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A
Good
morning
and
welcome
to
the
october
meeting
of
the
children
and
family
scrutiny
board,
my
name
is
council
alan
lam.
I
represent
the
weatherby
ward
and
I'm
the
chair
of
this
board.
This
morning.
We've
got
a
number
of
of
important
items
to
discuss,
but
before
we
get
to
the
agenda,
I'm
just
going
to
go
around
and
ask
board
members
to
introduce
themselves,
and
we
will
do
that
in
alphabetical
order.
So
if
we
can
start
please
with
helen.
A
A
I've
never
been
more
pleased
to
see
you
councillor
bittel.
We
have
apologies
from
kate
blacker,
so
next
is
tony
britton.
Please.
A
Thank
you,
councillor
drinkwater,
please.
A
Thank
you,
councillor
flynn,
please.
A
Good
morning,
andrew
graham,
please.
A
Thank
you
and
then
I'm
on
to
did
we
have
councillor
hussein.
We
were
struggling
to
get
him.
I
think.
A
A
Thank
you,
debbie
reilly.
Please.
A
Okay,
thank
you
councillor
renshaw,
please.
A
Thank
you,
councillor
ryan
stevenson,.
M
Good
morning
my
name
is
jackie
ward
and
I
represent
I'm
the
the
parents,
governor
representative,
on
the
board.
A
With
us,
no,
it
doesn't
look
like
it:
okay,
so
well
good
morning
and
welcome
everybody
we'll
get
straight
into
the
agenda
because,
as
always,
we
have
a
lot
to
get
through.
So
if
I
can
also
ask
angela
brogdon
who's,
our
principal
scrutiny
advisor
to
introduce
herself
first.
A
Thank
you
and
harriet
will
help
us
through
the
first
bits
of
the
agenda.
So
do
we
have
any
appeals
today,
harriet.
A
Thank
you
item
four.
Do
any
board
members
have
any
declarations
of
disclosable
pecuniary
interests.
A
I
don't
see
any
hands
going
up
and
I've
got
silence
I'll.
Take
that
as
a
no
can
we
run
through
any
apologies
that
we
have
please.
C
A
Okay,
thank
you
harriet.
So
we
move
on
to
item
six,
which
is
the
minutes
of
our
previous
meeting
on
the
9th
of
september
2020..
If
I
can
just
check
that
we're
happy
that
they
were
an
accurate
record
of
the
meeting
I'll,
take
silence
as
a
yes
and
just
a
reminder
to
everyone.
If
you
could
keep
your
microphones
muted
to
avoid
any
background
noise
when
you're,
not
speaking,
please
so,
and
anyone
want
to
raise
any
issues
from
the
minutes
that
aren't
on
the
agenda.
If
you
could
use
the
hand
raising
function,
please.
A
No,
I'm
not
seeing
anybody,
so
we
will
move
on
to
item
seven,
which
is
our
coronavirus
pandemic
response
and
recovery
plan
for
schools,
and
so
before
we
start,
I'm
just
going
to
ask
the
officers
and
executive
members
to
introduce
themselves.
So
if
I
could
start
with
counsellor
pryor,
please.
N
O
A
Okay,
thank
you
very
much
so
I'll
go
to
councillor
prior
initially
to
introduce
the
item
and
then,
whichever
officers
are
going
to
chip
in
and
as
usual,
we're
going
to
questions
if
you
use
the
hand
raising
function,
I
will
note
them
down
in
the
order.
I
see
them
and
then
once
the
introduction
is
finished,
we
can
get
straight
into
questions
and
comments.
So
councillor
prior,
it's
over
to
you,
please.
N
N
Key
points
of
the
report
attendance
is
currently
at
87
and
that's
roughly
in
line
with
national
figures
and
it's
down
from
95.1
percent
for
the
same
period
of
the
of
last
year
on
elective
home,
education,
we've
seen
quite
a
rise
in
this
and
in
section
3.2
of
the
report,
we
do
go
into
a
lot
of
detail
which
I
hope
will
be
useful
both
today,
but
also,
I
know,
you'll
be
picking
up
the
attendance,
ehe
and
exclusions
report.
N
I
think
it's
in
january
as
a
scrutiny
board,
so
I
hope
some
of
that
information
will
be
useful
for
them.
It
does
include
a
full
breakdown
of
reasons
why
parents
are
choosing
to
electively
home
educate
their
children.
The
largest
known
reason
on
this
list
is,
of
course,
covert
19,
but
it's
not
not
the
only
one
and
the
largest
age
group
this
is
coming
from
is
year
one.
N
So,
on
the
current
picture
of
the
the
covert
cases
we've
had
in
schools,
so
the
number
of
positive
cases
we've
seen
a
number
of
bubbles
collapse
now
at
the
moment,
that's
a
system
which
is
meaning
a
lot
of
children
are
off,
but
it's
a
system
which
seems
to
be
working,
we're
not
seeing
huge
numbers
of
outbreaks
in
schools
we're
seeing
the
system
working.
N
So
as
of
the
5th
of
october,
we
had
29
secondary
schools
with
cases
which
is
26
with
more
than
two
cases
and
eight
with
more
than
ten
cases,
but
obviously,
when
there
are
ten
cases
they're,
not
necessarily
linked,
they
could
be
in
completely
different
parts
of
the
schools
to
different
bubbles.
We
have
66
primary
schools
21
with
more
than
one
case
and
one
with
more
than
10
cases,
five
special
schools
and
four
with
more
than
one
case.
N
So
that
means
as
of
monday,
that
is
five
thousand
eight
hundred
and
ninety
five
pupils
who
are
self
isolating
so
not
necessarily
positive
but
self
isolating
and
as
a
a
wider
picture,
that's
four
percent
of
staff
and
five
percent
of
children,
and
again
this
is
very
similar
across
the
country.
I
know
they're
similar
figures
with
some
of
the
colleges
I've
spoken
to
as
well
those
percentage
we've
also
in
terms
of
exams.
N
You
may
have
seen
in
the
news
that
the
education
secretary
has
announced
that
exams
in
2021
will
be
taking
place,
but
hasn't
really
given
a
huge
indication
as
how
this
may
happen
by
a
suggestion
that
they
may
be
delayed
for
two
or
three
weeks.
I
don't
really
want
to
go
into
kind
of
go
back
over
the
exam
period
of
this
year.
I
think
everyone
knows
how
that
went,
and
I
think
we're
really
clear.
N
We
don't
want
to
see
a
repeat
of
that
personally,
I'm
not
convinced
that
an
exam
period
this
year
will
work
too.
Well,
I
think
we're
going
to
see
that
students
experience
of
learning
across
the
uk
is
going
to
vary
wild
wildly
we're
going
to
see
different
cases
of
individuals
in
their
learning.
There
are
going
to
be
different
areas
of
local
lockdowns,
so
kind
of
a
one
consistent
exam
period
as
previous
years.
N
I
don't
think
we'll
be
that
productive
and
actually,
I
think,
if
we're
going
to
really
kind
of
get
to
grips
with
this,
we
need
to
be
working
on
it.
Now.
I
think
you
could
quite
easily
see
a
better
scenario
where
exams
are
scrapped
and
could
be
quite
easily
be
replaced
with
a
form
of
teacher-led
staged
assessments
over
the
year,
but
those
preparations
do
need
to
be
starting
now.
N
One
common
feedback
I've
had
from
a
lot
of
teachers
is
the
the
enormous
amount
of
pressure
they're
under
and
how
much
they're
getting
burnt
out
already,
and
I
think
what
we
have
seen
from
the
dfe
is
a
lot
of
new
regulations
and
a
lot
of
new
guidance
becoming
very
late
and
coming
very
close
to
implementation,
just
leaving
no
time
to
prepare
or
meaning
that
kind
of
preparations
that
have
gone
underway
have
just
had
to
be
completely
replaced.
N
So
we
we
will
be
in
talks
with
the
gfe
to
try
and
make
sure
that
the
exams
are
much
better
prepared
this
year.
But,
as
I
say,
I
do
think,
a
kind
of
teacher-led
assessment
would
be
much
better
than
than
formal
exams
I'll
leave
it.
There
for
now,
obviously
there's
quite
a
lot
in
the
report
and
a
lot
of
areas
for
members
to
go
to,
but
I'll
leave
it
there.
Thank
you.
P
I'm
happy
to
come
in
castle,
I'm
just
I
think,
council
prize
covered
quite
a
lot
of
the
detail
there,
just
to
say
that
I
think
schools
are
coping
really
well
in
terms
of
getting
children
back
into
school
and,
and
one
of
the
things
that
had
said
to
us
early
on
in
this
process
was
how
great
it
was
to
have
children
back
in
their
buildings
and
they
just
the
sense
of
the
noise
and
energy.
You
know
the
purpose
of
their
them
being
in
this
profession.
P
Coming
back
to
life
really,
so
I
think
that
that's
kind
of
quite
important
to
bear
in
mind
and
council
applies
to
talk
about
some
of
the
numbers
there,
which
I
think
is
extraordinary,
that
we
are
managing
that
given
the
rate
of
infection
both
here
in
leeds
but
across
the
country,
is
accelerating
so
quickly.
P
We
have
spoken
we're
in
regular
contact
with
the
department
for
education.
So
up
until
last
week,
I
was
speaking
to
them
on
a
daily
basis,
but
we
are
now
communicating
with
them
by
email
on
more
stairs
and
then
I'm
speaking
to
them
on
a
weekly
basis.
P
At
this
moment
in
time,
it
is
intended
that
october
half
term
goes
ahead
as
as
per
usual,
there
are
no
plans
at
this
stage
to
provide
additional
school
schooling
for
key
worker
or
vulnerable
children
or
or
for
any
of
the
children,
and
that
october
10
will
be
a
brick,
and
I
think
that
that
is
the
right
decision.
P
I
think
that
we
very
quickly
this
turn
got
into
a
position
where
particularly
heads
and
senior
leadership
teams
in
schools
are
feeling
quite
fragile,
given
the
pressures
that
they
are
under
and
the
demands
that
are
on
them.
They
are
having
to
work
all
sorts
of
hours
and
particularly
through
the
weekends,
when
some
of
those
covered
test
results
come
back
either
for
their
staff
or
for
a
for
a
child
and
they're
having
to
seek
advice
at
that
point
from
the
various
agencies
and
make
decisions
about.
P
What's
going
to
happen
in
relation
to
bubble
closures
in
relation
to
staff,
self-isolating
and
then
communicate
all
of
that
very
quickly
as
well.
So
it
feels
like
they
they've
been
on
call
all
of
the
time,
and
we
are
continuing
with
the
arrangements
that
we've
got
so
cancer.
Prime
myself
lead
city-wide
zoom
conversations
with
school
leaders
and
principals
on
a
regular
basis.
P
I'm
continuing
to
send
a
bulletin
out
two
to
three
times
a
week
and
then
we've
got
more
detailed
discussion
going
on
through
our
bronze
level
discussions
and
to
try
and
work
through
all
of
the
detailed
issues
and
try
and
support
the
school
leaders
as
best
we
can
and
we
are
using
those
zoom
conversations
to
try
and
get
that
support
into
those
senior
leadership
teams
so
that
they
are
resilient
through
what
is
continuing
to
be
a
really
really
challenging
time.
D
No,
I
I
think
council
brian
celeb
have
covered
most
and
we've
tried
to
to
to
reflect
as
much
as
we
can
in
in
that
report
that
scrutiny
the
issues
that
would
want
to
pick
up
on.
D
I
think
just
to
reflect
what
sal
was
saying
there,
that
all
the
schools
are
back,
it's
not
quite
as
normal,
yet
head
teachers
and
school
leaders
and
principals
are
dealing
with
still
dealing
with
a
lot
of
the
covered
related
issues,
whilst
at
the
same
time
trying
to
get
on
to
all
the
other
things
that
are
vitally
important
in
their
role
as
well.
A
Okay,
thank
you
very
much,
so
I've
got
cash
really
worth
first.
Please.
H
Sir,
thank
you
chair.
I've
got
two
questions
really
completely
related,
but
asking
them
both.
What
is
about
notification
from
local
schools?
Now
I
get
a
notification
from
abby
grange
school,
which
happens
to
be
in
kirkland
ward
because
it
serves
the
entire
city.
So
relatively
few
pupils
from
kirsten
will
actually
attend
a
big
range
and
it
isn't
massively
relevant
to
the
problems
that
my
electors
are
facing.
H
So
that's
the
first
thing
can
we
have
some
means
of
looking
at
other
schools
and
making
sure
that
the
information
we're
getting
is
is
appropriate
and
relevant
for
the
for
the
ward
second
point
to
say
completely
unrelated
is
about
people
who
peoples
who've,
missed
education,
missed
exams,
missed
getting
qualifications,
and
that
applies
right
across
the
ability
range
which
isn't
particularly
high
flyers
or
or
people
who
are
going
for
relatively
easy
qualifications.
H
Everyone
is
affected
by
this.
We
need,
to
my
mind,
multiple
ways
back
into
the
system.
Kids
will
have
missed
different
parts
of
education
that
have
all
kinds
of
gaps
in
their
knowledge
and
experience,
and
they
need
to
fill
those
gaps
very
often
and
also
in
some
cases
they
need
a
marketable
qualification.
They
can
use
to
get
a
job.
H
So
I'm
anxious
that
we
should
have
lots
and
lots
of
opportunities
for
students
to
climb
back
onto
the
tram
and
join
the
rest
of
the
human
race
and
not
have
gaps
in
their
education
and
that's
going
to
need
to
go
on
for
several
years,
not
just
for
a
crisis
period
and
that's
really
the
burden
of
my
my
question.
What
are
we
putting
in
place
so
that
students
can
do
remedial
education
can
get
qualifications,
they've
missed
and
rejoin
the
system
as
they
grow
older
in
their
teens
and
early
20s?.
A
Thank
you,
council
with
who
would
like
to
pick
that
up.
Please.
N
I
can
I
can
pick
up
those
I
think
in
terms
of
the
the
notices
for
schools.
It's
a
fair
point,
john.
I
can
certainly
go
away
and
we'll
work
out
something
a
system
there
for
notificating
counsellors.
For
for
those
members
who
of
the
scrutiny
board
who
aren't
counselors,
we
have
a
notification
system
where
local
board
members
are
notified
of
of
closures
or
bubble
collapses
in
their
ward
rather,
but
I
completely
take
your
point,
councillor
ellingworth
on
people
who
have
kind
of
maybe
missed
chunks
of
education.
N
I
think
what
we're
really
keen
is
that
qualifications
are
still
awarded
when
we're
looking
at
the
the
2021
exams.
I
still
think
qualifications
should
be
awarded
it's
just
that
the
nature
of
them
would
change
of
of
how
they're
how
they're
assessed
more
kind
of
teacher-led
rather
than
exam
led
for
the
kind
of
children
from
the
kind
of
the
past
year.
Who've
had
their
exams
this
time
it
has
been
confirmed
that
those
exam
results
will
be
treated
like
any
other
exam
results
previously.
N
But
I
guess
there's
a
wider
question
of
it's
not
just
about
kind
of
what
grades
have
on
a
piece
of
paper,
but
actually
what
learning
they've
had-
and
I
have
had
a
few
conversations
with
further
education
institutes
about
how
things
may
be
adjusted
over
the
next
few
years.
So
I
don't
have
a
complete
and
full
answer
for
you
now,
but
they
are
issues
that,
as
you
say,
are
going
to
be
ongoing
for
the
next
few
years
and
they
are
being
picked
up
and
discussed.
D
Could
I
maybe
add,
on
to
to
to
council,
apply
their
council
alignment
in
terms
of
the
the
schools
I
work
in
council
island
with
incredibly
hard
on
that
recovery
curriculum
and
that
there
will
be
issues
of
gaps
in
children
and
young
people's
knowledge
and
learning.
D
One
of
the
things
that
they
will
be
doing
is
utilizing
the
new
tutoring
program
money.
That's
that
will
be
coming
into
schools
specifically
aimed
at
picking
up
those
gaps
and
enabling
young
people
to
to
make
progress
back
to
where
to
where
they
should
be,
so
that
that
money
will
come
into
all
schools
and
it'll
be
the
discretion
of
the
school
to
spend
it
could
be
used.
For
example,
for
you
know,
small
group
intervention
work
one-to-one
work.
