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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.
Apologies for absence were received from Committee Members: County Councillors B Davies and S McNicholas. Cabinet Member, County Councillor J Berriman Officers: Diane Reynolds, Jane Thomas, Mari Thomas, James Chappelle and Nancy Owen.
There were no declarations of interest from Members relating to items for consideration on the agenda.
The Committee did not receive any disclosures of prohibited party whips which a Member has been given in relation to the meeting in accordance with Section 78(3) of the Local Government Measure 2011.
The minutes of the 16th of October 2025 meeting were proposed and seconded; the Committee members present agreed that the minutes were a true and accurate reflection of the meeting.
Background: The Cabinet Member for a Learning Powys introduced the Attendance and Exclusion report as a technical document providing a snapshot of school attendance and exclusion data. He acknowledged that, although attendance figures had shown improvement, they were still not at the level desired. He emphasised the importance of ensuring that pupils enrolled in schools attended regularly, stating that higher attendance rates were essential for educational success. He expressed a strong preference for children to be educated in school rather than through elective home education, noting that this was a separate issue from the report. The Director of Education and senior officers then provided a summary of key findings. They reported that persistent absence had reduced considerably and severe persistent absence was now below the national average. Primary school attendance targets had been met, which was regarded as a positive achievement, while secondary school attendance, although not meeting the target, had improved compared with the previous year. Officers highlighted ongoing concerns regarding attendance among pupils eligible for free school meals, explaining that this reflected a national trend. They confirmed that attendance targets had been set at 94% for the current academic year and 95% for the following year, returning to pre-pandemic expectations. Turning to exclusions, officers noted that fixed-term exclusions had fallen significantly, with 201 fewer exclusions recorded compared to the previous year. However, permanent exclusions had risen slightly, often because of single serious incidents. They reported that only one permanent exclusion had occurred so far in the current academic year, which was considered encouraging. Officers stressed that substantial support was being provided to schools to address both attendance and exclusion issues, and they indicated that further detail would be shared during the discussion. Points raised by the Panel: Responses received from Officers or Cabinet Members. Attendance Targets and Trends • Had the primary school attendance target been robust enough, and should it have been more challenging? • Had the targets for 2024/25 been revised, and what were the new figures for the current and next academic year? • How had October attendance compared with the previous year, and what drop-off had been expected by year-end? • Had officers assumed that the traditional decline in attendance from Year 7 upwards was acceptable, and what measures were in place to counteract it? • Had there been any seasonal trends or specific times of year when attendance dropped significantly, particularly in rural/agricultural communities? • Had attendance for pupils eligible for EFSM and those with ALN been tracked, and what data had been available for these vulnerable groups? • Had the authority benchmarked attendance performance against other local authorities, and how had Powys ranked nationally? Officers explained that primary school attendance targets had been considered robust in the context of post-COVID recovery. They stated that targets were set to be challenging yet realistic, given the significant changes learners had experienced. The target for the current academic year had been confirmed at 94%, with an increase to 95% for the following year, returning to pre-COVID expectations. Officers highlighted that October attendance figures were broadly consistent with the previous year, despite seasonal sickness, and anticipated improvement as the term progressed. They acknowledged that attendance traditionally declined from Year 7 onwards but assured members that strategies were in place to address this trend. Attendance for vulnerable groups, including EFSM and ALN pupils, was monitored closely, and schools received detailed reports to support targeted interventions. Powys was reported to rank third nationally for attendance among 5 to 15-year-olds, demonstrating comparative strength across Wales. Exclusions and Their Impact • Had exclusions, particularly permanent ones, impacted educational outcomes such as GCSE results? • Had most permanent exclusions resulted from a single incident, and what preventative work had been undertaken beforehand? • Had schools and the local authority had sufficient resources and tools to prevent exclusions? • Had the authority benchmarked exclusion rates against other councils, and where had Powys stood in the latest Welsh Government data? • Had the report clarified whether figures referred to total exclusions or permanent exclusions only? • Had the narrative and tables in the report accurately reflected monthly exclusion