
and
then
that
their
counsellor
and
officers
are
on
hand
to
help
with
that.
If
needed.
B
B
I
will
invite
everyone
to
introduce
themselves
so
that
members
of
the
public
can
follow
this
and
know
who
everybody
is
and
sporadically
would
be
very
helpful.
If
officer
contributors
could
remind
the
board
and
members
of
the
public
who
they
are
and
what
their
role
is.
So
it's
easy
to
follow
proceedings.
B
We
do
have
the
option
of
raising
your
hand,
so
you
can
attract
my
attention
and
that's
the
best
way
to
do
it
and,
as
we
do
in
the
regular
meeting,
I'll
call
people
to
speak
in
the
order
that
I
see
them
and
we
also
have
an
instant
message
of
function.
So,
if
necessary,
you
can
just
send
a
message
to
attract
my
attention.
B
That
way,
although
just
bearing
my
members
of
the
public,
wouldn't
be
able
to
see
that
if
there
are
any
technical
difficulties
either,
if
you,
let
me
know,
via
the
message
function
and
one
of
the
officers
will
be
able
to
to
help
you
to
get
reconnected.
B
If,
for
any
reason,
I
experience
technical
difficulties
in
the
first
instance
we'll
just
take
a
couple
of
minutes
to
try
and
get
me
back
onto
the
call,
and
if
it
looks
like
it's
for
a
prolonged
period,
then,
with
the
agreement
of
the
board,
I've
asked
councillor
stevenson
to
step
in
and
chair
if,
for
any
reason,
I'm
away
for
a
little
while
and
I'll
assume.
The
board
is
comfortable
with
that.
Unless
anybody
wants
to
to
raise
an
objection
and
I'll
take
silence
as
approval.
B
Okay,
thank
you
very
much
so
now
what
we'll
do
is
we'll
go
around
and
we'll
ask
board
members
to
formally
introduce
themselves
I'm
going
to
go
around
in
alphabetical
order.
So
if
you
could
be
prepared
and
remember
to
unmute
your
microphone,
so
we
can
keep
things
moving.
So
the
first
person
I'm
going
to
ask
to
introduce
themselves
is
helen
bellamy.
Please.
E
Morning,
kate,
blacker,
a
primary
parent
governor
representative.
B
Thank
you,
celia
foote,
please.
B
Thank
you,
councillor
forsakes,
please.
F
Good
morning,
council
round
four,
so
finding
what
reward.
I
Good
morning,
councillor
gruen,
I
represents
bramley
and
stanley
ward.
B
Thank
you
now
do
we
have
emma
holmes,
I
think
she
we
were
struggling
to
get
her
angela
and
he.
B
Ward,
thank
you.
Counselor
mary
harland.
H
Good
morning,
councillor
mary
harlan,
kippicks
and
metal
award
substituting
for
councillor
paul
drinkwater.
I
believe.
B
B
Good
morning,
councillor
hussain
councillor
john
illingworth
jonathan
worth
representing
kirkster
ward
chair.
Thank
you
very
much.
Councillor
wynn,
kidger.
B
Thank
you
very
much
councillor
jess
lennox.
B
Thank
you,
councillor,
marshall
katong,.
B
Thank
you,
councillor
renshaw,
please.
B
And
finally,
jackie
ward,
please.
F
Jackie,
I'm
I'm
on
yes,
so
it's
jackie
ward,
I'm
the!
Secondly
parent
governor
representative.
B
Hey,
thank
you,
jackie.
Okay,
so
we'll
move
into
the
agenda
I'll
ask
the
officers
to
introduce
themselves
once
we
come
to
their
their
items
so
item
one.
Are
there
any
appeals
today?
Please.
B
Thank
you
very
much,
harriet
good
morning
to
you
as
well.
I'm
sorry,
I
forgot
to
ask
you
and
angela
to
introduce
yourselves
as
well.
Sir.
Thank
you.
D
B
Thank
you,
okay,
so
back
to
the
agenda,
so
I
I
item
two
there
any
matters
that
we
need
to
exclude
members
of
the
public
from
today.
B
Good
any
light
items.
B
I'm
not
saying
any
hands
go
up
so
I'll.
Take
that
as
a
no
and
I
know
we
do
have
some
apologies
harriet.
B
Okay,
thank
you
very
much
so
item
six.
Then
we
move
on
to
the
minutes
of
the
previous
meetings
and
we've
got
two
sets
of
minutes
to
approve.
Firstly,
I'd
just
like
to
check
that
we're
approving
them
for
accuracy
and
then
we'll
go
through
any
matters
arising.
So,
first
of
all,
we
had
an
ordinary
meeting
of
the
scrutiny
board
on
the
8th
of
july
2020..
B
B
Or
if
anybody
wants
to
say
they're,
not
if
you
speak
up,
I've
seen
councillor
forsake,
put
our
hand
up
and
counselor
stevenson.
Thank
you.
Okay,
so
I'll
take
silence
that
everyone
agrees
that
those
minutes
are
accurate.
B
So
if
again,
if
I
could
have
a
proposal
and
a
second
that
those
minutes
are
accurate,.
B
B
B
Okay,
I'm
not
seeing
any
hands.
So
if
we
move
on
to
the
calling
meeting
from
the
8th
of
july,
are
there
any
matters
arising
from
those
minutes.
B
Please,
okay,
I'm
not
seeing
any
hands,
so
we
can
move
on
to
the
substantive
item.
So
we
are
moving
to
item
seven,
which
is
an
update
on
the
coronavirus
pandemic
response
and
recovery
plan.
B
There
are
a
number
of
officers
we
we
have
councillor
jonathan
pryor
with
us
council
of
venice
saltarik,
julie,
longworth,
sue,
rumbold,
val
waite
and
dave
clark,
I'll
ask
them
to
introduce
themselves
and
their
roles
in
a
second.
But
angela
would
you
just
like
to
briefly
introduce
what
were
what
we're
going
to
be
discussing?
Please.
A
Yes,
thank
you
chair.
Well
previously,
the
scrutiny
board
had
considered
the
latest
update
reports
from
the
council's
chief
executive
on
developments
surrounding
the
council's
overall
response
and
recovery
plan
in
relation
to
the
kobig
19
pandemic.
So,
but
at
today's
meeting
the
board
has
been
provided
with
a
report
from
the
director
of
children
and
families,
which
presents
an
update
of
the
ongoing
progress.
That's
been
made
by
the
children,
family
services
directorate,
working
with
partners
and
communities
in
response
to
the
covert
19
pandemic.
A
Following
the
board's
discussion
today,
members
will
be
asked
to
consider
whether
there
are
any
particular
issues
or
areas
that
they
would
like
to
focus
on
in
more
detail
as
part
of
their
future
work
schedule
and
to
know
that
there
is
already
a
more
detailed
update
surrounding
schools
and
their
recovery
plan.
That's
scheduled
for
october.
Thank
you,
chad,.
B
Thank
you
angela,
so
just
initially
for
the
benefit
of
board
members
and
members
of
the
public.
If
I
could
just
ask
the
executive
members
and
the
officers
to
introduce
themselves
and
their
roles,
if
I
could
start
with
councillor
prior,
please.
L
Morning,
I'm
councillor
jonathan
pryor
and
I'm
the
executive
member
for
learning,
skills
and
employment.
Thank
you.
B
Okay,
thank
you
sal,
please,
good
morning.
N
Everyone
I'm
selim
terry,
I'm
director
of
children,
families
in
leeds.
B
Thank
you
very
much
julie,
longworth.
Please.
P
B
Thank
you
good
morning
and
finally
dave
clark.
Please.
R
Good
morning,
everybody,
my
name
is
dave
clark
and
I'm
the
head
of
learning
improvement
with
leads.
Okay.
B
Thank
you
dave,
okay,
so
so
I
I'm
really
open
now
to
I'll
open
up
to
councillor
prior
and
venna
and
sal
initially
to
to
introduce
the
report,
and
then
we
can
go
into
questions
and
comments
from
board
members,
so
who's
going
to
kick
off
today.
Please.
M
First
of
all,
I
just
want
to
pay
tribute
to
the
continued,
absolutely
excellent
work
of
the
director
and
just
the
passion
and
commitment
and
creativity
of
the
staff
that
has
seen
us
through
the
last
six
months
and
just
the
dedication
that
everyone's
had
to
looking
after
our
children
and
families.
During
this
period,
particularly
some
of
our
more
vulnerable
children
and
young
people.
M
The
report
references
the
value
that
there
has
been
the
practical
support:
the
directorate's
provided
through
the
early
health
clubs,
things
like
providing
food,
nappies
and
basic
essentials
that
people
do
in
this
time
and
bring
down
some
of
the
barriers.
People
might
experience
in
getting
support
from
a
council
and
that's
been
really
important.
At
a
time
when
schools
haven't
been
open
to
most
children,
which
is
the
route
that
most
referrals
would
come
to.
Children's
social
care.
M
We've
had
continued
fantastic
placement,
stability
in
relation
to
foster
carers
and
children's
homes.
They
really
have
dug
in
to
make
that
work
during
this
challenging
time,
and
I
may
have
mentioned
at
the
last
meeting-
we've
had
a
huge
increase
in
interest
in
fostering
which
has
been
been
the
place
in
other
areas
as
well.
I
have
a
regular
meeting
with
my
equivalents
in
yorkshire
and
the
humber,
and
actually
that's
been
the
case
in
a
number
of
areas.
We
registered
97
inquiries
about
fostering
one
month
alone.
M
I
think
people
have
been
re-evaluating
their
lives
either
through
necessity,
because
they've
had
something
to
reflect
and
in
the
same
way,
there's
been
an
increase
in
people
applying
to
trying
to
be
nursed.
This
has
been
a
huge
huge
increase
in
people
applying
to
be
foster
carers,
which
is
really
good
because
we
are
anticipating
a
big
increase
in
the
number
of
children
looked
after,
but
not
in
in
the
way
you
might
assume
you
would
have.
You
would
have
seen
in
the
news.
M
The
humanitarian
crisis
of
unaccompanied
similar
seekers
and
kent
an
accompanied
assigned
seeker,
children
so
in
excess
of
children
have
arrived
in
dover
this
year
and
that's
got
to
the
point
where
dover
county
council
have
said
they
can.
No
longer
safely
accommodate
any
more
and
the
company
decides
to
seek
children
and
they're
currently
being
looked
after
and
inverted
by
border
control
and
intake
centers,
which
is
just
not
not
at
all
where
you
would
want
traumatized
children
without
their
parents
to
be.
M
M
Numbers
will
go
up,
but
we
will
obviously
be
able
to
disaggregate
that
and
we
will
be
able
to
see
where
the
number
increases,
where
we've
played
our
part
in
response
to
this
crisis
and
where,
if
it's
an
increase
in
children
that
are
coming
into
care
from
the
leader's
population
due
to
abuse
or
neglect,
we've
continued
to
have
our
early
years
student
calls
with
early
years
providers
throughout
throughout
the
pandemic.
Every
few
weeks
they've
continued
to
feel
fairly
neglected
as
a
sector
in
terms
of
guidance.
M
So
it's
not
really
important
that
we
provide
that
locally
and
with
reference
to
the
situation,
women
currently
in
leeds
where
the
growth
and
infections
of
coconuts
are
in
the
younger
population,
our
youth
service
has
continued
to
work
with
the
police,
supporting
them
in
managing
non-compliance
amongst
younger
people
and
we're
using
both
the
youth
service
and
child
friendly,
leads
to
get
messages
out
about
the
importance
of
staying
safe
during
this
period.
M
B
Thank
you,
council
lever
councillor
prior
is
any
opening
remarks
you'd
like
to
make
please.
L
Yeah,
of
course,
I'll
just
briefly
go
through
kind
of
the
the
world
of
education
since
we
last
met
before
the
summer.
Obviously,
schools
were
being
closed
over
the
summer,
so
the
biggest
event
was
obviously
the
exam
results.