It
could
be
that
the
school
chooses
to
use
some
of
that
for
attendance
officers.
D
You
know
so
it
would
be
how
best
to
target
that,
at
the
the
those
children
that
are
most
in
need,
the
the
advice
is
that
that
schools
will
be
looking
at
the
educational
endowment
fund,
resources
and
they've
got
sort
of
evidence-based
research
programs
with
a
range
of
strategies
that
schools
could
look
at
of
how
to
utilize
them
best
in
their
school.
D
In
terms
of
the
tutoring
program
that
will
come
come
online.
So
that's
there's
two
strands
to
that.
Counselor
with
there's
schools
will
be
able
to
to
select
from
a
list
of
approved
tuition
partners
and
that
will
launch
after
half
term
for
schools
to
access,
there's,
also
some
academic
mentoring,
so
mentors
that
have
been
trained
by
teach
first
that
are
going
to
be
available
to
be
deployed
into
schools
to
do
that
sort
of
tutoring
that
one-to-one
and
that's
due
to
start.
D
My
understanding
is
that's
due
to
start
from
november
when,
when
that
scheme
is
up
and
running
so,
I
think
there's
more
guidance
to
come,
but
actually
that's
one
of
the
strategies
that
schools
will
use
to
try
and
address
some
of
those.
Those
real
issues
that
you
that
you
highlight
there
in
terms
of
those
gaps
for
the
for
those
young
people.
A
J
Hi
I'll
just
introduce
myself,
because
I
wasn't
here
at
the
beginning
as
well,
I'm
the
teacher
representative.
Firstly,
I've
got
a
couple
of
points
on
a
question.
Firstly,
just
to
say
it's
really
good
to
hear
sal
and
the
rest
of
the
council
acknowledging
how
much
work
there
is
for
head
teachers
to
do
and
how
much
pressure
they're
under
and
then
also
just
to
highlight
that
I
think,
as
well
as
the
pressure
on
teachers
particularly
of
year,
10,
11,
12
and
13.
J
I
think
the
students
are
under
a
huge
amount
of
pressure
and
and
their
mental
health
is,
is
an
issue
as
they're
looking
towards
their
their
exams,
their
gcses
and
their
a
levels
and
the
gaps
and
whether
they're
going
to
be
ready
and
what
they're
going
to
be.
Just
that
not
having
that
knowledge,
which
is
stressful
about
what's
ahead
and
what
format
these
exams
and
assessments
are
going
to
be
to
be
in
and
then
the
other
point.
I
just
wanted
to
make
a
question
really
is
you
know
there?
Are
children
regularly
being
off?
J
J
Normally
there
might
be
during
the
week
one
or
two
maybe
three
absences
some
days:
you'll
have
a
full
class
in
and
what,
if
do
the
council
know
what
schools
are
doing
to
try
and
monitor
and
make
sure
that
there
aren't
those
gaps
that
are
just
appeal
appearing,
even
if
they're
gaps
of
two
or
three
days,
or
maybe
more,
that
is
going
to
impact
on
children's
understanding
and
their
development
of
I
don't
know
their
developmental
understanding
and
their
building
up
of
concepts
that
that
are
the
basis
for
future
learning.
D
Yeah,
I
think
that
val
may
want
to
come
in
a
bit
on
the
on
the
the
emotional
mental
health
areas,
but
in
terms
of
that
you're,
absolutely
right
the
consistency
for
both
young
people
and
for
teachers
in
terms
of
making
that
progress
is
essential
in
school.
You
know,
ideally,
you
want
all
children
in
school
all
the
time
you
know
with
with
a
real
sort
of
flow
to
that
to
their
learning.
So
there's
it
is.
D
It
is
a
consequence
of
covers
that
that
there
will
be
some
children
in
and
out
of
school
if
they,
if
they
having
to
self-isolate
and
then
they're
back
and
so
on.
So
so
that
does
have
an
impact.
Schools
are
planning
and
they're
working
really
hard
to
develop
those
robust
remote
learning
opportunities
so
that
when
bubbles
do
collapse,
then
they
switch
straight
away
to
that
remote
learning.
D
I
think
schools
have
worked
incredibly
hard
over
the
last
few
months
to
get
to
that
point,
where
they've
got
much
more
robust
systems
where
it
can
drop
into
effective
remote
learning
and
we're
working
alongside
schools
to
to
we've
got
a
remote
learning
group
to
try
and
like
bring
together
and
share
good
practice
and
support
schools
in
that
role
out
of
that
remote
learning,
so
that
we
try
to
mitigate
some
of
those
gaps
in
in
all
that
inconsistency
in
terms
of
being
in
school
all
the
time.
D
D
Like
you
say,
I
think
we
we've
included
a
letter
that
we
received
actually
from
one
of
the
students
at
brig
house
academy,
which
I
thought
was
really
powerful
in
terms
of
the
young
person's
voice
in
terms
of
the
worries
that
they
have
in
terms
of
not
you
know
that
uncertainty,
you
know
that
you
know
in
terms
of
what's
going
to
happen
for
them
going
forward,
and
I
think
you
know
that
was
a
really
powerful
message
that
we
need
to
be
aware
of
that.
D
Those
young
people
are
under
pressure
under
stress
they're,
not
sure,
what's
happening,
you
know
they're
thinking
about
their
future
and
I
think
with
schools
are
being
very
mindful
of
that
and
trying
you
know
to
work
hard
to
to
consider
their
sort
of
like
emotional
and
well-being,
and
I
think
val's
team
have
been
doing
some
work
in
terms
of
the
emotional
health
and
wellbeing.
Do
you
want
to
come
in
on
that?
One
val
and
the
things
that
your
t
that
the
teams
have
been
doing.
R
Yeah,
thank
you
dave.
Absolutely
there's
going
to
be
an
awful
lot
of
learners
that,
as
you
say,
it
will
be
inconsistent
over
this
next
period
of
time,
because
either
they're
having
to
self-isolate
because
of
the
bubbles
that
they're
in
in
school
or
because
again
within
the
community
and
those
self-isolation
because
of
contacts
that
they've
made
within
the
community.
R
So,
as
dave
just
said
that
we
have
got
a
working
group
within
the
local
authority
and
that's
made
up
of
primary
schools,
secondary
schools
and
all
of
our
colleagues
as
well
are
now
joining
that
group
so
that
we
can
look
how
best
we
can
ensure
that
there
is
consistent
offer
in
education
that
can
be
given
to
all
those
children
in
terms
of
the
well-being.
R
We
have
got
a
well-being
grant
that
came
from
central
government
that
came
into
the
local
authority
of
around
96
000
pounds
and
that
is
to
support
all
of
the
schools
in
actually
meeting
the
needs
of
those
young
people.
So
what
we
are
doing,
we
are
working
with
colleagues
that
are
across
from
social
care,
in
health
and
within
learning
learning
improvement,
learning,
inclusion
to
actually
work
with
schools
to
target
where
those
learners
need
support
and
then
also
to
ensure
that
we
build
the
resilience
within
that
community.
R
So
that's
not
about
somebody
going
in
and
doing
individual
counseling
in
the
first
instance,
but
it's
about
building
that
community,
where
there
is
knowledge
there
is
learning.
There
are
other
skills
that
support
that
community
in
developing
resilience
and
developing
the
support
systems
within
their
own
community,
and
that's
why
we've
chosen
very
much
to
work
with
the
clusters
and
through
the
clusters
so
that
we
then
have
consistency
and
continuity
in
that
support,
even
when
the
the
money
fizzles
out.
R
So
we've
got
all
of
our
teams:
learning
inclusion,
educational
psychologists
as
well
as
health
colleagues
from
cams,
as
well
as
social
care.
Colleagues
that
are
working
within
the
early
health
hubs
that
are
delivering
training
and
support,
building
that
resilience
building
the
community
and
then
also
identifying
if
there
are
particular
learners
in
particular
context
that
also
need
that
additional
support.
J
First,
to
say,
you
know
it's
fantastic
to
hear
that
there
is
that
mental
health
support
for
young
people,
and
hopefully
schools
really
know
their
children
well.
Just
on
the.
I
think
the
biggest
issue
on
on
absences
is
not
where
you
have
somebody
who
you
know
is
going
to
be
isolating
for
10
days.
It's
where
you've
got
people
having
tests,
and
they
may
be
just
out
for
two
to
three
days
and
then
you've
got
another
child,
another
child.
J
Here
there
I
think,
that's
where
the
problem
is,
and
the
only
way
I
can
see
that
that
can
be
picked
up,
particularly
in
primary
school
or
that
can
be
addressed
is
if
there
are
more
members
of
staff.
I
know
there's
a
massive
issue
with
finance
and
because
there's
not
a
lot
of
money
coming
not
extra
money
coming
to
schools
from
from
government.
J
But
to
me
that
is
the
only
way
you
look
at
who's
in
on
the
who's
absent
on
the
these
odd
days,
and
then
the
person
in
school,
who
has
that
job
can
look
at
that
plan.
For
that
we
can
think
that
child
has
missed
those
things
and
they're
quite
important
and
really
need
to
be
taught
and
understood
for
that
child's
development
and
their
education.
A
Thank
you.
Can
I
tim
had
his
hand
up
to
come
in
on
this
and
then
perhaps,
if
you
can
respond
to
to
that
dave
as
well
tim,
would
you
mind
introducing
yourself
as
well?
So
I
didn't,
I
didn't,
ask
you
to
introduce
yourself
at
the
start.
Please.
S
S
There
have
been
some
details
released
in
the
last
few
days
about
the
government's
650
million
pound
catch-up
premium
for
the
2021
academic
year,
and
this
is
intended
to
cover
the
sort
of
issues
we've
just
been
talking
about
in
terms
of
supporting
pupils
to
make
up
for
the
lost
teacher
time
and
targeting
support
the
children,
young
people
who
need
it
the
most.
S
A
Okay,
thank
you
tim,
so
dave
did
you
want
to
pick
up
helen's
follow-up
point.
Please.
D
Yeah,
I
I
think
it
is
an
issue
helen
in
terms
of
those
children
that
are
going
to
be
waiting
for
tesla,
so
they
might
be
out
for
a
couple
of
days
and
then
back
in
and
and
so
on,
and
I
think
that
schools
are,
as
they
refine
their
plans
and
as
they
become
more
accustomed
to
the
the
weather
working
now
the
anecdote
in
an
ideal
world.
I
think
if
schools
had
lots
of
staff
that
weren't
needed,
they
could
be
focused
on
just
picking
up
those
children
and
doing
that
sort
of
that
learning.
D
You
know
with
those
children
that
are
that
are
out
of
school,
but
unfortunately
it's
it's
all
hands
to
the
pump.
I
guess
isn't
it
with
like
staffing
in
school
and
and
so
it's
it's
an
issue.
The
anecdotal
evidence
that
that
we're
picking
up
helen
when
we're
speaking
with
with
head
teachers
is
that
they're
moving
very
quickly
into
if
you
think
of
when
school
started,
doing
remote
learning
sort
of
march
april
time.
At
the
beginning
of
this,
many
schools
didn't
have
platforms.
They
couldn't
do
remote
things.
D
The
systems
just
weren't
there,
because
we
weren't
used
to
working
like
that.
I
think
the
the
feedback
that
we
we're
getting
as
we
speak
to
schools
is
that
they're,
just
things
are
just
more
in
place
to
be
able
to
switch
quite
quickly
onto
that
that
remotely
search.
So
I
speak
to
a
teacher
yesterday
and
they
unfortunately
closing
the
bubble,
and
they
were
telling
me
about
the
platform
that
they
were
using.
The
kids
could
log
in
straight
away
from
the
next
day.
D
You
know,
so
I
think
that's
the
process
that
we're
trying
to
that
schools
are
working
towards
and
we're
encouraging.
So
we
so
you
we
can
pick
up
or
schools
can
pick
up
those
children
that
are
having
those
odd
days
off.
So
I
think
it
is
an
issue,
but
I
think
it's
it's
one
that
schools
are
aware
of
and
that
they're
working
towards,
and
I
think
as
we
can
continue
through
this,
this
whole
situation.
D
I
think
schools
will
get
better
and
one
of
our
roles,
I
think,
through
to
our
bronze
group
meetings,
is
to
be
sharing
that
practice
and
and
how
the
schools
are
doing,
that
you
know
so
that
we
can
and
then
there's
there's
also
those
opportunities
when
the
funding
that
tim
was
mentioning
when
that
starts
coming
online
to
pick
up
those
children
that
have
been
missing.
You
know
the
schools
will
be
looking
at
which
children
are
missing
lots
of
education
and
it's
it's
sort
of
patchy
and
they
can
pick
that
up
from
the
you
know.
D
Yeah,
I
I
I
think
again,
I
think
you
you're
right
that
there
are.
There
are
issues
with
all
of
you
know
with
with
those
younger
children
in
terms
of
that
that
probably
it's
harder
for
them,
like
maybe
secondary
schools,
is
to
to
flick
on,
but
there
are
many
things
that
they're
doing
that
primaries
are
doing
online
and
also
schools
are
often
sending
still
sending
home
with
with
work
packs.
D
You
know
like
a
physical
work
pack
rather
than
just
an
online
one
as
well
and
again,
I
think
there's
there's
no
perfect
solution
to
you
know.
Ideally
we
want
kids
in
a
classroom
and
that's
that's
our
that's
our
best
option.
Isn't
it,
but,
but
but
just
to
reassure
you
that
actually
schools
are
working
and
I
think
we're
supporting
in
that
into
trying
to
get
to
a
position
where
we
can
mitigate
all
those
those
issues
that
will
come
because
you
know
the
kids
aren't
in
school.
P
Castle,
I'm
kind
of
just
just
coming,
I
mean,
I
think,
of
course,
just
just
to
say
that
I
really
appreciate
the
points
that
helen's
making,
because
I
think
it
does
identify
what
the
challenges
are
in
terms
of
managing
and
running
in
the
schools
at
the
moment.
P
So
counselor
prior
right
at
the
outset
set
out
some
of
the
numbers
in
terms
of
children
that
are
self-isolating
and
what
we've
seen
over
the
last
couple
of
weeks
is
that
that
total
number
has
really
settled
down
around
the
6000
level,
so
that
has
been
fairly
consistent
now
for
a
number
of
weeks.
P
You
know,
obviously
goes
up
and
down
a
little
bit
each
day,
but
within
that
you
have
some
children
who
are
returning
now
from
having
self-isolated
and
some
children
who
are
newly
self-isolating
but
also
you'll,
have
children
who
have
previously
self-isolated
and
now
into
their
second
bubble.
Second
bubble
collapse
and,
as
you
say,
given
some
of
the
pressures
around
testing
are
there's
those
smaller
impacts
on
it.
P
So
it
is
a
complex
process
to
to
manage,
but
I
do
think
the
schools
are
now
compared
to
right
at
the
beginning,
managing
those
processes.
P
Much
more
effectively
as
they've
got
used
to
the
systems
and
that
they're
that
they're
involved
in
and
hopefully
what
that
means
is
that
they
can
start
to
identify
and
respond
to
individual
needs
of
children.
And
that
should
be
a
bit
better
in
primary
schools,
where
the
numbers
of
children
are
lower.
A
Okay,
thank
you
sal
councillor,
bethel
is
next.
Please.
B
Thanks
chair,
the
first
thing
two
points
really
the
first
one
is:
I've
had
a
load
of
feedback
from
schools
and
all
of
them
are
saying
what
an
incredible
job
of
support
the
council's
done,
dave
val
and
their
colleagues
within
their
team
in
terms
of
supporting
schools,
and,
I
think,
being
as
a
scrutiny,
is
the
right
place
for
us
to
have
that
minuted.
B
Just
that,
they've
been
absolutely
excellent
and
being
a
wonderful
resource
for
our
schools,
and
that's
really
wonderful
to
hear
about
the
authority.
I've
also
got
a
question
of
whether
the
scrutiny
board
can
write
to
the
dfe
about
the
exam
season.
That's
coming
up.
B
I
know
for
for
me
and
my
school,
and
I
know
in
a
bunch
of
other
ones,
we're
almost
seeing
the
year
11,
not
believe
that
there's
going
to
be
an
exam
season,
because
actually,
at
this
point,
they're
not
sure
of
what's
happening
and
that's
having
an
impact
on
their
enthusiasm
for
learning.