trends, particularly for June and July? • Had data on the number of pupil days lost due to exclusions been provided, and could this be backdated for previous years? Officers confirmed that fixed-term exclusions had reduced significantly, with 201 fewer exclusions recorded compared to the previous year. However, permanent exclusions had increased slightly, often resulting from isolated serious incidents. They emphasised that exclusions were generally short-term and unlikely to have a major impact on academic outcomes, though multi-agency support was provided where sustained issues arose. Schools were expected to supply work during exclusion periods to minimise disruption to learning. A new hard-to-place panel had been introduced to ensure that learners excluded twice could access education without delay. Officers acknowledged that September typically saw a spike in exclusions following the long summer break, and they were exploring additional support during holiday periods to ease transitions. Powys was one of seven authorities to achieve a reduction in exclusions nationally, reflecting positive progress. Early Intervention and Support • How early had children with poor attendance or behavioural issues been identified, and what interventions had been put in place before secondary school? • Had there been sufficient transition support between primary and secondary phases to prevent attendance and behaviour issues? • Had parent engagement strategies, such as forums and parenting programmes, been effective, and how had their impact been measured? • Had multi-agency approaches, including mental health and wellbeing initiatives, been adequately resourced and monitored? Officers stressed the importance of early identification of attendance and behavioural issues, noting that interventions began in primary school wherever possible. They described a range of measures, including curriculum adjustments to foster a sense of belonging, wellbeing initiatives under Curriculum for Wales, and enhanced transition planning between primary and secondary phases. Parent engagement was supported through forums, community-focused school programmes, and structured parenting initiatives such as Incredible Years. Multi-agency collaboration, including mental health services and counselling, was highlighted as a cornerstone of preventative work. Data Consistency and Reporting • Had the report provided consistent data for both primary and secondary sectors regarding schools meeting attendance targets? • Had granular data been available to show how much of the overall non-attendance was attributable to persistent absentees (e.g., those below 50% attendance)? • Had schools been issued with detailed attendance reports, including breakdowns for vulnerable groups? • Had coding for pupils on reduced timetables been standardised and clearly explained? Officers acknowledged the need for consistent reporting across primary and secondary sectors and committed to addressing this in future iterations of the report. They confirmed that granular data was available to identify the proportion of overall absence attributable to persistent absentees, and schools received termly reports detailing attendance by vulnerable groups. Clear coding guidance for reduced timetables was in place to ensure accurate recording. Resources and Capacity • Had five Education Welfare Officers been sufficient for the county, and had this limited proactive intervention? • Had schools been forced to divert teaching staff to welfare roles due to insufficient central support? • Had the local authority assessed whether resources were adequate to meet statutory duties, including safeguarding checks for absent pupils? The committee was informed that the Education Welfare Officer team comprised five officers and one senior officer, supported by additional staff within the wider service. While acknowledging that resources were limited, officers explained that a revised support model prioritised schools with the greatest need while maintaining a baseline level of assistance for all. They confirmed that safeguarding requirements, including maintaining contact with absent pupils, were met through collaborative working with family liaison officers and other partners. Strategic and Innovative Approaches • Had officers considered innovative approaches to improve attendance and engagement, such as digital learning, family hubs, or cultural initiatives linked to the forthcoming Welsh cultural bill? • Had strategies focused on creating a sense of belonging and improving the school environment to make schools more appealing? • Had there been plans for a campaign to raise the importance of attendance among parents, carers, and the wider community? • Had support for vulnerable learners during long breaks (summer and Christmas) been explored to prevent September and January spikes in exclusions? Officers indicated that while the current focus remained on consolidating core practices, innovative approaches were being explored. These included digital engagement strategies, development of family hubs, and cultural initiatives aligned with the forthcoming Welsh cultural bill. They reiterated the importance of creating inclusive school environments and suggested that future campaigns could raise the profile of attendance across communities. Support during extended breaks and intensive interventions at the start of new terms were identified as areas for further development.
