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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.
1.1 Apologies were received from Councillor Chris Tew.
2.1 Members made the following declarations of personal interest with regards to agenda item 5: · Councillor Liam Cowles – Governor at Abersychan School and Blaenavon Heritage VC Primary School. · Councillor Janet Jones – Governor at Blaenavon Heritage VC Primary School. · Councillor Colette Thomas – Governor at Nant Celyn Primary School and Cwmbran High School, and grandson attends Cwmbran High School. · Councillor Jayne Watkins – Governor at Our Lady of the Angels RC Primary School. · Councillor Lucy Williams – Governor at Pontnewydd Primary School and Woodlands Community Primary School. · Victoria Horlor – Governor at Ysgol Panteg.
3.1 The minutes of the meeting held on 2nd February 2023 were confirmed as an accurate record.
5.1 The DDoE gave a brief introduction to the report and confirmed that he was fairly new to his post, as were the AHoE, JK and KSW. Despite these significant changes, he was pleased to confirm that progress had been made in terms of the majority of actions within the PIAP. 5.2 Following Members’ questions and comments, the SDSC&H, DDoE, AHoE, JK and KSW made the following main points: • DDoE – He was confident that the right tracking and support was in place for schools, and he gave examples of the bespoke support that was available to schools around Welsh language, literacy, numeracy, etc. He added that the Local Authority (LA) and the school in question would explore the School Development Plan (SDP) and check whether appropriate systems were in place, and he confirmed the importance of the role of quality assurance. Progress was checked via meetings involving the LA, Education Achievement Service (EAS), school senior leadership teams and chairs of governing bodies. The SDSC&H was confident that the right mechanisms were in place, and it was vital that all partners were “singing from the same hymn sheet”. • DDoE – In addition to the above, if more support was needed, the Learning Network School (LNS) option was available, where the school would be paired up with another school that performed strongly in the area in which they needed to improve. KSW added that good matching was important regarding LNS and that the EAS consistently monitored the partnerships and offered support. • KSW – The EAS tailored support for all schools and offered extra support prior to any Estyn visits, including support for school governors. She added that a comprehensive training and development programme was in place for school governors via the EAS. • KSW – Robust systems were in place for monitoring and tracking support around each school’s Supported Self-Evaluation (SSE). The data was used to drive improvement and could lead to some schools being encouraged to take up the Celebrate, Share, Support, Refine (CSSR) teaching approach. Quality assurance was ensured via the EAS’s School Improvement Partners (SIPs) and regular monitoring by KSW. The DDoE added that KSW had provided extra support where required and SIPs could be stood down, if deemed appropriate, which highlighted the robust system in place. • KSW – With regards to consistency, an SSE format was in place and training partners encouraged the use of consistent language amongst schools. JK added that the EAS provided a lot of professional learning around school improvement and the process was triangulated via quality assurance. • DDoE – Professional discussions had now taken place with 21 schools, and these discussions would take place with all schools by the end of the academic year. Follow-up meetings would also take place. • JK – Events were held regarding practices worth sharing and information was also shared via school improvement networks. • KSW – The agile leadership toolkit was in its third tranche and its aim was to streamline the activities of a school and allow schools to be more evaluative. Rapid action plans looked at whether a school was on track, and if not, explored the reasons why. • JK – The EAS monitored schools against their school development priorities and discussed the information with the headteacher. This information was shared monthly with the LA and the various levels of support were explored. The DDoE gave examples of the above support and how progress had been made. • SDSC&H – Progress was monitored via a number of mechanisms at LA level, such as the Strategic Improvement Board (SIB), which included external consultants who added an extra layer of scrutiny. • KSW – Every term the EAS provided the LA with detailed and comprehensive information around self-evaluation and work with SIPs, including a very specific overview of the impact of support around the quality of teaching and learning. Moving forward the EAS wanted to be more forensic regarding elements of teaching and learning. The DDoE added that holistic information regarding the above was shared with Members. • AHoE – Trust and relationships were the cornerstones of improvement work. The LA needed to be in schools, meeting pupils and exploring what changes and improvements were required. Trust allowed everyone to gain quicker and easier access to support. Strategies were being developed in partnership, involving schools, the LA, the EAS and Welsh Government (WG), so confidence in one another was vital. The DDoE confirmed that a deliberate effort had been made to increase the visibility and interactions between LA officers and schools, and the SDSC&H added that relationships, accountability and ownership had been built upon across the whole LA, not just within Education. • KSW – The CSSR process was new and voluntary. Schools were seeing the value of it, evidenced by the increased