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The decisions as the council's minutes record them. A plain-language summary follows once it has been written.
RESOLVED to approve the minutes of the 29th January 2026 as an accurate reflection of the meeting. A Member asked for an update, in respect of the item on Post 16 Curriculum Offer and an agreed action from the minutes was that Officers were to explore opportunities for learners to return to school as role models and ambassadors for younger pupils and asked if any progress had been made. The Director of Education and Inclusion noted that, given it was the start of the academic year, and post-16 learners who had recently left school would be the most appropriate group to re-engage as role models, so she was not currently in a position to provide further feedback. The Member also asked for an update in respect of the item on Elective Home Education in Rhondda Cynon Taf and an agreed action from the minutes for Members to be invited to participate in the EHE review process. The Head of Inclusion Services noted that the Council’s element of the review had been completed and that Members would be invited to participate when work commenced on the wider public-facing stage of the review.
RESOLVED to: 1. Scrutinise and comment on the information contained within this report.
RESOLVED: • To scrutinise and comment on the information contained within this report. • To write to the Cabinet Member Cabinet Member for Education and Young People to recommend the following: · That training be provided for school governors to improve their understanding of the role, purpose and remit of the Educational Psychology Service. · That consideration be given to the role and requirements of Educational Psychology reports within panel processes, taking into account the wider context outlined by the Director of Education and Inclusion Services and ensuring that schools are not unfairly disadvantaged where reports are unavailable due to service processes. • To make representation to Welsh Government highlighting concerns regarding the capacity and availability of Educational Psychology training places in Wales, and the impact this is having on recruitment, retention and service sustainability.
The Chair welcomed all to the meeting and on behalf of the Committee, thanked the outgoing Chair, former Councillor, Sera Evans, for her work as Chair. The Chair thanked colleagues for their support and looked forward to working with all Members.
Apologies of absence were received from County Borough Councillor J Bonetto, J Brencher and S Evans, and Co-opted Members, Mr P Booth and C Jones.
The Senior Solicitor - Litigation explained that a blanket personal declaration for those present who are members of a Governing body and / or a school mentioned is within their ward, would be declared in respect of Agenda Items 3 and 4. In accordance with the code of conduct, the following declarations were made in relation to: Ø Ms Tracy Sweetland-Hodges, Co-opted Member – Item 3 - Personal Interest – “I am a Governor at Ysgol Rhydywaun.”
Decision as recorded
RESOLVED to approve the minutes of the 29th January 2026 as an accurate reflection of the meeting. A Member asked for an update, in respect of the item on Post 16 Curriculum Offer and an agreed action from the minutes was that Officers were to explore opportunities for learners to return to school as role models and ambassadors for younger pupils and asked if any progress had been made. The Director of Education and Inclusion noted that, given it was the start of the academic year, and post-16 learners who had recently left school would be the most appropriate group to re-engage as role models, so she was not currently in a position to provide further feedback. The Member also asked for an update in respect of the item on Elective Home Education in Rhondda Cynon Taf and an agreed action from the minutes for Members to be invited to participate in the EHE review process. The Head of Inclusion Services noted that the Council’s element of the review had been completed and that Members would be invited to participate when work commenced on the wider public-facing stage of the review.
It was RESOLVED to approve the minutes of the 29th January 2026 as an accurate reflection of the meeting. A Member asked for an update, in respect of the item on Post 16 Curriculum Offer and an agreed action from the minutes was that Officers were to explore opportunities for learners to return to school as role models and ambassadors for younger pupils and asked if any progress had been made. The Director of Education and Inclusion noted that, given it was the start of the academic year, and post-16 learners who had recently left school would be the most appropriate group to re-engage as role models, so she was not currently in a position to provide further feedback. The Member also asked for an update in respect of the item on Elective Home Education in Rhondda Cynon Taf and an agreed action from the minutes for Members to be invited to participate in the EHE review process. The Head of Inclusion Services noted that the Council’s element of the review had been completed and that Members would be invited to participate when work commenced on the wider public-facing stage of the review.
Decision as recorded
RESOLVED to: 1. Scrutinise and comment on the information contained within this report.