B
That's
particularly
dangerous,
of
course,
especially
to
our
most
deprived
children
and
teaching
101
in
the
very
first
lecture
you
go
to
is
about
making
sure
that
you're
setting
targets
making
sure
that
you
have
appropriate
success
criteria
because
kids
need
to
know
what
they're
working
towards
and
at
the
moment
we
don't
have
that
for
our
year,
11's
in
one
of
their
most
important
years
in
education.
B
So
if
we
can
send
that
from
the
scrutiny
board
as
well
as
obviously
it's
coming
from
the
exec
member,
that
would
be
really
good.
Thank
you.
P
I
mean
thank
you,
catherine
bissell,
for
the
for
feeding.
Some
of
that
back.
We
are
trying
our
best
to
support
schools
just
given
what
I've
said
about
how
complex
it
is
and
we're
trying
to
help
to
create
as
consistent
a
picture
across
the
city
as
possible
by
interpreting
the
guidance
and
making
it
easier
for
schools
to
know
what
they're
trying
to
do,
but
also
bringing
those
that
community
of
leaders
together
to
provide.
A
P
Support
we
can,
but
actually
some
of
the
zoom
calls
that
castle
prior
and
I
lead,
are
often
very
much
about
peer
support,
so
it's
kind
of
facilitating
those
that
dialogue
and
conversation
and
and
the
school's
learning
from
each
other
so
appreciate
that
feedback
I
mean,
I
think
you
know,
I
guess
it's
a
matter
for
the
board
itself
in
terms
of
whether
you
have
a
consistent
view
across
the
board
and
whether
you
would
want
to
make
representation
to
the
department
for
education.
We
clearly
have
lines
open
to
them.
P
If,
if
the
board
wants
to
do
that,
we
can
certainly
facilitate
that
communication.
A
Yeah,
thank
you,
sal,
and
yesterday
I
mean
I
was
going
to
wait
till
the
end
actually
to
see
what
the
board
can
usefully
do
in
this
situation.
We
just
need
to
make
sure
so
that
it's
the
most
effective
it's
backed
up
firmly
by
evidence,
so
we
can
perhaps
have
a
think
about
that
when
we
get
to
towards
the
end
of
the
session
and
what
we
might
do
in
terms
of
actions
going
forward,
yep
could.
D
I
just
just
mention
as
well,
and
I
think
it's
absolutely
right-
that
the
the
exam
season
is
a
focus,
but
actually
there's
just
in
terms
of
anecdotal
feedback
for
the
for
the
board.
There's
a
significant
amount
of
concern
and
worry
and
apprehension
within
the
primary
sector
in
terms
of
their
testing
regime
in
terms
of
sats
and.
D
Phonics,
testing
and
and
all
the
arrangements
within
the
primary
sector,
because
they
they're
also
struggling
with
that
sort
of
with
children
in
and
out
of
school,
trying
to
get
them
prepped
ready
for
for
their
testing
throughout
the
next
year.
So
I
think
it's,
the
big
focus
should
write.
This
show
is
on
the
secondary,
but
there's
also
an
issue
in
terms
of
assessments
within
the
primary
sector
as
as
well
and
some
concern
from
school
leaders.
A
Okay,
yeah,
I
think
what
would
be
useful
is,
as
we
hear
more
views
from
the
board
and
see
if
there's
a
consensus
among
board
members
on
a
view
around
these
things
and
what
we
might
do
about
it.
So
I
no,
I
know
val
has
a
hand
up.
R
R
Those
inequities
in
terms
of
how
they
then
approach
the
exams,
the
support
they
get
and
at
the
end
of
it,
their
final
attainment
and
achievement,
and
I
think
that
we
really
do
need
to
recognize.
There's
going
to
be
huge
discrepancies
as
we
move
forward
and
even
further
widening
of
the
gap
between
those
different
groups.
G
Thank
you
chair.
Almost
everything
I
was
going
to
raise
has
already
been
raised
and
councillor
bithell
took
the
very
words
out
of
my
mouth,
but
the
question
focusing
on
the
exam
season
it
refer.
I
want
to
refer
back
to
councillor
pryor's
introduction
when
he
talked
about
the
possibility
of
continuous
assessment,
replacing
the
notion
of
an
exam
for
this
coming
cohort
and
the
fact
that,
if
that
does
happen,
it
would
need
to
be
planned
for
now.
G
I
personally
would
support
that
for
this
cohort,
I'm
interested
to
know
whether
the
children's
service
officers
in
their
professional
capacity
would
support
the
notion
of
continuous
assessment
for
the
coming
cohort
rather
than
an
examination-based
approach,
and
I
would
say
that
for
both
primary
and
secondary
and
if
as
a
board,
we
we
would
support
that
idea.
Then
I
was
going
to
suggest
as
councillor
biffle
did,
that
perhaps
executive
board
would
want
to
put
some
weight
behind
that,
as
well
as
the
scrutiny
board
and
press
very
hard.
G
My
only
concern
about
it
is
that
we
really
would
need
to
get
those
plans
in
place
very
very
quickly
if
we
were
going
to
take
that
approach.
The
second
point
I
wanted
to
make
is
linked
to
a
lot
of,
what's
already
been
said
about
the
covid
and
the
absence
from
school
affecting
the
most
disadvantaged.
G
And
finally,
I
might
be
wrong
about
this,
but
I
I
think,
I'm
beginning
to
hear
through
the
local
news
outlets,
some
talk
of
the
half
term
break
being
extended
to
two
weeks,
with
all
schools
closed
for
two
weeks
and
other
measures
in
leads.
Is
there
any
clarity
on
that?
Please.
Thank
you.
R
R
So
if
we
just
looked
at
elective
home
education,
some
of
the
information
that
we
have
that
surrounded
active
film
education
is
that
free
children
on
free
school
meals
again
this
year,
as
was
last
year,
we've
got
an
over-representation
of
children
on
free
school
meals
that
are
becoming
home,
educated,
and
so
this
year
we
have
had
since
september
as
you're,
probably
very
aware,
as
the
report
indicates,
a
massive
rise
in
indications
from
families
that
they're
wishing
to
home,
educate
and
of
those
in
terms
of
free
school
meals.
R
Fortunately,
we
have
only
got
two
cases
currently
known
to
social
care
that
are
choosing
to
educate,
but
you
can
see
that
the
pattern
is
starting
to
be
there
alongside
that.
Also
in
the
trends
that
we
are
picking
up
in
home,
education
are
that
we've
got
larger
numbers
just
as
you've
indicated
of
children
who
previously
have
had
very
low
attendance
and
are
now
finding
it
even
more
difficult
to
return
to
school,
and
their
attendance
in
particular
has
dropped
below
what
it
was
previously.
R
We
are
linking
in
with
social
care
again
to
put
that
additional
support
in
working
within
the
clusters
within
the
early
health
hubs,
so
that
it's
a
holistic
response
to
those
families
and
those
needs
again
in
terms
of
you
talked
about
the
overall
exclusion,
which
is
quite
interesting
because
whilst
we
have
not
got
the
verified
data
around
fixed
term
exclusions,
yet
for
this
term,
because
the
data
is
always
lagged
and
we
usually
only
get
it
at
the
end
of
the
term,
we
are
seeing
trends
so
we're
seeing
now
in
fixed
term
exclusions.
R
Approximately
162
children
that
are
coming
through
we've
started
again
to
identify
those
children,
whether
they're
previously
known
to
us
whether
the
fixed
term
exclusion
is
one
of
a
pattern
so
again
that
we
can
offer
early
support
to
those
individual
children
and
put
that
in
place
for
them.
So
we
are
not
waiting
until
we
get
to
the
point
where
children
are
dropping
out.
We're
trying
to
target
very
early.
R
Fortunately,
we've
only
had
one
verified
permanent
exclusion,
this
term,
and
as
far
as
we
could
see,
it
was
not
related
to
coping.
So
we
are
hopeful
that
we
are
going
in
the
right
direction.
R
We've
also
got
all
of
our
schools
working
with
the
air
inclusion
partnership,
so
they're,
identifying
learners
that
are
most
vulnerable
and
again
doing
the
door
knocking
and
trying
to
get
them
into
school.
We've
got
a
previous
record
of
a
history
of
and
where
we've
got
concerns,
I
think
there's
also
a
massive
concern.
I
don't
know
the
council
is
aware,
but
there
has
also
been
a
change
in
the
exclusion
codes
from
this
september.
R
So
we
now
have
a
new
five
exclusion
codes.
It
can
be
a
reason
given
for
a
school
to
exclude
a
learner,
and
one
of
those
exclusion
codes
is
directly
related
to
covid,
and
that
is
very
much
about
if
a
young
person
and
they
use
the
words
willfully,
actually
going
get
willful
repeated
transgression
of
protective
measures
in
place
to
protect
public
health,
and
that
now
is
a
reason
also
for
exclusion,
and
I
think
it
relates
to
the
earlier
conversation
as
well
that
we
do
have
some
learners
who
will
be
returning
back
into
school.
R
Who
may
be
anxious.
We've
also
got
learners
returning
back
into
school,
who
may
have
education,
health
and
care
plans
or
special
needs,
and
therefore
the
behavior
that
is
displayed
now
could
hit
against
one
of
those
exclusion
codes,
and
we
could
end
where
we
have
got
children
who
are
being
excluded
now
for
for
more
reasons
than
previously.
A
Thank
you.
Thank
you,
val.
Just
a
reminder
to
to
please
keep
your
microphones
muted.
If
you're,
not
speaking,
please
and
I
think,
counselor
and
you
wanted
to
come
back
on
that.
G
Yes,
thank
you
val.
That's
all
very
interesting
and
relevant
what
the
question
about
the
continuous
assessment.
It
was
really
a
question
about
whether
children's
service
officers
here
would
support
that
pedagogically.
D
Yeah
should
that
should
I
come
in
on
that
one
council
again,
I
I
guess
the
the
the
issue
that
we've
got
we're
waiting
council
agreement-
I
guess
for
that
steve
from
national
government
in
terms
they've
made
some
changes
already.
So
I
think
we
we
highlighted.
Excuse
me
in
the
report
about
some
of
the
changes
they've
made
to
some
of
the
gcse
levels
in
terms
of,
for
example,
in
geography
not
doing
the
field
work
in.
D
So
there
are
a
number
of
changes
to
that
assessment
criteria.
I
think
we'd.
What
we're
trying
to
do
at
the
moment
is
find
out
what
head
teachers
school
leaders
are
feeling
about
the
assessment.
So,
for
example,
on
tuesday
I've
got
a
primary
head
teacher
bronze,
where
our
focus
for
that
meeting
is
on
assessment
and
on
views
on
how
do
we
do
the
assessment?
D
What's
the
best
view,
what
everybody's
views
on
it
and
we'll
do
the
same
with
the
the
secondary
to
get
their
their
their
views,
and
then
we
can
feed
that
back
into
dfe
in
terms
of
because
I
think
that
there's
very
likely
to
be
discussions
going
on
at
dfe
level
at
the
moment.
In
terms
of
what's
happening,
I
know
that
scotland
are
talking
about
their
exam
system.
D
I
think
there's
some
announcements
today
and
whether
england
will
will
also
look
at
their
exam
system
into,
and
I
think
we
would
then
have
to
as
officers
in
terms
of
the
guidance
that
comes
out
in
terms
of
pedagogy.
We
would
then
need
to
support
the
schools
with
the
framework
that
is
produced
nationally.
I
think,
in
terms
of
if
it
goes
to
teacher
assessment,
we
would
then
like
do
all
that
we
could
to
support
those
schools
to
implement
an
effective
because
you're,
absolutely
right,
there's
a
time
scale.
D
G
D
G
Thank
you
and
the
point
about
the
two
week:
half
term
can.
P
I
just
coming,
I
mean,
I
think
you
know
dave's
right
in
the
sense
that
we
are
going
to
be.
We
will
be
led
by
the
guidance
we
are
in
dialogue
with
those
people
who
you
know
head
teacher
school
leaders
who
are
dealing
with
the
children
and
young
people
in
their
schools
on
a
day-to-day
level,
and
so
we
will
take
their
views
into
account
as
we
facilitate
that
dialogue
between
that
front-end
and
the
department
for
education,
in
terms
of
where
they
then
end
up.
P
I
think
when
we've
talked
about
the
disruption
that
that
we've
seen
in
terms
of
school
attendance.
So
whilst
you
you
know
at
any
given
time,
you
can
freeze
the
number
of
children
that
are
currently
self-isolating
or
that
are
receiving
that
are
off
because
they're
having
a
test
and
that
that
actual
cohort
of
children
changes
on
a
day-to-day
basis.
And
so
there
are
a
large
number
of
children
whose
learning
will
have
been
disrupted
through
this
process.
And
so
there
has
to
be
something
that
we
do
about.
P
The
impact
of
that
in
the
way
that
we
judge
and
assess
those
children
and
young
people
in
terms
of
the
half
term
issue
council
agreement.
I
have
specifically
asked
that
question
of
the
department
for
education
and
their
response
to
me
at
this
moment
in
time
is
that
october
10
will
proceed
as
previously
planned
with
no
other
with
no
other
additional,
either
time
or
guidance
about
how
how
to
undertake
it.
So
it's
a
normal
half
term
for
the
one
week
as
it
stands.
P
However,
they
were
keen
to
point
out
to
me,
as
I
am
to
you,
that
this
is
a
changing
situation
and
it
it
could
be
different
within
a
few
days
or
next
week,
but
at
this
moment
in
time
there
are
no
plans
for
extending
half
term
and
the
plan
is
to
proceed
with
the
normal
one
week
of
half
time.
G
R
So
absolutely
we
are
just
just
to
come
back,
though,
on
on
the
point
that
is
around
that
pedagogy,
because,
as
a
former
teacher
and
then
psychologist
child
psychologist,
I
think
that
we
are
very
much
aware
that
there
is
lots
of
research
that
is
out
there.
That
is
actually
identifying
that
we
have
got
different
learners
and
the
different
approaches
for
different
learners.
You
get
different
outcomes
and
better
outcomes
for
some
learners,
absolutely
self-assessment
from
teacher
assessment.
Continuous
assessment
gets
a
better
outcome
for
that
learner
in
terms
of
their
attainment
and
achievement
for
other
learners.
R
They
prefer
a
different
learning
style
and
actually
some
of
the
exam
processes
for
those
learners
works
for
them.
So
I
do
think
that
we
have
to
look
at
that
whole
picture,
and
it
may
be
that
actually
we
keep
talking
about
personalization
and
that
the
combination
between
the
two
and
a
personalized
approach
for
individual
learners
with
individual
styles
might
be
the
best
approach.
A
Okay,
thank
you
val,
so
counselor
for
safe
is
next.
Please.
N
Just
just
a
quick
point
about
kind
of
the
whole
idea
of
continuous
assessment.
That's
not
necessarily
kind
of
we're
saying
this
is
exactly
what
should
happen.
We're
saying
that
that
is
one
alternative
to
exams.
There
are,
of
course,
several
different
ways
that
children
could
be
assessed
and
that
different
ways
would
have
different
advantages
and
disadvantages,
and
if
there
was
a
system
that
was
being
used
instead
of
exams,
for
example,
that
could
be
one
of
them.
N
I
think
there
would
need
to
be
detailed
conversations
with
with
teachers
with
heads,
but
that
work
still
needs
to
be
done
very
quickly
to
work
out
what's
being
done
for
the
year,
because
I
think
what
there
is
at
the
moment
is
that
just
uncertainty
in
schools,
they're
being
told
that
exams
are
just
happening
as
normal,
whereas
I
think
teachers
just
just
can
see
now
that
exams
can't
really
happen
as
normal
there's.
There
are
too
many
other
factors
changing
it
and
that
we
well.
A
Okay,
thank
you
councillor
prior
councillor,
forsake
is
next.
Please.
G
Well,
thank
you.
I'd
very
much
like
to
have
joined
the
debate
between
exams
and
the
continuous
assessment.
As
a
former
teacher
can
I
just
also
say
it's
just
not
just
about
the
individualized
looking
at
this.
It's
also
about
the
different
subjects
as
well.
So
that's
important
too.
I
noticed
my
internet
connection
might
be
a
bit
down.
So
if
you
can't
hear
me
please
let
me
know
okay,
so
what
I
was
wanting
to
say
was
first
of
all,
the
concern
I
have
is
the
section
in
the
report
which
does
identify.