uptake. It was a standing item on the headteachers meeting in order for its benefits to be shared amongst peers. JK added that the EAS was listening to feedback and adapting the process where required. • JK – The CSSR process did not add to the workload of schools, as it replaced the SSE meetings in order to avoid duplication. • JK – The EAS had a comprehensive catalogue of learning available to school governors and the governing body was able to contribute to the SSE if the school was comfortable with the arrangement. KSW added that SIPs attended some governing body meetings and the DDoE confirmed that this area would be explored further in terms of SDPs and the support offered to governors. • AHoE – The new WG evaluation, improvement and accountability documentation placed more emphasis on governing bodies and the LA and EAS had to offer training and support to them. He was pleased to confirm that the Torfaen Association of School Governors (TASG) had recently been re-established and its members would be responsible for redefining TASG and its constitution. • KSW – Learners were a key driver and at the heart of the EAS’s work and it was a key joy to visit schools and listen to learners. Pupil voice was one of the most vital aspects of self-evaluation and they met regularly and managed their own agendas and action plans, where senior leaders were held to account. JK added that trust was required in terms of local leadership around what was possible and appropriate for individual schools. • AHoE – Community engagement was very important, as the community raised a child, not just their family and school. Schools were very active in terms of reaching out to the community, including offers of reading support for parents, information sharing, etc. • AHoE – Pupil voice played an influential role within schools; however this could be expanded upon at LA level, where pupil voice could influence LA policies. • DDoE – In addition to all secondary schools participating in Team Around the School (TAS) or multi-agency meetings, one primary school was engaged with TAS, and another was currently being monitored. • KSW – Clusters of schools determined their own priorities and direction but were all linked to the Curriculum for Wales. Their aim was to establish common approaches in order to help regarding transition to secondary school. JK added that good practice was shared with other clusters. • JK – It was vital to understand the strengths and weaknesses of individual schools in order to address the gaps in learner outcomes identified between primary and secondary school. This was more challenging due to the new Curriculum for Wales, as no national markers existed anymore at the end of primary school; however baseline measures and WG diagnostic tests were available. The new curriculum provided opportunities around the individual’s improvement and pathway, and helped professionals understand them better and celebrate those individuals. • DDoE – Since the autumn term new systems had been in place to provide the LA with a clearer understanding of the strengths and areas for improvement in its schools. The SSE and CSSR meetings were helping the LA assess and monitor the impacts of support and improvements. Self-evaluation had been refined this term in order to look at specific sampling of impacts, as the approach used in the previous term was deemed too generic. • DDoE – Appropriate system were in place for the LA and EAS to monitor schools and identify any that were declining and in need of support; however no system would be 100% effective. The AHoE added that a much tighter and cohesive system was now in place, and this included better dialogue amongst partners. JK confirmed that the EAS constantly monitored their systems and looked to make improvements where possible, particularly in terms of SIPs and curriculum leaders regarding targeted support. • DDoE – A much more comprehensive system of data sharing and tracking was in place and partners held each other to account via partnership meetings every month, which were documented. Effective processes were in place, similar to other local authorities who had experienced good Estyn inspections. The SDSC&H added that the LA’s senior leadership team provided an extra layer of scrutiny. • DDoE – Robust processes were in place in order to challenge and hold the EAS to account on the support provided to schools, such as the Joint Executive Group (JEG), EAS Company Board, the Accelerated Improvement Group (AIG) and the SIB, as well as monthly partnership meetings. • DDoE – Estyn signed off the PIAP in September 2022 and their most recent inspection was in February 2023. Estyn were satisfied with the level and pace of progress and appreciated the staffing changes that had recently taken place within the LA. Team and service plans were in progress and on track, and the full staffing cohort now in place was making a huge difference. • KSW – With regards to section 1.3.3 of Appendix 1, the EAS had well established systems and processes in place, whereas the LA had newer systems and processes, which explained the difference between the amber and green ratings. The AHoE added that professional learning models would be presented to LA staff on 20 March 2023, and the most appropriate model would be chosen. • DDoE – Staffing capacity issues within the LA had now been addressed; however potential barriers that could affect progress towards addressing Recommendation 1 of the PIAP existed around such things as industrial action, snow, etc, which could all limit the LA’s ability to visit schools and work with them. JK added that the new curriculum could also slow things down whilst it embedded. • JK – Recruitment and retention of teachers was a national issue and regional issues