To
consider the Education Cabinet Member’s report on the above.
Minutes:
The Education Department’s Annual Report was
presented outlining the performance of the Education Service for the year
stating the strengths and weaknesses the Service had identified that required
attention.
(a) The Cabinet Member for Education stated that
the Education Service had gone through an unstable period prior to the
appointment of the Head of Education with several key posts vacant and he was
glad that the service had by now been restored. The Scrutiny Committee was requested to take
notice of the following elements when comparing Gwynedd's performance with
other authorities in terms of the TL2+ indicator:
·
That Gwynedd schools
were much more inclusive
·
Welsh and English were
equal in Gwynedd
In addition, Members’ attention was drawn to the
following points:
·
That it was good
leadership that improved schools
·
Work was proceeding to
transform the Additional Educational Needs and Inclusion provision
·
The success of the
Language Charter by spreading its use not only in north Wales, but also across
the whole of Wales
(b) The Head of Education gave the context to the
report under three headings namely, standards, provision and quality of
leadership. It was noted that the
report had identified matters that required attention and these would be
in-putted into the 2016/17 business plans and it was trusted that within a year
progress could be shown.
Attention was drawn to the fact that ESTYN was
reviewing the new inspection framework for each sector and the Schools
Improvement Service (GwE) would receive an inspection soon.
(c) A brief verbal report was received as follows:
A. By the Senior
GwE Challenge Adviser
He reported on the main messages from the schools'
performance data and it was noted that performance was robust across each Key
Stage and there was a rolling progress from 2013 - 2015 in most areas that
exceeded than the national rolling progress.
In comparison with the 22 authorities in Wales, it was noted that the
Gwynedd profile was very good in terms of KS3, fairly robust in KS2 and there
was room for improvement in the Foundation Phase. Regarding the work programme for the above
Key Stage it was necessary to:
·
Continue to work with
schools to ensure a reduction in the percentage where performance was in the
lowest fifty within the free school meals family.
·
Continue to work with
schools in relation to the reliability and strength of teachers'
assessments
·
Improve and empower the
quality of the planning and provision in KS2 and the Foundation Phase
In terms of Key Stage 4, it was noted that the
performance was fairly strong and was a profile to be proud of namely that
Gwynedd in comparison with the 22 authorities in Wales was in the first
position in TL1, 3rd position in terms of the core subjects indicator and 5th
in the TL2 and TL2+ indicators.
Members were reminded that the performance of many
schools had gone through the pendulum effect and following specific work with
these it was pleasing to note that there had been significant progress in many
schools and further progress was to be undertaken.
In terms of the performance in the context of the
ESTYN inspections which caused a little more concern, it was noted that 18
schools had been inspected and three had been placed in a statutory category.
In the opinion of the Senior Challenge Adviser this was an unsatisfactory
profile and several actions had been taken to redress the situation and by now
the position was much more positive.
Members were given an opportunity to ask questions
on the contents of the above and the relevant officers responded as follows:
(i)
That inspectors looked
at standards over a period of time, how good was the teaching, school
curriculum, how good was the leadership provision. A school was placed under special measures
if it performed consistently low over a period of three years and the
Inspectors had seen that the quality of a percentage of lessons was sufficient
or unsatisfactory. If a school had not
identified its weaknesses /strengths and did not move sufficiently quickly to
improve it was placed under special measures.
(ii)
In terms of the
difference in the standards of learners and the pendulum effect in the
performance of some schools, it had to be borne in mind that every child was
different and one / two children could make a difference to the performance
indicators. If the learning was
consistently good it was noted that the pupils did the best they could and
attained the expected standards.
(iii)
In the context of
collaboration between primary and secondary, it was recognised that this had
been on the Education Service's agenda for several years. Whilst accepting that there was room to
improve communication and understanding of the requirements, it was noted that
GwE had divided the schools to promote collaboration from school to school in
order to share good practice. It was
trusted that the fruits of this collaboration could be seen during the summer
term. In addition, by establishing
the follow on school model from 3 -16 years old it was trusted that this type
of pattern would strengthen collaboration.
