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RESOLVED to approve the minutes of the 13th March 2024 as an accurate reflection of the meeting subject to the following amendments:- In relation to the Minutes, it should read ‘Hawthorn High School’, not ‘Hawthorn Hight School’.
RESOLVED to 1. Scrutinise and comment on the information contained within this report. 2. Consider whether Members wished to scrutinise in greater depth any matters contained within the report.
RESOLVED to 1. Scrutinise and comment on the information contained within this report. 2. Consider if any further information is required.
RESOLVED to 1. Consider responding as consultees upon the proposals detailed below in paragraph 4. 2. Consider as a committee, to provide further comments, observations or recommendations in respect of these proposals prior to Cabinet consideration. 3. Request the Service Director for Democratic Services & Communications to provide Cabinet with the feedback of the Education and Inclusion Scrutiny Committee.
Apologies of absence were received from County Borough Councillor C Preedy, Co-opted Members Mr P Booth, Mr L Patterson, Mr M Thomas and Mr M Veale, and the Cabinet Member for Education, Inclusion and Welsh Language, Cllr R Lewis.
In accordance with the code of conduct, the following declarations were made: County Borough Councillor P Binning – Personal Interest item 6 – ‘I am a Governor of Ysgol Llanhari, which has direct relation to the areas talked about and a Governor of and YGG Llantrisant, which is mentioned in the report’.
Y penderfyniad fel y'i cofnodwyd
RESOLVED to approve the minutes of the 13th March 2024 as an accurate reflection of the meeting subject to the following amendments:- In relation to the Minutes, it should read ‘Hawthorn High School’, not ‘Hawthorn Hight School’.
It was RESOLVED to approve the minutes of the 13th March 2024 as an accurate reflection of the meeting subject to the following amendments:- In relation to the Minutes, it should read ‘Hawthorn High School’, not ‘Hawthorn Hight School’.
Y penderfyniad fel y'i cofnodwyd
RESOLVED to 1. Scrutinise and comment on the information contained within this report. 2. Consider whether Members wished to scrutinise in greater depth any matters contained within the report.
The Head of Attendance and Wellbeing presented the report to Members which provided an update on school attendance data across the local authority and the actions of the Attendance and Wellbeing Service to increase attendance levels, as well as a summary of the barriers to attendance. The Chair thanked the Officer for presenting the report, and invited questions and comments from Members. A Member, at paragraph 3.2 noted that schools were being encouraged to put in non-statutory targets, and asked if it was known what the targets were. The Member highlighted at paragraph 6.10, the event for Headteachers and Attendance Leads, and asked how many schools were not represented. The Member noted under the conclusions at paragraph 13.1, what plans were in place to keep improving the attendance levels and if there were any recommendations going forward towards those. The Officer advised that schools had been asked at the start of the autumn term to set their targets and agree those with their governing bodies before feeding back. Although this was on a non-statutory basis the vast majority of schools last year, had done so, and was happy to share those in due course. In the attendance event, there were approximately 60 representatives from 50/55 schools, so only a handful of schools who had more than one representative within that session, although it was lower than the 80+ attendees in the session the previous year. In addition there were already some wellbeing days planned again where attendance practice is the main theme. In terms of the plans moving forward, AWS has a three-year attendance strategy, this includes a recently launched social media campaigns, as well as developing more target groups within schools to undertake interventions with children and young people above the threshold for AWS intervention. A Member felt it would be useful to have ad hoc positive experiences in the report, as well as the negative. The Member sought clarification around the gap between free and non-free school meals. The Member asked what was happening with CAMHS. The Member sought clarification around which absences counted and which didn’t and how that was recorded and monitored strategically. The Member noted school wasn't for everyone and if they should be accounting for those children. The Member noted the link between social services and education, and how wellbeing was monitored although it was recognised social services was not under the remit of this committee. The Officer provided a comprehensive response, in terms of the social services and education link. In terms of wider support with children’s services they were a very keen partner, and worked closely, with himself, with details provided on this. The gap between primary and secondary schools was acknowledged, in terms of free school meals, but also the gap within primary and within secondary which were much wider than pre pandemic. Members were informed of the work of family engagement officers, allocated to schools, based on the poverty statistics. That was coupled with attendance data to create a scoring mechanism, with 