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A
Okay,
so
good
morning
and
welcome
to
the
november
meeting
of
the
children
and
family
scrutiny
board.
My
name
is
counter
alan
lam,
I'm
the
chair
of
the
board
and
to
start
off
with
I'm
going
to
go
through
and
ask
all
of
our
members
to
formally
introduce
themselves
in
alphabetical
order.
So
if
I
can
start
please
with
helen
bellamy,.
A
Marvelous
councillor
bithell,
please.
C
Good
morning,
all
councillor
hannah
bethel
representing
kirkstall.
A
Thank
you,
kate,
blacker,.
A
I'm
not
sure
if
he's
on
the
line
yet
so
we'll
come
back
to
him
councillor
flynn,
please.
A
A
A
Thank
you
andrew
graham,
please,
good
morning,
andrew
graham
representing
the
church
of
england
isis.
Thank
you
councillor,
gruen,
please.
A
Thank
you,
council
illinois.
Please
good.
A
You
councillor
please.
C
A
Thank
you
very
much
and
I
accidentally
not
deliberately
left
out
councillor
howley.
F
Okay,
I'll
believe
you,
chris
howley
counselor
for
wheatwood.
A
I
I
do
apologize
cancer,
how
it
was
that
I
don't
know
why
I
ticked
you
off
in
advance,
counselor
kid
you
please,
no,
I'm
not
sure
if
councillor
kidra
is
with
us
yet
councillor,
marshall
catton,
please.
A
Thank
you,
debbie
riley,.
A
Thank
you
good
morning,
councillor
renshaw,
please.
I
A
A
Thank
you
and
then
we've
got
two
officers
supporting
us
as
well
this
morning.
So
if
I
could
ask
angela
please
to
introduce
yourself.
A
C
Sorry
jay,
I
think
carrie
it
might
be
just
having
a
few
connection
issues
at
the
moment.
A
Okay,
no
problem:
well,
we
will
crack
on
so
we
go
straight
into
the
agenda,
so
I
would
normally
go
to
harriet,
but
I
think
I'm
going
to
angela
instead
to
ask
if
we
have
any
appeals.
C
There
no
items
for
exclusion
chair,
thank.
A
You
do
we
have
any
late
items
this
morning.
A
No
not
seeing
any
hands
go
up
so
then
any
apologies,
angela.
A
Okay,
I
would
like
to
just
note
to
the
board
this
morning
that,
due
to
other
work
commitments,
unfortunately,
emma
holmes
has
taken
the
decision
to
step
down
as
the
board's
young
live
leads
representative
and
so
we're
awaiting
a
further
nomination
to
take
her
place
on
the
board,
hopefully
by
the
next
meeting
in
january.
A
So
on
behalf
of
the
board,
with
your
permission,
which
I'm
sure
you'll
all
give-
and
I
intend
to
write
directly
to
emma
to
thank
her
for
her
contribution
to
the
work
of
the
board
because
she's
been
a
very
valuable
member
and
it's
quite
understandable
with
all
the
commitments
and
she
can't
continue,
but
I'll
make
sure
we
acknowledge
that
contribution
for
her
okay.
So
moving
on
we're
on
to
item
six,
which
is
the
minutes
of
the
previous
meeting,
so
can
I
have
this
is
for
the
7th
of
october?
A
So
can
I
have
a
couple
of
people
just
to
say
they're
an
accurate
record
watching
for
any
hands
going
up
councillor
renshaw,
jackie
councillor
stevenson.
Thank
you
very
much
and
then
are
there
any
matters
arising.
Anyone
would
like
to
raise
that
we're
not
covering
on
the
agenda
if
you'd
use
the
hand
raise
function.
A
If
there
are
I'm
not
seeing
any
so
in
that
case,
we
can
move
on
to
our
substantive
item
for
today,
which
is
the
future
in
mind,
leads
strategy
refresh,
so
we've
got
a
number
of
executive
members
and
also
some
officers,
so
I'm
just
going
to
go
through
and
ask
them
to
to
introduce
themselves
as
well.
So
if
I
could
start
with
council
of
venna,
please.
J
A
Thank
you
very
much
and
then
I
understand
councillor
hazelwood
is
covering
for
council
of
prior
this
morning.
So
if
you'd
like
to
introduce
yourself,
please
council
has
a
lot.
A
Thank
you
good
to
have
you
with
us
this
morning
and
if
you
could
pass
on
our
good
wishes
to
cancel
a
prior
and
hope
it's
nothing
too
painful,
julie,
longworth,.
A
Thank
you
very
much
val
waite.
Please.
L
Good
morning
I'm
baldwin,
yes,
apologies
just
a
little
bit
late.
Coming
in
there
council
on
I'm
val
waite,
I'm
head
of
learning
inclusion.
A
Okay,
thank
you
val
karen
jessup.
Please.
M
N
Morning,
everybody
I'm
strategic
lead,
commissioner,
for
from
nhs
lead
ccg
for
children
and
maternity.
A
Thank
you
thank
you
for
joining
us
this
morning
and
then
we
have
jess
evans.
A
Thank
you
very
much
good
to
have
you
with
us
and
are
there
any
other
officers
that
I've
missed
off
the
list?
A
I
think
we've
got
everybody
so
good,
so
also
just
to
note
that
sal
tariq
has
sent
his
apologies
this
morning,
but
julie
is
filling
in
for
for
sal.
So
I
think
I'm
going
to
hand
over
to
council
avena
to
do
an
introduction
to
the
item
and
then
jane
will
give
us
a
further
briefing
before
jess
takes
us
through
the
presentation.
J
J
Having
worked
in
front
line
mental
health
services
for
such
a
long
time,
what
I'm
most
proud
of
about
future
in
mind
is
that
it
it
really
does
deliver
and
to
give
you
an
example
in
my
previous
role
as
chief
executive
lead
survivor
like
crisis
service,
I
sat
on
the
crisis
subgroup
of
the
future
in
mind
board,
which
I
now
chair
in
my
current
role,
and
we
identified
in
the
crisis
subgroup
that
there
was
a
huge
disparity
in
mental
health
crisis
services
for
children,
young
people
compared
to
adults.
J
So
there
was
nowhere
like
dial
house
no
crisis
team
in
children's
services
like
there
is
in
adult
mental
health
services,
so
children,
young
people
in
mental
health
crisis
were
just
ending
up
in
a
e
because
there
was
literally
nowhere
else.
So
the
ccg
commissioned
a
crisis
team
that
now
operates
in
cams
and
they
also
commission
team
connect
helpline
and
safe
zone,
which
is
a
face-to-face
service.
J
Both
of
those
are
delivered
jointly
by
the
marketplace
and
lead
survivor,
leg
crisis
service,
the
voice
of
children,
young
people
is
paramount
in
future
in
mind,
we're
very
guided
by
them
and
their
lived
experience.
We
have
mind-made
ambassadors
who
are
16
to
25,
who
are
young
people
with
personal
experience
of
mental
health
issues.
J
We
also
have
some
very
cute
mini
mind:
mate
ambassadors,
who
are
at
hair
hills
primary
school,
who
do
a
lot
of
work
around
challenging
stigma
around
mental
health
and
one
year
our
last
children's
mail
was
from
haiha's
primary
with
a
manifesto
that
was
about
about
mental
health.
This
refresh
is
really
timely.
J
It's
recognized
locally
and
nationally
that
the
impact
of
the
pandemic
is
falling
incredibly
heavily
on
the
shoulders
of
children
and
young
people,
not
least
the
mental
health
impact,
and
so
we're
very
much
drafting
this
strategy.
In
that
context,
and
with
an
awareness
of
the
impact
that
it's
having
on
children
and
young
people,
so
I
just
want
to
draw
your
attention
to
a
few
particular
highlights
of
the
strategy
and
then
I'll
hand
over
to
jane
so,
transitions,
which
means
transitions
between
camps
and
adult
services.
J
Is
a
priority
in
this
strategy,
but
also
in
the
all-age
mental
health
strategy,
and
this
is
a
hugely
important
issue.
This
has
been
a
problem
the
whole
25
years.
I've
worked
in
mental
health
services
in
terms
of
young
people,
falling
down
the
gaps
between
cams
and
adult
services,
it's
better
than
it
used
to
be.
It
used
to
be
the
case
that
cam
services
stopped
at
16
and
adult
services
stopped
to
18,
so
there
was
literally
a
chasm.
J
People
fell
down
which
isn't
the
case
anymore,
but
nevertheless,
that
transition
often
does
not
go
well
and
has
had
some
incredibly
tragic
consequences
here
in
leeds
and
in
other
parts
of
the
country
in
terms
of
young
people
ending
their
own
lives.
At
the
oba
event
on
young
women's
mental
health,
that
was
in
february,
we
heard
some
incredibly
distressing
powerful
testimony
from
parents,
who've
lost
young,
adult
children,
it's
written,
so
the
transitions
is
a
is
a
huge
citywide
priority
that
we're
putting
a
lot
of
energy
into
there's,
also
reference
to
trauma
and
the
impact
of
trauma.
J
It's
just
fantastic
that
this
is
now
becoming
mainstream.
Thinking.
That
trauma
has
an
impact
on
mental
health.
To
give
you
an
idea
of
the
prevalence
of
trauma
survivors
that
are
in
the
mental
health
system
at
dial
house,
which
is
leads
to
live
like
crisis
services,
face-to-face
crisis
house
in
any
year,
abuse
in
the
past
or
present
rape
and
sexual
violence
are
presenting
issues
in
60
to
68
percent
of
visits.
J
So
the
the
impact
that
trauma
very
commonly
different
forms
of
abuse
have
on
adult
mental
health
is
profound
and
it
is
really
critical
that
services
are
trauma-informed,
and
so
it's
right
that
this
is
a
priority
within
the
strategy.
There's
also
reference
to
poverty,
which
is
woven
throughout
the
strategy
in
leeds
pre-pandemic,
35
000
children
in
leeds
lived
in
poverty.
J
The
children's
commissioner
estimates
another
300.
000
children
nationally
have
been
pushed
into
poverty
as
a
direct
result
of
the
pandemic
and
that's
the
cause
under
consequence
in
terms
of
poor
mental
health.
So
that's
woven
throughout
throughout
the
strategy
as
a
context
in
terms
of
children,
young
people's
mental
health.
J
This
strategy
is
very
much
a
draft,
so
I'm
really
pleased
with
bringing
it
to
scrutiny
at
an
early
stage,
because
we
really
need
your
input
in
terms
of.
If
we've
got
the
priorities
right,
other
things,
you
think
we
should
be
focusing
on
that.
We're
not
focusing
on
so
with
those
comments,
I'll
hand
over
to
jane,
and
I'm
really
looking
forward
to
being
able
to
discuss
this
with
you
later.
So.
Thank
you
very
much.
N
Thank
you,
the
council
van
that
was
a
brilliant
introduction
and
really
brought
it
to
life
in
terms
of
the
impact,
so
we're
here
to
discuss
two
key
items
that
are
very
interwoven.
N
So
I'll
begin
with
just
building
a
little
bit
on
council
of
elena's
introduction
in
terms
of
the
strategy
refresh,
and
that
then
hand
over
to
jess
who
will
talk
about
the
impact
is
having
on
the
mental
health
of
children
and
young
people
in
the
city
and
we're
presenting
it
like
that,
because
very
much
this
strategy
refresh
has
to
take
into
account
the
impact
of
covid,
the
kind
of
the
immediate,
but
also
the
the
longer
term
latent
need
that
is
built.
N
So
I
suppose
one
of
the
things
I
wanted
to
to
emphasize
is
the
strength
of
the
partnership
and
working
together
that
embeds
this
strategy.
So
this
is
not
a
single
agency
strategy.
This
cuts
across
education,
health
and
social
care
and
involves
children
and
parents
and
the
third
sector
really
working
together
to
deliver
to
both,
develop
and
deliver
this
strategy,
and
it
has
very
wide
reach
as
well.
N
It
begins
from
absolute
infants
in
in
fact,
before
birth
in
the
best
start
priority
recognizing
the
importance
of
the
1001
first
days
of
life,
and
it
goes
right
through
then
to
track
the
critical
age
of
transition
that
council
ivana
talked
about
it.
It
goes
from
prevention.
How
do
we
prevent
mental
health
needs
developing
right
through
to
specialist
support
for
very
critically
ill
children
and
young
people?
N
It's
from
a
base
of
that's
nationally
and
under
investment
in
children,
young
people's
mental
health?
Over
the
last
few
five
years,
we
have
achieved
a
lot
together,
but
we
are
really
in
recognition
that
there
is
a
lot
more
to
do,
and
I
do
want
to
emphasize
that.
But
it's
good
to
recognize
where
we
have
got
to.
N
N
As
council
venus
said,
we
have.
Finally,
we've
got
a
children,
young
people's
crisis,
offer
which
is
brilliant
and
there
are
plans
to
get
that
to
be
24.
7
as
well,
that
jess
is
very
involved
in
we've,
got
now
a
dedicated
community
eating
disorder
service.
We
have
we're
part
of
the
trailblazer
sites
that
have
teams
working
with
further
education
colleges.
N
We
have
the
my
mate
spa
that
joins
up
the
service
offer
in
the
city
and
we've
had
the
significant
council
investment
in
the
specialist
school
provision
for
pupils
with
social
emotional
mental
health
needs.
So
there
have
been
some
significant
achievements,
but,
as
you'll
see
with
our
with
the
content
of
the
paper
that
I'm
sure
you've
all
read.
As
we've
looked
at
the
data
we've
engaged
with
children,
young
people
and
families,
parents
and
heard
what
we
still
need
to
do.
N
There
are
significant
areas
of
development
still
required
and
we
have
our
seven
priorities,
which
are
on
page
22
of
your
paper
pack.
I
believe
some
of
those
connect
very
strongly
with
the
all-age
mental
health
strategy
that
council
of
enem
mentioned
particularly
transition,
where
we
absolutely
need
to
have
joint
leadership
and
ownership
and
work
together
and
where
we
need
to
not
just
tinker
around
the
edges
but
really
transform
the
service
offer
in
the
city
for
our
young
people.
N
The
other
one
is
the
impact
of
trauma
which
castlevania
also
highlighted
absolutely
critical,
that
we
do
this
work.
We
know
the
impact
adverse
childhood
experience
has
not
just
on
children,
young
people,
but
throughout
the
life
course,
and
what
we
want
to
do
is
to
have
a
city
that
is
trauma
informed
in
all
the
settings
in
the
communities,
as
well
as
having
a
really
good
service
offer
so
services
that
are
trauma
informed
and
able
to
offer
support.
N
That's
the
significant
piece
of
work
that
we've
already
started
working
on
as
a
partnership
group.
There
are
some
areas
that
are
such
as
prevention.
That's
always
been
a
priority
and
will
continue
to
be
a
priority.
We
absolutely
have
to
do
everything
we
can
to
prevent
infants,
babies,
children
and
young
people
developing
mental
health
problems
in
the
in
the
first
place.