I
don't
think
I
need
to
go
over
those
in
detail.
I'm
sure
people
follow
the
news,
but
certainly
in
leeds
we,
we
really
welcomed
the
u-turn
from
the
government.
L
I
think
it
was
the
right
thing
to
to
adjust
how
how
the
grades
were
being
monitored
and
actually
before
the
government
did
that
we
had
had
quite
a
bit
of
contact
from
from
concerned
schools.
L
So
obviously
schools
are
some
started
coming
back
last
week,
with
most
this
week,
there's
been
a
huge
amount
of
work,
producing
risk
assessments
working
with
our
health
and
safety
team
over
the
summer
to
get
schools
ready
for
that
officers
have
been
in
regular
contact
with
heads.
There
have
been
obviously
a
few
isolated
cases
where
people
have
tested
positive,
which
has
delayed
the
opening
of
a
small
number
of
schools.
L
But
so
far,
a
lot
of
our
strategies
to
to
limit
closures
have
been
successful,
we're
trying
to
keep
things
to
bubbles,
so
it
means,
as
many
pupils
can
come
back
as
possible
and
actually
what
we're
not
seeing
is
one
positive
case
becoming
an
outbreak.
We're
not
seeing
that.
So
that
does
show
that
a
lot
of
the
safety
measures
that
were
put
in
place
seem
to
be
working
in
schools.
L
We
had
a
zoom
call
on
monday
with
head
teachers,
specifically
on
some
of
the
public
health
stuff.
We
have
a
second
zoom
head
head
school
on
thursday,
which
will
be
covering
more
health
and
safety.
L
Obviously,
but
then
a
wider
range
of
issues
that
heads
want
to
raise,
and
at
the
moment
the
teams
are
developing
and
implementing
well-being
for
education
return,
and
this
is
going
to
be
a
package
of
resources
that
can
be
delivered
to
to
schools
and
settings
and
to
kind
of
help
them
get
the
kids
back
into
school,
and
I
do
want
to
just
in
my
opening
remarks
as
well.
Just
pay
tribute
to
the
teachers
and
the
heads
who
have
done
a
phenomenal
job
since
the
start
of
the
pandemic.
L
But
even
over
summer
the
amount
of
work
they've
had
to
do
to
to
prepare
to
come
back
to
school
has
been
phenomenal.
You
know
they're
preparing
not
just
for
the
physical
health
of
children,
but
also
for
the
mental
health
and
kind
of
working,
how
we
get
kids
back
into
a
routine
back
into
learning
and
and
I'm
sure
those
discussions
are
gonna
go
on
throughout
the
year
as
we
work
out
the
longer
term
effects
of
of
the
past
few
months,
but
I'll
leave
it
there
for
now
for
introductory
remarks.
Thank
you.
B
Okay,
thank
you,
councillor,
prayer
and
then.
Finally,
if
I
go
to
sal
for
any
introductory
comments
from
you
and
then
we
can
get
into
questions
so
sal.
N
Thanks
council,
yes,
so
I
think
we've
got
quite
a
comprehensive
report
that
people
will
have
seen
in
red,
and
that
covers
most
of
the
issues.
I'd
just
like
to
reiterate
my
own
appreciation
for
all
of
the
work
that
staff
have
done
over
this
period
of
time.
It
really
has
been
an
outstanding
response
from
stuff
right
across
the
piece
and,
as
both
council
veteran
councillor
prior
reflected,
the
effort
that
people
have
made
and
to
support
our
communities
has
been,
has
been
incredible
and
a
particular
thanks.
N
In
addition
to
that,
for
to
help
teachers
who
have
worked
made
a
tremendous
effort
to
keep
schools
going
over
this
period
of
time,
we
are
the
in
leeds
slightly
different
to
a
number
of
other
places.
We
really
started
back
at
school
on
monday,
with
a
small
number
of
schools
that
opened
just
last
week
and
one
day
was
an
inset
day
in
many
schools,
and
so
tuesday
was
really
our
first
day
where
we
were
aiming
to
get
as
many
schools
open
as
possible.
N
We've
we've
agreed
that
there
would
be
some
phasing
of
return
to
school
where
it
was
felt
necessary
and
particularly
in
when
you've
got
children
who
are
coming
to
the
schools
for
the
first
time,
either
in
reception
or
when
they're
starting
secondary
school,
and
so
there
is
a
little
bit
of
phasing
going
on
in
order
to
ensure
that
as
pupils
come
back
in
as
parents
start
to
bring
their
children
back
in
that
the
systems
and
plans
that
schools
have
come
up
with
are
given
opportunity
to
work
effectively.
N
N
The
commitment
that
people
have
got
to
trying
to
maintain
schools
open
as
much
as
possible,
so
by
the
end
of
this
week,
we'll
have
97
of
their
primary
schools
open
and
by
next
week
all
the
primary
schools
will
be
will
be
open
and
safe
for
some
phasing,
as
I've
explained
in
reception
year
and
this
week,
76
of
secondary
schools
will
be
open
with
all
of
them
open
by
by
next
week.
N
We've
had
nine
schools
where
there
have
been
various
levels
of
issues
around
either
teaching
staff
or
pupils
testing
positive
for
coverage.
We've
unfortunately
had
to
have
one
school
clause
before
this
week
and
partly
that
was
to
do
with
the
head
already
being
off
off
work
and
the
fact
that
the
school
has
a
small
number
of
staff
where
there
has
been
some
contact
between
them
in
the
preparation
for
opening
this
school.
N
So
we're
hopeful
that
that
will
be
fully
open
again
next
week.
But
unfortunately,
despite
valiant
efforts,
we
haven't
been
able
to
safely
open
that
school
this
week.
All
the
other
eight
are
continue
to
continue
to
open.
I
mean
six
of
those.
There
are
no
issues
given
that
those
people
who
have
tested
positive
have
had
no
contact
either
with
staff
or
pupils
in
one
school.
N
N
I
think
there
were
some
issues
over
the
weekend
that
people
may
well
have
seen
nationally
around
access
to
public
health,
england,
and
that
was
related
to
a
technical
issue
with
with
the
funds,
and
we
certainly
had
some
difficulties
in
making
contact
with
them,
but
that
has
been
resolved
now
and
whilst
there
was
a
backlog
at
the
beginning
of
the
week,
all
of
the
schools
that
have
needed
to
have
had
they
had
a
conversation
with
public
health,
england
and,
or
you
know,
by
monday,
our
own
public
health
staff
here
locally
had
been,
and
health
and
safety
staff
have
been
in
touch
with
those
schools
so,
and
they
have
the
up-to-date
advice
in
in.
N
Seen
that
there
are
some
issues
around
testing
capacity,
and
we
understand
that
actually,
some
of
that
backlog
is
to
do
with
capacity
in
turning
around
the
number
of
tests
that
are
now
being
undertaken
from
the
labs
for
the
schools.
N
We
have
arranged
locally
additional
capacity
in
order
to
ensure
that
if
a
school
locally
needs
to
undertake
a
number
of
tests,
that
we've
prioritized
some
of
our
capacity
to
be
able
to
meet
that
need
and
have
we've
written
to
the
schools
to
to
inform
them
of
that.
N
Just
on
just
on
the
social
care
side,
we've
got
a
number
of
calls
with
others
up
and
down
the
country,
actually
just
to
see
how
things
are
progressing
and
from
a
social
care
point
of
view.
You
can
see
in
the
report
that
demand,
despite
the
schools
not
being
back,
has
been
somewhere
near
pre-corbit
levels
we'll
have
to.
N
We
are
monitoring
that
very
closely
and
carefully,
and
we
do
expect
that
there
will
be
an
increase
in
demand
for
social
care
services,
but
we
are
monitoring
that
very
closely
and
people
are
geared
up
to
respond
in
in
the
way
that
we
normally
do
so
I'll
leave.
It
there
council
alum,
if
that's
okay
as
an
introduction
to
the
team,
are
available
for
any
more
detailed
content
questions
that
people
might
have.
B
Okay,
thank
you.
Sal.
That's
really
helpful.
So
we're
gonna
go
into
questions.
I've
got
a
few
hands
going
up
already
as
you.
It
doesn't
put
them
in
order
for
me
so
I'll
take
them.
As
I
see
them
just
by
way
of
a
reminder.
B
In
october,
we
are
scheduled
to
have
a
much
more
detailed
update
around
schools
because
we
anticipated
there
wouldn't
be
a
full
picture
of
data,
quite
so
early
in
the
term
at
this
stage,
but
that's
not
to
say
we
can't
ask
questions
about
that
as
well,
and
also
what
we're
looking
for
at
the
end
of
this
session
is
for
any
areas
of
work
that
we
might
want
to
look
at
in
a
bit
more
detail
through
the
work
program
as
the
year
progresses.
B
So
I
will
be
looking
out
for
any
particular
themes
that
come
up
so
the
first
hand
that
I
saw
go
up
was
councillor
gruen
and
if
you
leave
your
hand
raised
on
the
screen,
if
you're
wanting
to
contribute
and
I'll
bring
you
in
in
the
order,
I've
seen
if
your
point
is
covered,
then
feel
free
to
to
take
it
back
down.
So
over
to
council
line
councillor
caroline
gruen,
first
of
all,
please.
I
Thank
you
very
much
chair.
Actually,
you
have
outlined
what
I
was
going
to
say,
I'm
very
interested
to
hear
on
the
on
the
update
about
schools,
but
it
is
incredibly
early
and
some
haven't
actually
had
all
of
the
children
in
yet
until
tomorrow.
So
I
was
really
going
to
make
the
point
that
I'm
very,
very
interested.
Obviously,
health
comes
first,
and
the
most
important
thing
is
that
we've
heard
today
the
massive
preparation
that
schools
have
gone
through
in
order
to
keep
children
safe.
But
education
is
also
important
and
I'm
very
interested
to
understand.
I
For
example,
the
level
of
attendance
as
children
have
returned
their
ability
to
return
to
the
curriculum
and
a
learning
routine
and
how
all
of
that
is
going,
because
that
that's
the
bit
that
I
perceive
through
the
two
schools
I
work
closely
with
as
a
governor
that
is
going
to
be
the
most
difficult
hurdle
to
overcome,
and
I
I
just
want
to
restate
how
hard
those
staff
have
worked
in
schools
and
particularly
actually
the
leadership
teams,
many
of
whom,
although
it
was
agreed
that
they
would
have
a
summer
holiday.
I
This
time
have
actually
only
taken
a
few
days
and
have
been
in
school,
sorting
out
those
things
all
of
this
time.
So
you
know
it's,
it's
really
well
done
to
them
and
to
the
staff
who've
been
in
as
well,
but
I
do
think
we
will
reach
a
point,
and
the
chair
has
pointed
out
that
will
probably
be
at
our
october
meeting,
but
I
was
going
to
suggest
you
might
want
to
give
us
a
little
bit
of
a
written
briefing
before
then
as
to
how
these
first
few
weeks
are
actually
going.
With
regard
to
learning.
B
Yeah,
thank
you
councillor,
gruen,
who
would
like
to
respond
to
that.
Please.
N
I'm
happy
to
account
council
alone
just
to
say
thank
you.
Councillor
grew
in
appreciated
support
for
the
leadership
teams
and
and
all
of
the
school
staff
we.
N
We
have
set
up
local
arrangements
to
monitor
attendance
as
we
go
forward
and
I'm
in
conversation
with
the
department
for
education
on
a
daily
basis
at
the
moment
as
well,
because
there
is
a
centralized
system
being
set
up
for
monitoring
attendance
so
as
as
you've
identified,
some
schools
aren't
back
yet
and
so
it's
difficult
to
assess
what
that's
looking
like
immediately
today,
just
based
on
the
timing,
I'm
happy
for
us
to
put
some
put
a
report
forward
prior
to
the
meeting
next
month,
when
we've
got
a
bit
more
of
an
accurate
picture,
but
suffice
to
say
that
we
are
monitoring
it
closely.