29 posts currently funded, with those beyond the 29 funded by individual school’s often through PDG grants. It was noted that CAMHS were a partner in numerous forums, with the Officer providing Members with information on the Shine Project, which was run by the health board. In terms of absences, there was only one real absence code that didn’t count towards figures and that was a Y code e.g., when a school is either partially or fully closed for any reason. All other absences, illnesses or medical appointments did factor into that percentage figure. With regard to the question around school not being for everyone, the Head of Attendance and Wellbeing highlighted the work of the 14-19 Strategy Officer and guidance around extended work placements, with recognition that there was a different path for some children, and the figures for extended work placement had increased over the last year. The Officer then provided information regarding the different ways wellbeing was monitored. The Director of Education and Inclusion Services picking up the point around learner engagement, provided details and highlighting that Members would be receiving a report from colleagues in Central South Consortium in October, as well as talking about Curriculum for Wales (CfW) and health and wellbeing. The Member acknowledged the responses and felt that future reports should show costings as a percentage of the education budget and sought reassurance that this wasn’t taking teachers away from teaching. The Member sought a comparison between Faith and non-Faith Schools. The Member noted that future reports should allow Members to measure outcomes. The Head of Attendance and Wellbeing explained the cost implications with most posts in AWS either partly or fully funded by grants, and then explained in terms of faith and mainstream schools, the difference, with faith school attendance tending to be higher than mainstream, although not across the board, acknowledging that a lot of faith school children were bused to school. In addition Welsh medium schools as well, who tended to be on average higher than English medium schools for attendance, because of that nature of transport for a higher proportion of pupils in the schools. The Officer concluded that in terms of outcomes, table 1 and 2 provided evidence of the outcomes being seen across all cohorts, noting that attendance had increased across nearly all cohorts for the last 2 academic years and this was the major outcome looked for. A Member highlighted his concern for the increase in absences in term time holidays and asked what the strategy was for dealing with that. The Member also sought clarification around paragraph 6.2.4, children missing education. The Officer talked through the WG and RCT policies, on the approaches to holiday absence, explaining that schools were being encouraged to link the authorisation of holidays with school attendance targets, providing details on this. The Officer then provided clarification in terms of children missing education, which was a term for any child whose educational status was unknown, which is then investigated, to establish their education status, and closed down as a child missing education where this is clarified as either they are enrolled to a school, or electively home educated which is overseen by the local authority officer for elective home education. A Member noted the positive feedback that parents had with the Attendance and Wellbeing Officers, although it was noted there was no response rate, which would be useful for future reports. The Member asked in relation to attendance patterns, where figures were low, or had not improved, how was this being addressed. The Member referred to the formal register of inspections and asked if any inspected, continued to perform poorly. The Member asked if attendance was lower on Friday’s. The Member sought clarification about truancy, and a progress report, coming out in March. The Member concluded by noting that the report was very similar to the one presented in December 2023, and highlighted a number of areas which the report did not cover e.g., looking at current open cases to drill down those for the reasons for absence, bullying, unmet needs, anxiety and EBSA. The Chair reiterated the point made and referred back to the minutes of the meeting held in December 2023, which had specifically requested ‘in subsequent reports a number of best practice examples are included to evidence those areas where interventions and attendance initiatives are in place, which would provide valuable information to Committee. Likewise, that the best practice examples are shared with schools and evidence of how this is being rolled out is also evidenced in future reports so that the best practice can be shared and replicated.’ The final recommendation was to ‘receive the report at the next appropriate meeting to include further data and good practice examples as requested by the Committee.’ The Chair acknowledged that although the soundbites from the parents and were extremely positive, and definitely to be commended, she would like to see evidence of more specific interventions coming forward to the Committee. The Officer provided a comprehensive response, in respect of the response rate to parents, explaining that they were looking at a response rate of below 10%, which research and academia, indicated was within the normal range for any survey. In terms of the register of inspections, these were rated using a RAG status, and although this was rare, schools that had been marked as red or amber for two consecutive terms, were escalated, to the Head of Attendance and Wellbeing, and then formed part of the ‘team around the school’ discussions, to offer challenge to ensure changes and improvements were made fairly rapidly, going forward. It was confirmed that Friday was the lowest day for attendance across the board and work was done with schools to look at best practice ideas e.g., class charts and reward points, along with guidance to schools around patterns of Friday absences, in terms of unauthorizing absences and intervention from AWS as well as intervention via fixed penalty notices, if the school deemed this appropriate. The Officer acknowledged that truancy had been a little more difficult this year to coordinate interventions, explaining the Right Care Right Person (RCRP) model, that South Wales Police (SWP) had reverted to, before providing Members with an update on the social media campaign, highlighting the softer approach than pre-pandemic years, focusing on the supportive element that the LA and schools could provide, schools being there to support them. The Officer also spoke about the ‘super attender’ videos. In terms of the causes of the lack of attendance, it was difficult to pin this down on a wide scale across schools because the attendance coding was fairly generic, as it had to be, so some of the issues couldn’t really be pinpointed, with the Officer providing details on the Capita system and how this captured a reason for absence, although acknowledged it may not give a true picture of the numerous reasons why a child may not attend school. The Head of Attendance and Wellbeing then highlighted the key improvements that had been made at Penrhys Primary School and Mountain Ash Comprehensive School, which was highlighted in their presentations as part of the attendance events highlighted in the report and would ensure those best practice examples, as well as any case studies, could be included in the appendix for future reports. The Director of Education and Inclusion Services, picked up on the point about looking at historical minutes, to inform future reports which would be noted for future reports. A Member asked for an honest view of the work of the taskforce, in order to feel they had the backing of WG, recognising this was a nationwide problem. The Head of Attendance and Wellbeing provided a comprehensive response around the WG National Attendance Taskforce, saying that the right people were around the table, although it probably hadn’t moved quick enough, with the current Minister pushing for tangible outcomes quickly as attendance levels remained far below pre pandemic nationally. The Officer highlighted the National Academy for Educational Leadership all-Wales attendance conference, in the Celtic Manor, acknowledging that the WG were being pushed on a potential national attendance campaign, although acknowledging the campaign by the Department for Education in England wasn’t well received, by parents and carers, and so they wanted to ensure any campaign run, was inclusive and welcomed by parents. Members also noted the RCT campaign going ahead. The Chair acknowledged that there had been strong views expressed during the meeting with Members having spent over an hour on this item, which showed as a Committee the concern about attendance, recognising this was an Estyn recommendation and accepting that lots of work was being done, but there was still lots to do. The reference to resources and the cost was acknowledged, of which the majority was grant funded. Following discussion and agreement from Members, the following recommendations were proposed:- · To write to the Cabinet Member for Education and Inclusion Services in terms of initiating a review of effective use of resources and value for money and target setting. · For the Cabinet Member or Council to write to Welsh Government to emphasise that the report had been scrutinised in-depth, and it was requested that the taskforce move at pace and for a national campaign to be brought forward. · A request to bring to Committee the attendance initiative best practice examples from Mountain Ash Comprehensive School and Penrhys Primary School at a suitable point during the municipal year. The Director of Education and Inclusion Services made a point around funding of family engagement officers by WG grant funding, with Cabinet supporting funding the family engagement officers. The Chair summed up the item by acknowledging there had been items mentioned that were discussed last year, which hadn’t been featured this evening, such as the case studies, which it was hoped would be covered off, and good practice examples. There was also a request around costs and outcomes e.g. ‘improved attendance’, but also that tied in with educational outcomes, so improvement in educational outcomes across the board. It was acknowledged that it was difficult to report outcome data as this is no longer encouraged by Welsh Government. Following consideration, it was RESOLVED to 1. Scrutinise and comment on the information contained within this report. 2. Consider whether Members wished to scrutinise in greater depth any matters contained within the report.