N
Support
is
a
priority
where
we
must
get
the
the
children
in
need,
supported
as
early
in
their
life
and
as
early
in
the
life
of
the
need
and
problem
as
possible
by
the
right
person
first
time,
so
that
they're
not
bouncing
around
the
system,
absolutely
critical,
that
we
reduce
weights
and
we
get
support
quickly
and
particularly
when
in
crisis
inclusion,
we
need
to
work
together
for
those
really
vulnerable.
Pupils
who
have
social
emotional
mental
health
needs
as
part
of
their
send
needs
and
really
get
our
integrated
pathways
working
and
already
we're.
N
Starting
on
that
work
as
well.
There's
been
really
strong
feedback
from
parent
and
carers
that
they
need
to
be
more
involved.
They
need
to
be
more
supported
and
we
do
recognize
this
and
they
need
to
feel
like
they're
part
of
the
team,
an
absolute
essential
resource
that
we
need
to
be
working
with
and
absolutely
critically.
We
need
to
be
recognizing
and
focusing
our
energy
resources
on
those
young
people
who
have
greater
health
inequalities.
There's
some
really
significant
areas.
We
know
those
pupils
with
scnd.
N
We
know
those
peoples
who
live
either,
don't
live
with
their
family
or
live
in
a
family
where
there
is
dysfunction
or
who
are
living
in
poverty,
have
significant
more
mental
health
needs
and
we
need
to
be
recognizing
and
working
with
that,
so
I'm
going
to
stop
there
so
we'll
have
lots
of
time
to
have
conversation
and
discussion,
but
I'm
going
to
pass
over
to
jess
who's
going
to
talk
through
the
slides
about
the
impact
of
the
pandemic.
Thank
you.
A
Okay,
thank
you
very
much
for
that
jane.
So
I
think
angela's
going
to
share
her
screen
so
that
we've
got
the
slides
up
and
then
jess.
You
are
kindly
going
to
take
us
through
the
slides
and
then
once
I
don't
know
if
your
preference
is
that
we
take
questions
as
we
go
through
or
if
you
just
like
to
go
through
the
presentation
and
then
we
can
deal
with
all
the
questions
at
the
end.
O
A
O
Thank
you
very
much,
and
thanks
jane
and
thanks
councillor
venna.
So
as
as
I
already
mentioned,
the
impact
of
the
impact
of
covered
on
children,
young
people's
mental
health
has
been
significant.
We
know
that,
nationally
and
through
the
national
reports
that
have
told
us,
we
know
that
in
leeds
as
well
and
there's
a
disproportionate
impact
on
children,
young
people,
as
jane
mentioned,
with
health
inequalities,
those
living
in
poverty
and
children
from
black
and
minority
ethnic
communities.
O
So
we
did
a
piece
of
work
that
looks
at
how
the
future
health
care
needs
of
children
have
been
impacted
by
changes
made
to
meet
covert
19
demands
so
essentially
the
impact
of
covid
on
non-covered
patients,
so
children
that
haven't
had
covered
but
and
may
have
had
pre-existing
mental
health
conditions
or
the
circumstances
have
led
them
to
become
unwell.
O
The
impact
of
covert
is
a
key
principle
that
overlays
all
of
the
seven
priorities
we
have
in
the
future
in
mind,
strategy
refresh.
That
is
all
of
the
work
that
we're
doing
under
those
seven
priority
areas.
We
must
take
into
account
this
work
and
the
impact
that
covert
has
had
on
children
and
young
people
throughout
all
of
those
seven
domains.
O
O
Fewer
people
were
prevented,
presenting
at
their
gps
a
number
of
reasons
for
that,
as
we
know,
fear
of
accessing
health
services
and
and
the
the
way
that
gps
were
running
appointments
and
that
significantly
reduced
in
march
to
may
and
self-referral
numbers
also
reduced
as
well.
What
I
will
say
is,
alongside
that,
what
we
did
notice
was
in
our
third
sector
services,
so
team
connect
that
and
counselor
bena
mentioned
and
with
our
safe
zone
and
support
service
which,
as
a
safe
space,
launched
in
the
midst
of
lockdown.
O
O
So
the
indication
was
the
need
was
still
there
and
potentially
those
were
suppressed,
as
well
as
children,
young
people
weren't
in
school,
and
what
we
did
do
was
we
planned
for
a
surge
in
referrals
once
schools
reopened
in
september,
and
we
have
noticed
that
it
referrals
have
now
returned
to
normal
levels.
So
what
I
can
say
is
for
october
this
year
the
referral
numbers
were
almost
identical.
O
There
was
two
different
between
that
in
october
2019
and
the
need
is
obviously
being
identified
and
referrals
are
being
made
so
they're
back
up
to
normal
levels
and
there's
been
a
staffing
increase
within
the
my
single
point
of
access
as
well.
That
was
already
planned
before
covered
and
and
before
lockdown,
but
that
has
all
been
actioned
so
that
all
those
referrals
any
surge
can
be
dealt
with.
O
We
noted
that
was
probably
percent
of
an
increase
in
waiting
times
and,
in
particular,
in
our
mind:
mate
well-being,
schools,
cluster-based
support
services
and
community
cams.
This
was
the
consequence
of
how
we
changed
staffing
around
at
the
start
of
lockdown.
We
actually
predicted
that
refers
would
increase
rather
than
decrease
into
the
mind-made
single
point
of
access,
so
we
we
move
stuff
there
to
be
able
to
deal
with
what
we
anticipated
and
because
what
we
anticipated
didn't
happen.
O
There
could
have
been
some
missed
opportunities
to
address
that
we
have
passed
across
some
funds
to
the
mind
mate
wellbeing
service
to
address
the
waiting
list.
That
happened
as
a
consequence
of
this
and
the
community
counts,
have
changed
their
model
and
introduced
an
assessment
and
brief
intervention
model
with
a
dedicated
team
to
allow
children
to
receive
quick
and
brief
interventions
to
reduce
lengthy
weights
for
community
cams.
O
We
noticed
an
increase
in
your
developmental
referrals.
This
is
a
referrals
to
cams
for
assessment
for
adhd
or
autistic
spectrum
conditions,
or
both
referrals
were
averaged
105
a
month
from
april
september,
20
in
the
last
half
of
2019
we're
averaging
49
referrals
per
month,
and
this
is
a
national
picture.
So
this
is
increasing
nationally
and
because
of
the
way
in
your
developmental
assessments
are
carried
out.
O
We
noticed
an
increase
in
risk
presentations
into
our
crisis
outreach
service
during
lockdown,
and
some
of
that
potentially
would
have
been
contained
by
the
community.
If
changes
haven't
been
made
due
to
covered,
we
noticed
an
increase
in
self-harm
and
suicidal
thoughts.
It's
both
seen
at
couth
and
teen
connect
and
again
that
reflects
the
national
picture.
O
We
noticed
our
eating
disorder
referrals
reduced
by
about
50
during
lockdown
and
following
that
there
was
a
sharp
increase
and
the
increase
was
a
greater
proportion
of
urgent
referrals
again
reflecting
the
national
picture.
What
I
can
say
from
that
is
that
all
our
eating
disorders
referrals
were
seen
within
the
required
nationally
mandated
time
frames.
So
the
eating
disorder
service
has
dealt
effectively
with
that
increase
in
urgency
and
the
increase
in
referrals
coming
through
to
them
next
slide.
Please.
O
We
know
that,
nationally
from
the
babies
in
lockdown
report,
it's
been
a
disproportionate
impact
of
covert
19
on
those
pregnant,
giving
birth
or
at
home
with
a
baby
toddler
or
very
young
child
and
25
percent
of
those
parents
reported
concerns
relationships
about
their
relationship
with
their
baby
and
about
35
percent
of
those
would
like
to
seek
help.
61
percent
of
parents
are
sharing
significant
concerns
about
their
mental
health,
and
we
know
that
does
have
an
impact
on
children's
mental
health.
This
is
something
we
need
to
be
mindful
of
now,
but
also
moving
into
the
future.
O
What
we
are
noticing
from
those
referrals
is
that
there
is
an
impact
of
the
restrictions
that
have
been
throughout
maternity
services
and
people's
traumatic
birth
experiences,
impacting
on
how
they're
bonding
with
their
baby,
how
they
feel
their
bonding
with
their
baby
and
their
parenting
parents
carers,
so
women
and
their
partners
reported
being
robbed
of
their
parenting
journey
and
a
lack
of
joy
and
having
a
marked
anxiety
and
uncertainty
about
the
lack
of
socialization
opportunities
for
their
babies
and
their
very
young
children
and
what
the
impact
of
that
might
be.
O
This
is
a
graphic
to
show
you
in
relation
to
point
one.
This
is
the
referrals
into
our
mind,
mate
single
point
of
access
from
september
19
september
2020,
and,
as
I
mentioned,
you
can
see
there
the
real
decrease
during
the
first
lockdown
april
may
june,
and
picks
back
up
in
july.
We
always
have
a
dip
in
august
with
it
being
some
holiday
and
schools
being
closed.
Obviously,
there
are
very.
O
And
I've
already
talked
through
some
of
the
actions
but,
broadly
speaking,
these
are
the
actions
that
have
been
taken
to
address
those
impacts.
So
we've
increased
our
communications.
We
did
some
specific
communications
out
through
our
social
media
channels
and
through
gp
and
primary
care
community
channels,
social
media
campaigns
using
the
radio,
as
well
as
online
with
a
widespread
message,
but
for
children,
young
people
and
families.
O
We've
made
significant
improvements
in
the
white
mind,
mate
website
and
how
you
can
navigate
that
and
we're
exploring
a
city-wide
digital
service
offer
we've
given
additional
funding
as
I've
identified
into
eating
disorder
services.
The
development
of
an
overnight
crisis
line
that
jamishinko
mentioned
and
the
mind
bank
wellbeing
service
to
reduce
waiting
times,
we're
looking
at
development
of
a
service
to
support
young
people
and
children
who
have
experienced
trauma,
we're
using
data
to
shape
and
future
service
provision
and
inform
our
next
steps.
O
We
do
that
constantly
and
as
I've
talked
about,
this
work
will
be
weaved
into
how
we
work
through
those
seven
priorities
in
the
future
in
mind
refresh-
and
this
includes
but
isn't
limited
to
responses
from
children
in
the
my
health.
My
school
survey
completed
on
return
to
school
because
it
gives
us
a
real
wealth
of
real-time
information
and,
of
course,
we're
refreshing.
The
needs
future
in
mind
and
we're
looking
at
focused
work
throughout
through
that
on
the
neurodevelopmental
pathways.
That's
not
just
the
assessment.
O
It's
the
whole
pathway,
how
we
support
children
through
school
through
earlier
identification
and
right
through
to
diagnosis
and
beyond
health
inequalities.
In
particular,
I've
mentioned
the
impact
of
poverty
and
children
who
are
from
black
and
minority
ethnic
backgrounds
and
increasing
our
range
of
high
quality,
parent
and
carer
support.
A
Hey,
thank
you
very
much
jess,
so
I
think
we're
moving
into
questions,
comments
and
general
discussion.
It's
been
a
very
interesting
presentation,
and
so
I
don't
have
any
indications
of
questions
yet
so
who'd
like
to
you'd
like
to
go
first
got
councillor
renshaw.
Please.
I
Thank
you,
chair,
there's,
quite
a
number
of
things
that
went
through
my
mind
when
listening
to
the
the
slides,
I'm
wondering,
if
there's
any
increase
in
the
school
referrals
and
the
identification
and
support,
that's
there
and
it
said
normal
levels
of
mental
health
issues,
but
that
was
based
on
national
figures,
not
not
the
figures
within
lathes,
as
far
as
I
could
work
out
and
and
same
with
the
eating
disorders.
I
So
I
wonder
if
there
could
be
a
little
bit
more
elaborate
now
that
they
are
identifying
those
mental
health
issues,
because,
while
they've
been
in
lockdown
at
home
with
families,
there's
been
an
increase
in
number
of
struggling
families
who
have
developed
some
mental
health
issues
over
that
period
of
time.
So
I
just
wondered
how
they
were
handling
those
sorts
of
situations
within
our
city.
K
I
suppose
I
would
just
say
that
what
we
really
really
have
seen
throughout
the
beginning
of
the
pandemic
and
right
into
lockdown
is
the
value
and
the
benefits
of
just
as
james
has
said,
that
partnership
work
that
multi-agency
work
but
right
at
the
local
level.
So
within
our
clusters,
you
know
so.
Our
colleagues
in
education
in
health,
in
the
children's
centers
early
help
those
specialist
services
really
coming
together
to
identify
and
to
positively
identify
children
and
families
where
mental
health
has
been
an
issue,
and
you
know
I
think,
as
jane
and
others.
K
So
again,
I
would
just
say
that
this
be
that
close
partnership
work,
that
sharing
of
information
that
ensuring
that
somebody
within
the
partnership
you
know-
and
the
person
who
has
the
relationship
with
the
family,
be
that
health
visitor,
be
that
a
children's
center
worker
be
that
a
the
teacher
has
their
eyes
and
their
ears.
You
know
in
relation
to
the
child
and
the
family,
so
you
know,
as
colleagues
have
said,
you
know
it
has
been
a
particular
issue
in
lockdown,
but
it's
also
been
a
real
particular
focus
of
our
attention.
K
I
think
the
other
thing
that
I
would
say
is
that
some
of
the
learning
that
we
have
had
as
that
partnership
during
the
lockdown,
so
in
relation
to
multi-disciplinary
working,
you
know
what
we've
seen
is
where
we've
brought
professionals
together
from
different
backgrounds
from
different
disciplines.
That's
been
really
really
rich.
You
know,
in
terms
of
I
suppose,
being
able
to
identify
a
the
specific
issues
for
children
and
families,
but
also
the
best
response
in
terms
of
an
evidence-based
response.
K
We've
learned
a
lot
in
terms
of
flexible
deployment
of
our
staff
as
an
example,
so
we
have
set
up
multi-agency
restorative
support
teams
pulling
together.
Colleagues
from
health
colleagues
from
the
children's
centres,
colleagues
from
early
health
and
family
support
and
they've
had
a
particular
focus.
I
think
this
has
been
referenced
already
in
the
meeting
this
morning
on
parents,
new
parents,
young
parents,
who
were
at
particular
risk
of
isolation
and
poor
mental
health
during
lockdown,
but
I'll
I'll
stop
there
for
now,
council
alone.
A
E
A
L
L
So
apologies
for
that
and
I'm
sure
that
karen
will
want
to
come
in
and
talk
specifically
about
the
work
that
learning
inclusion
has
been
doing
and
the
support
teams,
one
of
the
things
added
on
to
what
julia's
just
said,
is
very
much
alongside
working
with
the
individual
families
and
the
individual
needs
that
are
being
identified
and
whether
they
need
additional
support
that
is
done
on
a
personalized
level
is
the
whole
work
that
we've
been
doing,
which
is
at
the
school
level
and
actually
supporting
the
school
and
the
staff
that
are
within
the
school
to
have
a
whole
school
approach,
because,
just
as
julie
said,
a
lot
of
that
is
about
relationships
and
about
how
we
can
have
consistency
in
the
support
then,
rather
than
somebody
coming
in
doing
a
piece
of
work
and
intervention
and
moving
away
it's
very
much.
L
How
do
we
build
that
skill
that
knowledge
of
the
school
itself
so
that
they
can
have
a
whole
school
approach?