N
We've
got
our
own
local
systems,
as
well
as
the
information
that
we
will
get
through
the
department
for
education,
and
our
intention
is
to
work
closely
with
schools,
our
early
health
staff
and
to
really
support
children
to
get
back
into
school.
That's
the
priority
across
the
system.
Really,
you
know.
N
As
you've
said,
health
comes
first,
but
once
those
arrangements
and
the
asset
risk
assessments
and
all
of
that
are
in
place,
it's
then
for
everybody
within
the
system
to
provide
that
support,
and
I
think
that
the
point
I
made
about
having
confidence
in
the
system
is.
This
is
where
this
becomes
more
critical
and
as
people
go
in
and
experience
the
well-laid
plans.
N
I
think
that
develops
more
and
more
confidence,
and
not
only
for
those
parents
that
have
gone,
but
maybe
those
that
are
holding
back
a
little
bit
but
we'll
keep
a
close
eye
on
it
and
we'll
be
supporting
as
many
children
back
into
school
as
possible.
N
Some
available
across
the
board
and
the
monitoring
of
the
data
is
across
the
board.
R
Thank
you.
Could
that
could
council
alone
could,
I
just
add,
into
a
little
bit
there
for
himself
yep
go
ahead,
go
ahead,
dave
just
to
mention
to
to
councillor
gruen
that
that
actually,
through
our
the
bronze
groups,
that
we
we
hold
with
with
representatives
of
school
head
leaders,
are
starting
again
from
next
week
in
our
zoom
meetings.
R
So
actually
the
the
points
you're
raising
in
terms
of
the
curriculum,
the
learning,
the
impact,
how
that's
all
going
we'll
start
to
get
a
good
sense
of
how
that's
going
over
this
next
couple
of
weeks
and
also
as
part
of
our
ongoing
support
they'll,
be
our
officers
will
be
contacting
head
teachers
and
having
those
personal
conversations
with
them
over
the
next
few
weeks
to
see
how
things
are
going.
So
we'll
get
some
more
feedback
from
them
about
how
things
are
going
there.
G
Thanks
alan
probably
for
for
sal,
I
think
and
with
the
caveat
that
a
number
of
other
people
have
mentioned
this
morning
about
it's
very
early
days
yet
sal,
the
the
I
know
it's
a
relatively
small
number
of
children
who
are
shielding
themselves,
but
also
those
that
have
members
of
the
family
that
are
shielding
you
did
emphasize
before
that
health
was
the
most
important
part
of
all
of
this.
G
N
G
N
Yeah
sorry,
this
we've
sent
out
click
on
it's
about
how
schools
should
be
working
with
this
in
terms
of
making
judgments
about
those
children.
Young
people
who
are
shielding-
I
haven't,
got
any
immediate
data
as
yet
about
what
that
what
that
picture
is
looking
like,
but
in
my
bulletins
that
are
going
out
to
heads
we've
sent
out
clear
guidance
about
how
that
should
be
being
dealt
with.
No
we've
got
sue
rumbled
on
on
the
call.
P
Thank
you,
sal
yeah,
just
to
say
that
to
reassure
everyone
at
the
moment,
every
child
that
was
on
the
shielding
list
you
see
from
the
report
that
was
over
1400
children,
initially
identified
in
leeds
who
were
advised
not
to
attend
school.
Those
children
have
now
been
told
they
can
attend
school.
P
However,
for
parents
where
there
are
concerns,
their
advice
is
to
talk
to
their
gp
or
pediatrician,
and
we
have
had
some
examples
of
instances.
We
had
coal
with
the
silk
principles
yesterday,
where
one
child
has
been
advised
not
to
go
to
school
by
the
pediatrician,
because
the
nature
of
their
their
medical
condition.
P
So
that's
something
that
the
school
is
supporting
the
child
to
be
at
home
and
putting
a
home
learning
package
in
place
for
them.
At
the
moment,
every
child
on
that
list
is
being
reviewed
by
a
pediatrician
or
a
gp,
and
a
decision
has
been
made
about
whether
they
should
remain
on
the
shielding
list
or
not
if
the
child
remains
on
the
shielding
list.
The
advice
currently
is
that
the
child
should
attend
school
subject
to
a
risk
assessment
and
also
subject
to
the
clinician's
advice
that
that
child
is
safe
to
attend
school.
P
So
we
are
that
that
list
is
currently
gps
are
working
through
that
list
at
the
moment,
taking
advice
from
pediatricians
as
well,
and
we
are
awaiting
the
information
as
to
how
many
children
will
remain
on
the
shielding
list.
P
But,
as
you
know,
shielding
has
been
paused
at
the
moment
that
may
change
and
it's
an
ongoing
situation
all
the
time,
but
currently
the
children
that
are
on
the
shielding
list,
where
it's
deemed
that
they
are
safe
and
their
parents
and
the
clinicians
are
happy
that
it's
safe
for
children
to
attend
school
are
attending
school.
P
Schools
were
all
informed,
as
you
see
from
the
report
about
every
child
that
was
on
the
shielding
list
on
their
school
role,
and
I
know
her
teachers
were
really
grateful
for
that
information
because
it
enabled
them
to
ensure
that
there
was
their
risk
assessment
and
those
children
were
being
supported
if
they
were
attending
school
and
some
parents
did
advise
did
want
their
child
to
attend.
School
gp
agreed
that
then
the
child
couldn't
attend
school
subject
to
a
risk
assessment.
P
So
it's
it's
a
constant
ongoing
issue,
councillor
flynn,
but
something
that
we're
keeping
a
really
close
eye
on
I'm
working
closely
with
the
central
team.
That's
leading
on
shielding
for
leads,
and
we
are
updating
all
that
information
constantly.
So
I've
informed
the
head
teachers
yesterday
in
the
briefing
that,
as
soon
as
we've
got
the
updated
list
of
all
the
children
who
were
to
remain
on
the
shielding
list,
we
will
inform
them
immediately.
P
So
they
know-
and
as
I
say,
if
there
are
any
children
who
are
deemed
to
be
too
clinically
vulnerable,
then
a
letter
is
being
sent
from
the
clinician
to
school.
To
advise
of
that.
So
that's
the
position
we're
in
at
the
moment.
B
Q
Just
in
response
to
councillor
flynn
morning,
council
flynn
for
all
of
the
children
that
are
not
yet
able
to
attend
school
because
of
medical
conditions,
there's
an
absolute
commitment
to
provide
education
for
those
we've
set
up
various
systems
now
and
working
very
closely
with
schools
that
we
can
do
that
either
by
sending
packages
home
or
where
young
people
can
get
online.
Sending
information
home
teaching
home
links
into
school,
so
they
can
still
access
education
for
all
of
those
with
education,
health
and
care
plans.
Q
The
duty
now
to
absolutely
provide
the
support
that
is
identified
within
an
education,
health
and
care
plan
has
now
come
back
into
force.
It
was
relaxed
over
the
period
of
lockdown.
It's
now
back
in
force,
so
for
all
of
those
learners
who
are
in
school,
who
cannot
attend
school
now
with
an
education,
health
and
care
plan,
there's
a
duty
to
provide
that
education,
so
we're
working
very
closely
with
our
mainstream
colleagues
and
with
our
colleagues
in
specialist
education
to
ensure
that
they
do
get
the
full
package
of
support.
G
Yes,
very
briefly,
good
morning
val,
you
knew
where
it
was
going.
Obviously
you
know
me
better
than
I
know
myself
I
think
yeah.
I
just
wanted
to
be
absolutely
reassured
that
the
children
who
can't
go
into
school
for
whatever
reason,
and
particularly
those
on
plans,
are
getting
the
education
that
they
actually
need,
rather
than
you
know
what
what
could
be
supplied
as
it
were.
You
know
what
I
mean.
G
Q
Yeah,
absolutely
and,
as
you
say,
anticipated
that
question
because
that's
been
a
focus
for
us
and
certainly
now
we
are
looking
direct
contact
with
schools
identifying
those
children
on
the
list,
so
correlating
it
with
the
list
that
that
sue
has
in
terms
of
shielding
but
also
other
learners
either
because
of
anxiety
that
as
yet
need
support
and
encouragement
to
go
into
school.
We
are
working
with
those
skills
with
those
families.
Q
We've
got
our
attendance
team
that
are
also
working
with
the
school,
so
we
can
put
that
support
in
place
and
then,
as
an
interim,
the
packages
of
education
that
can
go
home
to
support
the
education.
So
there's
continuity,
because
we're
well
aware
that
they're,
some
of
our
most
vulnerable
within
the
city
and
they're
a
priority
for
us.
B
Okay,
thank
you
very
much
fell.
I've
got
quite
a
number
of
people
their
hands
up.
So
please
be
assured.
I
can
see
all
of
them
and
I'll
just
go
through
them
in
the
order
that
I've
seen
them
go
up.
So
the
next
person
is
helen
bellamy.
Please.
C
Thank
you.
I
just
wanted
to
make
a
comment
and
ask
a
question
about
individual
risk
assessments
for
school
staff.
C
Occasionally,
they've
been
in
schools
that
are
maybe
not
that
receptive
to
working
with
unions
as
well,
so
that
can
make
things
quite
difficult
for
those
members
of
staff,
and
so
I
was
just
wondering
whether
the
council
could
maybe
send
out
another
message
making
it.
I'm
sure
you
have
done
this
already,
probably
a
number
of
times
just
to
make
it
known
to
schools
that
they
they're
it's
essential,
that
these
members
of
staff
have
their
individual
risk
assessments
and
also
the
regarding
ppe.
C
If
these
members
of
staff
desire
to
wear
a
mask-
and
it's
deemed
that
that
would
be
a
mitigation
for
any
disability
or
health
problems
that
they
have
as
part
of
their
risk
assessment.
Are
the
councils
supporting
this.
R
Yeah,
I
can,
I
can
come
in
that
on
council
land,
the
in
term
thanks
helen,
in
terms
of
all
the
risk
assessments.
R
Yes,
the
we've
been
supporting
schools
through
the
health
and
safety
teams
and
their
regular
bulletins
and
their
regular
information
out
to
schools,
and
you
know
so
that
schools
are
aware
that
they
need
to
be
carrying
out
those
individual
risk
assessments
and
I
think,
by
all
means
we
we
can
send
that
message
out
again
through
the
bulletins
and
through,
and
I
can
relay
that
back
to
our
health
and
safety
teams.
I
think
in
terms
of
those
individual
schools
when
we've
met
with
union
trade
union
colleagues.
R
Throughout
this
you
know,
on
a
weekly
basis.
We've
pretty
much
said
that,
if
there's
very
specific
schools
where
there
may
be
one
or
two
schools
that
have
not
carried
out
something
or
there's
specific
members
of
staff
for
them
to
come
back
to
for
the
unions
or
the
members
to
come
back
to
hr,
to
help
them
city
and
we'll
sort
of
like
follow
that
up.
So
on
individual
cases-
and
I
think,
like
you
say
generally,
schools
have
worked
tremendously
hard
to
get
those
individual
risk
assessments
in
place.
C
Yeah
thank
you
for
that.
I
think
I
think
my
biggest
concern
is
in
one
or
two
schools
that,
though,
that
there's
that
are
not
that
receptive
to
working
with
unions
and
and
are
quite
defensive
if
they're,
if
they're,
maybe
approach
individually,
I
think
you
know
schools
are
school.
Leaders
are
stressed.
So
I
kind
of
I
do
understand
that
they're
in
very
difficult
circumstances,
but
that's
why
I
was
asking
that
maybe
another
broad
reminder
could
go
out
to.
