Agenda and draft minutes

There were no declarations of interest made at this meeting.

There were no questions from members of the public or the press.

The minutes of meetings held on 3^rd March and 7^th April were noted.

The minutes of a meeting held on 11^th March, 2005 were noted.

Arising from a Scrutiny day which had taken place on 22^nd November 2004, the meeting discussed proposals for governor training on the above issue.

A series of meetings had been arranged for Governors, the first of which would be a repeat of a presentation to this Scrutiny Panel about the work of Inclusion, with particular focus on behaviour and exclusion.  The second meeting would consist of a talk by June Williams, Principal Education Officer about the local framework for exclusions, and exclusions procedures, and the important role of Governors in this work.

Dates were presently awaited from the Governing Section in order to enable this work to be timetabled into the Governor training programme. 

It was envisaged that these meetings would take place in three areas of the Borough to enable as many Governors as possible to be able to access the training.

Barbara Nellist, Programme Manager, Inclusion gave a presentation on the Sure Start Rotherham Central Children’s Centre – a project which gave a flying start for all 0-4 year olds in Canklow, Ferham, Masbrough, Thornhill and the Town Centre.  This project was the third and final programme to be started in 2002.

Out of five hundred programmes across the country, there were three such schemes in Rotherham.  The Rawmarsh Sure Start Project had started in 1998 and the Maltby Project in 2000.

The initiative consisted of a collection of multi-agency services working together to ensure children were given an excellent start before starting school.

The Centre was currently registered for twenty-four full-time places for children from 0-8 years of age and work was taking place with the foundation unit to provide an integrated unit of child care.

The presentation provided information on the following areas of work:-

-                       Sure Start at the Ferham Centre

-                       A Multi-Agency Team

-                       Children registered with Sure Start

-                       Ages of Children Registered

-                       Ethnicity of Children Registered

-                       Services and Activities

-                       Parent Involvement/Training/Community links

-                       Achievements 2002-2005

-                       Budget

-                       Children’s Centres in Rotherham

-                       Every Child Matters

Family support was offered on a one to one basis, the importance of parental involvement being a major feature of the work.

Members raised the following issues:-

-                       Was the budget time-limited, if so, how would it continue to be funded?

            As the Project was to become part of the Children’s Centre programme        from 2007, it would continue to be funding from the Education Service         and Sure Start would have to bid in or negotiate alongside other     Agencies.       

-                       In terms of the 25% not registered with Sure Start, what work was taking place to ensure they were registered and was it important they take part in the project?

            The 25% not registered could be people who had moved into the area            recently and may not have been visited by a Health Visitor and         completed an application form.  A team of Health Visitors was             responsible for writing to everyone in the area but due to a shortage of           Health Visitors this exercise had only commenced in January.  It was          accepted there would always be hard to reach families.

-                       Regarding the Christmas party event, what other events were organised for non-Christians within the catchment area?

                  Mail shots were circulated to everyone in the area whether registered            or not.  The party had been held to celebrate both Christmas and Eid and       there were plans for a further multicultural event in 2005.

-                       Were there links with RotherhamGeneral Hospital and Midwives?

            Despite their commitment to prioritise statutory work, and a shortage of        Midwives, there was a good link with the Hospital Midwifery Section.  In            addition there was a parent to parent initiative whereby parent       representatives talked to new mothers at the Hospital and Health             Visitors carry out a pre-birth visit during the last three months of            pregnancy. With a greater number  ...  view the full minutes text for item 141.

At the request of the Scrutiny Panel, Steve Walch, Principal School Improvement Adviser presented a report which gave a brief update on the impact of the Excellence in Cities Programme on the educational opportunities for Gifted and Talented children in Rotherham.

Excellence in Cities (EiC) is a targeted programme of support for schools in deprived areas of the country.  EiC provides resources linked to a range of coherent strategies that focus on learning and teaching, behaviour and attendance and leadership.

The initiative was launched in Rotherham in 1999 as a result of its high level of social deprivation and introduced to some schools within the primary pilot in 2000.

Strands within the EiC programme include:

Specialist Schools                                                      Learning Mentors (LM)

Learning Support Units (LSU)                         Leadership Incentive Grant (LIG)

Behaviour Improvement Programme (BIP)                City Learning Centres (CLC)

Education Action Zones (EiCAZ)                                Aim Higher

Gifted and Talented (G&T)

The Gifted and Talented strand of EiC sought to improve the education of gifted and talented children and young people aged 3-19 in schools and colleges who quite often find it difficult to fit into the classroom environment.  Its core objectives were to:

·        Raise the attainment, aspirations, motivation and self esteem of G&T children and students

·        Challenge and support the establishment of a differentiated learning and teaching environment that meets the needs of the individual

The report set out the following information:-

-           Areas of Strength

                  G&T Co-ordinators in both Primary and Secondary Schools

                  KS1 Enrichment Cluster Programme

                  Master-class Centres

                  The Rotherham Children’s Book Award

                  Summer Schools – 6 in 2004

                  Enrichment of the school curriculum

                  Cognitive Acceleration programmes – “Let’s Think” Programmes

                  Support for After School Science Clubs

                  Music Bursaries

                  National Academy for Gifted and Talented Youth

                  World Class Maths Tests

                  Rotherham G&T website

                  Mentoring

                  Activities – Residential visits (including Oxford and Cambridge Universities) and currently working with Hull University

-           Areas for further Development

-           All Primary and Secondary Schools to have a trained G & T Co-ordinator

-           Assessment/monitoring systems at the individual student level

-           Funding – and future funding in order to sustain the work

-           Restructuring of the Partnership Management Board

The meeting was informed that in many ways Rotherham leads the field in the provision of this initiative, in particular in the Key Stage I programme, with parents being an integral part of this work.

Members raised the following issues:-

-           It was felt there was a need for a Borough-wide policy which would allow pupils to take GCSE examinations a year earlier, and for the potential for this to be recognised as young as in Year 9 in order to accelerate their learning programme.  Many non-public sector schools had adopted this policy.  This would allow students to spend three years taking a wide range of A and AS level examinations, which was felt to be the key to a successful entry into University.  Gifted and Talented children should be supported in the same way as children with  ...  view the full minutes text for item 142.

Helen Longland, Acting Strategic Leader Inclusion and Ann Clegg, Acting Head Inclusion Support Service gave a joint presentation on how the educational needs of children with medical and physical needs were met within the Authority.

The point was made that inclusive education was about creating solutions in order to remove any barrier that a child was experiencing, whatever these may be and regardless of what needs the child had.

The Access and Achievement for All policy was being delivered through the Inclusion Service with the work with schools.  This consisted of a range of provision and support for schools and families as a child progressed through the education system.

Schools were carrying out a great deal of work in supporting these children and removing barriers.  This includes meeting the needs of children with long term conditions and temporary medical needs as a result of an accident, injury, recent surgery, acute illness, or children who were pregnant or had mental health needs.  Also included are pupils under the care of a Child and Adolescent Psychiatrist at Chatham House or exceptionally Shirle Hill or NorthernGeneral Hospital, Sheffield.

In ensuring access and achievement for all these pupils the Authority was committed to:-

-                       continuity of education and every opportunity to reach their full potential

-                       partnership working between schools, parents, health professionals, alternative providers and other agencies

-                       Schools remaining responsible and engaged with pupils unable to attend as a result of their medical condition

-                       Pupils being able to remain in their mainstream school with appropriate levels of support and

-                       Re-integration to school is carefully phased and planned in consultation with medical services, access and health and safety

The presentation covered the following aspects of the work:-

-                       Provision in School

-                       Provision for pupils unable to attend school

-                       Statistics

-                       Case Studies

-                       Child in Key Stage I – issues about moving and handling being looked at by school in terms of the child’s progression to Key Stage 2 and beyond.  This included specialist support for extra-curriculum activities in order for the child to access schools in their area and receive good education.

Any child absent from school for more than fourteen days who had a medical note was eligible for home tuition.   Work was carried out with schools to know who these children were and the service could be implemented immediately with advance notice.

