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There is no summary of this meeting yet. Summaries are written once the council publishes the minutes, which are its official record of what a meeting decided. They usually appear a few weeks after the meeting.
The Chair welcomed everyone to the meeting.
There were no declarations of interest received.
The minutes of the meetings held on 16th October 2025 and 27th November 2025 were approved as an accurate record of proceedings.
Members considered items from the Cabinet Forward Work Programme.
Rhiannon Crowhurst Head Of Support Services And Transformation introduced the report on the review of the school funding formula, which has now completed consultation. The consultation report is included as an appendix. The proposed changes aim to better target funding based on pupil need, using data on school‑based and Local Authority Independent Head Of Support Services And Transformation (LA IDPS) to ensure resources go where they are most required. Consultation has been carried out in line with legal requirements, including engagement with the Schools Budget Forum, who supported the proposals. Overall responses were mainly positive, with full details set out in the report. If scrutiny approves, the report will go to Cabinet on 4 February for a final decision, with the intention of implementing the new formula for the next budget round. Members asked what percentage of Additional Learning Needs currently have LA IDPs: versus school based IDPs. Officers clarified the difference between school‑based IDPs and LA‑maintained IDPs. LA IDPs cover pupils with the most complex additional learning needs, so numbers are usually lower. In Neath Port Talbot, around 13.9% of pupils (2,684 children) have Additional Learning Needs (ALN), above the Welsh average of 9.5%. Of these, 47% (1,259 pupils) have school‑maintained IDPs, while 53% have LA‑maintained IDPs. In response to member questions, officers confirmed the primary and secondary breakdown: 751 school‑maintained IDPs are in primary schools and 480 in secondary, reflecting the larger number of primary pupils overall. A member asked, as a primary school governor with high ALN numbers, whether primary pupils need a statement in order to receive an LA‑maintained IDP when they move to comprehensive. Officers explained that the old statement system has now been fully replaced by LA‑maintained IDPs. All existing statements should have been transferred to LA IDPs by this year. Pupils who previously had statements will generally now have LA IDPs, unless their needs have reduced, in which case they may no longer require one—just as they could have come off a statement under the old system. New pupils entering the system no longer receive statements at all; they go straight onto an LA IDP if their needs meet that threshold. Members explained that their concern comes from experience where children entered primary school needing support but often did not receive a statement until their final year of primary. As a result, they moved into secondary school with funding, but primary schools carried years of need without any additional resource. They asked whether the new LA IDP system will address this issue by ensuring support and funding can be put in place earlier, so primary schools are not disadvantaged. Officers responded that this issue is more about identifying ALN needs early rather than a budget problem. They noted that more children are now being assessed in the early years, meaning IDPs are often in place sooner. The workload involved in maintaining an IDP is where the cost lies, not in delayed funding. Members were advised that under the old Special Educational Needs (SEN) system, producing a statement took up to 26 weeks, but the new ALN system has reduced this to 12 weeks, so pupils should no longer face long waits for statutory plans. The new system also covers ages 0–25, allowing IDPs to be developed even in preschool, ensuring earlier identification. However, officers acknowledged that some schools still request IDP assessments very late in Year 5 or Year 6 which is not early enough. The new ALN processes, particularly the emphasis on early person‑centred reviews and planning, should help ensure pupils are identified much earlier and prevent delays like those seen under the old system. Members felt that this is a step in the right direction. And were concerned from experience as a governor as to whether it was going far enough. Members welcomed the new funding approach and felt it was a positive development. Their question focused on the criteria used for both LA‑maintained IDPs and school‑based IDPs. They asked whether the assessment processes for each are tested regularly, kept up to date, and considered fair and appropriate, given that these decisions will now play a major role in ensuring funding is allocated correctly and reaches the pupils who need it most. Officers explained that, when Additional Learning Needs and Education Tribunal (ALNET) was introduced, Welsh Government required every local authority to develop clear principles, expectations and threshold criteria for specialist provision, LA‑maintained IDPs and school‑based IDPs. Neath Port Talbot developed these in collaboration with schools and consulted widely. These criteria are reviewed regularly to ensure they remain relevant and proportionate. As part of ALNET implementation, the council also updated its entry and exit criteria for specialist provision and special schools, again following consultation, and this will continue to be reviewed in line with need. Officers emphasised that the council has robust decision‑making panels for both LA‑maintained and school‑maintained IDPs. Panel members have received formal legal training on their duties, and the low number of appeals to the Education Tribunal for Wales indicates decisions are appropriate and defensible. Estyn also found the authority’s ALN processes to be effective during the recent inspection. Officers are confident in current systems but recognise these are newly introduced across Wales and will continue to review processes, seek advice from Welsh Government where necessary, and work closely with regional partners to stay aligned with national developments. Members felt that It's comforting to know that it's being continually assessed to make sure it is up to date and covering the right areas. The Chair noted that the committee had chosen this item for pre‑decision scrutiny and previously held a workshop on it before Christmas. They thanked members for their engagement and acknowledged that the committee is already familiar with the proposed changes. The Chair felt there was broad agreement that the formula needs to change to ensure fairness overall, while recognising the concerns raised by some schools during consultation. They also stressed the importance of the ongoing review process and asked whether officers could outline what that review will look like at this stage. Officers explained that the school budget formula is reviewed annually to ensure it remains fit for purpose. Issues are identified through ongoing work with schools, and the current review has shown concern for the rising numbers of ALN pupils and schools struggling to meet needs within existing funding. That is why ALN has been prioritised in this round of changes. Next year, officers will review its impact by engaging with headteachers and the Schools Budget Forum, and further adjustments will be made if required. Officers noted that this is likely to be the starting point for wider work, as other budget lines may also need review in future years. For now, the focus remains on ALN, where the greatest need has been identified. Following scrutiny, the recommendation in the draft Cabinet report was supported to Cabinet.
Members considered items from the Scrutiny Committee Forward Work Programme.
Chris Millis Head of Education Development introduced the report, explaining that it provides an update to members on GCSE and A‑level outcomes for the 2024/25 academic year. The Chair emphasised the importance of recognising the impact exam results have on young people’s future opportunities. In discussing A‑level performance, members noted the fall in student entries this year and asked whether this reflects an all‑Wales trend or is specific to Neath Port Talbot, and whether any reasons for the decline are known. Members also asked whether there are lessons that can be learned from the highest‑performing schools across the borough and shared more widely. Officers explained that the reduction in A‑level entries is mainly due to demographics, with smaller cohorts moving through the system rather than pupils choosing not to stay on. At the Ystalyfera Bro Dur site, some pupils are opting to move to college instead of transferring to the main Ystalyfera campus for sixth form. This is being monitored, but it is not currently a significant concern as the arrangement is still relatively new. On performance, officers noted that all schools in the borough are achieving well at Key Stage 4, but comparisons must consider each school’s demographic profile and levels of deprivation. For this reason, value‑added measures—comparing actual outcomes against modelled expectations for similar schools—provide the clearest picture of effectiveness. Many schools are performing at or above their modelled expectations. While there is some variability within schools, leaders are aware of this and are working to address it. Officers emphasised that schools in Neath Port Talbot have an open culture and regularly share good practice. This is supported by the local authority through structured collaboration: headteachers and deputy heads share practice through the and subject leaders meet every half‑term in coordinated networks (e.g., heads of science, maths) to exchange good practice and strengthen consistency across the borough. The chair thanked officers, for their work. Following scrutiny, the report was noted.