Scrutiny made the following observations: The Committee endorsed that: • Attendance and exclusion were critical indicators of pupil engagement and wellbeing, requiring continued strategic focus. • Improving attendance and reducing exclusions should remain a priority across all schools and services. • Multi-agency collaboration and early intervention were essential to prevent persistent absence and exclusions. The Committee welcomed that: • Primary school attendance targets had been met, and secondary attendance showed improvement compared to previous years. • Persistent and severe persistent absence had reduced, with Powys ranked third nationally for attendance among 5–15-year-olds. • Fixed-term exclusions had decreased significantly, and only one permanent exclusion had occurred so far in the current academic year. • A working group with headteachers was developing consistent thresholds for exclusions across schools. • Examples of innovative practice, such as individualised attendance tracking and reward systems, were being piloted in schools. • Powys was one of seven local authorities to reduce exclusions according to the latest Welsh Government data. The Committee requested that: • Future reports include consistent data for both primary and secondary sectors, showing the percentage of schools meeting attendance targets. • Exclusion data be supplemented with the number of pupil days lost and backdated for the last four years. • Additional analysis be provided on persistent absenteeism, including its proportion of overall non-attendance. • Best practice examples shared during the meeting be circulated across all schools. • Officers explore enhanced support for vulnerable learners during summer, and Christmas breaks to reduce September and January spikes. • Benchmarking against other local authorities be undertaken and reported back. • A review of resources be conducted to ensure sufficient capacity for early intervention and support. • Attendance targets be strengthened and monitored more rigorously, with clear reporting on progress. • To consider innovative approaches like digital engagement and family hubs. Explore the effect of culture immersion in Schools. The Committee remained unconvinced of: • Whether current resources, including the number of Education Welfare Officers, were adequate to deliver proactive and sustained improvements. • The effectiveness of existing strategies in addressing the most challenging cases of persistent absence and pupils at risk of exclusion. The Committee expressed concern of: • The impact of exclusions on pupils’ life chances and the wider school community. • Seasonal spikes in exclusions and attendance issues following long breaks, highlighting the need for preventative measures. • The attendance gap for vulnerable groups, particularly EFSM pupils and those with additional learning needs. • The potential inconsistency in how exclusion policies were applied across schools. • The risk that strategic documents and reports might not fully reflect the reality of delivery on the ground. Scrutiny made the following Recommendations: 1 That future reports provide consistent data for both primary and secondary schools, including the percentage of schools achieving attendance targets. 2 The Committee suggested that attendance targets be made more challenging and monitored rigorously, with clear reporting on progress. 3 Improving early intervention strategies and strengthening transition support from primary to secondary schools to prevent disengagement and exclusions. 4 Proposed exploring enhanced support for vulnerable learners during summer and Christmas breaks to reduce September and January spikes in exclusions and attendance issues. 5 The Committee requested an assessment of whether schools and the local authority had sufficient resources, including staffing and specialist support, to deliver early intervention and prevent exclusions. 6 Benchmarking of attendance and exclusion strategies against other Welsh local authorities and report back on best practice be undertaken. 7 That effective strategies and examples of good practice highlighted during the meeting be circulated across all schools. 8 Continued focus on EFSM pupils and those with additional learning needs, ensuring actions currently in place improve outcomes for these groups.
Background: The Cabinet Member for a Learning Powys introduced the Youth Voice report by emphasising its importance in ensuring that young people across Powys had a meaningful platform to express their views. He explained that the report aimed to capture the perspectives of learners on issues affecting their education and wellbeing, and to strengthen engagement between the council and young people. He acknowledged that while progress had been made, there was still work to do to reach those who were less engaged or living in rural areas. The Director of Education supported this view, noting that the report provided a strategic framework for youth engagement and highlighted the need for inclusive approaches. He stressed that engagement should not be limited to school councils, as these often represented the most confident and articulate pupils. Instead, the service was committed to widening participation through community groups, voluntary organisations, and targeted outreach to vulnerable learners, including those with additional learning needs and those educated at home. Officers outlined the practical steps being taken to achieve these aims. They explained that mapping exercises were underway to identify youth organisations and informal networks across the county. Detached youth work teams were actively engaging with young people who had left school, and online platforms were being developed to provide accessible channels for feedback. Officers also recognised the role of social media in reaching older age groups and suggested that future engagement materials should be adapted for digital formats, including animations and interactive content. They concluded by reaffirming the council’s commitment to listening to young people and ensuring that their voices informed policy and service delivery. Points raised by the Panel: Responses received from Officers or Cabinet Members. Engagement and Inclusivity • How had the Council ensured that youth engagement reached