C
R
Yeah,
I
think
I
think
the
you
know
we're
happy
to
work
with
those
schools
where
there
may
be
a
specific
issue
to
support
in
getting
something
in
place
in
terms
of
first
massive
is:
if
it's
part
of
that
risk
assessment,
then
I
think
you
know
some
staff
would
be
would
be
wearing
those
if
that's
part
of
them
being
able
to
to
to
work
in
schools.
So
again,
we
can
work
individually
with
schools
on
those
through
the
health
and
safety
team
and
their
hr
teams.
B
H
Thank
you
thank
you
chair
morning
and
it's
about
transport
mainly
silk
special
schools,
but
this
might
also
apply
to
some
children
who
are
shielding
in
mainstream.
And
it's
the
fact
that,
within
the
school
of
silk,
the
pupils
are
in
a
bubble.
H
Is
that
bubble
able
to
be
replicated
when
they're
being
transported
home
some
teachers?
And
I
think
some
some
parents
quite
probably
are
concerned
that
they,
because
of
the
complexities
of
getting
pupils
around
the
city,
that
those
bubbles
can't
be
maintained
on
the
transport
and
then
just
a
an
extra.
H
R
Could
I
come
in
just
initially
on
the
on
the
laptop
issue
and
I'm
sorry
for
jumping
in.
I
can't
find
my
hand
up
button.
I'm
afraid,
I'm
sorry
about
that
and
that,
but
but
on
the
laptops,
the
government
of
so
there's
been
the
initial
outlay,
the
initial
program
of
sending
of
getting
laptops
out
to
young
people,
some
through
the
social
care
side.
R
We've
said,
there's
been
363,
I
think,
sent
out
through
to
year
10s.
The
government
have
announced
the
next
phase
of
that
and
the
vasculars
to
prepare
for
those
schools
where
children
are
not
able
to
be
in
school.
They
may
be
self-isolating
and
need
to
be
working
remotely
and
the
criteria
for
that
will
be
if
they
haven't
got
a
laptop
or
a
tablet
at
home
or,
if
they're
having
to
share
one
or
if
they've,
only
got
access
to
a
smartphone
rather
than
the
tablet,
and
the
government
are
promising
that.
R
So
the
government
have
so
far
asked
schools
to
prepare
sort
of
prepare
a
list
of
children
that
that
might
apply
to
should
they
need
to
order
something
in
the
over
this
next
period
of
time.
So
so,
hopefully
that
will
help
alert.
Some
of
those
concerns,
and
particularly
councillor
flynn,
was
mentioned
about
those
children
working
at
home
that
actually
there's
a
system
being
rolled
out.
That
should
support
that.
O
Apologies
like
dave
I
can't
handle
either,
but
just
to
reiterate
that
we
have
had,
I
think,
more
than
1200
laptops
and
devices
delivered
and
they
have
been
distributed.
Working
really
closely
with
schools
with
clusters.
Social
workers
early
help.
Colleagues,
and
I
suppose
it's
not
just
about
the
distribution,
but
it's
also
then
about
supporting
families
supporting
the
children
around
as
well
has
talked
about
packages.
You
know
and
a
whole
range
of
resources
that
they
can
utilize
alongside
the
devices
and
the
laptops.
P
Just
to
respond
to
the
question
around
transport
and
bubbles-
absolutely
we
recognized
very
early
on
when
we
were
planning
for
the
return
in
september
for
transport,
about
this
challenge
of
maintaining
bubbles
on
transport,
we
did
have
lots
of
conversations
with
department
of
transport
as
well
and
wherever
possible,
we
are
maintaining
bubbles
in
transport
with
the
same
bubble
that
the
child
is
in
in
school.
P
However,
it's
not
always
possible
because
of
the
roots
and
the
way
that
the
journeys
need
to
be
planned
for
children,
and
we
do
have
ppe
available
on
all
of
our
transport
and
including
taxes
as
well.
So
that's
a
requirement
for
children
who
are
transported,
and
so
we
we've
been
very
clear
now
yesterday
with
when
we
had
the
silk
principal
meeting,
the
feedback
from
schools
was
positive
around
the
transport
arrangements
that
being
put
in
place
to
date.
P
So
we
do
acknowledge
that,
and
there
are
some
challenges
around
trying
to
maintain
those
bubbles,
but
we've
taken
every
precaution
possible
to
ensure
that
that
children
are
kept
social
distance
on
the
transport.
So
we've
put
additional
buses
on
to
enable
that
and
also
that
ppe
is
available
to
keep
children
as
safe
as
possible
when
they're
being
transported
not
in
the
same
bubble.
P
So
it's
just
been
a
logistical
challenge
to
ensure
that
we've
got
as
much
of
that
in
place
as
possible,
but
we,
as
I
say
yesterday,
the
feedback
we
got
from
the
silks
was
very
positive.
Thank.
B
Okay,
did
you
want
to
follow
up
silly,
or
are
you
happy
with
happy
with
that,
and
I
just
helen
had
asked
in
the
chat:
if
individuals
or
organizations
have
laptops,
they
no
longer
need
that
have
been
replaced.
There's
an
opportunity
to
pass
these
on
to
pupils
in
need.
I
I
well
I'm
the
officers
can
come
as
well,
but
I'm
aware
that's
something
we
have
done.
B
We've
been
working
with
some
private
organizations
in
my
ward
to
arrange
for
laptops
and
computers
to
be
refurbished
and
passed
on
to
to
families
that
need
them.
So
it
is
possible
and
there
might
be
of
the
thousands
of
people,
I'm
sure
who
are
watching
our
webcast
this
morning.
People
who've
got
things
that
they
could
pass
on
as
well.
So
next
is
councillor
renshaw.
Please.
J
Thank
you
chair
I'd
just
like
to
ask
if
there's
any
systems
in
place
for
tracking
and
tracing
within
schools,
not
only
with
the
pupils
but
with
the
teaching
staff
or
all
the
staff
in
school
and
obviously
there's
been
not
much
clarity
for
parents
to
really
understand
about
bubbles
and
who
their
children
are
allowed
to
play
with.
Considering
that
they've
got
to
keep
groups
to
six,
but
yet
in
school
there
are
30
in
a
bubble.
J
So
I
just
wonder
if
there
was
any
clarity
going
out
from
from
leeds
council
to
the
parents
and
staff
over
what
that
will
entail
or
incorporate
and
other
government
providing
any
further
funding
for
the
tracking
and
tracing
to
be
set
up
or
towards
all
the
added
actions
that
thankfully
lead
to
children's
services
of
providers.
B
Thank
you,
councillor
renshaw.
I
don't
know
who
wants
to
pick
that
up?
I
assume
schools
still
take
registers
these
days,
so
I
would
imagine
they'd
have
a
list
of
who's
in
I'm
not
in
on
any
given
day,
but
dave
is
that
one
for
you
yeah.
R
I
mean,
I
think,
in
that
initial
thing
about
councilman,
show
about
the
tracking
tracing
the
bubbles,
so
in
terms
of
leads
itself
providing
information
to
parents.
R
It's
very
difficult
for
us
to
do
that
blanket
letter
because
which
would
actually
probably
cause
more
confusion,
because
all
the
schools
have
got
very
specific
numbers
and
ways
of
operating,
so
they've
they've
done
their
very
comprehensive,
robust
risk
assessments.
So
they
know
they've
got
their
bubbles
set
and
they
should
really
be
telling.
You
know
parents
how
that's
operating
within
their
within
their
school
and
then
if
there
is,
for
example,
a
positive
case
within
one
of
their
set
bubbles.
R
We've
got
some
standard
letters
that
schools
can
utilize
to
inform
parents
of
whether
it's
if
it's
a
positive
case
or
if
it's
a
negative
case
or
what
action
needs
to
follow.
So
we've
got
we've
supported
schools
where
we
can
to
with
the
comms
to
parents,
but
in
terms
of
telling
parents
how
it's
actually
operating
within
that
school.
R
In
terms
of
the
bubble,
it's
very
difficult
for
us
to
give
that,
because
they'll
all
be
slightly
individual
and
unique
and
schools
just
to
say,
have
they've
got
access
to
all
the
normal
track
and
trade
system.
For
that.
R
The
the
public
have
schools
have
also
been
supplied
from
the
dfe,
with
an
emergency
set
of
10
they've
all
been
provided
with
10
test
kits
for
children,
or
that
have
been
that
show
signs
of
covered
whilst
at
school
and
where
they
think
that
actually
it'll
be
difficult
for
them
to
get
a
test
or
if
they're
sent
home,
it's
very
unlikely
that
the
parents
would
be
able
to
get
them
tested.
J
Thank
you
I'd
just
like
to
say
it
might
be
useful
to
try
and
get
the
mobile
tracing
system
of
the
mobile
vehicles
that
have
been
doing
the
tests
into
sort
of
school
grounds
where
parents
can
go
because
quite
often,
it's
difficult
for
parents
to
get
access
to
where
the
location
of
the
vehicles
or
the
tracking
and
tracing
is
taking
place.
J
So
I
know
my
in
my
world,
you
know
it's.
It's
been
done
at
st
george's
center.
That
was
the
that's
the
nearest
location,
but
for
many
of
the
residents
in
our
zoo,
robin
hood,
there's
no
direct
public
transport
that
could
get
them
there.
So
I
just
wanted
rather
than
that.
Maybe
if
there
are
some
of
the
larger
schools
that
the
tracking
and
tracing
could
go
into
the
school
ground
and
ask
anyone
who
feels
that
they've
got
any
concerns
if
they
want
tracking
and
tracing.
R
It
it's
put
cancer
events,
potentially
not
meyer
in
terms
of
the
tracking
trace
and
how
that
would
operate
across
the
city.
The
only
the
only
concern,
I
guess,
with
with
doing
things
on
the
school
site
would
be
that
schools
have
been
working
tremendously
hard
to
put
in
place
really
secure
risk
assessments
where
we're
not
encouraging
additional
people
onto
school
sites.
So
it'd
have
to
be
that
you
know
that
would
would
cause
issues
of
sort
of
encouraging
more
people
onto
onto
a
school
site.
So
I
think
that's
something
that
needs
to
be
considered
really
carefully.
B
No,
I
was
struggling
a
bit
we'll
move
on
counselor
and
children.
We'll
come
back
too.
If
there's,
if
there's
a
chance.
Okay,
so
thank
you
very
much
councillor
stevenson,
please.
Thank
you.
Thanks.
K
Chair
just
on
shielding
can
I
have
a
bit
of
further
guiding
for
guidance
following
council
flynn's
point,
so
we
know
what
happens
where
a
child
needs
to
to
shield
and
the
gp
says
that
they
should.
What
happens
if
the
child
is
cared
for
by
people
who
are
needing
to
shield
for
medical
reasons.
K
Does
you
know
is
that
child
safe
to
go
back
to
school?
Can
the
child
stay
at
home?
In
those
circumstances,
I
have
a
a
piece
of
case
work
that
points
to
that
at
the
minute
and
also
on
risk
assessments.
K
Following
on
from
helen's
point
para,
3.5.3
of
the
report
says:
schools
have
completed
comprehensive
risk
assessments,
so
they
can
reopen
safely
to
all
children
as
we
sit
here
today.
I
don't
think
that's
a
factual
statement
in
this
report.
There's
already
some
stuff
in
the
press
today
about
some
schools
not
being
able
to
open
pointing
to
that
the
risk
assessment.
So
how
are
we
going
around
to
check
that
every
school
has
done
that?
Are
they
lodging
them?
Those
risk
assessments
with
the
local
authority
and
linked
to
that?
K
So
what
can
we
do
proactively
in
case
that
happens
again
to
to
make
sure
we
have
some
sort
of
bank
of
staff
ready
senior
leaders
ready
across
the
council
to
jump
in
where,
where
we
need
to
have
not
just
classroom
supply
teachers,
but
responsible
individuals
in
the
school
who
can
can
account
for
the
actual
running
of
the
school,
should
should
a
whole
senior
leadership
team
be
taken
taken
out,
and
I
I
don't
want
to
go
into
details
or
individual
schools,
I'm
just
thinking
holistically
across
the
council,
whether
that's
something
we
can
start
looking
for
thanks
chair.