The Director of Education and Inclusion Services introduced the report by highlighting the importance of viewing behaviour as an outcome of children and young people’s social, emotional and mental health needs. She encouraged the Committee to focus on the underlying causes of behaviour and the support required to enable pupils to access the curriculum and engage positively with learning. The Head of Inclusion Services then took Members through the key highlights of the report, before introducing the Deputy Headteacher, Ysgol Bro Taf, and Headteacher, Ysgol Gyfun Rhydywaun, who provided Members with an overview of the collaborative provision in respect of Step 4 Alternative Curriculum and the Rhydywaun Way. A Member stated that additional detail on exclusions would be beneficial, particularly the number of individual pupils subject to fixed-term exclusions, as current data only records the number of exclusion incidents and may include multiple exclusions for the same pupil. Concerns were raised over whether exclusion rates have reduced due to the increasing challenges associated with permanent exclusions, particularly for pupils with ALN, and the resulting impact on schools managing challenging behaviour. The Member also requested information on the outcomes for permanently excluded pupils, including subsequent placements and what happens where such pupils are excluded again from their new provision. The Director of Education and Inclusion explained that fixed-term exclusions have increased in recent years while permanent exclusions have decreased, which suggests that fixed-term exclusions are being used appropriately as an intervention to prevent permanent exclusions and are having the desired impact. It was noted that this trend should continue to be closely monitored to ensure the correct balance is maintained, supported by the ongoing evaluation of inclusion projects across the county borough. In response to concerns regarding data, the Director acknowledged the value of distinguishing between the number of exclusion incidents and the number of individual pupils affected, while emphasising that repeated fixed-term exclusions should lead to a review of support strategies where there is no evidence of improved pupil behaviour. The Member requested that future reports include the number of individual pupils subject to fixed-term exclusions, in addition to the total number of exclusions, to provide a clearer understanding of the data. A Member highlighted that behaviour remains a significant concern across schools and is a key issue raised by trade unions. While welcoming the range of support and intervention programmes being implemented to improve behaviour and support inclusion, the Member emphasised the impact of poor behaviour on staff wellbeing, health and safety, recruitment and retention. The Member noted concerns from teaching staff regarding classroom violence, feelings of insufficient support, and the need for adequate resources and funding to address these challenges effectively. The importance of listening directly to teachers’ experiences, promoting inter-school collaboration, and maintaining behaviour improvement as a strategic priority was also emphasised. The Director of Education and Inclusion Services acknowledged the concerns raised and emphasised that the social, emotional and mental health needs of children and young people have changed significantly, creating new challenges for schools and the teaching profession. It was noted that teachers are increasingly being expected to respond to complex wellbeing needs, despite not being trained as counsellors, therapists or clinicians, highlighting the importance of providing appropriate support, skills and resources. The Director stressed the need to consider behaviour within the wider context of pupils’ lived experiences, anxiety and wellbeing, as well as the importance of curriculum relevance, teacher recruitment and retention, multi-agency support, and the continued development and rollout of effective intervention approaches across schools to address these issues. The Member welcomed the balanced response and acknowledged the changing educational landscape and the increasing complexity of pupils’ needs. The Member emphasised the need to address current challenges facing teachers, including maintaining safe and effective learning environments, while continuing to adopt trauma-informed approaches and effective behaviour management strategies. The importance of collaborative working, recognising teachers’ profession, and considering the impact of curriculum relevance on pupil engagement and behaviour was also highlighted. A Member requested a breakdown of the 305 reported incidents by school sector (primary, secondary, all-through, special and PRU settings). The Member also sought clarification on whether any incidents involved weapons and whether there is a correlation between behavioural incidents, staff wellbeing and sickness absence, noting that this may have financial implications for schools and the Authority. The Member further highlighted the impact of unmet ALN needs on pupil behaviour, noting increasing pressures on schools and local authorities, and emphasised the importance of securing adequate funding to support pupils with additional learning needs and meet statutory responsibilities. The Head of Inclusion Services acknowledged requests for further detail and advised that additional breakdowns of the incident data, including information by school sector and individual pupils, could be provided to Scrutiny. It was also agreed that sickness absence data could be examined to identify any correlation with behavioural incidents. In relation to pressures arising from unmet ALN needs, the Head of Inclusion Services recognised the funding challenges highlighted, while noting that the local authority provides comprehensive training and support for ALNCo’s to assist schools in meeting the needs of pupils with ALN. The Head of Learner Support Service added