all areas of the county, including rural communities where youth leaders were rarely seen? • How had the strategy addressed engagement with home-educated learners and those attending schools outside Powys? • How had the Council planned to involve young people who were disaffected or less likely to read lengthy strategic documents? • How had the authority ensured that pupils with ALN or disabilities, including those supported by charities, had their voices heard? • How had engagement extended beyond school councils to include sports clubs, guides, brownies, and other non-compulsory groups? • How had the Council planned to engage older young people aged 20–25 who had left education and formal youth groups? Officers explained that the Youth Voice strategy had aimed to ensure that all young people across Powys had opportunities to share their views, not just those who were already engaged through school councils. They acknowledged that school councils were valuable but often attracted the most confident pupils, leaving others underrepresented. To address this, officers confirmed that mapping exercises were underway to identify youth organisations, voluntary groups, and informal networks, including sports clubs, young farmers’ groups, and cultural associations. Detached youth work teams had been deployed to engage with young people who had left school, and online platforms were being developed to provide accessible channels for feedback. Officers stressed that engagement with learners educated at home and those attending schools outside Powys was a priority, and they were working to ensure these voices were included. Communication and Accessibility • How had the document been adapted to make it appealing and accessible for under-25s, rather than appearing as a corporate report? • Had the Council considered producing a one-page summary or bilingual poster for young people who would not read a full strategy? • Had social media been used effectively to reach older age groups and harder-to-reach communities? • Had the Council explored creative approaches such as animations or marketing techniques to make the strategy more engaging? Committee members had questioned how the strategy would reach disaffected young people and those with additional learning needs, observing that its current format resembled a corporate report rather than a youth-friendly publication. Officers responded that targeted outreach was being planned, including collaboration with charities and specialist organisations supporting young people with disabilities. They confirmed that the Engagement Officer was actively mapping these groups to avoid gaps in provision. Officers also recognised that the current document was not sufficiently youth-friendly and agreed that future materials should be adapted for younger audiences. They suggested that animations and social media campaigns would be developed to make the strategy more engaging and accessible. The importance of bilingual communication was acknowledged, and officers confirmed that future publications would include Welsh and English versions. Practical Delivery and Realism • How had the Council planned to manage expectations when young people suggested ideas that were not feasible, such as major infrastructure projects? • What had been the intended outcomes of engagement—what specific information had the Council wanted from young people? • How had officers ensured transparency when explaining why certain suggestions could not be delivered? • Had there been clarity on timelines for consultation and publication of the final strategy? Members expressed concern about managing expectations when consulting young people. Officers reassured the committee that previous consultations had shown young people to be pragmatic and mature in their suggestions. They explained that transparency was key and that when proposals could not be delivered, clear explanations would be provided. Officers emphasised that engagement would focus on realistic and relevant issues, such as wellbeing, curriculum enrichment, and local activities, rather than aspirational requests beyond the council’s remit. Mapping and Partnerships • How had the Council mapped existing youth groups and organisations to avoid missing any key stakeholders? • Had partnerships with voluntary youth clubs, YFC, Urdd, and other community organisations been formalised? • How had the Council worked with detached youth workers to track and engage post-16 and post-18 young people? Officers confirmed that a timeline for implementing the Youth Voice strategy would be agreed, balancing the need for thorough consultation with the capacity to deliver. They committed to circulating a draft of the revised document to committee members before publication. Officers also highlighted the importance of using social media and local networks to maintain momentum and ensure that engagement was continuous rather than limited to formal consultations. Officers confirmed that partnerships with organisations such as Young Farmers Clubs, sports associations, and disability support groups were being prioritised. They also noted that the Equalities and Engagement Officer was leading work to ensure that seldom-heard voices were included in the consultation process. Monitoring and Evaluation • How had the Council planned to measure the effectiveness of engagement activities and ensure that youth voices influenced decision-making? • Had there been a commitment to circulate the final draft of the strategy to committee members before wider consultation? • How had the Council ensured that engagement was realistic, inclusive, and resulted in tangible actions rather than tokenistic consultation? Members sought assurance that the effectiveness of the strategy would be monitored and that engagement would lead to tangible outcomes. They asked for clarity on timelines for consultation and publication, suggesting that the final draft be circulated to the committee before wider release. Officers agreed to provide updates and confirmed that progress would be tracked through existing governance structures. The committee also recommended that future reports include clear action dates to ensure accountability. Officers acknowledged this point and undertook to incorporate deadlines into implementation plans.