P
Thank
you
castle
advice
is
that
any
child
who's
living
with
an
adult
who
is
shielding
is
able
to
return
to
school.
P
But
again
the
caveat
for
that
is
that
if
it's
deemed
to
be
safe
by,
I
guess
the
adult
clinician
and
depending
on
the
circumstances
I
mean,
we've
had
some
cases
where
there
are
adults
who
are,
you
know,
end
of
life
care
and
are
very
concerned
about
their
children
going
to
school
and
potential
for
them,
bringing
the
virus
back
into
the
house
so
that
it
is
very
much
on
a
case-by-case
basis
and
the
conversations
would
be
with
the
family
and
also,
therefore,
with
the
school
of
the
child
and
again,
a
home
home
education
being
provided
for
the
children
who
are
not
attending
school.
P
For
those
particular
reasons,
but
to
reassure
council
stephenson
that
absolutely
those
conversations
are
being
had,
and
I'm
talking
to
my
adult
colleagues
about
that
and
any
cases
that
come
up.
We
have
got
systems
in
place
to
enable
us
to
ensure
that
the
right
decisions
are
made
in
each
circumstance.
R
Yeah,
the
the
if
I,
if
I
pick
up
those
two
points,
one
about
the
health
and
safety,
so
in
terms
of
the
health
and
safety
see
we
we're
reliant,
I
mean
schools.
Schools
are
responsible,
so
head
teachers,
governors
are
responsible
for
making
sure
that
they've
got
really
robust
and
appropriate
risk
assessments
and,
like
you
say,
council
stevenson,
there's
a
couple,
or
certainly
one
at
the
moment
where
it's
not
been
robust
enough.
In
terms
of
risk
assessments,
we've
asked
risk
assessments
to
be
published
on
online.
R
It's
very
difficult.
I
I
guess
for
us
to
say
that
the
council
will
collate
all
those
risk
assessments,
because,
with
270
odd
odds,
risk
assessments
coming
in
we,
I
don't
think
we
could
physically
go
through
all
of
those
risk
assessments
to
assess
the
the
quality
of
those
and
whether
they
are
robust
enough
for
their
unique
school,
because
I
I
think
it's
not
just
a
case
of
reading
that
risk
assessment.
It
would
actually
because
they're
so
unique
at
schools
and
each
of
the
locations
and
the
the
numbers
and
so
on.
R
You'd
need
to
be
on
site
to
go
through
all
that
risk
assessment.
I
guess
to
to
make
sure
you
know
if
they've
put
you
know
only
so
many
children
to
go
through
this
door,
you
need
to
know
where
that
door
is
and
where
you
know,
and
so
on
and
so
forth.
So
what
what
we're
relying
on
there
for
is?
Is
the
the
head
teachers
to
be
carrying
out
their
responsibilities
effectively
the
governors
to
the
governor
to
sign
that
off
I
mean
the
the
other
thing
is
maintain.
Schools
are
utilizing.
R
R
There's
support
regularly
for
head
teachers
from
our
health
and
safety
team
in
leeds
and
they've
been
supporting
all
schools,
regardless
of
whether
they're
maintained
or
academies
they're
monitoring
over
the
next
period
of
weeks,
25
of
of
schools
and
then
what
we've
tended
to
do
where
there's
schools
where
we
may
have
picked
up
some
concerns
that
things
are
fully
in
place
to
actually
ask
health
and
safety
to
be
in
touch
with
that
with
those
schools
to
to
have
those
conversations,
and
maybe
those
visits
out
to
them.
R
The
government
have
also
announced
that
the
health
and
safety
executive
are
going
to
be
contacting
all
schools
across
the
across
the
country
to
monitor
the
robustness
of
plans,
so
we're
just
awaiting
further
information
for
from
the
health
and
safety
executive.
But
that
looks
like
a
national
programme.
A
national
drive.
That's
going
to
be
looking
at
that.
R
So
that's
in
terms
of
risk
assessments
in
terms
of
you're
right.
It
would
be
you
know.
In
terms
of
the
staff,
I
mean
one
of
the
issues.
The
complex
issues
is
in
terms
of
if
you've
got
a
number
of
school
leaders
which
are
particularly
important.
It's
it's
sort
of
easier
to
like
shuffle.
R
We
there's
one
one
school
specifically
at
the
moment
that
we're
working
with
in
terms
of
they've
got
one
of
those
issues
where
there
isn't
that.
There's
a
number
of
senior
leaders
not
in
school
we've
actually,
fortunately
been
able
to
utilize
a
couple
of
relev
appropriate
people.
From
from
my
from
our
learning
improvement
team
to
support
the
school
through
that
period
of
time
under
normal
circumstances,
and
we
we've
we've
started
having
those
questions
from
with
other
schools,
you
know:
can
we
can
we?
We
would
normally
try
and
sort
of
contract.
R
R
I
can't
release
my
deputies
to
go
and
work
somewhere
else,
because
I
need
them
in
a
classroom
or
if
I
self-isolate
that
I
need
my
deputy
and
see
it's
more
difficult,
but
we
are
looking
at
that
of
of
how
we
manage
or
how
we
can
support
with
supporting
that
school
leadership
so
that
things
can
operate
as
normal.
So
it's
not
easy
by
any
means,
and
there
isn't.
Unfortunately,
there
isn't
a
pool
of
of
of
heads
and
deputies
that
that
we
can
draft
in.
But
we
are
looking
at
that.
R
I
don't
know
whether
that
answers
the
the
questions
council
stevenson.
K
M
K
Worth
looking,
I
think
I
just
wanted
to
just
check
on
this
on
the
element
of
risk
assessments.
I
know
it
takes
a
lot
of
effort
to
go
through
them.
My
only
concern
is,
it
is
the
statutory
responsibility
of
the
local
authority
in
terms
of
safeguarding
of
children,
and
I
I
I
just
wonder
whether
if
the
question
was
posed
to
a
local
authority,
how
can
we
be
certain
that
every
school
has
done
a
risk
assessment
to
satisfy
our
own
responsibilities
in
terms
of
safeguarding?
K
Could
we
answer
that
question
today,
so
that
that
was
why
I
really
asked
to
ask
the
question.
R
Dave
yeah,
I
think,
in
terms
of
it
it's
the
safeguarding
in
terms
of
head
teachers
and
governing
bodies
are
responsible
for
their
safeguarding
with
making
sure
that
arrangements
are
fully
in
place
for
those
within
within
their
school.
And
then
we
need
to
have
that
oversight
of
it,
and
I
think
it's
a
conversation
like
say.
I
think
it's
particularly
difficult
to
to
monitor
all
of
those
risk
assessments
and
I
think,
by
asking
schools.
R
I
guess
one
of
the
issues
is
by
asking
schools
to
send
the
local
authority
their
risk
assessment,
so
we
wouldn't
necessarily
have
to.
We
wouldn't
necessarily
get
those
from
the
academies
either,
but
actually
just
by
the
nature
of
asking
them
to
be
sent
to
us.
R
There's
that
sort
of
natural
assumption
that
we
are
going
to
monitor
and
check
everything,
and
we
sign
it
up
and
I
think
there's
that
danger-
isn't
that
that
if,
if
we
don't
want
to
be
given
that
impression
that
actually
we're
going
to
go
through
line
by
line
and
check
everything,
that's
written
down
that
risk
assessment
is
right.
So,
there's
that
that
you
know
it's
got
to
be
that
partnership
between
the
health
and
safety
teams,
the
schools
and
the
local
authority.
R
But
I
think
we
can
have
some
further
discussions
on
that
about
how
we
best
monitor
that
council
stevenson.
It's
not
an
easy
question.
B
Okay,
thank
you
dave.
So
next
I've
got
councillor
marshall
catong,
please.
D
Thank
you
very
much,
but
counselor
stevenson
has
actually
asked
my
question.
It
was
regarding
the
shielding
of
another
parent
in
the
house
of
children
going
to
school.
Specifically,
they
were
asking
if
there
will
be
any
penalties
from
the
school
if
the
children
do
not
attend,
and
that
was
a
question
for
sue.
P
Yeah.
Thank
you
for
that
question.
We've
we've
I've
been
working
with
the
attendance
team
and
we've
we'll
be
discussing
this
leadership
team
this
week
as
well,
but
our
view
is
that
if
a
child
has
been
advised
not
to
attend
school
because
of
medical
reasons,
either
their
own
health
or
that
of
a
parent,
then
that
is
we
as
a
local
authority,
we'd
be
proposing
that
we
wouldn't
find
those
parents.
So
that's
something
that
we'll
be
discussing
this
week.
Our
leadership
team,
but
certainly
that's
our
view.
P
P
D
P
And
we
would
be
asking
for
information
and
evidence,
and
that's
something
that
I
know
I'll
probably
want
to
come
in
around
what
that
looks
like
from
an
education
perspective
and
but
I
know,
as
I
say,
we
have
had
a
case
where
a
parent
was
very
concerned
about
their
children
attending
school
because
of
their
own
particular
health
condition,
and
which
was
you
know?
Sadly
they
were.
It
was
a
terminal
condition,
so
there
will
be
some
very
small
number
of
cases
like
that
where
we
have
to
take
a
particular
view.
Yeah
thank.
Q
Yes,
please
just
to
add
into
that.
There
will
be
some
specific
cases
and
the
advice
that
we're
sending
out
to
schools
and
that
we've
already
sent
to
schools
is
to
absolutely
have
those
individual
conversations
with
parents
where
a
young
person
is
not
attending
and
if
it
is
because
of
those
particular
personal
circumstances,
and
we
can
provide
the
medical
backup.
The
medical
advice
then
again
within
the
register.
Q
The
coding
for
that
young
person
will
be
that
they're
absent
due
to
coronavirus
and
it's
very
much
to
do
with
the
coding
within
a
register
of
how
young
people
then
move
towards
potentially
their
fine
system.
So
we've
sent
out
com
well
comprehensive
advice
to
schools
about
the
marking
of
registers.
The
codes
that
should
be
put
into
place
for
every
individual
circumstances
with
frequently
asked
questions
and
we've
basically
got
a
hotline
as
well.
B
B
Thank
you
very
much.
Can
I
just
check
counselor
for
safety
did
have
your
hand
up
for
quite
a
while.
Perhaps
your
question's
been
asked
because
it's
gone
down
again.
F
Yes,
thank
you
very
much.
I
was
specifically
about
the
laptops,
but
something
else
as
well,
but
thank
you
very
much
for
the
comprehensive
answers
and
also
for
the
comprehensive
report,
and
I
just
wanted
to
say
a
very
big
thank
you
to
the
directorate
and
to
head
teachers
and
teachers
throughout
this
really
difficult
time.
So,
thanks.
B
Okay,
thank
you
councillor
forsath,
so
I've
got
kate
next,
please.
E
Thank
you
just
a
couple
of
questions.
E
The
first
one
was
just
to
ask
around
schools,
obviously
being
a
very
different
place
for
children
and
young
people
now
than
they
were
when
many
of
them
last
attended
in
march,
and
we've
talked
quite
a
lot
about
children
who
are
have
either
been
shielding
or
their
parents
have
been
shielding
or
children
who
already
have
existing
eh,
see
plans
due
to
perhaps
already
existing
needs,
and
I'm
just
wandering
around
and
wondering
about
the
how
children,
young
people
who
may
have
developed
anxieties
or
mental
health
issues
during
the
course
of
the
pandemic
or
who
may
develop
such
difficulties
on
returning
to
school
in
such
a
different
environment
and
in
remaining
uncertainty,
particularly
as
we
hear
on
the
news.