G
You
know
that
head
teachers
and
staff
are
very
much
under
pressure
even
at
this
time
in
the
year,
so
we
need
to
you
know
needing
to
sort
of
flag
that
up.
So
that's
my
concern,
but
a
big
thank
you
to
staff
and
the
local
authority,
and
also
all
schools
for
everything
they've
done
to
actually
make
this
very,
very
difficult
situation,
work
for
so
many
of
our
students.
G
My
question,
though,
is
about
a
very
small
cohort
of
shielding
pupils
and
the
the
section
that
says
that
the
the
shielding
list
has
been
reviewed
and
there
are
some
the
local
authorities
waiting
for
the
details
of
those
children
have
been
removed
from
shielding.
So
my
question
really
is
about
their
very
small
cohort
of
children
and
how
that's
being
managed
within
individual
schools.
G
Yes,
so
much
more
could
be
said,
but
thank
you
very
much.
If
you
can
answer
me
about
the
the
shielding
pupils,
I
think
there's
some
confusion
there
as
well,
as
can
I
just
say
I
think,
for
many
people
the
confusion
is
that
the
shielding
was
removed
and
the
confusion
about.
If
there
are
members
of
the
family
who
are
shielding
and
how
that
affects
the
children
going
back
to
school.
Q
You
thank
you.
Thank
you
for
said,
for
the
question.
You
are
right
that
there
is
some
confusion
there.
There
is
a
document
an
appendix
too
in
the
in
the
papers
for
today
that
clarifies
those
different
points
about
children
who
are
have
been
identified
as
no
longer
kneel
deep
needing
to
shield,
and
we
are,
as
I
speak
today,
sending
out
the
first
cohort
of
children.
Who've
been
removed
from
the
list.
Q
Schools
are
going
to
be
notified
about
that
today
right
and
so
they
assume
that
any
other
child
who's
in
their
school
will
be
remaining
on
the
children
list,
who's
not
being
identified
to
come
off.
Q
Okay,
so
that's
the
first
thing:
it's
taken
quite
some
time
for
clinicians
to
go
through
each
student,
because
we
had
1400
students
who
were
identified
to
shield
in
the
first
iteration
of
this
process,
and
so
it's
taking
some
time
for
the
clinicians.
That's
either
the
gp
or
the
pediatrician
to
make
a
decision
about
whether
the
child
should
remain
on
the
list
or
not.
Q
You
also
write
that
children
who
are
identified
as
needing
to
shield
the
advice
changed
at
the
beginning
of
term,
where
those
students
were
advised
that
they
could
attend
school
subject
to
a
risk
assessment,
and
we
have
had
some
cases-
and
I
think
I
said
this
at
the
last
scrutiny
meeting
where
parents
had
been
quite
concerned
about
the
health
of
their
child
and
did
not
want
their
child
to
return
to
school.
Q
If
that
was
the
case,
they
needed
to
get
have
a
conversation
with
the
clinician
and
to
get
a
letter
to
advise
school
that
this
child
should
remain
at
home,
and
that
has
happened
in
a
small
number
of
cases
in
terms
of
the
the
document
and
appendix
2
does
outline
the
issues
around
people
who
are
living
with
adults
who
are
required
to
shield.
So
again,
the
advice
is
that
those
children
can
attend
school
and
but
they
must
adhere
to
the
guidance
around
social
distancing
hand,
hygiene,
etc,
use
some
masks
in
appropriate
places.
Q
So
all
of
that
information
is
is
in
place
now
it
may
be
that
that
changes
if
we
do
get
over
winter,
a
continued
increase
in
the
number
of
infections
nationally,
and
they
may
change
the
advice
on
shielding
for
children
and
for
adults
as
well.
So
we're
constantly
reviewing
that
advice,
but
that's
why
it's
so
important
that
the
shielding
list
is
absolutely
definitive
about
those
children
that
need
to
remain
on
the
list
and
that's
what
I've
said
to
head
teachers.
Q
In
the
brief
note,
that's
going
out
today
to
say
we
will
keep
them
updated
about
any
child.
That
is
is
on
the
list
and
if,
if
the
advice
changes,
we
will
inform
them
immediately
and
last
time
all
the
advice
was
that
children
around
the
children
they
should
not
attend
school
and
should
receive
support
for
home
education.
Q
So
that's
that's
not
the
case
now,
but
it
may
change
again.
So
it's
a
constantly
moving
picture
in
terms
of
how
we
do
that.
So
I
know
that
when
we
sent
the
list
out
to
heads
initially,
they
were
very
appreciative
of
the
fact
that
we
were
sharing
that
information
and
we
have
alerted
them
to
the
fact
that
they
will
be
getting
the
amended
list
and
it's
we're
starting
to
send
out
the
first
charge
and
then
we'll
send
out
subsequent
one
as
soon
as
the
information
is
available
to
us.
Thank
you.
A
Okay,
thank
you
sue,
so
we
have
councillor
stevenson.
Next,
please.
L
Thank
you.
Thank
you,
chad,
a
comment
and
a
question.
First
of
all,
on
on
councillor
bithell's
point
regarding
what
scrutiny
board
can
do,
I
think,
probably
I
I
agree
to
some
extent
that
there's
there's
a
focus
here
for
us.
I
think
we
just
need
to
bottom
out
being
clear
in
our
sort
of
role
and
remit
and
what
what
it
is
we
think
we
want
to
do.
I
think
we
need
to
be
clear.
It's
the
role
of
the
administration
to
to
push
forward
policy
positions.
It's
our
job
to
to
investigate
and
review.
L
I
think
the
way
to
achieve
that
might
be
a
separate
working
group
that
we
could
have
perhaps
where
we
could
bring
together
all
of
the
different
evidence,
bases
around
all
the
different
systems
and
try
and
come
to
an
agreement
collectively
as
a
board.
I
think
there
is
strength.
L
Then,
if
we
have
that
process,
there
is
strength
as
then,
if
we
can
all
agree
on
something
to
move
that
forward
and
possibly
right
to
it's
actually
off
call
around
the
dfe
that
would
be
advising,
but
I
think
we
need
to
have
that
working
group
to
establish
that,
because
what
isn't
going
to
be
helpful
is
if,
if
we
don't
have
a
unanimous
agreement
on
the
board-
and
we
then
have
to
have
a
messy
situation
where
there's
a
a
report
and
then
a
minority
report
from
the
board,
it
gets
messy
and
I
think
it's
better
where
we
have
one
agreement
between
us.
L
So
I
think
a
working
group
as
soon
as
possible
might
might
bring
us
around
to
that.
So
I
would
support
that.
My
question
is
around
the
sort
of
wrap
around
care,
the
protective
arm
around
the
most
vulnerable
in
schools.
So,
as
a
as
a
case,
I
dealt
with
this
week,
I'll
de-personalize
it,
but
a
lady
who
was
victim
of
domestic
abuse
and
is
therefore
a
single
parent.
L
Their
child
has
been
forced
to
self-isolate
as
their
bubbles
burst
in
school.
They
left
school.
This
they've
heard
nothing
now
for
five
days
about
access
to
free
school
meals,
about
getting
a
test
this
lady
had
to.
He
couldn't
get
an
online
test,
so
I
had
to
spend
80
pounds
which
didn't
have
to
get
a
taxi
to
a
site,
and
so
obviously
the
ques
there's
a
question
there
around.
L
What
are
head
schools
doing
to
recognize
those
vulnerable
families
they'll,
obviously
know
who
they
are,
but
where
cases
exist
where
bubbles
are
burst,
is
there
a
process
where
staff
are
reaching
out
to
those
vulnerable
families
to
say
look,
we
know
you're
going
to
struggle
getting
to
a
test
center.
So
you
know
we've
got
10
per
school.
What
what
are
they
for
and
what
is
crucial?
What's
the
process
on
free
school
meals,
because
it
doesn't
seem
to
be
working
in
every
example?
So
is
there
some
strategic
approach
there
across
the
city.
D
D
I
think
schools
created
some
pretty
good
systems
during
the
initial
period
of
lockdown,
where
they
were
reaching
out
to
to
those
vulnerable
families,
and
the
schools
that
I've
talked
to
have
remained
in
those
systems
have
remained
in
place
in
terms
of
that
regular
contact
with
vulnerable
families,
so
that
they're
making
those
phone
calls
if
they're,
if
they're,
not
in
for
a
period
of
time
in
terms
of
in
terms
of
the
free
school
meals,
we've
got
so
the
leads
schools
there
isn't
the
eden
red
system
now
that
sort
of
went
after
summer.
D
So
I
think
about
25
of
schools
that
are
serviced
by
leeds
catering
are
now
up
and
running,
providing
meals
within
school.
I
think
and
there's
about
25
that
have
got
meals
just
as
as
they
were
pre
pre-curved
and
then
move
into
a
better.
You
know
to
a
more
normal
system.
I've
checked
with
with
free
school,
the
free
school
meals
team,
and
I
think,
last
week
they
they
delivered.
D
600
hampers
out
into
to
different
schools,
for
so
they've
still
got
a
grab
bag
system,
so
if
children
are
maybe
off
for
one
or
two
days,
the
grab
bags
can
be
ordered
and
collected
or
collected
at
the
school
or
delivered
by
the
school.
If
they've
got
capacity
to
do
that,
the
best
I
think
the
majority
of
schools
are
working
with
leeds
catering
are
actually
using
a
the
hamper
system,
which
is
where
they
provide
the
the
food
for
a
longer
period
of
time.
D
So,
rather
than
so,
parents
are
having
to
collect
or
schools
aren't
having
to
deliver,
and
I
think
we
had
about
600
delivered
delivered
last
week,
which
was
for
27
schools,
and
that
was
about
three
thousand
meals
that
were
provided
free
school
meals
last
week
in
terms
of
the
free
school
meals,
the
the
the
kate
leeds
catering
team
they
deal
with,
I
want
to
say
162
schools,
but
I
can't
remember
whether
it's
162
or
126
that
they
deal
with
across
the
city.
D
But
we've
put
some
information
on
sales
bulletin
about
schools
need
to
make
sure
that
they
are
providing
those.
Those
kids
are
free,
school
meals
and
a
vulnerable.
They
are
entitled
to
that
free
school
meal
and
they
need
to
continue
to
get
that,
so
the
schools
are
working
with
leads
catering,
have
access
to
that,
and
then
the
school
needs
to
talk
to
the
catering
managers.
To
ensure
that
happens.
P
So
much
we
have
provided
that
information
to
the
director
schools
in
terms
of
them.
Picking
those
issues
up
and
I
lodged
a
question
with
department
for
education
last
week
around
whether
to
support
that
activity
and
the
voucher
scheme
would
be
reintroduced.
Has
it
been
requested
by
a
number
of
heads
in
the
city?
They
didn't
have
an
answer
for
me
when
I
spoke
to
them
yesterday,
but
they
are
I'm
still
looking
into
that.
D
I
think
it's
just
just
just
as
information
it's
potentially
worth
sharing
with
this
group
that
the
the
number
of
free
school
meals
has
significantly
increased
during
this
this
period
as
well
across
the
city.
I
think,
since
march,
up
to
the
summer,
I
think
it's
it's
around
3200,
more
eligible
children
for
free
school
meals,
which
is
a
significant
rise
during
this
period
of
time.
P
I
think,
on
the
I
mean
on
the
testing,
I
I
think
that
is
a
challenge
in
terms
of
testing
you'll,
be
aware
of
some
of
the
pressures
that
are
in
the
system
nationally,
and
we
are,
we
have,
where
possible,
provide
additional
capacity
locally
for
testing.
I
think
there
needs
to
be
dialogue
with
with
the
schools
in
in
you
know
where
people
are
struggling
to
and
get
that
test,
and
we
can
try
and
support
that
happening.
P
I
mean
the
testing
rates
for
the
city
are
amongst
the
highest
in
the
country
because
about
partly
because
of
our
status
and
because
we've
tried
to
provide
additional
capacity
within
the
within
the
city
as
well.
D
And,
and
just
just
just
as
well,
I
think
on
the
point,
in
terms
of
that's
the
specific
case
you
mentioned:
cal
stevens
in
terms
of
being
domestic
abuse
and
so
on,
but
actually
during
the
lockdown
there's,
some
really
good
links
made
between
the
school
leaders
and
the
early
help
offer
around
the
city,
and
I
think
you
know
in
those
cases
it's
important
that
school
leaders
are
talking
with
the
early
health
hubs
and
those
teams
who
will
be
sort
of
part
of
that
whole
process
around
supporting
those
those
vulnerable
families,
whilst
they're
not
in
school.
L
Yeah,
it's
just
the
only
thing
outstanding
was
the
ten
tests
for
schools.
What
circumstances
would
schools
use
those
ten
tests
because
from
the
feedback
I've
had
from
from
teachers,
not
head
teachers,
but
teachers
is
in
most
schools.
Those
ten
tests
are
sort
of
sat
in
the
cupboard
waiting
for
the
exceptional
circumstances.
D
I
think
the
the
guidance
on
on
those
for
schools
you're
right,
it's
it.
You
know
it's
for
exceptional
circumstances
and
it's
it
really
is
when,
when
families
can't
you
know,
they
can't
travel
to
a
test
center
that
might
be
further
out
of
their
area.
D
D
But
but
if
the
family
can't
get
to
a
test
center,
then
it
would
seem
an
appropriate
use
of
that
test
and
schools
have
been
are
now
able
to
reorder.
So
so,
when
they've,
when
they've
used
their
10,
they
can
reorder
another
another.
A
F
Thank
you
chair.
It's
about
the
guidance
that
has
been
put
out
to
schools
since
march
and
over
the
summer
and
schools
have
welcomed
it.
Unions
have
used
it
and
it's
been
very,
very
supportive.
F
I
am
aware,
though,
that
they've
been
you
put
some
really
good
advice
out
so
about
peer
progression
and
performance
management
for
teachers,
and
that's
happened
that
happens
in
school
late
september
october
time.
I
do
know
of
some
schools
that
were
bringing
in
rather
elaborate
byzantine
systems
for
teachers
to
evidence.
They
were
worth
giving
a
pay
rise
to
and
having
per
progression,
and
certainly
in
one
case
I
know
of
when
I'd
sent
your
advice.
It
was
clarified
and
very
useful.
F
I'm
concerned
now,
though,
that
pay
meetings
are
happening
in
schools.
This
is
the
time
when
the
they've
done
the
review
and
the
planning
and
we've
talked
about
exams.
Now,
although
unions
advise
that
there
shouldn't
be
a
numerical
target
set,
I
think
helen
had
backed
me
up
in
this.
A
lot
of
schools
do
use
this.
Are
you
going
to
be
able
to
or
will
you
send
out
further
advice
about
how
teachers
plans
and
targets
should
be
set
because
a
lot
of
the
the
signifiers
that
have
been
used
by
schools?
F
D
Sealer,
I
think
you
know
we.
We
we've
certainly
had
these
discussions
as
well
with
with
union
colleagues
in
terms
of
the
advice
that
we've
been
sharing
with
schools
in
terms
of
head
teacher
performance
management
and
and
also
in
terms
of
their
performance
management
appraisal
of
their
own
teams
in
in
school.
It's
very
much
that
it's
got
to
be
appropriate
for
the
situation.
You
know
the
there's
there's
many
head
teachers
that
will
because
of
the
the
nature
of
the
last
sort
of
six
or
seven
months
they
would.
D
They
won't
be
able
to
fulfill
all
the
targets
that
were
set,
but
actually
they
will
have
completed
many
other
targets
and
challenges
that
have
been
thrown
at
them.
So
I
think
it's.
Our
message
has
been
about
it's
very
much
that
appropriate
use
of
the
targets
that
have
been
set
in
terms
of
paid
progression
and
unless
there's
been,
I
think
we
discussed
this
as
part
of
humans
things.
D
I
very
much
doubt
schools
will
be
using
any
numerical
targets
about
exams
and
testing.
You
know
there
will
be
they'll
use
those
very
carefully
because
knowing
the
situation
they've
been
in,
so
I
think
and
then,
if
there's
any
specific
issues
around
any
schools,
I
think
that's
like
we've
said
before.
That's
a
discussion
that
that
union
colleagues
can
have
with
with
hr
colleagues,
if
there's
any
specific
issues
about
how
those
targets
have
been
been
applied.