Y penderfyniad fel y'i cofnodwyd
RESOLVED to 1. Scrutinise and comment on the information contained within this report. 2. Consider if any further information is required.
The Head of Access & Inclusion took Members through the report which provided an overview of the provision and effectiveness of counselling services for children and young people in Rhondda Cynon Taf (RCT) for the academic year 2022/23 and with the latest data available (i.e. Terms 1 and 2) for the academic year 2023/24. The Head of Access & Inclusion concluded that the report provided clear evidence that Eye to Eye provided an effective counselling services for children and young people in RCT, which could be accessed promptly and demonstrated consistently positive impact on the wellbeing of children and young people who required its services. Once again and most importantly when considering pupil voice, feedback from service users had been overwhelmingly positive for a range of service indicators, reinforcing the value of the provision within the overarching whole school approach to wellbeing. The Chair thanked the Officer for presenting the report, and invited questions and comments from Members. A Member acknowledged the link between this report and the last one, and also asked if it was known why there was 100% more girls that are attending the service than boys. The Member asked why the service was outsourced and not done in-house. The Officer explained that Eye to Eye had been commissioned because there was a requirement for the Counselling services to be independent, explaining the reporting processes which meant they could be challenged as an independent body. It was also very important that the counsellors remained independent in each school setting, so there was no conflict. The Senior Manager Eye to Eye acknowledged that males were less likely to take up talking services and provided an overview of the work done both locally and nationally, including development of a film, with local young men, regarding the need to talk which had been shared widely. Members also learned about the promotion work being undertaken including targeted social media campaigns, publishing leaflets, as well as on TikTok, Facebook and Instagram, so it was about thinking outside the box. Members learned about the difficulty in recruiting and retaining male counsellors, and about the potential to fund male youth workers, to go out and pre-counsel people and then guide them into the service. The Member asked if the boys’ film could be circulated. The Member acknowledged the value of outreach youth work, recognizing the gap between youth work and schools. The Member asked if more should be done in schools around accessing counselling, and whether it was needed, and why so many girls were accessing it. The Member asked if more could be done to teach youngsters about puberty in relation to managing anger. The Senior Manager Eye to Eye acknowledged that girls were more likely to talk to each other about their emotions and they were more likely to drag friends along, so why more came to counselling. Members then learned about the referrals process and the Senior Manager Eye to Eye talked about the pre counselling work done, concluding that if people didn’t want counselling or weren’t ready for it, or even if they were in counselling or post-counselling, then there were other avenues and other services available. The Officer added that it was important to note that Eye to Eye counselling was a universal provision, with inward referrals from school at 58% and self-referrals at 22%, so it was important to remember that within the whole school approach to wellbeing schools were also expected to implement a range of other interventions, along a graduated response, where they identified concerns, which the Officer listed. Members acknowledged the confidential aspect, in that schools may not be aware that a child has self-referred, and counselling could be accessed both on the school premises or in the community. Around the issue of anger, the Officer provided a comprehensive response, explaining in terms of the whole school approach there was an expectation that there are curriculum related activities to wellbeing at a universal level, before providing a list of examples e.g., project work that educational psychology service does around anger related issues and issues relating to healthy relationship, targeted WG funding towards a number of those projects including, Spectacle Theatre, training from Nurture UK, and investment in Step 4 provisions. Members were informed of the approaches to training, to up skill schools to be able to deal with behaviours more effectively, to enable more effective teaching and learning to take place. A Member asked if CSC played a part in pastoral programmes as part of their programme. The Member, concerned at the waiting time, also sought clarification around CAMHS. The Officer explained that meetings were held with CSC, where good practice was shared, as well of some of the challenges that we are facing in some of our schools, with Improvement Partners (IPs) being pivotal to that work, before highlighting the