The Committee
considered a report providing an overview of how the Local
Authority and region has worked with schools and Pupil Referral
Units to promote learning and support vulnerable pupils during the
COVID-19 period between June and November 2020 i.e. the period after the initial lockdown when
schools were reopening.
Officers in the Education and
Children’s Services Department had to radically adapt the way
they traditionally work in order to
focus primarily on supporting schools and services so that the
children and young people in our care were able to access all the
support and interventions they required. It was an unprecedented
period and decisions had to be taken by the Director, Departmental
Management Team and Service Managers based on the information
available at that time.
Over the Autumn term 2020 ESTYN undertook
a thematic survey to reflect on the approach of Local Authorities,
regional consortia and schools to
teaching, learning and pupil wellbeing.
The review would provide Welsh Government, individual Local
Authorities and regional consortia with a report reflecting their
work and approaches during the lockdown period and at the start of
the period when schools return to full operation. The reports will
enable Welsh Government to understand the broad strengths and
lessons learnt in the way Local Authorities and regions operated
during this period. It would also
identify how learning from before the summer was used to support
planning for and delivery of blended learning approaches and
support for vulnerable learners during the Autumn term. This would
also enable lessons to be learned from the most effective practice
in relation to capacity, collaboration, future planning and change management which will support
planned reforms in education and local government over the next few
years.
The findings of these reports
were positive, reflecting upon effective partnership working
between all involved in the education system. However, a few areas
needed further consideration and would be incorporated into the
Departmental Business Planning for 2021/22.
The following
questions/observations were raised on the report:-
- Concern was expressed
in relation to those schools being monitored by Estyn and officers
were asked if this should be postponed until schools are open
normally again. The Principal
Educational Support Adviser informed the Committee that there is a range of practice from Estyn in this regard and
they are also undertaking pastoral calls to schools to ensure they
are making the progress with their children and staff as is
needed. For schools in Estyn review,
there is a meeting next week when schools’ progress will be
discussed so instead of putting pressure on schools to produce
reports, progress will be discussed by officers. Positive feedback has been received in relation to
the pastoral calls being made by Estyn;
- Officers were asked
how ERW assisted the county during the pandemic. The Head of Education and Inclusion Services
informed the Committee that ERW has been providing assistance with distance
learning. They have provided online
courses for teaching staff and they have created safeguarding
policies. The Additional Needs
Provision Manager added that the ERW Regional ALN Group has
developed a number of bespoke training
modules in relation to vulnerable learners. ERW has assisted in providing electronic training
packages to support teachers, schools, families and pupils which have been shared across
the region. The Principal
Educational Support Adviser added that ERW has worked with schools
in relation to developing wellbeing resources to ensure the
wellbeing of staff and pupils. Positive
feedback has been received from headteachers in this regard;
- Officers were asked
how we define vulnerable learners and whether they are confident
that that is being applied consistently throughout the
county. The Head of Education &
Inclusion Services informed the Committee that it was essential to
identify vulnerable children and families very early
on. They were all flagged and officers made sure that a close eye was
kept on them. A strategy for vulnerable
learners was implemented which included contacting vulnerable
families on a weekly basis and also
ensuring that the pupil was spoken to.
The Additional Needs Provision Manager explained that the Authority
uses the WG definition of a vulnerable learner which has been used
throughout the pandemic. Whilst the WG
definition was used, it also included those children who became
vulnerable as a consequence of the
pandemic. The Principal Education
Support Adviser added that Support Advisers have been liaising
closely with schools and engaging routinely with vulnerable pupils
and their families. The Head of
Education & Inclusion Services referred to the fact that many
officers have gone above and beyond to provide services during the
pandemic and he expressed his thanks to
all those officers;
- Officers were asked
what departmental plans are in place to help schools to prepare for
the new curriculum. The Head of
Curriculum & Wellbeing explained that officers are working on
various initiatives. Some schools are
already implementing elements of the new curriculum to help with
current challenges e.g. literacy,
numeracy and digital capacity;
- Officers were asked
for an update on the provision of IT equipment to vulnerable
learners and asked if they are confident that all schools have been
proactive in supporting their vulnerable pupils. The Head of Education and Inclusion Services
informed the Committee that over 4000 Chromebooks, 1400 teaching
aids, 564 computers, 634 laptops have been handed out, as well as a
substantial amount of
dongles Additional stock is also
expected. The Head of Curriculum and Wellbeing added that IT
equipment has been distributed in three tranches and a fourth
tranche is currently being planned;
- Officers were asked what measures are in place
to help teachers with their health and wellbeing over the coming
months. The Head of Education &
Inclusion Services assured the Committee that the wellbeing of
teachers and headteachers is at the forefront not only because of
the additional work pressures but also due to their concerns
regarding their own health and returning to school during the
pandemic. The School Improvement Team
are conscious of the importance of reducing the stress on
headteachers so the volume of
information requested has been drastically reduced. Drop in sessions have
also been arranged for any teaching staff to share their
concerns. One key change that has been
made is to amend the name of Challenge Advisers to Educational
Support Advisers as it sets the basis for the relationship in that
they are there to support not to challenge.
UNANIMOUSLY RESOLVED
that the report be received.