Agenda item

Doncaster Caring/Doncaster Learning

The Panel was provided with a report and presentation that covered areas that included; the Inclusion Programme Overview (including Elective Home Education), Inclusion and Attendance and Special Education Needs (SEN).  The presentation provided covered the following areas;

·         Challenges

·         Strategic Response- Inclusion Programme Board

·         Progress- Attendance

·         Progress- Behaviour

·         SEND Inspection and Strategy

·         Next steps

The Chair requested that when acronyms were used in reports that a glossary be included as well.

A discussion took place that addressed the following areas:

Increased Movement in Elective Home Education - Concern was raised about the limited resources available against the rising numbers of children in Elective Home Education.  It was explained that resources were being managed against identified priorities and by targeting staff with those children who were vulnerable, it was also the case that staff were looking to learn more about new cases coming forward.   It was noted that as figures increase, it was becoming more challenging to ensure that cycles were as tight as they could be.  In respect of deprived areas, it was explained that there was more of a focus in some areas of the borough than others although recognised that other factors might have an influence.

It was reported that the Local Authority was working on a more proactive protocol that would help to identify children and young people at risk of Elective Home Education.  It was recognised that it was a difficult issue compounded by multiple-levels of different interactions and was about engaging with schools and families in a far more proactive way.

Monitoring Standards of Elective Home Education - Concern was raised around how the Council monitored the quality of education being provided at home and standard of exams undertaken when it did not possess any statutory responsibilities.  Assurances were provided that monitoring was taking place and around 40 to 60 interventions had been made during the year when children had been returned back to school.   It was stated that it was about developing the knowledge of those in the system from the point of starting school.  It was also recognised that there was still a number of gaps and loops to address but that there was a movement towards ensuring greater national accountability and enhancing the monitoring role of local authorities.

Reference was made to Lord Solely’s Home Education (Duty of Local Authorities) Bill, which it was felt articulated the need for an enhanced role of the local authority about the challenge element but had not amounted to anything and the situation remained that all local authorities would need to maintain a register around Elective Home Education.  It was added that the authority’s strategy relied on ensuring that its risk assessment was strong and that conversations have taken place with families at an earlier stage prior to the point when the service goes live.   It was noted that some families provided a higher offer of education at home and that good practice was being shared to benefit other families.

Reasons for Elective Home Education - In respect of the reasons why people chose to home educate, concern was raised that young people with SEND needs were choosing to leave mainstream school.  It was questioned what would be done to help break down barriers to help bring those young people back in.  It was also questioned what were the powers of the new Panels.  Concern was raised that schools were not providing the right provision which resulted in more children being educated at home.

It was explained that a significant issue faced nationally was that schools were driven by the Ofsted outcomes framework and that changes to the special needs code of practice meant that there was less emphasis on mainstream education then there had been historically.  It was continued that due to a number of factors, there had been a national picture showing a growth of young people outside main stream education.  It was stated that there was now a clear set of resources and an understanding of what should be done to meet needs as part of the bigger strategy.

It was explained that there was a substantial amount of work being undertaken and nationally this was recognised as a significant issue. Members were informed that conversations had taken place with Ofsted and the Regional Schools Commissioner around their support to ensure that messages reached across schools.  It was added that an improving picture of data would enable the authority to monitor the situation more carefully.

Concern was raised about the funding gap with currently 634 young people being educated at home in the Borough.  Clarification was provided that in terms of Elective Home Education, Doncaster was 4th or 5th of authorities in the Yorkshire and Humber region and although this was considered as high, the growth was in line with the national picture.

Reference was made to the most common reasons outlined in the report for choosing Elective Home Education within Doncaster, they included traveller culture, philosophy and dissatisfaction with school.  It was commented that a further breakdown would be helpful as the broad categorisation provided might disguise important information.  Regarding the categories outlined, Members were informed that they were used for the purpose of the survey and had been agreed regionally.  It was acknowledged that although the categories were quite broad, more mandatory involvement with families would enable the authority to create their own data set to address things at source. A Member commented that data had improved over recent years.  It was recognised that the new Ofsted Framework brings more accountability and that Ofsted were keen to work with the authority to share data to build a clearer picture.

Links to Other Strategies - Assurances were provided that the authorities “All Age Learning Disability and Autism Strategy” covered education and was aligned in with authorities SEND strategy.  It was explained that the strategies met through the SEND approach to schools and special schools in terms of transitions.  It was continued that there was a Transition Board in place that discussed the difficulties of transitioning of young people with education needs.  It was recognised that there was a great deal of work to be undertaken in this area.

Focus Schools - Reference was made to 64 ‘focus’ schools identified (due to their absence being a concern over the last three academic years), of which 31 were reported as making ‘immediate improvements’ in their overall attendance figure over the first two terms of the intervention.  The Chair of the Panel asked what had been learnt from those 31 schools to work with the other 33.  It was reported that some schools had complex challenges where they had worked on improving attendance through the schools improvement offer.   It was added that there was a concentration on a smaller number of schools with complex catchments.

It was stressed that it was important to understand the authority’s role in terms of support to schools for areas such as systems and leadership.  Reference was made to steps previously taken to introduce support and challenge meetings between the authority and the Chief Executive of large Multi-Academy Trusts, outlining the performance for the whole school for areas such as the attendance, SEND, deprivation, number of Children in Need and Looked After Children.  It was explained that the work undertaken with both multiple and single academy trust was about collaboration.  Members were advised that where concerns still existed they would then be escalated to the Regional Schools Commissioner and Ofsted.

Pilot Specialist AP - Knife Crime- Summer 2019 - It was explained that an evaluation would be shared in September 2019.  It was noted that those young people who were the most vulnerable to knife crime had the opportunity for a 14-week programme that blends education with an awareness of the issues.

Concern was raised about parents who had contacted the Inspector in relation to the identification of needs. It was added that not all parents were aware of the range of services available.  It was commented that some parents felt that they were well-supported through the process and the offer they had received.  It was added there were a number of areas that could be improved, for example, the publication of the local offer on educational needs and improving communications.

Members were informed that closer work was being undertaken with the Doncaster Cultural Leisure Trust and that a card would be made available offering children with educational needs, discounts at various places.  It was explained that there was a need to co-produce with young people what activities they would like to access at a lower minimal cost.

It was commented that there was a need to ensure that the funding was in the right place, to reinforce expectations and ensure that needs of children were being met.  It was noted that ownership by schools was critical when piloting those areas during the autumn term and ensuring that the necessary expertise reaches the right place.  Members were informed that there was a group of Headteachers working with special schools to bring expertise into the local area.  It was viewed that cohesion encouraged professional development to ensure that it can be accessed by Classroom Teachers and also that support reaches outreach work. 

A Member queried why academies were unable to educate children in a child- centred way.  It was explained that priorities around a short-term turnaround meant that investment had been made to achieve outcomes (such as through Ofsted).  It was commented that this was recognised as a national issue and indicated the complexity of some of those environments.

The Chair commented that there had been some excellent work undertaken and requested that the Panel continue to monitor the issues as part of their workplan.

RESOLVED that the Panel;

    i.        Note the report; and

   ii.        Receive an update on these areas in 12 months as part of the Children’s and Young People Overview and Scrutiny Workplan for 2020/2021