They
can
work
with
all
of
the
children
within
the
school
and
then
those
that
are
still
stuck.
We
can,
then,
you
know,
look
at
those
individual
children.
What,
in
addition
to
those
need,
what
can
we
then
put
in
place
to
support
them?
L
I
think
it's
also
worth
saying
that
our
air
inclusion
partnerships
have
been
working
through
the
entire
period,
so
while
schools
were
just
open
for
vulnerable
learners,
all
of
those
partnerships
also
were
supporting
all
of
those
families.
Vulnerable
learners
going
out
checking
in
with
families
also
delivering
food
parcels
and
supporting,
and
they
are
now
still
open
for
all
of
those
children
and
are
supporting
schools,
whether
it
be
outreach,
work
or
individual
again
personalized
support
for
those
families
I'll
pass
over
to
karen
now.
M
And
yeah
I
was
just
going
to
thank
you
about.
I
was
just
going
to
say
that
councillor
unsure.
That
is
absolutely
crucial.
I
think
what
you're
saying
going
back
into
school
is
actually
a
protective
factor.
I
think
that
the
impact
this
social,
emotional
and
mental
health
impact
of
covert
is
being
mitigated
by
a
return
to
school
and
the
support
families
and
support
the
communities
give,
and
it
is
that
connection.
There
is
a
lot
of
the
young
people,
for
example,
at
the
zen
partnership.
M
M
We've
got
some
dfe
grant
money,
that's
coming
and
the
educational
psychology
team,
the
learning
inclusion
with
other
partners
from
clusters
from
early
health
and
from
the
healthy
schools
and
team
are
supporting
delivery
of
training
to
give
additional
support
around
recognizing
identifying
social,
emotional
well-being
needs
and
mental
health
needs,
and
there
is
some
ongoing
sustainable
support.
M
That's
going
to
be
delivered
into
the
next
year
as
well,
and
that's
aimed
completely
at
what
you're
saying
is
is
supporting
that
understanding
and
identification
of
need,
but
really
also
recognizing
that
we
want
to
support
the
workforce
who
have
daily
contact
with
those
children,
young
people
to
really
understand
what
some
of
those
issues
are,
what
the
barriers
are
and
what
is
within
their
provision
and
their
relational
approaches
that
they
can
do
to
support
these
young
people
to
overcome
some
of
the
barriers.
M
The
national
picture
in
the
evidence
base
is
that
for
most
children,
young
people,
it
has
been
really
difficult
and
they've
said
that
to
us,
but
actually
for
the
majority
of
children,
young
people,
the
return
to
school.
To
return,
some
of
these
activities
and
relational
approaches
and
having
that
contact
is
actually
a
protective
fact
and
supporting
it's.
It's
there's
still
a
group
of
children,
people
whose
mental
health
needs
will
need
to
have
a
more
targeted
approach,
but
having
this
universal
offer
and
supporting
capacity
building
and
understanding
the
workforce
has
had
a
really
strong
impact.
A
Okay,
thank
you
for
that
council
rental.
Did
you
want
to
come
back.
I
Yeah
please
chair
because
I
think
I
think
all
ccgs
throughout
the
city
work
different,
and
so
you
can't
sort
of
generalize.
What's
what
actions
have
been
done?
K
K
You
know
a
to
sort
of,
as
I
said,
destigmatize,
and
encourage
young
people
to
talk
about
mental
health
generally,
you
know
and
all
that
that
entails,
but
also
so
that
they
do
know
where
to
go.
You
know
should
they
feel
that
they
are
suffering
or
that
they
are
having
challenges.
You
know
that
they
they
know
that
it's
okay
to
talk
about
it
but,
most
importantly,
they
know
who
to
talk
to
about
it
but
I'll
hand.
Over
to
jane.
N
Thank
you.
Sorry.
I
can't
seem
to
find
my
hand,
so
I
apologize
so
I'm
kind
of
waving
I'll,
try
I'll
type
in
chat
so
yeah.
Absolutely
it's!
How?
How
do
we
we've
we've
done
a
lot
of
work
to
try
and
tackle
the
stigma,
but
there's
still
obviously
more
to
do
and
more
to
kind
of
raise
awareness
and
there's
different
ways
that
we
do
that
there's.
We
definitely
have
done
a
lot
of
campaigns
through
this
period
on
social
media
to
really
get
encourage
people
that
the
nhs
is
still
open.
N
We're
still
there
for
you,
please
contact
we've
had
our
mindmap
ambassadors,
expressing
how
they're
feeling
and
some
of
the
things
that
they're
doing
to
help
and
where
to
go.
If
you
want
to
access
help,
so
we're
certainly
doing
that.
I
just
wanted
to
reassure
council
lorenzo
though
there
is
only
one
clinical
commissioning
group
now
in
leeds.
N
I
know
we
used
to
have
a
few
and
that
could
be
quite
challenging
at
times,
but
we
have
just
the
one
and
we
all
work
together
and,
as
karen
said,
it
incredibly
important
to
recognize
the
protective
factors
that
are
in
the
city
and
clearly
the
universal
offer
of
being
able
to
go
to
school
is
one
karen
and
I
participated
in
a
podcast.
So
some
young
people
were
talking
about
their
experiences
of
covid,
and
then
some
professionals
were
kind
of
responding
to
them
and
reflecting
and
the
young
people
was
absolutely
fantastic.
N
They
were
recognizing
some
of
the
difficulties
of
not
being
able
to
see
their
grandma
or
not
being
able
to
see
their
friends
at
college
etc,
but
also
about
the
these,
the
opportunities
that
they
they
took
and
the
strengths
that
they
had
the
additional
time
that
they
had
within
it.
So
it
was
really
balanced.
They
had
a
really
balanced
perspective.
N
You
know
impacts
on
all
of
our
moods
most
with
protective
factors,
whether
that's
family,
community,
friends
or
school
will
get
through
this
and
they
will
be
resilient,
but
there
are
some
that
are
more
vulnerable
there.
Those
are
already
vulnerable
that
I
live
in,
maybe
in
a
family
where
their
needs
are
not
always
sought,
seen,
maybe
where
there's
a
bit
of
family
dysfunction,
there's
abuse
etc.
That's
that's
where
we're
anxious,
that's
where
their
needs
will
escalate.
Hence,
there's
been
all
the
partnership
working
to
really
identify
and
support
those
families.
A
That's
fine.
It's
such
an
important
issue,
jane
and
just
I've
got
a
very
likely
list
of
people
who
want
to
chip
in
which
is
absolutely
fine.
I
thought
jess
were
you
wanting
to
to
come
in.
O
Just
to
elaborate
a
little
bit
more
on
jane's
point
about
reducing
that
stigma
and
that
being
part
of
the
prevention
work
that
we're
doing
as
we
move
into
the
strategy.
Refresh.
Obviously,
we've
been
doing
that
all
along,
but
we
are
just
to
reassure
you
working
with
the
mind-made
ambassadors
who,
as
james
has
mentioned,
and
young
people
through
the
podcast
who've
told
us
their
experiences
and
they're
helping
us
shape
our
campaigns.
O
We
know
them
from
our
children
and
young
people's
health
needs
assessment
and
what
the
barrier,
the
barriers
that
are
faced
by
certain
young
people
in
certain
communities
within
the
city
and
how
we
need
to
tailor
the
support
to
address
that.
And
we
are
currently
planning
a
big
campaign
across
social
media
to
go
over
the
christmas
holidays
into
the
new
year
and
branching
out
into
the
use
of
things
like
tick,
tock
and
instagram.
Because
that's
where
the
young
people
have
told
us
that
it's
a
good
place
to
reach
lots
of
young
people.
H
And
yes,
please
apologize
I'm
having
a
few
connection
issues,
so
thank
you,
chair
for,
for
bringing
me
in
officers
have
said
quite
a
lot
about
schools,
so,
as
I
was
trying
to
get
in
so
thank
you
very
much,
and
I
just
wanted
to
to
to
back
offices
up
and
just
obviously
reiterate
that
the
relationships
that
we
have
in
schools
are
key
to
identifying
some
of
these
issues
and
we
really
do
need
to
build
on
those
existing
relationships.
H
We've
got
we
which
we're
doing
it's
so
important
as
someone
who's
taught
in
fe,
and
I
know
other
counsellors
and
members
of
the
board.
Are
our
teachers
still,
and
you
do
see
that
that
you
know
you
do
pick
up
on
issues
in
the
classroom
when
you
do
pick
up
on
on
on
issues
with
young
people
in
schools,
and
it's
really
important
that
we
build
these
relationships
and
that
the
schools
and
the
the
support
services
that
work
in
schools
are
key
to
developing
this
strategy.
H
So
I
just
want
to
say
thank
you
to
the
schools
for
that
and
the
work
the
offices
are
doing
with
schools,
because
it
is
so
important
that
we
involve
schools
in
this
strategy
and
build
this
further.
Thank
you.
A
Okay,
thank
you
for
that.
So
I
I
do
have
a
linkedin
list
I'll
go
through
in
order
that
people
put
their
hand
up.
I
think
I've
got
everybody
either
through
the
chat
or
the
hand
raised
function
and
so
councillor
gruen's
next
piece.
E
Thank
you
chair.
I
thank
you
very
much
for
the
report
in
the
presentation.
I
found
them
absolutely
fascinating
and
very
informative,
so
I
really
welcome
the
paper
in
front
of
me
and
the
opportunity
for
this
discussion
really
important
area.
My
first
comment
is
about
the
the
seven
priorities
which
I'm
sure
are
the
right
priorities.
I'm
not
an
expert,
but
I'm
sure
they
are
personally.
E
I
would
have
probably
placed
transition
ahead
of
the
others,
because
I
think
that
chasm
that
was
spoken
about
earlier
on
is
really
important
and
I'm
interested
to
know
what
the
kind
of
practical
plans
are
for
improving
transition
and
what
will
actually
happen
on
the
ground.
E
My
second
point
is
that
you've
talked
a
lot
in
the
presentation
about
referrals
and
referrals
increasing
in
number,
which
is
good
awareness
being
raised,
stigma
being
reduced,
all
of
which
is
really
good
and
again
in
reality.
How
long
is
it
between
a
referral
and
somebody
actually
receiving
whatever
support
or
treatment
they
require?
E
A
Thank
you
councillor,
gruen
who'd
like
to
start
there.
I've
got
jess,
please
and
then
jane.
O
I'm
happy
to
take
the
first
two
points
I
think
and
then
hunter
jane,
if
that's
okay,
jane
and
so
just
to
pick
up
your
point
around
transition
and
where
you
would
have
placed
it
ahead
of
the
others
and
we've
numbered
them,
but
we
haven't
numbered
them
in
order
of
priority.
O
So
I
suppose
for
us
there's
an
equal
stance
for
all
those
seven
things
and
actually
those
are
those
will
be
what
we're
working
on,
and
I
can
talk
to
you
about
the
plans
and
the
structure
of
how
we're
working
that
through
so
obviously,
as
has
been
mentioned
by
jane
their
their
draft
priorities,
and
we're
welcoming
your
comments
today
and
that's
a
really
important
point
that
you've
just
made
about
the
importance
of
transition,
and
we
would
share
that
and
agree
with
that
point.
We
have.
O
We
are
in
the
process
now
of
taking
each
of
those
priority
areas
in
turn
and
working
those
through
on
a
month-by-month
basis,
bringing
together
we've
had
a
working
group.
That's
worked
up
this
strategy,
as
mentioned
in
the
paper,
and
and
now
we
are
taking
that
working
group
and
adding
the
relevant
people
from
across
the
system
that
work
with
us.
Commissioners,
providers,
young
people,
parents,
carers
and
to
help
us
work
on
each
of
those
seven
priorities.
O
O
What
we're
doing
is
understanding
those
presentations
and
that
data,
as
you
can
imagine,
we've
got
a
lot
of
mental
health
services
both
in
children,
young
peoples
and
in
adults
in
that
age
range
spans,
both
of
those
to
understand
what
that
activity
is
like
across
the
system
how
young
people
are
using
the
those
services
across
the
system
and
dipping
in
and
out,
and
what
the
what
the
opportunities
are
for
preventative
measures.
O
We
will
then
bring
a
working
group
together.
As
I
mentioned,
our
working
group
for
the
future
of
mind
is
already
talking
about
that.
We're
meeting
regularly
with
the
senior
responsible
office
officers
for
the
all-age
mental
health
strategy
as
well
to
address
that,
and
then
we
will
start
to
tailor
our
approach
based
on
the
engagement
and
that
work
and
what
the
data
tells
us.
In
answer
to
your
question
about
referral
to
treatment
times,
it
does
depend
on
w
of
nationally
mandated
nhs
referred
treatment
times,
and
there
are
two
week
time
scales
and
12
week.
O
Time
scales,
it
does
depend
on
which
area
of
service
that
you
are
going
into
and-
and
I
will
note
that,
for
the
cams
leeds
community
healthcare
services,
they
refer
to
treatment
times
and
the
current
life
waiting
times
are
available
online
on
their
website.
So
they're
easily
accessible.
There
pastor,
j.
N
Thanks
jess,
that's
really
comprehensively
answered.
Thank
you,
councillor
growing.
I
think
this
is
really
important
too.
This
is
really
important
strategy.
All
seven
priorities
are
critical
in
terms
of
the
resources.
Actually,
what
you
see
within
the
paper
is
not
all
of
the
they're.
N
Not
that's
not
all
of
the
resources,
that's
just
the
ccg
investment
and
what
we
really
need
to
see
reflected
within
the
paper
and
in
the
program
is,
is
the
full
partnership
results,
because
this
is
delivered
by
the
whole
partnership,
and
so
at
the
moment
it's
it's
just
specifically
about
ccg
investment
and
for
the
purposes
of
this
particular
paper
when
it
went
to
health
and
well-being
board.
First
of
all,
so
it's
just
to
kind
of
make
the
point
that
actually
there
are
significantly
more
resources
invested
in
this
program.
N
That
is
just
mirrored
within
the
paper
and
in
terms
of
delivery.
We
need
more
resources
invested
and
there
is
a
commitment,
so
we've
made
a
commitment
as
a
ccg
to
invest
more
we're,
particularly
wanting
to
invest
more
in
the
trauma
priority,
and
the
other
thing
to
reference.
I'm
sure
you've
all
seen
is
that
the
chancellor
has
made
reference
to
another
500
million
pounds
to
be
invested
into
mental
health
and
they're,
it's
all
very
high
level,
and
not
detail
and
we're
not
quite
sure
when
and
how
we'll
get
get
it.
N
In
terms
of
how
we
measure,
we
have
a
dashboard
that
kind
of
says:
how
are
we
heading
in
the
right
direction,
as
well
as
obviously
looking
at
feedback
from
constantly
looking
at
feedback
working
with
youth
watch,
for
example,
to
get
feedback
from
children
and
families
about
how
they're
experiencing
services?
A
Yeah,
thank
you
jane,
and
I
think
councillor
venna
wanted
to
to
come
in
on
this.
J
Yeah,
thank
you.
