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There is no summary of this meeting yet. One is written once the council publishes the minutes. The agenda and papers are below.
In accordance with the Code of Conduct adopted by the City & County of Swansea, no interests were declared.
Resolved that the Minutes of the Education & Skills Service Transformation Committee held on 14 January 2026 be approved and signed as correct record.
Rhodri Jones, Nick Jones & Rhian Price-Deer jointly presented a report which provided the committee with an update on the agreed actions from the previous meeting and presented a final draft of the Reading and Numeracy Self‑Evaluation Frameworks and associated Role Profiles. They outlined that the documents had been further refined following engagement with a representative group of Swansea practitioners from both primary and secondary schools. During this engagement session officers shared: · the draft self‑evaluation frameworks for reading and numeracy; · shared the associated model role profiles; and · gathered professional reflections about clarity, usability and alignment with school needs. The feedback was constructive and had directly informed amendments to both documents. Following the practitioner input outlined above and the previous discussions at the STC, officers have now: · strengthened the clarity of leadership expectations within the role profiles; · refined the structure of the frameworks to ensure a clear and accessible quality‑assurance cycle; · enhanced guidance around the use of assessment information, strategic planning, and the creation of reading‑ and numeracy‑rich environments; and · ensured that both documents better reflect school realities across primary and secondary phases. They outlined that the updated final drafts were attached to the report for committee to consider, discuss, review and approve. The Reading and Numeracy Self‑Evaluation Frameworks have been designed to support schools to: · evaluate the impact of their provision on learners’ skills and progression; · create strategic oversight of planned cross‑curricular skill development; · audit current practice and plan for targeted improvement; · strengthen the quality‑assurance cycle, enabling leaders to monitor, evaluate and refine provision; · identify, celebrate and share effective practice; · narrow attainment gaps between groups of learners; and · engage more effectively with families and the wider community. Both frameworks have been shaped by national guidance, performance patterns identified in Wales, and feedback from local school leaders. The draft role profiles now provide: · a clear model of expectations for skills leadership; · guidance that complements school job descriptions and aligns with the Professional Standards for Teaching and Leadership; and · suggested responsibilities relating to strategic direction, staff development, monitoring and evaluation, and the use of assessment information. These role profiles are intended as optional models for schools to consider and adapt in line with their local context. Members welcomed the updated documents and also asked questions of the officers, who responded accordingly and provided answers particularly around additional support for school governors, expanding links between school and libraries, increased digitisation in teaching, promotion of reading for enjoyment and utilisation of people in the community to promote and encourage reading. The Chair welcomed the updated information provided in the report and thanked the Officers for their work in preparing and presenting the report, the updated frameworks and role profiles and the verbal update and additional information provided at the meeting. Resolved that 1. The committee had considered and agreed the updated frameworks and role profiles to support stronger self-evaluation of literacy and numeracy across Swansea schools as detailed in the report. 2. All documents be referred to Cabinet for approval.
The Chair outlined the workplan for the committee for the remainder of the municipal year.
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