Chris Millis Head Of Education Development introduced the report and explained that the it is a literacy and numeracy document to give an overview of what is happening across all schools. It's, it's been a very interesting report to pull together. The chair felt that the report was very interesting and these core subjects are important. The chair asked what is being done as an authority to make sure that schools are communicating with parents in terms of raising any issues early and helping parents help their children as well which is really important. Officers outlined their expectations for all schools regarding how they assess and report pupil progress. They stressed the importance of effective baselining when pupils enter the school, as this provides a clear early picture for parents of where their child is starting from and how they are progressing. Schools are expected to report regularly to parents, covering not only literacy and numeracy but also wider elements of the Curriculum for Wales, including how pupils are developing as learners and across the broader curriculum. Officers explained that communication with parents is a key focus of their work with schools. During autumn support visits, education support officers routinely challenge schools on how well they are sharing progress information with parents and ensure that systems for reporting are clear, consistent and effective. The chair thanked officers for your continued work. Following scrutiny, the report was noted.
Officers thanked members for considering the latest update from the School‑Based Counselling Service. They emphasised the importance of supporting the emotional health and well‑being of pupils and school staff, and expressed appreciation for the continued support from Members. It was highlighted that the report provides an overview of current support across primary and secondary services, including provision for parents and school staff. Members were advised that the report refers to a recent meeting between representatives of the Port Talbot School‑Based Counselling Service and Haley Lervy (Head of Service) with the Cabinet Secretary for Education. At this meeting, the primary services model and the School Staff Services model were showcased, which officers noted as a very positive development. A Member, explained that as a school governor they had raised previous concerns about staff facilities in schools, particularly the lack of suitable spaces for staff to relax, take breaks, and talk privately with colleagues away from pupils. They asked whether any progress had been made to improve these facilities, and whether this work was being developed alongside the focus on counselling and pupil wellbeing. The Member stressed that while school‑based counselling for pupils is vital, staff also need appropriate spaces to switch off and access peer support. Officers acknowledged that this issue had been raised previously, particularly around the quality of staff facilities in some schools and the need for quiet, calming spaces where staff can take breaks and reflect. Members reiterated that while pupil counselling is vital, staff wellbeing is equally important, especially given the pressures teachers face. Rhiannon Crowhurst confirmed that every school should have a staff room, and she would be very concerned if any did not. However, the quality and size of staff facilities vary significantly because of the age, layout and constraints of different school buildings. Officers highlighted that capital funding is extremely limited and must prioritise essential works. Despite this, they try to respond to schools’ requests wherever possible and often look to integrate improvements to staff facilities into larger capital projects. An example was given where upgrades to a kitchen and hall area were combined with improvements to the staff room through the same funding package. Officers stressed that they fully recognise the importance of providing suitable spaces for staff and want to improve facilities where they can, but funding limitations mean not all needs can be met immediately. Schools were encouraged to contact officers directly if they have urgent issues so that visits can be arranged and potential solutions explored. Members welcomed the officers’ response and emphasised the importance of recognising staff wellbeing alongside the counselling and support services being developed for pupils. They noted that while financial pressures and capital‑funding limitations are understood, physical improvements to staff facilities remain important and should be considered in future planning. Members suggested that, where possible, the council explores opportunities to secure additional funding to improve these spaces over time. Chris Millis noted that unions had previously been asked to provide a list of schools where staff rooms were unavailable, but none were reported. Occasionally, schools have temporary issues—such as a ceiling leak—that prevent use of a staff room, but these are short‑term. He explained that many newer or larger schools are also designed with additional breakout rooms. These provide convenient spaces for staff who may not have time to walk to the main staff room, including smaller areas located near specific departments like science labs or English. It was confirmed that no school has approached the authority requesting extra staff‑room space. While schools frequently raise the need for more storage, they have not identified unmet needs around staff rooms. Cabinet Member Councillor Nia Jenkins informed the committee that she had recently spoken with Lynne Eagle, the Welsh Government Cabinet