CITY AND COUNTY OF SWANSEA

NOTICE OF MEETING

You are invited to attend a Meeting of the

SCRUTINY PROGRAMME COMMITTEE

At: Committee Room 2, Civic Centre, Swansea

On: Monday, 11 March, 2013

Time: 4.30 pm

AGENDA

Page No.

1. Apologies for Absence.

2. To receive Disclosures of Personal and Prejudicial Interests. 1

3. To approve the Minutes of the Scrutiny Programme Committee 2 - 11 held on 11 February 2013.

4. Crime & Disorder Scrutiny: Performance of Safer Swansea 12 - 69 Partnership - Presentation followed by Questions to Co-Chairs of the Partnership: • Chief Superintendent Julian Williams (South Wales Police) • Reena Owen (Corporate Director – Environment)

5. Follow Up on Previous Scrutiny Reports: 70 - 82 a) Swansea City Centre (first follow up) (Joint Report of the Cabinet Members for Place and Regeneration)

6. Single Integrated Plan Consultation: a) Report Back from Councillor Consultation Seminar on Swansea's New 83 - 94 Single Integrated Plan. b) Scrutiny Arrangements for Swansea Local Service Board. 95 - 98

7. Annual Self Evaluation - Education Services to Children and 99 - 187 Young People 2012-2013.

8. Scrutiny Work Programme: 188 - 201 a) The Committee Work Plan. b) Progress on Informal Scrutiny Panels and Working Groups.

9. Scrutiny Letters: a) Letter to / from Cabinet Member for Well Being re. Child & Family 202 - 208 Services Performance Panel. b) Letter to / from Cabinet Member for Place re. Local Flood Risk 209 - 215 Management Scrutiny Working Group.

10. Date and Time of Future Meetings for 2012/13 Municipal Year (all on Mondays at 4.30 p.m.) - 8 April 2013.

Patrick Arran Head of Legal, Democratic Services & Procurement Monday, 4 March 2013 Contact: Samantha Woon - Tel: (01792) 637292

Agenda Item 2

Disclosures of Personal Interest from Members

To receive Disclosures of Personal Interest from Members in accordance with the provisions of the Code of Conduct adopted by the City and County of Swansea. You must disclose orally to the meeting the existence and nature of that interest.

NOTE: You are requested to identify the Agenda Item / Minute No. / Planning Application No. and Subject Matter to which that interest relates and to enter all declared interests on the sheet provided for that purpose at the meeting.

1. If you have a Personal Interest as set out in Paragraph 10 of the Code, you MAY STAY, SPEAK AND VOTE unless it is also a Prejudicial Interest.

2. If you have a Personal Interest which is also a Prejudicial Interest as set out in Paragraph 12 of the Code, then subject to point 3 below, you MUST WITHDRAW from the meeting (unless you have obtained a dispensation from the Authority’s Standards Committee)

3. Where you have a Prejudicial Interest you may attend the meeting but only for the purpose of making representations, answering questions or giving evidence relating to the business, provided that the public are also allowed to attend the meeting for the same purpose, whether under a statutory right or otherwise. In such a case, you must withdraw from the meeting immediately after the period for making representations, answering questions, or giving evidence relating to the business has ended, and in any event before further consideration of the business begins, whether or not the public are allowed to remain in attendance for such consideration (Paragraph 14 of the Code).

4. Where you have agreement from the Monitoring Officer that the information relating to your Personal Interest is sensitive information, as set out in Paragraph 16 of the Code of Conduct, your obligation to disclose such information is replaced with an obligation to disclose the existence of a personal interest and to confirm that the Monitoring Officer has agreed that the nature of such personal interest is sensitive information.

5. If you are relying on a grant of a dispensation by the Standards Committee, you must, before the matter is under consideration: (i) disclose orally both the interest concerned and the existence of the dispensation; and (ii) before or immediately after the close of the meeting give written notification to the Authority containing -

- details of the prejudicial interest; - details of the business to which the prejudicial interest relates; - details of, and the date on which, the dispensation was granted; and - your signature

D:\moderngov\Data\AgendaItemDocs\5\0\4\AI00003405\$ah3bwdpe.docPage 1 Agenda Item 3

CITY AND COUNTY OF SWANSEA

MINUTES OF THE SCRUTINY PROGRAMME COMMITTEE

HELD AT THE CIVIC CENTRE, SWANSEA ON MONDAY, 11 FEBRUARY 2013 AT 4.30 P.M.

PRESENT: Councillor A M Day (Chair) presided.

Councillor(s): Councillor(s): Councillor(s):

A M Cook N J Davies J W Jones D W Cole P Downing C E Lloyd A C S Colburn E W Fitzgerald P M Meara J P Curtice J E C Harris M Thomas

Other Councillors:

Councillor S M Jones (for minute 38 b) Councillor J N Newbury (for minute no. 39 b) Councillor P R Hood-Williams

Officers:

P Hodgson - Corporate Director (Social Services) D Driffield - Head of Adult Services D Howes - Head of Child & Family Services E Howell - Principal Officer, Mental Health R Leggett - Principal Officer, Commissioning Support Unit C Richards - Social Care Planning Officer W Williams - Administration & Business Manager, Social Services S Jones - Performance and Improvements Officer, Social Services N Havard - Directorate Lawyer B Madahar - Overview & Scrutiny Co-ordinator S Woon - Democratic Services Officer

35. APOLOGIES FOR ABSENCE

Apologies for absence were received from Councillors M C Child, A J Jones and Ms C Everest.

36. DISCLOSURES OF PERSONAL AND PREJUDICIAL INTEREST

In accordance with the provisions of the Code of Conduct adopted by the City and County of Swansea, the following interests were declared:

Page 2 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

Councillor N J Davies – Personal – minute no(s). 41, 42, 43 and 44 (b) - Employed at Graham Evans and Partners.

Councillor C E Lloyd – Personal – minute no. 44 (a) - Father was Chair of Health, Social Care and Wellbeing Scrutiny Board.

Councillor M Thomas – Personal – minute no(s). 41, 42, 43 and 44 (b) - Wife works for the Authority in Adult Social Services. Dispensation granted from the Standards Committee.

37. MINUTES

RESOLVED that the Minutes of the Scrutiny Programme Committee held on 14 January, 2013, be approved and signed as a correct record.

Matters Arising

The Chair updated the Committee in respect of minute no. 32 which referred to a scrutiny request received from Councillor U Clay. The request asked scrutiny to examine the process for selection of a 2nd Gypsy Traveller Site. With reference to the previously agreed protocol for dealing with requests the Chair advised that, following advice and consideration of the matter, the request would not be upheld on the following grounds: (i) the issue is of a quasi judicial matter; (ii) the Councillor requesting the inquiry had a personal interest (iii) the matter may be more appropriately addressed by a body other than scrutiny. He recommended that no action should be taken by the committee. The Committee agreed and the chair undertook to write to Cllr U Clay giving explanation for the committee’s decision.

RESOLVED that the Chair write to Councillor U Clay detailing the decision of the Committee not to accept her request.

38. SCRUTINY LETTERS:

a) Letter to Cabinet Member for Wellbeing regarding Child & Family Services Performance Panel

Councillor P R Hood-Williams, Convenor of Child & Family Services Performance Panel, referred to the letter to the Cabinet Member for Wellbeing in respect of the meeting of the Child & Family Services Performance Panel of 20 December, 2012 and highlighted the areas of concern.

Members’ discussed the issues and noted the letter.

b) Letter to Cabinet Member for Place regarding Local Flood Risk Management Scrutiny Working Group

Councillor S M Jones, Convenor of Local Flood Risk

Page 3 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

Management Working Group, referred to the letter to the Cabinet Member for Place in respect of the Local Flood Risk Management Scrutiny Working Group of 9 January, 2013 and highlighted the areas of concern.

Members’ discussed the issues and noted the letter.

The Committee looked forward to the Cabinet Member’s response particular on the points made on the planning process and permitted development (e.g. encouraging the use of permeable surfaces).

It was also noted that the Working Group felt that a further scrutiny meeting would be useful as more detailed information about flood risk and plans will be available later in the year. The Committee agreed to consider this when determining next year’s scrutiny work programme.

39. SCRUTINY WORK PROGRAMME

a) The Committee Work Plan

The Chair referred to the Estyn Inspection Self Evaluation Report and the Single Integrated Plan/Arrangements for LSB Scrutiny which were scheduled for discussion at the Committee meeting on 11 March, 2013. In respect of the Single Integrated Plan/Arrangements for LSB Scrutiny, it was noted that partner organisations would be consulted ahead of the meeting on their views on a multi-agency scrutiny panel and comments fed back at the meeting.

b) Progress on Informal Scrutiny Panels and Working Groups

The chair stated that the Schools Performance Panel and School Meals Working Group required further volunteers and the appointment of a Convenor. It was possible that these Panels may not commence until the start of the Municipal Year.

The Chair thanked Councillor N J Davies for his involvement in the Welfare Reform Scrutiny Working Group. Members’ noted that this Group would be meeting on 4 March, 2013.

Councillor J N Newbury, Convenor of both the Tourism and Public Transport Inquiry Panels gave a verbal progress report to the committee. Members’ asked questions of Councillor J N Newbury who responded accordingly.

RESOLVED that:

(i) the proposed membership of the Welfare Reform

Page 4 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

Scrutiny Working Group be AGREED; (ii) the Scrutiny Co-ordinator circulate details of subsidised bus routes to all Committee Members.

40. CABINET MEMBER QUESTION SESSION – COUNCILLOR M C CHILD, CABINET MEMBER FOR WELLBEING

Apologies for absence were received from the Cabinet Member.

RESOLVED that the item be deferred to a future meeting.

41. ADULT SOCIAL SERVICES PERFORMANCE REPORT

The Head of Adult Services together with the Performance and Improvements Officer provided an update on performance in Adult Services during 2012/13. They highlighted a range of targets and improvement objectives and provided a clear picture of current performance and the issues and challenges the service faces in meeting targets. Positive feedback from the recent CSSIW Annual Performance Evaluation was also noted.

Areas of good performance included:

 Delayed Transfers of Care;  Review of Care Plans; and  Younger Adults Support in the Community.

Areas for improvement included:

 Older People in Residential or Nursing Care;  Balance of Care; and  Carers’ Assessments.

Challenges were identified as achieving a balance of care and the increasing demand for social care.

Members’ comments/questions focussed on:

 The need for an effective strategic relationship with the Health Board to avoid cost shunting between the authority and health authority when managing the increased demand for social care services and tacking budget pressures in a positive way  Take up of the Direct Payments Scheme;  The need for clarification at a national level on what is deemed good performance in a difficult area such as adult social care services and achieving a balance of care;  Managing an increase in demand for services (e.g. mental health) that may be due to welfare benefit reforms without additional resources

Page 5 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

 The need to remodel that way services are delivered to meet current and projected growth in demand and activity in adult social services – a strategic approach that may require a shift in spending from very high cost but low demand services, a review our older people strategies, and more done to support people in their own communities  The need for ongoing scrutiny / monitoring of adult social services

42. SWANSEA SAFEGUARDING ADULTS BOARD – ANNUAL REPORT

The Principal Officer, Mental Health, presented information regarding the Swansea Safeguarding Adults Board Annual Report and detailed the key issues and actions for delivery in 2013.

Members noted the areas the Safeguarding Board had achieved good progress in relation to:

 Managing Thresholds;  Timely Response to Referrals;  Interagency Involvement;  Risk Identification, Assessment, Management and Reduction;  Involvement of Vulnerable Adult/Family/Advocate.

Members asked questions in relation to the areas that have improved since the last audit and areas identified for improvement which included:

 Adult Protection Review;  Holding case conferences; and  Adult Protection Plan Review Meetings.

Main issues discussed:

 the impact of establishment of regional Safeguarding and Protection Boards to replace the current arrangements. This means the Swansea Safeguarding Adults Board will become a regional board based on the footprint of the ABMU Health Board (expected to be operational from April 2013)  the need to improve the low level of compliance reported (39%) for Adult Protection Plan Reviews carried out 6 weeks from final strategy meeting / case conference  the effectiveness of partnership working amongst statutory and 3rd sector providers  the ongoing challenge to ensure that safeguarding is everyone’s business and continued need to raise awareness and have early intervention and preventative measures  the Social Services Bill being considered as a positive platform for improvement in this area

Page 6 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

In addition the committee suggested that the ways to publicise the safeguarding report should be explored by officers (headlines, key achievements actions and challenges) to ensure more strategic use of the report and wider consumption

43. BRIEFING ON SOCIAL SERVICES COUNCILLOR ROTA VISIT ACTIVITY

The Principal Officer, Commissioning Support Unit, provided a briefing in respect of the previous six months Rota Visit Activity. He detailed the management and support, current performance and trends and assessment.

Members asked questions of the Officer who responded accordingly.

Main issues discussed:

 it is a really important activity, both helping councillors to learn about what services are delivered and the opportunity to meet with service users and staff, and enabling them to raise any issues. It’s not meant to be a formal inspection.  some members of the committee reflected upon their own positive experiences undertaking visits  it was clear that it rota visits were welcomed by homes but there is a need to consider ways to improve and make the activity more effective and have more impact – given varying levels of activity and participation  how can we publicise outcomes amongst councillors to raise the profile and importance of rota visits

Furthermore, Members discussed areas for improvement in relation to Rota Visit Activity and made a number of suggestions:

A query was raised by members about the ability to undertake similar visits to private homes, particularly were the authority has contracted places. It was indicated to the committee that there was no automatic right of entry but members were concerned how (outside of the formal inspection regime) the authority was able to check / monitor the quality of service provided. It was agreed that this could be explored further by scrutiny.

RESOLVED that:

(i) the following suggested improvements be considered by the Cabinet Member for Well Being / Corproate Director (Social Services):

 more structured briefings / training for councillors on the process, expectations, ways to engage with staff and users, asking the right questions, how to feedback effectively etc. It

Page 7 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

was noted that more detailed information about the establishments is given out to help councillors prepare and make the most of the visit  a tracking system for completion of feedback / report from councillors  arranging periodic reflection sessions for councillors to evaluate the process and effectiveness of rota visit activity and any barriers  improving the transition around the time of the election of new councillors  amending the current feedback forms to enable councillors to suggest actions following their visits

(ii) the issue of inspection / visits to private care homes be added to suggestions for next year’s scrutiny work programme.

44. FOLLOW UP ON PREVIOUS SCRUTINY BOARDS

a) Support for Carers

The Principal Officer, Commissioning Support Unit together with the Social Care Planning Officer updated the Committee on progress in respect of the action plan produced in response to the recommendations agreed by Cabinet on 5 July 2012.

Members’ asked questions of the Officers who responded accordingly.

The committee was pleased with progress in terms of the Carers Strategy Measure and lead now being taken by the Health Board. Though it was noted there was still ongoing discussion of the funding of certain services (e.g. Swansea Carers Centre). Members were very pleased about the action taken to develop a Young Carers Strategy / Action Plan for schools to adopt. They were also very pleased with the way the education service has been supportive and proactive in working with social services to revitalise efforts.

A question about the impact of welfare reform on carers was raised and work to provide advice and assistance. It was agreed that the Welfare Reform Working Group recently established by the committee should pick this up.

A remark was also made about the age profile of carers and different challenges that may present.

RESOLVED that as good progress had been made monitoring of the review be concluded.

Page 8 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d b) Role of Councillors as Corporate Parents

The Cabinet Member for Well Being provided a final progress report on implementation of the scrutiny recommendations and agreed action plan.

Councillor P R Hood-Williams was invited to speak as vice-chair of the original scrutiny review. He sought views from Members regarding their training in relation to Corporate Parenting. Members reflected positively on the corporate parenting induction event earlier in the year.

Committee members shared their views and understanding of corporate parenting. It was accepted that some councillors had a particularly key role in this although acknowledged the part that all councillors could play, particular as many are also school governors. Some indicated the need for further seminars / briefings to ensure members are aware of the importance of corporate parenting and equipped to discharge their responsibilities.

The Head of Child and Family Services, assisted by Administration & Business Manager, answered Members’ questions.

The work of the council’s Corporate Parenting Forum was cited as particularly important in championing and promoting the role and considering what would help to ensure that councillors are engaged.

The committee was happy with progress made in response to the scrutiny recommendations. In addition to Cabinet, the original scrutiny review and council made a number of recommendations to the Corporate Parenting Forum and it was agreed to follow those up by writing to the chair of the Forum. This would conclude monitoring of this review.

RESOLVED that:

(i) progress with the implementation of recommendations be accepted and monitoring of the review be concluded; and (ii) The Chair write to the Corporate Parenting Forum, on behalf of the Scrutiny Programme Committee, asking how the Forum has developed since the original scrutiny review and progress against recommendations made.

Page 9 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

c) Support for Care Leavers

The Cabinet Member for Well Being provided a progress report on implementation of the scrutiny recommendations since the action plan agreed by Cabinet on 5 July 2012.

Councillor P R Hood-Williams spoke as the chair which carried out this piece of scrutiny and expressed his pleasure that officers were proactive in acting on the scrutiny recommendations. He noted current progress and that the action plan was not fully implemented yet.

The Head of Child and Family Services, together with the Administration & Business Manager, answered Members’ questions.

The committee recognised care leaving as a very complex area linked to a wide range of services with different agencies involved. It was noted that the current economic climate was making things even harder for care leavers to access employment, training etc.

It was noted that the BAYS contract for the care leaving service had been strengthened though more could be done on involvement with young people and getting care leaver’s views – taking advantage of social media /better ways to engage care leavers and share / collect information. Officers talked about the BEATS project and positive effect this was having on the hard to engage care leaver, though accepted it was a slow and difficult process.

With regard to recommendation 11 the action stated (increase in number of social workers) was queried as it was felt it did not satisfy the original concern raised by scrutiny about the routine (organisational) changes made to social workers allocations and negative impact on stability for these children and young people. The issue was not about changes forced by shortages in staff but minimising changes brought about purely because of the way teams were organised. The officer undertook to revisit this and stated that the whole organisational arrangements were being reviewed and their link to permanence planning and this would be considered in that work. An update would be provided at the next follow up.

RESOLVED that a further follow up report be submitted for consideration in 6 months.

Page 10 Minutes of the Scrutiny Programme Committee (11.02.13) Cont’d

45. DATE AND TIME OF FUTURE MEETINGS

The date of future meetings were noted.

The meeting ended at 7.00 p.m.

CHAIR

Page 11 Agenda Item 4

Report of the Chair

Scrutiny Programme Committee – 11 March 2013

CRIME & DISORDER SCRUTINY: PERFORMANCE OF SAFER SWANSEA PARTNERSHIP - PRESENTATION

Purpose To provide information about the performance of the Safer Swansea Partnership to the Programme Committee, which acts as the authority’s Crime & Disorder Scrutiny Committee, to scrutinise community safety issues.

Content The presentation will cover the work of the Safer Swansea Partnership (e.g. key activities, achievements, and impact)

Councillors are Consider the presentation and discuss any issues as being asked to appropriate.

Lead Cllr June Burtonshaw, Cabinet Member for Place Councillor(s) Lead Officer(s) Reena Owen, Corporate Director (Environment)

Presenter(s) • Reena Owen, Corporate Director (Environment) • Chief Superintendent Julian Williams, South Wales Police

1. The Scrutiny Programme Committee is designated as the Council’s Crime & Disorder Committee under the Police & Justice Act 2006. The scrutiny of the local Community Safety Partnership forms a significant part of this role.

(For background see Appendix A for a copy of the Welsh Government Guidance for the Scrutiny of Crime and Disorder Matters – Wales: Implementing Sections 19 and 20 of the Police and Justice Act 2006)

2. The Community Safety Partnership for Swansea is the Safer Swansea Partnership. Background information can be found at www.saferswansea.org.uk.

3. The presentation will provide an opportunity for members to learn about the structure and work of the Safer Swansea Partnership and ask questions about its performance. Broadly speaking the committee will want to explore what has been done, how well it has been done and what impact that has made, e.g.

Page 12 • what are the headlines • progress against strategic priorities • key activities and achievements • effectiveness of the partnership working • relevant performance and crime statistics (including trends / comparisons elsewhere) • evidence of improvement and impact made • key challenges ahead and plans to tackle these

The committee also wants to ask about what impact the appointment of a Police Commissioner has made on the partnership.

4. Before the Scrutiny Programme Committee was established in October the Stronger & Safer Communities Scrutiny Board acted as the Council’s Crime & Disorder Committee. The Board discussed the Safer Swansea Partnership in September 2012 and in order to build upon previous scrutiny discussions it is worth noting the information that was provided to councillors then and the issues raised (NB – the previous Chief Superintendent Mark Mathias attended this meeting). See attached as Appendix B a copy of the presentation given back in September and extract from the minutes of the meeting.

5. It is up to the Committee to determine future engagement in crime and disorder scrutiny and how best to incorporate the scrutiny of the Safer Swansea Partnership into the overall work programme.

Background papers: None

Contact Officer: Brij Madahar, Overview & Scrutiny Coordinator
01792 637257 28.02.13

Legal Officer: Janet Hooper Finance Officer: Carl Billingsley

Page 13 Appendix 1

Guidance for the Scrutiny of Crime and Disorder Matters – Wales

Implementing Sections 19 and 20 of the Police and Justice Act 2006

Welsh Assembly Government Guidance Circular No: 001/2010

Page 14 For further information contact:

Community Safety Division Welsh Assembly Government Rhydycar Merthyr Tydfil CF48 1UZ

Democracy Branch Local Government Policy Division Welsh Assembly Government Cathays Park Cardiff CF10 3NQ

ISBN 978 0 7504 5443 8 © Crown copyright January 2010 CMK-22-10-142 E5200910

Page 15 Contents

Introduction 3

Section 1 - An introduction to community safety 5 1.1 Brief history 5 1.2 Community safety priorities 6 1.3 Who delivers on community safety? 6 1.4 The responsible authorities 7 1.5 The performance landscape for crime and community safety 11 1.6 Scrutiny and community safety - working together 11

Section 2 - What good scrutiny of crime and disorder would look like - 13 putting it into practice 2.1 What scrutiny is, and why it is important 13 2.2 Structural issues 15 2.3 Key areas for scrutiny 15 2.4 More general issues around partnership working 17

Section 3 - Detailed guidance on sections 19 and 20 of the Act 18 and the Regulations 3.1 What the legislation says 18 3.2 Committee structures 18 3.3 Role of the committee 19 3.4 Frequency of meetings 22 3.5 Co-option 22 3.6 Responding to requests 24 3.7 Attending committee meetings 26

Appendices Appendix A - Glossary Appendix B - First Step Resources Appendix C - The Crime and Disorder (Overview and Scrutiny) Regulations 2009 Appendix D - Section 126 of the Local Government and Public Involvement in Health Act 2007

Page 16 1 2 Page 17 Introduction

Since the introduction of the partnership provisions in the Crime and Disorder Act 1998, there has been a sea change in the approach that local bodies have adopted to delivering safer communities in partnership. Police, local government and a range of other agencies have come together to tackle the crime and disorder problems that matter to the communities they serve, and the development in partnership working has contributed to a reduction in crime during that time.

Building on these developments, the Police and Justice Act 2006 made provision for a range of changes to the way in which Community Safety Partnerships (CSPs) in Wales fulfil their responsibilities in relation to tackling crime, disorder and substance misuse in their locality. These changes, contained in sections 19, 20 and 21 of the Police and Justice Act 2006, include a requirement that local authority scrutiny structures should consider crime and disorder matters.

The provisions in the Police and Justice Act 2006 requiring local authority scrutiny of crime and disorder commenced in Wales on 1 October 2009. On that date, Home Office regulations under that Act setting out in more detail what is required for local authority scrutiny of crime and disorder took effect in relation to Wales. (The Crime and Disorder (Overview and Scrutiny) Regulations 2009 - see Appendix C.)

This document provides advice and guidance to CSPs in how to meet the requirements of the legislation and on how the scrutiny process can help to further improve the way in which they tackle the crime and disorder issues that matter to their local communities.

At heart, scrutiny is about accountability. Councillors have a unique place in local decision making, providing a clear line of democratic accountability between decision- making and the people they serve. The new provisions will enable them to bring their unique perspective to bear on how CSPs are tackling crime and disorder and potentially benefit communities everywhere.

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Key points which may be particularly useful to certain groups are contained in coloured boxes throughout the document: CSPs may find the information in the orange boxes most useful; councillors and local authority officers, the purple boxes and the blue boxes will be useful to all groups.

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Notes on the wording and scope of the guidance Where we have used the word “committee” in the guidance, in most instances we are referring to what the regulations call the “crime and disorder committee”. We have omitted the prefix to minimise unnecessary repetition of the phrase.

4 Page 19 Section 1 - An introduction to community safety

1.1 Brief history

You might find this most useful if you are a scrutiny member or officer

1.1.1 The statutory partnerships originally created by the Crime and Disorder Act 1998 to develop and implement strategies to reduce crime and disorder are known in Wales as Community Safety Partnerships (CSPs). In England they are known as Crime and Disorder Reduction Partnerships (CDRPs). These partnerships have grown and developed, including through further legislative changes in the Police Reform Act 2002 and the Police and Justice Act 2006.

1.1.2 CSPs consist primarily of five statutory ‘responsible authorities’ who are required to work together to jointly agree and deliver community safety priorities. The responsible authorities on the CSP are: t
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1.1.3 The responsible authorities are responsible for working with other local agencies and organisations to produce an annual 3 year rolling plan and annual strategic assessments.

1.1.4 There are a range of bodies with whom the responsible authorities are required to co-operate, or to invite to participate in the work of the CSP. While the term “partnership” is applied to all those in the CSP, the responsible authorities are the only bodies or agencies under the duty to meet the statutory requirements.

1.1.5 The Policing and Crime Act 2009 includes provision for probation to become a responsible authority, and for the duties of CSPs to be expanded to include reducing re-offending. It is anticipated that these changes will take effect from April 2010.

1.1.6 A review of the partnership provisions of the Crime and Disorder Act 1998 as amended concluded in 2006 and subsequent amendments to legislation were made through the Police and Justice Act 2006, including a power to introduce statutory National Standards to make CSPs a more effective vehicle for tackling crime, anti-social behaviour and substance misuse in their communities.

1.1.7 Guidance on the statutory National Standards for CSPs is provided in the “Delivering Safer Communities: A guide to effective partnership working” which can be accessed on the Home Office website through the following link: http://www.crimereduction.homeoffice.gov.uk/guidance_for_effective_partnerships.pdf

Page 20 5 What does this mean for me?

Councillors and scrutiny officers might reflect on the fact that these CSPs have a relatively long history, which means relationships may be well established and partners cautious about how the dynamic may be affected by new scrutiny activity. They may also be used to working within a tightly defined framework, and may only recently have begun to adapt to an approach that is more flexible and allows more local discretion.

1.2 Community safety priorities 1.2.1 In order to identify and deliver on the priorities that matter the most to local communities, the responsible authorities are required to carry out a number of main tasks. These include: t
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What does this mean for me?

The strategic assessment provides a chance to get underneath high-level information and think about how well the partnership understands the area and its mapping need. Some areas have access to quite sophisticated crime and anti-social behaviour mapping technology, for example, that councillors may be unaware of and find insightful.

1.3 Who delivers on community safety? 1.3.1 Community safety is not just about the police. Like every challenging outcome that local authorities and their partners deliver for their communities, community safety needs a wide range of people and organisations to be involved and contributing to address crime and its causes.

6 Page 21 1.3.2 This theme was expanded upon by the Policing Green Paper, From the Neighbourhood to the National: Policing our communities together, published in July 2008, which emphasises the role both of CSPs, other partnership and of local communities in improving community safety.

1.3.3 The public policy imperative for close joint working, across a wide range of organisations and sectors, is consequently very clear.

1.4 The responsible authorities 1.4.1 In Section 1.1 we listed the statutory responsible authorities sitting on the CSP. While the role of scrutiny is to scrutinise the partnership as a whole, good scrutiny is based on relationships and mutual understanding. This section explains the individual roles within the partnership in more detail.

Local authority 1.4.2 Most local authorities have staff dedicated to community safety, though resources in smaller authorities may be limited. But community safety needs the support of a wide range of people throughout the council to be effective. The council has a legal duty under section 17 of the Crime and Disorder Act 1998 to carry out all its various functions with due regard to the need to prevent crime and disorder in its area. Many of the factors that can affect levels of crime, anti-social behaviour and offending are the responsibility of the local authority, such as housing, education, social services, child safeguarding/welfare, planning, and alcohol licensing. It is therefore very important that the prevention of crime and disorder is mainstreamed throughout the various functions of the local authority, and scrutiny committees may wish to examine whether this is the case in their areas.