E
I
wondered
what
additional
training
and
support
and
resources
are
being
made
available
to
staff
in
school
and
within
clusters
to
support
what
I
expect
will
be
an
increasing
pressure
on
those
surfaces
and
also
particularly,
we
have
talked
a
bit
about
how
attendance
will
be
managed,
in
particular
circumstances,
but
particularly
perhaps
for
children
who
do
who
have
developed
anxieties
or
mental
health
issues
and
are
finding
attending
school
within
the
current
environment,
particularly
difficult.
E
How
will
how
will
that,
if
they're
not
able
to
attend,
how
will
they
be
supported
and
how
will
that
be
viewed
and
managed?
E
I
get
the
impression
that
there's
been
quite
a
lot
of
discrepancy
across
the
city
in
terms
of
the
remote
learning
that
was
provided
during
lockdown,
and
I
wondered
how
the
council
might
be
able
to
support
schools
and
what
view
it
takes
around
the
provision
of
remote
learning,
particularly
things
like
online
lessons
how
we
could
have
a
more
uniform
approach
to
that,
as
opposed
to
a
one-size-fits-all
to
ensure
that,
should
children
be
at
home
again
due
self-isolating
or
local
lockdown,
that
children
are
getting
the
same
access
to
education
across
the
city,
whichever
school,
they're
actually
attending.
B
Q
Yes,
so,
first
of
all,
in
response
to
the
first
question,
then
around
anxiety,
absolutely
that
acknowledgement
that
there
will
be
a
lot
of
young
people
that,
throughout
this
period,
who
previously
did
not
have
identified
difficulties,
may
have
difficulties
now
that
associated
with
social,
emotional,
mental
health.
So
there's
that
absolute
recognition-
and
throughout
this
period
our
teams,
our
services,
have
been
working
to
support
schools
and
clusters,
communities
in
actually
providing
information
providing
resources.
Q
So
we've
put
an
awful
lot
of
resources
that
are
online
for
leads
for
learning
and
through
the
local
offer
lots
of
information
gone
out
to
schools
as
well.
So
that
was
supporting
schools
in
supporting
their
learners.
So
there's
a
whole
programme
of
work
that
our
educational
psychologists,
working
with
other
colleagues
in
our
well-being,
teams,
have
provided
four
schools
and
that
schools
have
access
to.
What
we
also
had
notification
of
just
in
august
towards
the
end
of
august
was
a
grant
that
came
from
the
government,
which
was
a
well-being
for
education
return
grant.
Q
So,
all,
together
across
the
whole
country,
there
was
eight
million
that
was
available
for
councils
to
identify
to
the
dfe
that
they
would
have
a
program
that
they
would
like
to
support
within
their
city.
So
we
made
that
bid.
We
were
we
received
96
277
pounds
for
that
grant.
We've
already
set
up
now
working
groups
that
are
pulling
together.
Q
What
we
think
it'd
be
really
good
to
do
is
to
build
the
capacity
within
the
cluster
within
the
teams
within
the
schools,
so
they
will
then
have
ongoing
support,
which
then
builds
resilient
communities
rather
now
somebody
that
is,
basically,
you
know,
dropped
in
to
a
particular
program
or
a
particular
intervention,
and
part
of
that
whole
pro
program
is
about
training
and
upskilling
people,
so
that
that
community
then
becomes
resilient,
not
only
what
they
can
offer
individually
to
young
people,
but
what
they
can
offer
then
across
the
whole
community,
and
then
how
then
they
can
support
right
the
way
across
into
future
years.
Q
So
that's
what
we
are
working
on
at
the
moment.
There's
a
whole
program
of
support.
We've
identified
educational
psychologists
that
are
linked
into
each
cluster
named
psychologists
for
each
individual
school
wherever
possible.
We've
maintained
that
same
educational
psychologist
that
was
known
to
the
school
known
to
the
community
before
coved,
so
that
we've
got
continuity
now
moving
through
and,
as
I
say,
working
with
colleagues
in
social
care
and
across
all
the
clusters
to
also
provide
that
support.
Q
The
attendance
issue
has
come
up
numerous
times,
because
we've
always
had
children
that,
due
to
anxiety,
cannot
always
access
a
full
programme
of
support
and
schools
are
well
aware
of.
All
of
that.
So
really
it's
up
skilling
now
and
actually
putting
more
resources
into
that.
So,
as
sal
said,
it's
about
developing
confidence
in
parents,
developing
confidence
in
young
people
and
then
putting
individual
support
programs
in
place.
Q
So
it
may
be
that
initially
they
cannot
attend
school
full-time,
but
they
may
be
able
to
attend
for
part-time,
maybe
able
to
attend
certain
parts
of
the
curriculum
certain
parts
of
the
day.
So
you
do
a
whole
program
of
support
for
that
individual
learner
working
with
the
family
to
then
enable
them
to
get
back
into
school,
and
because
that
is
the
aim
you
know
school
is
the
right
place
to
be
so
it's
about
recognizing
the
needs
supporting
those
needs
and
putting
a
program
of
support
in
place.
The
attendance
we
are
not
looking
to
be
punitive.
Q
So
whilst
we
absolutely
want
all
children
back
in
school,
it's
very
much
about
how
can
we
support?
How
can
we
develop
that
young
person?
So
they
then
can
cope
with
the
situation
rather
than
you
know
in
the
attendance
register
marking
as
absent.
So
their
mark
will
be
a
reflection
that,
due
to
the
circumstances
that
they're
in
at
this
moment
at
time,
it
would
be
a
map
to
say
it's
about
the
coronavirus
effects
and
we
would
work
with
that
family
young
person
to
get
them
back
into
school.
So
we're
not
looking
to
be
a
punitive.
O
O
O
Just
to
reiterate
really
what
val
has
said,
but
I
suppose
just
to
add
that
we
have
had
weekly
cluster
meetings,
which
I
think
we've
talked
about
before
in
scrutiny
where
our
early
health
practitioners,
our
social
workers,
meet
with
targeted
services,
leads
with
health
colleagues
with
a
range
of
other
partners
at
a
local
level,
and
that's
about
constantly
taking
a
proactive
approach
to
identifying
those
children
who
may
well
be
struggling
children
who
may
have
been
vulnerable
and
may
have
struggled
prior
to
the
pandemic,
but
equally
those
children
who
have
developed
social,
emotional,
mental
health
issues
as
a
consequence
of
the
pandemic.
O
So
there's
a
lot
of
local
work
going
on
to
identify
those
children
to
share
information
in
respect
of
the
children's
family.
Taking
that
think
family
approach
and
ensuring
that
there
is
individual
packages
of
support
for
every
child
who
falls
within
that
category,
and
it's
something
I
think
for
me.
It
is
about
early
identification.
O
E
Well,
not
the
remote
learning
one
I
don't
think
yeah,
but
just
on
the
so
in
terms
of
if
a
young
person
needs
that
help
and
support.
What
are
the
waiting
lists
like
now,
then,
for
that
specialist
support
that
they
might
need
through
the
cluster?
Are
they
I
I
mean
we
know
that
they
will
be
sort
of
longer
than
we
would
have
liked,
and
I
guess,
if
there's
more
pressure
on
the
services,
is
there
additional
resources
there
to
sort
of
maintain
or
reduce
those
waiting
times
or
were
they?
Are
they
increasing.
O
So
I
think,
and
what
I'd
say
is
it's
a
it's
a
real
mix?
You
know
so
obviously
as
you've
as
you've
said
there
and
kate,
there
is
resource
available
through
the
clusters,
so
really
early
help
resource
and
that's
about
what
the
clusters
have
commissioned,
what
the
local
schools
have
commissioned
locally.
In
addition
to
that,
there's
a
whole
range
of
services.
You
know
whether
those
are
services
delivered
through
the
voluntary
sector.
O
We've
now
got
the
early
help
hubs
in
place
where
we've
got
mental
health
specialists
based
in
the
early
health
hubs,
we're
constantly
looking
at
funding
opportunities.
You
know
so
we
have
just
put
in
another
bid
around
some
funding
to
look
again
about
transitioning
and
supporting
the
transition
of
young
people
back
into
school
in
the
current
climate.
You
know,
resources
are
finite,
you
know-
and
I
can't
say
otherwise
they
are,
but
I
suppose
it
is
about
being
creative.
O
You
know
and
looking
at
actually
the
results
that
we
have
got
and
that's
where
the
partnership
work
comes
into
play
so
really
linking
in
with
mind
mate
linking
in
with
our
you
know,
educational
psychologists
now
being
based
in
the
hubs.
So
there's
something
about,
I
suppose
that
whole
notion
of
working
together
and
this
being
everybody's
business,
and
I
suppose
that
approach
which
val
has
just
described
so
that
additional
funding
that's
coming
into
the
city.
What
we're
using
that
is
to
upskill
the
whole
of
the
workforce.
O
You
know
so
that
everybody
across
that
workforce
is
better
equipped
to
respond
to
needs
like
this,
and
I
think
that's
the
way
that
we've
got
to
go.
You
know,
whilst
there's
a
place
absolutely
for
individual
specialist
services.
What
we're
really
wanting
to
do
is
to
bring
the
knowledge
and
the
experience
of
the
whole
of
the
workforce
up
across
the
piece.
R
If
I
just
just
mentioned
about
the
remote
learning
in
terms
of
I
think
when
lockdown
occurred,
so
when,
when
schools
moved
into
this
sort
of
in
in
march
april
time,
there
was
schools,
we
were
never
ready
for
educating
children
remotely
in
that's
in
that
sense.
So
I
guess
you
write
in
terms
of
schools.
Head
teachers
worked
incredibly
hard
to
to
get
as
much
as
as
they
could
possibly
put
in
place
for
all
their
children
to
be
learning
at
home.
I
mean
I've.
R
I
think
what
I
would
say,
however,
is
schools
are
incredibly
good
at
responding
to
the
situation
and
putting
things
in
place,
and
I
think
one
of
the
things
you
know,
we've
all
got
used
to
working
in
a
different
way,
and
I
think
schools
have
also
been
responding
to
that
really
well,
so
I
think
they
will
be
better
in
terms
of
getting
their
systems
in
place.
They
would
have
been
faced
with
a
situation
where
some
schools
had
ready
to
go
platforms
to
work
with
the
kids.
R
Virtually
some
schools
wouldn't
have
so
they've
had
to
like
put
in
place
all
sorts
of
different
systems
and
procedures,
and
they
would
have
had
some
staff
that
would
have
been
more
able
to
do
certain
things
ways
of
learning.
It's
been
a
real
complex
situation,
I
think
so.
That's
where
I
think
it.
There
has
been
often
differences
in
in
the
provision
for
different
groups
of
young
people.
R
I
think
that
schools
have
have
now
got
moved
forward
and
things
are
better,
so
they're
more
prepared
for
that
future
potential
of
local
lockdown
or
kids
having
to
self-isolate,
and
I
think
that
they've
been
more
aware
of
it.
I'm
sure
that
that
the
head
teachers
have
been
thinking
through.
R
They
know
that
that's
part
of
the
new
normal
really
so
I
think
they're
preparing
more
for
that
systems
are
more
in
place,
and
I
think
over
this
I
think
the
the
key
thing
at
the
moment
is
getting
the
schools
back
and
and
for
head
teachers
and
school
leaders
to
get
things
happening
physically
at
school.
R
But
I
certainly
know
from
my
discussions
with
head
teachers
that
that
that's
something
very
much
on
their
their
radar
in
terms
of
they've
been
planning
already
for
what
happens
if-
and
I
think
it'll
be
part
of
our
discussions
with
as
part
of
the
bronze
group,
where
we
sort
of
bring
in
solutions
so
head
teachers
have
done
some
amazing
sharing
of
the
the
work
that
they've
been
doing
in
their
school
and
their
planning,
and
some
of
the
plans
that
they've
had
to
put
in
place
are
just
phenomenal
in
terms
of
the
work
that
I
had
to
put
in.
