Agenda item

To report to the Scrutiny Committee on the performance of the Education Department.

 

A lunch break is planned for 12.30pm – 1.30pm

To accept the report and note the comments and to request further action on some of the comments in relation to the following areas:

·       Welsh Language and Language Centres

·       Learning environment for children with specific conditions

·       Type of buildings in terms of geographical locations plus transport costs

·       Child absences and inclusion along with children excluded from education and who are homeschooled

·       Data reliability where the database is small

·       Costs relating to access to education specifically for low-income families and children excluded from school

·       Appointment of Headteachers

·       Timeliness in the delivery of the Education Strategy.

 

The report was submitted by the Cabinet Member for Education, noting that the data spoke for itself. It was noted that there were successes to celebrate, plans to be developed and that he was looking forward to putting context on some improvement schemes in some fields.

 

During the discussion, the following observations were made: 

 

In terms of modernising buildings and learning settings, as physical disabilities were prioritised, it was asked how much planning was made for children's sensory needs, not only the rooms but in terms of colours on the walls, the lightbulbs used etc. An answer was given, noting that there were guidelines to follow when constructing new schools, it was explained that there was a need to ensure that Additional Learning Needs (ALN) provision was part of the guidelines. It was explained when constructing schools, the department learned from one project to the other, and adaptations had been made in terms of retaining doors of a natural colour and looking at lights. The need to get more of the department's input when schools were designed was noted to consider these types of needs, and it was explained that the department used part of the ALN capital grant funding to look at this matter further and that they worked with Occupational Therapists.

 

Attention was drawn to the fact that, in addition to the modernising buildings and learning settings field, there were plans in Arfon and Dwyfor but there was no mention of plans in Meirionnydd. In response, it was noted that modernising education capital funding came in phases and that many schools in Meirionnydd had been developed during the last phase, highlighting plans to restructure schools in Bala, Tywyn and Dolgellau. By now, it was explained that they specifically focused on the Bangor area, and it would move to another area in Gwynedd during the next phase.

 

It was expressed, when looking at a plan to reduce the cost of sending children to school, the measures were red, and it was asked if children were permanently excluded, whether there was an acknowledgement of the additional cost for parents to move their children to another school - such as school uniform etc. It was noted that families could be supported with this, by diverting funding as there was a need to ensure that children were able to attend school.

 

It was also asked whether the department was confident that all costs, including the hidden ones, received attention. It was noted that the department was confident that they had given a lot of attention to the main matters and worked to address the problems. It was noted that the department would draw up a charter that would be a suggestion for schools when considering the costs of school trips and school uniform for example.

 

Many observations were made about attendance as it was a matter of national concern, and it was highlighted that there had been progress as the number of children missing school started to reduce. It was asked what was working and whether there were any strategies in place to improve the situation. In response, it was noted that attendance had been a difficult challenge and that strategies were in place. It was expressed that giving relentless attention to the matter was what made a real difference. It was elaborated that the schools had proven success in increasing attendance with tight and robust processes in place. It was explained that the department prioritised secondary schools as it was more of a problem in secondary schools. It was explained that the patterns cut during the covid period were now being reconstructed, and the hope was that the figures would reach the pre-covid percentages over the coming years. 

In the discussion about attendance, it was noted that some families were legally prosecuted due to non-attendance, it was asked whether there was evidence that this tactic worked, and what were the effects of the experience on families. It was responded, highlighting that there were different types of prosecution and fines. It was noted that the £120 fine when a pupil had an unauthorised absence was not one implemented in Gwynedd. It was noted that another prosecution was implemented by the Education Welfare Team. It was explained that there was a specific process for working with families to encourage attendance. It was highlighted that many children being referred to the Welfare Team were making definitive progress, and that almost half had reasons for the absence which would not lead to prosecution - reasons such as mental health and social problems. It was noted that nobody wanted prosecution but there was a need to use powers to enforce children to attend schools. In terms of long-term impact, it was noted that half returned to school and some de-registered. It was also explained that a fine was not the final step but the court often placed requirements and a direction for how parties worked together to improve the situation and put tasks to achieve within a timeframe.

 

It was highlighted that the number who chose optional education at home was increasing and it was asked what caused concern, and whether they raised concerns in terms of safeguarding and well-being. The response noted that this field was extremely complex with different cohorts within the 269 being taught at home - such as families choosing to teach their children at home, others feeling that their children were unable to go to school for various reasons and some feeling that their children's needs were not being met. It was expressed that a questionnaire was shared when de-registering from school to know the reason for this to get a better understanding. It was expressed that working with families to keep in contact was underway, and that two teachers were available to facilitate with the curriculum. It was noted that there were no safeguarding and well-being problems as many sacrificed their careers to home-teach, and it was emphasised that many had excellent experiences of home-teaching.

 

Attention was drawn to the number of measures, asking for their validity as a result of a low number of responses, such as the measure for improving autistic children's communication, as only 2 had responded. In response, it was noted that the department agreed with the observations and it had been highlighted by managers. It was noted that it was difficult to get a fair reflection but there were measures for individual services, and there was a need to refine and ensure that they measured the right things. 

 

When looking at the immersion centre service, it was highlighted that there was no data in terms of how much schools encourage, and how many children refused. It was noted that this data would be useful. The department responded, noting that spaces were very rare in the centres, and the schools encouraged them. It was explained that it was not possible to force children to attend and therefore schools were expected to encourage it. The department expressed that they were happy to provide the number of attendees, it was noted that there was room for improvement, but the department was doing everything in its ability to facilitate the process through support such as transport.

 

It was asked when the Education Strategy would be presented to the Committee. It was noted that it would be presented during the Autumn Term, it was explained that engagement work had been done but they hoped that it would be presented to the Cabinet before Christmas to be in place during the Spring term.

 

There was an enquiry about an English as an Additional Language measure, and it was asked why English was emphasised over Welsh. It was explained that this service was for children from foreign countries and the need to ensure that they had access to education. It was emphasised that it was a small team who had supported many children from Ukraine over the last few years, that were immersed in Welsh before learning English. It was highlighted that the title of the measure was an education term.

 

Concern was noted about the toileting policy, because asking children to be able to use the toilet before starting at school could be seen as a barrier to some families, especially children with additional learning needs. It was emphasised that guidelines were clear in terms of expectations and this did not include children with health conditions and additional learning needs. It was explained that by creating this policy, there was consistent guidance across the county.

 

Attention was drawn to exclusions in secondary schools, it was noted that 3 schools had excluded children for 100 days or longer. It was asked whether there was support for the children during these periods. In response, it was noted that the schools where exclusions were higher needed to look at them further and ensure that they made the best use of the inclusion budget available.

 

It was noted that inclusion funding was received by schools, and it was highlighted that the problems were increasing, it was asked whether this was a concern. It was noted that it was a concern as it was inconsistent across the county and some schools did excellent work to support children. It was acknowledged that needs had changed. It was explained that a new unit would be opened to respond to behaviour challenges. It was noted that the unit was in Arfon as the demand was high in the area, and although there was not a specific location in Meirionnydd currently, the intention was to respond dynamically when the need arose.

 

RESOLVED

 

To accept the report and note the comments and to request further action on some of the comments in relation to the following areas:

·       Welsh Language and Language Centres

·       Learning environment for children with specific conditions

·       Type of buildings in terms of geographical locations plus transport costs

·       Child absences and inclusion along with children excluded from education and who are homeschooled

·       Data reliability where the database is small

·       Costs relating to access to education specifically for low-income families and children excluded from school

·       Appointment of Headteachers

·       Timeliness in the delivery of the Education Strategy.