use of additional WG funding for cluster working. In addition there were designated educational psychologists in each school, who were key to sharing good practice with us, and then for us to be able to report to CSC. Members also learned about wellbeing afternoons as well as Headteacher meetings. Assistant Educational Psychologists also support with work around wellbeing and are also able to go and share that good practice, by working with new schools. The Officer provided a comprehensive response in respect of CAMHS, and that Members view on this was shared, and concerns were highlighted on a regular basis, although Members acknowledged resources were limited. A Member sought clarification around whether the effects of social media, on children’s wellbeing, were explored and how schools were exploring how people discussed their use of social. The Officer explained that all schools adhered to a social media policy, and many schools banned phones during the day. The social media policy which includes the appropriate use of social media is a policy for both staff and pupils. The Officer explained that the effects of overuse or inappropriate use of social media would be linked to the curriculum and provided examples. The Senior Manager Eye to Eye also provided a response with further examples. A Member sought clarification around the funding, and strategies if that disappeared, and whether the current aims and objectives were to provide counselling on a quicker basis or to look at the inherent causes. The Officer talked Members through the two types of funding, with the long-term grant of around £354k to Eye to Eye, which was a statutory responsibility on us, from WG, to provide those counselling services. There was uncertainty around the WG grant that provided for the whole school approach to wellbeing, which was continuing for this financial year, it may well continue into the next financial year, but it was uncertain at the moment. The Officer continued that it was acknowledged there were complications and issues that short-term funding created, which had been raised with WG several times, before providing an overview of some of that funding work. Following discussion and agreement from Members, the following recommendations were proposed:- • To write to the Health Board to express concerns, that whilst the work of Eye to Eye in schools is highly valued, this can only go so far when a clinical intervention is required, and with waiting times, it is distressing at the very least. • To write to the Health Board with an invitation to attend a future meeting to discuss their models of service delivery, pathways and access and the linkages with between the health board and CAMHS, counselling and the other health services. Following consideration, it was RESOLVED to 1. Scrutinise and comment on the information contained within this report. 2. Consider if any further information is required.
Y penderfyniad fel y'i cofnodwyd
RESOLVED to 1. Consider responding as consultees upon the proposals detailed below in paragraph 4. 2. Consider as a committee, to provide further comments, observations or recommendations in respect of these proposals prior to Cabinet consideration. 3. Request the Service Director for Democratic Services & Communications to provide Cabinet with the feedback of the Education and Inclusion Scrutiny Committee.
The Service Director Democratic Services and Communications presented the report to Members which invited the Committee to formally respond to the Council’s consultation which proposes to establish a new Welsh medium primary school for 3 to 11 year olds as part of the Llanilid housing development and the proposed change of language medium of Dolau Primary School from dual language to English medium. The Service Director for 21st Century Schools and Transformation then took Members through the report and invited questions and comments from Members. The Chair thanked the Officers for presenting the reports, and invited questions and comments from Members. A Member felt that a principal piece of information in the report relating to the funding and investment opportunities if the school was to be built as a Welsh medium school, as outlined in option 3 was not made apparent in the report. To assist in better understanding of the proposal it was commented that such information should be made more prominent in the report. The Member also sought clarification around the traffic management arrangements. The Member also asked in relation to the WG sustainable communities 5 objectives, how these would be measured. The Service Director for 21st Century Schools and Transformation explained in respect of the capacity calculations, that as part of the WG statutory School Admissions Code, Welsh medium places cannot be protected in a dual lagauge school, and explained the rationale, behind this in her response. It was advised that this proposal would also help to achieve the WESP targets. In terms of the traffic management arrangements, it was acknowledged that Highways are a statutory consultee of school planning applications, and it was confirmed that this site would provide adequate