Scrutiny made the following observations: The Committee endorsed that: • The principle of embedding youth voice within decision-making processes was essential for shaping future services and policies. • The strategy aimed to move beyond tokenistic engagement towards meaningful co-construction with young people. • Engagement should include all young people up to the age of 25, ensuring inclusivity across diverse groups. The Committee welcomed that: • The draft Youth Voice strategy had been co-developed with young people, including their input on the title and design of the document. • Young people had influenced the content by suggesting clearer language, visual improvements, and inclusion of quotes to make the document more relatable. • Officers committed to wider consultation and to using creative methods, such as animations and social media, to make the strategy accessible. • The approach recognised the importance of school councils, youth forums, and detached youth work teams in gathering views. • There was a clear ambition to engage with harder-to-reach groups and those outside formal education settings. The Committee requested that: • The final draft of the strategy be circulated to members before publication for further comment. • Engagement methods extend beyond schools to include sports clubs, voluntary youth groups, and community organisations. • Specific actions be taken to reach young people who are home-educated, post-16 learners, and those living outside Powys for education. • The document be redesigned to appear more youth-friendly, with consideration of marketing input and visual appeal. • Contact details and clear signposting be added to the summary pages of the document. • Social media and digital platforms be used extensively to engage older age groups (20–25) and those less likely to attend physical meetings. • A realistic timeline for consultation and implementation be agreed and communicated. The Committee remained unconvinced of: • How engagement would be achieved with young people who were disengaged or living outside the county for education. • Whether the proposed methods would effectively capture the views of the most marginalised groups without additional targeted actions. The Committee expressed concern of: • The risk that the strategy could remain aspirational without clear delivery mechanisms and measurable outcomes. • The challenge of ensuring that feedback from young people translated into tangible actions rather than tokenistic consultation. • The need for localised approaches within Powys to reflect the diversity of communities and avoid a one-size-fits-all model. • The potential difficulty in sustaining engagement with older age groups (20–25) who were no longer connected to schools or youth clubs. Scrutiny made the following Recommendations: 1 That engagement activities include a wide range of youth groups and community organisations, such as sports clubs, voluntary youth groups, and social clubs, to ensure inclusiveness. 2 That specific actions be taken to engage young people who are home-educated, post-16 learners, and those living outside Powys for education, as well as those with additional learning needs. 3 That the strategy be redesigned to make it more youth-friendly, including clearer language, visual enhancements, and consideration of marketing input. 4 That the summary pages of the document include clear contact information and signposting to relevant services and engagement platforms. 5 That social media and digital tools be used extensively to reach older age groups (20–25) and those less likely to attend physical meetings. 6 Proposed an animation or similar visual content to accompany the strategy, making it easier to share and more appealing to young people was produced. 7 That there was an agreed and communicated clear timeline for completing consultation and publishing the final strategy.
The Committee considered the Cabinet’s responses to previous scrutiny recommendations and noted that most had been addressed satisfactorily. Members expressed general confidence in the approach taken by officers and Cabinet Members to ensure that recommendations were implemented in a timely manner. However, concerns were raised about clarity in some responses, particularly where recommendations had been marked as “partially accepted” despite appearing to align with existing workstreams. One example discussed was the recommendation for a comprehensive review of support for pupils with additional learning needs in mainstream settings, which officers confirmed was already encompassed within the ALN and Inclusion Strategic Plan. It was agreed that this would be reconsidered and potentially marked as fully accepted. Members also highlighted the importance of including clear action dates in future responses to ensure accountability and timely delivery. They cited delays in sharing school condition data as an example and requested that deadlines be specified for similar actions going forward. Officers confirmed that the relevant data had recently been circulated and acknowledged the need for improved communication on progress updates. The discussion concluded with agreement that scrutiny recommendations were adding value to service planning and that future responses should provide greater transparency on timelines and implementation. Members welcomed the commitment from officers to review wording and ensure consistency in reporting.
The committee reviewed the Forward Work Programme and noted the importance of aligning future scrutiny items with key service priorities and Cabinet decisions, whilst maintaining flexibility within the programme to accommodate emerging issues and urgent matters.
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