that significant investment has been made in supporting schools to meet ALN and behavioural needs, including the implementation of Nurture UK approaches since the return to schools following COVID-19. It was noted that a key principle of this work is recognising behaviour as an expression of unmet need. The Officer highlighted that specialist ALN teams provide timely advice and support to schools, including direct engagement with ALNCo’s, alongside a comprehensive training programme offering both targeted interventions and bespoke support to address individual pupil and classroom needs. The Member welcomed the offer to provide additional data and acknowledged the valuable work of ALNCo’s and support staff in schools. While recognising the quality of the support currently available, the Member noted that additional funding would further enhance the capacity to meet pupils’ needs. The Member also thanked officers for the comprehensive report. A Member noted that, while reductions in permanent and fixed-term exclusions are important indicators, a broader evaluation of behaviour and inclusion strategies would be beneficial. The Member queried whether feedback is gathered from pupils, teachers and support staff, and whether data is available on the amount of time pupils spend learning outside the classroom. It was suggested that the impact of interventions should also be assessed through their effect on teaching and learning, alongside exclusion data. The Member further emphasised that, although ALN training is valuable, schools require sufficient staffing and resources to deliver interventions and support pupils effectively, highlighting the importance of additional funding. The Head of Inclusion Services acknowledged that exclusion data alone is not a sufficient measure of the effectiveness of behaviour management and inclusion strategies. While noting that exclusion figures provide a key source of quantitative data, the Officer agreed that wider measures, including pupil voice, are important. It was reported that work is planned with Educational Psychology Services to gather feedback from pupils on their sense of belonging, wellbeing and experiences within school, particularly in response to concerns about disengagement from school communities. The Officer also highlighted ongoing collaboration with School Improvement Officers to promote inclusive classroom environments and teaching practices that support the needs of all learners and enable them to thrive. A Member expressed concerns regarding the adequacy of centrally provided ALN and behavioural support resources, noting that the current level of provision may not be sufficient to meet the needs of schools experiencing significant behavioural challenges. The importance of stronger engagement between local authority officers and school communities, particularly governors and headteachers, was emphasised, alongside the need for a more responsive approach when schools raise serious concerns. The Member also raised concerns regarding the availability of support and services through the medium of Welsh, suggesting that further action is required to ensure statutory responsibilities can be met in both Welsh and English. The Director of Education and Inclusion acknowledged the concerns raised regarding resources and support for schools, noting that while additional funding would always be welcomed, it is also important to consider how services can be delivered differently and more effectively within existing resources. The Director emphasised that officers are actively reviewing ways of working, drawing on good practice both within and beyond the local authority, and highlighted the key role of the recently strengthened School Improvement Team in developing a deeper understanding of individual schools and supporting inclusive practice. It was stressed that improving outcomes for children and young people requires a coordinated, whole-service approach, focused on sustainable, long-term improvements rather than short-term solutions, while also addressing immediate challenges through enhanced engagement and more effective use of available resources. The Head of Inclusion Services added that Welsh-medium ALN provision is currently available, including an LSE provision at Ysgol Awel Taf for primary pupils, although it may not yet meet all identified needs. It was reported that progress is being made through the Welsh in Education Strategic Plan (WESP), including the recruitment of an ALN WESP Officer to map current and future demand for Welsh-medium ALN support across the County Borough. The Officer emphasised the Authority’s commitment to expanding provision and ensuring that pupils requiring additional learning support through the medium of Welsh are able to access appropriate services, with further developments planned over the coming year. The Member noted that, while the class in Ysgol Awel Taf was welcomed, it was primarily designed to support pupils with learning difficulties rather than those presenting significant behavioural challenges. The Member highlighted the absence of a Welsh-medium equivalent to the Tai Education Centre and emphasised the need for specialist Welsh-medium behavioural provision to be developed as a matter of urgency, seeking clarification on the anticipated timescale for its implementation. The Director of Education and Inclusion Services acknowledged the concern raised and agreed that the point was a fair one. It was noted that a forthcoming report on Additional Learning Needs provision would include reference to these matters and would be considered at the next Committee meeting. The Director provided assurance that the need for Welsh-medium specialist behavioural provision was firmly recognised by the authority and that steps were already being taken to address the issue. A Member welcomed the report and the examples of effective intervention work presented, particularly the demonstrated links between targeted support, improved attendance, behaviour and