(iv)
Regarding the
disappointment that Gwynedd was in 17th position in the Welsh reading tests, it
was recognised that further consideration had to be given to this but it had to
be borne in mind that Gwynedd's language policy in the primary sector was
inclusive especially in comparison with other authorities. Discussions had taken place with ESTYN
regarding the collection and interpretation of this data and how they form an opinion on schools that
promote both languages.
(v)
Regarding the
significance of the categories and specifically what was judged to be excellent
by ESTYN but was being monitored by the authority, it was explained that the
element that needed to improve was attendance in the primary sector. It was further noted that as a County
attendance needed to improve.
(vi)
It would be useful for members
of the Scrutiny Investigation on the Education Support Service to discuss with
schools placed in the red sector on the type of support received from the
Education Support Service and GwE.
(vii)
Following the work
undertaken by the Scrutiny Investigation into the Quality of Education, it
appeared that the gap between the performance in KS3 and KS4 continued to be
huge. In response, it was explained
that over the years it had become more and more evident that level 5 in KS3 was
not the true performance indicator when learners complete their education at
the end of KS4 but rather that a higher level in KS3 was most significant in
performance.
(viii) A comment was made that the Welsh language should be stronger. In response, it was recognised that a target
had to always be set so that the pupils can be bilingual and are educated to a
standard to be able to work locally and owning the Welsh language was a
challenge not only for education, but also socially.
(ix)
In terms of further
concern regarding supporting the Welsh language in the secondary sector
following the good work done in the primary sector as a result of the Language
Charter, that it was intended to expand the Charter to the secondary
sector. In addition, an external expert
was conducting further research and it would be interesting for this Scrutiny
Committee to see the outcomes of that work to scrutinise the variety within
schools.
(x)
There was no reference
in the report to the change in the curriculum and the challenges facing schools
regarding this. In response, it was
explained that the specifications for KS4 in Welsh / English / Mathematics were
being presented. Lead schools had been identified
across the region to develop with leadership and several training sessions had
taken place with a range of supporting workshops. It was noted in terms of Professor
Donaldson's report for circa 2020, that a national programme was proceeding to
identify national lead schools and from 2017 onwards those schools would work in
catchment-areas to give guidance to the remaining schools.
(xi)
Regarding how the
financial cuts will impact on training for teachers, especially in those
schools who underachieve, it was explained that they would have to be creative
in collaboration with GwE regarding what was required, more collaborative
methods to be considered, sharing resources / expertise as well as avoiding
duplication.
(xii)
It was explained that
the free school meals indicator had been fairly consistent.
The Senior GwE Adviser went on to note that a good
working relationship existed between the authority and GwE and this had been
strengthened where the flow of information ran smoothly and this allowed GwE
and the authority to intervene earlier.
Reference was made to the new model in relation the
the categorisation of support to schools based on colour. It was explained that schools in the green
categories were grouped together where more independence could be given to them
to prepare the ground and use their expertise.
This would give the capacity to be able to work more intensively with
schools in the amber and red categories.
They would be in a position to report back more maturely on the
development of this model next year.
Attention was drawn to the central system of
gathering targets in order to intervene earlier and the intention to appoint
Challenge Advisers to develop performance in English and Mathematics. They would plan jointly with the authority on
the role of the Mathematics Adviser who would specifically work in
Gwynedd.
A range of programmes were presented to improve the
quality of leadership together with a programme to improve middle
leadership.
In response to questions, the officers noted as
follows:
(i)
That they would seek to
change the Liaison Challenge Advisers every 2/3 years.
(ii)
In terms of the number
undertaking the NPQH qualification, it was explained that GwE had a
comprehensive leadership programme where they would discuss with the authority
what support the schools need and who were the prospective future leaders. In addition, the need to target individuals
to attend suitable courses was noted.
(iii)
It was explained, in the
context of appointing Headteachers, that the authority was working jointly with
governors as the authority had a good knowledge of the potential of
individuals.
B. By the
Quality Improvement Officer
It was noted that a
report was commissioned regarding leadership and this would be presented to the
Cabinet in due course. Attention was
drawn to the following main points that emanated from interviews with several Headteachers
and elected Members:
1. There was much greater focus on decisions and recent discussions at an
authority level regarding leadership and it was recognised that a significant
change was required in the field of leadership.
2. Clear commitment to collaboration
3. By now the existing arrangements were not appropriate and it was
necessary to take action to deal with this i.e. look at leadership and
organisation as they were not sustainable and Headteachers had a clear view
that change was required.