I
just
wanted
to
make
a
general
comment
about
funding,
but,
as
is
referred
to
in
the
report,
mental
health
services
have
historically
been
very
poorly
funded,
they're,
often
referred
to
as
cinderella.
Services
within
the
health
economy
and
various
various
governments
have
had
rhetoric
about
the
need
for
parity
between
physical
and
mental
health,
but
actually
that's
rarely
manifested
there
isn't
parity
between
mental
and
physical
health.
J
One
of
the
reasons
that
crisis
services
have
had
increased
focus
in
the
last
few
years
is
a
piece
of
legislation
that
came
in
in
2014,
which
was
called
the
crisis
care
concordat.
J
It
was
a
statutory
requirement
that
each
area
of
the
country
had
to
have
a
crisis
care,
concluded
action
plan
and
the
the
expansion
of
lead
survivor
like
service
and
other
crisis
services
around
the
country
is
a
direct
result
of
that
piece
of
legislation
which
required
areas
to
provide
of
funding
and
required
areas
to
develop
mental
health
crisis
services.
J
M
I
just
wanted
to
add
that
and
just
to
reinforce
the
aspect,
that
is
a
social,
emotional
and
mental
health
strategy.
So
we
are
trying
to
make
sure
that
we
are
that
we
that
we
are
tackling
the
issues
of
stigma
and
making
sure
the
prevention
and
support
at
an
early
stage
is
really
important,
but
for
also
for
those
young
people
who
may
be
showing
their
distress
and
showing
their
struggle
in
a
different
way
where
it's
not
in
a
mental
health
field,
but
isn't
a
social
motion.
M
Mental
health,
an
example
I
would
give-
would
be
self-harming
one.
There
are
children,
young
people
who
are
self-harming
by
taking
high-risk,
behaviors
out
in
the
community
that
are
actually
taking.
You
know
these
these
highly
risk-taking
behaviors,
whether
it's
through
a
range
of
different.
I
won't
go
too
much
into
it,
but
I
think
that
we're
making
sure
that
those
services,
how
how
do
they
make
sure
that
we're?
How
do
we
make
sure
that
we're
offering
the
support
at
the
right
place,
where
they're
able
to
access
it
and
where
they're
willing
to
access
it?
M
So
when
we're
talking
and
the
the
question
I
I
know
is
around
from
referral
to
treatment
a
lot
of
the
evidence
base
for
those
young
people,
especially
around
having
a
different
approach,
the
resource
that's
coming
in
from
places
like
learning
inclusion
service,
that's
having
a
look
at
joined
up
support
across
our
clusters
are
working
with
some
really
complex
cases
that
have
got
complexities
within
their
family
complexities
within
their
school
they're,
showing
these
levels
of
distress
they're,
showing
they're
struggling
by
not
attending
within
their
exclusions.
M
With
all
of
that
aspect,
I
think
that
we
are
putting
resource
into
that
and
an
awful
lot
because
out
of
the
children
identified
with
social
emotional,
mental
health
needs
in
the
learning
part
we're
looking
at
the
roughly
four
and
a
half
thousand.
I
think
it
is
well
she'll,
probably
follow
probably
absolutely
number,
but
it's
roughly
that
level
plus
we've
got
children
on
people
who
are
showing
social
emotional.
Mental
health
needs
who
have
got
additional
needs,
such
as
lend
intellectual,
disability,
learn,
disability
and
autism.
M
So
it's
quite
a
big
cohort
of
support
that
other
services
are
putting
in
and
I
don't
think
it's
reflected
like
joan
was
staying
in
there
and
I
think
it
would
be
really
helpful
at
some
point
to
be
able
to
find
a
way
to
reflect
it,
because
the
request
to
services
like
mine
are
massive,
but
actually
so
is
our
focus
on
this,
and
so
is
that
so
is
our
real
focus
on
making
a
difference
and
actually
in
support.
M
I
know
that
val
has
done
a
lot
in
learning
inclusion
to
put
structures
in
place.
Having
a
look
at
you
know,
we've
got
a
vulnerable
learners,
lead
who
has
just
started,
and
that
is
a
real
key
for
us
to
go
across
the
partnership
to
make
sure
that
we're
also
really
committing
to
it.
A
Okay,
thank
you
for
that,
karen,
so
we're
covering
a
lot
already
and
then
I
think
we
got
on
to
question
three
now
so
councillor
flame
is
next.
Please.
F
Thanks
alan,
it
links
in
actually
with
what
karen
jessup
has
just
been
talking
about
within
children
and
young
people
with
mental
health
problems
that
are
specific
groups
that
have
higher
levels
of
mental
health
issues.
You
know
children
who
are
in
care
children
with
learning
disabilities,
in
particular
physical
disabilities,
on
the
lgbt
community.
F
I'm
sure
that
we've
been
exacerbated
by
the
the
covert
19
business
over
the
last
sort
of
eight
or
nine
months
or
so.
But
I
just
wondered
if,
if
you
were,
this
is
for
the
ccg
children
and
families
and
adult
social
care,
whether
you're,
confident
or
reasonably
confident
they
are
actually
picking
up
all
of
the
issues
that
are
affecting
these
more
vulnerable
groups.
F
F
Obviously,
because
they
weren't
the
same
safeguarding
measures
in
place
in
schools,
because
children
weren't
in
schools,
I'm
not
quite
sure
what
the
position's
been
later
in
the
year,
but
I'm
sure
it's
been
challenging
and
and
not
just
the
support
that
they're
getting
now
or
ensuring
the
support
they're
getting
now,
but
in
the
transition
from
children
to
adults,
whether
the
whether
they
are
getting
the
support
that
perhaps
you
know
that
they're
not
in
a
position
to
ask
for
themselves
because
of
the
vulnerability
that
they
actually
have.
A
Yeah
thanks
council
flynn,
who
would
like
to
respond
to
that.
Please.
N
So
I
suppose,
just
reflecting
back
on
the
presentation
that
jess
gave,
I
would
say
that
there
was
a
period
when
definitely
needs
were
not
picked
up,
because
children
and
young
people
weren't
in
school.
The
country
was
in
lockdown
people
weren't
accessing
primary
care,
so
gps,
which
is
a
normal
routine
in
terms
of
referral
to
my
met
spa.
N
That
would
took
place
across
the
system
about
how
we
work
together,
which
julie
kind
of
referenced
in
terms
of
those
that
you
know
where
you
know,
there's
an
information
making
contact
with
those
families
dropping
off
food
checking
out
how
they're
doing
etc.
Similarly,
all
of
the
nhs
staff
were
reviewing
their
caseloads
prioritizing
making
contact.
So,
although
they
weren't
doing
face-to-face,
they
were
doing
telephone.
N
It's
not
the
same,
of
course
so
and
kovic
did
create
additional
pressures,
but
then,
since
there's
been
the
kind
of
the
the
resetting,
I
won't
say
it's
normal,
but
the
kind
of
the
re-establishment
of
services
some
face-to-face,
some
still
telephone
or
digital,
and
the
referrals
have
been
picking
up
again
and
needed.
You
know
that
latent
need
has
been
identified,
but
it
has,
in
certain
cases,
increased
it's
escalated
during
that
time.
N
So
so
that's
that
bit
now,
I'm
happy
to
let
somebody
else
come
in
further,
but
in
terms
of
the
transition,
we
that's
why
it's
a
priority.
We
aren't
confident
it's
absolutely
sorted.
No,
so
both
the
crisis
then,
because
absolute,
that's
definite
urgent.
We
need
to
sort
that
out.
That
is
a
priority,
but
we
also
recognize
that
those
with
who
are
in
care
who
become
care,
leavers,
etc.
We
work
closely
with
our
colleagues
for
that
cohort
and
for
those
that
are
have
learning
difficulties.
N
So
there
is
some
statutory
kind
of
wrap
around
for
them,
but
we
know
it's
not.
You
know,
there's
more
to
do
together
absolutely.
A
K
Of
course,
yeah
and
again
I
think
that's
a
really
well
made
point
and
counseling,
I
think
you
know
some
of
the
the
cohorts
of
children
and
young
people
that
you've
referred
to
there
and
absolutely
the
young
people
that
we
have
really
had
a
focus
on
during
this
whole
pandemic.
You
know
so
we're
thinking
about
care
leavers
thinking
about
young
people
who
are
perhaps
living
semi-independently
thinking
about
young
carers.
K
You
know
thinking
about
young
people
who
were
previously
at
risk
of
child
exploitation
and
actually
what
has
that
meant
as
we've
gone
into
lockdown
and
perhaps
the
threats
in
terms
of
social
media
etc.
So
there
has
been
an
absolute
focus
on
those
young
people.
K
I
think
something
that's
referenced
in
the
report
and
something
that
jane
and
colleagues
have
talked
about
this
morning
is,
I
suppose,
the
plans
around
really
trying
to
develop
more
trauma
informed
services,
if
you
like
and
across
the
partnership,
so
we're
really
thinking
about
what
services
do
we
have
in
place
at
the
moment
in
relation
to
early
health,
all
the
way
up,
if
you
like,
into
sort
of
adolescence
on
the
edge
of
care-
and
you
know
that
point-
the
transition
that
we've
talked
about
and
what
we
know
is
through
our
own
experience
of
some
of
those
evidence-based
services.
K
So
one
of
the
things
that
we've
rolled
out
in
children's
services
has
been
formulation
so
really
coming
together.
You
know
again
as
a
partnership
using
multi-disciplinary
approaches
to
work
out
to
analyze
to
stand
back
and
analyze
using
evidence-based
approaches.
What
we
actually
think
is
going
on
for
this
young
person,
you
know
and
their
family
and
recognizing
that
think
family
approach.
K
You
know
when
actually
janice
suppose
people
could
think
that
the
problem,
if
you
know
the
issue,
is
with
the
young
person
as
opposed
to
actually
you
know
understanding
and
what
has
gone
on
for
that
young
person
in
terms
of
their
experience
and
their
life
experiences
and
how
best
we
can
respond
to
that
as
single
agencies,
but
also
a
partnership.
K
So
I
suppose
I
would
just
want
to
emphasize
that
that
is
you
know
as
it's
being
set
up
in
the
plan
and
in
the
priorities
that
that
is
an
absolute
key
focus
for
us
as
we
go
forward,
because
we
do
know
that
there
are
children.
You
know
specific
cohorts
of
children
who
will
be
more
susceptible
to
poor
mental
health,
and
we
need
to
be
on
the
front
foot
with
that
and
taking
a
real,
proactive
approach.
L
Yes,
please
absolutely
cancer
flynn,
you
know
our
ongoing
interest
in
those
that
are
extremely
vulnerable.
Those
with
special
educational
needs-
and
I
think
some
of
the
information
that
we
have
just
heard
this
morning-
that,
as
from
jane
and
from
jess
in
terms
of
the
referrals,
are
apparently
numbers
over
the
period
were
in
lockdown
going
down
or
ceasing
to
come
through
for
referral
that
mirrors
exactly
within
the
learning
field.
So
it
mirrors
exactly
in
terms
of
education,
health
and
care
plans.
L
What
we
are
now
seeing
is
a
spike
in
requests
for
education,
health
and
care
plans,
and
for
those
who
ostensibly
have
social,
emotional,
mental
health
issues,
and
I
think
that
is
where
one
of
the
big
words
of
caution
are
because
it's
absolutely
normal
for
some
of
our
young
people,
who
have
been
through
the
situation
of
the
context
they've
been
in
to
have
acting
out
behaviors
to
be
behaving
away.
That
is
not
conducive
to
potentially
being
in
school,
with
other
young
people.
We've
seen
the
reasons
for
exclusion
be
extended.
L
That
also
include
covered
related
issues,
so
we've
got
all
of
that
agenda
going
on
and
we
need
to
be
really
careful.
I
think
when
we
are
looking
at
the
support
that
needs
to
be
put
in
place
for
those
learners,
because
what
we
are
not
seeing
at
the
moment
within
learning
is
this
massive
rise
in
requests
for
support
that
are
below
the
education,
health
and
care
level.
L
That
is
by
looking
at
those
young
people
who
potentially
haven't
gone
back
into
school
or
may
have
attended
for
a
period
of
time,
but
then
bubbles
burst
and
then
back
at
home.
Then
their
attendance
back
in
school
is
not
as
it
should
be.
So
I
think,
there's
a
whole
area
there
that
engage
those
learners
and
have
the
conversations
with
the
families
that
are
restorative
conversations
to
pull
those
families
to
feel
confident
and
to
get
back
into
school
and
to
support
them.
L
What
we
have
done
is
increase
all
of
our
visits
for
those
learners.
So
in
terms
of
the
elective
home
education,
children,
we've
pulled
people
from
the
attendance
team
from
learning
inclusion
teams
so
that
we
can
continue
to
have
contact
with
all
of
those
families
continue
to
have
the
conversation
continue
to
try
and
get
them
back
into
school.
We've
done
that
also
with
the
conversations
we're
having
with
schools,
where
they're
identifying
learners
that
are
returned
and
that
do
have
this
persistence
absence
difficulty.
L
So
again,
we
can
work
with
the
schools
to
try
and
identify,
try
and
target
and
again
work
with
those
families
to
get
them
back
into
school,
because
I
think
what
we
talked
about
earlier
is
school.
Being
that
protective
factor
is
absolutely
crucial.
You
know
if
we
can
get
young
people
back
into
school
and
they're
attending,
then
we
can
start
to
have
those
conversations.
L
You
know
that
are
about
yeah.
It's
been
really
really
difficult,
and
these
will
be
some
of
the
things
that
you've
experienced.
The
emotions
that
you
have,
some
of
your
behaviors
absolutely
can
be
cut
in
the
context
of
it
is
a
normal
reaction
to
such
a
horrendous
situation
that
they've
been
in
and
then
to
be
able
to
work
with
them
to
put
plans
and
programs
in
place,
and
I
think
that's
his
colleagues
just
quickly
for
our
finish,
with
jane
and
with
judy.
What
we
are
saying
is
the
way
we
can
do.
L
That
is
that
integrated
approach.
It's
about
the
prevention
level,
working
with
schools,
whole
school
approach,
ensuring
that
we've
got
that
all
in
place
within
our
schools
within
our
communities
and
then
the
identification
of
those
who
may
need
more
than
that
and
may
need
something:
that's
more
individualized,
whether
it
is
an
education,
health
and
care
plan
or
referral
to
cams
or
whatever
it
is.
L
M
Just
quickly
about
the
you
asked
about
the
confidence
in
identifying
specific
groups,
we're
very
aware
that,
nationally
that
there
is
a
we're
relying
on
our
workforce
to
do
that
and
everybody
is
feeling
exactly
the
same.
There's
a
real
fatigue,
especially
as
we've
gone
into
this.
This
second
lockdown
and
there's
been
a
second
spike
and
then
there's
possibly
further
lockdown.
So
we
are
relying
on
the
workforce,
so
that
is
being
key.
The
well-being
of
the
workforce.
M
There
is
a
real
risk
of
burnout
in
our
workforce,
across
children's
services
and
in
schools
and
in
health
services
and
schools
have
worked
tirelessly
from
the
very
beginning,
as
have
other
services,
to
make
sure
that
they
are
there
to
identify
those
children
who
are
at
the
most
risk.