reductions in exclusions. While acknowledging the increasing complexity of pupils’ needs and the challenges faced by schools, the Member raised concerns that, in some cases, permanent exclusion can become the mechanism through which pupils finally access specialist support. The Member expressed concern that this process may leave children feeling that they have failed, when earlier intervention may have prevented matters from escalating to that stage. The Member therefore sought assurance on what further action the Council could take to identify and support vulnerable pupils earlier, reducing the likelihood of them reaching the point of permanent exclusion. The Head of Inclusion Services acknowledged concerns regarding bureaucracy within support and exclusion processes, noting that efforts had been made to streamline panel arrangements and reduce administrative burdens on schools while maintaining appropriate audit requirements. The Officer recognised the emotional impact of exclusion processes on pupils and advised that exclusion training had recently been provided for Council staff involved in appeal arrangements. In response to concerns about pupils only accessing specialist support following permanent exclusion, it was explained that dedicated staff work closely with excluded pupils to secure appropriate provision and support. The Officer further advised that proposals were being developed to strengthen early intervention, including the creation of an additional Inclusion Officer role aimed at engaging with pupils sooner and, reducing the likelihood of exclusion through preventative support. It was RESOLVED to: 1. Scrutinise and comment on the information contained within this report.
Decision as recorded
RESOLVED: • To scrutinise and comment on the information contained within this report. • To write to the Cabinet Member Cabinet Member for Education and Young People to recommend the following: · That training be provided for school governors to improve their understanding of the role, purpose and remit of the Educational Psychology Service. · That consideration be given to the role and requirements of Educational Psychology reports within panel processes, taking into account the wider context outlined by the Director of Education and Inclusion Services and ensuring that schools are not unfairly disadvantaged where reports are unavailable due to service processes. • To make representation to Welsh Government highlighting concerns regarding the capacity and availability of Educational Psychology training places in Wales, and the impact this is having on recruitment, retention and service sustainability.
The Director of Education and Inclusion Services began by presenting an overview of the Educational Psychology Service, highlighting its vital role in supporting children with additional learning needs. It was noted that Educational Psychology is a highly valued profession but faces a longstanding and growing national shortage of qualified Educational Psychologists across Wales and the UK. Whilst changes to professional requirements, including doctoral-level training and HCPC registration, have improved the quality and status of the profession, they have also contributed to recruitment challenges. The Committee was advised that, although some factors are beyond the Council’s control, the authority is actively working to address workforce pressures through measures to develop and retain Educational Psychologists locally. The Head of Educational Psychology Service then took Members through the key highlights of the report, before introducing the Deputy Principal Educational Psychologist and Senior Specialist Educational Psychologist for Wellbeing. Members also heard from the Headteacher, Cymmer Primary School, who provided Members with an overview of the collaborative work taking place. A Member welcomed the positive work undertaken by the Educational Psychology Service, particularly its training and capacity-building role within schools. However, concerns were raised regarding public expectations of the service, noting that parents may assume Educational Psychologists will provide direct assessments or diagnoses of individual children. The Member also questioned the timeliness of report production, highlighting the pressures schools face when preparing evidence for placement panels. In addition, concern was expressed that support provided to schools during challenging situations did not always align with their immediate needs, and it was suggested that a stronger understanding of individual school contexts would be beneficial. The Director of Education and Inclusion Services clarified the multifaceted role of Educational Psychology, noting that the service combines assessment and direct support for individual learners with training, empowerment and capacity-building work within schools. It was emphasised that Educational Psychologists assess children’s needs within an educational context and develop recommendations for support, but do not provide clinical diagnoses. The Director acknowledged the importance of maintaining a strong understanding of individual school contexts and advised that effective support relies on a coordinated approach across education, inclusion, school improvement and other services to ensure advice and interventions are tailored to each school’s specific circumstances and wider needs. The Educational Psychology Service Manager acknowledged concerns raised regarding support for young people and school staff, emphasising that Educational Psychologists cannot directly resolve complex issues but work collaboratively with schools to develop practical and sustainable solutions. It was noted that discussion, reflection and support for implementation are often more effective than written recommendations alone. It was stressed the importance of understanding each school’s individual context and emotional challenges, and recognised the need for clearer communication with parents, schools and stakeholders about