existed around Welsh-medium schools and leadership positions within faith schools. • JK – Engagement with Initial Teacher Education (ITE) providers took place via JK and a colleague sitting on the Strategic Board of Cardiff Metropolitan University, and many schools across the region were lead network schools for professional development on teachers who were training at their schools. • JK – Professional learning was the responsibility of individual teachers and schools. Support was provided via mentors and progress managed under school development management systems. • KSW – The EAS offered a comprehensive programme for leadership development. They hoped that all schools would engage around middle leadership, and that some would progress to senior leadership and aspiring headteachers development. The EAS also provided support to newly qualified teachers. • DDoE – Some schools had provided reasonable explanations for not engaging with as much training and development as expected. Others had confirmed that it had slipped off their radar and they committed to re-focussing their attention on it. • DDoE – The current industrial action involving school staff related to workload and wellbeing. Challenges existed around Additional Learning Needs (ALN) reform, curriculum reform, finances and exiting the COVID-19 pandemic; however pupils only had one chance at school and all initiatives and programmes were targeted at that. Networks existed in order to share learning and allow headteachers to know that they were not alone in terms of facing the above challenges. • JK – Wellbeing related to access to good professional learning, resources, support, etc. • JK – Schools were financially supported if their headteacher volunteered to become a SIP. Turnover of SIPs was not high, and workload was not an issue for them at present. KSW added that the EAS kept in constant dialogue with SIPs in terms of how they were managing, and flexibility existed in order to release them as SIPs, if required. • AHoE – WG had recently added an additional inset day to the school calendar, specifically for professional learning at all levels. • AHoE – Pupil attendance had improved since November / December 2022 and primary school attendance figures were higher than secondary school figures. The new attendance strategy had been agreed by the Executive Member and advisory notices regarding possible Fixed Penalty Notices (FPNs) had been used effectively. Two clusters were working on their attendance policies, which would hopefully help in terms of parents’ understanding. Support and training from Education Welfare Officers had intensified where required. • SDSC&H – The first objective of the LA’s County Plan related to education, which highlighted the corporate approach and response. Education featured throughout the County Plan, which had significant corporate and political buy in. 5.3 During the above discussions, Councillor Best joined the meeting and Councillor Price left the meeting. 5.4 The Chair thanked the officers and invitees referred to in paragraph 5.2 for their contributions to the meeting and they left the meeting. Councillor Clark and the CE also left the meeting. 5.5 On completion of their scrutiny activity, the Committee concluded by offering the following comments and recommendations for consideration: Recommendation 1 – The Committee welcomed the introduction of the CSSR Teaching Approach, and the positive initial feedback received from Headteachers and schools that had voluntarily participated in the scheme. With the aim of encouraging and widening participation, members recommended the EAS develop impact case studies based on schools who had taken part, to be shared within the Headteacher forums, evidencing the positive impact of taking part in CSSR. Recommendation 2 – Members expressed concerns with regards to the potential impact on transition planning for schools, that may arise following the introduction of Curriculum for Wales and the removal of some reporting data. It was recommended close monitoring of cluster transition planning be a priority to ensure consistent assessment procedures, progression within clusters and, identification and addressing of areas of concern in a timely manner. Recommendation 3 – The Committee stressed the importance of governing body involvement in school’s development of their self-evaluation processes. Members recommended officers raise this with individual schools during their SDP Professional discussions to ensure they are equipped and supported to include governors more effectively within the self-evaluation process. Recommendation 4 – Members noted that wider school community engagement is key to school improvement. The Committee would welcome officers exploring ways in which Pupil Voice could be appropriately involved and have an impact on LA decision making and policy development. Recommendation 5 – The Committee recommended close monitoring of the take up of professional learning opportunities to ensure adequate prioritisation and development of leadership capacity and succession planning within our schools. 5.6 Councillor Janet Jones left the meeting whilst members were discussing the recommendations.
6.1 The CSO presented the report and invited members to review the information contained in the appendices to the report and agree an item for scrutiny at the next scheduled meeting. 6.2 The Committee agreed to scrutinise the 21st Century Schools Programme on 4 May 2023. 6.3 The CSO informed members of the Committee that a special meeting would be arranged to scrutinise the EAS Business Plan and it was likely to be held on 30 March 2023.
7.1 The date of the next meeting was noted. 7.2 The meeting ended at 12.15pm.
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