But
there
is
a
real
risk
to
this,
so
our
confidence
in
it.
I
have
up
my
confidence
in
the
will
and
the
drive
to
do
this,
but
there
is
a
real
concern
about
the
fatigue.
M
The
well-being
work
that
we're
doing
from
the
dfe
grant
a
lot
of
it
comes
from
the
anna
freud
center
and
there's
a
big
focus
on
staff,
well-being
in
schools
and
making
sure
that
they're
pushing
for
senior
leaders
to
to
keep
that
staff
well-being.
And
for
that
to
be
of
paramount
because
it's
through
them
that
we're
going
to
identify
most
successfully.
M
But
there
is
an
impact
and
you,
as
you
see,
940
families
have
been
affected
by
death
following
covert
in
this
city,
and
thousands
of
family
have
been
affected
in
different
ways,
and
that
will
be
our
workforce
as
well.
So
I
think
that
just
needs
to
be
kept
in
mind.
I
am
really
confident
in
the
will
to
do
it
and
the
aspiration
to
do
it
and
the
fantastic
people
we've
got.
A
Okay,
thank
you
for
that.
So
I've
got
councillor
bithell
next,
please.
C
Thank
you
chair
and
thank
you
karen
for
putting
out
that
concern
around
the
welfare
of
staff.
As
somebody
that
works
in
school,
I
can
absolutely
echo
how
difficult
it
is
in
schools
and
how
the
staff
really
are
struggling
with
fatigue.
C
My
point,
however,
is
more
about
thinking
forward
and
in
the
interests
of
time
this
morning,
if
it
would
be
easier
for
people
to
send
it
as
an
email,
that's
really
fine
than
discussing
it
now,
but
I'm
noticing
anecdotally
that
there's
a
lot
more
exam
stress
and
it's
starting
earlier,
which
then
gives
it
potentially
the
opportunity
to
get
further
up
towards
crisis
as
we
move
through
now.
C
I
know
schools
are
individually
doing
stuff
in
order
to
try
and
break
that,
but
it
would
be
good
to
know
what,
through
this
system,
we
are
planning
in
terms
of
the
exam
stress
and
exam
anxiety
that
young
people
are
facing
and
whether
we're
planning
on
putting
it
in
early.
O
Yeah,
I
can
take
that.
Thank
you
councillor.
I
am,
I
acknowledge
your
point
and
I
agree,
and
we
have
noted
the
exam
stress.
I
think
it's
really
interesting
that
you
have
fed
back
what
young
people
are
also
feeding
back
to
us
that
actually
this
is
starting
earlier
and
there's
a
heightened
level
anxiety
that
was
caused
by
the
exam
situation
last
year.
That
doesn't
appear
to
have
gone
away
very
much
and
it's
being
carried
forward.
We
are
through
our
communications
and
our
mind
mate
website,
thinking
forward
beyond.
O
Obviously,
I've
talked
about
the
christmas
campaign
moving
into
next
year
with
regards
to
campaigns
around
exam
stress
and
where
people
can
find
help
linking
into
available
support
within
within
the
city.
Obviously,
there's
all
the
work
that's
going
to
be
going
on
in
schools,
which
you've
already
acknowledged,
and
I
take
your
point
about
bringing
it
forward
earlier
and
I
think
it's
really
important
that
we
do
so.
A
Okay,
thank
you
for
that
val
did
you
want
to
come
in
on.
L
Yeah
just
to
say
that,
as
councillor
bethel
just
said,
we
can
certainly
provide
information
of
actually
what's
going
into
schools
to
support
schools
because
all
of
our
inclusion
teams,
the
ed
psychs
well-experienced,
even
working
with
schools
with
exam
stress.
So
yes,
even
more
so
within
the
current
context.
But
it
is
an
ongoing
theme
that
we
see
you
know
throughout
the
years.
So
there's
lots
of
work,
that's
been
going
on
there
and
lots
of
plans,
so
we
can
get
that
to
cancel
as
we
can
send
it
on
to
you.
A
Okay,
thank
you
for
that.
So
can
I
bring
in
helen
bellamy
next,
please.
B
Thank
you.
I
just
I
wanted
to
say
something
about
mental
health
of
school
staff,
teachers
and
support
staff
and
as
a
as
a
union,
the
neu
leads
we've
seen
a
real
increasing
number
of
teachers
and
support
staff
ringing
in
with
mental
health
problems,
and
what
we
are
hearing
is
that
they
they
on
the
whole
they're
happy
with
the
with
the
procedures
around
covid
and
how
that's,
how
they're
keeping
people
safe
or
as
safe
as
they
can.
B
But
what
is
really
tipping
people
over
the
edge
is
in
schools,
where
leadership
are
still
insisting
on
observations.
Staff
are
being
given
long
to-do
lists
people
being
put
on
support
plans
out
of
nowhere.
B
These
these
teachers
are
absolutely
working
their
socks
off
and
and
they're
dedicated
to
these
children,
and
they
want
to
do
their
best
and
leadership.
Ignoring
the
advice
from
the
from
leeds
city,
council
and
from
unions
in
some
schools
is
is
causing
massive
problems
and
it's
taking
up
an
awful
lot
of
our
time
that
could
be
directed
elsewhere.
As
as
union
officers.
You
know
the
link
between
schools
and
early
helpers.
Jess
said
you
know.
B
I
know
from
my
own
experience
in
schools
and
through
my
own
practice,
how
you
know
I
myself
and
many
other
teachers
who
I
know
have
picked
up
on
things
that
are
happening
in
schools,
particularly
with
families
that
are
not
yet
on
the
radar
and,
and
that
happens
early
on
in
schools.
But
if
teachers,
mental
health
is
really
not
good,
and
if
that
is
something
that
can
be
almost
a
quick
fix
if
that
pressure
within
school
that
doesn't
relate
to
covert
and
is
not
necessary
at
the
moment.
This
moment
in
time
is
removed.
H
If
I
could,
just
just
just
the
point
made
about
exams
and
exam
stress
with
children
in
schools
at
the
moment,
and
just
to
pick
up
on
councillor
bittle's
point
and
and
helen's
point
there,
we
know
that
the
the
children
who
are
now
in
year
11
have
missed
a
chunk
of
school
in
year,
10
due
to
lockdown
they're,
now
missing
year,
11
due
to
having
to
self-isolate
and
and
some
are
missing
more
than
others.
H
There's
a
big
disparity
in
in
children
missing
missing
school
at
the
moment
some
are
in
some
are
out.
We
can't
predict
that,
and
we
know
that
the
welsh
government
have
come
out
and
said
that
there
will
be
no
exams
in
in
2021
due
to
these
factors
and-
and
they
are
put
putting
obviously
other
other
strategies
in
place
to
to
assess
children
and
young
people's
work.
H
And
we
really
do
need
the
government
in
england
to
come
out
with
some
with
some
guidance
and
strategy
on
that,
and
because
we
are
having
a
lot
of
reports
of
exam
stress
of
children
and
young
people
who
have
missed
chunks
of
school
and
it
will
continue
in.
H
We
don't
know
how
that
will,
how
that
will
pan
out
up
until
easter
er,
at
least
children
will
have
will
miss
moore
school
and
also
we
have
children
who
can
do
work
at
home
and
other
children
who
can't
do
work
at
home
and
our
more
vulnerable
children
who
can't
do
work
at
home
for
various
different
reasons.
So
we
do
need
to
have.
We
do
need
to
get
some
guidance
on
this
and
understand
where,
where
we're
going
with
this,
otherwise
we
are
gonna.
H
We
are
gonna,
see
some
children
hugely
disadvantaged
when
it
comes
to
exam
time
in
2021.
Thank
you,
chair.
A
Yeah,
thank
you
for
that,
and
obviously,
as
you'll
know,
and
it's
in
our
work
schedule,
we
did
have
a
session
looking
at
this
and
as
a
result,
myself
and
councillor
prior
wrote
to
off
call
and
the
dfe
and
we've
had
a
response
from
off
call
which
was
sharing
and
we're
chasing
up
the
dfe.
So
it's
certainly
something
that's
on
on
our
radar.
A
And
I
think
council
has
covered
it
quite
well,
so,
okay,
so
we'll
move
on.
So
it's
counter
illinois.
Next,
please.
F
Thank
you
chair.
I
was
going
to
ask
about
changes
over
the
last
20
years.
I
can
recollect
the
errors
described
when
there's
enormous
delays
in
any
treatment
and
amazing
gaps
in
the
coverage,
which
I
think
that's
now
much
better,
but
one
thing
that's
gone
over
the
last
20
years
is
the
support
from
after-school
activities,
youth
workers,
sports
clubs
and
so
forth.
I
think
now
much
reduced
compared
with
some
time
ago.
F
What
sort
of
role
do
you
think
there
is
for
the
sort
of
non-professional
worker,
the
youth
worker,
the
person
who
is
interacting
with
young
people
and
doing
useful
activities,
but
not
not
professionally
trained
in
this
area?
Are
they
do
they
do
more
harm
than
good?
Or
is
it
a
good
thing?
Is
it
take
the
load
off
professionals?
Could
you
give
me
a
feel
for
how
important
these
external
services
are
and
their
loss?
Is
that
accurate,
or
is
that
not.
A
Okay,
thank
you.
I've
got
a
flurry
of
people
that
want
to
respond
so
I'll
I'll
go
in
there
in
order
of
rank
and
bring
council
venner
in
first,
please.
J
Yeah,
unsurprisingly,
I
have
a
idea
of
a
particular
perspective
on
this.
Having
always
worked
in
the
third
sector,
providing
services
that
are
both
an
alternative
and
a
compliment
to
statutory
services.
J
I
mean
that's,
there's
a
particular
element
within
mental
health
services
that
probably
for
adults
more
than
children,
but
people's
experience
of
mental
health
services
just
does
include
compulsion
in
terms
of
the
fact
that
people
can
get
suctioned
and
incarcerated
against
their
will
and
the
fact
that
services
operating
outside
the
statutory
framework
don't
don't
have
that
power
is,
is
one
of
the
things
that
makes
them
more
accessible.
J
But
similarly,
you
know
services
in
the
third
sector
that
are
for
children
and
young
people
are
more
accessible
because
they
don't
have
the
power
to
remove
children.
So
it's
really
really
key
that
there
are
services
that
are
outside
the
council
in
education
and
the
nhs
that
are
both
alternatives
and
a
compliment.
They
bring
a
different
perspective,
they're
also,
sometimes
more
accessible,
for
particular
groups
that
have
struggled
to
access
statutory
services,
for
example
people
from
black
black
communities.
Other
diverse
groups,
the
lgbt
community.
J
There
are
some
really
horrific
episodes
in
the
history
of
mental
health
services
around
the
treatment
of
minority
groups.
It
was
only
in
the
1970s
that
being
gay
came
out
of
the
diagnostic
and
statistical
manual
as
an
illness
as
a
psychiatric
illness
and
in
the
same
way
that
there
have
been
some
deaths
of
black
men
in
in
the
criminal
justice
system.
There
have
also
been
deaths
of
people
who
have
been
in
incarcerated
in
psychiatric
hospitals
and
disproportionately
from
minority
groups.
J
So
there
are
lots
and
lots
of
reasons
why
services
that
are
outside
the
system,
as
well
as
being
part
of
the
system,
are
really
important.
With
the
news
work.
People
will
often
talk
to
youth
workers
about
things
they
wouldn't
talk
to
teachers
about
they're,
seen
very
differently,
they're,
very
different
roles,
and
it's
a
it's
a
huge
loss
that
the
the
period
of
austerity
has
meant
that
those
services
have
been
very
depleted
in
many
cases,
because
they
are
a
really
really
important
part
of
the
the
health
economy.
And
actually
they
say
if
they
save
money.
J
If
you
can
in
the
same
way
within
children's
services,
we
invest
in
prevention
so
that
children
don't
get
taken
into
care.
Lead
survivor,
led
crisis
services
funded
by
the
nhs
specifically
to
keep
people
out
of
its
services.
You
know
it's
much
cheaper
for
people
to
be
supported
in
community-based
third
sex
services
and
to
be
in
hospital
beds
that
that
applies
to
both
children's
and
adult
services.
J
So
for
many
reasons,
because
you
know
they're
outside
the
system
because
they're
accessible
because
they
they
provide
savings
in
human
cost
and
human
misery
and
and
and
financially
then
it's
really
really
important
that
there
are
services
in
the
community
and
faith
and
third
sector
and
they've
got
a
long,
proud
history
and
I'm
pleased
to
have
been
part
of
that.
Thank
you.
G
A
Okay,
thank
you
for
that
so,
and
I
think
there
were
a
few
others
that
wanted
to
chip
in.
So
karen
was
the
fastest
with
her
hand
up.
I
think
karen
jessup.
M
I
I
couldn't
agree
more
with
councillor
linworth.
I
think
that
you
know
you,
don't
you
basically
don't
need
analogy
to
make.
Somebody
feel
like
they've,
got
a
sense
of
control,
a
sense
of
worth
that
they're
accepted
that
they
feel
safe,
that
they
can
express
their
emotions
that
I
you
know
I
can
show
warmth
and
responsiveness
from
anywhere
and
anybody
can
do
it
for
any
and
children
young
people
do
it
for
each
other.
So
I
think
there
is
something
we
we
are
absolutely
embedded
in
having
a
relational
approach,
but
that
does
not
mean
expert.
M
Everybody
brings
expertise
and
children.
Young
people
bring
expertise
in
their
own
lives
that
they
can
share
with
other
children,
young
people.
You
know
I
am
if
we're.
If,
if
we're,
we
we
say
in
in
in
education,
every
young
every
teacher
is
a
teacher
of
sdnd.
M
A
Play
thank
you
for
that
julie,
please,
and
then
jane
wanted
to
come
in
as
well.
K
Yeah,
I
think
it
has
got
us
all
engaged
in
the
conversation.
Thank
you,
ken
sirlingworth.
You
know,
as
counselor
vanessa
I
spent
10
years
actually
working
in
the
voluntary
sector
before
I
came
into
leeds.
So
for
me,
the
centrality
the
value
of
what
the
voluntary
sector
the
community
sector
can
and
can
do
that
we
can,
you
know,
as
a
statutory
services
as
strategic
organizations
is
absolutely
invaluable.
K
I
think
one
of
the
things
that
we've
talked
about
today
has
been
some
investment
and
continued
investment
that
we're
putting
into
what
we
call
in
workforce
development,
but
really
that
is
about
trying
to
upskill.
You
know
raise
the
confidence
and
awareness
of
workers
right
across
the
partnership
and
included
in
that
our
colleagues
in
the
volunteering,
the
community
sector,
so
they
are
absolutely
central.
K
We
know
when
we're
talking
about
you're,
putting
on
training
sessions
development
sessions,
offering
consultancy
as
an
example
through
some
of
the
specialist
coordinators,
mental
health
coordinators
who
are
based
in
the
hubs.
All
of
that
is
absolutely
focused
as
much
of
the
volunteering
community
sector
and
as
it
is
in
any
other
organization.
I
think
the
other
thing
for
me
is
that
we
can
learn
and
we
have
learned
in
an
absolute.
K
You
know
an
awful
lot
from
our
colleagues
and
you
know
in
those
local
areas
who
know
those
communities
well
who
are
able
to
engage
with
children
and
families
in
a
way
that
actually
sometimes
we
are
not,
and
so
that's,
where
the
importance
of
that
partnership,
of
sharing
that
information
and
absolutely
having
them
around
the
table
is
is,
is
key
and
that'll
be
an
absolute
focus
as
we
go
on
with
the
plan,
as
colleagues
have
already
said,
thank.
A
K
N
Just
briefly,
just
to
say,
absolutely
austerity
has
stripped
out
a
lot
of
the
the
known
services
that
would
pick
up
kind
of
the
day-to-day
well-being
and
absolutely
shouldn't
be
relying
on
statutory
services,
and
there
is
that
expertise
in
that
relationship
and
that
trust.
That
is
there.
So
if
I
provide
one
one
example,
so
in
our
one
of
our
key
priorities
around
health
inequalities
and
the
first
year,
what
we're
going
to
be
particularly
looking
at
is
children
and
young
people
from
black
and
minority
ethnic
communities.
N
And
it
was
variable,
of
course,
of
course,
across
the
different
communities.
But
a
kind
of
overwhelming
issue
was
about
trust
and
trust
and
accessibility,
whereas
there
is
trust
and
accessibility
in
local
community
groups,
local
youth
groups
etc.
N
So
we're
we're
investing
in
a
young
person's
community
development
type
worker
to
be
hosted
by
a
third
sector
organization
that
will
then
work
with
local
community
groups,
local
young
people
to
develop
the
offer
and
that
and
that's
complemented
by
access
to
grants
for
the
third
sector.
So
we're
absolutely
starting
bottom
up.
Recognizing
that
that's
the
route.
A
No,
thank
you,
council,
dillinger,
okay,
so
kate
is
next.
Please.
D
D
My
questions
were
just
around
a
couple
of
the
the
priorities,
so
the
one
around
support
for
children,
young
people
in
as
early
and
early
in
the
life
of
the
difficulties
as
possible
and
with
the
right
person
in
the
slides
that
we
saw
there
was
reference
to
obviously
because
children
weren't
in
school
and
weren't,
having
perhaps
access
to
some
of
the
services
that
they
normally
would
that
there
was
perhaps
some
missed
opportunities
for
early
intervention.
D
So
in
relation
to
that
priority,
I
just
wanted
to
understand
a
bit
more
about
what
impact
you
felt
that
might
have
on
some
of
those
children
and
young
people
in
terms
of
that
that
delay
in
in
being
able
to
provide
the
early
intervention
and
how
that,
how
that's
being
mitigated
now
and
specifically
in
relation
to
that
that
that
goal
of
being
able
to
get
in
there,
early
and
and
with
the
right
person
and
reducing
waiting
times.
D
So
I
know
we
did
touch
upon
waiting
times
earlier
in
a
reference
to
information
being
on
the
the
camps
website
in
relation
to
that,
but
in
reality
on
the
ground,
if
we
are
now
beginning
to
see
an
increase
in
referrals
once
children
are
back
at
school,
you
know
how.
How
is
that
in
reality
affecting
children,
young
people
in
terms
of
them
being
able
to
get
that
treatment
as
quickly
as
they
need
to
and
the
right
person?
D
And
then
my
other
question
was
around
the
priority
in
relation
to
the
impact
of
trauma
and,
obviously
with
lots
of
families.
We
know
there
have
been
trouble,
there's
been
trauma
in
in
their
lives
historically
previously,
but
for
some
families
who
perhaps
knew
that
perhaps
difficulties
have
emerged
during
the
pandemic.
D
How
will
you
assess
the
impact
of
trauma
specifically
in
relation
to
to
covet
and
the
pandemic,
and
that
being
the
source
of
trauma
for
those
particular
individual
children
and
young
people,
as
opposed
to
perhaps
children
who
have
had
other
difficulties,
maybe
already
known
to
services
with
you
know,
past
traumas,
so
just
interested
in
understanding
a
little
bit
more
about
those
two
priorities?
D
And
then
this
is
maybe
a
question
more
for
julie,
with
my
sort
of
child
protection
solicitor
hat
on
I'm
just
interested
as
well,
in
terms
of
what
assessment
is
being
undertaken
of
in
terms
of
the
impact
of
covert
and
mental
health
and
the
link
between
that
and
the
rising
number
of
children
who
are
perceived
to
be
at
risk
of
significant
harm.
You
know,
what's
the
correlation
have,
are
we
seeing
an
increase
in
numbers
within
the
city
directly
as
a
result
of
mental
health
difficulties
as
a
result
of
the
pandemic?
K
Yeah,
of
course,
yeah.
Thank
you,
kate,
so,
just
in
response
to
this
specific
question
that
you've
raised
there
at
at
the
end,
we've
seen
a
shifting
pattern
in
terms
of
contacts
and
referrals
to
our
front
door
so
to
duty
and
advice.
K
So,
certainly
when
we
were
in
lockdown,
what
we
did
see
is
a
reduction
in
contacts
and
referrals
from
schools,
as
you
would
expect
really
given
the
school
closures
and,
however,
we
did
see
an
increase
in
contacts
and
referrals
from
members
of
the
public
and
from
you
know,
neighbours,
members
of
the
community
who
had
particular
concerns
about
children
and
about
families,
and
I
think
again
that
highlights
you
know
that
importance
of
community.
K
You
know-
and
I
suppose,
citizenship,
you
know
and
and
the
communities
being
the
eyes
and
ears
if
you
like
in
relation
to
specific
children
and
families.
What
we
have
seen
is
that
been
redressed.
So
I
think
nationally.
There
was
a
concern,
understandably,
that
as
schools
returned
that
we
would
see
a
real
spike.
You
know
real
increase
in
contact
and
referrals
to
the
front
door
and
that
that
could
be
overwhelming.
K
It's
reassuring
to
say,
and
I'm
reassured
to
be
able
to
say
that
that's
not
being
the
case,
we
haven't
had
a
spike
or
a
increase,
a
huge
increase
in
terms
of
contacts
and
referrals.
However,
what
we
have
we
have
had
an
increase.
K
You
know
backed
probably
to
the
the
figures
that
we
would
have
already
normally
have
at
this
time
of
the
year,
but
what
we
have
seen
is
those
contacts
and
referrals
from
members
of
the
public,
reducing
and
the
referrals
that
we
would
have
expected
previously
from
schools
to
be
higher
within
that,
I
suppose,
in
terms
of
patterns.
K
The
patterns
that
we're
seeing
in
relation
to
the
nature
of
the
refills
or
the
presenting
concern
are
around
domestic
violence
and
abuse
are
around
parental
conflicts,
we'd,
certainly
stories
in
parental
conflict
during
the
pandemic
and
during
lockdown,
and
I
think
that's
where
and
some
of
our
local
services.
So
we
have
a
particular
service
in
leeds
which
aims
specifically
at
parental
conflict.
We've
got
the
relationships
matters
website.
K
I
think
we've
talked
about
that
here
previously,
so
certainly
domestic
violence
and
abuse
parental
conflict
and
issues
in
relation
to
neglect,
you
know
and
and
poverty
and
absolutely
mental
health.
You
know
issues
in
relation
to
the
mental
health,
both
in
relation
to
children
and
young
people,
but
also
parents
and
carers,
and
I
think
I
think,
in
terms
of
corvid
and
the
impact
of
cover
vid,
I
think
it's
fair
to
say
we're
learning.
You
know
really
and
again.
K
I
think
that's
where
being
open
about
that
and
talking
about
that
in
terms
of
the
partnership,
you
know
it's
pretty
unprecedented
and
whilst
you
know
we
know
that
there
is
learning
from
elsewhere
and
globally,
if
you
like,
where
there
have
been
other
crises
or
the
pandemics,
you
know
other
issues
that
have
impacted
massively
on
communities
and
geographic
areas.
You
know,
clearly
there
is
an
evidence
base
in
terms
of
research
there
that
you
know
you
were
well
aware
of,
but
I
think
it's
I
think
it's
right
to
say
that
we
are
learning.
K
You
know,
and
I
think
it's
important,
that
we
acknowledge
that
it
is
unprecedented
times
and
we
are
learning
and
I
think
we'll
go
on
to
learn
in
the
coming
months
and
years,
actually
what
the
real
impact
has
been
on:
children
and
families
and
communities,
but
suffice
to
say
that's
where
the
partnership
comes
into
its
own.
K
You
know
and
all
of
the
things
that
we've
talked
about
this
morning
in
terms
of
the
multi-disciplines
and
the
different
perspectives,
and
also
really
really
importantly,
seeing
and
recognizing
and
valuing
young
people,
parents,
carers,
communities
as
partners,
you
know,
and
their
lived
experience
in
their
voice
and
us
being
receptive
to
that
and
responsive
to
them.
So
I'll
leave
it
there.
Thank
you.
O
Thank
you,
council
and
I'm
going
to
leave
the
trauma
question
to
jane,
because
I
think
she's
best
place
to
answer
that.
I'm
going
to
talk
about
the
impact
of
referrals
and
karen
might
want
to
come
in
as
well
when
I'm
talking
about
the
education
element
and
so
in
terms
of
them
just
to
clarify.
Obviously,
the
numbers
of
referrals
have
gone
up
since
from
where
they
were
at
the
height
of
lockdown,
but
our
referral
levels
at
the
moment
are
the
same
as
they
were
for
october
and
november
2019.
O
So,
in
terms
of
volume,
we're
at
what
we
would
say
is
normal
kind
of
level
of
referral
activity
and
into
our
mind,
made
spa,
and
you
asked
about
how
it
would
impact
on
children
and
young
people,
and
I
think
that
that
impact
is
is
why
changing
is
different
for
for
different
children.
Young
people.
O
From
a
perspective
of
health
perspective,
we
increased
our
communications
during
lockdown,
so
we
pushed
out
a
lot
of
information
about
where
children
and
people
could
access
help
and
support,
not
just
on
the
my
mate
website,
but
by
phone
and
text
daytime
and
night
time,
and
we
know
actually
through
our
figures
that
have
been
reported
back
to
us
for
couth,
which
is
our
online
counseling
support.
But
that
was
well
used
and
the
service
will
continue
to
be
very
well
used
during
lockdown.
O
So
that's
so
there
was
so
obviously
something
when
people
were
accessing
that
support
out.
There.
We've
increased
our
funding
into
the
mind,
mate
well-being
and
services,
which
look
like
cluster
level,
support
that
are
working
in
schools.
Obviously,
to
address
that
that
push
out
that
I
talked
about
in
their
slides
and
that
offer
is
being
shaped
and
they
are
adapting,
like
julie,
said,
really
learning
as
we
go
along
and
adapting
their
style
of
delivery.
O
The
amount
of
group
work
they're
doing
to
help
support
schools
in
addressing
that
need
that
potentially
is
being
identified
at
a
slightly
higher
level
than
it
would
have
been
with
if
school
had
been
going
on
as
as
usual
and
karen's
already
talked
about
the
well-being
for
education
return
and
the
dfe
funded
work.
A
substantial
piece
of
work
that
we're
doing
in
partnership
to
support
school
staff
and
subsequently
support
children
and
young
people.
O
M
M
I
think
just
to
add
a
couple
of
things
you
know
just
to
reinforce,
there's
an
awful
lot.
I
won't
go
through
the
list
because
I'm
sure
that
you've
had
some
of
this
before,
but
there's
an
awful
lot
of
work.
That's
been
going
on
in
schools
around
those
identified
children
who
are
vulnerable
and
where
there's
been
increased
contact.
Children
on
people
who've
got
education,
health
and
care
plans.
There's
all
there's
been
risk
assessments
around
when
they
were,
if
they
weren't
in
school.
M
What
the
assessment
around
that
was
was-
and
it's
always
done
in
conjunction
with
the
parent
carer,
and
if
child
young
person
is
of
a
certain
age
with
the
child
young
person
as
well
and
we've
had
our
sdnd
services
and
inclusion
services
open
for
business.
The
whole
time
as
well.
Schools
have
been
getting
in
touch
and
supporting
on
an
individual
level.
What
I
would
say
is
that,
as
we
said
before
was
that
we
are
there's
a
lot
of
response.
There
was
a
lot
of.
M
They
were
getting
overwhelmed
by
it
and
we
took
a
slightly
different
approach,
so
we
have
learned
as
we've
gone
along
and
we
are
probably
not
going
to
really
find
out
around
some
of
the
impacts
in
terms
of
this,
because
there's
a
lot
of
research
and
evidence
that's
coming
through
around
the
impact
when
whole
societies
are
impacted.
M
But
this
is
so
unique.
So
I
think
that
we
are
going
to
when
this
is
moved
on
and
hopefully
sometime
in
the
future
in
the
near
future,
we'll
be
able
to
look
back
and
actually
reflect
on
some
of
the
things
we
have
learned,
because
I
think
that
we
will
have
got
things
wrong
and
we
will
have
got
things
very
right
and
there
will
be
a
whole
load
in
the
middle
as
well.
M
But
I
think
that
at
that
point
we
will
then
have
to
think
about
how
we
are
going
to
respond
in
terms
of
the
societal
impact
as
well
around
the
mental
health
agenda.
So
the
future
in
mind
refresh.
I
think
that
what
we're
doing
is
trying
to
respond
now,
but
it
is
flexible
and
it's
dynamic
and
it
can
shift
you
know.
Services
have
got
those
expertise
and
skills,
and
because
it's
across
partnerships
and
with
the
third
sector
and
with
families
we're
able
to
respond
and
within
that
strategy
I
think
as
well.
N
Yeah,
so
if
I
can
come
in
specifically
about
the
trauma
priority
and
so
there's
a
there's
already,
I
supposed
to
say,
there's
already
a
lot
of
expertise
in
the
city
in
relation
to
responding
to
trauma
so
right
across
education,
health
and
social
care
and
directly
as
somebody
I
can't
remember
who
sorry
in
this
meeting
said
earlier
many
teachers,
many
staff
in
children's
centers
can
already
identify
those
who
are
experiencing
some
some
form
of
trauma
and
from
the
their
behavior
within
that
setting,
and
we
recognize
that
and
what
we
are
doing,
that's
different
is
we're
bringing
together
to
make
sure
our
offer
is
truly
integrated.
N
So
that's
as
val
was
saying
earlier,
that's
about
how
do
we
get
the
whole
school
approach?
How
do
we
get
that
integrated
approach,
the
universal
approach
right,
but
then
also
getting
that
integrated
formulation
together
when
more
targeted
support
is
needed,
and
how
do
we
pool
our
resources
and
our
expertise
and
intelligence
to
be
able
to
deliver
that
together?
N
So
there
is
no
confusion
in
terms
of
the
impact
of
covid
that
it's
so
many
things
can
obviously
cause
trauma
and
the
kind
of
the
the
known
adverse
childhood
experiences
identified,
direct
abuse
and
also
so
there's
the
five
categories,
and
then
they
also
there's
five
that
relate
to
kind
of
family
dysfunction,
loss
and
bereavement,
etc.
N
And
then
we
know
that
there's
also
environmental
factors
so
discrimination.