dropping off zones, for parents to park and drop off, the current proposals is to implement an in and out vehicle system. The Business and School Organisation Manager provided clarity around the funding, and how this complied with all the current policies for WG and locally in terms of RCT, acknowledging that with the Cymraeg 2050 target and targets within the WESP, it would be really difficult to demonstrate compliance and achieve the challenging targets set, if Welsh medium schools weren’t being built asd Wesl medium education was not invested in. The Director of Education and Inclusion Services provided a response, and acknowledged there was a need to ensure there was equity in terms of what was developed and this was an absolute priority and a really positive development in terms of the WESP, but also strategically in terms of what’s needed in that part of the county borough. The Business and School Organisation Manager also advised that one of the key grant conditions of the sustainable communities for learning programme was encouraging the growth of the Welsh medium education, so this is a fundamental component when applying for funding. In addition, as part of the grant conditions and criteria, a post-project review is provided to WG, in accordance with the grant funding terms and conditions. A Member noted that the existing primary provision had about 200 less Welsh medium pupils than those in the English stream, and asked for more detail and data behind the proposal for the new Welsh medium school e.g., say per 1000 homes in the Llanhari area how many of those have children that go to a English or Welsh medium school. The Business and School Organisation Manager advised there was planning for nearly 2,000 homes and this then would generate a certain amount of pupil places, there is a method used to provide an estimate of the numbers generated. The English to Welsh split between EM and WM pupils is currently around 20% and the WESP target is to increase that number to 30%. In addition, with the potential for up to another 4000 homes being built in that area, which is included within the new developing Local Development Plan, this new WM school will future proof the Welsh medium education in the area to support the rest of that development. The Director of Education and Inclusion Services acknowledged that under the Council’s statutory responsibilities, school places were kept under constant review so this in an on-going piece of work, but all the intelligence points to this being the most appropriate proposal to consult upon at this point in time. A Member sought clarification around whether the existing facilities at Dolau, would be equally as good as the proposed brand-new facilities. The Director of Education and Inclusion Services confirmed that Dolau school was in good condition, so children in the proposed Welsh medium and English medium sectors would continue to benefit from positive learning environments. This was a consultation, so no decisions had been taken, so it was an opportunity for everybody to have their say. All the views will be reflected and feedback to Cabinet and that will inform the decision making as it stands. The Service Director for 21st Century Schools and Transformation added, that Dolau primary school was in excellent condition, with the Council having invested millions of pounds in a brand new block and remodelling the existing listed building. A Member was concerned that the education provision for the residents of the new estate was being determined by grants and the targets, rather than need, and felt that residents were being forced into choosing Welsh medium education. Members noted original indications for this new school intended it to be an English medium school. The Member sought clarification on the capacity of the English medium school. The Service Director for 21st Century Schools and Transformation explained that it was not an exact science, in terms of projecting pupil numbers, and parental choice plays a huge part in terms of the choice of language. Current trends were also considered. If more capacity is required for English medium, this will be addressed at that time, but at this current time there was plenty of capacity for both English and Welsh medium parents to choose that language choice in their community. A Member was concerned around the financial implication of the potential increase in home to school transport, which had been highlighted, and the sustainability of this. The Service Director for 21st Century Schools and Transformation acknowledged that that there wasn’t expected to be a huge increase in home to school transport as it was hoped the majority of the children attending would be local to the community, and would be encouraged, as part of the traffic and travel plan to walk to school, so to reduce the number of children using school transport, as it was very costly. A Member noted that the new school would be built in accordance with the building bulletin, so would be fully accessible and compliant with the equality act 2010. The Member sought assurance that Dolau Primary would also be fully compliant and would