the role, remit and limitations of the Educational Psychology Service in managing expectations and reducing frustration. The Member sought clarification on the Educational Psychology Service’s assessment process, asking whether Educational Psychologists typically do not meet the referred pupil during their initial visit to a school and instead focus on gathering information and discussing concerns with school staff. The Head of the Educational Psychology Service explained that the service operates primarily through a consultation-based model. Initial involvement focuses on gathering information from key adults, including parents and school staff, to understand the context surrounding a young person’s needs and the concerns being raised. It was noted that this approach helps ensure any subsequent direct work with the child is targeted and effective. The Officer further advised that referrals are typically driven by concerns from the adults supporting the child, rather than by the child themselves, making an understanding of the wider context essential to identifying the most appropriate support. The Member expressed concern that the consultation-based approach may not always align with the time pressures faced by schools in supporting pupils with complex needs. The Member suggested that greater awareness and training for governors on the role of the Educational Psychology Service would be beneficial, noting that its remit may not be widely understood. Concerns were also raised regarding the timeliness of Educational Psychology reports in relation to school processes and panel deadlines, with the view that quicker reporting would better support schools in securing appropriate provision for pupils. The Director of Education and Inclusion Services acknowledged that Educational Psychology Services are required to comply with national professional standards and quality assurance processes, including evidence gathering, report moderation and formal sign-off, before reports can be issued. Whilst acknowledging concerns regarding timescales and the frustrations this can create for schools, it was noted that these requirements are necessary to maintain professional standards and registration. The Director added that, where opportunities exist to improve report turnaround times, these would be explored. The Member stated that, where schools are unable to provide an Educational Psychology report as part of an application for alternative provision due to service timescales, this should be recognised within the panel process and should not disadvantage the school. Concern was expressed that applications should not be delayed or returned solely because an Educational Psychology assessment has not yet been completed. The Director of Education and Inclusion Services acknowledged the concern raised, agreed that it was a valid point, and confirmed that the matter would be reviewed. The Head of the Educational Psychology Service emphasised that the primary focus of the service is to promote inclusion by supporting schools to meet the needs of children and young people within their current educational settings. Whilst Educational Psychology reports may contribute to panel decision-making and considerations of alternative provision, this is not the principal purpose of the service. The Officer welcomed the suggestion of providing training for governors to increase understanding of the service’s role and remit. It was further explained that report timescales reflect the professional requirements of Educational Psychologists, who balance work across multiple schools and cases. The Officer also highlighted that the consultation process itself is intended to provide schools with advice and strategies that can be implemented immediately, with subsequent reports reinforcing and documenting discussions and recommendations already shared. A Member thanked officers for the report and welcomed the insight provided into the Educational Psychology Service. However, it was noted that the discussion had highlighted a lack of understanding amongst governors and parents regarding the role and remit of Educational Psychologists. The Member therefore supported the provision of governor training and suggested that future Director's Reports include a concise explanation of what Educational Psychology interventions are intended to provide, and what they are not intended to provide. It was further suggested that this information be shared with parents through school communications to improve awareness and manage expectations. The Member also requested that the Council review whether Educational Psychology reports are unnecessarily relied upon within panel decision-making processes where the primary purpose of the service is not to support such applications. In addition, the Member enquired whether the service was exploring or utilising artificial intelligence to support report writing and administrative functions, with a view to reducing workload and improving efficiency. Whilst acknowledging local efforts to address workforce challenges, the Member drew attention to the national shortage of Educational Psychologists and proposed that the Committee formally express its concerns to those responsible for workforce planning and training provision regarding the insufficient number of training places and the consequent impact on recruitment and retention. Finally, the Member requested that future reports include additional performance data, including average and maximum waiting times for schools to access Educational Psychology support, trend data showing whether service access times have improved or worsened over time, and evidence demonstrating the impact of Educational Psychology interventions on outcomes such as attendance, exclusions, engagement in learning, emotional wellbeing, inclusion and the need for specialist provision. The Director of Education and Inclusion Services acknowledged the potential benefits of artificial intelligence in supporting service delivery