1.4.3 Local authorities also have a significant role in relation to children and young people, and local authority functions such as Youth Offending Teams and Children and Young People’s Partnerships are important contributors to community safety. Youth Offending teams sit within the local authority but bring together multi-agency partnerships around education, health and social services. They are overseen nationally by the Youth Justice Board.

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Police authority 1.4.6 Police authorities exist to hold police forces to account in their communities. Police authorities are committees comprised of locally elected councillor members and independent members, and the councillor members always hold a majority. Most police authorities have seventeen members (nine councillor members and eight independents), although a few including Dyfed Powys and South Wales have nineteen members (ten councillors and nine independents). Councillor membership will as far as possible reflect the political balance of the local authority. Independent members must live or work in the police authority area, and are appointed by the authority from a shortlist compiled by a selection panel. At least one independent member should be a lay justice (magistrate). Police authorities also have an officer structure which supports the work of the committee.

1.4.7 All authorities have a duty to ensure the maintenance of an efficient and effective police force for their areas, having regard to: t
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1.4.8 They also have duties in relation to force compliance with the Human Rights Act 1998; ensuring forces collaborate where it would be in the interests of efficiency or effectiveness, and promoting equality and diversity within their police force. Police authorities have the power to appoint or remove the Chief Constable (with the consent of the Home Secretary), and have responsibilities in relation to their police force’s finance: they set the budget for the force and the council tax precept.

1.4.9 The Association of Police Authorities (APA) represents and acts as the national voice of police authorities in England and Wales, and helps help police authorities in doing their job locally. In Wales, the Police Authorities of Wales (PAW) has been established as a Statutory Joint Committee representing all four authorities, to advise on policing matters in Wales and in particular to promote the collaboration agenda.The Association of Police Authorities has produced guidance for police authorities in respect of their role as members ofthe CSP, which can be found at http://www.apa.police.uk/APA/Publications/Contributing+to +Crime+and+Disorder+Reduction+Partnerships.htm

1.4.10 Together with the Home Secretary, police forces and police authorities make up the governance arrangements for policing through the ‘Tripartite arrangement’. In essence, the ‘tripartite arrangement’ operates as follows: t
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8 Page 23 for the police service for the year ahead and statutory performance indicators and targets against which police performance is measured. t
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Police authorities have a statutory duty to maintain an efficient and effective police force for the area and to hold the chief officer to account for the exercise of his functions and those of persons under his direction and control.

1.4.11 In holding the Chief Constable to account, police authorities carry out functions similar to those which the scrutiny committee might seek to exercise. It is important to emphasise that scrutiny bodies and police authorities should work closely together to ensure that their activities are complementary. This includes understanding the roles of police forces and police authorities in the governance of the police service, and it is for this reason that local authorities are very strongly advised to ensure that police authority representatives play an active role at crime and disorder scrutiny committees, particularly when the police forces are present (see section 3.5: Co-option).

Fire and rescue 1.4.12 Fire and rescue services have a relatively focused remit, but are often committed and enthusiastic members of CSPs. Fire and rescue is structured into three services across Wales. Accountability is provided through the fire authority. The fire authority is a committee of councillors. How this committee is made up depends on the boundaries of the fire service. Where the fire service covers more than one authority, there is an external committee that is made up of councillors from each of the local authorities in the area.

1.4.13 The contributions of the fire and rescue service may make to community safety might include: t
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Probation 1.4.15 Each provider of probation services in an area is expected to become a responsible authority through legislative changes which are likely to take effect from April 2010. Probation will then have an equal role in partnerships alongside the other five responsible authorities. Some probation areas already have effective relationships and a clear role within local partnerships, although the duty placed on partnerships to address re-offending and on probation to be a full responsible authority will enhance this relationship in the future.

1.4.16 The aims of the National Probation Service are to: t
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1.4.17 Protecting the public is the priority of National Probation Service and to achieve this Probation works in close partnership with other agencies including the Prison Service, the health services and local authority housing and social services. Offenders posing a risk of serious harm are managed through MAPPA (Multi-agency Public Protection Arrangements). The MAPPA began operating in April 2001. This body places a duty on the police, prisons and the National Probation Service to assess and manage risks posed by offenders in every community in England and Wales. In the most serious cases MAPPA can recommend increased police monitoring, special steps to protect victims and the use of closely supervised accommodation.

1.4.18 Probation strives to reduce re-offending by working with offenders to change their behaviour and addressing the issues that may lead them to re-offend. This work is delivered under seven pathways:- t
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10 Page 25 1.4.19 Probation also targets Prolific Offenders (PPOs) who often have drug problems and commit crime to support their habit. After careful selection, the offenders are offered a place on the PPO scheme, which allows them fast access to services and support from local agencies and organisations. Swift action and penalties are imposed for any non-compliance with the programme. Offenders receive support in the form of increased contact with probation staff, drug rehabilitation and addiction counselling, help in finding somewhere to live, careers advice and training and help in changing behaviour to live crime free lives.

1.5 The performance landscape for crime and community safety 1.5.1 The performance landscape for community safety, and CSPs, is changing. Some of the changes are: t
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Confidence target 1.5.2 Scrutiny committees should in particular be aware that the Home Office has abolished all national targets on crime except for one, which is a public perception indicator measured through the British Crime Survey. The question asks members of the public whether they agree that “The police and local council are dealing with the anti-social behaviour and crime issues that matter in this area.” The Home Office have set a national confidence target for the police service in England and Wales, and each individual police force has also been set a target for improvement. It is important that scrutiny committees understand that improving confidence will be a top priority for local forces.

1.6 Scrutiny and community safety - working together 1.6.1 Community safety partners have a long history of working together and getting results. The introduction of crime and disorder scrutiny committees enhances existing partnership arrangements by developing a clear structure for overseeing and reviewing the delivery of joint responses on community safety and by creating a clearer link between partner agencies and the public on community safety.

1.6.2 Because the role of scrutiny should be focused on the partnership as a whole, if issues arise which relate specifically to a particular partner organisation, it may be appropriate to refer such issues to the governing bodies of that organisation for action.

Page 26 11 Scrutiny, done well, can always add value. Public services can be improved by an independent eye providing balanced, researched and constructive ideas. Part of that success, however, depends on choosing the right topic and understanding the landscape. Here are some suggestions about how the scrutiny of crime and disorder matters could add value and focus on issues that matter to the public:

Neighbourhoods - Neighbourhoods are very important for both community safety and councillors, but understanding how to make the most of this connection may need some careful investigation - there is no national direction on what neighbourhoods should look like, so they are different everywhere. But every part of England and Wales has a neighbourhood policing team, and many local authorities have linked this with their own neighbourhood management and with ward councillors.

Confidence - The new confidence agenda for councils and the police presents real opportunities for scrutiny. As well as being a shared responsibility across the two organisations, it’s also an area that councillors should have a unique perspective on. As the police and partners develop an increased focus on communicating and engaging with the public, scrutiny may be able to provide practical help and suggestions. This might draw on community knowledge, or help link the police with the experience of other services in the area that have been successful at building a connection with local people. Police authorities are tasked to hold the Chief Constable to account for performance against the confidence measure, so this might also be a fruitful area for joint scrutiny with the police authority.

Criminal justice - The Policing and Crime Bill contains measures to add reducing re-offending to the core areas of focus for CSPs, as well as increasing the responsibilities of probation. These changes, along with a clear focus on integrated offender management will mean that there will be a period of change. The Ministry of Justice is also encouraging magistrates to become more involved in engaging with the community. Partnerships might benefit from the support of scrutiny to help them manage these transitions successfully, and get the most from better engagement with the criminal justice community.

12 Page 27 Section 2 - What good scrutiny of crime and disorder would look like - putting it into practice

2.1 What scrutiny is, and why it is important

You might find it most useful to read this section if you are a community safety partner

2.1.1 The Local Government Act 2000 changed the way in which county and county borough councils conducted their business. The previous committee system was replaced by a cabinet system whereby, in most cases, the council appointed a leader who chose up to 9 other councillors to form the cabinet or executive.

2.1.2 Now, most decision-making is carried out by an executive. This is a cabinet of a number of councillors, each with responsibility for a specific policy area. A small number of councils operate alternative arrangements, known as “The Fourth Option”, whereby, to a large extent, a politically balanced board replaces the executive. For the sake of this guidance, any reference to the executive can be read as including a board also.

2.1.3 To balance this concentration of executive authority and to ensure that other members could contribute to the council’s decision-making and policy development processes, provision was made for what was known as “overview and scrutiny”. 6OEFS
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executive arrangements would have to set up a committee, or committees, of the council to carry out this overview and scrutiny work. It is up to each authority to decide what the roles of these committees would be, but most authorities have sought to establish a system whose responsibility would be both to hold the executive to account and to carry out policy development work. Common to all scrutiny functions is the fact that they can research issues and recommend actions to be taken, but their only powers are to advise and persuade, based on the evidence they gather and analyse.

2.1.4 Since 2000, the responsibilities and powers of scrutiny committees have expanded considerably. In some authorities the bulk of detailed scrutiny work is carried out away from committees, in “task and finish” groups (some authorities call these by different names, but they are basically small, time-limited informal panels made up of councillors, and sometimes people co-opted from the local community because of their experience or knowledge).

2.1.5 Also, in many cases scrutiny work now encompasses the work of partners, not just the local authority. The Assembly Government encourages this practice and intends to address this further through powers transferred to the Assembly on scrutiny and governance included in the Local Democracy, Economic Development and Construction Act 2009.

Page 28 13 Principles of Scrutiny 1 2.1.6 There are four fundamental principles that should underpin scrutiny activity: 1. provides ‘critical friend’ challenge to executive policy-makers and decision-makers 2. enables the voice and concerns of the public and its communities to be heard 3. is carried out by ‘independent minded governors’ who lead and own the scrutiny process; and 4. drives improvement in public services.

Scrutiny in action 2.1.7 The practice of scrutiny varies across Wales, and it is not possible to adopt a nationwide approach or standard for scrutiny. The scrutiny arrangements under sections 19, 20 and 21 of the Police and Justice Act 2006, and the regulations that support them, are therefore based on a flexible, enabling approach.

If you are a community safety partner, you will have to work closely with your local authority to see how the scrutiny of community safety matters will work best for you.

2.1.8 A ‘one size fits all’ approach is not appropriate and this guidance provides examples of high-quality scrutiny work to support local authorities in developing an approach to crime and disorder scrutiny that both fits in with other scrutiny policies, takes account of local partnership arrangements, and is proportionate and therefore adds value to local crime and disorder activity. See Section 2.2.

Politics 2.1.9 If engagement with scrutiny (the concept of it, and as it is practiced in local authorities) is a new thing for you, you may be concerned about politics. You may be especially concerned that, by attending committee or giving evidence in another way, you will be drawn unwillingly into political debate.

Scrutiny in practice can be non-party political in its approach. Many councillors have done a great deal to ensure that a culture of consensus operates on committees, and members of different political groups work well together on many councils. While disagreements may arise, all councillors have a commitment to ensuring that the work they do, and the work that the authority does, meets the needs of local residents.

1 According to research carried out by the Centre for Public Scrutiny

14 Page 29 2.1.10 Sometimes this commitment manifests itself in political discussion and debate. As partners and councillors alike, you should recognise that scrutiny often examines subjects that are highly political in nature.

2.1.11 This is not necessarily a negative thing. Some of the best examples of good scrutiny are instances where members, officers and partners have harnessed the power of political debate to carry out thorough analysis of a given issue. For example, there have been a number of highly successful reviews into local residents’ fear of crime - an emotive and political issue which members, with their understanding both of local politics and the local community, are extremely well placed to investigate.

2.2 Structural issues 2.2.1 Each of the four police authorities in Wales covers a number of different local authorities, which are fully encompassed within their area. This means that a single police authority may have to deal with a number of separate authorities in different CSPs within their areas. This can stretch resources, particularly within police authorities. Partners and scrutineers should be mindful of this problem. There is currently no statutory basis for joint scrutiny committees to be established in Wales and neighbouring scrutiny committees should have regard to this factor when setting their timetables.

During 2005, Rhondda Cynon Taf set up a Community Safety Scrutiny Working Group to undertake collaborative external scrutiny, which considered the successes and challenges faced by the CSP and the role of the County Borough Council. There were a number of positive outcomes arising from this scrutiny review, in particular the appointment of an officer to Head the CSP and the instigation of the roll-out of the SAFE (substance awareness for everyone) programme throughout Rhondda Cynon Taf. Feedback was received from the Council’s Executive with regard to recommendations relating to the Authority. The South Wales Police’s representative presented the Partnership’s response to the recommendations to a meeting of the working group.

2.3 Key areas for scrutiny

Use of different techniques 2.3.1 Scrutiny can take a variety of different approaches to scrutinising community safety issues. While the focus of sections 19 and 20 and the regulations, is on committees, a lot of scrutiny work is likely to be undertaken in different ways. t
Policy development - scrutiny committees may carry out in-depth scrutiny reviews focused on a specific topic relevant locally. Often this is done by means of a task and finish group, which will examine evidence from a wide variety of sources before producing a report and recommendations, to which partners and/or the council’s executive will have to respond. These pieces of work arguably have the most impact on local policy making, and we will provide you with some examples of them below.

Page 30 15 t

Contribution to the development of strategies - if the CSP is putting together a strategy, plan, or policy, it may be useful to build in a process for scrutiny at draft stage. Councillors can provide valuable evidence to support the drafting process - especially intelligence from the local community. t

Holding to account at formal hearings - bringing in representatives of the partnership and questioning them about their roles, responsibilities, and activities. This is the simplest method for scrutiny to “hold the partnership to account”, though this has limitations in terms of constructive outcomes and should be a small part of interaction between scrutiny and the partnership. t

Performance management - examination of the performance of the partnership, often using high-level scorecards or, where appropriate, more detailed data. The best scrutiny functions will use this as an opportunity to look at performance “by exception” (which will highlight both particularly good, and particularly poor, performance). This could involve the committee looking at particularly good performance, to see what lessons can be learned, thus sharing good practice across all public and third sector organisations operating in the local area.

Particular strengths for scrutiny 2.3.2 Scrutiny can, by using the different techniques above, apply itself to a number of different policy areas. A number of particular strengths of scrutiny have been identified - engagement and involvement of local people, analysis of issues of local concern, and promotion of joint working - examples of successful reviews demonstrating these are provided.

Engagement and involvement of local people 2.3.3 Detailed scrutiny work can help the community safety partners to involve local people more in the work they carry out. This can be difficult for partners to do on their own, and the experience and knowledge - and community intelligence - which councillors can bring to the process is invaluable.

2.3.4 Of course, you may feel that a more flexible approach is required. Many authorities have involved local people closely in carrying out work by co-opting them onto informal “task and finish” groups instead of onto the formal committee.

Analysis of issues of local concern 2.3.5 The fear of crime is a significant issue for many people. This can cause problems for partners, who find it difficult to reconcile this perception with the reality, in many areas, of falling crime levels. This can be interpreted by local people as an unwillingness to respond to problems which they “know” exist in the local community, irrespective of the evidence which has been gathered by sources such as the council and the police. Scrutiny can play, and has played, a vital role in resolving this impasse and setting out a way forward for local people and professionals.

16 Page 31 Analysis of issues of local concern

In Bridgend, the Scrutiny function has regularly considered the work of the CSP since 2004. Positive working relations exist between Committee Members and partners where Community Leadership roles have been discussed and clarified. As related to the reassurance agenda, Members have examined the effectiveness of the PACT process and the extent to which partners have been engaged in addressing community priorities. This has included consideration of the public’s perception of the PACT meeting process and what steps could be taken to increase confidence in their effectiveness. Members are currently engaged in considering issues relating to Domestic Violence and Anti-Social Behaviour.

2.3.6 Anti-social behaviour is another issue which is often high on the local political agenda, connected to the more general fear of crime which has been covered above. Here, again, scrutiny can help to cut through perceptions and provide clear evidence to back up given policy recommendations.

In Cardiff, the scrutiny function carried out a review of the area’s approach to community safety, with the intention of “mainstreaming” an understanding of community safety (mainly across the council), in response to the objectives of section 17 of the Crime and Disorder Act (which we explained in section 1).

Many of these issues will be explored in more depth in Section 3, below.

2.4 More general issues around partnership working 2.4.1 The scrutiny of community safety issues is just one part of a wider agenda in local policy-making for partnership working. Scrutiny has a significant opportunity to contribute to this agenda, and it is important that the scrutiny of community safety partners and community safety issues is not a stand-alone exercise. Scrutiny will have a role to play in linking up partners working across the spectrum of local policy-making - not just those working in community safety.

2.4.2 Councils should develop ways to integrate the scrutiny of community safety issues within a cohesive and coherent strategy for the scrutiny of other partners and the services they deliver.

Page 32 17 Section 3 - Detailed guidance on sections 19 and 20 of the Act and the Regulations

3.1 What the legislation says 3.1.1 Section 19 of the Act requires every local authority (in Wales, each county or county borough council) to have a crime and disorder scrutiny committee with the power to review or scrutinise the work of the responsible authorities (in respect of their crime and disorder functions) and to make reports or recommendations to the local authority with respect to the discharge of those functions. Any report produced by such a committee must be sent to all the community safety partners. Any councillor can refer a local crime and disorder matter to this committee, whether they are members of the committee or not and to have it considered. A local crime and disorder matter is a matter concerning crime and disorder or the misuse of drugs, alcohol and other substances affecting all or part of the electoral area for which the member is elected or any person who lives or works in that area. If the committee decides not to consider any referred matter, they must provide an explanation to the councillor but if the matter is taken up, any report produced must be considered by the parent council or relevant community safety partner and they must spell out how they will respond and report back to the committee. (This is the so-called “councillor call for action” process).

3.1.2 Section 20 enables the Welsh Ministers to produce this statutory guidance in relation to Wales and also enabled the Secretary of State to make regulations in relation to the exercise of the functions of crime and disorder. In both cases, there must be consultation between the Welsh Ministers and the Secretary of State.

3.1.3 The Crime and Disorder (Overview and Scrutiny) Regulations 2009 (“the Regulations”) enable the crime and disorder committee of a local authority to co-opt members to the crime and disorder scrutiny committee and the committee may grant them voting rights. The committee may decide to limit the co-optees’ participation to defined subject areas. The co-optees must be officers or members of community safety partner bodies. Their membership can be withdrawn by the committee at any time.

3.1.4 The Regulations stipulate that the committee must meet at least once a year. Any request for information by the committee to community safety partners must be provided by a reasonable deadline set by the committee, subject to certain exceptions. The committee can also require a member of officer of a partner body to answer questions. When the committee sends a report to a partner body, they must respond within 28 days.

3.2 Committee Structures 3.2.1 Section 19 of the Police and Justice Act 2006 requires every local authority to have a crime and disorder committee with the power to review or scrutinize decisions made or other action taken in connection with the discharge by the responsible authorities of their crime and disorder functions.

18 Page 33 3.2.2 The terms of reference of the committee are to scrutinise the work of the CSP and the partners who comprise it, insofar as their activities relate to the partnership itself. These partners are listed in section 1, above.

It will be up to each authority - along with its partners - to decide on the best way to put procedures in place for these new scrutiny powers. t
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There, must, however, be a formal place where community safety matters can be discussed. The community safety scrutiny role could be undertaken by a dedicated crime and disorder overview and scrutiny committee (or sub-committee) or by an existing scrutiny committee which deals with community safety issues. The committee can establish task and finish groups to look at particular issues and report back to the committee. That can be an effective way of dealing with a matter in detail but in an informal atmosphere.

Whether you are a councillor or a partner, you will find that scrutiny work is more effective where it focuses on a policy issue, rather than on a single organisation.

This is why the legislation gives powers to scrutinise the CSP, and the partners’ functions which relate to the CSP rather than the partners per se- this supports a focus based on policy and finding solutions. Focusing on policy:

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members, to cut across organisational boundaries over the course of their investigation.

3.3 Role of the committee 3.3.1 The role of the committee in whichever form it is applied should be as a ‘critical friend’ of the CSP, providing it with constructive challenge at a strategic level rather than adversarial fault-finding at an operational level.

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In practice, the nature of the committee and its work should mean that recommendations will be directly for responsible partners as well. We will discuss this issue later in this section.

3.3.3 The committee should include in its work programme a list of issues which it needs to cover during the year. This should be agreed in consultation with the relevant partners on the CSP and reflect local community need.

Councillor Call for Action (CCfA) for crime and disorder matters came into force in October 2009. CCfA gives councillors a new right to raise matters connected to anti-social behaviour and substance misuse which are of local concern with their council’s overview and scrutiny committee. Overview and scrutiny committees can then decide whether to use their powers to investigate the issue.

There are a range of options available to committees in considering how to respond. They could, for example, instigate a review of policy, call members and officers to attend a meeting and answer questions or make recommendations to the executive. They can also require the executive to review a decision that it has made. Any report produced by the committees as a result of a CCfA should be sent to the local authority, the community safety partners and the local councillor who raised the issue.

CCfA is therefore a valuable tool in equipping councillors to act as powerful advocates for the communities they serve and to strengthen still further their role as community champions. Councillors will of course continue to resolve issues informally, as they do now. But where they are not satisfied that real action has been taken to resolve the issue they have raised, they have the ability to ask the overview and scrutiny committee to take the matter further.

The crime and disorder CCfA will be an important tool for CSPs to work together to resolve crime and disorder problems, in a forum which is open to the public. It should therefore boost public confidence that police and local authorities are acting on crime and anti-social behaviour issues. (It should be noted, however, that if a committee is discussing “exempt information” - described in Schedule 12A to the Local Government Act 1972 - which mainly refers to references to individuals - the committee may decide to exclude the public). Likewise, the public will be excluded if it is likely that confidential information would be disclosed to them in breach of the duty of confidence.

More information on CCfA can be found in the IDeA and CfPS Best Practice Guide http://www.idea.gov.uk/idk/core/page.do?pageId=9410176 Section 4.5 deals with community safety issues. The Assembly Government will review the operation of CCfAs in the community safety area - as well as experience in England - in deciding whether and how to apply them to wider areas of local government competence in considering use of its measure powers on scrutiny in 2010.

20 Page 35 Note: Section 3.1 of the IDeA/CfPS guide refers to “vexatious and repetitive” calls for action. Regulations for England were introduced under the Local Government and Public Involvement in Health Act 2007 provide for when such calls may be disregarded. The Assembly or Welsh Ministers do not have such powers of regulation for the present. However, local authorities may wish to develop protocols which will spell out in what circumstances a matter is or is not included on an agenda and who decides on that. One would expect these to be similar to procedures for other scrutiny committees at the same authority. Such protocols may also outline the steps which a councillor may take in the hope of avoiding the need for a formal call for action. The protocol will also need to cover the speed at which calls for action could be expected to progress. As a general rule, a committee could be expected to meet no more than six weeks after receiving a legitimate call and the committee could expect the executive/ board to respond to any report they issue within a month of its receipt.

Protocols

Throughout this section it is suggested that partners and the scrutiny function at the local authority (or local authorities) might want to consider developing a short, flexible and meaningful protocol which lays down the mutual expectations of scrutiny members and partners of the community safety scrutiny process. This could well enable you to embed the committee’s work programme more effectively within its core purpose. Certainly, getting the work programme right will be crucial to the success of the scrutiny process for community safety.

If you are thinking of developing a protocol, do remember that it should be a means to an end - a method of improving the relationship between the scrutiny function and its partners. It is not a legal document setting down minimal standards or something which you are required to “comply” with.

Local authorities and CSPs across a police authority area might wish to consider collaborating to produce similar protocols.

Page 36 21 3.4 Frequency of meetings 3.4.1 The regulations leave the frequency of meetings to local discretion, subject to the minimum requirement of once a year and subject to any councillor calls for action which need to be discussed.

3.4.2 If a local authority decides to undertake “set piece” community safety scrutiny only once a year, this annual meeting could be in the form of an event looking at crime and disorder matters and discussing which crime and disorder matters should be considered in the next municipal year as matters of local concern.

In addition, the scrutiny function should consider community safety issues more consistently throughout the year, just as it would with any other subject matter. Although it is difficult to suggest an arbitrary figure for an “ideal” number of meetings, scrutiny functions and partners should work together to come up with local solutions, which might form a combination of formal meetings, informal “task and finish” groups, or other methods of evidence gathering and public involvement.

As part of the accountability role of the committee, it might be useful to request the attendance of senior members of the partnership at key meetings through the year. This might include the chair of the partnership, the Cabinet member with community safety responsibilities, or senior members of partner organisations, such as the local police commander.

3.5 Co-option 3.5.1 The regulations allow crime and disorder committees to co-opt additional members to serve on the committee. These co-optees can be specialists in particular areas and can bring great value and expertise to the committee’s work. The Assembly Government urges local authorities to consider this option as a means of strengthening its scrutiny capacity. The regulations make clear that co-optees may, or may not, have voting rights, at the discretion of the committee and the committee may restrict these voting rights to particular policy areas.

3.5.2 The crime and disorder committee can only co-opt someone under the Police and Justice Act regulations if they are employees, officers or members of one of the responsible authorities (as listed in section 1) or are persons or bodies with whom the responsible authorities have a duty to work. Co-optees cannot be executive members of the local authority. The council should take care to clarify the role of such a co-optee, who may be expected, as part of the committee, to hold his or her own organisation to account. Councils and their partners should consider how these conflicts of interest might be resolved as part of more general agreements on co-option.

3.5.3 The Regulations give the power to the committee to decide who to co-opt. However, in the event of a committee deciding that it did wish to co-opt from one of the partner organisations, it may be preferable for the committee to simply endorse a nomination from

22 Page 37 the organisation concerned, only refusing membership in exceptional circumstances, or if the nominee was ineligible, for instance because they were a member of the council’s executive.

3.5.4 Like any other scrutiny committee, a crime and disorder committee can invite “expert witnesses” to provide evidence, if they so desire. Committees may well wish to consider third sector representatives in this respect. A number of these organisations will have expertise in relevant local fields.

Co-option and police authorities 3.5.5 Police authorities occupy a unique position within the landscape of CSPs. They have a clear, statutory role to hold to account the activities of the police.

3.5.6 In this context, it is vital that local authorities’ community safety scrutiny complements this role. Local authorities should, in all instances, presume that the police authority should play an active part at committee when community safety matters are being discussed - and particularly when the police are to be present.

3.5.7 Local authorities should try to ensure that at least one member of the crime and disorder committee should be a member of the police authority. If this is not possible, a member of the police authority could be issued with a standing invitation to attend the committee as an “expert advisor”. Ideally this would be a police authority member, but subject to local agreement there may be some circumstances, and meetings, where a police authority officer would be more appropriate. For example, care will need to be taken when inviting police authority members to attend when they are also councillors.

3.5.8 Such an advisor would not be a formal member of the committee, but would be able to participate in committee discussion as an expert witness.

3.5.9 Steps should also be taken to ensure that, where appropriate, the police authority have a direct input into the delivery of “task and finish” reviews that involve the police. The level of involvement in such work that is appropriate can be decided between the police authority and the local authority, or authorities, delivering the work.

3.5.10 Agreement over these issues should - as we suggested at the beginning of this section - form part of a protocol between the local authority and its partners. This will allow for local differences, and for agreement over further methods of engagement and involvement - the sharing of work programmes and delivery of joint work pertaining to the police, for example.

3.5.11 The vital thing to remember is that clear and sustained engagement between the police authority and the local authority, as equals, will be necessary to make sure that their roles complement each other. This goes beyond attendance at committee, which should be treated as only one element of this engagement.

3.5.12 These arrangements, and the unique relationship which is necessary between councils and police authorities, should not divert scrutiny bodies or their partners from the fact that the scrutiny of community safety is about much more than the police force and their activities, as we made clear in earlier sections.

Page 38 23 To co-opt or not to co-opt…

Cardiff City Council uses expert witnesses to improve its scrutiny reviews. In November 2007 the council did a theme review of the structure in the council for delivering crime and disorder reduction. Cardiff regularly looks to bring the highest profile experts possible for its theme reviews, such as Professor Michael Parkinson on competitiveness and Ben Page from Ipsos Mori on consultation. For this review they invited South Wales Police, Cardiff Local Health Board, the National Probation Service, Welsh Assembly Government and the Home Office to bring high level expertise and enhance their understanding of wider issues.

3.6 Responding to requests

Requests for information

As part of the crime and disorder scrutiny process, the relevant scrutiny committee will from time to time request further information from the CSP - performance information, for example.

When asked, the partnership will be under a duty to provide this information. There is no specific timescale for this, but the committee can expect a response to be provided as soon as reasonably possible. A period of 30 days would appear reasonable.

Timescales 3.6.1 CSPs will be obliged to respond to requests from committees within a reasonable time. The committee and the partnership may want to agree a certain timescale locally.

Partnerships should bear in mind the need for the information that you provide to be relevant to the committee’s purposes. Avoid burying councillors beneath a morass of reports filled with technical jargon. This may provide you with an opportunity to reappraise how internal reports could be drafted in a more accessible style and made more widely publicly available. You could assign a named link officer in your organisation to act as a liaison with the scrutiny committee, to ensure that communication is swift and effective, and that requests for information can be dealt with smoothly.

24 Page 39 If you are a councillor, or are an officer supporting councillors, you should ensure that requests for information are well focused and thought through. Requests should avoid duplication (with requests made quite recently, or requests being made by neighbouring councils which might impact on the same partner organisations).

Information requests and data protection 3.6.2 The information provided by partnerships must be depersonalised, unless the identification of an individual is necessary or appropriate in order for the committee to properly exercise its powers. The information should also not include information that would be reasonably likely to prejudice legal proceedings or current or future operations of a partner organisation. In practice, it is unlikely that the committee will need to receive reports which will relate to specific individuals, or where specific individuals are mentioned in respect of crime and disorder matters.

3.6.3 Schedule 12A of the Local Government Act 1972 should not be used as a method to bypass the requirement to depersonalise information by placing reports which are not depersonalised onto Part II of a committee agenda, as an item to be heard without the press or public present.

Making, and responding to, recommendations 3.6.4 If a committee drafts a report or recommendations which have an impact on community safety issues, the following should occur: t
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As already suggested, a protocol might be helpful to define how these arrangements will work in practice. Such a protocol could well make provision for the scrutiny function to informally consult the partnership on a report, or recommendations, before the report is formally submitted. This consultation will make it more likely that recommendations, when they are formally made, are relevant and realistic.

Page 40 25 3.7 Attending committee meetings 3.7.1 From time to time, the committee may request the attendance of a representative of the partnership.

3.7.2 It is common practice in local authority Overview and Scrutiny work for people to attend to give evidence to scrutiny enquiries. It is often good practice for those attending to receive details of why they are attending such meetings.

If you are a community safety partner, and you receive such a request, you are obliged to send a representative to attend unless reasonable notice has not been given to the person of the intended date for the meeting. What is meant by “reasonable notice” is not clarified in the regulations or legislation and is something which could be defined in a local protocol on crime and disorder scrutiny as agreed by the committee and local partners.

You should not consider such an invitation as a threat. Instead, it is an opportunity for crime and disorder partners and the committee to discuss issues of mutual concern or to highlight positive work to help reduce crime and disorder. The attendance of officers/employees can also help support local public scrutiny. It will generally be more appropriate for more senior employees/officers to attend, mainly because they are likely to have the general expertise to enable them to answer policy questions at the meeting itself.

Likewise, if you are a councillor, you should not consider the power to invite representatives of the partnership to attend to discuss community safety issues as a power that you can exercise without regard to the capacity constraints of the partners you are inviting, or the value they are likely to be able to add to a committee discussion.

26 Page 41 Appendix A Glossary

Here are some terms you may come across that have not been mentioned elsewhere in this document: t
Activity Based Costing (ABC) - is an approach taken in the police which tries to measure how police time is spent, in order to improve efficiency. It is being scaled back for being too bureaucratic, but will still be used in a more limited way. t
Analysis of Policing and Community Safety (APACS) - is a performance measurement framework covering key services delivered by the police working on their own or in partnership with others. Previously Assessments of Policing and Community Safety it was subsequently renamed to reflect changes outlined in the Policing Green Paper. APACS is no longer an assessment framework but remains as a set of key performance indicators for policing and community safety. t
Association of Police Authorities (APA) - represents and acts as the national voice of police authorities in England and Wales, and helps help police authorities in doing their job locally. In Wales, the Police Authorities of Wales (PAW) has been established as a Statutory Joint Committee representing all four authorities, to advise on policing matters in Wales. t
Justice Reinvestment - is a concept from America that aims to reduce re-offending by moving resources down to the local level. There is a pilot currently being run to test this idea in London called “Diamond Districts”. t
Local Criminal Justice Board (LCJB) - is the partnership board that oversees criminal justice. They are co-terminus with police authorities. t
National Intelligence Model (NIM) - is a business model for policing that uses intelligence about crime patterns to inform how resources, including across partnerships, are deployed. t
Prolific and other Priority Offender scheme (PPO) - is a scheme run by all CSPs to provide a focus on offenders who have been identified as posing the highest risk to communities. t
Restorative Justice - is an approach used alongside criminal justice to help victims feel a sense of closure, help offenders recognise the impact of their crime and reduce the chance they will re-offend. t
Regulation of Investigatory Powers Act (RIPA) - is a piece of legislation that gives local bodies powers to use covert techniques such as surveillance. t
Serious and Organised Crime Agency (SOCA) - is the national agency with responsibility for tackling crimes such as drug trafficking, money laundering and major fraud. t
National Policing Improvement Agency (NPIA) - is the policing equivalent of the Improvement and Development Agency (IDeA), producing guidance, learning and development and some national infrastructure.

Page 42 27 t
Her Majesty’s Inspectorate of Constabulary (HMIC) - is the inspectorate for policing, and works alongside the Audit Commission on Comprehensive Area Assessment, and delivers APACS (see above). t
Association of Chief Police Officers (ACPO) - is the national body representing chief constables, but has a wider role in developing policy than most professional associations. In Wales ACPO Cymru (ACPOC) provides the Welsh perspective on strategic, operational and collaborative issues affecting policing in Wales.

28 Page 43 Appendix B First Step Resources

Crime Reduction Website www.crimereduction.homeoffice.gov.uk

This website is the Home Office’s one stop shop for information on crime reduction. There are some interesting sources of information - for example, at www.crimereduction.homeoffice. gov.uk/toolkits, topics cover a range of areas which might arise in a scrutiny review, such as Fear of Crime or Alcohol Related Crime. The toolkits include facts and figures and policy context for each topic, which could be a useful shortcut for desk based research. There is also a collection of research on a wide range of topics, from Neighbourhood Watch, to Street Sex Work to Taxi Robberies.

The research tab also has a page providing direction to all the latest sources of crime statistics.

Delivering Community Safety: a guide to effective partnership working (2007) This is the official guidance for Crime and Disorder Reduction Partnerships in England, Community Safety Partnerships in Wales. It sets out statutory requirements, suggested practice, potential barriers and possible solutions and implementation checklists. If scrutiny is looking to test a partnership against the standard for good practice, this resource is the best place to start.

Flanagan Review Final Report (2008) In 2007 the Home Office announced an independent review of policing by Sir Ronnie Flanagan to look at neighbourhood policing, bureaucracy, accountability and managing resources. Flanagan was Chief Inspector of Constabulary and is well respected in the policing community. His review was widely welcomed though he explicitly refused to make any positive recommendations about changes to structural accountability in the police. This is a readable report and is a useful insight into concerns and priorities in the policing community.

Engaging Communities in Fighting Crime (2008) This independent review was led by Louise Casey, the former Respect Tsar with a reputation for toughness and plain speaking. The review focuses on why communities have lost confidence in criminal justice, and why they don’t take a more active role in fighting crime. It is a useful read for scrutiny because it focuses on public perceptions, is written in a conversational style and makes practical and interesting recommendations, including for local authorities.

Page 44 29 From the Neighbourhood to the National: policing our communities together (2008) This is the latest Policing Green Paper, which paved the way for the Policing and Crime Act 2009. It provides the most recent expression of the current Government’s perspective and intentions on policing and community safety. Readers should be aware, however, that the expressed intention to legislate for new Crime and Policing Representatives will not come to pass, as it was dropped from the Bill shortly before publication. Instead an internal Labour party review was set up under David Blunkett to look again at the difficult issue of local accountability of the police.

Integrated Neighbourhood Policing and Management There is no publication to support this, but information about the project is available on the IDeA website. The IDeA and National Policing Improvement Agency are co-ordinating a group of ‘exemplar sites’ to help progress the integration neighbourhood policing with neighbourhood management - one of the key recommendations of the Flanagan Review.

Tackling Anti-Social Behaviour Website www.respect.gov.uk

Anti-social behaviour is a key issue, and one that has particular importance for members of the public, and therefore for councillors. This website is a one-stop resource on everything to do with tackling anti-social behaviour. One resource that is particular practical and interesting is the collection of step-by-step guides to tackling a range of very particular problems, from graffiti to mini-motos to fireworks. Scrutiny committees doing themed reviews may find helpful resources here to help them assess performance and identify positive recommendations.

National Community Safety Plan 2008-11 Cutting Crime: A new partnership 2008-11

These two documents were published together - one is the overarching strategy on crime, the other is a more focused document on community safety which replaces an earlier plan. The Community Safety Plan reflects the general drive across government to reduce the central burdens on local delivery, though councillors will note there is still a significant focus on national priorities which partnerships will be reacting to. These documents may not be as user-friendly for councillors as some other resources.

30 Page 45 Appendix C

Page 46 31 32 Page 47 Page 48 33 34 Page 49 Appendix D

Page 50 35 36 Page 51 Appendix 2

Amendment to the Guidance for the Scrutiny of Crime and Disorder Matters – Wales: Implementing Sections 19 and 20 of the Police and Justice Act 2006 - Welsh Assembly Government Guidance Circular No: 001/2010

Amendment to Sections 3.1.3 and 3.5: Co-option

Sections 3.1.3 and 3.5: Co-option

Pages 18 and 22 of the Guidance explain how the Crime and Disorder (Overview and Scrutiny) Regulations 2009 (“the 2009 Regulations”) enable crime and disorder committees to co-opt officers or members of community safety partner bodies.

Amendment to the 2009 Regulations On 1st April 2010 the Crime and Disorder (Overview and Scrutiny) (Amendment) Regulations came into force in England and Wales. These Regulations amend the original 2009 Regulations by extending those eligible for co-option to a crime and disorder scrutiny committee to include anyone other than members of the executive of the committee’s local authority.

Explanatory Note

This amendment is part of a wider agenda to increase public involvement in shaping local priorities and to empower them to hold agencies to account for how public services are delivered in their area. The intention of the amendment is to enable the co-option of members of the public and representative of community and voluntary sector groups onto crime and disorder committees, where the committees believe they would benefit from having their objective voice and experience.

The co-option of additional members continues to be at the discretion of the committee as does the part they play, including whether they should have voting rights.

Page 52 Diwygio’r Canllawiau ar gyfer Craffu ar Faterion Troseddu ac Anhrefn – Cymru: Rhoi Ar Waith Adrannau 19 a 20 Deddf yr Heddlu a Chyfiawnder 2006 – Cylchlythyr Arweiniad Llywodraeth Cynulliad Cymru: 001/2010

Diwygio Adrannau 3.1.3 a 3.5: Cyfethol

Adrannau 3.1.3 a 3.5: Cyfethol

Mae tudalennau 18 a 22 y Canllawiau yn esbonio sut mae’r Rheoliadau Troseddu ac Anhrefn (Goruchwylio a Chraffu) 2009 (“Rheoliadau 2009”) yn caniatáu i bwyllgorau troseddu ac anhrefn gyfethol swyddogion neu aelodau cyrff partner diogelwch cymunedol.

Diwygio Rheoliadau 2009 Ar 1 Ebrill 2010, daeth y Rheoliadau Troseddu ac Anhrefn (Goruchwylio a Chraffu) (Diwygio) i rym yng Nghymru a Lloegr. Mae’r Rheoliadau hyn yn yn diwygio Rheoliadau gwreiddiol 2009 drwy ymestyn y rheini sy’n gymwys i’w cyfetholi i bwyllgor craffu troseddu ac anhrefn i gynnwys unrhyw un heblaw aelodau gweithrediadaeth awdurdod lleol y pwyllgor.

Nodyn Esboniadol

Mae’r diwygiad hwn yn rhan o agenda ehangach i sicrhau bod y cyhoedd yn ymwneud mwy â llunio blaenoriaethau lleol a rhoi’r grym iddynt wneud asiantaethau’n atebol am y ffordd y caiff gwasanaethau cyhoeddus eu darparu yn eu hardal. Bwriad y diwygiad yw caniatáu cyfethol y cyhoedd a chynrychiolwyr grwpiau cymunedol a sector gwirfoddol ar bwyllgorau troseddu ac anrhefn, lle mae’r pwyllgorau o’r farn y byddent yn elwa ar gael llais a phrofiad gwrthrychol.

Mae cyfethol aelodau ychwanegol yn parhau i fod yn ôl disgresiwn y pwyllgor, yn yr un modd â’r rôl y maent yn ei chwarae, gan gynnwys a ddylid rhoi yr hawl iddynt bleidleisio.

Page 53 Appendix 3

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 B)CB0)(B% 794=1;:4819  Appendix 4

Extract from Stronger & Safer Communities Scrutiny Board Minutes –

3 September 2012

22. CRIME & DISORDER SCRUTINY – SAFER SWANSEA PARTNERSHIP (PRESENTATION).

Members raised questions and further discussion centred around the following:

• Section 18 & 19 of the Police Act 2006 which requires each local authority to establish a scrutiny board to scrutinise the crime and disorder partnership and the Strategy • The priorities of the Safer Swansea Partnership and how they were selected • PACT meetings and the need for the Police to have a way to communicate and engage with Ward Members and communities • The ISTAM process (Information Sharing and Tactical Assessment Meetings). • The structures and reporting requirements of the Safer Swansea Partnership • Engagement and communication with communities and partners over priorities • The effectiveness of partnership working and the possible impact of budget reductions • Work with children and young people • The importance of CCTV in policing the City Centre and the demand on resources that is created by the City Centre • The effect of welfare reform on crime and disorder • The role of the Police working with rehabilitation organisations • The future development of the Safer Swansea Partnership

During the course of the discussions a number of potential areas for future scrutiny work were raised:

• Role of PACT meetings and ISTAM procedure (Information Sharing and Tactical Assessment Meetings). • The impact of the new Police Commissioners • Partnership working – look at ways to address the issues such as slow responses to initiatives from statutory organisations, lack of risk taking, need for joined up strategies on community safety within the Council, the role of Health in community safety • Work with Children & Young People – for example the Positive Inclusion Policy and the “So to Do Project” • Impact of budget reductions on community safety work • Impact of Safer Swansea Partnership on a specific issue e.g. domestic violence. • In-depth look at one of the 7 strategic priorities within the Safer Swansea Strategy

Page 69 Agenda Item 5

Report of the Cabinet Members for Regeneration and Place

Scrutiny Programme Committee – 11 March 2013

MONITORING THE IMPLEMENTATION OF RECOMMENDATIONS OF THE SCRUTINY REVIEW OF THE CITY CENTRE

Purpose To present progress in delivering the action plan following the review of the City Centre.

Content This report updates the Committee on progress against the action plan produced in response to the recommendations agreed by Cabinet on 9th August 2012. The attached action plan shows how the recommendations have been implemented to date.

Councillors are Consider progress with the implementation of the being asked to recommendations.

Lead Councillors Nick Bradley and June Burtonshaw. Councillor(s) Lead Officer(s) Phil Roberts/ Reena Owen

Report Author Lisa Wells, City Centre Manager 476370/ [email protected]

1. Introduction 1.1 The Scrutiny Programme Committee is entitled to check progress against scrutiny recommendations that have been accepted by Cabinet to ensure that the desired impact has been achieved. The Committee’s role is to ask whether agreed actions have been carried out or are planned, and comment upon progress. Ultimately the committee needs to be able to measure whether agreed recommendations have been implemented or not.

1.2 In accordance with the Council Constitution the Committee is entitled to schedule a review of progress and receive a report back from the Cabinet Member after a period of 6 months from Cabinet decision on the action plan to measure the implementation and impact of its work.

1.3 The report of the Environment and Communities Overview and Scrutiny Board on the review of the City Centre which contained 10 recommendations was considered by Cabinet on 9 August 2012.

1.4 Cabinet agreed an action plan which set out:

• the Cabinet decision in respect of each recommendation • the action taken / proposed to implement the recommendations

Page 70 • the responsible officer(s) • timescales involved

2. Implementation of Recommendations Agreed by Cabinet 2.1 The updated action plan is attached as Appendix A. A summary of the original scrutiny report is attached as Appendix B.

2.2 This progress report represents the first follow up of this work. The Committee may:

• agree that good progress has been made and that the review is closed or; • agree that adequate progress has been made and that the review is closed whilst raising any specific issues of concern through a Chair’s Letter or; • agree that insufficient progress has been made and require a second progress report in six months

3. Additional Developments 3.1 In addition to the actions that have been taken against the agreed action plan, a range of other actions have also been achieved to improve the City Centre since August 2012. The most notable of these are highlighted below:

• £1.064 million has been committed to upgrade the Market roof; • The revenue budget for the Market has been increased by £50,000 for additional marketing and promotions; • St David’s Shopping Centre has been demolished and reinstated as a temporary car park; • Phase II of works to regenerate Swansea Castle are underway; • Planning approval has been secured to develop the land adjacent to the Castle for commercial and residential use; • Early phases of the Boulevard scheme (i.e. River Bridges) have been complete with further investment between Princess Way and the Strand to commence shortly; • Funding has been secured and work has commenced on planning a programme of public art to complement public realm improvements; • Work has started on the redevelopment of the former Central Library (Swansea Metropolitan University) and the Glynn Vivian Art Gallery (CCS); • Several commercial properties have benefited from grants under the Building Enhancement Programme, and further applications have been received and are being processed; • The establishment of a recognisable premier City brand together with enhanced marketing and promotions including: - Over 100,000 Loyalty Cards have been issued and 15,000 people have registered as users; - Over 80 events have taken place in the City Centre in the last

Page 71 year; - The City Centre website has doubled the number of people accessing the site.

4. Legal Implications 4.1 There are no specific legal implications at this stage.

5. Financial Implications 5.1 All the actions have been undertaken from within existing budget allocations.

Background Papers: None

Legal Officer: Nigel Havard

Finance Officer: Sarah Willis

Page 72 APPENDIX A

Review of Swansea City Centre – Action Plan

Recommendation Cabinet Action Timescale Responsible Decision Officer 1. Hold an annual event to engage Agreed The City Centre Action Plan will be August Daniel Jones stakeholders in the development and discussed annually and agreed at both 2012 (Lisa Wells) delivery of the City Centre Action Plan. the City Centre Partnership Board and Business Improvement District Board meetings. IMPLEMENTED – YES

Progress: • The City Centre Action Plan has been developed in connection with, and discussed at meetings of the City Centre Partnership

Page 73 Board and BID Board. • Internally, officers across the Authority meet every quarter to discuss progress on the delivery of the Action Plan. • The BID Chief Executive and the City Centre Manager meet regularly to discuss projects at an operational level and the Action Plan is reported at least once a year at the BID Board.

2. Develop a communication plan for the Agreed A review of communication practices for August Greg Jones City Centre Strategic Framework. the City Centre Framework will be 2012 undertaken to ensure appropriate and effective communications are delivered to stakeholders IMPLEMENTED – YES

Progress: A review of communication practices for regeneration projects that form part of the City Centre Strategic Framework has been undertaken and methods have been improved.

Project-based communication plans are put together to support all major City Centre projects and priorities. This covers both the lead-up to a project as well as its duration and results. Such activity includes identifying stakeholders and providing targeted and timely communications by using a range communication methods that include websites, social media, the local media and the Swansea Leader.

Contact details and FAQs to address potential queries are also provided and this is particularly helpful for organisations such as Swansea BID (Business Improvement District) and the Swansea Business Forum, who then communicate the information to their members across the city. Where appropriate, specific communication activities are also undertaken with individual traders and groups with a special interest in a project.

Additionally, links have been strengthened with partner organisations and funders on the preparation of press releases and the drafting of statements in response to media queries. Key messages reinforcing the objectives of the City Centre Strategic Framework projects are also included in communications for all City Centre-related projects. This helps ensure consistency across the broad range of activities that are being taken to improve the City Centre.

3. Ensure that a review of the delivery Agreed A joint meeting will be facilitated with September Phil Roberts mechanisms for City Centre the chairs or lead representatives of the 2012 improvement is carried out, including the partnerships to establish remits, relationship between the City Centre responsibilities and to explore Page 74 Partnership, Swansea BID and the opportunities to improve joint working Strategic Regeneration Area Board. and delivery.

IMPLEMENTED – YES

Progress: A review of the local partnerships that currently have a role in supporting the economic regeneration of Swansea has taken place. This review process has reflected the anticipated requirements of the emerging City Region agenda. The review of the Strategic Regeneration Areas and consultation by Welsh Government was also considered

The review has considered the merits of each partnership against the future requirements of a City Region led delivery mechanism. The outcome of the review is that, where possible, the number of partnerships will be reduced and partnership working will be simplified with clearer accountability. The outcome of the review and proposed changes will be discussed with the chairs of the respective partnerships in due course.

4. Review the role of the City Centre Agreed The Leader and Cabinet member will October Phil Roberts Ambassador. review the role of the City Centre 2012 Ambassador and decide whether there is need for such a role. IMPLEMENTED – YES

Progress: Although the title of City Centre Ambassador no longer exists, informally the Cabinet Member for Regeneration has taken on this role. As a member of the BID Board, strong links have been developed with the City Centre business community and regular meetings also take place with traders in the Market as well as on High Street.

5. Reaffirm the planning policy position Agreed A retail capacity study has been April 2013 Huw Mowbray which states that it will not be supportive commissioned to assist with the review of further out of town development that of this policy. The work will be used to would compete with the City Centre until reinforce existing policy and to inform it is in a stronger position and better able future policy making through the LDP to withstand competition. (Local Development Plan).

IMPLEMENTED – YES Page 75 Progress: With funding secured from Welsh Government, The Strategic Insight company have been commissioned to undertake the work which will provide an evidence base to support future City Centre regeneration and destination creation. The report will be received in April 2013.

6. Pilot later opening hours in the City Agreed The City Centre Manager will facilitate a August Daniel Jones Centre, including offering parking meeting between the national stores to 2012 (Lisa Wells) incentives. agree late night opening hours. City Centre Management will then Market and promote the campaign. IMPLEMENTED – YES

Progress: Following several meetings with the key national retailers, a late night shopping campaign commenced at the end of August 2012 with late night shopping being actively promoted every Thursday up until 8pm. The campaign was enhanced with the introduction of a £1 parking offer after 5pm in Council car parks.

The scheme grew in momentum up until Christmas and it is proposed that it will be re-launched in the run up to Easter subject to further discussions.

7. Develop a monitoring mechanism for car Agreed The Head of Transportation will seek to Report - Chris park performance to establish the progress an invest to save project to May 2012 Vinestock effectiveness of offers and to provide up- secure new equipment in car parks to to-date picture of use in conjunction with assist in provision of accurate and Implement Swansea BID timely management information. equipment - March 2013 IMPLEMENTED – NO

Progress: A report has been prepared for the purchase of new equipment but is awaiting formal approval so that procurement can be completed. New equipment and management systems will facilitate monitoring of offers and promotions.

8. Facilitate a review of public transport Agreed Bus services supported by the Council September Chris provision into and around the City Centre will be reviewed in the light of a reduced 2012 Vinestock in conjunction with transport providers commercial network and reductions in Page 76 and Swansea BID, including funding. This review will include consideration of introducing incentive consideration of the public transport schemes to increase use of public requirements of the city centre. transport. IMPLEMENTED – YES

Progress: A review was undertaken in December 2012, including a survey of bus users, and a further review is planned. Meetings are ongoing with public transport providers and the BID about transport promotions. Options are also being considered as to the feasibility of using the City Centre Loyalty Card which is set to be re-launched.

9. Undertake a consultation about the use Agreed The ‘Art Across the City’ project will be September Daniel Jones of empty properties in the City Centre. developed upon to include vacant 2012 (Lisa Wells) properties across the whole of the City Centre. Support will also be given to Coastal to commence the Voluntary Landlord Agreement to encourage pop up shops in vacant properties IMPLEMENTED – YES

Progress: £45,000 has been allocated between the Authority, Swansea BID and Welsh Government and this has benefitted several vacant units where art works have been installed by Locws predominately on High Street. Preparation works for a further 3 installations is now underway. This scheme supplements the established shop front ‘vinyl’ project where colourful and branded vinyls’ have been installed to the window front of 4 units across the City Centre and which is due to be extended to a further unit on Union Street.

The Authority has supported both colleagues in Welsh Government and Coastal in regards to discussions on potential ‘Meanwhile’ uses. Officers have spoken at a conference organised by Coastal on this issue and a meeting is scheduled with a view to developing a proposal going forward.

10. Carry out a review of open and green A review will be undertaken of those December Rowland spaces in the City Centre. projects already completed, pipeline 2012 Lanchbury projects and any further projects required to improve the green spaces

Page 77 Swansea has to offer. IMPLEMENTED – YES

Progress: A review of public realm enhancement schemes has been undertaken with particular reference to looking at the potential opportunities for new schemes to encompass green spaces. A meeting has been scheduled and Members are due to meet to discuss this in further detail

APPENDIX B

Review of Swansea City Centre – Summary of Original Scrutiny Report



 

 




































   

 



 
 



 

 




 



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Page 82 Agenda Item 6a

Report of the Chair

Scrutiny Programme Committee – 11 March 2013

REPORT BACK FROM COUNCILLOR CONSULTATION SEMINAR ON SWANSEA’S NEW SINGLE INTEGRATED PLAN

Purpose To share the results from a recent consultation seminar on Swansea’s Single Integrated Plan

Content This report provides details of the consultation seminar including the background, structure and outcomes.

Appendix 1: Presentation – One Swansea Plan Appendix 2: Proposed Population Outcomes and Challenges Appendix 3: Group Work – What Works?

Councillors are Consider and endorse the findings from the event being asked to Lead Councillor Mike Day, Chair of the Scrutiny Programme Councillor(s) Committee Councillor Clive Lloyd, Vice Chair

Lead Officer(s) Jack Straw, Chief Executive

Report Author Dave Mckenna, Overview & Scrutiny Manager Tel: 01792 636090 E-mail: [email protected]

1. Background

1.1 This seminar, held on Tuesday 6th February, was initiated by the Scrutiny Programme Committee. The purpose was to give councillors an opportunity to contribute to the consultation for the new Single Integrated Plan. The findings from the seminar have been fed into the consultation and will be reported as part of the consultation findings report.

2. Participants

2.1 The following councillors participated:

Andrea Lewis John Newbury Ann Cook Keith Marsh Anthony Colburn Lynda James Christine Richards Mandy Evans Clive Lloyd (Chair) Mike White

Page 83 David Phillips Paul Lloyd Erika Kirchner Paxton Hood-Williams Fiona Gordon Ryland Doyle Gloria Tanner Sue Jones Jeff Jones Sybil Crouch Jennifer Raynor Terry Hennegan Joe Hale Uta Clay

3. Format

3.1 The agenda for the seminar was as follows:

1. Welcome and Introductions – Cllr Clive Lloyd (Chair)

2. Opening Remarks – Cllr David Phillips, Leader of the Council

3. Presentation – Dave Mckenna, Overview and Scrutiny Manager (see Appendix 1)

4. Groupwork / Feedback - All

5. Closing Remarks - Cllr Clive Lloyd

3.2 The Groupwork discussion centred around the six population outcomes and the 21 challenges proposed in the plan. These are listed at Appendix 2.

4. Findings

4.1 For the first group work councillors were asked: Which are the most important of the proposed challenges in the Single Integrated Plan? The responses were as follows:

• Children have a good start in life x2 • Children and Young People learn successfully • Readiness for school • Support for older people • Adults in employment • All the challenges are important! Across all we need to: o Target i.e. age groups such as young people o Ensure early intervention o Think long term • Housing quality • Access to transport • Children safe from harm • Good places to live / environment

Page 84 4.2 Councillors voted on the most important challenges – everyone had three votes and the chance to add an ‘other’ - their own ‘wildcard’ option. The results were as follows:

1. Bring about a downward trend in the 3 12. Increase average disposable 3 percentage of babies born with low birth household income in Swansea while weight focusing in particular on the closing the gap with the UK and communities with the highest rates reducing inequalities within Swansea.

2. Reduce the level of domestic abuse and 3 13. Reduce the overall level of personal 0 its impact upon children debt in Swansea relative to the rest of England and Wales

3. Significantly improve children’s 10 14. Significantly reduce the difference in 2 readiness for school premature mortality rates between the most and least deprived communities

4. Improve primary and secondary school 2 15. Significantly reduce the life 7 attendance in Swansea relative to the expectancy gap between the most and rest of Wales least deprived communities

5. Continue the current rate of 1 16. Achieve a better balance between 4 improvement in school achievement residential / nursing and community- while narrowing the gap between those based care for individual older people receiving and not receiving free school compared to the rest of Wales meals.