But
but
our
message
would
be
the
same,
but
it's
it's
got
to
be
appropriate.
A
Okay,
thank
you,
dave.
I've
got
jackie
next
and
then
councillor
renshaw
and
then
we'll
need
to
wrap
up
this
session.
M
Hi,
I
just
want
to
congratulate
all
the
head
teachers,
even
all
the
way
down
to
the
cleaners
they're
doing
great
jobs
in
each
school
now,
and
it
there's
been
a
lot
of
stress
on
everybody.
I'd
like
to
say,
thanks
to
all
the
all
the
council,
as
well
they've
done
a
huge
job
over
the
last
few
months
as
well,
and
it's
been
hard
going
for
everybody
right.
So
now
I'm
going
to
go
on
the
catch-up,
the
2021
catch-up.
The
government
has
given
money
towards
that.
M
I
think
my
worry
and
concern
would
be
that
children
that
fall
behind
it
usually
takes
them
more
than
a
year
to
catch
up,
and
I've
had
to
experience
this
my
own
children.
It
takes
them
a
few
years.
If
they're
they
are
falling
back
before
it
takes
a
few
years
to
catch
them
up.
So
my
question
would
be
really
would
we
would
the
government
be
actually
given
schools
catch
up
money
for
a
few
years?
Not
just
the
one.
M
Would
that's
the
one
one
question
and
my
next
one
would
be:
the
catch-up
differs
from
child
child
and
some
children
will
work
really
well
remotely.
So
I
think
most
schools
have
given
homework
homework,
packs
to
children
and
some
of
the
content
parents
would
have
been
able
to
help
with,
but
when
it
comes
to
high
school
and
six
forms,
especially,
I
found
that
my
capabilities
on
a
level
maths
kind
of
fell
down
a
lot
because
I've
never
done
it,
but
so
the
catch
up
there
is
quite
immense.
M
I
think-
and
I
think
the
children
this
year,
especially
who
are
sitting
exams
the
stress
on
them
by
paramount
and
seen
as
exams
are
start.
Some
exams
are
starting
in
january
and
I
think
young
people
need
to
know
as
soon
as
possible.
What
are
their
exams
will
they
be
will
to
be
doing
it
on
teacher
assessments
as
soon
as
possible,
because
january
is
quite
soon.
A
D
Tim
might
be
able
to
help
me
out
because
I'm
not
100
sure,
but
but
I'm
I'm
sure
that
the
the
catch-up
money
has
been
promised
for
longer
than
just
one
year,
but
I'm
not
100
sure
and
I'll
I'll
need
to
to
check
on
the
exact
guidance
for
that,
but
I
think
that's
going
for
a
longer
period
than
just
just
one
year.
I
think
in
terms
of
those
children
yeah
you're
right,
it
does
differ
from
child
to
child.
D
I
think
that's
why
it's
good
that
the
schools
are
being
given
that
discretion
to
spend
that
money,
how
best
they
they,
how
they
see
fit
to
spend
that
money
on
the
on
those
on
those
children.
The.
D
Schools
will
be
a
little
bit
like
the
pupil
premium
money.
That's
that's
been
that
people
will
be
aware
of
in
terms
of
the
schools
will
be
accountable
for
that.
So
the
light
touch
inspections
that
are
going
to
be
taking
all
the
lights
like
touch
visits
by
ofsted.
They
will
touch
on
that
and
how
schools
plan
to
utilize
that
funding
for
the
for
the
children
and
then
when
the
normal
inspection
regime
starts
from
ofsted.
That
will
be
part
of
the
discussions.
D
How
they're
spending
that
money
for
the
best
effect
on
on
those
children
and
like
you
say
you
mentioned
that
each
each
child
is
is,
you
know,
responds
differently.
So
that's
why
the
schools
will
be
able
to
use
some
some.
Maybe
small
group
work,
some,
maybe
one
to
one
and
maybe
tutoring
so
they'll
be
able
to
like
best
fit
that
to
the
needs
of
that
of
that
those
young
people
tim.
Do
you
know
anything
about
about
the
whether
the
captain
funding's
been
promised
for
for
future
years?
S
S
What
they've
said
in
the
information
that
they've
provided
so
far
is
that
there
is
a
one-off
universal
650
million
pound
catch-up
premium
that
will
be
available
in
2021
academic
year
and
indeed
they're
going
to
make
payments
in
three
tranches
to
support
that
catch-up.
Grant.
We've
already
had
the
first.
The
next
two
are
still
to
come.
S
The
balance
between
the
650
million
that
schools
are
getting
for
the
catch-up
grant
and
the
billion
pound
program
that's
been
announced,
is
350
million
pounds
nationally
to
support
a
national
tutoring
program
to
provide
additional
targeted
support
for
children
and
young
people
who
need
who
need
help
the
most
and,
as
I
understand
it,
that
will
be
the
program
that
will
run
beyond
the
current
academic
year.
A
K
Thank
you,
council
and
I'd
just
like
to
ask.
We
talk
about
people
on
free
school
meals
on
pupil
premium
and
then
the
ones
who
can
afford
to
buy
probably
the
resources
that
they
require
for
education,
but
there's
always
that
slither
in
the
middle.
It
will
just
come
above
the
pre-school
meals,
but
below
being
able
to
afford
the
resources
and
requirements
that
they
need
to
give
the
children
that
education
and
not
all
families,
have
access
to
internet.
K
And
I
know
a
lot
of
schools
have
been
doing
but
they've
been
sending
home
programs
on
computers,
different
society,
and
I
just
wondered
what
resources
were
being
provided
for,
that
small.
It
might
be
a
family
of
three
or
can't
all
get
to
the
work
being
delivered
by
school
and
I'd
like
to
say
a
big.
Thank
you,
like
jackie,
did
to
all
the
staffing
schools,
because
I
think
they've
worked
throughout
the
whole
holiday
they've
not
really
had
a
summer.
So
I've
shown
the
dedication.
K
But
I'd
like
I'd
just
like
to
know
what
that
group
are
receiving,
that
small
group
in
the
middle
and
now
they're
being
identified
and
then
just
picking
up
on
what
val
said
about
clusters
a
lot
of
children
in
my
world.
Don't
have
access
directly
to
an
area
of
family
sensor
or
the
cluster,
and
I'm
just
wondering
now.
Those
families
where
the
parents
are
struggling
have
been
identified
with,
considering
that
the
staff
levels
have
been
lowered
and
there's
not
as
many
people
able
to
go
out
and
do
the
direct
family
links.
R
Okay,
we
just
come
in
so
a
lot
of
the
support,
absolutely,
as
we
said,
counselor
ensure
is
being
delivered
through
the
clusters,
but
you're.
Quite
right,
not
all
schools
are
in
a
particular
cluster,
but
that's
very
much,
then
the
work
with
the
schools
that
we
are
doing
to
identify
those
families,
though
learners
that
are
in
need-
and
I
think
we
throughout
this
conversation,
we're
very
much
aware
of
what
schools
are
doing
and
that
holistic
approach
that
they
take
to
all
of
their
families
and
they
do
know
their
families
extremely
well.
R
R
For
that
information,
I
think
what
has
been
absolutely
fantastic
over
this
period
of
time
is
that
relationship
that
has
been
built
between
all
of
the
services
between
health,
between
social
care,
between
education
and
with
schools,
because
schools
are
the
ones
that
see
the
families,
understand
the
context
of
that
family
and
then
appropriately
can
refer
on
or
pulling
additional
support,
whether
it's
education
for
learning
or
whether
it's
around
the
social
context,
or
indeed,
contact
colleagues
in
health.
P
Just
we
also
have
continued
to
run
the
bronze
groups
that
are
multi-agency
geographically
based
that
are
picking
up
those
or
talking
about
you,
know
director
schools
about
those
children
that
they
see
as
vulnerable
for
and
there
is
a
need
for
additional
support
and
then
facilitating
the
the
right
services
locally
for
them.
D
D
If
they've
got
a
park
closure
of
the
school
of
a
bubble,
they
can
then
apply
for
additional
equipment
for
for
families
to
to
use
when
they're,
when
they're
not
able
to
to
be
at
school,
and
that
would
include
routers
and
laptops
and
so
on,
so
so
that
there
is
some
further
access
to
to
that.
For
example,
if
you
know
like
you
say,
you
mentioned
about
a
family
of
three
and
they
may
only
have
one
ipad.
D
That
would
be
one
of
the
criteria
that,
if
they
don't
have
access
or
if
they've
only
got
access
to
the
internet
via
a
mobile
phone
rather
than
an
actual
ipad
or
a
laptop.
So
there's
that
there's
some
support
there
for
those
families
that
are
in
that
situation
and
that's
through
the
school
applies
for
that.
D
K
D
K
D
Yeah
and
and
that
that
would
be
part
of
that
criteria,
if
they
you
know,
if
you've
got
three
three
young
people
all
self-isolating,
then
it's
a
challenge
for
them
to
do
their
online
learning
if
they've
only
just
got
a
mobile
each
or
one
laptop
between
them,
so
so
yeah.
So
there
is
some
support,
there's
not
a
laptop
for
every
child,
but
there
is
some
support
that
schools
can
try
and
access
in.
In
that
way,.
A
Okay,
thank
you
for
that
and
just
to
pick
up
helen's
point
in
the
chat.
I
think
that
was,
I
don't
think,
a
specific
organization
hell
and
it's
it's
something
I
raised.
I
think
that
we
did
as
a
specific
project
in
my
ward,
where
between
the
ward
councils
in
our
area
and
some
charity
groups-
and
we
worked
with
some
businesses
for
it
that
they
didn't
need
anymore.
We
managed
to
get
40
devices
for
for
families
in
our
patch,
but
I'm
not
sure
I'm
not
aware
of
a
specific
organization.
A
That
is
doing
that.
I'm
sure
someone
will
chip
in
on
the
chat.
If,
if
they
are
aware
of
that,
okay
we've
covered
a
lot
of
ground
there
and
I
just
want
to
return
to
the
idea
of
a
letter
and
some
further
work
about.
I
think
we've
heard
a
lot
of
really
good
stuff.
That's
going
on
in
leeds,
but
clear.
The
pressing
concern
was
around
exam
season
and
testing
and
what
we
do
about
that.
So
I
think
we've
got
a
couple
of
options
so
number
one.
A
We
could
write
a
letter
immediately
and
the
issue
I
think
would
be
writing
about,
would
be
the
need
for
certainty
as
soon
as
humanly
possible,
so
that
people
know
what
they're
doing
what
they're
dealing
with
and
pupils
can
plan
and
be
prepared
and
teachers
can
plan
and
be
prepared.
I
think
if
we
wanted
to
be
in
a
position
to
suggest
what
should
be
in
place
for
testing.
A
I
think
we'd
need
to
do
some
more
work
on
that,
and
we
need
to
do
it
quickly
and
it's
whether
we
could
pull
a
working
group
together
speedily
enough
because
it
whatever
is
done
it.
I
think
the
consensus
across
everybody
is.
A
It
needs
to
be
done
quickly,
so
a
letter
could
go
asking
for
certainty
as
soon
as
possible
and
that
could
either
either
come
from
the
board
or
there
is
precedent
for
scrutiny,
chairs,
writing
joint
letters
with
exec
members
to
government
on
issues
such
as
this,
and
that
could
be
an
option
and
I'm
really
guided
by
board
members
and
also
by
the
officers
and
the
exec
members
about.
A
What's
going
to
be
the
most
effective
approach
going
forward,
it
might
be
useful
to
save
time
if
people
have
a
view
if
they
want
to
put
it
in
the
chat,
and
we
can
see
if
there's
a
consensus
about
what
we
would
do
so
to
create
option.
One
would
be
to
write
a
letter
immediately
urging
for
certainty
and
clarity
about
what
will
be
in
place
for
exam
season
and
some
some
assurances
that
it
is
not
going
to
be
changed
at
the
last
minute
and
whatever's
in
place.
A
People
know
that's
what
they're
planning
for
and
working
towards
option.
Two
would
be
that
we
convene
a
working
group
as
quickly
as
possible,
and
I
think
that
would
be
to
consider
all
of
the
possible
scenarios
from
doing
exams
and
how
that
would
work
to
all
the
other
alternatives
and
deciding
which
we
think
would
be
the
best
and
then
writing
a
letter
following
that.
A
But
I
think
it
would
have
to
happen
quite
speedily
in
the
next
week
or
so,
and
it's
whether
we
can
pull
that
together
and
officers
feel
that
they
could
support
us
in
in
doing
that,
so
sal
and
councillor
prior.
I
don't
know
if
you
have
a
particularly
strong
view
on
what
what
would
be
most
useful
for
the
board
to
do
at
this
stage.
N
I
I
think
a
a
letter
asking
for
clarity
would
be
really
helpful
if,
if
the
board
wanted
that
to
be
a
joint
letter
from
myself
and
and
yourself
council,
lamb
I'd
be
happy
with
that.
But
equally,
if
the
board
wants
to
write
by
themselves,
I
shouldn't
be
too
offended.
If
you
want
me
to
to
kind
of
work
on
it
separately,
I'm
comfortable
with
either.
P
Explaining
I
think,
pragmatically
option
one
would
be
you
know.
I
think
people
can
easily
agree
on
urging
urging
a
position
to
be
clarified
as
soon
as
possible.
So
I
think
that's
going
to
be
easier
to
achieve
and
than
it
is
for
us
to
get
a.
You
know,
helpful
dialogue
and
even
consensus
beyond
that
dialogue.
So
it
might
be
that
by
the
time
you
get
a
working
group
together
and
then
have
a
debate.
P
You
may
still
not
be
in
an
agreed
position
across
across
the
board,
but
I
think-
and
we
can
all
agree,
that
whatever
the
process
is
going
to
be,
it
is
going
to
be
helpful
and
supportive
to
all
concerned.
P
If
that
can
happen
as
soon
as
possible,
so
we
can
get
on
with
that
option
pretty
quickly.
So
I
think
you
know
my
view
would
be
that.
That's
that's!
What
we're
going
with.
A
Okay,
so
I
I
think
the
consensus
I'm
I'm
forming
from
the
chat
and
play
if
you,
if
you
have
a
strong
objection
to
what
I'm
suggesting
then
use
the
hand
up,
so
you
can
speak,
but
I
think
it
is
that
we
write
a
letter
immediately.
A
But
my
personal
view
is
it's
probably
more
powerful
and
effective
if
it
goes
from
both
myself
and
counselor
prior
jointly,
and
then
we
also
look
to
see
if
it's
feasible,
to
set
up
a
quick
working
group
to
look
into
what
the
options
are
and
perhaps
come
up
with
a
recommendation,
and
there
could
be
a
second
letter
if
we
feel
there's
strongly
that
there's
a
particular
approach
that
should
be
taken.
L
Can
I
just
ask
sal
from
a
dfe
point
of
view,
as
I
mentioned
in
the
chat,
there
is
an
official
dfv
position.
That's
present,
isn't
there,
which
is
the
certainty,
is
the
dfe
position?
The
exams
will
go
ahead.
The
question
is
how
the
how
far
they'll
be
delayed.
So
are
we
not
asking
a
question?
We
already
know
the
answer
to.
P
I
mean,
I
think
I
think
we
can
enter
into
a
dialogue
with.
I
am
on
the
basis
of
that.
You
know
we
are
now
in
a
position
where
we've
seen
the
first
number
of
weeks
of
school
children
being
back
in
school
and
the
disruption
that
you
know
has
happened
and
whether
they
are
sticking
with
that.
With
that
position,
or
not
I
mean
I,
I
can
have
that
conversation
with
them
next
tuesday,
as
a
starter
but
yeah
you're
right.
The
position
is
at
this
stage.
L
So
there
is
certainty,
so
we've
answered
our
question.
That's
my
concern.
I
think
we're
wasting
time
asking
writing
a
letter
that
a
civil
servant
will
reply
to
and
set
out
the
government's
position.
That's
my
only
concern
the
time
it's
going
to
take
us
to
write
that
letter.
Can
we
have
a
working
group
and
discuss
the
actual
issue
and
give
some
some
some
views
with
my
pony
chair,
but
but
I'll
I'll
sit
down
and
go
with
a
collective?
If,
if
you
all
want
to
go
down
that
rabbit
hole.
A
Okay,
we've
got
a
couple
of
quick
hands
up
with
you,
so
we've
got
helen
first,
then,
council,
lennox
and
councillor
bethel.
J
We
know
that
things
are
constantly
changing
and
we
know
there's
been
quite
a
lot
of
government
u-turns
in
recent
times,
because
some
of
their
decisions
have
been
unrealistic
and
I
think
the
important
thing
is
there's
somebody
who's
taught
not
that
long
ago
and
who's
got
children
who
have
either
just
been
through
or
due
to
go
through
the
formal
examination
system.
It's
really
not
realistic
to
to
say
now
that
those
exams
that's
oh
and
gcses,
and
show
my
age
there.
J
Gcses
and
a
levels
will
take
place,
and
so
I
think
any
letter
says
needs
to
say
that,
despite
the
fact
that
we
have
heard
this
message,
we
believe
that
it
is
unrealistic
at
this
time
to
state
that
exams
have
formal
examinations
can
go
ahead
and
therefore
we
need
to
plan
and
decide
another
route
so
that
we
can
build
up
what
needs
to
exist.
In
order
for
that
to
happen
successfully
and
accurately.
A
Okay,
so
take
perhaps
taking
those
few
points
on
board,
then
we're
not
asking
for
certainty.
What
we're
asking
for
is
almost
for
a
reflection
on
whether
it
is
right
that
the
official
position
is
that
exams
will
go
ahead
and
if
the
decision
is
they
will
go
ahead,
come
what
may
there
needs
to
be
certainty
about
how
that
will
look,
given
what
disruption
there
are
and
what
assurances
are
it
will
be
fair
and
why
the
other
options
have
been
dismissed.
I
Helen's
pretty
much
covered
what
I
was
going
to
say,
but
I
think
we
mustn't
forget
that
when
this
was
raised,
councillor
bithell
raised
that
year,
11s
are
unable
to
understand
what
may
is
going
to
look
like
for
them.
This
is
seven
months
away.
They've
had
so
much
time
off
school.
You
know
this
is
not
just
about
about
sort
of
the
the
the
admin
in
the
organization
that
school
that
schools
desperately
need
to
be
able
to
to
do.
I
I
It's
about
all
of
the
all
of
the
environment
that
these
students
are
working
in
up
to
the
point
when
they
do
do
their
exams
as
well,
and
what
teachers
can,
what
you
know,
what
the
teachers
equipped
with
to
support
them
through
that
period
of
massive
uncertainty?
It's
seven
months
away:
we
don't
know
what
it's
going
to
look
like
for
them.
A
Okay,
thank
you
councillor,
council
bissell
did
you
want
to
come
in?
I
think
you
put
your
your
hand
back
down
again.
B
B
I
think
people
are
really
effectively
now
putting
some
meat
on
the
bone,
so
to
speak
of
the
letter
that
we're
going
to
send
out-
and
I
think
that's
absolutely
right
that
ryan's
right,
we
know
what
they're
saying
is
the
the
absolute
confidence
is
that
they're
going
to
take
place,
but
we
need
to
know
the
things
that
you
said
about
why
the
others
haven't
been
and
or
why
the
other
options
haven't
been
utilized
and
what
it's
going
to
look
like
in
may.
So
that's
great.
Thank
you.
A
Okay,
thank
you
and
then
celia.
You
wanted
to
come
in.
F
Yeah
just
a
couple
of
points:
if
they
persist
with
saying
they're
doing
the
exams,
how
are
they
going
to
construct
exams
to
take
account
of
disruption
last
year
and
this
year
for
pupils,
and
also
if
you
want
to
point
out
that
they
were
saying
the
same
thing
last
summer
term,
up
until
the
last
minute.
A
G
G
I
would
just
wonder
whether
any
of
the
officers
you
know
have
got
any
information
about
what
you
know,
what
advice
the
dfe
have
had
in
terms
of
how
so
the
certainties
needed
for
them
as
well,
and
whether
they've
got
a
view
on
that.
D
Yeah,
I,
I
guess
guess:
everybody's
in
the
same
boat
in
terms
of
there's
been
the
consultation
with
off
call.
People
will
be
looking
at
what
the
dfa
have
put
out
as
the
what's
happening
and
we'll
be
working
towards
that.
But
there's
always
that
chance
that
if
things
change,
then
they'll
have
to
respond
differently
to
that.
So
I
think
it.
I
think
in
many
ways.
Councillor
four
said
it:
it's
about
certainty
for
the
sector
right
across
the
board.
A
Okay
and
dave
another
question
for
you
and
sal:
is
it?
Would
it
be
practical
for
you
to
pull
us
together
quite
quickly?
What
the
different
assessment
options
would
be
so
that
we
could
explore
those
in
a
in
a
working
group.
D
A
Yeah
I
mean
it
doesn't
need
to
be
a
huge,
huge
document.
I
think
it's
just
that
these
are
the
options,
and
these
are
the
pros
and
cons
of
each
so
that
we
can
then
use
that
as
the
basis
of
a
discussion.
A
Yeah
we've
got
quite
a
good
breadth
of
of
people
on
this
board
in
terms
of
covering
teachers
and
unions
and
parents,
grandparents
to
try
and
come
to
a
balanced
view.
I
think
so.
I
think,
if
we
could
do
that,
that
would
be.
That
would
be
good.
I've
got
counselor
marshall
katong
with
a
hand
up.
C
Thank
you
chair,
just
with
the
issues
that
we
had
in
july
and
august
with
year,
13
and
year
11,
and
obviously
we're
looking
at
year,
11
again
and
another
year
13
for
next
year,
and
we
ended
up
with
lots
of
young
people
using
their
current
assessments
in
terms
of
what
happened
between
september
2019
right
up
to
march.
So
all
the
assessments
and
all
the
tests
and
all
the
homework
that
this
young
people
are
going
through
right
now.
What
are
the
schools
doing
in
preparation
to
help
these
children
in
terms
of
achieving?
C
Because
lots
of
us
do
know,
especially
with
mocks?
Even
when
I
was
a
young
girl,
because
you
know
it's
your
mock,
you
don't
put
so
much
effort
into
it,
because
you're
waiting
for
that
last
time,
when
you're
going
to
give
it
a
blast
at
your
final
exam.
So
with
what
with
what
has
happened
in
2020,
we
have
a
lot
of
uncertainties
going
into
2021.
A
Okay,
so
I
I
think
that
there
is
a
consensus
to
to
draft
a
letter
which
I
will
share
with
everybody
in
advance,
so
that
everyone
can
contribute
to
it
and
make
sure
it
does
reflect
what
everybody's
thinking,
but
also
that
we
look
to
quite
speedily
pull
together
a
working
group
with
hopefully
a
document
that
dave
can
organize
for
us
to
look
at
the
options
that
are
available
and
come
to,
hopefully,
a
consensus
between
us
on
what
would
be
a
sensible
way
forward
that
we
can
then
feed
in
subsequently
and
say
this
is
what
we
think
should
be
happening
and
reflect
all
the
all
the
comments
that
have
been
made.
A
A
Okay
right,
thank
you
very
much
for
that.
So
I
think
we've
given
that
a
good
airing.
A
So
if
we
can
move
on
now
to
item
eight
we're
a
bit
pressed
for
time
now,
we've
got
40
minutes
left
of
the
session,
we're
now
on
to
the
revenue
budget
update.
So
I'm
conscious,
we
did
have
a
working
group
last
week
to
look
at
this.
I'm
sorry,
I've
just
noticed
councillor
bithell
has
her
hand
up.
B
I'm
just
going
to
type
in
it
was
very
quickly
still
on
the
last
item,
two
very
quick
things.
The
first
being
can
we
add
into
the
letter
a
question
on
what
mitigation,
if
they
do,
stick
with
exams
is
going
to
be
given
for
children
that
miss
education,
based
on
how
many
times
they've
had
to
isolate,
et
cetera
and
then
the
other
question
was.
Can
the
working
group
be
monday
to
wednesday,
if
at
all
possible?
Please.
A
Yep
well,
I
actually
had
next
monday
in
my
head
as
a
possibility
which,
when
angela's
picked
to
chin
off
the
floor,
then
we'll
we'll
get
get
that
organized
as
quickly
as
humanly
possible.
A
Okay,
so
yeah
with
those
comments
noted
if
we
move
on
to
the
revenue
budget
item,
conscious
that
we
did
have
a
working
group
last
week,
but
that
was
in
private
and
this
is
our
opportunity
to
scrutinize
the
the
very
early
budget
proposals
in
public,
and
it's
very
welcome
that
scrutiny
has
the
opportunity
to
chip
in
before
the
the
formal
budget
proposals
are
introduced,
where
normally
we
only
get
the
chance
to
scrutinize
them
afterwards.
So
I
think
we're
grateful
for
that
and
that
should
be
helpful
to
all
concerned.
A
So
if
we
hand
over
to
councillor
and
pryor
and
vena,
if
they
have
any
initial
comments
and
then
I
should
imagine,
sal
and
tim
will
want
to
come
in
and
I
think
we
have
louise
hornsey
with
us
as
well.
O
Absolutely
yes,
so
hi
everybody
I'm
louise
honzi!
I
am
the
head
of
finance,
supporting
children.
A
Okay,
thank
you.
So
we've
got
about
30
minutes
on
this
item.
So
if
I
could
ask
that
the
introductions
are
to
the
point
and
then
if
we
keep
the
questions,
really
quick
and
focused,
so
we
can
keep
things
moving
and
get
through
as
much
as
we
can
so
over
to
councillors.
Castlevania,
do
you
want
to
go
first.
O
Thank
you,
chair
I'll,
be
very
brief,
particularly
after
the
meeting
last
week.
I
just
wanted
to
make
a
couple
of
comments.
O
One
is
that
members
will
be
will
be
aware
from
the
papers
that
we
are
looking
not
only
at
a
gap
of
180
million,
but
that
gap
following
10
years
of
austerity
and
the
challenge
that
we
have
as
directorate
or
one
of
the
challenges
is
that
there's
very
little.
We
do
that's
not
statutory
so
on
the
health
and
social
care
side
of
the
portfolio.
O
There's
only
early
help
things
like
children's
centers
and
the
youth
service
that
are
not
statutory
and
we've
had
very
clear
indications
from
the
group
last
week
that
people
are
really
not
keen
to
see
cuts
to
those
areas,
but
it's
hugely
challenging
because
the
gap
is
so
enormous
and
most
of
our
work
is
statutory,
and
we
very
much
welcomed
the
meeting
last
week
and
this
this
meeting
now
in
order
to
get
your
views
on
on
what
you
feel
should
be
protected
and
prioritized.
But
obviously
we
are
within
a
context,
that's
incredibly
challenging.
Thank
you.
A
Thank
you
for
that
countervanta
castle.
Proud.
Did
you
want
to
add
anything
at
this
point
or
straight
into
a
workshop
for
time?
No
problem?
Thank
you.
Louise.
A
Are
you,
okay,
just
to
do
a
very
quick
one
or
two
minutes
summary
of
the
context
of
where
we
are
and
then
perhaps
tim
can
give
us
four
or
five
minutes,
and
then
we
can
go
straight
into
questions.
O
Absolutely,
yes,
that's
fine
yeah!
I
understand
you'll
probably
want
to
to
focus
on
the
actual
proposal.
So
I'll
just
do
this
very
briefly
and
in
terms
of
the
financial
context
and
obviously
you'll
be
aware
of
of
everything
that
the
covid
means
at
the
moment
and
not
just
operationally
but
financially.
It
is
a
massive
challenge.
O
So
before
covid
we
we
did
know
that
we
had
some
budget
pressures
about
60
million
and
things
that
have
happened
since
then,
in
terms
of
reviewing
those
pressures
and
adding
in
the
the
impact
of
covid
means
that
for
next
year,
if
we
don't
do
anything,
we're
looking
at
a
budget
gap
of
about
118
million-
and
obviously
that's
that's
quite
substantial.
O
Hence
the
drive
to
to
see
what
savings
we
can
identify
for
for
next
year,
and
so
the
proposals
that
her
were
brought
forward
to
september
executive
board
address
a
portion
of
that
there
is
work
still
ongoing.
That
will
bring
forward
more
proposals
to
future
executive
boards.
So
the
the
details
for
consideration
and
discussion
today
are
just
relating
to
the
ones
that
have
come
forward
to
september.
A
Okay,
thank
you
for
that.
Louise
and
tim.
Do
you
just
want
to
give
us
a
quick
walk
through
the
initial
proposals
as
they
are
and
then
I'll
watch
for
all
the
hands
rocketing
up
and
we
can
get
straight
into
questions.
S
Yes,
thank
you.
So
I'm
going
to
talk
about
page
47
table
two
of
the
report
just
to
go
through
some
of
those
business
as
usual,
proposals
from
the
directorate
and
I'll
I'll
go
through
them
a
couple
at
a
time
and
then
perhaps
pause
to
see
if
members
have
got
any
questions,
so
the
first
one
on
the
list
is,
is
around
the
level
of
income
we
can
derive
from
our
support
for
unaccompanied
asylum
seeking
children.
S
S
The
idea
would
be
that
there
are
some
significant
economies
of
scale
to
be
derived
from
taking
an
increased
number
of
children
looked
after.
We
are
currently
funded
by
government
to
take
unaccompanied
asylum
seeking
children.
We
get
114
pound
a
day
for
those
that
are
under
18
and
240
pounds
per
week
for
those
leaving
care.
S
So
the
proposal
is
to
make
some
economies
of
scale
and
factor
in
the
additional
costs
of
looking
after
these
children
and
that
will
generate
savings
of
a
million
pounds
across
the
wider
children
and
families
budget.
It's
a
complex
budget
with
lots
of
costs
associated
we're
taking
unaccompanied
asylum
seeking
children,
and
there
is
the
income,
and
that
is
affected
with
the
proposal
there
in
respect
of
partnerships
and
health.
This
is
a
combination
of
proposals.
S
There
are
a
number
of,
as
you
can
see,
from
the
table
posts
that
we
would
not
provide
for
next
year.
The
idea
is
to
use
to
the
best
of
our
ability
those
expressions
of
interest
in
the
current
early
leavers
initiative
and
reconfigure
services,
so
that
we
can
continue
to
provide
those
services
but
take
advantage
of
those
colleagues
that
wish
to
go
under
the
early
leavers
scheme
within
that
wider
partnerships
and
health
proposals.
S
I'll
pause,
just
in
case
council
alarm.
You
want
me
to
answer
any
questions
on
those
two.
A
Thank
you,
tim
debbie
has
a
hand
up
on
those
points.
C
Yeah,
just
with
regard
to
the
unaccompanied
asylum
seeking
children,
I
think
it
is
important
that
we
bear
in
mind
that,
while
some
funding
would
follow
these
young
people
for
the
local
authority,
that
isn't
true
across
the
board
and
certainly
health
is
not
given
any
additional
funding
to
meet
the
additional
needs
that
unaccompanied
asylum
seeking
children
and
very
often
bring
with
them.
It's
just
something
to
to
bear
in
mind
that
that
additional
funding
is
not
available
across
the
board
to
all
services.
C
P
I
appreciate
the
point
that
you've
raised.
I
think
we
currently
don't
when
we're
currently
not
up
to
the
level
that
the
government
recommends.
Each
local
authority
should
be
in
terms
of
the
numbers
of
unaccompanied
asylum
seeking
children.
Each
authority
should
have
so
at
this
stage.
This
is
not
about
going
beyond
where
we
should
be.
It
is
about
economies
of
skills
within
that
requirement,
for
the
government
asks
that
each
authority
has
0.97
of
their
looked
after
population.
A
Okay,
thank
you
for
that.
So
tim,
do
you
want
to
carry
on
please.
S
So
all
five
districts
within
west
yorkshire
contribute
to
the
cost
of
the
regional
adoption
agency,
and
we've
had
discussions
with
the
management
committee
of
one
adoption
west
yorkshire
to
change
the
basis
to
an
activity
related
contribution
when
that's
agreed
that
will
result
in
a
saving
to
leads
of
740
000
pounds.
S
S
S
S
We
have
a
rolling
agreement
with
west
yorkshire
police,
that's
renewable
on
an
annual
basis
for
the
funding
of
of
the
costs
of
an
inspector
and
part
of
the
cost
of
the
sergeant.