Poverty
also
impact
on
a
child
child's
mental
health
and
trauma
experience,
but
it's
not
deterministic.
N
So,
as
I
think
you'll
have
seen,
there
are
protective
factors
and
it's
something
that
we
constantly
go
back
to,
so
whether
that
protective
factor
is
really
positive,
relationships
in
school,
positive
relationships
with
grandparents
etc.
All
of
these
can
mean
that
somebody
with
a
similar
kind
of
negative
experience
can
be
resilient
because
they
have
these
strengths
around
them.
N
So
the
way
clothing
can
impact
on
that
is
obviously
there
could
be
experience
of
loss
bereavement,
there
could
be
height
and
family
conflict
and
witnessing
of
abuse.
There
could
be
the
absence
of
that
resilient
protective
factor,
so
if
they
can't
see
the
grandparent,
that's
absolutely
their
anchor
within
that,
then
that's
gonna
impact
on
them.
So
it's
it's
individual
for
each
child
and
we
all
have
to
work
together
to
be
able
to
respond
and
identify.
A
Thank
you
very
much,
jane
okay,
we're
coming
up
on
two
hours
on
this
and
fascinating
discussion,
so
there's
three
more
people
to
come
in
and
then
we'll
need
to
sum
up
on
the
session.
Then
so
I've
got
jackie
next,
please.
G
Hi,
I
just
a
few
comments
more
than
questions
really.
I
welcome
the
strategy
what's
wrong
with
this
child
changes
to
what
happens
to
this
child.
What
happened
to
this
child
because
I
think
that's
a
good
mindset.
It
is
better.
G
You
know
on
page
14,
so
I
welcome
that
and
the
whole
family
approach
to
mental
health,
I'm
going
from
think
family
to
work,
family
working
actually
with
the
whole
family
rather
than
one
person.
I
think
that's
quite
a
good
strategy
as
well
just
to
comment
on
the
youth
groups.
I'm
a
youth
leader
for
youth
group-
and
I
also
am
a
leader
for
basketball
and
neither
groups
were
able
to.
We
haven't
actually
been
able
to
open
since
march,
mainly
because
constraints
of
the
pandemic.
You
know
a
lot
of
a
lot
of.
G
We
can't
work
with
just
six
children
indoors,
especially
now
in
winter,
and
that's
just
a
common
to
make
so
that
people
are
aware
that
most
most
groups
haven't
opened.
Yet
in
in
that
area,
and-
and
I
know
we
do
good
work
when
we're
open,
but
we
can't
open
right
now.
So
that's
one
one
aspect
of
it
and
I
just
want
to
highlight
one
aspect
of
school
and
children,
especially
with
my
own
family,
because
I'm
actually
going
through
it.
G
Really
it's
the
constant
isolation
of
children
and,
for
instance,
my
son
he's
been
you
know
in
isolation.
Quite
a
lot
in
the
last
month,
especially
he's
only
been
at
school
for
two
days
because
bubbles
keep
collapsing,
and
I
I
think
the
actual
schools
themselves-
they're
very
good
he's
in
year
13.
So
so
at
least
you
know
he's
doing
a
levels,
but
they
are
very
good
at
the
learning
aspect
and
I
commend
school
with
all
the
hard
work
they're
doing.
G
I
think
teachers
do
a
brilliant
job,
they're
doing
they're
going
online
and
they're
also
teaching
at
school,
and
I
don't
know
how
to
do
it.
They
deserve
medals,
but
I
think
for
the
child,
it's
it
is
the
mental
health
of
actually
going
back
to
their
friends
for
two
days,
for
example,
and
then
suddenly
being
on
isolation
again,
and
they
have
from
that
one-to-one
with
their
friends
again,
and
I
think
that
affects
them.
Quite
a
lot
more
than
people
realize
that
they're
going
in
our
school
one
minute
and
then
they're
off
again.
G
I
think
it's,
it's
quite
a
lot
for
them,
but
I
think
another
comment
I
want
to
make
about
mental
health.
I
think
we
all
everybody
on
this
phone
call.
We
all
have
to
look
after
our
own
mental
health,
because
if
we
haven't
got
our
mental
health,
we'll
pass
it
down
to
everybody
else.
G
A
Thank
you,
auntie
jackie.
Everybody
will
take
notes.
Okay,
I'm
gonna,
take
the
last
two
comments
and
then
I'll
go
around
all
of
the
the
offices
and
council
of
venice
and
councillor
hazelwood.
Just
for
your
final
comments
and
to
respond
to
those
those
points
that
come
up
so.
A
E
Thank
you
chair
and
yes,
thank
you.
Auntie
jackie,
as
some
of
us
are
well
aware
of
being
involved
with
scrutiny
board
for
any
length
of
time.
Not
all
schools
in
leeds
necessarily
join
in
initiatives
of
the
local
authority,
so
I'm
just
wondering
whether
that
is
a
problem
or
whether
you're
getting
full
involvement
with
the
the
support,
that's
available
and
very
necessary
for
schools
and
and
and
from
the
general
strategy
with
the
other
partners,
but
in
specific,
I
think,
with
the
local
authority.
E
Also,
some
of
the
budget
meetings
I've
been
attending
recently
has
made
me
a
more
aware
of
the
numbers
of
unaccompanied
children,
sick
and
that
they
may
possibly
rise.
So
are
other
specific
intervention
services
needed
for
such
children
and
also
in
the
wider
group,
the
asylum
seeker,
families
and
their
children.
A
A
A
No
we're
we're
struggling
a
bit
do.
Would
you
like
to
put
your
your
question
or
comment
into
the
chat,
counselor
rental
and
then
hopefully
someone
can
pick
up
the
point
as
we're
going
around
the
summing
up
just
so,
we
can
keep
things.
A
Yeah,
I
think
we
will
we'll
crack
on.
So,
if
you
put
your
comment
in
the
chat,
please
councillor
renshaw,
I
will
try
and
pick
it
up.
I
What
what
work
in
the
chat
today
is
that
better?
I
can
hear
you
now
right
and
sorry
about
that.
It's
just
a
comment
that
was
made
earlier
about
the
youth
service
and
was
it
not
for
the
local
authority
of
service
in
amsterdam,
robin
hood
on
the
outer
south.
We
wouldn't
have
one
delivered
at
all
and
all
throughout
the
pandemic.
I
They've
been
doing
outreach
work
with
young
people
even
in
the
cold
horrible
weather,
taking
all
the
precautionary
measures
that
were
required,
and
I
think
we
had
two
weeks
when
they
were
doing
indoor
work
after
going
through
all
the
safety
measures
to
ensure
that
the
building
was
safe
and
fit
for
purpose
and
the
youth
service
were
in
there
just
doing
small
group
work
with
those
most
in
need
and
with
those
with
mental
health
issues
or
needed
someone
to
speak
to
with
a
a
maximum
number
of
five
com
when
you
aligned
it
to
the
size
of
the
room.
I
So
I'd
just
like
to
give
credit
to
the
youth
service
and
say:
was
it
not
for
them
in
the
outer
south
we
wouldn't
have
a
youth
club,
and
I
think
people
need
to
be
aware
that
they
are
all
professionally
trained.
So
I'd
like
to
thank
the
youth
service.
So
if
you
can
pass
that
message
on,
I
think
you
know
they
do
do
justice.
A
Yeah,
thank
you
councillor
renshaw,
so
there's
a
few
points
to
pick
up
and
then,
as
we
go
around,
is
there
any
final
comments
that
officers
and
exec
members
would
like
to
make
and
while
we're
doing
that,
if
the
board
members
could
think
where
there's
three
questions
that
we
need
to
answer
at
the
end
of.
A
And
three,
I
think
I
know
the
answer
already,
but
I'll
ask
it
anyway.
Do
we
want
an
update
on
the
delivery
going
forward
once
the
the
plan
is
approved
and
being
enacted?
So
if
people
think
about
that
as
we
go
around
the
offices
and
just
put
their
comments
in
the
chat
and
then
we
can
see
if
there's
a
consensus
around
those
things,
so
perhaps
if
I
can
ask
karen
jessup
to
to
pick
up
those
comments
and
sum
up,
first.
G
A
You're
very
you're,
very
faint.
We
we'll
move
on
and
I'll
try
and
come
back
to
you
if
we
can
so
jess.
Would
you
like
to
make
any
any
final
comments?
Please.
O
That's
really
help
going
to
help
shape
this
work
going
forward,
and
so
big
thanks
for
that,
particularly
taken
forward
the
support
that
I
feel
that
we've
shared
for
our
work
around
transitions
and
the
importance
of
that,
and
I
really
welcome
that
and
just
to
pick
up
the
point
about
taking
our
exam
stress
campaign
and
bringing
that
significantly
forward.
So
just
those
final
remarks
from
me
and
a
big
thank
you
thanks
ever
so
much.
A
L
Yes,
sorry,
if
karen's
struggling
with
that,
would
you
like
me
to
also
just
comment
on
the
first
part
from
what
syria
was
raising
well
in
terms
of
the
engagement.
L
Okay,
okay,
so
yes
thank
you
for
that
question.
As
always,
full
engagement
of
all
schools
not
always
possible.
We've
had
a
fantastic
response
from
a
the
greatest
proportion
of
our
schools
and
I
think,
all
of
the
bronze
groups,
the
primary
bronze
group,
secondary
bronze
group
and,
of
course,
the
silk
bronze
group
that
have
been
you
know
throughout
the
entire
period,
where
we
have
met
with
all
those
had
teachers.
Where
we've
had
that
forum,
where
we
can
raise
issues
where
we
can
do
the
problem.
L
Solving
has
been
absolutely
fantastic
because
that
hasn't
just
been
about
local
offices.
You
know
giving
advice
or
directives.
It
absolutely
has
been
about
jointly
resolving
some
of
the
issues
that
are
raised,
so
that
has
been
great.
As
always,
you
will
find
if
I
try
to
involve
all
of
our
schools
whether
there
are
maintained
schools
or
what
they're
academy
schools.
So
it's
always
an
opening
right
to
everybody
that
would
like
to
join
in
those
conversations,
or
indeed,
request,
support
or
help,
so
we
don't
differentiate
in
that
way.
L
I
think,
though,
it's
very
fair
to
say
that
a
lot
of
schools
within
their
structures
within
their
own
organizations
have
had
different
levels
of
support,
so
in
terms
of
resilience
and
their
understanding
around
resilience
and
often
through
a
history
of
where
they
have
dealt
with
critical
incidents.
L
They
have
a
level
of
skill,
a
level
of
knowledge,
a
level
of
understanding,
so
they
feel
more
confident
to
be
able
to
manage
and
to
cope
with
certain
situations.
So
you
will
always
get
that.
It's
the
same
when
we
have
critical
incidents,
some
schools
need
lots
and
lots
of
support
and
other
schools
feel
that
within
the
house,
within
that
community,
they
can
offer
that
support.
L
So
it's
it's
different
levels
of
confidence
and
different
levels
of
engagement,
but
we
have
an
open
door
to
talking
to
whoever
it
is
that
would
like
to
talk
to
us
and
whoever
you
know
would
need
some
support
or
need
some
advice,
just
in
sort
of
finishing
comments.
I
think
that
the
clearest
thing
for
me
and
the
message
that
I
would
want
to
give
and
want
to
ask
from
counsellors,
is
very
much
that
this
is
a
strategy
that
is
social,
emotional
and
mental
health.
A
Thank
you
very
much
fal,
so
we'll
go
back
to
karen
again.
Hopefully,
you're
ready
for
us
kevin.
M
Sorry,
it's
I
t
fooled
me,
then
I
pressed
the
wrong
button.
I
yeah
I'd
just
like
to
reiterate
to
respond
to
that.
It
is
difficult
to
get
full
engagement
on
a
systemic
level,
and
I
understand
that
priorities
for
different
schools
are
can
be
different.
However,
we
have
got
a
huge
number
of
schools
who
are
really
keen
to
be
engaged
with
this,
because
they
do
understand
what
a
significant
role
they
play
within
it
and
how
much
they
already
do.
M
We
as
a
service
learning
inclusion
service
and
the
ed
site
team,
especially,
are
are
connected
to
every
single
school,
so,
whether
they're,
whether
we
have
that
everybody
can
participate
at
the
same
strength
and
the
same
level
on
individual
level,
they
are
participating
engaging
with
us.
So
there
are
different
ways
for
us
to
influence,
and
I
know
teachers
really
well.
I
was
teach
15
years.
Teachers
are
engaging
wherever
you
work.
Teachers
want
to
do
this
and
they
want
to
do
it
better.
M
So
I
am
absolutely
huge
huge
amount
of
respect,
but
I
am
absolutely
convinced
that
the
teaching
staff
within
the
city-
and
I
mean
that
in
the
widest
sense
and
our
third
sector-
will
all
be
on
board
with
it.
I
suppose
I
would
just
also
reinforce
what
val
said
is
that
we
are
so
committed
to
this
being
a
social,
emotional
and
mental
health
strategy.
M
A
Okay,
thank
you
very
much
karen,
so
I'll
go
to
julie
next,
please.
K
Thank
you
councillor,
I'll,
just
just
respond
to
the
two
points
raised
earlier
so
again,
just
in
relation
to
engagement
and
colleagues
have
already
spoken
about
about
this
with
schools.
I
think
you've,
tremendous
engagement
with
our
schools
with
school
leaders-
and
you
know
at
the
end
of
the
day.
Partnership
is
something
that
we've
got
to
continuously
work
at.
You
know,
and
I
think
we're
all
very
aware
of
that.
We
do
have.
K
As
colleagues
have
said,
you
know
those
fantastic
relationships
with
the
clusters,
with
our
targeted
services
leads
who
are
real
sort
of
connectors.
You
know
in
terms
of
schools,
the
clusters,
the
local
authority
and
we've
established
the
bronze
meetings
in
the
east,
the
south
and
the
west
of
the
city.
So
again
they
are
meetings
that
include
school,
leads
police
health,
welcome
sector
to
take
a
bit
more
of
a
strategic
approach
to
issues
that
are
emerging
from
the
clusters.
K
As
val
and
karen
have
said,
we've
got
the
regular
bronze
discussions
with
school
leaders
and
that
will
all
continue.
You
know
it's
not
something
that
we
can
ever
take
our
foot
off
the
pedal.
You
know
that
is
true
partnership
just
to
continue
to
build
and
make
those
relationships,
and
especially
as
we
have
new
you
know,
head
teachers,
school
leaders
coming
into
the
local
authority.
We
need
to
constantly
revisit
those
conversations
in
relation
to
the
question
about
unaccompanied
asylum
seeking
children.
K
Absolutely
you
know,
as
you
would
expect,
they
have
been
a
particular
group
of
children
that
we've
really
really
focused
on
and
throughout
the
whole
of
the
pandemic
and
in
particular
in
lockdown.
You
know
these
are
young
people
and
children
who,
because
of
their
own
adverse
childhood
experiences.
We
know
that
there
is
trauma
you
know,
and
so
there's
a
range
of
services
and
to
you
know,
meet
those
individual
needs
and
those
particular
needs
of
those
young
people,
and
in
particular
we
were
very
mindful.