6. Bring about a sustained decrease in the 2 17. Maintain current low levels of overall 0 % of 18-24 year olds claiming recorded crime with a specific focus on Jobseekers Allowance in Swansea tackling domestic burglary and violence with injury.

7. Reduce economic inactivity so that it is 3 18. Improve public transport use in light of 3 close to the UK average significant reductions in funding, competition and service levels.

8. Increase average earnings so that they 1 19. Reduce CO2 emissions in Swansea 0 are higher than the UK average to meet or exceed national and local targets

9. Reverse the recent downward trend in 0 20. Sustain improvements in the 0 economic performance and move closer ecological status of the waterbodies in to the UK average Swansea.

10.Reduce the proportion of working age 4 21. Increase the number of people in 1 population with no qualifications to the social housing able to benefit from UK level or below warm and fuel efficient homes

11.To Reduce the percentage of children in 11 Other 10 Swansea living in workless households by ensuring that work moves families out of poverty

Page 85 4.3 Councillors were asked: Are there any other challenges that are missing and should be included? The responses were:

• Access to health services • Quality of life / independence for older people • Play / leisure / culture • Healthy eating (schools) • Open green space / parks • School transport • Access to public services • Homelessness • Substance misuse • Best use of resources / public money • Citizen engagement

4.4 The suggestions for other challenges added on the voting slips were as follows:

• Early identification of potentially poor parenting and providing support for them • Reduce substance misuse • Leisure, play, culture and open spaces • Access to green space for exercise, play and growing • Improve access to healthcare • Health services to remain locally accessible • Reduce housing waiting list • Benefits cuts – young, old, disabled will be deeply affected – need to raise awareness of this important issue • Engage communities – citizens - in meeting the challenges • Community engagement and community sport

4.5 Other suggestions for things that should be added to the plan included:

• Flying start across Swansea • Careers advice and direction for CYP in Schools • Fill gap in relation to vocational training opportunities • Provide extra support for children on free school meals that may be falling behind (1-1 tuition) • Children have a good start in life: • Needs reference to the role of parents / families and good parenting – felt it was a theme running through many of the challenges and critical to success and meeting challenges • Important to evaluate the effectiveness of Early Intervention measures – including improving parenting skills • Children and Young People learn successfully • Needs to reference crucial role of the head teachers and quality of schools and how well schools support families to help their child learn well.

Page 86 • Importance of healthy eating. Felt that diet / nutrition e.g. in school meals or the food children bring to school or buy, plays a big part in ability to learn, focus, concentrate and be active. We can measure things like breakfast club places, take up etc. • Transport to/from school is also an important factor that can help or hinder children to learn successfully. • Housing should be wider than just social housing • Readiness for school is important but has poor indicator – what about foundation stage benchmarking test (age 3) • Housing also needs to be safe • Health challenges are very similar – difficult to understand the difference

4.6 The second group work asked councillors to think about work they were involved in and how this supported the proposed outcomes and challenges. The results of this work is attached at Appendix 3.

5. Financial Implications

5.1 There are no immediate financial implications arising from this report. The Single Integrated Plan is still in its consultation stage and will need to be fully considered prior to being agreed by Council.

6. Legal Implications

6.1 There are no immediate legal implications arising from this report. The Single Integrated Plan is still in its consultation stage and will need to be fully considered prior to being agreed by Council.

Background papers: None

Contact Officer: Dave Mckenna, Overview & Scrutiny Manager
01792 636090 18.02.13

Legal Officer: Rod Jones Finance Officer: Carl Billingsley

Page 87

Appendix 1 Presentation: The One Swansea Plan

The following slides were used for the presentation:

Page 88 Page 89 Page 90

Page 91 Appendix 2 Proposed Population Outcomes and Challenges A. Children have a good start in life 1. Bring about a downward trend in the percentage of babies born with low birth weight focusing in particular on the communities with the highest rates 2. Reduce the level of domestic abuse and its impact upon children 3. Significantly improve children’s readiness for school B. Children and young people learn successfully 4. Improve primary and secondary school attendance in Swansea relative to the rest of Wales 5. Continue the current rate of improvement in school achievement while narrowing the gap between those receiving and not receiving free school meals. C. Young people and adults have good jobs 6. Bring about a sustained decrease in the % of 18-24 year olds claiming Jobseekers Allowance in Swansea 7. Reduce economic inactivity so that it is close to the UK average 8. Increase average earnings so that they are higher than the UK average 9. Reverse the recent downward trend in economic performance and move closer to the UK average 10. Reduce the proportion of working age population with no qualifications to the UK level or below D. People have a decent standard of living 11. Reduce the percentage of children in Swansea living in workless households by that ensuring work moves families out of poverty 12. Increase average disposable household income in Swansea while closing the gap with the UK and reducing inequalities within Swansea. 13. Reduce the overall level of personal debt in Swansea relative to the rest of England and Wales E. People are healthy and independent 14. Significantly reduce the difference in premature mortality rates between the most and least deprived communities 15. Significantly reduce the life expectancy gap between the most and least deprived communities 16. Achieve a better balance between residential / nursing and community-based care for individual older people compared to the rest of Wales F. People have good places to live, work and do business 17. Maintain current low levels of overall recorded crime with a specific focus on tackling domestic burglary and violence with injury. 18. Improve public transport use in light of significant reductions in funding, competition and service levels. 19. Reduce CO2 emissions in Swansea to meet or exceed national and local targets 20. Sustain improvements in the ecological status of the waterbodies in Swansea. 21. Increase the number of people in social housing able to benefit from warm and fuel efficient homes

Page 92 Appendix 3

Groupwork: What Works?

Think about the services, projects or initiatives that you are involved in. Which are the ones that make a difference? Which population outcomes and challenges do they make a difference to? (Letters and numbers refer to outcomes / issues – see presentation)

What Works? Which Outcome Indicator Organisation? Vetch Veg/Allotments The Sandfields F community Team around the child CCS/Police/youth A and B service Loans and Savings Voluntary Sector D 13 Abertawe Rural Youth Bus CCS Flying Start CCS A and B 3,4,5 Age Concern Voluntary Sector E 16 Care and Repair Voluntary Sector E 16 Women Aid Voluntary Sector A 2 Ethnic Youth Support CCS Team / Info – nation Pupil Deprivation CSS/ Welsh A and B Grant Government Restorative Practice CCS/ Education/Youth Service NEAT Team CCS F Down to Earth Communities First CCS A, D, C and F 1, 12, 17, 11, 10 NEETS CCS C 7, 10, 6 Families First Diocese of Menevia A 2, 3 Flying Start & Sure CCS A 1,2 ,3 Start Community Transport CCS & Voluntary E and F 16, 21 and Activities Groups Age Concern – Safe Age Concern, E 16 living and care and Barnardos, Red repair Cross, BHF and SCVS Dining Clubs, holiday Voluntary groups clubs Credit Unions Loans and Savings D 11, 13 Abertawe Advice Services Citizens Advice D 12 Bureau

Page 93 Info-nation CCS ABMU Young Offenders Fire Service C,F and B Initiative Youth Engagement Youth Service F 17 Lifelong Learning Communities First C PACT Police F Team Family All agencies A 2,3 School Attendance CCS A 4 Crime Rate All agencies F 17

Page 94 Agenda Item 6b

Report of the Chair

Scrutiny Programme Committee – 11 March 2013

SCRUTINY ARRANGEMENTS FOR SWANSEA LOCAL SERVICE BOARD

Purpose To allow the committee to feed in to the current consultation on Swansea’s Single Integrated Plan and specifically the proposals for the scrutiny arrangements for Swansea Local Service Board.

Content This report sets out the background to the consultation, outlines the proposal to set up a Multi Agency Local Service Board Scrutiny Panel and summarises the work previously done on this topic by the Partnership Overview and Scrutiny Committee during the 2011-12 municipal year.

Councillors are • Consider the proposal to set up a Multi Agency Local being asked to Service Board Scrutiny Panel and the issues raised by the Partnership Overview and Scrutiny Committee • Agree comments that can be fed into the Single Integrated Plan consultation process.

Lead Councillor Mike Day, Chair of the Scrutiny Programme Councillor(s) Committee Councillor Clive Lloyd, Vice Chair

Lead Officer(s) Jack Straw, Chief Executive

Report Author Dave Mckenna, Overview & Scrutiny Manager Tel: 01792 636090 E-mail: [email protected]

1. Consultation on a New Single Integrated Plan for Swansea

1.1 Swansea Local Service Board has been consulting about a new Single Integrated Plan for the area. The overall purpose of this new plan is to make the delivery of services simpler and to ensure that everyone is working towards the same agreed priorities. The Single Integrated Plan will replace the current community strategy and the plans for community safety; health, social care and wellbeing; and children and young people. Crucially it needs to be in place by April 2013.

1.2 The consultation for individuals and organisations closed on 4th March and the results will be considered by Swansea Local Service Board at their meeting on 19th March.

Page 95 1.3 A consultation seminar was held for councillors at the request of this Committee and a report detailing the results will also be presented to this meeting.

2. The Proposal for Multi Agency Local Service Board Scrutiny Panel

2.1 One of the underpinning aims of the Welsh Government’s plan and partnership rationalisation agenda is to ensure that Local Service Boards have strengthened accountability. The Welsh Government Guidance on integrating partnerships and plans requires, therefore, that ‘local authorities should have in place effective scrutiny processes to ensure local democratic accountability for partnership actions’.

2.2 The consultation survey proposes that scrutiny is undertaken by a Multi Agency Panel. It states that:

“The question of Local Service Board scrutiny was recently examined by the Council’s Partnership Overview and Scrutiny Committee. This committee’s conclusion was that scrutiny should be undertaken by a Multi Agency Scrutiny Panel, led by Scrutiny Councillors but also including non executives from other bodies involved with the Local Service Board. This is the proposal supported by Swansea Local Service Board.”

Responses were invited to that proposal.

3. Work Done by the Partnership Overview and Scrutiny Committee

3.1 Between December 2011 and March 2012 the Partnership Overview and Scrutiny Committee considered three reports about the best way to undertake scrutiny of the Local Service Board. As part of this work members of the committee met with councillors and officers from Bridgend County Borough Council and heard from officers form Cardiff County Council. Both Councils had previous experience of Multi Agency Scrutiny of their respective Local Service Boards.

3.2 The Committee considered three options during the course of their investigations:

OPTION 1: Multi Agency Panel This would be a stand alone body led and supported by the Council. Membership would include non executives from different agencies – all would have equal status

OPTION 2: Dedicated Council Committee This would be a full council committee that could co-opt other members in a non voting capacity

OPTION 3: Enhanced Overview and Scrutiny Boards Boards would undertake aspects of LSB scrutiny and could co-opt relevant non executives from relevant bodies

Page 96

3.3 The Committee concluded that, while all of the options had advantages and disadvantages, the Multi Agency Panel was the preferred model. The Council’s new scrutiny arrangements have however rendered option 2 obsolete as a single committee system is now being operated. An amended version of option 3 would see the Scrutiny Programme Committee undertaking the Local Service Board scrutiny role although this may add a great deal of additional work to an already packed programme.

3.4 In recommending the Multi Agency Scrutiny Panel the Partnership Overview and Scrutiny Committee identified a number of issues that should be addressed:

a) The Panel needs to have sufficient democratic legitimacy. This means ensuring that elected councillors are at the heart of any arrangements. b) [Scrutiny chairs] should automatically be members of the panel. This is how the Cardiff model works and is a good way of ensuring that there is no duplication in scrutiny work programmes. c) The panel can provide an excellent means for scrutiny councillors to learn about the work of other organisations through the representatives from other organisations. Opportunities for this to happen, i.e. through an induction process, need to be provided. d) Clear reporting processes to Council and to the other organisations represented on the Panel need to be set up. e) The Panel needs a clear purpose. Specifically it should ask ‘what difference is the LSB making for citizens?’ and develop its work plan on that basis. f) Effective support needs to be put in place. The Panel needs to have the necessary resources if it is to conduct effective scrutiny. g) The costs of the Panel should be shared between the bodies on the LSB. h) The Panel needs to have the clear support and commitment of the LSB partners. i) Mechanisms to report progress to the public need to be in place.

4. Consultation with Partners

4.1 South Wales Police, Swansea Council for Voluntary Services and ABMU Health Board have been asked to provide comments on the contents of this report. Any comments can be fed back at the meeting.

5. Financial Implications

5.1 Any new arrangements will need to be supported from within existing budgets and resources. These issues are covered under paragraph 3.4.

Page 97 6. Legal Implications

6.1 The proposals within this report are consistent with the relevant legislation, namely the Local Government Act 2000 and the Local Government Measures (Wales) 2009 and 2011, as well as the relevant guidance arising from these measures.

Background papers: None

Contact Officer: Dave Mckenna, Overview & Scrutiny Manager
01792 636090 18.02.13

Legal Officer: Rod Jones Finance Officer: Carl Billingsley

Page 98 Agenda Item 7

Report of the Interim Corporate Director (Education)

Scrutiny Programme Committee – 11 March 2013

ANNUAL SELF EVALUATION - EDUCATION SERVICES TO CHILDREN AND YOUNG PEOPLE 2012-2013

Purpose To present the annual self evaluation of education services to Children and Young People.

Content The report contents on evaluation of services using the Estyn criteria for the inspection of Local Authority Education services to Children and Young People.

Councillors are Consider the self-evaluation and comment as being asked to appropriate

Lead Councillor Will Evans & Cllr Mitch Theaker Councillor(s)

Lead Officer & Ian James, Interim Corporate Director (Education) Report Author:

1. Introduction

1.1 This report presents the annual self evaluation of education services to Children & Young People (Appendix A)

1.2 The self evaluation has been completed using the Estyn Inspection Framework for Local Authority Education services to Children and Young People. The framework is available on the Estyn website (www. Estyn.gov.uk)

2. Financial Implications

2.1 There are no financial implications associated with this report

3. Legal Implications

3.1 There are no legal implications associated with this report

Background Papers: Estyn Inspection Framework for Local Authority Services to Children and Young People 2012-13

Contact Office: Ian James Interim Corporate Director (Education) Legal: 01792 636148 Janet Hooper, Legal Officer Finance: 01792 636409 Ben Smith, Group Accountant

Page 99 City and County of Swansea LAESCYP Self-evaluation 2013

Annual Self Evaluation of Education Services to Children and Young People Report to Scrutiny Board March 2013

Question 1: How good are outcomes?

Quality Indicator: 1.1.1 Standards - results and trends in performance compared with national averages, similar providers and prior attainment

Evaluation Evidence

3 Year Trends • KS1 results show a small upward trend over 5 years to 2011, but last 3 years static. Now replaced by foundation StatsWales phase outcomes. WG stats releases Page 100 • Foundation phase results in 2012 are about 4% below previous KS1 TA results (based on comparing Foundation LA analysis th Phase Indicator with previous Core Subject Indicator). Ranked 19 in Wales. • KS2 results in 2012 highest ever, with significant upward trend over 5 years (CSI +11.1%), with most of this improvement in last 2 years. • KS3 results in 2012 highest ever, with significant upward trend over 5 years (CSI +14.0%), with most of this improvement in last 2 years; however there is a widening gender gap in last 4 years, despite a slightly smaller gap in 2012 compared to 2011. • At KS4 the level 2 threshold with language/maths shows improvement over 4 years (+5.3%), is similar to regional average but 3.5% above Wales. In 2011 result was 7% above WG expected benchmark – joint best in Wales for the th second year running. Result was joint 8 highest in Wales in 2012. The gap between the highest and lowest school results is similar in the last 3 years, but both the highest and lowest schools show improved results. • The wider point score at KS4 has improved by 122 points in last 5 years up to 2012, and is now above Welsh average and 12 points above expected benchmark in 2011. th • The CSI at KS4 is up by 3.0% over the last 5 years and was 3.6% above Wales in 2012. Swansea was 8 highest LA on this indicator in 2012 and was well above other comparable urban areas such as Cardiff, Newport and Wrexham. • At KS5, the level 3 threshold is similar over the last five years but is slightly below all-Wales in 2012.

Progress • At foundation phase, results are 2.9% below Wales and are in 19th lowest position out of 22. As 2012 is the first year of foundation phase outcome assessment, this is an area which requires careful monitoring in future years. EAL is a major factor at this key stage, with 13% of this year group having EAL support. 1 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• At KS2/3 there has been significant improvement in recent years, but at KS3 there is a widening gender gap. • At both KS2/3, Welsh First Language is top in Wales out of 22 LAs in 2012 for the first time. • At KS4 results at level 2 are now excellent with strong upward trends and compare well with Wales and similar authorities; however, results at level 1, whilst rising, have not shown the same level of improvement seen at level 2. • At KS5, whilst there has been improvement in the wider point score, it is still typically slightly below all-Wales each year. However, the Swansea result has risen more than all-Wales over this period, so the gap is narrowing.

Comparison with national performance th • Foundation Phase – below Wales by 2.9% in 2012 (rank 19 ). • At KS2, the rate of improvement has been slightly above all Wales, and results are now 1% above Wales in 2012 th (rank 10 ) , trend rising faster than Wales • At KS3, the rate of improvement has been above all Wales, and results are now 0.8% above Wales in 2012 (rank th 12 ), trend rising faster than Wales • At KS4, the rate of improvement has been well above all Wales at level 2, and results are now above Wales (rank th 11 ). At level 1 the rate of improvement has been slower, with results similar to all Wales up to 2011 but over 1% th above Wales in 2012 (rank 9 ). All trends rising faster than Wales. • At KS5, the rate of improvement has been slightly below Wales for the level 3 threshold. The wider point score

Page 101 shows a steeper upward trend than all-Wales, but is still about 35 points lower.

Comparison with similar authorities th • At foundation phase, the 2012 FPI result was 19 out of 22 in Wales. • At KS2/KS3 results have improved slightly, with the CSI for both key stages now being above the median of Welsh LAs and similar to other urban authorities. • At KS4 Swansea’s rank position has improved for 4 indicators, with some indicators now being top quartile, and results compare very favourably with other urban authorities.

Core Subjects • Overall, the core subjects have performed similarly to one another at each key stage. However:- Science at KS3 shows a slower rate of improvement and is slightly below Wales in 2012 • Welsh 1st Language at KS2/KS3 are top in Wales in 2012. • At KS4, all core subjects have shown sustained and significant improvement in the last 10 years and are above Wales.

Strengths and weaknesses in Performance • Performance is strongest at key stage 4, but mainly for level 2 qualifications and particularly in the core subjects. • Level 1 at KS4 lags behind level 2, but in 2012 has moved slightly ahead of Wales. • Foundation phase outcomes in 2012 were in the bottom quartile of Welsh LAs. Improving from this position needs to be a focus.

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• Whilst overall results at KS3/4 have improved in recent years, there are still a number of schools where further improvement should be secured. • The wider point score at KS5, whilst much improved, still has further to travel to meet national average.

FSM • At KS 2 50% of Swansea schools lie both above and below the median in 2012, however FSM based benchmarking does not work for many schools (high EAL, schools with SEN units, schools with very high FSM, etc). Most schools in lower quartiles are actually reaching or exceeding FFT estimates for the particular cohorts they have each year. • At KS3 9 out of 14 schools are above the median in 2012, but with 2 schools in 4th quartile (one of these has the highest FSM of secondary schools in Wales though, so the benchmark model may not be reliable). • At KS4, for the level 2 threshold with language/maths, 13 of the 15 schools are in quartiles 1 and 2 (2012), but with 2 schools in quartile 4 (1 of these has very high FSM (since closed) and the other has EAL issues not taken into account by this model).

Performance against benchmarks • At KS3, the CSI is generally above the benchmark • At KS4 the level 2 with language/maths is well above the expected benchmark (joint top in Wales in 2010 and 2011).

Page 102 • At KS4 the wider point score, now much improved, is 8 points above the benchmark in 2011, and continues to show annual improvement.

Underperforming schools • In 2011 and 2012 there were 2 primary schools categorised as ‘ underperforming’ using the regional criteria. • The same principle for identification of underperformance (2 out of the last 3 years in the bottom quartile) is used Focus schools list. across service areas in Education Effectiveness and these schools become a focus for support. (Ref 2.1.1) Subject performance • In KS2/3 there is little difference between the core subjects within each key stage, however science at KS3 has shown slower improvement than the other subjects, whilst Welsh at KS2/3 are top in Wales in 2012. • At KS4 the core subjects have shown significant improvement in the last 5 years; however the level 1 threshold and wider point score had been below Wales in most years up to 2010, but are now above Wales. This is due mainly to additional vocational subject options being offered in many schools.

Predicted progress • At KS1, contextual outcomes analysis over the years 2009 to 2011 averaged +0.02 (i.e. slightly above expected performance), but there is a significant upward four year trend. All pupil groups are in line with or significantly above estimates, except Bangladeshi pupils (negative performance, but FFT do not currently account for EAL issues). There is currently no established progress measure for foundation phase outcomes. • At KS2 CVA over 2009 to 2011 is +0.4% (expected progress), but with an upward trend over this period. All pupil groups perform similarly. FSM pupils perform significantly better than non-FSM in CVA terms. SEN school action

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pupils are significantly negative over the last three years, but are the only group with this pattern of data. • At KS3 from 2009 to 2011 CVA is 0.0%, but with a significant upwards value-added trend. 2011 and 2012 results are significantly positive. Girls perform slightly better than boys in CVA terms. The different ethnic groups show expected progress (by KS3 these pupils have in the main overcome earlier EAL needs), except for Black African, who have significantly positive value-added. • At KS4 CVA from KS3 is overall significantly positive 2009 to 2012 for all indicators. The picture is similar looking at CVA from KS2 to KS4, but in this case is slightly less positive. Overall, in value-added terms, schools are performing better at KS4 than KS3.

Leavers at 16 • In 2012, 87.2% of year 11 leavers remained in full-time education in schools and colleges (i.e. ‘stayed-on’), compared to 85.1% for Wales in 2011. In 2009 80.8% of year 11 leavers had remained in FT education compared to 82.2% for Wales. • Overall, Swansea has a similar proportion of year 11 remaining in education and training to Wales, and with a similar upward trend. Swansea outturn is typically a few percent better than comparable urban areas in Wales (Cardiff and Newport). • In 2011 and 2012 0.43% and 0.38% respectively of year 11 pupils were leavers with no qualifications, compared to 0.6% for Wales in 2011 and 0.4% in 2012. There has been a significant and sustained reduction in this figure for Page 103 Swansea, representing improvement at a much faster rate than for Wales in the last 5 years.

Participation in Education, Employment or Training th • In 2011, 3.1% of year 11 leavers were NEET, compared to 4.4% for Wales in 2011 (rank 7 ) [ 2012 – 2.9% add Wales 2012 when known]. This is an excellent achievement when compared with 2009, when 6.4% of year 11 th leavers were NEET (5.7% for Wales, Swansea rank 16 ). • Overall, Swansea has a smaller proportion of year 11 NEET than Wales, and with a similar improving trend. Swansea’s outturn is much better than comparable urban areas in Wales. • The rise in the number of pupils remaining in full time education or training at the end of KS4 (2012 = 2409 - 94.2%) continues through targeted support for those identified most at risk of becoming NEET. • The significant reduction in NEETs at 16 continues through focused intervention through the Keeping in Touch Strategy which targets and tracks young people. This has been acknowledged as good practice nationally. For the 3 years 2009-12 there have been no young people where the destination is unknown. • The strategies implemented to identify and reduce the numbers of children and young people NEET has resulted in a significant decrease in the proportion of young people NEET at 17 as well as at 16 years. The number of young people NEET at 17 years in 2012 = 130 (5.1%). • The majority of the core group of young people who are NEET at 16 and 17 are those who are in need of the most intensive support, many of whom have additional learning needs and have been educated other than at school. • The Outreach team at Engaging Learners in Swansea (ELiS) works with potential NEET young people (Tier1 in the 5 Municipal Journal Award doc Tier model) as part of the Keeping in Touch programme, specifically, the service has been a key contributor in KIT Strategy reducing the year 11 school leavers whose destinations are ‘unknown’, to 0.0% over 3 consecutive years. 5 Tier model • The key characteristics of Swansea’s approach to NEETs have been identified as good practice nationally. The

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approach has heavily informed the key features of the Welsh Government Youth Engagement and Employment Division’s, Engagement and Progression Framework.

Achievement and Attainment through involvement with Youth Support Services • Performance of young people achieving recognised qualifications during 2011/12 was at 44.5% in Swansea, above the national average of 28.4% and ranked the third highest behind Denbighshire and Monmouthshire. • Swansea’s strength lies in achieving locally recognised qualifications and further capacity will be committed to increase achievements of nationally recognised qualifications. • Engaging Learners in Swansea (ELiS) re-engages young people aged 13 – 19 back into learning, further Multi agency meetings (YOT, TAF) education, training and employment. ELiS links with schools and the Careers Wales to identify those most at risk of - Accreditation underachieving. - External delivery sessions • The learners have Individual Action Plans (IAP) that are devised in relation to their learning pathway programme. - EMMS meetings Using a bespoke approach, learners achieve an increase in attendance and attainment as they are re-engaged in - TES meetings their learning. - ‘I’m a NEET’ DVD • 85% of learners achieved accredited qualifications ranging from GCSE’s to OCN at KS4 in 2012. 75% of young people increased on their baseline attendance and 100% had a positive post 16 pathway set up when they left the service.

Page 104 Areas for development NEETs • Continue partnership work to create more appropriate provision post Key Stage 4 to attract young people from the core NEET group. • Continue partnership work to reduce EOTAS NEETs and NEETs at 17+. • Identify effective strategies to identify and reduce the numbers of young people NEET 18-24 years. Achievement and Attainment through involvement with Youth Support Services • Improve accreditation further,

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Quality Indicator: 1.1.2 Standards - standards of groups of learners

Evaluation Evidence

FSM pupils • At KS1, whilst results for FSM pupils are below non-FSM for 2009 to 2011, FFT analysis shows that in contextual terms their performance is significantly positive. • In foundation phase in 2012, FSM pupils had a foundation phase indicator 20.6% below non-FSM, but no contextualised analysis is available via FFT yet. All Wales gap was 18.6%. • At KS2 for the CSI, results for FSM pupils are below non-FSM by 20.4% for 2010 to 2012, but FFT analysis shows that in contextual value-added terms FSM pupil performance is significantly positive. • At KS3 for the CSI, results for FSM pupils are below non-FSM by 30.6% for 2010 to 2012, but FFT analysis shows that in contextual value-added terms their performance is slightly above that for non-FSM. • For the main indicators at KS4, whilst results for FSM pupils are below non-FSM for 2010 to 2012, FFT analysis shows that in contextual value-added terms their performance is significantly positive (as are non-FSM).

Page 105 Gender • Data can be cross referenced to the success of strategies such as the Eight Reading Behaviours, the Oracy Project, Data available from the Eight Reading Read It Write and CAME maths. These initiatives have now been evaluated and pupils have shown significant Behaviours, the Oracy Project and Read It Write progress in the focus areas. • The ‘LIFE’ digital learning project is impacting positively on boys achievement. • At all key stages, boys perform 10-18% below girls in language subjects, but are similar to, or above, girls in other core subjects. Core Data Packs • Foundation Phase Outcome 5 and above shows a gender gap of -9.5% for Literacy and -4.8% for Numeracy . Eight Reading Behaviours Data • Key Stage 2 the gender gap in Literacy is slightly less than 2011 and the five year trend is one of general improvement .It is significantly higher ( -8.8%) than Numeracy (-3.4%) and Science (-4.0%). Oracy Data • Key Stage 3 the gender gap in Literacy(-13.5%) is slightly less than 2011 but although the five year trend is flat it is Read it Write Data higher than Numeracy (-5.2%) and Science(-8.3%). • Key Stage 4 FFT data for 2012 indicates that the gender gap over a three year a 7% gap where girls are LIFE Project Data ( Seaview Primary ) outperforming boys in GCSE A* and A grades .In A* to C in English the gender difference is 0.3 % and in Welsh 0.5 .In Mathematics and Science however boys outperform the girls by 0.1% .( Upper Group ) FFT also indicates that performance in English, Mathematics and Science was significantly higher than estimated Local FFT Data Analysis • An appropriate focus on the Relative Achievement of Boys is maintained. SIP notes • Boys achievement is a key focus for the work of subjects particularly Literacy and particularly NQTs. Course materials

More Able & Talented • At KS2, FFT analysis shows pupils in the upper prior attainment groups are positive or significantly positive in terms 6 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

of their results compared to estimates, but MAT girls are often statistically significantly positive, whilst MAT boys show “expected” value-added. • At KS3, the FFT data shows that MAT pupils perform as expected on most indictors, but with an upward value- added trend in the last 3 years. MAT Girls generally show better value-added than MAT boys. • At KS4 most value-added indicators for the upper prior attainment groups are positive or significantly positive, with little gender difference in value-added terms. • Provision for those pupils identified as being More Able & Talented is discussed by CSIOs and Headteacher Estyn report: Supporting more able and talented particularly in the autumn term meeting. pupils in primary schools (cites Ynystawe • Local Authority outcomes for expected levels plus one are encouraging. Comparisons are in line with similar Primary) authorities. • The 8 Reading Behaviours strategy supports MAT well. CAME maths has been identified by all schools participating

in the programme as being particularly effective in challenging all pupils including the more able and talented. • Opportunities are provided for talented musicians to receive support and development through the West Glamorgan Music Service Music Service.

Looked After Children (LAC) • 60.5% of LAC pupils in Swansea schools have SEN compared with just under 24% for all pupils. LAC\LAC and SEN 1.doc • FFT analysis shows that at all key stages, LAC performance is on average in line with estimates. In 2012, at KS4, Page 106 more LAC pupils met or exceeded their FFT estimates than those who did not meet their estimates. Key Stage 2 & 3 LAC\KS2 Results analysis 2011.xls • Percentage of LAC eligible for assessment at end of KS2 achieving the CSI 64.29% (comparison 83.6% with Swansea cohort overall for 2011-12) and KS3 CSI 30.77% for 2011-12 (compared to 73.3% in Swansea cohort overall for 2011-12). An increase on figures for 2010-11. Key Stage 4 LAC\YEAR 11 LAC RESULTS ANALYSIS • Average external qualifications point score for 16 year old looked after young people 185 for July 2011 (156 in July 2009-12.doc 2010) compared to 467 for all of Swansea cohort. Note 26/43 LAC pupils had SEN ie 60.5% compared to 24% SEN in overall cohort for the year. • Analysis of Year 11 LAC results shows 76% achieving or exceeding their predicted point score. • 1/11 (9.1%) LAC pupils left compulsory education, training or work based learning without an approved external LAC\PIEDU09March 12.pdf qualification in August 2012. (Wales average 3.5% in 2011/12) (Swansea average .38%) LAC\PI reporting -% of lac leaving without qual 2012 v2.doc

Pupils with ALN/SEN • Learners with statements of SEN make good progress achieving above national averages at all key stages. National data • Standards for learners with SEN (at School Action plus and with statements of SEN) are above national averages at key stage 2. • In 2011, 46.2% of learners at school action plus achieved the CSI (Wales:36.8%), and 22% of children with statements of SEN (Wales:16.4%) achieved the CSI at key stage 2. Percentages at school action were below the national average and this is an area for improvement. • At Key stage 3, standards for SEN learners show a similar profile. In 2008, 16.2% of learners at SA+ achieved the 7 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

KS3 CSI (Wales 14.2%). This figure rose to 24.8% in 2011 (Wales 23.7%). For learners with Statements of SEN at KS3 14.5% achieved the CSI in 2008 (Wales 8.1%) with improved performance in 2011 at 20.6% (Wales 11.9%). • At KS4 standards for SEN learners are above national averages for children with Statements of SEN. 7.2% SEN learners achieved the KS4 L2 indicator in 2008 (Wales 5.3%) with 10.3% achieving this level in 2011 (Wales 8.7%). However KS4 learners at School Action and School Action Plus did not achieve national averages and are significantly negative over the last 3 years in terms of predicted outcomes. This is an identified area for development. • Outcome data from the BST shows positive impact using the Boxall profile. Outcome data from BST (MS) • The Speech Language and Communication Team use Speech and Language Link data to establish the impact of Minutes of regional team meetings (MS) the Speech and Language strategy on pupil outcome which is positive. Speech and Language link data (MS)

Pupils Educated Otherwise Than At School (EOTAS) • The outcomes for EOTAS pupils are good (in relation to prior attendance, attainments and predicted outcomes) and EOTAS Outcomes (including PRU's, Stepahead demonstrate good value added. Ahead, TLC & Pathways • EOTAS provision has contributed to the overall reduction in leavers with no qualifications. EOTAS data showing nos leaving school with no qualification (SD)

Ethnic Minority Pupils Page 107 • Children and young people from minority ethnic backgrounds aged 3 – 19 years, including those from settled local 01) City and County of Swansea - Ethnic Minority Achievement Policy (January 2010) communities, asylum seekers, refugees, the children of both overseas students and migrant workers achieve 02) City and County of Swansea - Pupil Attainment Data in excellent standards. CYP and Learning Overview and Scrutiny Board Report “Educational Attainment Including Wider Spectrum of Data on Specific Groups” (Dec 2012) Appendices 2 - 8 03) EMLAS Annual Service Operational Plan (2012 -2013) Estyn - City and County of Swansea LEA Inspection Report (2009) 04) EMLAS - Analysis of Service Satisfaction Questionnaires for Schools (2011) 05) EMLAS- Analysis of Questionnaire for Supported Children and Young People (2010) Estyn - References to EMLAS support in various Swansea School inspection Reports - St Helen’s Primary School (July 2010) and Bishop Gore Comprehensive School (December 2009) 06) EMLAS - City and County of Swansea Service Excellence Awards Certificates (EMLAS were Finalists in 2007 & 2009) • With regard to CSI attainment in 2012, children and young people from ethnic minority backgrounds in Swansea at 33) Comparative LA Data FOI/CSI 2012 end of Foundation, Key Stage 2 and 3 performed ahead of , children and young people from ethnic minority backgrounds in Cardiff and Newport LAs on the FPOI and the CSI. Furthermore in 2012 the percentage of young people from ethnic minority backgrounds in Swansea who attained the Level 2 Threshold was higher than both Cardiff and Newport LAs. • Since 2007 there has been an upward trend in the standards attained by children and young people in Swansea 02) City and County of Swansea - Pupil Attainment Data in CYP and Learning Overview and Scrutiny Board Report, from Asian Bangladeshi backgrounds; the single, largest minority ethnic group locally and a group identified as being “Educational Attainment Including Wider Spectrum of Data 8 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

at risk of underachieving nationally. on Specific Groups” (Dec 2012) Appendices 2 - 8 • Estyn - City and County of Swansea LEA Inspection Report When compared with the national average for this ethnic group in Wales (2009 – 2011 aggregated data), young (2009) people from Asian Bangladeshi backgrounds at the end of Key Stage 4 in Swansea performed ahead on the Level 2 32) WG Statistical Bulletin SB27/2012 Section 2 Threshold and CSI. • With regard to CSI attainment, children and young people in Swansea from Mixed, Chinese, Black and Any Other 31) City and County of Swansea Exam and Assessment Performance by Ethnic Group. ethnic backgrounds performed above the national average for Wales (2009 – 2011 aggregated data) at end of Key 32) WG Statistical Bulletin SB27/2012 Section 2 Stages 1, 2 and 3. • In respect of attainment of the Level 2 Threshold, young people in Swansea from Mixed, Asian, Black and Any Other ethnic groups performed above the national average for these main ethnic groups 2009 - 2011. • In 2012, 64% of all supported pupils with two comparable annual EAL stages made the required amount of progress 17) EMLAS - Model of Anticipated Progress in EAL Acquisition in EAL acquisition (68% at Primary & 55% at Secondary). The Swansea model of anticipated progress is an EMLAS - EMLA 10 Excel Spreadsheet of Supported outstanding feature. Children and Young People (Held at EMLAS Base – sensitive information) 18) EMLAS - Anticipated Annual Progress Reports Primary and Secondary (2012) 07) EMLAS - RBA cards (2009 - 2010) and (2010 - 2011)

Gypsies & Travellers • The Traveller Education Service engages children and young people into education and support the needs of the Page 108 family/community. 80.5% of young people at KS3 and KS4 gained a positive outcome in 2012. • Post 16 support was also provided resulting in 11.1% entered into Further Education and training, while 2.7% entered into employment.

Areas for development FSM • Reduce the gap in performance between fsm/non-fsm pupils, especially in schools where that gap is widest. Boys • Disseminate the outstanding work of some of our schools to engage with boys through the use of ICT. • Use the evaluation of the impact of the Literacy & Numeracy initiatives listed above to plan for further support and challenge. ALN • Work with schools to improve outcomes for learners at School Action and School Action plus as identified. • Develop, with partners in South Wales, benchmarking criteria that can be used to assess the impact on pupil outcomes of the quality of service offered by the Sensory Team. • Develop, with regional partners of the Learning Team, eligibility criteria for pupils with physical and complex needs. EMLAS • Develop an EMLAS public facing website • Further develop the EDUNET Curriculum Collaboration area for sharing quality teaching and leaning resources • Further develop collaborative capacity-building approaches in schools through wider promotion of blocked support and Partnership+ 9 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

Quality Indicator: 1.1.4 Standards - skills

Evaluation Evidence

Basic & Key Skills • In 2012, 73% of the year 11 cohort attained at least one key skills qualification at level 1 or 2. 62% of the year group had at least one key skill at level 2. 28% of the year group attained 3 or more key skills at level 2. 20% of the year group attained the intermediate Welsh Baccalaureate qualification, whilst a further 5% attained the foundation Welsh Baccalaureate. • 100% of learners attending work based learning programmes at Employment Training receive an essential skills ESW assessment files diagnostic assessment before commencing the programme.

Reading – test results • The all-Wales Reading Test in year 2 shows that the average standardised age score is typically around 93-95 most years. In 2011/12, the average score was around 93. This year group had 13% of pupils with EAL support, and this Page 109 will partly explain the apparently low result. • By year 7, the average standardised age score for the AWRT is 97-99. By this age, EAL pupils have more or less caught up with other pupils, and thus have less effect on the result. • In 2012, the summer reading tests saw many year groups with average scores just over 100, with a general pattern of slightly higher results for older year groups. For year 8, the average was 102. Boys’ average scores were typically about 3 points below girls, but with larger gaps shown in younger year groups and smaller gaps for older year groups. • The result of the Year 2 and Year 7 annual reading surveys show that the mean standard scores for Y2 and Y7 are Report on 8 reading Behaviours testing 2011-12 slightly lower than the standardisation mean, but there is a recent upwards trend in both of these, and a consistent Report on all-pupil testing summer 2012 trend for improvement in these from Year 2 to Year 7 over a number of years. • The SEN survey results show that the majority of pupils receiving additional literacy support show improvements in their reading skills compared to their peers.

Literacy • An analysis of school inspections shows that of the schools inspected between September 2010 and October 2012 • Local analysis of results 85% of primary schools were reported to have literacy standards that were good or better and 83% of secondary • Regional literacy data schools were reported to have standards that were good or better. No schools were judged to be unsatisfactory. Foundation Phase • The trend in Foundation Phase had been an upward one between 2008 and 2011, but there was a drop in 2012 by about 2% with a smaller gender gap. Issues surrounding assessment are being addressed with coordinators with the production of an assessment portfolio to support levelling at this transition point. • Regionally, In Foundation Phase Swansea is fourth for O5+ and O6+. Key Stage 2 10 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• There has been a sustained upward trend in KS2. Within the region Swansea performs well in reading having the third highest score in reading in KS2 (level 4) compared to fifth in oracy and fourth in writing. • Results show a sustained upward trend in KS2 of an average of 3.5% and a closing gender gap, and a significant upward trend in KS3 of 6.5%, placing it in the top quartile. • Over the last 5 years there has been a downward trend in the number of schools in the bottom quartile at the end of KS2. th th • In KS3, Swansea has an upward trend in all ATs and has improved in KS2 from 15 place to 13 . • Within the region Swansea schools perform well with the joint lowest number of schools in the bottom quartile in KS2 (level 4). Swansea’s regional position for KS2 level 4 reading is good and shows that the focus on reading across the curriculum for the last two years has had a positive impact. The current 7 by 7 writing pilot in 2012/13 is a response to the fact that the writing attainment target scores in ks2 in 2012 were lower than scores for the other attainment targets – 80.45% for writing against 85.70% for reading and 85.04% for oracy. • There is an upward trend in all ATs at KS2 and disaggregated scores show that more pupils are achieving level 4 in reading and writing at the end of KS2. • Regionally, AT KS2 Swansea is fourth for both levels 4 and 5.

• The gender gap has narrowed over the past 5 years in KS2 and results are now in the top quartile for value-added

gains.

Page 110 Key Stage 3

• There has been a sustained upward trend in KS3. • th th. In KS3, Swansea has an upward trend in all ATs and has improved its national ranking from 18 to 12 • In KS3 the number of schools in the bottom quartile has fluctuated, although the overall trend is downwards. • Stats Wales website- English Teacher • Within the region Swansea schools perform well with the second fewest number of school in the bottom quartile in Assessment of Attainment Target Results KS3 (level 5). by LA 2007-2011 • Results show a a significant upward trend in KS3 of 6.5%, placing it in the top quartile. • Regional literacy data pack. • Disaggregated scores in 2011 show that the number of pupils achieving level 5 in KS3 in reading and writing has • Disaggregated scores from Information also improved. Officer • Regionally, at KS3 Swansea is fifth for Level 5+ and third for level 6+. • Local analysis of results • The gender gap has narrowed over the past 5 years in KS3 results are now in the top quartile for value-added gains. • Estyn reports • Summary Analysis of Inspection Reports for Key Stage 4 Literacy Issues – September 2010 – • th English results are positive. In GCSE Swansea came 6 in the national comparison of A*-C grades in Wales in 201 October 2012 Grid

Numeracy • Of the schools that have been inspected in the current cycle, comments on good standards of numeracy were made Maths team analysis of inspection reports. in 58% of the schools and no comment made in a further 31%. A focused programme is in place for all numeracy coordinators with specific support provided for those schools with identified issues. Foundation Phase Analysis of pre and post training questionnaires • From 2007 – 11there has been a flat five-year trend in KS1 data. The 2012 teacher assessment against Foundation and teacher reports will be available in summer th Phase outcomes showed a dip in performance with Swansea being placed 17 out of the 22 Welsh authorities and term 2013. 11 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

th in the bottom quartile. Swansea is also placed 5 out of the 6 consortium authorities. The gender gap at Outcome 5+ is around 5% which is about the same as the Wales average. There has not been much change in this over the past five years, though this gap narrows at Outcome 6+. • In 2012 54% of schools were in the bottom two quartiles. 54% of schools have been in the bottom two quartiles for two of the past three years. However, just over half of these schools were in the top two quartiles at key stage 2 over the same period. Key Stage 2 th • At KS2 there has been a sustained upward trend in performance over 5 years, and in 2012 Swansea was placed 8 out of the 22 Welsh authorities. Performance is in the second quartile and in the top quartile for value added. rd Swansea is =3 out of the consortium authorities. Over 3 years the average level in mathematics achieved by all pupils was significantly higher than estimated at level 4 and level 5+ when looking at value added data. Over the past 5 years girls have performed better than boys by between 1.8 and 4.3%. The gap was smaller in 2012 than Evaluation report 2011 but there is no real trend. Individual school reports • In 2012 50% of schools were in the bottom two quartiles. However, looking at the data over three years 39% of Analysis of results of the schools involved schools have been in the bottom quartiles in 2 of the past 3 years. Key Stage 3 • At KS3 there is a significant upward 5 year trend and Swansea is now in the top quartile for value added. Value added data from KS2 to 3 shows that over 3 years the average level in mathematics achieved by all pupils was

Page 111 significantly higher than estimated, with all pupils achieving as expected at level 5+. There is a slight upward trend of pupils achieving level 6+ with performance being above the Wales average, though value added data from KS2 to 3 shows that over 3 years attainment of FSM pupils at this level is lower than estimated. However, in 2012 Swansea Evaluation report on intervention. th th was still placed 15 out of all Welsh authorities and 5 out of the 6 consortium authorities. There has not been a Analysis of results and data in targeted schools significant gender gap until 2011 and 12 when it rose to 5%. • In 2012 50% of schools were in the bottom two quartiles. This has remained the same for the past three years. Key Stage 4 • At KS4 there has been an upward trend in pupils achieving A* - C over the past 5 years which has been consistently th above the Wales average. In 2011 Swansea was placed 8 out of all Welsh authorities. In 2012 60% of schools nd were in the highest quartile in the benchmarking distribution placing Swansea 2 out of all authorities. A further 20% of schools were in the second quartile, only two other authorities have a higher percentage of schools in the top two quartiles. Over 3 years the mean GCSE grade in mathematics achieved by all pupils (FSM and non-FSM) was significantly higher than estimated when looking at value added data from KS2 to KS4 and KS3 to KS4. • Of the 11 schools across Wales identified by the School Standards Unit as performing significantly better than expected in mathematics, four were in Swansea.

Science Foundation Phase Data sources • There is currently no requirement for schools to report on Knowledge and Understanding of the World or science but Ffynnon Data support and challenge for schools includes the foundation phase to enable a baseline for progression in key stage 2 Family of schools data Key Stage 2 Information from Swansea Information Officer • At level 4+ there has been a sustained upward trend but currently Swansea is 1.3% below the top quartile for value

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added. The gender gap is slightly less than 2011 but there is no real trend over 5 years. There are fewer schools in the lowest quartile for science L4+ and 5+ than our Consortium. Boy girl differences are similar to Wales. Swansea is currently 14th out of the 22 Local Authorities and 5th out of the 6 Consortium authorities. The gap in attainment between free school meal and non fsm pupils is less than Wales and is decreasing. FFT Value added indicates slight negative trends for level 4 and level 5 for non free school meals pupils, but positive trends in these levels for free school meals pupils Key Stage 3 • At level 5 there has been a sustained upward trend and now almost top quartile value added. The gender gap is above 2011 and the 5 year trend is worsening. At levels 6+ and 7+ the gender difference is less than Wales. At level 6+ performance is higher than Wales Key Stage 4 • Results at key stage 4 have been increasing year on year with current results mainly from GCSE where as many other schools in Wales have been delivering BTEC courses with significant increases at level 2.. Level2 science is slightly above the Wales value 2012 with a smaller gender gap. 67% of benchmark schools are in the upper quartiles. The majority of Swansea schools offered btec science in 2012 for part of their cohort. Fischer Family Trust contextual value added shows the mean science grade to show a significant positive trend and higher results than expected

Page 112 ICT Foundation Phase/KS2 • There is no statutory requirement for schools to report on achievement at the end of the Foundation Phase or at the end of KS2. As a consequence there is no data available upon which to base a judgement. The new ICT survey asks schools to document the percentage of pupils achieving Level 4 and 5 at the end of KS2. This will provide a benchmark of current performance and provide comparative data for future analysis. KS3 • The number of pupils achieving Level 5 is above the national average and the number of pupils achieving Level 6 is inline with the national average. The gender difference at KS3 is below the national average. KS4 • Based on the statistical information relating to the WJEC GCSE examination there has been a flat five-year trend in Contextual information in the Core Data pack attainment with a dip in the current year. Using this data there also appears to have been a drop in the number of GCSE Subject Reports pupils taking the subject although there has been a significant increase in the number pupils entering OCR National ICT qualification.

Skills development through Youth Support Services • Children’s University (CU) provides a broad range of learning opportunities in formal, informal and non-formal • Annual statistic report showing progression settings. CU has been operating throughout Swansea since 2005 and as of November 2012 17,000 children and in numbers young people aged 5-19 registered on the database having spent time on an accredited activity outside of school • CU Learning Portal hours. • A wide range of Out of Schools Activities are provided for Children and Young People via grants for Youth Care and Out of Schools childcare and open access play schemes 13 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• Development work with the Learning Portal Team has taken place to establish an online database management system. This shows a management dashboard which allows access to the live administration of the database along with an interface with front end users to improve the number of recorded outcomes for children and young people. This innovative approach has been recognised at National meetings as Swansea is the only area to have developed this approach.

Areas for development Literacy • Continue to improve boys’ literacy skills • Continue to develop writing skills at KS 2& 3 Numeracy • Improve attainment in the Foundation Phase. • Close the gender gaps Science • Work with schools in the middle quartiles to improve results at key stage 2 ICT • Support the development computing as a subject in all Key Stages.

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Quality Indicator: 1.1.5 Standards - Welsh language

Evaluation Evidence

• Provision for the Welsh language in education is good and improving. Provision is monitored through Partneriaeth Addysg Cymraeg Abertawe. Welsh First Language • Performance in Welsh-medium schools is good. Excellence has been identified in recent inspections in primary and secondary phases. KS2 Data file Performance at KS2 is now good with a rising trend and was top in Wales in 2012 as a result of the challenge to Catch-up outcomes presented at PACA Nov Welsh-medium primary schools by the authority to improve performance. Improvement has been achieved through 2012 the schools’ sustained focus on improving literacy which has been supported by the authority. The Linguistic Development Officer employed using WEG funding has been key to this success. KS3 Core Data Packs • Performance is good, results have risen steadily by about 7% over the last 5 years so there is a rising trend. Performance was top in Wales in 2012. Boys’ performance has been identified for targeted support at KS3 & KS4

Page 114 (see below) and there is good improvement by boys evident in data. KS4 Core Data Packs • Both secondary schools continue to perform very well in relation to their pupil demographic. At KS4, about 87% of those entered for GCSE Welsh First Language achieved grade C or better in 2012; results in the previous 4 years Improving boys’ performance – see point 5.1 in are in the 83-89% range. All Wales in 2012 was 72%. At KS4, about 81% of those entered for GCSE Welsh Swansea’s WESP 2013-14. Literature achieved grade C or better in 2012; results in the previous 4 years are in the 76-87% range. All Wales in 2012 was 73.4%. • As at KS3, Boys are a focus in both secondary schools. Each school has devised actions to support boys in the context of the school. YGG Bryn Tawe is involved in 2 PLCs which focus on improving boys’ achievement, one internal and one external with a Swansea English-medium school and the Welsh-medium secondary school in Neath Port Talbot. YG Gwyr supports and tracks pupils and also works with parents. Results at KS3 and 4 have improved for boys, and KS3 value added is positive. The gap between boys and girls has narrowed but never closes completely as girls continue to perform better. KS5 • Both Welsh medium secondary schools attract a 70% stay-on rate and students perform very well in the jointly- Core Data Packs th organised 6 Form where the A*-C pass rates at both schools exceeded 77%. • A wider range of post-16 vocational courses is being continuously sought regionally, with Science BTEC and ‘Down to Earth’ (for pupils at risk of disengagement) being added in September 2012, along with a new partnership with Neath College to deliver Level 2 BTEC Construction. Welsh Second Language • Performance in Welsh as a second language is improving across all key stages. In the 34 full inspections of English- Analysis of inspections spreadsheet medium settings September 2010-January 2013, 15 have been recommended to improve some aspect of Welsh second language and the remainder have had that provision judged good or better. These schools receive support 15 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

for their actions plans from Linguistic Development Officers in primary and secondary phases. KS2 L4+ improved in the third year of teacher assessment – from 36.4% to 47.8% to 59.1%. Schools are becoming more Data document and statistics in WESP confident in their assessments and have improved standardisation and moderation to achieve better consistency with the support of the local authority’s Linguistic Development Team (Athrawon Bro). . KS3 th • There has been good improvement in standards in the last four years (+23%, ranked 8 in 2012 and above Wales) Data document and statistics in WESP as the secondary schools have worked together with the authority and with their cluster primaries to improve provision, standardise assessment and encourage pupils to maintain engagement with the language. KS4 • Overall, the number of pupils not sitting any exam in Welsh Second Language has fallen steadily from 61.7% in 2009 Data document and statistics in WESP to 35% in 2012. The WEG-funded Linguistic Development Officer (Welsh Second Language Secondary) has been key to co-ordinating and promoting the language under the guidance of PACA and Secondary Heads. • Standards at GCSE are good for those pupils that sit the full course but the percentage of the cohort doing so is low and stubbornly declining. The Short Course is more popular and the pass rate is good although there are too few A*, A and B grades. At KS4, about 90% of those entered for GCSE Welsh Second Language achieved grade C or better in 2012; results in the previous 4 years are in the 80-89% range with an upward trend. All Wales in 2012 was 73.6%.

Page 115 • Uptake of the new Applied Course is increasing and results for the Full Course in the first year look promising although the percentage with A* is lower than for the old course. A higher percentage achieved A*-C in the new Applied Short Course but the proportion of top grades (A*, A, B) still needs to improve. KS5 Provision is improving. Olchfa Comprehensive re-established the only school-based Welsh Second Language A Data document and statistics in WESP level provision in Swansea in 2010 and take-up is increasing. In 2012 all 6 pupils gained an A Level pass. PACA has been exploring external provision for pupils moving on from the 11-16 schools. Gower College Swansea offers Welsh Second Language at A Level and in 2012 all 23 students passed the exam. Welsh across the school PACA notes The Linguist Development Officer for W2L Secondary has provided targeted support for Welsh across the school where requested by secondary heads, for example, pre-inspection. Areas for development (also in the WESP) • Target English-medium clusters where standardisation and moderation in Welsh Second Language could be

improved. • Train all KS2 English-medium teachers in assessment processes to reinforce that Welsh Second Language assessment is a whole key stage process. • Improve take-up of Welsh Second Language Full Course at GCSE. • Improve achievement of top grades in GCSE Welsh Second Language Short Course. • Continue to strengthen literacy skills in Welsh-medium education, with a focus on boys performance • Continue to extend the range of vocational courses through the medium of Welsh 14-19. • Continue to support the development of incidental Welsh/bilingualism in English-medium secondary schools. • Develop collaborative work with Academi Hywel Teifi (Swansea University) and Canolfan Peniarth (Trinity St David’s) in Welsh-medium and second language. 16 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• Move towards the national requirements for support to be more targeted and cross-phase, and to work across the region.

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Quality Indicator: 1.2 .1 Wellbeing - attitudes to keeping healthy and safe

Evaluation Evidence

• All primary schools inspected in Swansea since September 2010 have had outcomes in wellbeing judged as good or Estyn school inspection reports better – the only quality indictor where no school has yet been judged as less than good. Of the secondary schools inspected since September 2010 all bar one had well-being rated good or better.

Keeping Healthy • Schools receive effective support through the Sports Development Team and the regional PESS project and the Healthy Schools Scheme. • Participation levels in Dragon Sport by both boys and girls in Swansea is very similar to the Wales average (59.8% locally for boys compared to Wales average of 58.2%) and girls (40.9% compared to 41.8%). • The percentage of young people in Swansea achieving 5x60 of activity per week in 2011 was 25%, which is the same as the Wales average. The proportion of boys and girls registered with 5x60 has increased at a faster rate

Page 117 than the Wales average in the last two years, although the total percentage registered remains lower than the Wales average for both boys (47.9% locally compared to Wales average of 57.1%) and girls (42.7% compared to 49.3%). . • About one third of schools have completed the final phase of the Healthy Schools Scheme (phase 5). Of these, 4 schools have already attained the National Quality Award (this represents 17% of the 21 schools in Wales to have attained the award). • In 2010 the under 18 rate of conceptions (girls aged 15-17 years) in Swansea was above Welsh rate at 39.8 per 1000 and 37.7 per 1000 respectively. The Swansea wards of Townhill, Penderry and Clydach have significantly higher rates of under 18 conception compared to Wales (aggregate data 2005-2010). • Levels of substance misuse amongst young people are very hard to measure. The WG’s ‘estimated drug misuse incidence rate’ for Swansea as a whole is the highest in Wales, although the estimated alcohol misuse incidence rate is one of the lowest. School Meals • The school meals service in the primary sector is totally complying with Appetite for Life Nutrient and Food based 3 weekly Menus showing compliance with standards and the 3 weekly menus fully comply with WG standards. Children benefit from a healthy meal at Welsh government standards lunchtime and menus are designed so that lunch time is fun. Secondary schools are working towards total Commit to be fit menu compliance with Appetite for Life Nutrition and Food based standards by Sept 2013 and have made a significant Take up of school meals in comps movement towards this through intensive consultation/tasting sessions with pupils . • Swansea was one of the highest performing authorities. in Wales for offering breakfast and uptake is growing In Breakfast standards 2012/13. 96% of primary schools offer a free breakfast service supported by Welsh Government and 27% of Breakfast uptake children on roll in Swansea had a school breakfast on census day compared to the Welsh average of 21%. 26% of Schools having breakfasts – Wales those entitled to free school meals in Swansea had breakfast compared to the Welsh average of 23.5%. • Cashless payment systems are being developed so that it is not obvious which pupils receive free school meals.

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Keeping Safe • Children and young people’s wellbeing is very well supported by The Exchange school-based counselling service. Data from the Pupil Bullying Surveys. On average, they enter the service with a ‘moderate’ to ‘severe’ level of distress (as measured by YP-CORE) and leave with a ‘low’ to ‘mild’ level of distress. The average effect size in 2010-2011 was 1.6. This is significantly above Data from counselling service. the Wales average of 1.1 and UK average of 0.81. Youth Service • Swansea Young People Services offers a range of support which includes the Youth Service, Info-nation, Outdoor Activity Centres, Traveller Education Service, Elis, Duke of Edinburgh, Out of School Activities. • There is a good range of projects and resources available for young people within Young People Services and these Young People Services Quarterly Report are all well used. This includes 4 specialist youth hubs, the Rural bus, Info-nation, 3 outdoor activity centres, all of Youth service strategy, termly plans, relevant which are all run by the service. YSS planners • Infonation has brought a number of key agencies and organisations together into a ‘one stop’ shop enabling Infonation report increased access for young people to a range of services inc. Health Board, The Place, Swansea Drugs Project, -Youth Service Audit 2011-12 Careers, Evolve, RAY Infonation Timetable and Service List • Info-nation has increased the number of issue-based workshops for both in schools and in other appropriate settings. The theme of workshops has been based on priorities in the CYP plan and identified local needs. The outcome of these workshops has been to raise awareness of key issues such as sexual health, drugs awareness and domestic abuse. Page 118 • Good partnerships have been developed both internally and externally across the Youth Support Services to SLA agreements with Whizz Kidz, Menter Iaith, maximise the use of resources and opportunities for young people and to ensure that services are inclusive and Promoting Inclusion accessible. YSS Evaluation Group Looked After Children: • All LAC have medical assessment on becoming LAC and annual assessment and health plans for all LAC. LAC\HV LAC Job Description Nov 12.doc • There is a designated health team to support LAC and health is discussed in all LAC review meetings. LAC\LAC Nurse Job Description Nov 12.doc • Carer’s ability to ensure healthy lifestyle and eating is a focus on initial assessment form to become carer. LAC\Anonymised LAC Review Minutes.doc • Events organised to promote health for LAC. Child Protection\Pupil application for transport • LAC encouraged to participate in all school activities and support provided to participate in after school activities. for ASA Nov 12.pdf • Passport to Leisure issued to LAC to encourage physical activity outside school LAC\HV LAC Job Description Nov 12.doc • Travel warrants available for pupils in order to encourage participation in after school activities and enhance LAC\LAC Nurse Job Description Nov 12.doc curricular engagement. LAC\Anonymised LAC Review Minutes.doc Child Protection\Pupil application for transport for ASA Nov 12.pdf Bullying • The Local Authority provides training for school staff and Governors in respect of Anti-Bullying. All schools are expected to have in place Anti-Bullying policies, sometimes contained within the school’s disciplinary policy and audits have confirmed almost 100% compliance. The Local Authority has run periodic Pupil Bullying Surveys since 2000 with the most recent in 2009 confirming no increase in the incidence of bullying with the exception of some increase in e/cyber bullying as would be expected. The Super Survey planned for 2013 will include questions about bullying. • There are good partnerships between schools and the Police in respect of issues including bullying and community 19 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

police officers do become involved when appropriate and requested by schools. Bullying is also an issue that has been addressed within the work that schools do with their school councils. The introduction of Restorative Practice into Swansea schools has been a positive influence of school cultures that supports a reduction in bullying. Anecdotal evidence from schools indicates this. • The authority has committed to funding ‘Zero Tolerance’ for homophobic bullying which involves the Youth Service and Stonewall Cymru in promoting anti-bullying activities in schools. • The authority encourages schools to help with community cohesion, especially in target areas. [XPhase 21/02/13 notes] XPhase 21/02/13 notes Racism • There is a low level of racist incidents recorded by schools. ????? • The authority has committed to funding ‘Show Racism the Red Card’ and activity is taking place in schools.

Areas for development School meals • Work with schools to Increase the number of breakfast for free school meals pupils in line with the authority’s anti poverty strategy .This will secure their future well being and to assist learning . LAC

Page 119 • Consider ways to improve encouragement to LAC to participate in after school activities. Develop links with out of hours co-ordinator Perception Survey • Undertake the Super Survey.

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Quality Indicator: 1.2.2 Wellbeing - participation and enjoyment in learning

Evaluation Evidence

Attendance • Attendance across primary and secondary schools has improved but needsto improve further and faster. • Improving attendance will be a priority in the new Single Integrated Plan.

Attendance rates in Swansea and comparisons with other authorities • Based on the WG data for 2011/12, Swansea showed an improvement in Primary attendance in 2011/12 of 0.4% to WG Datasets 2007-2011 – Attendance 93.3% (Wales 93.8%), with a corresponding decrease in unauthorised absence by 0.1% to 0.5% (Wales 0.7%). This WG Primary Attendance Trend Data th th placed Swansea at 17 position for attendance, (2009: 92.4%, ranked 19 ) a decline of one place since 2010/2011, WG Secondary Attendance Trend Data th despite the improvement in attendance, and in 10 place for unauthorised absence in comparison with other Welsh Swansea Attendance Analysis 2001-2011 authorities. WG Attendance Analysis Framework 2012 • Based on the WG data to 2011/12, Swansea showed an improvement in Secondary attendance in 2011/12 of 1% to Summary of Quality Assurance Questionnaires th 92% (Wales 92.2%), with unauthorised absence falling by 0.2% to 1.4% (Wales 1.4%). This placed Swansea in 15 re EWS (Headteacher and Parent/Carer) 2012 th th place for attendance, (2009: 90.7%, ranked 16 ) and 13 place for unauthorised absence in comparison with other Summary re EWS/School Improvement Page 120 Welsh authorities. Programme of visits • Swansea’s trend for secondary attendance, over the last five years, is positive at 1.5, but just behind the Welsh average for the same period of 1.6. Swansea’s trend for Primary attendance, over the last five years, is flat at 0.0, but is in line with the Welsh trend for the same period which also stands at 0.0. • In comparison with similar English authorities, Swansea’s attendance is significantly lower, Variations across schools and between particular groups of learners • Swansea schools show considerable variation in the pattern of their performance in respect of attendance. For Secondary, 9 schools show a rising trend for attendance and 4 show a relatively flat trend. • Amongst Primary schools there is a greater disparity with 39 schools showing a rising trend, 40 showing a relatively flat trend and 3 showing a falling trend. • The Welsh Government Datasets for 2012 confirm this position with Secondary schools showing a positive quartile distribution in relation to benchmark groups with 60.00% above the median and 40.00% below. • The picture is less positive for Primary schools with a reversal of this pattern: only 4 schools are represented in the top quartile for their benchmark group and with 20.00% above the median and 80.00% falling below. • The WG Attendance Framework Analysis Profile for 2012 shows that Swansea has one of the highest absence levels for fsm pupils and the third largest gap in attendance between those entitled and not entitled to fsm. Within this pattern there are significant variations between primary and secondary schools as noted above. • Analysis within the 2012 WG Attendance Framework Analysis suggests that Swansea falls slightly below the median for attendance of pupils with SEN, but not significantly so. Effectiveness of the Authority’s support services in supporting good attendance • Swansea faces significant challenges in supporting schools to raise attendance as set out in the sections above. The Authority’s Education Welfare Service receives positive evaluations from both schools and parents/carers in respect 21 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

of its work in supporting improved attendance, scoring median quality assurance results on the three key questions at 5,5,5 (on a 1-5 scale) for both schools and parents/carers. • The authority maintains an Improving Attendance Initiative to organise and coordinate strategy to support improved attendance. EWO time is allocated to schools using a formula that takes into size of school, deprivation and attendance. Improving Attendance Project Workers are allocated to schools with the greatest need. Evaluation of the 2012 project workers’ impact shows 70.1% of students included in the projects made a significant improvement in their attendance with 30.6% of students on the projects improving by 10 percentage points or more. • The service works with schools to create individual action plans to improve attendance and reviews and monitors attendance and action plans on a termly basis. The service also works collaboratively with schools to present Improving Attendance Seminars to share and support good practice. • Consortium School Improvement Officers work closely with the Education Welfare Team on an annual basis to identify and jointly follow up schools whose pattern of attendance is causing concern. In 2011-12 two primary schools and three secondary schools received joint visits to review their attendance work. • School Attendance Data is reported to the CYP Scrutiny Board on an annual basis. The reporting programme informs members and enables them to monitor and challenge performance in this area. Annual Scrutiny Report

Looked After Children – attendance and exclusions • Swansea shows an improving pattern for attendance of LAC pupils with the most recent data (Swansea data LAC\Appendix results, attendance etc 2011- Page 121 analysis) for 2011/12 showing Primary LAC attendance at 94.2% and Secondary LAC attendance at 89.9%, with 12.doc both sectors showing a positive trend over the past 4 years. However, in contrast, WG Attendance Framework LAC\Education Scrutiny Report for Cabinet Nov Analysis data for 2012 shows Swansea has a level of LAC persistent absentees significantly above the Welsh 2012.doc median. • Percentage attendance of looked after pupils whilst in care in primary schools 94.2% and secondary schools 89.9% for 2011-12. An increase on figures for 2010-11 • Good strategies between Project Workers and EWO’s to target LAC and encourage improved school attendance. • LAC EWO in regular liaison and monitoring with residential providers in Swansea. • Draft new Managed Move strategy intended improve prospects for pupils and reduce permanent exclusions. LAC Exclusions\Managed Move Draft Policy April Co-ordinator support for school transfers. Priority for LAC on EOTAS Panel. 12.doc • Exclusion and attendance data reported to Cabinet on annual basis. Positive comments fed back regarding measures in place to support managed moves and avoid permanent exclusion. See link above

Youth – attendance • There has been significant progress in the effective use of the Vulnerability Assessment Profile data within the Swansea Young People Services Quarterly Young People Services. There are good prospects that this will lead to a further increase in the participation of Reports identified vulnerable young people via the targeted approaches thus increasing the number of contacts for these -Referral process documents young people. -Swansea Young People Services Strategy • There is a clear strategy, which facilitates and encourages progression through a broad range of learning Document and Definitions. opportunities. -Young Persons Case Studies • Learning is needs-led by young people focusing on potential barriers to learning. The ‘Distance Measured’ Matrix -Matrix Model, Matrix Pilot, Matrix Development tool supports the identification of learners needs and what options there are to progress and develop. Day 22 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

Reflective recording sheets.

Restorative Practice & Family Learning Signature Restorative Practice (RP) Training roll-out plan • RP has been a Council priority over the last two years, following its successful use in Restorative Justice locally, and RP presentation to Swansea Learning has been successfully rolled-out to schools and organisations. Partnership Dec 2012. Trumps update. • Training is being offered to all schools and by January 2013 37/80 primary and 8/17 secondary schools have been trained. Together with 24 teams from various organisations approx 3500 people have been trained across Swansea. Pupil and staff questionnaire, prior training and • Those trained are reporting improvements in relationships between staff, pupils and parents. 12 months (min) following training. Testimonies/statements from schools and pupils. Reduction in number of referrals linking to behaviour. National Conference details Super Survey questions • Family Learning Signature is one of the tools under Prevention & Early Intervention. It builds relationships with FLS Academy event 30Nov12 – outputs from families and schools and helps the families identify how they need to support each other in learning. discussion • Several schools have appointed a lead person for FLS, which has supported establishing the use of the tool with Testimony’s/statements from schools Page 122 families. Schools are reporting that the engaging Signature session builds excellent relationships with families and FLS Update reports – collation of feedback schools leading the families to identify how to support each other. There is an improvement in hard to reach families engaging with schools resulting in improved pupils behaviour. ** Family questionnaire’s might be produced • By January 2013, 84 workers have been trained as agents for the Family Learning Signature (FLS), 78 of them from schools. Qualitative evaluations at school level vary, indicating that in schools with best practice, the signature has Super survey question significantly helped improve family engagement and led to improved outcomes for children. Hard data is needed to fully evaluate the overall impact of the FLS. Update reports • Development of Family Learning Signature has slowed due to the growth of Restorative Practice in Swansea. Data from Schools of repeat Signatures However, the authority is in the process of collating: the number of FLSs completed ;the number of repeat FLSs Attendance data, school parent evening completed; the measurable improvement in families’ capacity to support their child’s learning (% improvement attendance comparisons. identified in repeat signatures) and other relevant data for target families (e.g. school attendance).

Behaviour & Attitudes • Pupil referral units at Primary level and in KS3 maintain close working relationships with schools to maximise Data on reintegration reintegration to mainstream. This is more effective at Primary level than at KS3. 60% of primary aged pupils return EOMC minutes to Mainstream with 18% returning at KS3. Delegation of the Severe and Complex needs budget enables schools to support children on return to school from the PRU

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Exclusions • The rate of fixed term exclusions from secondary schools in Swansea has been below the Wales average for the last 2 years (up to 2010/11) and has reduced at a faster rate than the Wales average over the last 5 years. • The number of fixed term exclusions in 2011/12 is 23% lower than for 2010/11 for secondary and primary schools. • The average length of fixed term exclusions is relatively high because the pupils involved are those with the most challenging behaviour. • Of the two secondary schools with very high rates of exclusion, one closed in Summer 2012, and the other significantly reduced its exclusion rate in 2011-2012. • Fixed term exclusions are low in primary schools and only two primary schools have a significant record of excluding; between them they are responsible for 20 out of 37 exclusions in 2011-2012. • Permanent exclusions in Swansea are now so low that they are not able to be included in the Welsh Government’s annual report, as they are fewer than 5 each year. • There is a continuum of provision for excluded pupils including PRUs, EOTAS Pathways and Out of Area school placements. • 100% of permanently excluded pupils are offered 25 hours education. • There is effective monitoring of fixed term and permanent exclusions and schools are identified and challenged Page 123 effectively to improve by the CYP Wellbeing Coordinator • Family Group Conferencing has been working to reduce school and social exclusions since 1997. It provides a bespoke individual service to 9 comprehensive feeder schools, CAMHS, YOS and Social Services. • Modern Apprentice Peer support is utilized to support educational and social integration for ‘at risk’ young people. • A new Managed Move strategy has been drafted to improve prospects for pupils and reduce permanent exclusions . Managed Move strategy Good collaborative support is in place to support managed moves and avoid permanent exclusions. • The CYP & Learning Overview and Scrutiny Board receives an annual update on school exclusions. The Board was Cabinet/scrutiny reports satisfied with progress and did not require any specific action as a result. Positive comments fed back regarding measures in place to support managed moves and avoid permanent exclusion.

Music • The West Glamorgan Music Service has long provided good support for the development of both musical talent and well-being of children and young people. • It provides a joint working service for the City and County of Swansea and Neath Port Talbot Borough Council. • The level of tuition purchased is based on a needs analysis at each school. The majority of schools buy in additional tuition to their allocation. • Each week 21,000 pupils receive either Instrumental/Vocal or classroom lessons, this is 40% of the school A.D.E.W. Benchmarking Statistics; population set against the Welsh average of approximately 12%. • Pupils make good progress – 450 passed Internal County examinations, with over 2,400 passing External Pupil reports and target sheets; County Associated and Trinity/Guildhall grades 1-8. Database; Statistical analysis and presentation • 80% of pupils who undertake music at GCSE, AS and A level are prepared by the Music Service for the performance of results; ABRSM and Trinity/Guildhall national element accreditation County Database, Internal Audit 24 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• To provide “Youth Music” by operating a pyramidal structure at Centres, Courses, Tours, Competitions, Awards, Report, County Inventory, Loan of Instrument Masterclasses, Community Provision and National Ensembles through Youth Arts Wales Contract; Web Site • The service gives advice on the purchase of musical instruments, runs the Assisted Purchase scheme and has a large number of County instruments for loan. Areas for development Attendance • To decrease the number of primary schools in quartiles 3 and 4 in comparison with benchmark groups. • To increase the number of schools showing a consistent positive trend in attendance. • To improve the attendance of pupils with fsm. • Reintegration rates from PRU’s to improve, with a particular focus on KS3 • Need to further improve strategies between Project Workers and EWO’s to target LAC and encourage improved attendance Exclusions • Need to further streamline procedures to improve support for parents/carers and schools in managed moves. • Following analysis of exclusions and related issues, we have identified the need to monitor more closely the use of Pastoral Support Plans. Plans are progressing to ensure that this occurs effectively in 2012-13.

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Quality Indicator: 1.2.3 Wellbeing - community involvement and decision making

Evaluation Evidence

• Children and young people are effectively involved in decision-making processes in almost all schools. Estyn reports • The Swansea Young Voice core group contributes well locally and with Funky Dragon. • Projects run by Swansea Young People Services encourage the participation in community events and involvement High 5 Awards, Youth Workin Wales in decision making. Some of which have been recognised in local awards e.g. High 5 Awards. Excellence Awards, Youth Service Audit Project reports (cognisoft) • A good partnership has been formed with SCVS to develop a Youth Bank Project where young people make Youth Bank Reports decisions about funding projects for other young people. Application forms, Evaluations accreditation and awards night -Revenue Funding Reports • The Introduction to Leadership and Youth Work for Young People is an excellent programme run for young people Report and figures for The Introduction to aged 16 – 18, enabling them to develop skills that encourages community involvement and to share these skills with Leadership and Youth Work for Young People. Accreditation, student portfolios, reflective

Page 125 other young people. It is run through a partnership with the PYN Training Team. • The Partnership has been widened to include Menter Iaith who lead on the delivery of the Programme which is session recordings, quarterly reviews. facilitated through the medium of Welsh. On average 30 young people participate annually. -SLA with Menter Iaith -Follow up data on employment following the course • A pilot survey of Young People’s views was undertaken by senior members. This has been utilised to influence Survey feedback future service planning. Building on this experience the pilot will be expanded across the wider Young People -Action plan Services pioneered by Senior Members -Questionnaires - Annual Young Persons Survey • A new, Children and Young People’s University Cymru MIS application has been developed and integrated into Feedback from a recent Children and Young Swansea’s Learning Platform. This sector leading application allows children and young people to access a whole People’s University Cymru national meeting. host of activities being run across the authority. Users are provided with accurate reports detailing their achievements. • The Employment Training Service uses the ESDGC programme to support learners’ involvement in wider community activities. Occupational routes hold local and national competitions. EOTAS • EOTAS pupils participate in fund raising events Stepahead, KS4 evidence • Pupils educated other than at school take part in schools councils and interview panels. EOTAS Pathways students School council records Arfryn HOC interview make decisions re their individual programmes, external visits and their annual celebration event panel Stepahead KS4 Pathways celebration planning LAC • LAC actively encouraged to participate in review meetings. LAC\Anonymised LAC Review Minutes.doc • LAC Award Ceremony – recognition of pupils’ participation in review and impact upon changes implemented as a 26 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

th result of the input. 27 October 2012 Waterfront Museum event th • Participation groups set up to engage LAC in participation. On-going activities/events with Corporate Parenting Annual LAC Award Ceremony 9 May 2012 Forum and support events from LAC Co-ordinator and Project Workers.

Areas for Development • Plans are in development to restructure the formal participation of children and young people at local authority level, including links with schools, services and community and demographic groups.

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Key Question 2 - How good is provision?

Quality Indicator: 2.1.1 Support for school improvement- local authority support, monitoring, challenge and intervention

Evaluation Evidence

• Local authority support, monitoring and challenge to schools is good. www.swansea.gov.uk/partnershipagreement • The details of the support, monitoring and challenge process are contained in the LA/School Partnership Agreement. • The relationship between schools and Consortium School Improvement Officers (CSIOs, link advisers) is open and collaborative. • The process of agreeing a categorisation of schools to determine the level of support is based on the Regional http://www.swamwac.org/toolkit/monitoring/RS Integrated School Improvement Strategy (RISIS). CIF.pdf • The Regional School Categorisation and Intervention Framework (RSCIF) has been an effective process in School categories identifying those schools that have been judged to be causing concern. School Issues notes • Differentiated support is provided to schools depending on their RSCIF category, determined in the Autumn Term. CSIOs provide challenge and support to schools following rigorous analysis of national and local data. Reports are

Page 127 provided to the school after each visit [Recommendation 2009]. • The evaluation of school leadership and management is an integral part of the RSCIF. The CSIOs participate in the performance management process for all headteachers. • A detailed pro forma ensures consistency amongst CSIOs, as does paired visits. Learner outcomes and capacity to improve are agreed with the school and results are sent to the consortium. [Recommendation 2009]. • The regional consortium monitors the progress of all schools through the RSCIF process. • The Authority has developed excellent local data over the last 15 years which the LA is able to use to challenge VAP schools to raise standards. • The Authority provides support for schools (heads, teachers, governors) in analysing their own data to raise individual pupils’ achievement. This training is highly valued by schools. • Local data is used effectively to direct support for vulnerable children and young people (the Vulnerability Assessment Profile, VAP), and groups (EMLAS, ALN, LAC, FSM). • The Authority is using regional system leaders to provide effective support and challenge to identified schools. • The Authority has made effective use of seconded heads and teachers from schools to provide additional capacity to support and challenge to schools. • There is good joint working between the Education Effectiveness and Inclusion Services, for example on Inclusion (ALN), attendance and exclusions. • Support for schools self-evaluation is provide through CSIOs as well as through tools developed for ALN and ICT. • The RSCIF process has been used increasingly by schools to support self evaluation, to provide pre-inspection evidence and to support Performance Management. • Collaborative reviews have been carried out successfully to assist schools in accurate self evaluation and planning for improvement. • The Authority is working with targeted governing bodies to enable them to hold schools to account more effectively. 28 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• The RSCIF process is applied to core subjects and appropriate support and challenge is provided to schools • Additional support is provided for all schools in Swansea through, for example, the development of guidance for www.learn-ict.org.uk www.swanseagfl.gov.uk national priorities and identified local needs, courses and meetings, individual support for data analysis. • Sharing of good practice takes place at seminars and meetings, during training and developmental courses, through the Education Effectiveness and learn-ICT websites, in publications and in occasional drop-in sessions. • Visits to schools are recorded in an electronic database by Education Effectiveness staff and schools are provided with regular information regarding their visits and actions to be taken. The database also provides useful information for the Authority. Other services – Welsh Centre, EMLAS operate similar systems. [Recommendation 2009] • Inspection outcomes since September 2010 have shown provision in Swansea schools to be mainly good, with some excellent practice identified. • The published data on schools in Estyn measures from the 40 schools inspection outcomes (published to 22/02/13) shows 7 schools are currently placed in a measure. • There is a well established, collaborative partnership between schools and the Authority, through the School PACA - see also 1.1.5 Improvement Partnership and its Welsh-medium education sub-group PACA. • The direction, challenge and support of PACA has been particularly effective in the Welsh-medium sector where performance at KS2 and KS3 is top in Wales and the two secondary schools are amongst the best performing schools in Wales. • Responses to national, regional and local priorities are agreed by SIP, as is the direction of policy, if appropriate. Page 128 SIP challenges the impact of services. Regular reporting takes place on priority areas eg. Literacy, Welsh language support, use of grants to support priorities. • The Authority regularly discusses issues concerning schools and escalates any emerging concerns at ‘Schools Schools Issues notes, PFM notes. Issues’ and Performance and Financial Monitoring’ meetings. • The Authority has used its powers to challenge schools with serious concerns. • There is regular reporting of school performance to the Scrutiny Board. Scrutiny reports.

Areas for development • Use the Authority’s participation in the Performance Management process to address specific concerns about school leadership.

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Quality Indicator: 2.1.2 Support for school improvement - the authority’s work in raising standards in priority areas, including curriculum support

Evaluation Evidence

• The Authority’s work in raising standards in priority areas, including curriculum support is good. • National, regional and local priorities are well supported.

Reading (see also 1.1.4) • The development of ‘reading for meaning’ has been a focus. The 8 Reading Behaviours, a locally designed • Core data sets programme has been rolled out across the county, as schools in 12 of our 15 clusters failed to meet the national • Report of the Children, Young People and average in end of key-stage assessments in 2011. Learning Overview and Scrutiny Board – • An analysis of performance in the reading attainment target at the end of each key-stage showed that reading was Review of Literacy across Schools in th below the national average in 47% of schools in Foundation Phase and 38% schools in KS2 (2011 results). Reading Swansea - 28 February 2011 was identified as a target by the Overview and Scrutiny panel in its review of literacy across Swansea in February 2011. • Pupils taught in this way during 2011-2012 were tested using NGRT II and results showed a highly significant • Results from GL Group Reading Tests increase in pupils’ reading ages. Pupils’ reading ages improved significantly; the average reading age progress in taken by pupils as part of the 8 Reading Page 129 the 6 months of the project was 2.78 months and the average standardised score progress was 3.67 points. Of the Behaviours project groups analysed all bar one group (the SEN Code S group) performed better than before. The methodology had a positive impact on both boys and girls. Pupils with SEN code ‘A’ and ‘N’ improved. FSM pupils performed better than non-FSM pupils and so the project had a positive impact on pupils who normally perform below their peers. • Since the introduction of the 8 Reading Behaviours in 2009 there has been an improvement in the Year 7 AWRT tests standardised score across the county by nearly 2 standardised score points. • The 8 Reading Behaviours targets MAT pupils by teaching higher order reading skills from FP (the last four behaviours focus on inference). • Evaluations and feedback from teachers also indicate that this is a successful way to engage and motivate pupils, so • Literacy Training both quantitative and qualitative data are positive. • The 8 Reading Behaviours programme has been extended in 2012-2013 to train more teachers in both the primary • Cluster Heads’ minutes- sample summer and secondary sectors as this approach has been validated by the county’s cluster literacy heads’ advisory group. 2012 • Helping schools to develop reading across the curriculum has also been a local target because results indicate that • Core data sets at the end of KS2 pupils perform less well in oracy and reading. In 2012 49% of schools were below the national average in oracy and 41% in reading. • At the end of KS3 there has been an improvement in the number of schools who are below the national average. • In 2011 53% of secondary schools fell below the national average in oracy and reading, compared to 40% of schools that fall below the national average in writing. This had improved to 40% in oracy and 33% in reading and writing in 2012. • To facilitate the dissemination of this information funding has been provided to develop PLCs at KS3 and 137 secondary teachers have received an additional training and collaborative action research using this methodology. • To help to raise pupils’ aspirations in four target clusters there has been on-going work with Swansea University and Young Reading Dragons Project Report

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Swansea Metropolitan University to train students to work with underperforming KS2 pupils using the principles of 2011-2012 The 8 Reading Behaviours. Evaluation of the Swansea University Reading Mentor Project • The Read it – Write Project is complementary to the 8 Reading Behaviours. It aims to raise standards in pupils’ Read it – Write overview attainment in literacy. It has motivated teachers to make the links between reading, writing and ICT. Read It – Write report Oracy • There has been a targeted intervention and training in the Penderry and Dylan Thomas clusters to raise levels of • Report of the Children, Young People and oracy, which has had a positive impact. This training package will be rolled out to all Year 1 teachers in the LA in Learning Overview and Scrutiny Board – 2012/13. Review of Literacy across Schools in Swansea - 28th February 2011 • Core data sets - 2011 Oracy project • Oracy Project 2011-2012 Evaluation Report • Part 1 - Oracy Catch up programme • Part 2 -Oracy Training for Year 1 teachers Writing • The LA is piloting a new writing strategy (7 by 7) for pupils in Years 2-6 in 19 schools. The schools were selected to represent a cross-section of schools in the county. The project began in September 2012 and will be evaluated in July 2013. Teachers are asked regularly to give feedback about the project which has been promising to date Page 130 (November 2012). Catch-up • Catch- up materials have also been developed for a transition project delivered by TAs trained and monitored by the Resource pack materials for three terms Authority in areas of deprivation to target under-attaining pupils and those who are not at their chronological reading Impact test scores for target pupils. age. These resources are boy-friendly and interactive. This short intervention has had an impact on pupils’ reading and confidence. ALN pupils • The SEN survey results show that the majority of pupils receiving additional literacy support show improvements in their reading skills compared to their peers.

Numeracy (see also 1.1.4) Foundation Phase • To improve attainment and assessment at the end of the Foundation Phase, the numeracy strategy for 2012-13 is providing focused training for Foundation Phase teachers and maths coordinators. Every school has engaged with this training. Key Stage 2 Evaluation report and analysis of data. • The numeracy strategy has provided good support for schools at KS2 which has focused on two areas, training and intervention. • In 2011, training was offered to teachers in Y5/6 with extra support given to 12 schools where KS2 maths results were in the lowest quartiles. The approaches used were based on those used in previous years with targeted schools and which had proved to have an impact on children’s learning. Of the under attaining pupils who were targeted in the 12 schools receiving extra support, 84% increased in attainment using NFER scores. In 2012 training 31 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

based on the principles and lessons learnt from previous years is being provided for KS2 teachers and maths coordinators. Every school has engaged with this training. • In 2011, 14 schools with results at KS1 and KS2 in the bottom two quartiles for 3 out of the last 5 years were targeted for training in delivering the Numeracy Catch Up intervention programme. The assessment process and programme has proved very effective, especially with those pupils who had a standardised score of between 87 and 97. Therefore, the programme is being rolled out to all schools in 2012 -3. Termly meetings for staff trained in Catch Up have proved a successful way of supporting teaching assistants further and monitoring the progress of the programme in schools. • The Primary CAME and Let’s Think programmes have been used as a way of improving the teaching of thinking skills within maths. The questionnaires used with teachers before and after training show a significant shift in their attitudes and techniques used across all their maths teaching. This was particularly marked in the teachers doing the Let’s Think training. A further 29 teachers are being trained in 2012/13. • In response to increased requests for training for teaching assistants, the training programme has been extended in 2012 to provide the opportunity for participants to complete an Agored Cymru qualification in supporting pupils with numeracy. Key Stage 3 Key Stage 3 training • For the past two years, the Swansea numeracy strategy has concentrated on two areas in KS3, namely, training in Evaluation report. effective strategies for teaching and learning mathematics, and the targeting of pupils through intervention Analysis of school results

Page 131 programmes • Cognitive Acceleration in mathematics has been used in Swansea as a way of improving the teaching of thinking skills within maths. Pre and post questionnaires showed a shift in teachers’ thinking towards a more interactive, Evaluation report problem solving approach. Key Stage 4 • In 2012 – 13 a pilot programme has been put in place to target Y10 pupils who are at risk of not achieving Grade C or above. This work builds on work done at KS3 and aims to decrease the percentage of pupils who fail to achieve the level 2 inc. because of mathematics. • Three senior leaders from secondary schools have worked alongside the advisory service and WG to trial techniques aimed at improving pupils’ performance in PISA tests and have disseminated their work to other schools.

Science (see also 1.1.4) Foundation Phase – Key Stage 2 Analysis of all school core data packs • There is currently no requirement for schools to report on Knowledge and Understanding of the World or science but Analysis of skilful science schools support and challenge for schools includes the foundation phase to enable a baseline for progression in key stage 2. • To tackle low performance in 2011/2, 34 schools with results in the lower 2 quartiles for two of their previous 3 years were identified for improvement. 74% of these schools improved or equalled previous results in 2012 and 62% showed an upward 3 year trend. • Interventions for improvement were single meetings and invitation to participate in an action research project based on science skills. This was a skilful science action research project brokered from the National Science Learning Centre by Techniquest and delivered jointly in Swansea by the Science adviser and an external consultant. (Funded by the National Science Learning Centre). The course was open for all schools to apply, and all participants were

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able to demonstrate improvement I pupil acquisition of skills. • Schools with science results in the lowest two quartiles for 2 of the past 3 previous years are targeted to discuss the reasons for low performance and offered Skilful science intervention in addition to bespoke adds and classroom support. A report will be produced summer 2013 against key stage 2 results. • The skilful science programme funded by the National Science Learning Centre has also available for all schools to apply. Key Stage 3 and Key Stage 4 • The vast majority of secondary schools attend an annual meeting to discuss progress and identify support needed. 2011/12 a key stage 3 plc focused on evidencing the higher levels of attainment which has resulted in some improvement. 11/14 schools’ results increased, but greater impact should be seen in 2013. • Btec meetings were organised in summer 2012 to inform science staff of the demands of the course and consequently a further 8 secondary schools are offering Btec to pupils from 2012 which will impact on 2013 and 2014 results. • Sunflower learning for KS4 has been provided as a resource to all secondary schools since 2011 to increase the use of ICT in science lessons. Over 50% of schools have received specific training on the use of sunflower and have integrated it with other teaching resources. It has increased the use of science specific ict in these schools. Support for this is also from the ICT team

Page 132 ICT (see also 1.1.4) SLA and Focused Support http://www.naace.co.uk/tools/ictmark/schools/in • The SLA support model aims to develop schools’ capacity for self-evaluation and to aid strategic planning and dex.html organisational effectiveness relating to ICT. Selected NAACE Self-review Framework criteria, in conjunction with http://www.naace.co.uk/thirdmillenniumlearning statements drawn from the RSCIF, are used to evaluate all aspects of the school’s ICT provision and identify future award areas of development. http://www.naace.co.uk/events/conference2012/ • All schools have engaged with the process, twenty-three Schools have been accredited with the ICT Mark, two naaceimpactawards2012/winners rd schools have achieved the 3 Millennium Learning Award and one school was highly commended in the NAACE Departmental review documentation, evaluation Impact Awards. reports, school entries on the NAACE SRF online tool. Online Moodle training courses. 14-19 Network Moodle Training http://moodle.swansea14- • In order to promote the use of Moodle, courses have been developed with EES colleagues and staff from targeted 19net.org.uk/course/category.php?id=93 subject areas. http://moodle.swansea14- 19net.org.uk/course/category.php?id=78 Moodle Development Report 14-19 Network iPad and ALN PLC Swansea SENCO forum • A PLC has been created to explore the role mobile technologies can play in supporting pupils with ALN. An online Case Study - Pen Y Bryn forum has been developed to facilitate communication between participating teachers http://moodle.swansea14- 19net.org.uk/course/view.php?id=537 Learning Platform Platform usage statistics compiled using Google • Swansea’s Learning Platform provides a curriculum collaboration toolkit for use by teachers across the authority, Anayltics allowing teachers to communicate and collaborate with one another in a safe and secure environment. Development of Regional working 33 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• The team has worked closely with colleagues in the SWAMWAC region in order to raise the profile of ICT in the RSCIF. • Swansea’s ICT team has been keen to work collaboratively with colleagues in other authorities in the region and have been invited by Carmarthen LA to participate in their Moodle Community Hub (Mooch) project. Collaboration with Swansea Arts in Education Seaweed and the Ring iBook • A project in e-publishing was undertaken in conjunction with Swansea Arts in education. The team worked with an

author and artist in one of our primary schools to develop a multi-modal literacy resource.

Foundation Phase th • Foundation Phase outcomes in 2012 were in the bottom quartile (rank 19 ). • 2012 was the first year for Foundation Phase Outcome teacher assessment and therefore careful monitoring is needed over future years. The 2012 FPOI teacher assessments for Swansea showed 77.6% achieved their expected level compared to Wales & the Region. Out of the 3 areas, PSD scored the highest with 89.8% achieving Data FPOI the expected outcome, and 37.43% of pupils achieving above expected levels. Although we are still below the Wales average. Foundation Phase Results 2012. (PDF) See • When benchmarked with schools in similar FSM bands across the region in PSD, we had the smallest percentage in page 7 the highest quartile (23%), 50% falling in the Higher and Lower Middle quartile and 27% in the Lowest quartile.

Page 133 • There is an Authority focus to reduce the number of schools in the lowest quartile and work towards moving schools in the lower middle and higher middle up by one quartile. Assessment and moderation for end of phase Teacher Assessments in all 3 areas of FPOI is being targeted and supported in training and Teacher Assessment for Learning (AfL) and planning for PSD. • Swansea schools were surveyed to establish their current on-entry assessment arrangements. Results of the survey showed schools using CDAP either as it is or modified: 52 (66.6%) Schools using CDAP within INCERTS: 8 (10.3%) Schools using INCERTS only: 7 (9.0%) Other methods: 11 (14.1%)

• The Foundation Phase training has been successfully completed with all schools in the Authority. Strategy document FP self evaluation file 2. WG • All schools have Foundation Phase ethos and are developing the pedagogy. In order to facilitate this WG Eiii Forms Termly Summative reports on recommended staffing/pupil ratios have been put in place throughout the authority. numbers of teachers and support staff trained. • Effective training strategy in place keeping stakeholders well informed including ’Mop Up’ training for new staff to Foundation Phase, amalgamated schools & NQTs. 94 staff were trained during Autumn 2012 across 4 of the Foundation Allocations 2012 doc modules. Foundation Phase staff reported that their Knowledge & Understanding of the Foundation Phase had Course Evaluations & Registers. improved very highly, with 97.5% commenting on a high increase in their ability and skills and 98.5% highly increasing their confidence & willingness to implement in school. • Foundation Phase training has impacted on the quality of provision and standards of teaching and learning. Comments from recent Inspection reports. • Evaluation by co-ordinators has been collated to highlight good practice and identify areas for further training and Evaluation forms coordinators events. FP SE development. file 3. Follow up visits to schools by Teacher Adviser. Record of visit forms. Staff Logger. Termly reports, minutes of Steering Group, Summary document Survey On-entry 34 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

assessment arrangements • Focus schools are identified by the RISCIF and school inspections and highlighted by CSIOs for target and Data intervention. Written observations and reports • Foundation Phase school reviews are undertaken by request of CSIO School visit forms • As part of the focus on Oracy (see Literacy above) A small scale action research project has been started (11 Yr 2 Teachers baseline schools PLC supported) looking at the use of mobile technology to support the development of oracy in the Cluster group moderation Nursery/Reception setting. Teachers Baseline • The Learn ICT website has a section for Foundation Phase which is regularly updated where staff can access a Case studies range of information. There is also a section on the EES website for dissemination of resources and information. http://www.swanseagfl.gov.uk/learn_agenda/fou ndation_p/index.asp http://www.learn-ict.org.uk Analytics show in the last 6 months there have been 9,415 hits to the website. • There is collaborative work within EES on the Foundation Phase ALN module. Incredible Years work covers early Course materials intervention and support for Behaviour including pre school readiness support. School Case studies FP ALN module materials • The Mobile Toy Library and LAP Two are successful pre-school projects working with children 0 to 4 years and their parents. • Eight settings have been identified in the Flying Start programme and have received training on the national Flying Start report/evaluation. Link teacher Page 134 modules. A further eight settings are planned to be opened during 2013 report.

14-19 • The Swansea 14-19 Network has developed the concept of the Swansea Guarantee. RNDP 2012-2013 • 2,700 year 11 learners currently have access to the Swansea Guarantee Ucas Progress site, in order to make (RO13 pg.6) informed post 16 applications. ANDP 2011-2012 • Outreach workers support young people aged 16-17 who are NEET. Post 16 Education support workers are in place (RO27) in school sixth forms. Activities Co-ordinator is funded to provide transition and reengagement activities. This has www.ucasprogress.com contributed to the reduction of NEETS to 2.9% in 2012. Swansea Guarantee -ELIS Support Worker - Case Study Swansea Guarantee -ELIS Support Workers- Evaluation- 2009-2011 Swansea Guarantee -ELIS- Client Contact Information Swansea Guarantee- Youth Support Service Report Card- Jan 2012 Swansea Guarantee-ELIS Support Worker- JD Pers Spec The Keeping In Touch Strategy- Analysis of Careers Wales Year 11 Leaver destination Survey 2012. RNDP 2012-2013 35 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

(RO9 pg.5) ANDP 2011-2012 (RO22) Post 16 Support Workers -Case Study Evaluation- Morriston & Bishop Vaughan- Sep- Dec 2012 Post 16 Support Workers- Final Report- Olchfa Bishopgore- 2011 2012 Post 16 Support Workers -First Stage Review- Gwyr Gowerton Bryntawe- 26 1 11 See CR10 & R25. CWOL NEET Project Board minutes CWOL data • All schools meet the Learning & Skills Measure ANDP- 2011-2012 • The increased breadth of provision has contributed to the number of learners who left school with a qualification (R40) 99.6%. 588 learners participated in level 2 courses funded by the RNDP. The increased range of opportunities has supported 100 vulnerable learners participate in appropriate accredited entry level courses. 489 learners achieved ANDP- 2011-2012

Page 135 Level 1 and 2 Essential skills Wales qualification, 221 learners achieved at level 3. (R11, R12, R13, R2, R3, R4 )

WAG secondary- Attendance Analysis- 2008 to 2012

School evaluations (qualification pending) ANDP 2011-2012 (R21 R24, R26)

• A Quality Assurance protocol has been developed and distributed to all providers. Lesson observations undertaken Course Review - Electronics – 2011 in all providers. Information from Quality Assurance monitoring fed back to provider and appropriate Local Authority Course Review - Engineering – 2011 Managers Course Review - Public Services - 2011 Course Review - WRL – 2011 Course Review Hair and Beauty 2011 Course Review- Health Social Care- 2011 Learners in Third Sector settings- Sep 11-Dec 12

Session Observation - Protocol 2 - Gower College Session Observation- Protocol-Gower College - March 2011 • 14-19 Network funding opportunities have been strategically linked to the delivery of the Welsh Baccalaureate. 110k

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has supported 16 core activities. • The 14-19 Network has supported the audit of the post 16 provision which has contributed to the relocation of duplicate courses. 15 level 3 vocational collaborative courses are in place. This has contributed to the rise in the level 3 threshold above the national average by 2.8%. • The 14-19 Network has supported the increase in the breadth of vocational qualifications delivered through the ANDP-2011-2012 (R40) medium of Welsh. Funding is in place to support cross border collaboration between Ysgol Gyfun Gwyr and Ysgol RNDP – 2012 -2013 Gyfun Bryn Tawe and Ysgol Gyfun Ystalyfera in Neath Port Talbot. Funding is in place to support the delivery of 16 (R06 pg.3, R)7 pg.4, WM01 pg.6, WM02 pg.7, vocational courses WM03 pg.7, WM04 pg.7, WM05 pg.7).

• The Network is collaborating regionally in the delivery of Learning Coach training. 55 learning coaches have received Learning Coaching Level 4 Course -Attendees- training. All schools have a trained learning Coach in place ensuring that the ratio of 1:80 is met 2011-2012 Learning Coaching- Training dates- 2011-2012 Learning Coaching- Training Level 4- Attendees 2011-2012. • The Regional priority of the development of ICT structures has been supported by the development of KS4 post 16 Moodle- Development Report- Oct 2011-Oct course material on the MOODLE site. 47 courses are now on the moodle site, 106 staff have been trained in the use 2012 of the MOODLE., 26 training days have been undertaken. Moodle Development Report

Page 136 Work based learning (Employment Training Service) • The service focuses on priority learner groups and works closely with Community First area teams and the emerging Target Areas (areas of high deprivation) identified as a priority for the local authority. Learners are represented from 19% of the poorest WIMD ranked wards in Wales. • Of 36 learners referred by Careers Company who required additional support before enrolling onto the work based learning programme or other further education; 47% moved to further training, 34% to the Engagement Programme and 11% to further education college. • 279 pupils attend accredited vocational education and training programmes at the Employment Training base at Jubilee Court. • 176 learners with additional needs were referred to work based learning by partner agencies. The Learner Support Service works with these learners to ensure that they are supported throughout their work based learning programme. • 91% of ALN pupils attending work based learning achieve Level 1 or above in literacy. • 81% of learners enrolling on the work based learning programme with Entry Levels 1 to 3 Literacy skills, and 80% with numeracy skills at the same level, complete their programmes. • The Service has a named senior member of staff responsible for Safeguarding. All staff are CRB checked including sub-contractors staff. • Improved service delivery has raised the percentage of learners attaining their qualification framework by 7% in 2011/12. • Self-Assessment is embedded into how the Employment Training Service identifies areas for improvement. Monitoring of data and trends in learner achievements are used to highlight good practice and tackle under- performance.

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• The Learner Forum helps to create a more open dialogue between staff and learners and any issues raised by learners are acted upon. • The Staff Forum provides an opportunity to share views and ideas on service issues and opportunities for improvement to services for learners. • The Quality Improvement Group oversees all aspects of quality improvement including the systematic self review of each occupational route. This is reflected in the improved learner outcomes across all occupational sectors. • Estyn good practice recommendations are used to compare service standards • The Swansea Skills Partnership (SSP) brings together other local education and training providers from HE, FE and the private and voluntary sectors. The SSP provides an opportunity to share good practice and discuss new initiatives aimed at improving standards of education and training locally.

Music • Curriculum support and advice is provided to all schools in the areas of Foundation, KS 2,3,and 4. Service staff visit Informal and formal Feedback from Schools, schools to deliver music INSET, provide ADDS sessions and give pre-inspection advice on writing and Schools Music Policy; Music Scheme of Work; implementing schemes of work the purchase of music resources updating music policies. Estyn School Inspection Reports; School Inventory Areas for development (2.1.2)

Page 137 Literacy • KS3 writing –develop resources for non English teachers to use to teach writing across the curriculum, which will help them to fulfil the NLF requirements • Create phonic readiness in nursery classes to target pupils in areas of deprivation • Improve assessment in the Foundation Phase using the Outcomes • Develop the use of ICT in literacy • Develop the National Literacy Framework for classroom teachers, include a focus on critical literacy and information retrieval skills • In the catch-up programme, all schools to receive the same amount of training for the Read It – Write Project and for the project to start in the beginning of the Autumn Term Numeracy • Narrow the gender gap including in the Foundation Phase and key stage 3 where it has widened in the past two years, • Track schools that have received catch up training to monitor whether the programme has become embedded and to measure impact over time. • Improve attainment in the Foundation Phase and monitor the introduction of Numicon to all schools and ensure that it has been implemented consistently. ICT • Increase usage of the Swansea Learning Platform across subjects and phases. • Review schemes of work to ensure they are up to date. • Support the development of Computing as a subject across all key stages. Foundation Phase Baseline before and after. Survey of Year 2 • To improve pupil attainment at the end of the Foundation Phase, the Foundation Phase strategy for 2012-13 is teachers, Registers, Course materials 38 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

providing focused training for Foundation Phase teachers and coordinators on Assessment and Moderation. All Course evaluations schools will be targeted. This training also includes the Literacy and Numeracy teams. Moderated pupil work • Meetings with the All Wales Foundation Phase Advisers to create a strategy for raising standards of attainment in Minutes of meetings Foundation Phase across the region. Strategy documents • Working with our Hub partner (NPT) on assessment and moderation – Focus Outcome 6 Joint resources created across Hub and Region. • Working with our Hub partner (NPT) and working party of teachers to develop the use of electronic pupil profiles for standardisation and moderation. 14-19 • Sustained monitoring and evaluation of all 14-19 Network funded projects to allow schools to sustain on a local level post 2014. • Evaluate the impact of Learning Coaching Managing Behaviour Training- • Working with Regional partners to evaluate the impact of 14-19 Learning Pathways focusing on, the effectiveness of Register -12 12 12 collaborative delivery, quality of delivery, and financial cost. Register - 9 1 13 • Develop a range of additional courses with the ‘Managing Challenging Behaviour’ course to vocational tutors across the local authority www.14to19.net • Future proof of 14-19 Network website and repository of information to ensure access to providers post 2014. Page 138

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Quality Indicator: 2.1.4 Support for school improvement - support for school leadership, management and governance

Evaluation Evidence

School Leadership • Leadership in Swansea schools is good as shown in the majority of inspection outcomes. Estyn inspections • Head teacher termly meetings, organised by the Authority, are well attended and focus on current educational issues. Heads’ meetings agenda and notes There have been inputs from schools to share examples of effective practice. • A well qualified Education Effectiveness Service team supports and challenges schools which contributes to Consortium data improved outcomes for pupils. • Identified Consortium School Improvement Officers CSIOs in the team have received and continue to receive training as part of the consortium group to ensure a consistency of approach and standards across the region. • There have been 12 Consortium system leader interventions in Swansea schools, some ongoing. Completed Estyn monitoring moving schools out of follow- interventions have demonstrated improvements. up categories. • The swamwac system leadership programme has enabled Headteachers and other leaders in schools to become RISCIF Page 139 system leaders and pedagogic innovators to provide challenge to other schools identified via the RISCIF. There have been three rounds of regional training for System Leaders for whole school support, and now subject level support, to be available to challenge and support schools. • All schools have received training in literacy and numeracy. Key teachers in each cluster are being developed to lead Literacy and numeracy plans others in their cluster. This ensures all schools are working strategically on literacy and numeracy. Impact should start to be seen from summer 2013. • Literacy and numeracy LA teams across the consortium work regularly together to drive up standards and a consistency in interpretation of the national literacy and numeracy frameworks. • An extensive programme of training for ALN is offered (see 2.2.2) up to Graduate Diploma Level. • The LIFE programme is a new innovative programme delivered in partnership with Casllwchwr Primary School which aims to boost effective practice and learning using mobile technology. • NQTs starting Induction autumn 2012 had the offer of a Masters in Educational practice which should impact 2016. In Swansea a programme of cpd is offered to all NQTs including an overview of the NQT process, literacy and numeracy training. • Swamwac NQT coordinators work together to give commonality in the training approaches across swamwac.. The information has been revised and updated for 2012 -2013 with helpful information on a website. This is to ensure an element of equality of access to NQT training across the consortium • Partnership working with Swansea Metropolitan delivers courses for aspiring deputy heads at both secondary and Registers from Swansea Metropolitan primary level. Approximately 30 primary and 6 secondary schools have staff on this course each year. Many University Swansea primary deputy head teachers have this qualification as a key part of their professional development. • A common approach to the new Performance Management process has been developed in the region by a task and finish group with training materials available for Governors, head teachers, appraisers and appraisees.

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• Governor training is well attended. 1032 governors attended training sessions over the academic year 2011/2. Governor Training information Sessions for newly appointed governors, data training and SEN-specific training have been the most popular. Course materials and publicity Performance Management training in autumn 2012/13 aimed to build capacity in governing bodies to support and challenge their schools to improve. Approximately 85 governors had been trained centrally in the PM process [Dec2012].

Governor Support • 90.4% Governor posts filled (1352/1497) as at November 2012 (of which Local Authority governors 93.51%). 97 new governors appointed between September 2011 to August 2012 Ethnic Minority representation 2% of all Governors but Governor database does not currently capture appropriate information to fully assess. • The Swansea Association of Governing Bodies half termly meetings provide an opportunity for governors to identify Minutes 20:09:12 issues to support them in governing schools. Meetings provide opportunity to disseminate good practice and raise http://www.swansea.gov.uk/media/pdfwithtransl awareness to particular issues/challenges eg literacy, understanding data, etc ation/6/1/Governor_Training_Booklet_2012- 2013-_English.pdf • Comprehensive Governor Training Programme in place. • Training updated to take into account Welsh Government requirements between September 2011 and August 2012. Statistics for Link Governors • 71% governors (1156/1609) who applied to participate in a course attended between September 2011 and August GOVERNOR TRAINING QUALITATIVE DATA Page 140 2012. ANALYSIS SUMMARY 2011 • Governor Training Programme critically evaluated to improve content and delivery and revised evaluation sheets introduced and used to inform training programme th • New Clerks (6) attended training and 21 new Chairs of Governor Bodies attended New Chair training. All governors New Chairs Training 17 October 2012 and governors with specific responsibilities targeted to attend training sessions and importance of training emphasised and communicated to governing bodies. • New governors targeted to attend training within first six months of becoming a governor – 156 new governors Letter to chairs - training info 2011-2012 trained in between September 2011 and August 2012. 050912 LAC Training Letter to Chairs Newly Appointed Governor Attendance Summary 20112012.doc • Members of the Governor Support Team attend and monitor training sessions to assess delivery and ensure training Governors\2.1.4 Folder 1. Governor Training is of high standard. Headteachers and Chairs of Governors contacted to assess impact of training. Programme\Training Evaluation and Analysis. Headteachers Evaluation Letter St Helens • Governing Body training records reflect commitment to responding to ESTYN recommendations and schools targeted for support • Governors provided with updated information to assist them in understanding their duties as governors and enable Governors News them to become ‘critical friends’ and ask challenging questions Headteachers Evaluation Letter FW Leighton Andrews - the role of governors • Minutes of Governing Bodies received by Unit and targeted for specific spot checking eg setting up of committees in Governing Body Minutes Sept 2011 – Nov autumn term meetings and follow up system in place as required. 2012 41 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• Governing Bodies and the L. A .have links in place to ensure good practice is identified and shared. Examples of this Governing Body Committees – Y.G.G are identified by ESTYN in inspection reports. Llwynderw • Support offered for Governing Bodies in need of improvement. Gowerton Comprehensive Casllwchwr Pennard – Pennard Minutes when KT attends th st • Clerks’ Forum provides an opportunity to share good practice and disseminate information to enable Clerks to Clerks Forum Attendance 11 June and 21 Governing Bodies to improve the manner in which they serve their governing body Nov • Headteacher contacted to indicate what additional arrangements have been put in place to support GB’s data training Clerks Forum Targeting Attendance to update GB database. Governors\10 01 12 Secondary Heads re data training • Local Authority Panel in place to recruit LA Governors. Work with Panel and schools to identify governors to fill long http://www.swansea.gov.uk/index.cfm?articleid standing vacancies. =48603 • Currently 23 LA governor vacancies as at November 2012 (23/354) – 93.51% LA governor posts filled. Clwyd G.B. minutes http://www.swansea.gov.uk/index.cfm?articleid =45640 Governor Vacancies Overall • Letters sent to GB’s to offer a Clerking Service with effect from September 2012 as per WG requirements. Clerking Service Letter to Heads

Page 141 • Clerking support and advice provided by LA Officers for temporary governing bodies following amalgamation of schools and where new schools open. Gorseinon Minutes Report from the Temporary Governing Body Dec 2011 • Corporate Director (Education) meets with chairs of governing bodies on a termly basis • Questionnaire issued to chairs of governors on effectiveness of termly meetings with Corporate Director (Education) Governors Questionaire Results November in order to evaluate what governors require at future meetings. • 5 School Governing Bodies participating in Bronze Quality Mark award. Aiming to achieve the award by Summer Letter re Bronze Award Term 2013. Bronze Award Initial Support Session Agenda

Areas for Development CPD • A more coherent overview of cpd and plcs across the county would be helpful to be able to identify effective practice and signpost areas for schools in need of development. • Development for newly appointed heads • Deployment of subject system leaders Governor Support • Reduce LA governor vacancies • Improve information/data collated about governors. (Plans for system to be upgraded in 2013.) • Increasing range of Governor training available to include all SEN areas – Autism, Behaviour, Role of the SENCo.