Secretary for Education, who was highly impressed with Neath Port Talbot’s school‑based counselling service, particularly the fact that support is available to staff as well as pupils. She highlighted that one of NPT’s strengths is employing its own team of highly skilled psychologists and counsellors rather than outsourcing the service. This enables a rapid response when incidents or tragedies occur, with staff able to support schools immediately wherever needed. Councillor Jenkins added that she hopes Lynne Eagle will look closely at NPT’s model, and that when the service is rolled out nationally, NPT’s approach will be used as the gold standard for Wales. Members welcomed the improvement in counselling wait times but noted that the report indicates further progress is still needed. They highlighted that the reduction this year may be linked to schools better signposting lower‑level issues and asked what work is being done to support and encourage schools to continue strengthening this early‑intervention approach, helping to reduce waiting times even further. Officers suggested that one reason for the reduction in counselling wait times may be that schools are becoming more knowledgeable about the range of support services available and are signposting more effectively. A key factor supporting this is the Emotional Health and Psychological Well‑being Forums—multi‑agency panels where schools can bring cases for consultation. These forums involve school‑based counselling, educational psychology, wellbeing and behaviour teams, and CAMHS. Schools present individual cases, receive professional advice, and services will take on a case if needed. However, officers noted that in many situations, the consultation alone provides schools with enough guidance to support the child themselves. This early advice helps schools manage lower‑level needs more confidently, reducing unnecessary referrals and contributing to shorter overall wait times. The Chair noted the committee’s shared frustration with the “did not attend” figures and recognised that officers have been working hard to address them. The Chair asked whether other authorities are doing anything differently, or whether this is simply an issue that cannot be fully resolved despite best efforts. Officers explained that did not attend rates did improve slightly last year, and when viewed as a percentage of the total number of sessions delivered, the figures are not as concerning as they appear. However, they stressed that any missed session is still considered a wasted opportunity for support. Officers continue to work closely with schools to strengthen systems that help ensure pupils attend their counselling appointments. They confirmed that this is a Wales‑wide problem, affecting every counselling service, and Neath Port Talbot is not an outlier. Some schools are far stronger at supporting attendance than others, and officers remain in ongoing dialogue with schools where difficulties persist. The Chair echoed Councillor Nia Jenkins’ earlier comments, praising the outstanding work of the counselling team and highlighting the value of receiving recognition at a national level. On behalf of the committee, she asked that thanks be passed on to everyone involved in delivering the service. Following scrutiny, the report was noted.
Members considered the Performance Monitoring item.
Andrew Thomas, Director of Education, Leisure and Lifelong Learning, introduced the six‑month performance report, noting that it is presented to all scrutiny committees for full and proper examination. The Chair highlighted the overspend in education and asked whether this had been anticipated. Andrew Thomas explained that while overspends are not unusual, they are not deliberately planned. Each year the service begins with an assumption of achieving a 5% saving on staff costs, based on long‑term patterns of staff turnover and the gap between staff leaving and replacements being appointed. Budgets therefore start at 95% of total staffing costs, which creates pressure early on. Previously, underspends in some areas helped offset demand‑led pressures such as home‑to‑school transport and out‑of‑county placements, but this is now more challenging. He outlined several key factors contributing to the current overspend: Delayed reopenings of The Gnoll and Pontardawe Arts Centre, which reduced expected income during refurbishment periods. However, both sites now offer significantly improved facilities, and increased income is expected in future years. Home‑to‑school transport pressures, where savings identified in the Medium‑Term Financial Plan are no longer achievable. Out‑of‑county placements, which remain demand‑led and have increased due to the complex needs of some young people. Placement costs have risen significantly, and individual cases are now far more expensive than in previous years. Some of these children also contribute to overspends in social services, where the care element sits. Andrew Thomas emphasised that, although the costs are high, some out‑of‑county placements are unavoidable due to the level and type of need. The Chair agreed that The Gnoll and Pontardawe Arts Centre are now excellent facilities and expressed confidence that the investment will prove worthwhile in the long term. Following scrutiny, the report was noted.
There were no updates to the Forward work programme. The Chair thank Pamela Chivers Democratic services Officer for her work with the committee and welcomed Tom Rees as the new scrutiny officer going forward. The Forward Work Programme was noted.
There were no urgent items
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