4. The authority needed to improve its performance to identify leaders
5. Significant reduction in the number of authority central staff and
consequently there was lower capacity to satisfy the requirements of schools.
6. There was a specific focus seen regarding leadership in both the
authority and in GwE business plans
7. The authority had established an independent progress Monitoring Board
to look at how quickly schools come out of the statutory category
8. A problem had been identified in the performance of English /
Mathematics
9. Examples of federal models - sharing leaders across schools
10. Continue to work on conditions
11. Continue with the system of school to school collaboration
12. Ensure that capital investment was available to create an area office
model
13. Develop the Education Development Unit's role
The Head of Education and the Education Improvement
Officer responded to enquiries from individual Members as follows:
(i) They wished to implement the new system for the Service's Area Offices
in the next academic year
(ii) In relation to the numbers who were undertaking the NPQH qualification,
that 20 persons within the region had been accepted last year and there were
approximately 100 places nationally.
This year for the first time the quota had been increased. It was added that if more were accepted for
this qualification then there would be more competition for posts and it was
noted how important it was that individuals used the qualification if they
managed to succeed.
C. By the Senior Manager Additional Learning
Needs and Inclusion:
The actions and priorities for the coming year were
outlined, namely:
·
Establish a system of self-evaluation across schools to arm them to be
able to identify attendance patterns earlier
·
System of prosecuting
and specific penalty notices
·
That there was a reduction in the number of permanent exclusions in the
secondary sector with an increase in the permanent exclusions in the primary
sector mainly due to the lack of support for children with behavioural
problems. It was noted that urgent attention was required for this issue in KS2
and KS3.
·
A new procedure was in
place since the beginning of January to support pupils with emotional behaviour
issues in KS4. It was seen that the
pupils benefited from the packages that had been tailored for their own
individual needs.
·
The TRAC scheme had been established since January
·
A Security Officer had been appointed for the Department and the security
/ access arrangements for schools had been tightened together with arranging
specific training
·
That the strategic
review was proceeding for additional learning needs pupils and there had been joint modelling with Anglesey in
order to strengthen provision. It was
noted that they had to be aware of the needs of children within the existing system
such as how to support children on the autistic spectrum, children with
specific language disorders and behaviour.
·
A small reduction was
seen in the number of statemented pupils and a new procedure had been
established with individual development plans.
·
Forums had been
established to control access to special needs services e.g. language disorder,
behaviour, that placed more focus on support to pupils via central services.
The officers responded to the Members'
enquiries as follows:
(i) That parents needed guidance
regarding school policies specifically with taking pupils out of school during school term to go on
holiday. They would collaborate with
the Legal Department on the exact wording
of the policy etc.
(ii) Attendance was vital to
nurture young people's attitude to work.
(iii)Whilst accepting that the economy of Gwynedd was dependent on tourism
and that parents could not go on holiday
during the winter, it was noted that it was important to convey the message to
parents that attendance was vitally important.
(iv) It was anticipated that the new Ysgol Hafod Lon would open in around
October 2016 and the ABC Unit would remain within the mainstream of Ysgol
Eifion Wyn, Porthmadog due to a lack of room at the special school.
(v) It was trusted that a counsellor would be appointed in the next few days
for next term.
(vi) It was confirmed that there would be a significant change in terms of
provision for autistic children as part of the review of additional learning
needs where consideration would be given to establishing units within schools
to support children individually in order to focus expertise and strengthen the
service.
Resolved: (a) To accept and note the contents of the
annual report.
(b) To approve:
(i)
that the Education
Support Services Scrutiny Investigation makes a specific point to discuss with
schools in the red category to assess the type of support those schools receive
from the authority, GwE and others.
(ii)
That the elements of the Support Services receive attention by the
Education Support Services Scrutiny Investigation rather than the full Scrutiny
Committee.
(c)
Due to the risk of delay in reporting on performance, to request that
the Education Cabinet Member submits an interim report to the Scrutiny
Committee in the Autumn to see the pattern of summer examination results.
(ch) That the Scrutiny Committee gives specific attention to Special
Education in the work programme for next year and to consider its early
scrutiny in the meeting in May.
Supporting documents: