Agenda item

The Panel gave consideration to the report and addressed the following issues:

Children missing in education case closures – in response to a question relating to the 692 children whose cases had been closed and missing in education, the following was explained.  When a child moves into or leaves an area and do not have a place at a new school, they are recorded as a child missing education.  Once they were registered then the cases were closed.

Additionally a child could be removed from school by parents and still remain in the local authority area but not registered at another school.  Parents were therefore contacted to re-register their child with a school. 

Checks were undertaken by the Local Authority in all cases to ensure children were not missing education and safe.

Reduced school timetables – with regard to the number of children on a reduced timetable, the figures July 2021 were provided as follows:

5 hours or less = 46 children

10 hours or less = 111 children

25 hours or less = 260

The figures included children that required alternative provision plus main stream school packages.

It was explained that if a child was not receiving 25 hours per week the Local Authority had a duty to inform the behaviour and inclusion team to address the case.  The children and young people were RAG rated during this set process and discussed at a weekly meeting of the casework group.  For example, it was possible that a young girl could be pregnant and would undertake 25 hours curriculum but also in alternative provision undertaking life skill classes in readiness for the birth of her child.  If children and young people were missing education for longer than acceptable the cases were escalated to the Assistant Directors who then held the process to account.  It was stressed there was a good internal scrutiny mechanism to address this issue.

Virtual school – it was explained that every Local Authority much establish a virtual school and acts as a data collection point for children in care.  The virtual school recently stood alone, but had now been realigned to a Head of Service to ensure all teams work more closely with streamlined systems. 

The Virtual school:

·         ensured each child or young person in care had an education plan;

·         allocated pupil premium and held schools to account on how it was used to ensure the child reached their targets and potential;

·         provided a pot of money for Social Workers to apply for, for example, to purchase push bikes for post 16 student to get to school, college or work;  and

·         held extended duties to raise attendance and attainment for children and young people who have a social worker.

Elective home education – It was explained that there were many reasons why a child was home educated and noted that not all parents declared the reasons why.  These included parental dissatisfaction with school, special educational needs not being met, school parental conflict and the Gypsy and Traveller community generally wishing that their children be educated at home from a secondary school age.  It was noted that officers worked closely with the Gypsy and Traveller community and some children do continue to secondary education.

Education Welfare Officers work closely with schools where there is conflict with parents and facilitate meetings to achieve the correct result for the child or young person.  The conflicts were generally relating to attendance, behaviour and exclusions.

In response to a supplementary question, it was explained that there was no noticeable trend of children and young people being removed from certain schools.  After Covid, generally there was an increase in parents wishing to continue to home educate but when officers explained their responsibility, curriculum requirements to home education and that the online assistance would not continue then children and young people returned to school.

Of the three major causes the following were attributed to each cause:

2021/22

43 = dissatisfaction with schools

19 = Special educational needs not met

191 = School and parent conflict.  This figure was derived from evidence that officers had found and even though parents must self-declare this has not been done in many cases.

2021/22 figures as of date of meeting

19= dissatisfaction with schools

18= Special educational needs not met

22 = School and parent conflict

Education and Health Care Plans (EHCP)

2020 = 5

2021 = 7

2022 to date = 5

With regard to whether the number of requests for an EHCP had increased it was noted that there had not been a noticeable increase following covid.

In response to whether the 20 week statutory timeframe was being met, it was explained that the 20 week period started from the agreement that an assessment process would be undertaken.  There was a detailed process to carry out before decisions could be made on whether to provide an EHCP.  Concern was expressed that 20 weeks out of a school year was a long period of time but it was explained that the process required all parties, including schools and educational psychologists to provide evidence.  Because a parent had requested an EHCP it would not automatically mean one was required but children and young people were not then left without support.  There were other avenues that could be used, for example, through SENDIASS (SEND Information Advice Support Service) that provides support and guidance.

Nurturing a family and child friendly borough – A Young Advisor questioned how the Authority had worked towards the priorities set out by Children and Young People in the new Children and Young People’s Plan.  It was explained that the  Plan was a three year plan and developed by children and young people and within it were 8 priorities that required focus.  The Local  Lived experience was heard through the children’s voice which was a key asset to shape the service response.  Young people have stated they wished for more participation and engagement with over 15,000 presenting themselves at holiday free school meals, arts and life skill programmes plus a range of other activities.  The Youth Advisory Board held the Local Authority to account against the Plan.

Following a subsequent question from a Young Advisor it was explained that to hear about the lived experience various pieces of work had been undertaken with Young Advisors during 2021 eg. Lifestyle survey and work on mental health, in turn this shaped the provision required in schools, then work moved onto the Special Needs Strategy consultation with the Youth Council and LADDER Group particularly.  There was much face to face discussion through planned activities continuing through 2022/23.  It was acknowledged that it was difficult to hear the voice of children who were home educated therefore work had been undertaken with parents within this community to find the best ways to consult with EHE children and young people.

Pressures on social workers – Nationally social workers were in demand for Looked After Children and there was a lot of pressure placed upon them.  With regard to children who were presented for assessment figures showed Doncaster was high nationally, but at a national average that required social care action.  Within Doncaster additional support and a supervision framework had been put in place for social workers however the challenges they faced should not be underestimated.

Figure breakdown in future reports – it was acknowledged that future reports including detailed figures could be made more reader friendly.  It was noted that if the figures were broken down to a ward level, it wouldn’t necessarily provide accurate information due to some children and young people not attending school where they lived.

RESOLVED that:-

1.    The report, be noted;  and

2.    The statistic provided within the report be broken down to a ward level where possible and provided to the Panel.