R
But
I
think
that's
something
that
we
can
look
at
in
the
bronze
groups
is
how
we
best
share
practice
of
how
schools
are
operating,
that
remote
learning,
and
then
we
can
share
that
wider
amongst
amongst
the
city.
I
think
there
will
be-
I
mean
with
the
best
one
in
the
world.
I
think
it's
difficult
to
say
this
is
how
you
will
do
remote
learning,
because
even
just
on
the
nature
of
schools
have
different
ict
platforms,
different
support
networks,
it's
very
difficult.
R
This
is
what
you
have
to
do,
because
that
will
cause
more
problems,
but
I
think
what
we
can
do
and
we've
been.
We've
got
a
lot
of
online
resources
and
the
government
have
put
online
learning
resources
available,
we're
doing
the
same
as
a
local
authority
where,
where
teachers
can
access
things
to
get,
you
know
from
a
central
base
and
then
actually
part
of
our
other
way
that
we
can
support
is
by
having
those
discussions
and
trying
to
share
that
best
practice
around
us
around
the
city,
so
so
yeah.
Thank
you.
Thank.
E
M
M
That's
the
board
that
I
chair,
that
brings
together
health,
the
council,
third
sector
and
young
people
themselves
in
the
form
of
mind
my
ambassadors
to
look
at
mental
health
and
well-being
for
children,
young
people
across
the
city,
and
we
we've
met
right
the
way
through
to
look
at
what
children's
mental
health
needs
are
during
the
pandemic,
what
they
may
be
going
forward
and
what
planning
services
need
to
do
from
both
the
commissioning
and
delivery
perspective
and
the
future.
M
My
strategy
is
actually
due
to
be
updated
next
year,
so
we've
started
that
piece
of
work
now
very
much
updating
it
in
the
context
of
covid
and
the
contextual
factors
that
will
impact
on
children
and
young
people's
mental
health,
like
the
huge
increase
in
child
poverty.
So
that's
what's
going
on
at
a
strategic
level.
I
just
also
wanted
to
mention
that,
although
the
length
of
cams
waiting,
this
is
very
well
documented
nationally,
as
well
as
locally.
M
F
M
Increasing
calls
over
this
period
they
now
support
11
to
17
year
olds
and
they're
open
from.
I
think
it's
now
3
30
in
the
afternoon.
I
think
it's
3
30
till
in
the
afternoon,
until
two
in
the
morning,
over
this
period,
the
marketplace
I'd
lead
the
survival
leg,
crisis
service
launched
safe
zone,
which
was
always
meant
to
be
a
place.
Young
people
would
go
for
face-to-face
support.
That's
open
three
nights.
M
A
week,
sunday
monday
and
thursday
they've
been
delivering
that
support
through
zoom,
I
believe,
but
but
are
now
moving
to
face-to-face
support,
both
those
services,
the
services
young
people
ring
on
on
the
on
the
night
that
they
need
them.
And
then,
in
the
last
year
the
cams
service
have
launched
its
own
young
person-specific
mental
health
crisis
team
as
well,
which
wasn't
in
existence
before
that.
M
That's
also
come
out
future
minds
work,
so
I
just
wanted
to
assure
the
board
really
that
we
do
recognize
that
a
huge
impact
on
children
and
people
of
the
pandemic
is
the
mental
health
impact,
and
we
we
are
working
on
making
sure
that
young
people
can
access
the
support
they
need,
because
the
mental
health
impact
will
will
go
on
longer
than
the
virus
and
we
will
need
to
be
set
up
as
a
city
for
addressing
that
across
health
on
the
council
and
third
sector.
Thank
you.
Q
Just
just
really
very
very
quickly
that
whilst
we
do
have
an
awful,
a
wealth
of
services
now
that
are
working
together
to
provide
that
individual
support,
as
cancer
venera
has
just
outlined,
and
all
the
work
that's
going
on
with
future
in
mind.
I
think
one
of
the
important
things
just
to
mention
is
very
much
that
it's
about
building
that
resilient
within
the
community
itself,
because
an
awful
lot
of
children
may
have
initial
difficulties
with
anxiety,
initial
difficulties
in
that
making
that
first
step.
Q
But
actually
then
it's
about
that
resilient
community,
where
there
is
a
safe
space
to
share
to
talk
and
then
that
community
itself
can
put
the
support
in
place
without
needing
to
go
on
to
further
clinical
services
for
an
awful
lot
of
children.
And
I
just
think
it's
a
it's
worth
reiterating
that
for
an
awful
lot
of
children,
initial
anxiety,
absolutely
normal,
absolutely
natural
to
feel
that
moving
back
into
school
and
it's
that
community
that
are
going
to
support
that
young
person.
It's
those
that
get
stuck.
Q
E
B
Okay,
thank
you
very
much
kate.
So
I've
got
a
couple
of
hands
still
up,
I'm
going
to
check
if
they've
been
left
up
or
if
you
have
additional
points
so
councillor
renshaw
first
did
you
want
to
come
back?
Yes,
please.
J
Yep
go
ahead
just
a
minute.
Thank
you.
I
was
pleased
to
hear
from
val
that
the
amount
of
funding
that's
been
sent
out
from
central
government.
I
just
wondered
if
the
academies
were
receiving
things,
any
added
funding
directly
from
the
government
like
they
normally
get
the
funding
through.
Q
I
mean
in
terms
of
the
grant
that
has
come
through
the
well-being
for
education,
return,
grant,
that's
come
directly
into
councils,
so
it
would
include
supporting
academies
because
it
was
an
offer
across
the
entire
city.
But
it's
come
into
the
local
council.
I'm
not
aware
of
other
specific
grants
going
specifically
into
academies.
I
don't
know
if
dave,
if
you're
aware
of
anything.
R
No,
I
think
I
think
the
in
terms
of
I
don't
know
in
terms
of
things
that
come
across,
for
example
the
laptops
and,
and
things
like
that.
If,
if
money's
been
directed
towards
academic
school,
it's
been
shared
on
on
an
equal
footing,
either
the
the
money's
come,
but
it's
either
been
split
between
it's
gone,
direct
to
academies
and
the
local
authorities
taken
the
maintain
sector
or
it's
come
to
the
local
authority,
and
it's
been
checked.
So
I
think,
there's
been
a
an
equity
around
turn
having
the
same
access
to
to
the
funding.
B
Okay,
thank
you
for
that.
So
I've
got
hello
next
and
then
counselor
harland.
C
Hi
again,
I
just
wanted
to
ask
about
the
whole
school
risk
assessments.
I
I
noticed
yesterday
that
there
was
still
well.
I
I
just
had
five
minutes
and
I
was
looking
at
different
schools
in
the
locality
and
of
the
six
five
of
which
were
primary.
One
was
the
high
school.
None
of
them
had
the
risk
assessment
on
the
website.
C
Now
whether
it
was
just
that
I
couldn't
find
it,
but
I
did
you
know
I
looked,
I
really
tried
to
find
it
and
I
just
think
really
for
parents
that
is
the
first
line
for
them
to
have
that
reassurance,
that
school
is
safe
and
it
and
having
that
risk
assessment
on
the
website
may
mean
that
other
agencies
or
groups
don't
need
to
put
in
the
work
that
to
get
those
children
and
parents
reassured
and
back
to
school.
C
R
Yeah
and
I
I
think,
having
we've
we've
sort
of
asked
schools
a
number
of
times
to
make
sure
that's
that's
done,
but
we
can.
We
can
certainly
reinforce
that
again
that
actually-
and
we
said
that,
like
you
know
your
point
about
sort
of
like
people
having
access
to
those,
so
they
can
find
the
information
that
they
need
to
build
that
confidence
to
be
reassured.
B
Okay,
thank
you
for
that
dave,
counselor
harland.
Please.
H
Thank
you,
chair.
Just
a
comment.
Councillor
venom
made
reference
to
our
youth
services
at
the
in
our
introductory
comments,
and
I
just
like
it
noted
that
in
the
outer
south
and
east
areas,
the
youth
service
have
been
absolutely
phenomenal
throughout
this
working
with
groups
of
young
kids
gathering
in
areas
that
they
really
shouldn't
have
been
gathering
in
and
just
to,
as
I
say,
make
reference
that
they've
gone
above
and
beyond,
and
world
members
in
quebec
and
method,
particularly
thank
them.
Thank
you.
B
Thank
you
for
that
councillor,
harland,
okay,
so
that's
everyone.
I
think
they
wanted
to
speak.
So
if
I
just
go
perhaps
across
sal
and
then
council
of
venice
and
councillor
prior
just
for
any
summing
up
comments,
just
one
final
thought
from
which
you
might
want
to
think
about
when
you
respond
is
we
do
need
to
look
at
other
things.
B
A
lot
of
the
folks
have
been
on
quite
understandably,
safely
getting
children
and
staff
back
to
school,
but
it's
really
incumbent
on
us
as
well
to
think
about
what
the
long-term
effects,
not
only
in
terms
of
educational
outcomes
but
mental
health
and
how
we
would
measure
and
monitor
that
going
forward
so
perhaps
away
if
I
can
go
to
sal
first
and
then
council
of
vendor
and
counselor
prior
to
to
sum
up.
N
Thanks
council
so
my
appreciation
for
for
all
those
points
and
questions,
I
think
we
in
addition
to
the
report
with
that
discussion.
I
think
that
is
the
comprehensive
picture
of
where
we
are
at
the
moment
and
there's
been
some
helpful
points
made
there
that
we
can
pick
up
outside
of
the
meeting
and
and
progress.
So
we're
happy
with
all
of
that.
N
I
think
in
we've
said
that
in
october,
we'll
have
a
bit
more
of
a
sense
of
what
the
date
is
starting
to
look
like
in
terms
of
attendance,
we'll
be
able
to
see
what
referral
patterns
and
service
demand
looks
like
across
social
care
and
daily
helps,
we'll
be
able
to
report
into
that.
I
think
we'll
be
starting.
N
It
will
still
be,
I
guess,
an
early
picture
of
what
we
are,
what
we
are
picking
up
and
given
the
way
that
the
location
rates
are
increasing
at
the
moment
across
the
you
know,
across
the
country
and
across
the
city
we
it
will
need
to
take
into
account
where
we
are
with
the
pandemic
as
a
whole.
I
would
have
thought
that,
through
to
the
end
of
the
year,
we'd
want
to
be
keeping
an
eye
on
all
of
those
things
about
how
we
got
the
system
set
up.
What?
N
What
are
we
learning
from
children
now
being
back
in
school,
both
in
an
maybe
a
more
medium-term
sense
and
then
perhaps
in
the
new
year,
we'd
be
looking
towards
what
are
the
long-term
implications
and
whether
we've
had
sufficient
enough
time
for
kids
to
be
back
in
school
to
be
understanding
and
the
patterns
that
are
emerging
and
the
response
that's
necessary
over
a
over
a
longer
period
of
time.
M
Thank
you
chair.
I
did
just
want
to
respond
actually
to
councillor
harlan's
comment
about
the
youth
service.
They
have
been
an
example
of
the
great
flexibility
that
our
staff
have
shown
during
this
period.
They
haven't
been
able
to
obviously
do
much.
M
I
don't
do
do
a
lot
of
the
youth
work
in
the
way
it
would
usually
be
done
that
they
are
starting
to
get
back
to
that
now
and
they
really
have
adapted
to
where
they've
been
needed,
so
as
well
as
doing
work
with
safer
leads,
particularly
where
we've
had
difficulties
with
young
people
congregating
during
lockdown
and
not
not
following
the
guidelines.
We
also
have
had
youth
workers
deployed
into
our
children's
homes,
which
has
kept
them
fully
staffed
and
operating
as
usual.
M
When,
when
we've
had
staff
who've
needed
to
shield
ourselves
isolates
they
had,
they
have
been
really
fantastic
in
terms
of
your
query.