be an as accessible school for any child wishing English medium Education. The Service Director for 21st Century Schools and Transformation explained that the majority of the current existing Dolau Primary school was compliant, with £4.5m spent on a brand new extension, with only one or two challenges with the listed building, as in steps, etc., so there was confidence that any child with a mobility issue could move around Dolau Primary School quite comfortably. Where there might be some other issues to be tackled was in terms of putting in hearing loops, if required, to the listed building, but this would be addressed as any children who required any adaptations came to the school. A Member asked for the language and intent of the proposal to be strengthened in terms of providing a Meithrin e.g., ‘We will work with Mudiad Meithrin to establish a Meithrin’….rather than ‘look to provide a Meithrin’. The Member also felt that the HR elements were a little vague and not consistent throughout the document in terms of Welsh medium staff in Dolau and would like the Council to offer reassurance to staff from the outset. The Member noted that several Members had mentioned surplus pupil places, but felt the point was what could be done to address those surplus places and felt that a concerted campaign needed to be underway, earlier on, to promote the school before the building work commences. The Member felt it was important for people to understand the benefits of a Welsh medium education and have the choice. It was important not to be in a position 10 years down the line, where there were more surplus places than now, so important to try and achieve the WESP targets. The Director of Education and Inclusion Services noted the Members point about the early years element and explained that the WESP really demonstrated how much focus and priority was placed on getting children in and maintaining those children in the sector, so would certainly be looking at those elements. There were excellent working relationships with Mudiad Meithrin, who were a key partner in the WESP groups. In terms of the workforce, she noted the challenge in terms of getting people in the Welsh medium sector, along with other LA’s across Wales, so staff were the most valuable resource. Dolau school is an excellent school, so would be working in close partnership with the school to retain highly skilled staff, although it was acknowledged this was a consultation, and it was about securing feedback at this stage, on the proposals. In terms of surplus capacity, it was not just in particular areas, but an issue across RCT and in both Welsh and English medium. Welsh medium marketing work has been strengthened and promotional videos around Welsh language immersion support have been shared. These highlight the support which is available for supporting families who want to move into the Welsh medium sector later on in their children’s educational journeys, with that service proving to be really successful. There was also promotional videos around Post 16 Education, Transition and ALN, so the council was being proactive about promoting opportunities to grow Welsh medium education. Nevertheless, the Directorate was always happy to listen to suggestions. The Chair noted this had been an excellent discussion with a number of issues raised. Members of the Committee were reminded that they could all respond individually to the consultation, which she encouraged them to do. Following consideration, it was RESOLVED to 1. Consider responding as consultees upon the proposals detailed below in paragraph 4. 2. Consider as a committee, to provide further comments, observations or recommendations in respect of these proposals prior to Cabinet consideration. 3. Request the Service Director for Democratic Services & Communications to provide Cabinet with the feedback of the Education and Inclusion Scrutiny Committee.
The Chair thanked Members for their attendance and the forensic discussion which had taken place, acknowledging it had been a really valuable discussion across three very important topics. In addition the Chair thanked Officers and the Senior Manager, Eye to Eye, for their attendance and input, acknowledging that it had been a long meeting. The Chair advised that the next planned meeting of the Committee would be on Monday 14th October.
The Chair advised Members of an additional date of the 9th April, which had been added to the cycle of meetings for this Committee, to allow the last few meetings to be streamlined, to ensure the number of reports were maintained at no greater than 3 and to allow the opportunity for any potential consultation responses or pre-scrutiny by the Committee.
Rhaid i gynghorwyr ddweud pan fydd ganddyn nhw gysylltiad personol â rhywbeth sy'n cael ei drafod, fel swydd, eiddo neu aelod o'r teulu. Mae buddiant sy'n rhagfarnu yn ddigon cryf i'r cynghorydd adael yr ystafell fel arfer a pheidio â chymryd rhan.
Caiff datganiadau eu darllen o'r cofnodion unwaith y byddan nhw wedi'u cyhoeddi.
Yn rhestru cynghorwyr presennol y cyngor yn unig. Nid yw aelodau cyfetholedig, swyddogion a chyn-gynghorwyr yn cael eu dangos.