Agenda item
AN EVALUATION INTO HOW CARMARTHENSHIRE'S EDUCATION & CHILDREN'S SERVICES DEPARTMENT RESPONDED TO COVID-19.
Minutes:
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.
Supporting documents:
- Summary, item 5. PDF 340 KB
- Estyn Letter, item 5. PDF 248 KB
- Estyn Thematic Report, item 5. PDF 1 MB
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