The
recital
in
the
funding
agreement
is
about
developing
links
and
practices
which
will
improve
overall
outcomes
for
children.
S
S
S
The
next
proposal
is
for
some
savings
to
education:
premature
retirement
costs,
so
the
council
is
required
under
the
education
act,
2002
to
pick
up
some
of
the
costs
of
retirements
in
schools.
S
This
is
something
that
specifically
mentioned
in
the
lead
scheme
for
financing
schools,
and
we
would
seek
to
review
that
if
I
was
being
brutally
honest,
some
of
those
savings
are
to
do
with
trends,
because
this
budget
is
to
pick
up
the
council's
obligations
to
pay
those
costs
in
maintain
schools,
fewer
maintained
schools
mean
there
are
fewer
costs
to
pick
up
every
year.
S
S
S
At
the
moment
it
is
quite
clunky
and
we
generate
about
5.8
million
pounds
worth
of
income
from
trading
with
schools.
I'm
thinking
about
services
such
as
music
support,
the
note
to
19
learning
service,
the
governor's
support
service,
those
sorts
of
services
bring
in
the
largest
amounts
of
income
with
the
automation
of
the
ordering
and
payment
system.
We'll
drag
that
system
into
modern
usage.
People
will
be
familiar
with
clicking
to
to
make
an
order
and
for
the
payment
to
go
through
straight
away.
S
That's
the
proposal
around
the
leads
for
learning
platform
to
try
and
try
and
make
that
more
joined
up
and
more
automated.
S
S
Learning
systems
effectively
includes
built
environment,
team
sufficiency
and
participation
and
the
admissions
team.
The
plan
would
be
to
take
advantage
of
expressions
of
interest
to
leave
the
council
early
and
make
some
savings
across
those
three
teams.
S
S
We
would
seek
to
delete
these
vacant
posts
and
take
the
budget
saving
as
we
reconfigure
some
of
our
services
and
the
final
one
is
some
savings
that
have
been
realigned
from
a
restructure
of
the
children
looked
after
service
and
some
of
the
management
costs
in
there.
A
Yeah,
thank
you
tim
that
that's
really
appreciated
and
very
helpful,
so
who
has
got
questions
or
comments
on
that?
Please,
either
for
tim
or
sal
or
the
exec
members
for
once,
I'm
not
seeing
a
rush
of
hands
go
up,
so
I
hope
we
didn't
do
it
to
death
in
the
in
the
working
group
last
week.
M
I
suppose
worried
about
you
know
how,
in
in
all
the
report,
staff
seem
to
be
hit
all
over
the
directorate,
and
I
think
it
is
worried
that
you
know
the
remaining
staff
will
have
so
much
work
that
they
want.
You
know,
because
of
the
of
the
staff
leaving
or
being
made
redundant
or
whatever,
so
I'm
just
worried
about
the
workload
for
the
people
that
have
been
left
behind.
That's
one
thing,
and
also
on
page
114
and
performance
analysis
provided
for
the
scrutiny
board
and
other
different
things.
M
S
S
S
S
I
think
sal
said
by
way
of
introduction
that
much
of
sorry
it
was
councillor
bennett,
said
by
way
of
introduction
that
a
lot
of
what
we
do
is
statutory.
S
S
S
I
think
the
scale
of
the
financial
challenge
is
one
of
the
imperatives
that
is
is
is
in
our
mind
when
we
are
taking
those
decisions,
but
we
are
acutely
aware
of
the
pressure
that
this
will
bring
to
all
teams
that
are
losing
staff,
and
we
are
acutely
aware
of
some
teams
that
are
under
significant
pressure
at
the
moment,
and
there
are
some
difficult
decisions
ahead
as
to
whether
we
can
support
people
from
those
teams
to
go,
given
the
impact
that
it
that
that
could
possibly
have
on
our
statutory
responsibilities
and
on
the
impact
that
that
would
have
on
children
and
their
families.
O
Yeah,
thank
you
chair.
I
suppose
the
point
I
wanted
to
make
in
response
to
jackie
is
that
I
don't
I
don't
want
to
cut
staff
in
this
direction.
None
of
us
do
either
the
exec
members
or
the
senior
managers,
but
we
can't
we
cannot
make
the
savings
that
we
need
to
make
without
doing
so.
O
It's
something
we're
doing
with
great
thought
and
great
care,
as
tim
said,
with
the
requests
that
we've
had
for
people
who
want
to
leave
the
authority
or
want
to
reduce
their
hours,
we're
looking
at
each
case
individually,
we're
saying
no
to
somewhere.
We
don't
feel
that
we
can
let
posts
go.
We
are
looking
very
mindfully
at
where
we
can
allow
people
to
leave
the
authority
without
having
a
damaging
impact
on
frontline
services,
but
we
we
cannot
make
the
savings.
O
A
P
Thank
you,
for
that
second
part
was
just
was
it
about
the
performance,
management
and
information
and
and
that
information
that
comes
to
scrutiny
board
we've
moved
over
a
period
of
time
to
try
and
create
performance
management
systems
that
mean
that
we
run
less
individualized
reports
and
try
and
get
a
suite
of
reports
together
on
performance
management
that
we
can
use
in
multiple
arenas
and
that
seems
to
have
been
working
effectively.
P
So
I
think
that
that
should
we
should
be
able
to
maintain
that
information
that
that's
necessary
for
our
purposes
of
purposes
of
scrutiny,
going
forward.
S
Council
alum,
I
was
going
to
say
something
similar
because
the
proposals
that
jackie
referred
to
relates
the
resources
and
housing
directorate.
So
any
proposals
in
that
area
shouldn't
adversely
affect
the
performance
information
in
children
and
families.
We
have
a
performance
and
intelligent
intelligence
team
in
children
and
families
which
isn't
affected
by
that
proposal.
On
page
114.
A
Okay,
thank
you
for
that
and
if
I
I'd
just
add
jackie
that,
to
my
mind,
scrutiny
becomes
even
more
important
in
these
circumstances
and
and
being
able
to
to
be
constructive
with
the
directorate
to
help
them
and
thinking
carefully
about
how
we
do
our
work.
But
certainly
I
think
we
can
be
no
less
effective
in
that.
So
next
we
have
helen.
Please.
J
Thanks
hi,
I
just
wanted
to
sort
of
throw
something
out
there
for
the
future
and
I
just
wondered
what
how
feasible
it
is
for
the
council
to
consider
having,
like
almost
a
council,
run
supply
agency
that
was
to
to
be
used
as
a
traded
service
for
schools
which
provided
that
service
at
a
lower
cost
to
schools
than
supply
agencies
do
at
the
moment
and
then
obviously,
and
then
to
establish
that
pool
of
teachers
and
and
just
move
away
from.
J
P
I
mean,
I
think
one
of
the
so
we've
had
thoughts
about
that
in
a
number
of
areas
previously.
But
one
of
the
reasons
for
for
having
this
scrutiny
board
is
for
us
to
hear
from
you
about
suggestions
that
you
might
have,
and
certainly
that
is
one
that
we
can
take
away
and
explore.
So
I
appreciate
you
raising
that.
S
Yeah
and
just
to
follow
on
what
sal
was
was
saying.
I
agree
it's
a
great
suggestion,
but
it
wouldn't
help
the
directorate's
revenue
budget
because
of
the
distinction
between
general
fund
services
that
are
funded
by
council
tax
and
schools
that
are
funded
by
the
dedicated
schools.
Grant.
That
doesn't
mean
we're
not
going
to
look
at
it,
but
it
doesn't
help
in
terms
of
these
particular
proposals
for
the
council's
general
fund
budget.
A
H
People
will
be
paying
more
for
the
services
that
we
we
offer
them
and
globally
we're
not
a
long
way
further
forward
and
the
government's
presently
struggling
with
how
it's
going
to
restart
the
economy
after
the
end
of
cobid
and
drag
the
system
back
into
operation
that
will
not
be
helped
by
funding
it
out
of
cuts
to
local
authorities.
In
fact,
it
will
make
matters
worse,
and
so
we
hope
society
will
will
will
prevail
in
this
situation.
A
O
Yeah,
I
mean
obviously,
this
challenge
would
disappear
if
the
government
gave
us
more
money
that
that's
the
issue,
we
don't
have
enough
funding,
so
we
have
to
make
these
cuts.
One
of
the
particular
challenges
we're
grappling
with
in
our
directorate
is
that
over
the
last
10
years,
many
councils-
most
councils
in
fact,
have
made
reductions
to
their
early
health
services,
their
preventative
services,
because
they're,
not
statutory
and
in
some
ways,
they're
the
easier
cuts
to
make,
but
actually
as
counselor
english
is,
is
alluding
to
they.
They
don't
actually
generate
savings.
In
that
what
then
happens?
O
Is
you
end
up
with
more
children
coming
into
the
care
system?
So
that's
really
what
I
was
referring
to
when
I
was
talking
about.
We
need
to
make
cuts,
but
without
having
a
detrimental
impact
on
our
frontline
services
and
the
fact
that
the
only
services
that
we
don't
provide
are
non-statutory
are
the
very
ones
that
stop
children
coming
into
statutory
services
is
a
huge
challenge
and
is
a
is
an
economic
challenge,
as
well
as
a
moral
challenge.
O
O
All
of
this
is
is
deeply
unpalatable
and,
as
I
said
at
the
beginning,
it's
it's
coming
after
10
years
of
austerity
as
well.
Thank
you.
A
Okay,
thank
you
for
that.
I'm
I'm
conscious
of
time,
and
I
I
note
that
counselor
prior
wanted
to
come
in
if
it's
okay
with
you
councillor
prior
I'm
going
to
take
the
final
point
from
councillor
renshaw
and
then
perhaps,
if
you
can
cover
your
points
in
the
summing
up
in
a
couple
of
minutes,
if
that's
okay,
so
council
renshaw,
please.
K
I
would
like
to
think
that
by
the
10
years
of
austerity,
that
councilman
keeps
mentioning
and
and
we're
all
aware
of
that
and
the
added
work
that
will
be
put
on
offices
and
yet
more
people
throughout
the
city
will
be
falling
into
the
poverty
bracket,
and
so
the
service
will
have
more
demands
on
it.
And
will
we
have
enough
staff
to
cover
the
services
which
the
people
of
leeds
deserve.
A
Okay,
thank
you
councillor
renshaw,
so
tim
did
you
want
to
make
any
final
comments
from
you
and
then
we
can
go
back
to
sal
for
final
comments
and
counselors
prior
inventor.
S
So
we've
classified
these
as
business
as
usual
savings,
which
effectively
means
that
other
than
the
requirement
to
consult
with
schools
forum
about
the
schools,
premature
retirement
costs.
These
are
proposals
that
we
think
we
can
progress
without
having
a
public
consultation.
S
I
think,
as
louise
said
in
the
introduction
and
as
alluded
to
by
councillor
vena,
there
will
be
more
to
come
in
terms
of
proposals
not
just
from
children,
families
director
but
from
other
directors
as
well
as
we
move
through
october
and
november's
executive
board.
Given
the
scale
of
the
challenge,
we've
tried
to
chunk
them
up
so
that
we
can
bring
forward
some
business
as
usual
proposals
this
time.
But
you
know
I
have
to
be
clear
that
there
will
be
more
proposals
to
come.
K
Well,
that
will
that
be
on
a
positive
note.
Can
I
ask
because
I
know
previous
in
previous
years
the
atari
government
have
ever
given
more
slashings
to
our
council
budget
after
it's
modeller
set
the
amount
that
we
would
be
receiving,
so
I'm
just
hoping
that
there's
not
going
to
be
more
cuts
on
top
of
markuts
that
have
been
made
year
on
year.
A
Okay,
thank
you,
council
rancher.
If
we
can
obviously,
as
usual,
avoid
the
political
points.
I'd
be
grateful,
please
on
the
board.
So,
finally,
if
we
can
go
to
sal
to
sum
up
and
then
we'll
have
councillor
prior
and
council
of
venice,
please.
P
That
sounds
councillor
I
mean,
I
think
people
you
know
appreciate
the
difficult
circumstances
that
we're
in
and
we
are
when
we're
coming
forward
with
the
proposals.
We
are
making
careful
consideration
about
what
the
impact
will
be
so
making
judgments
about
not
undermining
the
overarching
strategy
that
we've
got
in
children's
services,
which
has
been
about
ensuring
as
efficient
and
effective
early
help
and
preventative
offer
as
possible,
which
means
that
less
children's
needs
escalate
and
go
into
more
specialist
services,
which
are
often
less
effective
and
often
quite
costly.
P
So
our
overarching
strategy
remains
in
place
and
one
of
the
things
that
we
haven't
done
this
time
in
terms
of
looking
at
proposals
is
to
make
predictions
about
reducing
the
amount
we
spend
on
children
looked
after
because
we
appreciate
that
there
may
well
be
pressure
and
given
all
of
the
things
we
know
about
how,
when
children
have
been
out
of
school
and
the
restriction
on
services
over
a
long
period
of
time
may
mean
that
children's
needs
have
escalated
and
that
we
see
a
spike
in
demand.
P
So
we
are
conscious
of
all
of
those
things
as
we
move
forward
and
make
the
proposals
that
we
have
to.
But,
as
tim
says,
there
will
be
further
proposals
coming
forward
over
the
coming
months
in
relation
to
the
savings
that
are
needed
right
across
the
county.
A
Okay,
thank
you
style
councillor
prior,
please.
N
Yeah,
I
just
want
to
wanted
to
reiterate
how
important
some
of
the
points
that
have
been
made
already
by
members
of
bean.
I
think
it's
it's
looking
at
the
size
of
the
cuts
the
governments
are
asking
us
to
make
are
within
the
context
of
the
fact
that
over
the
past
10
years,
lee
city
council
has
had
over
two
billion
pounds
now
taken
off
it.
N
So
these
are
not
easy
cuts
to
find
you
know
we're
already
kind
of
to
the
bone,
and
that-
and
it
does
mean
that
we
will
be
able
to
do
to
do
less
going
forward.
The
government
did
say
at
the
start
of
the
pandemic.
They'll
do
whatever
it
takes
to
get
us
through
this.
N
That's
something
that
I
think
that
you
turned
on
now
and
and
haven't
provided
us
with
that
money,
but
as
we
can
do
less,
I
think
our
priorities,
certainly
my
priority
as
an
exec
member,
is
just
to
make
sure
that
the
the
impact
of
these
cuts
is
minimized
on
the
most
vulnerable,
and
I
think
that
is
made
harder
because,
because
of
the
pandemic,
the
number
of
people
who
are
vulnerable
and
the
number
of
people
who
need
that
support
is
increasing
and
the
amount
of
support
they
need
is
increasing.
N
At
the
same
time,
our
capacity
is
diminishing,
but
those
vulnerable
people
are
always
at
the
forefront
of
our
minds
when
we're
trying
to
make
these
decisions
and
protecting
those.
The
greatest.
A
Okay,
well,
thank
you
again,
everybody
for
that.
We've
condensed
a
lot
into
quite
a
short
period
of
time,
but
just
to
acknowledge
that
we
are
expecting
further
proposals
to
come
forward
over
the
coming
weeks
and
months
and
to
facilitate
that
to
make
sure
all
scrutiny
boards
can
be
consulted.
We
are
proposing
that
we'll
have
an
additional
working
group
in
november
so
that
we
can
consider
any
more
proposals
that
come
forward.
So
this
won't
be
the
last
opportunity
that
we
have
to
to
comment
and
and
feedback
on
the
budget
proposals.
A
Okay,
so
we're
moving
on
to
item
nine
now,
which
is
the
work
schedule
so
just
before
I
hand
over
to
angela
to
run
us
through
what
the
plan
is
I'd
just
like
to
bring
in
councillor
flynn
who's
brought
something
to
my
attention
that
he'd
also
liked
to
share
with
the
board
that
we
might
want
to
have
a
look
at
so
councillor
flynn.
Over
to
you.
Please.
E
E
It
was
made
fairly
clear
to
me
during
a
number
of
conversations
yesterday
that
legal
officers
weren't
happy
with
the
with
the
release
of
the
report
at
this
particular
stage,
but
I'm
hoping
that
it
will
be
released
as
soon
as
possible
and
particularly
regarding
an
email
which
you
received
from
a
principal
at
one
of
the
schools
concerned.