and reducing administrative burdens, but emphasised the need for a cautious approach, particularly in relation to assessments involving children and young people, where professional judgement and individual circumstances remain critical. It was confirmed that opportunities to utilise AI appropriately would continue to be explored. The Director also noted that, whilst mechanisms such as fast-track pathways could be considered to improve responsiveness in urgent cases, careful prioritisation criteria would be required to avoid negatively impacting overall service delivery. It was further emphasised that Educational Psychologists form one part of a wider multi-agency network supporting children and young people, alongside schools, families and other specialist services. In response to questions regarding outcomes and effectiveness, the Director advised that it would be difficult to directly attribute improvements in measures such as attendance, exclusions or wellbeing solely to Educational Psychology involvement, as positive outcomes are typically the result of collective support and intervention from a range of professionals and services. The Head of the Educational Psychology Service explained that measuring the impact of Educational Psychology is a longstanding challenge, as the service primarily works indirectly through supporting and empowering parents, school staff and other professionals rather than delivering interventions directly. It was noted that the service therefore focuses on measuring outcomes it can evidence, including whether those it works with feel more confident, informed and able to support children and young people effectively. Feedback is routinely gathered from parents and schools, and annual planning and review processes are undertaken with schools to assess whether agreed objectives have been achieved. Current feedback indicates that stakeholders value the service and believe it has a positive impact, although wider educational outcomes cannot be solely attributed to Educational Psychology involvement due to the range of contributing factors. In relation to performance data, the Officer advised that the service aims to provide reports within four weeks of consultation or the completion of direct work, and that no school should wait longer than this for a report, with many reports being completed sooner. The Member clarified in respect of service response times, that their primary interest was the period between a school requesting support from the Educational Psychology Service and an Educational Psychologist visiting the school, rather than the report completion timescale. The Head of the Educational Psychology Service advised that specific data on the time between a school requesting support and receiving a visit was not currently available. However, it was explained that the service is structured to provide schools with early access to support through regular core visits, with all primary schools receiving a minimum of one visit per half term. In addition, Educational Psychologists retain capacity to respond to urgent or crisis situations outside of scheduled visits to ensure schools are not left without support when immediate concerns arise. The Officer further highlighted the availability of the Educational Psychology Support Line, which operates twice weekly and provides parents, schools and other professionals with an opportunity to access advice and support at an early stage. It was emphasised that the service aims to respond quickly to emerging concerns and maintain sufficient flexibility to prioritise urgent cases where required. In response to questions regarding artificial intelligence, the Officer confirmed that the service is exploring its potential use but stressed the importance of preserving professional relationships, personal communication and human judgement within psychological practice. The service is also considering alternative approaches to recording and sharing outcomes of consultations, including more visual and collaborative methods that could provide more timely feedback while maintaining a relational approach to working with schools, families and young people. A Member welcomed the positive service evaluation but requested additional information on the level of demand for Educational Psychology support, including how frequently schools seek visits and associated waiting times. The Member also sought reassurance that the service continues to support pupils with specific learning difficulties, such as dyslexia and dyspraxia, in addition to those with social, emotional and mental health needs. Drawing on personal experience, the Member highlighted the positive impact that Educational Psychology involvement and specialist learning support can have on pupil outcomes and asked whether this aspect of the service remains available. The Head of the Educational Psychology Service welcomed the positive feedback regarding the impact of Educational Psychology support and confirmed that assessment of individual pupils, including those with specific learning difficulties, remains a core function of the service. It was explained that, given limited resources, the service seeks to ensure that direct assessments are targeted where they are most needed, whilst adopting other approaches to support emerging concerns more efficiently. The Officer advised that this helps maximise capacity for in-depth assessment work and the provision of meaningful advice and support for children and young people. In relation to demand, the Officer noted that there is consistently high demand for Educational Psychology input across schools and that requests are likely to exceed available capacity. The service therefore seeks to maximise the effectiveness and efficiency of its involvement through a range of support mechanisms rather than relying solely on direct referrals and assessments. The Officer also acknowledged the comments made regarding communication and advised that, despite a range of information and engagement activities already being in place, further consideration would be given to how the role and purpose of the Educational Psychology Service can be communicated more clearly to schools, governors and parents. A Member thanked officers for the report and acknowledged the significant work being undertaken by the Educational Psychology Service. Concern was expressed regarding the current and future shortage of Educational Psychologists and the challenges associated with recruiting and developing the workforce. The Member emphasised the important role of teachers as the professionals who work most closely with children on a daily basis and asked whether an element of Educational Psychologists’ time is dedicated to upskilling school staff and enhancing their knowledge, skills and resources. It was suggested that investing in the training and development of teachers could maximise the impact of the service by sharing specialist expertise more widely and supporting schools to meet pupils’ needs more effectively. The Director of Education and Inclusion Services advised that workforce development should be viewed within the wider context of the Education Inclusion Service, rather than solely through the work of Educational Psychologists. It was noted that Educational Psychologists play an important role in training and supporting teachers but also work closely with specialist teachers and advisers who provide support directly to schools and classrooms. The Director emphasised that these professional relationships enable the sharing of expertise across the system and help build capacity within schools and support services. It was further explained that the most appropriate form of support will vary between schools and over time, and that services must remain flexible and responsive to the differing needs of individual schools and their pupils. The Head of the Educational Psychology Service advised that a significant proportion of the service’s work focuses on training, supervision and capacity-building for school staff. This includes programmes such as the Emotional Literacy Support Assistant (ELSA) and Mediating Learning Support Assistant (MeLSA), which provide both training and ongoing supervision to help staff support pupils with social, emotional, behavioural, cognitive and learning needs. It was noted that developing the skills and confidence of school staff enables earlier intervention and support within schools, while allowing Educational Psychologists to focus their time on more complex cases. The Officer further highlighted the importance of collaborative working with specialist teachers, learning support services, behaviour support services and school improvement colleagues, emphasising that shared expertise across services helps strengthen support for children and young people. In response to concerns regarding workforce shortages, the Officer advised that the service is exploring the use of Assistant Educational Psychologists and other innovative approaches to enhance capacity, support preventative work and strengthen service delivery in the context of ongoing national recruitment challenges within the profession. A Member highlighted the need for wider communication, in addition to governor training, to improve understanding of the role and remit of the Educational Psychology Service. It was suggested that information be provided through a future Director's Report and shared with schools for dissemination to parents and carers through existing communication channels. The Head of the Educational Psychology Service advised that the service is currently developing accessible video resources to explain the role of Educational Psychologists to schools and families. In light of this, the Member suggested that the proposal for additional communications be deferred until the video resource is available, as this may provide a more effective means of engagement. The Service Director – Democratic Services, Welsh Language & Communications advised that, in addition to the recommendations contained within the report, Members had made a number of specific proposals during the discussion. Subject to the Committee’s agreement, these would be referred to the Cabinet Member for consideration, with a subsequent response reported back to the Committee. The Service Director noted that positive responses had already been provided in principle to these suggestions and sought the Committee’s support to formally recommend them to the Cabinet Member. Members were in agreement. It was RESOLVED: • To scrutinise and comment on the information contained within this report. • To write to the Cabinet Member Cabinet Member for Education and Young People to recommend the following: · That training be provided for school governors to improve their understanding of the role, purpose and remit of the Educational Psychology Service. · That consideration be given to the role and requirements of Educational Psychology reports within panel processes, taking into account the wider context outlined by the Director of Education and Inclusion Services and ensuring that schools are not unfairly disadvantaged where reports are unavailable due to service processes. • To make representation to Welsh Government highlighting concerns regarding the capacity and availability of Educational Psychology training places in Wales, and the impact this is having on recruitment, retention and service sustainability.
The Chair thanked Officers for their attendance and for presenting two informative and engaging reports. Members welcomed the updates provided and noted that the topics would be suitable for further consideration by the Committee in the future, potentially on an annual basis. The Chair also thanked Members and officers for their contributions to the meeting and noted that the next meeting of the Committee would be held on 13th October, and held virtually, due to the unavailability of the Council Chamber.
None.
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