The HTHTS (Hospital Teaching and Home Tuition Service) had recently received an outstanding Ofsted report which had stated that despite the often difficult circumstances of children, the quality of education provided by the service was good, there was good pupil achievement and personal development attitudes and the service provided good value for money and contributed well for their progression to mainstream education.   The major key issue from Ofsted had been the accommodation which was felt to be cluttered and crowded.  The Hospital had since found a new area which had been completely decorated and equipped with IT facilities and an  ...  view the full minutes text for item 143.

Kay Watson, Health Education Nurse Adviser gave a presentation on how the educational needs of pupils with medical needs were met in mainstream schools.

The presentation covered the following issues:-

-                       Background to the role of the Health Education Nurse Advisor

-                       Training – Individual named child/young person – Staff trained to care for individual, not the “medical condition”

-                       The Process of Referral – from child/young person/school/school nurse/consultant or any other relevant health care professionals

-                       Uncomplicated Training Plan

-                       Meeting Complex Health Needs

-                       Next Steps

-                       Training Needs

-                       Outcome so Far

-                       Conclusion

Kay explained that her responsibility was to make contact with all parties involved with the child/young person once a referral was received, family members and the child/young person being a key part of this work.  It was very important that a pupil, particularly a younger child, was able to feel confident with what was happening around them in school.  Every child of school age had a named nurse who was trained to pull together the care package/delivery programme in all areas of a child’s care.

Two Case Studies were given of a child at risk of Anaphylaxis and a child with Congenital Hypertrophic Cardiomyopathy, both of whom were being educated in mainstream schools.  This highlighted the roles Head Teachers and teaching staff were being expected to fulfil, and explained how teaching staff are often trained as part of the pupil’s Care Plan.

The Cabinet Member, Education, Culture and Leisure Services praised the work of all professionals involved in the care of children as part of the inclusion policy, the major feature of which was to integrate these children into school within their own communities.

Members of the Scrutiny Panel raised the following issues;-

-                       What system was in place for use of the Epipen (rescue medication for anaphylaxis) – including teaching staff from Agencies?

      A mixture of practices were in operation. For practical reasons, older             students were allowed to carry an Epipen.  They are not taken home.  The pen is      used under certain circumstances and after five minutes a second dose is given if the first         is not effective.  A child is then taken to hospital if the need is such.           The second pen is held centrally where the staff know of the location.  Awareness training was        given to all schools.  All staff knew who was trained to   give the pen and each school set their own strategy for dealing with this.     Parents agreed to share confidential information with Agency staff and, in the      same way as fire       procedures were shared, all teachers needed to know about   a problem and how to summon help immediately. 

      There had been two incidents of Epipens having to be given in four years and both to fourteen year old girls.  Staff had handled the situation appropriately in         both cases.

      -     What happened if a room was locked where the Epipen was stored?

      The pen was never kept in a locked cupboard but was out of  ...  view the full minutes text for item 144.

Phil Nartey, Moving and Handling Co-ordinator, gave a presentation on how children who require moving and handling were supported in Rotherham schools.

The presentation covered the following information:-

-                         Is your school fully prepared to provide support?

-                         What is needed

-                         Early Warning Systems

-                         Early contact with the schools

-                         Making the transition a smooth one

-                         Risk Assessment Form

-                         Risk Assessment for Special Educational Needs

-                         Inclusive Design/Work with Building Managers/Equipment

-                         Training/Basic Training Package/Guidelines and Legislation

-                         Staggered Visits

-                         Assisting school to develop guidelines

-                         Review/Monitor/Re-evaluate

Phil explained that in order to make the transition as smooth as possible, a process had been developed to allow professionals to meet, gather information and plan to try to meet the needs of the child prior to their entry, so that an early start could then be made on any necessary changes to buildings, or in the procurement of equipment.

The meeting raised the following questions:-

-                         Who paid for electronic hoists?

            Initially equipment was supplied through the LEA, together with a package of        care.  Schools would then be expected to meet maintenance costs      thereafter.

-                         Some schools were two-storey and there were areas which were inaccessible.

            It was agreed that not all schools were adaptable.  It would take a long time         to address this but the environmental risk assessment would enable the    school, and professionals involved, to look at that school’s facilities in relation      to the child’s needs.  Cluster areas were looked at so that, within the child’s             catchments area, an alternative school, better able to meet the needs of that child, could be considered. 

            One member commented on the problem of disabled parents being unable          to access parts of school premises which it was felt should be looked at.        This was particularly relevant on parents’ evenings. 

            It was explained that the school and their individual Building Manager would          work together in identifying access issues on a regular basis.

-                         What support was given to a child on the journey to and from school who may require lifting into a taxi, for example?

            Some of the Special Schools have had discussions with the transport       department who it was believed were looking at purchasing training   packages for drivers and escorts.

            Phil Nartey would be prepared to give assistance in any way he could.

            One member referred to work carried out through the Access Liaison      User Group and the work with taxi drivers on lifting and handling.      Whilst funding for this training to continue had ceased, it had been pursued             through the Licensing Department.  The Access Wheelchair User Group is keen to work with professionals on this matter.

-                         How are the needs met of a child from outside the Authority?

Current systems work best when there is time to plan for this.  However, a speedier system is needed for when a pupil moves into the borough at short notice.

            The Cabinet Member, Education, Culture and Leisure Services suggested a         need to raise this via the Children’s  ...  view the full minutes text for item 145.

Wendy Peake from the Rowan Centre gave a verbal report on how the educational needs of pregnant school girls and school aged mothers are met within the Authority.

Rowan Centre, part of the Redbarn Rowan Pupil Referral Unit, was a specialist full-time unit for the education of teenage mothers.

At the point of disclosure, girls are referred to Else Burton, Healthy Schools Consultant: Teenage Pregnancy.  A home/school visit is made and the educational options are discussed.  Options are to remain in school with support, attend the Rowan Centre, or a combination of the two.

Those girls most likely to remain in school are those attending well, and who had good relationships with teachers and had someone able to care for their baby once born.  Quite often they are young women who had not been doing particularly well in school and the one to one attention they receive at the unit often helps build their self-esteem.

Some schools make flexible arrangements to allow a girl to leave lessons early.

Attendance at the Rowan Centre involved full-time education from Monday to Friday from approximately five months into the pregnancy and remaining there until a pupil left school, or returned to school, if appropriate.

Regular meetings would take place with pupil and teaching staff to ensure a girl was accessing education.  If educational choices were not being met, the pupil could decide to attend at a later date.  Child care options were discussed and girls had their maternity leave from school negotiated on an individual basis.  Whilst on maternity leave, liaison with school continued and work was sent home.

All girls were able to visit the Rowan Centre in order to make a decision as to what they were going to do.  At an initial meeting, curriculum needs were discussed.

Teaching provision was given in many of the eight core subjects at GCSE level. Specialist staff could be requested from schools if girls wanted to continue with subjects that could not be offered at the Centre.

Girls were given advice on parenting skills, ante-natal classes, peer support in terms of mixing with other young women in similar situations, and a nursery to enable the bonding process to take place.

Once a girl reached the leaving age she could continue with post 16 support to ensure that further education, training and employment needs were met and a provisional start date would be discussed.  If a girl decided to remain at the Rowan Centre, liaison took place with mainstream school in order to obtain background information.  An agreement was then set up and a start date confirmed.  Once a girl started at the Rowan Centre, liaison took place on a weekly basis about education/curriculum issues, regular contact being maintained with the Re-Integration Officer.

During the past year, eighteen young women had been referred, seven had attended, four had remained at school with support, three had either miscarried or terminated their pregnancy, one had refused to engage, one had left the area and two referrals were  ...  view the full minutes text for item 146.

This item was deferred for consideration at the next meeting.

Consideration was given to the minutes of meetings of the Cabinet Member for Education, Culture and Leisure Services held on 8^th, 15^th and 22^nd March and 5^th April, 2005.

22^nd March, 2005

Budget Monitoring Report as at January, 2005

One member raised an issue regarding the budget and the fact that schools had been encouraged to spend high levels of balances.

At a recent Governor meeting one school had stated that despite schools working to their budget fairly early, the LEA had a habit of giving schools a small amount of additional funding at the end of the financial year which then gave the appearance of a school having a greater balance.

The Acting Executive Director explained that the LEA has always acknowledged that overall balances in Primary Schools are high and that despite this practice decreasing, each school would be looked at on an individual basis.  It was the belief that the vast majority of schools will have a good reason for the level of balances.