Just
before
we
came
into
the
meeting
this
morning.
E
It
links
in
with
the
with
some
current
excruciation
board
work,
that's
being
carried
out
on
exclusions
and
alternative
provision,
but
I
think
it
takes
it
to
a
stage
further
and
it
also
links
in
with
what
val
waite
has
been
saying
this
morning
about
vulnerable
children,
and
I
was
very
pleased
to
see
that
val
said
something
on
the
lines
of
that
they're.
All
our
children,
no
matter
where
they
are.
E
E
And
what
made
it
even
worse
is
that
I've
learned
this
morning
that
the
report
itself
was
withheld
from
at
least
some
of
the
schools
in
the
partnership
actually
concerned,
which
I
find
quite
amazing,
I'll
go
on
to
the
email
in
a
moment
suitably
anonymized.
Obviously.
E
E
The
knowledge
of
individual
students
backgrounds,
including
whether
or
not
they
had
special
educational
needs,
safeguarding
training
within
the
unit
record,
keeping
and
the
physical
security
of
the
building
on
external
recreational
areas.
I'll
just
refer
to.
I
think
it
comes
far
better
from
the
principal
was
written
to
me
this
morning
to
explain
what
he
felt
about
the
report
itself.
E
E
E
It
goes
on
in
a
similar
manner,
but
I
think
that
probably
gives
you
some
idea
of
the
strength
of
feeling
about
it,
just
like
to
emphasize
that
these
are
some
of
the
most
vulnerable
children
in
leeds,
and
I
I
for
one
am
very
concerned
that
a
situation
has
been
allowed
to
develop
over
a
period
of
time
where
children
were
being
sent
to
a
facility
that
clearly
was
not
fit
for
purpose.
E
I'm
also
concerned
about
the
the
broader
picture
of
alternative
provision
in
the
city.
I
think
a
lot
of
the
money
for
the
funding
of
of
these
partnerships
and
and
subsequently
the
alternative
provision
comes
from.
The
high
needs
block
several
million
pounds
in
fact,
and
it
raises
serious
questions
about
who
actually
oversees
the
safeguarding,
never
mind
the
quality
of
teaching
and
learning
at
these
particular
settings.
Because,
as
I
understand
this,
the
local
authority
feel
is
the
responsibility
of
the
school
that
sends
the
children
to
the
setting
not
entirely
sure.
E
I
I
actually
agree
with
that,
but
that's
something
we
could
perhaps
discuss
at
a
later
date,
but
just
in
brief,
given
the
very
large
and
significant
amount
of
money,
this
council
actually
gives
to
these
area
inclusion
partnerships
in
order
to
fund
alternative
precision
and
given
the
state
of
affairs
and
this
particular
one
that
I've
referred
to
this
morning.
E
And
how
does
it
all
fit
in
to
the
the
general
sort
of
scheme
of
things,
because
there
just
seems
to
be
a
disconnect
between
the
provision
itself?
The
partnership
that
are
not
seeing
reports
that
are
being
carried
out
on
its
behalf
and
what
the
sort
of
responsibility
and
accountability
is
of
the
local
authority
leads
local
authority
in
this
particular
case,
for
the
safeguarding
and
the
quality
of
teaching
of
learning
of
these
very
vulnerable
children
in
these
settings.
A
Okay,
thank
you,
council
flynn,
so
just
to
clarify
that
I
had
asked
that
the
document
was
shared
with
all
board
members
in
advance,
but,
as
you
would
expect,
we
just
ran
that
by
the
legal
team
and
they
were
concerned
because
the
council
that
the
document
isn't
the
council's
or
isn't
in
the
council's
ownership,
that
they
they
wanted
a
little
bit
more
time
to
think
through
how
the
board
could
use
it
in
its
deliberations
rather
than
sharing
it
at
this
point,
so
that
that's
the
reason
why
it
hasn't
been
shared
based
on
the
legal
advice
that
we
were
we
were
given,
which
always
makes
it
difficult.
A
But
the
decision
is
for
us.
Is
this
something
we
want
to
look
at
in
more
detail.
It
certainly
fits
in
with
our
ongoing
inquiry
into
exclusions
and
off-roading,
and
so
we
don't
want
to
sort
of
run
a
session.
Now.
That's
not
the
point.
It's
whether
given
what
council
of
fun
is
explained
to
us
is
this
something
that
that
we
want
to
to
look
into
in
more
detail
either.
It's
part
of
that
inquiry
or
as
a
separate
standalone
item,
so
a
hand
up
was
first
and
then
councillor
gruen.
Please.
F
Thank
you
chair.
Thank
you,
councillor
flynn.
I
found
that
very
interesting.
You've
not
said
what
the
provision
is.
You
haven't
named
it.
What
the
organization
is,
but
through
working
with
members
who
do
work
in
these
provisions.
F
Unions
are
aware
of
practices
that
they
find
questionable,
but
they
with
some
of
them
where
they,
where
their
academies.
Of
course,
it
can
be
very
difficult
to
access
them,
not
just
for
the
unions.
F
Also
for
the
council,
I
would
say,
on
top
of
safeguarding
issues
for
pupils
we've
had
a
number
of
our
members.
That's
all
unions
concerned
who
have
experienced
injury
one
in
particular,
I
can
think
about
one
at
a
similar
setting
to
you
described
was
assaulted
three
times
in
one
day
and
then
asked
if
they
really
thought
that
was
the
best
sort
of
teaching
establishment
they
should
be
working
in
so
we've
had
concerns
for
a
long
time.
F
It
cost
the
council
a
lot
of
money
to
fund
pupils
to
attend
these,
and
it
seems
that
the
local
authority
is
quite
easily
kept
at
arm's
length
in
a
number
of
them,
as
unions
can
be
as
well.
So,
yes,
I
think
it's
an
important
area
that
we
should
be
looking
into.
A
Okay,
thank
you
see
that
just
exactly
it's
deliberate
that
the
particular
provision
is
not
being
named
at
this
point.
So
hopefully
that
will
remain
the
case.
Councillor
gruen,
please.
G
You
just
enabled
me
to
make
the
decision
that
you've
put
to
the
board.
I
just
wanted
to
ask
councillor
flynn
two
quick
questions.
You
described
it
as
a
quality
assurance
report.
Councillor
flynn
is
that,
could
you
tell
us
who
the
inspecting
body
was?
This
is
an
ofsted
report,
in
fact
or
or
what,
and
secondly
does
the
report
state
that
children,
young
people
are
in
immediate
danger.
E
Thanks
caroline,
the
report
was
an
internal
report
commissioned
by
the
the
partnership,
but
it
was
carried
out
by
a
head
teacher
who
was
seconded
specifically
to
look
at.
You
know
those
that
kind
of
provision.
So
it
was
an
internal
report
but
an
authoritative
internal
report
in
terms
of
whether
there
was
an
immediate
danger
or
not,
I'm
not
absolutely
certain,
because
the
reports
only
came
into
our
position
some
considerable
time.
Afterwards.
There
was
a
recommendation,
but
a
further
multi
assurance
was
carried
out
by
the
by
the
partnership.
E
In
fact,
that
hasn't
happened.
The
setting
was
closed
for
a
set
at
least
was
closed
to
people's
coming
in
for
a
certain
amount
of
time,
and
my
understanding
is
that
another
quality
assurance
has
been
carried
out,
but
not
by
someone
within
the
partnership
rather
confusing,
but
by
somebody
from
outside
of
the
leads.
N
E
Which
gives
a
better
picture
of
what's
happening
at
the
facility
itself,
but
I'm
puzzled
as
to
whether
as
to
why,
after
the
initial
report,
I
think
called
for
a
further
quality
assurance
report,
it
wasn't
carried
out
and
still
hasn't
been
carried
out
and,
of
course,
that
report
was
not
shared
quite
clearly
with
some
of
the
schools
in
the
partnership.
E
Could
I
just
add,
caroline
that
when
we
received
the
report,
we
did
refer
this
immediately
to
the
lead
safeguarding
chair
for
him
to
sort
of
consider.
Thank.
I
A
I've
got
all
this
way
without
doing
that.
Thank
you,
angela.
So
the
consensus
I'm
getting,
I'm
not
seeing
any
more
hands
from
the
chat
and
from
people's
comments
is
that
this
is
something
that
we'd
want
to
to
have
a
look
at
and
I'm
seeing
nods.
A
A
So
there's
there's
a
couple
of
hands
coming
up
now.
I've
got
councillor
flynn
and
councillor
stevenson.
E
Yes,
thanks
alan
just
to
sort
of
emphasize,
I
did
consider
whether
or
not
if
the
board
did
agree
to
cutting
out
an
inquiry,
whether
it
should
form
parts
of
the
inquiry
that
we're
already
doing.
My
view
is
given
the
seriousness
of
the
situation.
It
should
be
a
separate
inquiry,
rather
than
one
that's
encompassed
by
the
one
that
we're
actually
carrying
out.
A
Okay,
I'm
saying
I'm
seeing
nods
from
people
on
that
one
councillor
stevenson
did
you
want
to
come
in.
A
Okay,
does
anyone
have
a
strongly
opposing
view
to
that?
I'm
not
seeing
anything
coming
forward.
Counselor
lennox,
please.
I
I
If,
if
we
can
see
this,
I
know
I
said
before,
and
I
know
you
said
that
you've
taken
legal
advice
about
this,
but
this
is
a
bit
if,
if
we're
agreeing
to
launch
into
it
sounds
very
serious
and
if
we're
agreeing
to
launch
an
investigation,
I
I
think
it
would
be
helpful
for
us
to
have
a
bit
more
of
an
understanding
of
what
context
this
has
been
has
been
passed
to
you
or
we
or
or
I
mean
when
you
say
we
where's
that
come
from.
E
I
I
thanks.
Yes,
it's
it's
difficult,
as
you
can
probably
gather,
given
the
request
from
legal
that
we
retain
confidentiality
here.
I
didn't
ask
for
advice
from
eagle.
We
asked
for
the
report
to
be
circulated
and
we
were
told
that
would
be.
You
know
in
the
circumstances
not
reasonable
to
sort
of
circulated,
so
we
didn't
ask
for
permission.
E
We
wanted
it
circulated
and
the
report
itself,
if
I
tell
you
where
it
came
from
that,
would
tell
you
where
the
setting
actually
is,
and
I
feel
it
would
be
inappropriate
to
actually
give
you
that
information,
but
it
came
from
someone
from
within
the
partnership.
The
chair
of
the
partnership
concerned.
E
It
was
sent
to
to
myself
and
reinstate
ryan
stevenson.
E
E
There
is
a
requirement
for
that
report
to
be
sent
to
the
chair
of
the
area,
inclusion
partnership
and
to
the
local
authority
within
10
days
of
it
being
prepared.
I
am
not
clear,
although
I
don't
think
that
the
report
was
sent
to
the
chair
of
the
area,
inclusion
partnership-
I
don't
know
about
the
local
authority.
We
have
asked
that
question.
B
There
I
think,
it's
absolutely
right
that
we
do
do
some
screening
into
this,
but
with
the
current
level
of
almost
secrecy
and
cloaking
dagger
because
of
the
legal
requirements
it
seems
like
rushing
into.
That
would
probably
be
a
mistake
and
actually,
if
we
waited
for
january
we'd,
be
able
to
have
the
legal
stuff
all
sort
of
sorted
out.
So
we
could
do
an
open
and
transparent
scrutinization
rather
than
something
that
might
be
less
effective,
but
more
quick
as
long
as
obviously,
the
kids
are
not
in
immediate
danger.
A
Okay,
thank
you
for
that.
Can
I
suggest
then,
that
perhaps
myself
and
angela
look
at
how
we
can
potentially
scope
something
and
when
we
could
do
it
and
also
work
with
the
legal
officers
to
see
how
we
can
best
share
the
information
with
all
board
members
so
that
we
can
consider
properly.
A
But
I
think,
there's
a
consensus
that
we
want
to
look
into
this
there's
a
consensus
that
we
can't
do
it
if
everybody
doesn't
see
the
same
information
and
there's
a
consensus
that
we
need
to
do
as
soon
as
we
practically
can
and
effectively
can.
So.
Is
everyone
happy
that
we
proceed
on
that
basis
and
I
cannot.
G
G
A
Yeah,
can
I
ask
sal,
if
you're
in
a
position
to
give
that
assurance
today.
A
Okay,
thank
you
and
then
I
had
councillor
stevenson
and
then
perhaps
if
we
can
wrap
up.
L
Yeah,
I
was
just
going
to
say
chella,
one
of
the
I'm
kind
of
with
councillor
gruen
on
on
a
bit
about
what
we
cut
as
immediate
danger.
Otherwise,
and
just
to
give
that
assurance
that
when
I
saw
the
document,
it
was
me
that
referred
it
directly
to
the
safeguarding
boards,
I
felt
I
had
a
jew
to
do
so
as
a
corporate
parent,
if
nothing
else,
given
the
seriousness
of
what's
contained
within
it,
so
that
should
satisfy
that
one
of
them
as
a
local
authority
seen
it.
L
Yes,
because
I
referred
on
the
safeguarding
concern.
I
don't
think
it
has
been
answered
yet
as
to
whether
there's
an
immediate
concern
there,
but
in
terms
of
timing,
I
was
going
to
suggest,
I
think,
everybody's
right,
it's
impossible
to
work
blind,
and
I
think
that
perhaps
one
of
the
ways
we
might
do
this,
given
that
I
think
it
is
a
pressing
issue,
given
that,
if
we
wait
till
january,
how
do
we
know
that
the
problem
isn't
with
the
system
that
we
might
need
to
look
at
and
that's
a
long
way
off
to
correct.
L
So
perhaps
the
way
forward
is
for
you
to
go
and
get
it
a
little
bit
legal,
but
also
have
an
option
where,
if
it
is
an
issue
that
the
document
can't
be
made
public,
that
there
might
be
an
opportunity
for
the
scrutiny
board
to
look
at
it,
excluding
the
the
public
and
look
and
address
it.
That
way.
A
Yep,
okay,
well,
we'll
certainly
explore
those
options,
so
I
think
we've
got
a
way
forward
with
that.
So
in
terms
of
the
rest
of
the
work
program,
if
I
can
just
hand
over
to
angela
to
talk
us
through
the
plan.
I
Thank
you
chair.
Yes,
so
this
report
again
presents
the
latest
version
of
the
bonus
work
schedule
for
the
remainder
of
the
municipal
year.
As
mentioned
in
the
previous
agenda
item.
It
is
proposed
that
this
scrutiny
does
hold
a
further
work
complete
meeting
in
november
in
order
to
facilitate
further
consultation
surrounding
the
budget
saving
proposal.
I
So
once
the
date's
been
confirmed,
then
I
will
let
members
know
right
correspondence
and
I'm
also
I'll
also
be
looking
at
arranging
the
urgent
working
group
meeting
that
was
linked
to
the
board's
early
discussion
today
as
well
around
the
potential
assessment
options
with
regard
to
the
board's
next
formal
meeting,
the
mental
health
of
young
people,
and
particularly
during
this
very
difficult
period,
had
been
raised
as
a
key
priority
area
for
this
board
to
consider
as
well,
and
so
the
board
will
be
receiving
an
update
on
its
next
meeting
surrounding
the
future
in
mind
strategy
and,
as
you
just
mentioned,
chair,
we'll,
obviously
look
at
scoping
a
piece
of
work
surrounding
the
issues
that.
A
Okay,
thank
you
and
just
to
pick
up
council
drinkwater's
point
in
the
comments
that,
yes,
we
will
be
looking
at
elective
home
education
as
part
of
the
the
ongoing
inquiry.
Okay.
So
can
I
thank
everybody
for
your
contributions
this
morning,
as
ever,
we've
got
through
an
awful
lot
of
work.
Many
thanks
to
angela
and
harriet,
and
all
the
officers
that
helped
to
make
this
happen
and
keep
it
running
smoothly.
There's
an
awful
lot
that
goes
on
in
the
background
that
nobody
sees.
A
So
thank
you
very
much
for
that
and
item
10
is
just
to
confirm
the
date
and
time
of
our
next
meeting
is
wednesday,
the
25th
of
november,
starting
at
10
a.m.
Again
and
there'll
be
a
pre-meeting
for
all
board
members
at
9
45.
So
thank
you
very
much
indeed,.