K
You
know
that
a
number
of
those
young
people
and
do
live
semi-independently
and
absolutely
when
we
went
into
full
lockdown.
We
ensured
that
there
was
increased
support
contact
with
those
young
people
and
so
that
we
could
monitor
their
well-being
and,
just
in
relation
to
today's
meeting,
I've
just
thoroughly
enjoyed
the
opportunity
to
have
the
conversation.
K
Actually,
I
think
the
conversation
that
we've
had
just
really
really
reflects
and
the
commitment
and
the
passion-
and
I
would
say,
the
ambition-
you
know
the
ambition
that
we've
all
got
to
take
the
strategy
onto
it
on
to
its
next
level.
You
know,
and
in
particular
within
the
context
that
we're
working
you
know,
we
know
whether
has
been
that
impact
on
social,
emotional,
mental
health.
I
think
it
reflects
the
partnership
and
the
strength
of
the
partnership,
and
I
would
just
like
to
sort
of
suppose
really
highlight
that
children,
families
communities
are
central
to
that
partnership.
K
N
The
and
also
I
was
smiling
when
julie
was
saying
about
the
centrality
of
children,
young
people's
voices
and
families.
Absolutely
that
is
core
to
what
we're
doing
to
make
sure
we
do
and
choose
the
right
things
as
well
as,
of
course
engaging
with
practitioners.
And
then
I
just
wanted
to
thank
everybody
for
such
insightful
questions
and
probing
absolutely
so
helpful
and
really
adds
value
to
our
developments
of
the
strategy
and
would
welcome
coming
back
to
report
on
delivery.
A
Okay,
thank
you
very
much
jane.
So
then,
if
I
can
go
to
council
hazelwood
for
any
final
thoughts,
please.
H
Yes,
thank
you,
council
lam.
I
think,
as
jane
said,
I
think
we're
all
saying
very
similar
things
and
karen
certainly
it
said
most
of
what
I
was
going
to
say
in
something
else
I
want.
H
I
won't
repeat
that,
but
just
as
as
karen
and
valve
said-
and
we
do
need
to
focus
on
the
fact
that
this
is
a
social
and
an
emotional
and
mental
health
strategy
and
and
absolutely
embed
this
within
schools
and
and
and
use
our
huge
potential,
a
talent
that
we
have
in
schools
too,
to
make
sure
that
this
this
works
and
that
we
that
we
embed
that
and
so
again
I,
I
won't
repeat
what
other
people
have
said,
but
I
would
just
like
to
say
thank
you
to
all
our
teachers
in
leeds
who
are
working
extremely
hard
through
carved.
H
It
is
a
a
a
huge
issue
in
schools
that
the
health
and
safety,
but
also
identifying
the
children
and
young
people
in
schools
who
who
need
help
at
the
moment
as
we've
talked
about
this
morning
and
who
missed
out
on
that
help
due
to
lockdown
and
schools
being
closed
and
and
teachers
are
constantly
at
the
moment
having
to
catch
up
on
that
and
working
extremely
hard
to
make
sure
that
the
children
are
identified.
J
Thank
you,
chair
particular
thanks
to
my
lord
colleague
for
his
very
interesting
question
that
allowed
us
to
a
number
of
us
to
talk
about
the
value
of
the
third
sector.
J
J
Just
a
couple
of
comments
on
trauma,
jackie
referenced,
the
move
within
services
to
what's
happened
to
you,
rather
than
what's
wrong
with
you,
and
I
can't.
I
can't
state
strongly
enough
how
revolutionary
that
changes
and
I'm
saying
that
someone
who's
used
mental
health
services
as
well
as
worked
in
them.
Historically,
when
you
approach
mental
health
services
with
symptoms,
what
what
you
tended
to
get
was
well
there's
something
wrong
with
you.
That's
medical,
and
you
know,
and
medication
was
often
a
response,
and
actually
it's
a
it's.
J
A
really
big
change
to
recognize
that
people's
histories
and
often
histories
of
trauma
are
what
brought
them
into
mental
health
services
and
with
children
and
young
people.
It
means
you
look
at
behaviors,
like
self-injury
or
substance
abuse
and
see
them
as
meaningful
responses
to
things
that
have
happened
in
people's
lives
and
there's
communication.
That
needs
to
be
understood
and
that's
a
really
really
significant
change,
as
jane
mentioned
that
we
for
what
for
a
while
for
a
long
time,
I
think
had
a
good
understanding
of
relational
trauma.
J
Things
like
like
sexual
abuse,
what's
becoming
discussed
more
now
of
things
like
the
trauma,
that
is
the
impact
of
poverty.
There's
no
doubt
that
the
10
years
of
austerity
of
of
course
trauma
I've
seen
that
myself
repeatedly
in
crisis
services
and
there
are
psychological
impacts
of
the
pandemic.
There
are
children
that
are
going
to
be
traumatized
because
of
the
pandemic,
and
we
know
some
of
those
impacts
already.
We
know
we're
dealing
with
children.
Who've
been
bereaved,
who've
witnessed
domestic
violence
in
lockdown.
J
What
we
don't
know
yet
is
some
of
the
longer
term
psychological
impacts
like
what's
going
to
be
the
long-term
impact
on
toddlers
who
are
who
are
being
taught
bit.
You
know
growing
and
learning
in
a
context
of
social
distancing,
so
it's
really
important
going
forward
coming
out
of
this
extraordinary
time
and
this
period
of
global
crisis
that
we
are
responding
in
a
trauma-informed
way.
J
What
I
haven't
heard
in
this
discussion
is
anyone
saying
the
priorities
are
wrong.
I
know
councillor
then
that's
a
particular
question
you
posed
is
for
the
for
the
boards.
Are
these
the
right
priorities?
It
sounds
as
though
they
are
and
we
will
really
look
forward
to
developing
them
and
continuing
to
talk
to
you.
It's
been
a
just
fantastic,
rich
discussion
this
morning
and
thank
you
so
much.
A
Yeah,
thank
you
very
much,
councillor
bennett.
So,
as
you
alluded
to,
there
are
three
actions
that
we
need
to
consider
now
my
sense
but
I'll
I'll.
Look
for
dissenters
really
do
we
endorse
the
draft
priorities
as
they
are.
A
If
anyone
thinks
not
then
now's
the
time
to
speak
up,
I'm
getting
thumbs
up
and
nods,
so
I
will
take
it
that
the
board
does
endorse
the
draft
priorities.
The
second
question
is:
is
there
anything
that
we
would
want
to
add
again?
A
It
doesn't
feel
that
there's
anything
that's
come
up,
but
if
anyone
feels
there's
something
missing
now
is
the
time
to
to
put
your
hand
up
and
again,
I'm
not
seeing
anything
so,
and
the
consensus
from
the
comments
is
that
the
board
would
like
to
be
kept
up
to
date
on
the
implementation
of
the
strategy,
and
so
my
question
really
for
jade
and
councillor
vena
is
what
you
feel
will
be
the
appropriate
time
points
for
us
to
be
to
be
checking
in
again
to
see
how
progress
is
going.
J
A
A
Okay,
excellent-
and
is
everybody
happy
with
that?
I
know
councillor
rancho
has
got
your
hand
up
so.
I
A
I
I
mean
unmuted
now
chad,
I'd
just
like
to
ask
if
someone
some
representation
from
you,
services
could
be
incorporated
as
their
sort
of
dealing
with
a
lot
of
the
children
who
are
in
transition
are
going
through
the
transition
and
they
also
deliver
services
for
the
mental
health
of
young
people.
A
A
E
Can
I
agree
with
councillor
renshaw
in
mali,
south
we've
seen
such
a
fantastic
support
from
the
youth
services.
You
know,
and
unlike
council
renshaw
said
the
rich.
Now
these
children
and
doing
you
know
doing
work
and
we
we
are
preparing
things
to
give
them
to
do
at
home.
You
know,
so
it
is
a
massive
support
that
we're
getting.
And
yes
please,
if
we
could.
I
think
it
would
be
better
before
if
that's
possible,
but
if
I
can
just
also
say
a
massive
thank
you
to
everybody.
E
The
children
in
this
country
have
really
well,
we
all
have,
but
the
children
I
feel,
have
really
really
struggled
and
we've
been
hearing
some
awful
thing.
You
know,
circumstances
what's
happening
and
I
just
like
to
say
to
everybody.
Thank
you.
You
know
I'm
proud
to
be
on
this
group.
Sorry,
I've
got
a
mistake.
A
Yeah,
thank
you
councillor
kitchen.
I
think
we'd
all
echo
those
comments.
So
if
I
could
please
thank
jess
jane
karen
val
julie,
councillor,
hesselwood
and
council
of
venice
and
everybody
that's
contributed,
I
think
it's
been
a
fantastic
and
really
important
discussion.
I
think
it's
fair
to
say
the
board
wholeheartedly
endorses
the
strategy
and
we
really
look
forward
to
seeing
it
being
launched
and
implemented
and
to
hearing
about
how
it's
going
next
year
and
if
there's
anything
else,
we
can
do
to
add
value
or
support
to
that.
A
You
only
need
to
come
and
let
us
know
and
we'll
be
standing
ready
to
help
in
any
way
that
we
can.
So.
Thank
you
very
much.
So
we
move
on
now
to
item
eight,
which
is
the
work
schedule.
So
if
I
can
hand
over
to
angela
to
take
us
through
that,
please.
C
Thank
you
chair,
so
this
report
presents
the
latest
version
of
the
box
work
schedule
for
the
remainder
of
this
municipal
year,
so
link
to
this,
while
members
are
asked
to
consider
and
agree
or
make
any
further
suggested
amendments
to
the
work
schedule
at
this
stage.
C
A
copy
of
this
letter
has
been
appended
you'll
find
this
on
page
57
and
as
the
chair
mentioned
earlier
in
the
meeting
a
response
letter
has
been
received
by
offcall
earlier
this
week
and
has
been
shared
with
board
members
for
information
and
at
the
moment
we
are
still
awaiting
a
response
from
the
department
for
education.
So
I'll
pass
back
to
you
now
too,.
A
Thank
you
very
much,
angela
any
questions
or
comments
on
the
work
schedule.
No,
I'm
not
seeing
anything
so
so.
The
final
item
is
the
date
and
time
of
the
next
meeting.
Sorry,
I've
got
council
for
safe,
has
popped
up.
G
I
just
wanted
to
highlight
4.3.2
on
the
report
about
climate
emergency,
which
does
actually
flag
up
that
influence
in
climate
change
and
sustainability
should
be
a
key
area
of
focus.
I
have
no
suggestions
as
to
how
that
could
be
brought
in,
but
going
forward
in
oracle
from
covid.
I
just
wanted
to
flag
that
up.
J
If
you
wouldn't
mind,
commenting
counselor
like
just
have
a
link
to
what
we've
just
been
discussing
as
well
that
anna
and
I
have
talked
about
before
mental
health
services
and
schools
and
organizations
working
with
children
across
the
city
and
and
nationally
have
been
experiencing.
There's
been
a
high
level
of
distress
in
children
about
climate
climate
anxiety.
I
think
it's
termed,
and
it's
it's
been
found
that
children,
that
are
climate
activists
don't
suffer
as
much
because
they
feel
they
have
a
sense
of
agency
and
they're
doing
something.
J
A
E
Sorry,
I
didn't
get
to
my
hand
quick
enough
when
he
said.
Would
anybody
else
like
to
say
anything?
I
just
in
reference
to
the
letter
that
we've
now
had
a
response
for
from.
I
just
wondered
where
we
go
from
here:
presumably
we're
waiting
for
the
department
of
education
to
get
back
to
us,
but
in
terms
of
of
any
kind
of
reaction
or
response
to
that
reply
that
we've
had.
How
would
you
plan
that
we
addressed
that.
A
Well:
we've
given
a
gentle
nudge
to
the
dfe,
just
to
remind
them
that
we're
awaiting
a
response.
I
thought
the
response
from
off
call
was
actually
quite
positive
and
and
interesting.
One
of
the
suggestions
was
that
we
might
want
to
share
that
response
with
head
teachers
and
similarly,
if
we
get
one
from
the
dfe,
so
I'm
certainly
quite
happy
to
to
do
that
other
than
that.
I
think
we
probably
have
to
wait
and
see
what
what
further
proposals
come
forward
before
we
consider
them
them
again.
A
E
Well,
I
would
agree
to
share
both
responses
with
schools.
I
think
that's
sensible,
because
at
least
they
then
know
that
we
have
been
trying
to
do
something
about
it
in
terms
of
the
response,
I
I
yeah
it's
positive,
but
it's
rather
inconclusive.
So
I
hope
that
we'll
hear
more
in
due
course.
B
Hi,
I'd
just
like
to
say
that
I'm
concerned
about
the
in
primary
schools
that
the
the
phonic
screening
tests
are
already
taking
place
on
the
back
of
children.
Haven't
missed
lots
of
school
and
just
concert
concerned
about
you
know
sats
as
well.
You
know
later
in
you
know
in
springtime
of
2021,
because
they
obviously
off
call
us
saying
that
that
you
know
that's
not
really
their
area,
so
I
think
it'll
be
it'll,
be
interesting
and
also
the
publication
of
performance.
B
A
A
Have
a
quick
refresh
as
to
where
we've
got
to
on
this,
and
then
we
can
see
if
there's
any
further
actions
we
want
to
take
at
that
point
so
council.
Would
you
wanted
to
chip
in.
H
A
slight
delay
I
apologize,
I've
got
a
slight
delay
with
my
connection,
I
apologize
and
yeah.
I
would
just
like
to
to
back
up
the
comments
that
have
been
made.
It's
it's
not
just
about.
As
helen
said,
it's
not
just
about
gccs
and
a
levels.
There
are
all
sorts
of
other
tests
that
go
on
in
schools
all
year
round
and
they're
all
affected.
H
You
know
all
children
have
been
affected
by
this
and
and
our
concerns
go
across
all
of
those
all
of
those
statutory
tests
that
take
place
and
absolutely
thank
you,
council,
I'm,
I
think,
putting
this
on
the
january
agenda
to
see
what
response
we've
had
from
the
dfe,
because,
obviously
we
need
to
wait
for
that
to
come
as
well,
and
then
we
can,
we
can
take.
H
You
know
action
from
then
decide
where,
where
we
can
go
from
there,
but
I
certainly
would
support-
and
I
know
council
prayer
would
support,
sharing
out
the
the
responses
with
head
teachers
and
with
schools.
So
they
know
where,
where
we
are
as
an
authority
with
this.
Thank
you.
A
Okay,
thank
you
very
much,
so
just
we're
at
at
the
end
of
our
time.
So
we
do
have
a
working
group
meeting
on
tuesday
next
week
and
then
the
next
formal
meeting
of
the
board
is
well
in
2021,
so
it'll
be
the
6th
of
january
when
we
we
meet
fully
again
in
public.
So
if
I
can
thank
everyone
again,
it's
been
a
really
good
session.
I
suppose
that
it's
the
first
time
I've
done
this
this
year.
A
I
will
have
to
wish
you
a
a
different
but
safe
and
happy
christmas,
and
for
those
who
don't
see
next
week,
we
shall
look
forward
to
seeing
you
in
january.
So
thank
you
very.