Agenda item

The Gwynedd Education Language Policy was approved and adopted for its introduction as a Model Education Language Policy for schools to consider its adoption and implementation.

The report was presented by Cllr Dewi Jones. ⁠

DECISION

The Gwynedd Education Language Policy was accepted and adopted to be introduced as a Model Education Language Policy for schools to consider its adoption and implementation. ⁠

DISCUSSION

Pride was expressed at the opportunity to present the new Model Education Language Policy for schools to Cabinet. It was noted that the policy had been before the Education and Economy Scrutiny Committee on more than one occasion, and previously before Cabinet for permission to engage. It was further noted that the policy before Cabinet followed that public stakeholder engagement process. It was noted that discussions had been held with individual members of the Council, language organisations, Coleg Cymraeg Cenedlaethol and several other organisations in order to obtain different perspectives, listen to concerns and consider ideas before moving forward.

It was noted that this was a policy for Gwynedd, which reflected Gwynedd, its values, ambition, needs and the needs of the children and young people of the county. He thanked his predecessor on the Cabinet, Meirion Prys Jones, and the officers for their work on producing the policy. The importance of openness during the process, being open to ideas, challenge and collaboration with stakeholders to formulate the best possible policy was noted.

The importance of persuading and convincing, rather than insisting or enforcing was emphasised. The need to convince people of the value of the Welsh language, to win their hearts and show the value of Welsh education and the way in which the Welsh language opened rather than closed doors was noted.

It was underlined that incredible work had been done over the last few decades in this respect. It was noted that generations had worked tirelessly to strengthen the language, to build the Welsh education system we had today, and to ensure that more children and young people had the opportunity to live and work through the medium of Welsh. It was emphasised that these achievements were something to celebrate. It was noted that this new policy would hopefully build on that work, on the success, on what was already working, on opportunities, on confidence, and on building a stronger future for the Welsh language.

It was emphasised that the Welsh language belonged to all of us, those who were fluent speakers, those who were learning the language, and those who had not yet had the opportunity. It was noted that there was a place for everyone in the story of the Welsh language. Everyone was asked to unite behind the Welsh language and give every child in Gwynedd the opportunity to experience the benefits of having the language, ensuring that it continued to be a living, thriving and confident language. Everyone was urged to open doors to a world of opportunities, experiences and benefits that would stay with our young people for the rest of their lives.

Observations arising from the discussion:

·       The need for the Cabinet and the Council to support the journey was noted to ensure that adequate resources were in place to deliver the policy. The importance of committing to providing this support was emphasised to ensure that the policy was fully implemented.

·       Support for the policy was expressed, noting that a lot of input had been received along the way through the Scrutiny Committees.

·       A question was asked about the support available to schools in catchment areas where English was more prevalent. In response, it was noted that the support of the immersion system was an important part of the policy, and that it now ensured access from Bangor down to Tywyn, with the number of referrals being consistently high. It was emphasised that additional support was available for the schools identified as being transitional schools in the policy, noting examples such as Ysgol Tywyn and schools in the Bangor catchment area, where workforce tutors had been appointed to provide support. It was noted that staff who needed further support were encouraged to take advantage of sabbatical schemes. It was noted that the Government was extremely supportive of what was being done in Gwynedd, and eager to develop the work of the Athrofa Dysgu Cymraeg (National Institute for Learning Welsh), with the aim of providing resources and training to train staff and schools in Wales.

·       It was questioned how progress would be monitored moving forward. In response, the expectation was noted for schools to submit delivery plans within the Welsh Language and Education Act, with a pilot being formed with the Government to take that forward by 2029. It was noted that within the delivery plans, there was an intention for schools, in conjunction with the authority, to set criteria, a vision and goals, which would be the subject of statutory monitoring every three years after 2029. It was emphasised that the Department would work closely with schools between now and 2029 to ensure that it met the needs of Gwynedd's schools. It was underlined that the plans would not be universal, as each school belonged to its own community, and therefore would be considered from a community and catchment area perspective. It was confirmed that every school started from a different baseline and that targets could vary from school to school, with the aim of ensuring that every school was making progress.

·       A question was asked around how the Department would encourage schools to adopt and implement this model policy. In response, it was noted that the input of headteachers and schools had been considered when producing the policy, and therefore no significant objection was expected from those who had been involved in putting the policy together. It was expressed that the general message in education was that there was a desire for a clear, explicit and cross-county policy that gave priority to the Welsh language. It was confirmed that the policy would be presented to every governing body with an opportunity to discuss the policy given the unique differences between each school. It was noted that the Department would monitor the adaptations made to the model policy from school to school.

·       It was asked when the policy was expected to have a real impact. In response, it was noted that the policy was an important step and a foundation for ensuring the Welsh language within schools, and that further work needed to be done to build on this foundation, not only within schools but more broadly through several language initiatives and within the community, to ensure that more people were able to speak and use Welsh in their daily lives.

The meeting began at 1:00p.m. and ended at 1:47p.m.