Chair
about
priorities
going
forward,
people
will
have
heard
me
say
this
before
at
this
meeting
at
other
meetings,
but
my
view
is
that
the
impacts
on
children,
young
people
going
forward
will
be
primarily
in
relation
to
child
poverty.
M
We
had
around
thirty
three
and
a
half
thousand
children
living
in
poverty,
pre-code
that
that
will
have
gone
up
hugely
in
terms
of
families
that
were
just
about
coping
on
low
wages,
zeros
contracts,
self-employment
who
have
fallen
off
a
financial
cliff
during
this
period,
and
then
young
people
have
been
the
most
affected
group
in
terms
of
losing
jobs
in
areas
like
hospitality.
M
So
there's
expected
to
be
a
big
issue
around
youth
unemployment
in
16
to
25,
year
olds,
and
then
we've
already
referred
to
mental
health
as
well,
and
the
mental
health
impact
of
the
pandemic,
particularly
in
relation
to
children
who
may
have
experienced
issues
like
bereavement.
Family
breakdown
witnessing
domestic
violence
during
lockdown.
So
my
view
would
be
that
child
poverty
and
mental
health
are
going
to
be
the
biggest
impacts
going
forward
and
that
they
will
fall
very
much
on
on
the
shoulders
of
young
people
for
a
long
time
to
come.
Thank
you.
B
Thank
you,
councillor,
venna
and
councillor
prior
any
final
thoughts
from
you.
Please.
L
Yeah
I
mean
first
of
all,
I'd
agree
completely
with
everything
sal
and
councilwoman
have
said,
particularly
reiterating
those
points
council
of
anna
made
around
mental
health
of
children.
I
think
that
needs
to
be
the
priority
for
schools
at
the
moment.
I
think
talking
about
kind
of
learning
and
learning.
L
I
think
we've
seen
what
happens
when
that
goes
wrong,
and
I
think
we've
got,
however
many
months
nine
ten
months
now
to
get
that
right
for
next
year.
I
don't
think
it
can
be
the
same
as
normal.
You
know,
children
have
missed
a
large
amount,
a
large
chunk
of
their
education,
and
so
I
think
we
need
to
be
looking
at
how
how
that's
managed.
B
Okay,
thank
you
councillor
prior
and
thank
you
everyone
for
for
your
contributions
in
that
session.
So
we
move
on
now
to
item
eight,
which
is
our
scrutiny,
inquiry
into
exclusions,
elective
home
education
and
off
rolling
and
a
summary
of
evidence
to
date.
Now
it
seems
probably
about
100
years
ago
that
we
started
this
inquiry.
B
It's
been
quite
a
lot
happened,
since
I
think
we
we
have
to
make
sure
we're
clear
that
this
is
no
less
important
than
it
was
when
we
started
looking
at
it
and
while
there
are
clearly
other
priorities
and
urgent
things
that
have
come
along,
it
mustn't
drop
off
our
radar,
so
so
I'm
gonna
hand
over
to
angela
to
sort
of
reaffirm
where
we
are
and
propose
the
next
steps
from
here.
So
angela
over
to
you,
please.
A
Thank
you
chair.
As
you
mentioned,
it
was
last
year
that
this
scrutiny
board
had
commenced
the
inquiry,
and,
while
the
board
had
already
acknowledged
back
in
early
march,
that
its
inquiry
would
need
to
continue
into
this
next
municipal
year,
it
was
the
covered
pandemic
emergency
that
led
to
the
board,
then
prioritizing
its
attention
on
how
the
council
and
its
partners
are
working
collaboratively
to
support
all
children
and
their
families
during
this
unprecedented
and
difficult
period.
So,
consequently,
the
board's
inquiry
work
had
been
paused
temporarily.
A
So
the
purpose
of
this
report
is
to
remind
members
of
the
position
that
was
reached
by
the
scrutiny
board
during
this
inquiry,
with
a
summary
of
evidence
document
attached
for
members
information.
So
this
summarizes
the
information
and
the
key
issues
that
were
raised
during
the
inquiry
sessions
that
were
held
in
february
and
in
march.
A
References
to
child-friendly
leads
the
links
to
the
three-year
strategy
and
particularly
the
work
of
the
leads
area.
Inclusion
partnerships,
that's
delivering
services
to
children
at
risk
of
exclusion,
so
this
research
report
will
remain
a
key
part
of
the
evidence
base
when
the
board
does
resume
its
inquiry
work.
The
pandemic
emergency
had
also
impacted
on
the
scrutiny
god's
plans
to
undertake
survey
work
with
local
head
teachers
and
chairs
of
governors,
as
well
as
arrangements
to
undertake
a
visit
to
the
leeds
college
city
college,
the
14
to
16
academy.
A
So
such
plans
will
therefore
also
need
to
be
revisited
once
a
suitable
time
frame
for
resuming
the
inquiry
has
been
agreed
by
the
board
so
linked
to
this,
I
think
we'll
agree.
It
was
obviously
clear
that
the
pandemic
response
has
also
had
a
profound
impact
on
local
schools
and
will
continue
to
do
so
in
the
coming
months,
as
their
primary
focus
remains
on
building
the
confidence
of
staff
and
families
in
managing
that
effective
and
safe
return
to
schools.
A
So
it's
therefore
being
proposed
that
the
scrutiny
board's
inquiry
is
paused
until
at
least
january
2021,
and
that
members
review
the
position
again
at
that
stage
in
order
to
identify
a
suitable
timeframe
for
resuming
the
inquiry
so
through
your
chair,
just
welcome
any
views
or
questions
that
board
members
may
have
at
this
point.
Thank
you.
B
Thank
you
angela.
I
think
that
was
pretty
comprehensive,
but
I
have
friends
got
any
questions
or
comments
about
that
approach.
Jackie,
please.
F
Right,
can
anybody
hear
me
I
I
just
want
to
really
just
thank
the
directors
and
everybody.
You
know
that
we've
such
good
good
things
in
the
report.
You
know
like
restorative
practice,
rethink,
leads
and
child-friendly
leads,
and
we
are.
We
are
making
a
name
for
ourselves
and
leads,
and
I
think
we've
done
really
well.
I've
been
involved
with
you
know
in
you
know
on
this
scooter
board
for
the
last
10
years,
and
I
can
see
you
know
how
we
have
moved
from.
F
You
know
requirement
improvement
all
the
way
through
now,
where
we're
outstanding.
So
I
think
we've
done
well.
I
think-
and
I
I'd
like
to
even
during
the
pandemic,
the
amount
of
work
that
has
been
done
and
I
think
I'd
like
to
thank
everybody
on
behalf
of
you
know.
I
think
it's
been
really
really
work.
You
know
I'm
proud
of
leeds
and
I
think
we've
done
really
well.
So
there
we
go
they're.
My
comments.
B
F
All
right,
thank
you
very
much.
I
think
my
comment
falls
between
what
we've
just
been
discussing
and
this
work
going
forward,
which
obviously
I
would
agree
that
we
need
to
pause
this
at
this
point.
F
One
group
that
I
haven't
heard
mentioned
really
is
this
year's
meets
and
I'm
just
wondering
we're
thinking
about.
Obviously,
all
this
people's
going
back
to
school,
but
I'm
thinking
about
that
cohort
of
year
possible
last
year's
year
11's
and
whether
any
of
the
officers
have
got
any
comments
to
make
about
that
and
where,
where
that
might
fit
in
terms
of
the
work
that
we
were
looking
on,
exclusions.
B
Okay
dave:
could
you
want
to
respond
to
that.
N
I'm
happy
to
come
in
and
get
a
counsellor
just
say
that
the
castle
foster
they
did
cut
out
just
them.
I
think
I
heard
you
say
we're
looking
at
those
young
people
who
are
not
in
employment,
education
and
training,
and-
and
we
do
keep
a
close
closely
monitor
this
and
part
of
our
youth
service
are
dedicated
to
working
with
us
with
with
those
young
people.
N
So
we'll
the
wanting
arrangements
remain
in
place
and,
as
councillor
bender
said,
my
youth
work
service
have
been
particularly
flexible
in
terms
of
supporting
priority
areas
of
work
as
we've
gone
through
the
pandemic,
but
this
is
an
area
of
work
that
they
will
now
pick
up.
I
think
in
in
general
terms,
whilst
I
agree
with
the
approach
in
terms
of
pausing
that
particular
inquiry,
the
issues
that
are
raised
in
relation
to
the
reports
that
we've
got
in
front
of
us
are
things
that
we
will.
N
We
will
be
monitoring
closely
and
working
with
all
the
way
through.
So
I
think
you'll
continue
to
get
some
information
about
all
of
those
areas
as
we
can
continue
through
the
autumn,
but
in
terms
of
the
formal
inquiry
here
I
think
I
agree
that
we
revisit
where
we
need
to
go
in
general.
B
Okay,
thank
you,
so
counselor
harland,
your
hand
is
still
I
don't
know
if
it's
still
up
from
the
previous
time
or
if
you
had
a.
B
No,
we
seem
to
have
lost
council
of
harland,
so
I
think
it
was
just
left
up
from
the
previous
question
so
so
I
think
that's
all
the
points,
so
I
I
take
it
everyone's
happy
with
the
the
proposal
that
we're
gonna
take
that
forward
into
january.
B
So
we
move
on,
therefore,
to
item
nine,
which
is
the
work
schedule
and
again
I
hand
over
to
angela
to
to
present
that
item.
Please.
A
Thank
you
chair.
Yes,
this
report
presents
the
latest
version
of
the
board's
work
shed
shelf
for
consideration
and
agreement
of
the
board
with
regards
to
the
next
meeting,
the
board
is
receiving
a
specific
recovery
planning.
Update
related
to
schools
in
leeds
also
scheduled
for
october,
is
an
item
on
budget
saving
proposals.
A
So
initial
proposals
relating
to
the
budget
are
expected
to
be
considered
by
executive
board
in
september
with
a
view
to
consultation
on
those
taking
place
during
the
autumn.
So
as
part
of
that
consultation
process,
it
was
agreed
with
all
scrutiny
chairs
that
the
proposals
being
taken
in
september
would
be
formally
considered
by
each
scrutiny
board
as
related
to
their
specific
remits
during
their
october
meeting
cycle.
So
that's
been
added
in
for
the
next
meeting.
A
However,
prior
to
scrutiny's
meeting
on
the
7th
of
october,
a
remote
working
group
has
also
been
planned
for
the
30th
of
october
at
1
30
p.m,
and
this
is
to
provide
the
opportunity
for
board
members
to
discuss
the
option
appraisal
process
that
was
linked
to
the
development
of
budget
serving
proposals.
So
invitations
chair
will
be
sent
to
our
board
members
to
attend
this
working
group
through
uca.
A
B
Thank
you
angela,
so
I
think
that's
pretty
comprehensive.
We've
got
plans
in
place
for
for
our
meetings
for
the
rest
of
the
year
now
so
does
anyone
have
any
questions
or
comments
about
any
of
that.
B
I'm
not
seeing
any
hands
going
up
so
I'll.
Take
it
everyone's
content,
so
I
think
all
that
remains
and
is
for
me
to
to
thank
everybody
for
their
attendance
and
contributions.
B
We've
covered
a
lot
of
ground
again
this
morning
and
the
date
and
time
of
our
next
meeting
is
the
7th
of
october
at
10
a.m.
Depending
on
the
situation
at
the
time,
there
is
potential
that
that
could
be
a
hybrid
meeting
so
for
those
people
that
are
happy
and
able
to
they
could
attend
civic
hall
in
room
six
and
seven
and
for
those
that
are
not
comfortable,
they'll
still
be
the
option
to
dial
it
on
zoom,
but
that
very
much
depends
on
the
the
circumstances
at
the
time.
B
So
we'll
keep
people
posted
and
confirm
us
as
things
go
along,
but
other
than
that.
If
I
can
just
thank
you
all
again
for
your
contributions
and
see
you
roughly
the
same
time
next
month.
Thank
you
very
much.