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Quality Indicator: 2.2.1 Support for additional learning needs and educational inclusion - work to meet its statutory obligations in respect of children and young people with additional learning needs (ALN) Evaluation Evidence

• The support for Additional Learning Needs and Education Inclusion is good. • Policies and plans are in place to meet statutory obligations. The LA is compliant with the requirements of the SEN, Inclusion, various Acts A process for updating policies and plans through the school and officer strategy group (Education Accessibility Inclusion and SEN Cross phase) • Children with SEN have statements which are specific in nature and provision is made as outlined in statements and Annual review documents IEPs. Evidence of follow up to concerns from schools • The delivery of the provision on the statement is monitored through the annual review process and pupils receive the or parent/carers provision to which they are entitled Data on recycling of support • Statements of SEN are produced in a timely way. The percentage of Statements produced within 26 weeks is SENTW Annual Report (available on request) 84.5% in 2011/12 which is above the all Wales average. • The number of SEN Tribunals are comparable to other urban Authorities in Wales and there are effective parent partnership arrangements in place. • The recent delegation of resources to mainstream schools for children with severe and complex needs has enabled Page 142 the LA to move towards its delegation targets and cap the budget for SEN which was previously rising year on year. • The delegation of resources to schools has also enabled them to support the needs of children with severe and complex needs (currently with Statements of SEN) and is resulting in reduced referrals from schools for Statutory Assessments (from 141 in 2009 to 86 in 2012), and an increased willingness in schools to recycle resources in light of progress • The development of an Early Years Forum with Health ensures early identification of SEN. The number of statutory Minutes of liaison Meetings with health assessments completed by statutory school age is high and is well above the all Wales average. WG First Release SDR 88/2012 • The LA maintains a comprehensive range of support services which are well received by schools. It hosts a List of support services wide range of resourced units (STFs), Special schools and provision other than at school. The number of children Feedback from service questionnaires placed out of area is relatively small compared to other LAs Inspection results for mainstream, STFs and Special Lists of STFs Special schools and EOTAS Schools are good and outcomes for children in EOTAS provision are good (in relation to prior attendance, attainment provision and predicted outcomes) Nos of pupils placed OOA and comparisons • There is continued training for staff working with pupils with ALN to ensure good quality provision. with other LA School Inspection results EOTAS outcome data Staff training booklets School bespoke training Network meetings

Child Protection Child Protection\Person Specification Child • Dedicated Child Protection/Safeguarding Officer provides excellent guidance, support and training for school, Protection Officer 05.09.07doc.doc education staff and governors on a three year rolling programme to support schools in safeguarding children. Child Protection\School and Governor Unit 43 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• Effective Policies and procedures in place to promote safety and well being of all children Child Protection Officer JD 04.09.07.doc • Good quality Child Protection/Safeguarding training in place for school, education staff and governors to support Child Protection\SSCB Child Protection Enquiry safeguarding of children Process July 12.doc • Child Protection issues are included in school transport staff training and all staff are issued with booklet as an easy Child Protection\The role of Governing Bodies reference guide. within Child Protection.ppt • Programme of driver training introduced specifically to train drivers in dealing with poor/challenging behaviour. • Pupils encouraged to apply for home to school transport to encourage ownership of bus passes and pupils sign up to Child Protection\Pupil application for transport the Travel Behaviour Code to raise profile of safety on school transport. for ASA Nov 12.pdf • Good practice identified and shared at training events • Working Group set up to obtain clarification about governor CRB checks, clarification sought and disseminated to Child Protection\Notes of meeting at Guildhall schools 5th Jan 12.doc Child Protection\Notes of CRB meeting held on 28.02.12.doc Child Protection\Notes of CRB Meeting held on 24.04.12.doc Child Protection\Action Points for SSCB July 12.doc • Priority is given at EOTAS and SEN Panels for LAC

Page 143 Areas for Development • Review the system of delegation of SEN resources to schools for children who are not in receipt of a statement of SEN • Review and update procedures and processes for SEN in the light of forthcoming reforms of the legislative framework for special educational needs when details are published

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Quality Indicator: 2.2.2 Support for additional learning needs and educational inclusion - work in raising standards for children and young people with ALN

Evaluation Evidence

• Learners with Additional Learning Needs in receipt of Statements of SEN achieve above national averages at all key CSI Data stages. Standards need to increase further for all ALN Learners across all key stages at School Action and for EOTAS Outcome Data including numbers learners at School Action Plus at KS4 leaving without qualifications • All learners Educated Other Than At School (EOTAS) are offered 25 hours education and attendance rates and Fischer Trust Data re EOTAS students outcomes for this group show an improving trend. In 2012 only 3 out of 86 in the Year 11 cohort left formal FP ALN module training materials education without any qualifications and there is an increasing percentage of Year 11 leavers achieving 5 or more A* to G which is good given their previous attainment and predicted outcomes. • The level of support and training offered for ALN is good with school inspections confirming team’s impact and Small Inclusion team document effectiveness. List of Practitioners who assist the Inclusion • SEN/ALN reviews of schools enskill Sencos in supporting the Inclusion Team and building school capacity Team • Reports under the current CIF have less written evidence of SEN/ALN practice but no schools have had SEN/ALN Inspection reports recommendations and CSIO’s attending ESTYN feedback sessions report good outcomes for SEN/ALN. Pre and Post Inspection reports also confirm this. Pre & Post Inspection support (logger)

Page 144 • The quality of support, guidance and training for SEN (ALN) is outstanding as evaluated by professional networks of Capacity building, Support and Training practitioners, analysis of reviews, course uptake and evaluations, conferences and surgeries. • Effective networking systems ensure best practice is shared systematically across the LA. Numbers Trained • The Graduate Diploma in SEN in partnership with Swansea Metropolitan is a proven effective model. High quality accredited SEN/ALN training ranging from Agored Cymru to Masters level is available. • High quality SEN/ALN Leadership and Management training is offered to Governing bodies, Headteachers and Associate staff which impacts positively on pupil outcomes and standards. Teaching Assistant training is an excellent feature. • Capacity building in schools includes a development programme for governing bodies which is annually updated to reflect major areas of SEN and Inclusion. This year training will cover Autism, Speech, Language and Communication, and Behaviour. • Monitoring and evaluation ensures all pupils reach their full potential and ALN provision remains a strength, the Inclusion Team have increased opportunities to monitor and evaluate all aspects of their work. Extra support has been provided for all course participants to succeed and gain accreditation. • Early Intervention and Support models have been effectively introduced which ensure more efficient use of resources and offer empowerment to schools as well as strengthening parental engagement with schools and supporting effective home learning environments. • The SEN Self Evaluation document has been revisited and updated by a Senco working party to bring it in line with the SEF and CIF. There have been very positive reports from schools and Estyn Inspectors. The STF/PRU/Stepahead/KS4 working group has commenced a SEN/ALN document suitable for their settings. • Challenge, support and training in ICT has been rigorously undertaken over the last 4 years. The focus has been looking at the impact of technology in SEN/ALN on communication, teaching and learning strategies, resourcing and

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behavioural change resulting in improved standards. This work is excellent and continues to motivate and enthuse SEN/ALN staff, this impacts significantly on pupils outcomes. • Welsh Government Behaviour funding has enabled LA to provide training in SEAL and Incredible Years and to contribute to the Restorative Practice Programme run by the LA. • Selective PLCs, working parties, action research etc. are funded and supported but the work has to be shared Development work across the ALN community ensuring all schools can invest in effective CPD which is intrinsic to school improvement Inclusion Website and is sustainable. This method has increased the potential number of trainers to assist the Inclusion Team deliver Google Inclusive Swansea a first class service. • There has been national recognition of Swansea as an outstanding example of good practice in Dyslexia. The BDA Dyslexia Evidence cites LA’s work throughout their literature. • Support for Welsh-medium settings continues to be developed by building the capacity of Welsh-medium schools, www.swansea.gov.uk/WESP which are given high priority. The SENCo group discusses the expansion and development of training and the identification of resource needs. This is reflected in Section 6 of the WESP 2012-15. • The Authority continues to enhance and develop the outreach capacity of Special Schools and STFs – now working UPOSS FE successfully and innovatively with FE (Gower College, Employment Training, Careers Wales, Social services) to focus on effective transition Post 16. (UPOSS FE). Successful practices from previous UPOSS projects have been maintained and further developed via LA and SEG funding. Resources produced. • Three comprehensive resource lending libraries, Crug Glas, Ysgol Penybryn and Cwmbwrla Primary are available Training reports and evaluations. Progress Page 145 for use by all schools. Links with the Library service at Gorseinon are established for Autism and Behaviour reported by schools. resources. Provision for pupils with ALN/SEN • The use of the Boxall Profile with learners demonstrating behavioural needs shows positive impact. Outcome data from BST (MS) • The Sensory team are working with our regional partners in South Wales to develop benchmarking criteria that can be used to assess the impact on pupil outcomes of the quality service offered. Minutes of regional team meetings (MS) • The Learning Team are also engaged at a regional level to develop eligibility criteria for pupils with physical and complex needs. • The Speech Language and Communication Team are using Sppech and Language Link data to establish the impact of the Speech and Language strategy on pupil outcome which is positive Speech and Language link data (MS) • Data is used in SEN and EOTAS panels to establish needs, and determine placements. Statements and IEPs are Evidence of specific in nature so that educational progress can be monitored Interventions through survey tracking • Where there is evidence of failure to progress through survey tracking or in cases coming to panel intervention is and commissioned work through SEN and commissioned to explore issues with schools and as necessary to intervene EOTAS panels Area for Development Outcomes • Further support to schools in order to improve outcomes for pupils with ALN at School Action across all key stages and for learners at School Action+ in KS4. ALN Training • Increase the range of Governing Body training presently offered to include Autism/SLC/Behaviour • Organise a dissemination event for all the projects UPOSS FE to present their work successes to relevant partners and schools

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• Complete the STF and PRUs document by the end of this academic year enabling it to be introduced in the ALN Summer conference • Identify STF and Special School staff to work alongside the authority Literacy and Numeracy staff to adapt the national frameworks for STFs and special schools and share the work as appropriate. • Deliver training on the Revised SEN Code of Practice when published and highlight the implications it has for service and schools eg future role of ANCO co-ordinators

Page 146

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Quality Indicator: 2.2.3 Support for additional learning needs and educational inclusion - provision for children and young people with ALN, including provision that is commissioned and /or provided by or with other agencies Evaluation Evidence

Pupils with ALN • Services for children and young people with ALN are good with a broad range of services and specialist provision Evidence available locally. • School Inspection outcomes show that provision in schools is of good quality. Survey data from support teams indicates the services are of good quality. . • 99.5% of pupils in Swansea are educated in mainstream schools, which is above the All Wales average. WG First Release SDR88/2012 • 28% of ALN students with Statements are educated in additional resourced units/Specialist Teaching Facilities (STFs) in mainstream schools Planned Places paper • 11.6% of learners with Statements are educated in Special Schools (including maintained special schools out of county). The all Wales average is 28.5% Restructure proposals for PRU’s and Pathways • 1.9% of ALN pupils are educated out of area in independent and non maintained special schools. The Wales national average is 2.6%

Page 147 • The development of an Early Years Forum with Health ensures early identification of SEN. The number of statutory assessments completed by statutory school age is high and is well above the all Wales average. • Swansea schools host an extensive range of specialist facilities (27) for a variety of disabilities including facilities in Welsh Medium. This reduces the demand for Special School and out of area placements. • A Welsh Medium secondary school hosts an outreach facility to support learners with speech, language and communication needs in their host school thereby reducing the need for STF provision and excessive travel costs.

• Pupil Referral Units (PRUs) and the EOTAS Pathways Team support young people with challenging behaviour,

anxiety disorders and mental health problems also keeping out of area placements low.

• All EOTAS provision has undertaken a structural review to improve the quality of provision, financial and human

resource management. • Children educated other than at school are admitted quickly following panel recommendations, and systems are in place to ensure that permanently excluded pupils are offered alternative education in a timely way • Outcomes for EOTAS learners are good in relation to prior attainment and predicted outcomes. • Dedicated EWO support to PRUs has resulted in improved attendance in comparison to previous attendance in mainstream. • EOTAS Pathways provision has been identified in research commissioned by Welsh Government as an exemplar of best practice. • The reduction in the number of young people leaving with no qualifications from EOTAS provision has contributed to Fischer Trust Data on EOTAS students the significant and sustained reduction in leavers with no qualifications for Swansea (2011/12 actual 0.38%, Wales Attendance data on PRU students 0.4% representing a much faster rate than for Wales). Data on admission times for EOTAS and PE • Positive use of UPOSS FE grant funds to support transition between PRUs and Special Schools with the local data College is having a positive impact on student retention. Quality Assurance Questionnaires for ATL • A full range of Inclusion services support schools to make good provision for pupils with ALN including :Educational Teams 48 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

Psychology; Behaviour Support; Learning Support; Sensory Team; Home Tuition and Education Welfare Service. Data showing improved retention of Step These teams are well received and seen as having positive impact in schools. Ahead students in Gower College • Resources are delegated to schools to enable them to support the full range of pupils with ALN through SEN Survey EP Time allocation to Schools as example and severe and complex needs budgets. This enables schools to prioritise allocated resources in support of children with ALN. • Additionally specialist equipment needs are met through SEN equipment and ICT budgets and transport is provided to those children and young people placed out of their “catchment” or where their needs are deemed as exceptional • Statements of SEN are completed in a timely way so that children can access the support appropriate to them. Between 2009 and 2012 there was an improving trend in issuing final statements within 26 weeks, including exceptions ( In 2009 71.4%, In 2012 84.8% which is above the Welsh average) Severe & Complex Needs Formula • Permanently excluded pupils receive alternative education in a timely way. Spreadsheet • The Inclusion services work closely with Social Services and other partners in Promoting Inclusion, a new Survey allocation to schools development, focusing on families and young people most at risk of exclusion many of whom have ALN. Data on numbers supported though survey etc • The Youth Service is actively involved in working with Inclusion services to reduce the NEET population particularly Numbers of children in receipt of transport ICT focusing on the young people in EOTAS who represent the hardest to reach group most likely to become NEET. and specialist equipment • Specialist Teachers for Speech and Language work with Speech and Language Therapists in a collaborative service for children with speech, language and communication needs. Permanent Exclusion offer of Education data (KT) • The Home Tuition Service supports the work of CAMHS working collaboratively with families of primary aged

Page 148 children. • Information is made available to schools where children are placed via SEN panel into specialist provision. This aids Minutes of transition planning meetings planning and transition. Transition plans • Transition panels are held annually for transfers between KS2 and 3 of children with statements and those educated Transition key worker other than at school. • Transitions plans are available for young people with SEN post 14. • Transition Key Worker Pilot project is in place and school and partner organisations offered training. • The UPOSS FE WG pre and post 16 Transition project linking Stepahead, Ysgol Penybryn and Gower College which commenced in September 2012 is showing pleasing progress including improved student retention (see also UPOSS FE monitoring visit records 2.2.2). Strategic and Operational meeting minutes

Pupils from Ethnic Minority Backgrounds (EMLAS) – see also 1.1.2 • Estyn - School Inspection Reports- St Helen’s Primary EMLAS delivers excellent support within schools through the promotion and operation of effective and sustainable School (July 2010) and many others models based on collaborative capacity-building approaches. Such models are ensuring that class and subject Welsh Assembly DVD - “Many Voices, One Wales – A teachers are up-skilled in providing for the needs of increasing numbers of children and young people from minority DVD for schools on meeting the needs of pupils from ethnic backgrounds, in particular those learning English as an additional language (EAL), attending Swansea minority ethnic backgrounds in Wales.” Sections Arrival and schools. Induction – Assessment, Working Collaboratively chapter. 10) EMLAS - Partnership+ Powerpoint Training Package for Primary Schools EMLAS - Before and After Partnership+ Intervention Questionnaires for Class and Subject Teachers 11) EMLAS – Capacity-building Project Report Bishop Vaughan Catholic Comprehensive (2012) 13) EMLAS - Leaflet for Primary Schools on Role of 49 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

Specialist Teachers 14) EMLAS - Leaflet for Secondary schools on Role of Bilingual Teaching Assistants • Unlike other LEA in Wales, EMLAS undertakes annual collaborative audits and reviews with all supported schools. 08) EMLAS – E.g. of Completed EMLA 21 Support Agreement (Dunvant Primary School 2012 - 13) This has ensured effective targeting of EMLAS specialist support in schools to reduce risk of underachievement and 09) EMLAS – E.g. of Completed EMLA 21 Review (Bishop raise standards for children and young people from minority ethnic backgrounds. The annual support agreement and Vaughan Catholic Comprehensive School 2011- 2012). review, completed in partnership with schools each year, are outstanding features of EMLAS. • EMLAS specialist staff collaborate closely with class and subject teachers to identify and record individual language 15) EMLAS - LDC Electronic Statement Bank (E.g. for Key Stage 2) development needs (LDCs) and suitable strategies to ensure curriculum access and the acquisition of English 16) EMLAS - Generic LDCs EAL Stages A-E (E.g. for Key across the curriculum for supported children and young people learning EAL. Stages 3 & 4) • EMLAS specialist EAL support has impacted in a positive way on the acquisition of English for children and young 17) EMLAS - Model of Anticipated Progress in EAL Acquisition people learning EAL. The EMLAS model of anticipated progress in EAL acquisition, based on a subdivision of the 5 EMLAS - EMLA 10 Excel Spreadsheet of Supported stage national model of EAL progress, is an outstanding feature of the Service which has been shared and promoted Children and Young People (Held at EMLAS Base – with other LAs in Wales at the request of the Welsh Government. sensitive information) 18) EMLAS - Anticipated Annual Progress Reports Primary and Secondary (2012) 07) EMLAS - RBA cards (2009 - 2010) and (2010 - 2011) • EMLAS rigorously records and tracks progress in acquiring EAL and achievement for supported children and young 19) EMLAS - Pupil Achievement Record (PAR) EMLAS- EMLA 10 Excel spreadsheet of Supported Children and people in the Pupil Achievement Record (PAR) and on the EMLAS pupil data base/spreadsheets. These procedures Young People (Held at EMLAS Base – sensitive Page 149 for recording and tracking the progress and achievements of supported children and young people are outstanding information) features of the Service and have been adopted by the Welsh Government (WG) as the recording and monitoring mechanisms for the Convergence ESF Minority Ethnic Language and Achievement (MELA) Project involving 9 LEAs. • EMLAS provides high quality interpreting and translating services for school staff, children and young people, 20) EMLAS - Interpreters (2012) parents and other education professionals such as EWOs and Education Psychologists to overcome language 21) EMLAS - Interpreting Requests Received (2011- 2012) barriers and facilitate effective and inclusive home –school links. This is an outstanding feature of the Service and sets it apart from other LAs in Wales. • EMLAS provides high quality advice, guidance, professional development and training to build the capacity of its 22) EMLAS – School Training Database 23) EMLAS – EMLAS Staff Training Programme (E.g. specialist staff as well as school managers, teachers, and associate staff. The high quality of professional Autumn Term 2012) development provided by EMLAS is an outstanding feature of the Service which has been recognised by the Welsh 24) EMLAS - Performance Management Policy Government and in the award of IIP since 2006. 25) EMLAS - Investor in People Report (2012) 26) EMLAS - Training Leaflet for Schools 27) Welsh Government - Special Grant Letter to EMLAS (2008) EMLAS - Powerpoint Training Packages delivered for Welsh Government (2011) • EMLAS has developed effective communication and strong partnership working with schools, other LA education 07) EMLAS – Analysis of School Responses to Satisfaction Questionnaire (2011) services such as EWS, Education Psychology and Statutory Assessment Team plus other agencies e.g. Clearel 29) EMLAS/EWS - Joint Protocol for Working with Asylum Housing provider, BME Play Forum, Welsh Refugee Council, Health, etc. Seeker Pupils ( 2010 - 2011) 30) EMLAS Update – Termly Newsletter for Schools (E.g. April 2012) • EMLAS in close collaboration with EWS has developed effective procedures to facilitate smooth and swift admission 29) EMLAS/EWS - Joint Protocol for working with Asylum to school for children and young people from asylum seeking backgrounds who move into the area or change Seeker Pupils (2010 - 2011)

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school. This is an outstanding feature of the Service and an example of effective partnership working. • The specialist EMLAS support provided for asylum seeker pupils has impacted positively on standards for the group EMLAS - Asylum Seekers/Refugees EXCEL spreadsheets (held at EMLAS Base – sensitive data) as a whole with some individual examples of exceptional progress in EAL acquisition and academic performance. Outstanding features • EMLAS annual collaborative audits and reviews with schools (EMLA 21) • EMLAS model of anticipated progress in EAL acquisition • Number of EMLAS Bilingual Teaching Assistants qualified to DPSI level in interpreting for Education • EMLAS CPD and training • EMLAS collaborative working practices with EWS

Areas for Development EMLAS • Develop an EMLAS public facing website • Further develop the EDUNET Curriculum Collaboration area for sharing quality teaching and leaning resources • Further develop capacity-building approaches in all schools through wider promotion of blocked support and

Page 150 Partnership+ • Develop a formal consultation strategy to gather views/opinions of parents on EMLAS service provision and delivery

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Quality Indicator: 2.2.4 Support for additional learning needs and educational inclusion - work with parents and carers of children and young people with ALN

Evaluation Evidence

• Work with parents and carers of young people with ALN is good. • Parents of children undergoing statutory assessment have access to a Home Liaison officer. Number of home visits undertaken by HL officer • The Authority has good links with SNAP and holds regular meetings with parents This results in few complaints and Positive feedback letters tribunal rates that over time have been consistently low. • Parents / carers are provided with the parents information booklet so they have easy access to and there are named officers available to answer • Training course for parents in conjunction with the school on behaviour strategies. Schools selected according to identified need Pre School Readiness 1 day Course funded by • Support provided for schools for IEP writing ,target setting and provision mapping, which is shared with parents WG and resources paid for by Inclusion Team subsequently IEPs , Provision maps, ADDS presentations • Parents/carers are key contributors to the Statutory Assessment Process. Parents views often inform amendments to statements following statutory assessment and or annual reviews

Page 151 • Parents /carers are seen as equal partners in determining needs Young people contribute to the assessment process and to their annual reviews on a regular basis • Parent carers are represented on strategic planning groups including for example the ASD Strategy Group, Disability Minutes: Strategy Group, Panel Meetings etc. ASD Strategy Group • SNAP have convened consultation meetings with parent carers prior to implementing the severe and complex needs Disability Strategy Group budget • Support to parents / carers of children with ASD is available (Early Bird and Early Bird plus) and is highly regarded. • Any new SEN development involves consultation with young people. EOTAS Pathways ethos critically involves STF consultations young people in making choices about their Education Pathways mission statement and examples of • Training for ALN /Mainstream staff on compiling IEPS ensures that the pupil is consulted about all aspects of the development plan. Training sessions on IEPS Areas for development • Development of the parental satisfaction surveys for pupils with SEN

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Quality Indicator: 2.3.1 Promoting social inclusion and wellbeing - work to promote social inclusion and wellbeing of all children and young people, including behaviour, anti-bullying, preventing exclusion and education otherwise than at school (EOTAS) Evaluation Evidence

• Under the CYP Board, Swansea has effective strategic and operational multi-agency meetings to coordinate and Minutes etc from CYPEB, 4 Site model, monitor universal and targeted services. The use of Results Based Accountability ensures that services assess their Cymorth/FF planning groups, Children in Need impact on outcomes. (the actual impact of key services is covered elsewhere) group, Early Years / YSS boards.

RBA Scorecards • All schools are provided with a Vulnerability Assessment Profile, which enables Headteachers to effectively identify Example of Vulnerability Assessment Profile children and young people and families who would benefit from additional support at an early stage. • Effective Prevention and Early Intervention work to support the families is provided by the Parenting Service (including support for dads), Flying Start, Team Around the Family and Family Learning Signature. These services are targeted at areas of highest deprivation where there is a higher rate of children and young people with ALN. • Restorative Practice, which was initially targeted to areas of deprivation and proved very effective, has now been extended to cover the whole of Swansea. Page 152 • There is a range of services available to schools including Education Psychology Behaviour and Learning Support teams, Education Welfare Service and Home Tuition that aim to support children in schools or on return to school • The number of Permanent Exclusions is small and compares favourably to other LA in Wales. o Provision made for young people other than at school is wide ranging and includes specific provision for young people with anxiety and mental health problems o EOTAS pathways provision takes a unique approach to engaging with the hardest to reach young people and has achieved good outcomes recognised in recent WG research o Young people educated out of school achieve good outcomes compared with previous attainment and predicted EOTAS outcome data outcomes Fischer Trust Data o All children are offered full entitlement to 25 hours education. And these offers are made in a timely way. o The number of OOA placements is small and Swansea compares very well with other urban Authorities in Wales Data on timeliness of offers • EOTAS provision is working effectively. Reintegration rates at KS1 and 2 are good. Outcomes at KS4 are good. Retintegration data Arfryn Reintegration at KS3 is a focus for improvement • Education Effectiveness working with PRU KS 1,2 and 3 to support staff with effective strategies for teaching and learning e.g. Dyslexia Friendly schools award and PRU staff are given access to all training offered by LA • A recent grant funded initiative with the local College has resulted in improved retention rates of students by the College from the PRU involved. This initiative should lead to more overarching improvements across all EOTAS Data Improved retention of Stepahead students provision in College • There are good examples of sharing information VAP, Promoting Inclusion Training agenda • Sharing information protocol available School bespoke training SEN documentation VAP, PI process document

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Information sharing protocol Permanence panel Stable life • Effective School SEN Development plans compiled during SLA visits with Sencos include discussion of Data and the School contact log setting of targets School Development Plans Survey data analysis • Very good examples of this eg FCG, PI, LAC but this is an area of work that will require consistent attention See above • All developments involve consultation with children and young people Some services have consultation as a core STF developments principle (pathways) EOTAS development Arfryn • Training is provided to Sencos via network meetings to use data effectively in schools to track pupil progress and Training agenda determine provision. School bespoke training • CSIO/headteacher discussion including Senco looking at trends etc regarding progress and needs of ALN pupils SEN documentation • Very good examples of this eg FCG, PI, LAC but this is an area of work that will require consistent attention See above • All developments involve consultation with children and young people Some services have consultation as a core STF developments principle (pathways) EOTAS development Arfryn

LAC

Page 153 • Dedicated Project Workers are employed to support LAC to encourage regular attendance, provide additional LAC\Education Lac Co report Sept 2012.doc support and ensure equal entitlement to education. • 52 LAC pupils supported between Sept 2011 and July 2012 on weekly/fortnight basis • LAC Education Co-ordinator meets regularly with Education Information Officer to analyse performance data to LAC\LAC Results analysis 2008 -11.doc provide insight for improved and targeted support. LAC\YEAR 11 LAC RESULTS ANALYSIS • Education LAC Management Group meets regularly 2009-12.doc • Corporate Parenting Forum in place and meets regularly. Information provided on looked after children’s LAC\LAC Education Management Group performance CPF members meet with LAC to obtain feedback and consult on service provision. Minutes 27.09.12.doc LAC\Corporate Parenting Minutes - 29 August 2012 (cleared).doc • Data used by Education LAC Co-ordinator and Project Workers to target support for looked after pupils. • 100% schools have designated teacher for LAC Child Protection\Designated Persons CP and • All designated teachers for LAC have direct access to Education Co-ordinator for LAC LAC 2012-13.doc • Education LAC Co-ordinator provides good governor training programme 2/3 sessions offered annually – 55 LAC\Role of Designated Teacher LAC Liaison governors attended training in the 2011-12 academic year Teacher Sept 10.doc • Education LAC Co-ordinator provides training for Social Workers, carers, school and education staff LAC\Governor Lac training Feb 2012.ppt • 62.3% LAC with Personal Education Plan in place within 20 days of entering care or starting new school (2011-12 LAC\Appendix results, attendance etc 2011- academic year) – this has fallen due to late notification of LAC status. 12.doc

Gypsy & Travellers • The Traveller Education Service engages children and young people into education and support the needs of the family/community. During 2011/12 the traveller education service was refocused and a new management structure 54 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

has been put in place within the ELiS service. • Primary school pupils engage well in schools across Swansea. Establishing exact numbers is complex, as pupils and families are not obliged to self identify • The old learning centre for KS3 and 4 was closed in 2012 with the aim of re-engaging the gypsy/traveller young people back into mainstream secondary education at KS3, n order that skills can be provided along side their peers in accordance with published best practice. • Support remained in place for the young people and families during this transition period and discussions involving young people, families, schools and TES has resulted in a new centre being established in the grounds of Cefn Hengoed Community School. • Specific guidelines, procedures or information sharing protocols have been put in place in relation to ELiS for partnership working.

Youth • Swansea Young People Services offers a good balance and co-ordination between the range of universal and Swansea Young People Services mapping of targeted services. The location and allocation of services has been prioritised by need and inter-relationship services document. between universal and targeted work clearly defined. The mix of young people attending the Hubs reflects an -Swansea Young People service strategic inclusive environment. approaches document -Quarterly Performance Report Page 154 • Engaging Learners in Swansea (ELiS) works with a range of partners, internal, external and voluntary, to provide a WRE Accreditation comprehensive multi-agency approach when supporting young people. There is a work related education course that is supported by local employers, which has lead to learners securing employment and training on a number of Soft Skill Evaluation Form occasions. Attendance Records • There are excellent links with the local community and local employers to establish work related education opportunities. Young people have secured employment/training through successful work related education placements • 53% of young people have accessed work related education since 2011 • ELiS has multiple ways of measuring progression with the young people to illustrate effectiveness. • Evaluation questionnaires to secondary schools, vocational providers, parents and young people show that during 2011 76% of young people felt more positive about education. 100% of young people felt supported by the service. 90% of families felt that their child’s needs had been met and 81% of parents said their child had shown improvements in confidence and self esteem. 67% of schools felt the service had re-engaged their pupils back into Evaluation report education. 100% of training providers felt they had an ‘excellent working relationship with the service and 100% Stake holder Questionnaires stated that ELiS provide an ‘excellent support’ for young people. Soft skill evaluation Form - Matrix • Attainment is measured by the number of formal and non-formal qualifications and accreditation achieved by the IAP young people. 100% of young people achieved some form of accreditation during 2011. On average young people IAP reviews achieved at least 3 agored Cymru units each ranging from Entry level 1 through to Level 1. 100% of young people that took a GCSE exam passed. 61% of young people also achieved a different form of accreditation.

Child Protection • 100% schools have designated teacher/headteacher with responsibility for child protection and safeguarding. Child Protection\10.09.12 Heads Child 55 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• 100% designated teachers/headteachers with responsibility for Child Protection/Safeguarding trained on three year Protection Sept 2012.doc rolling programme (2,364 members of school staff and governors attended training from 55 primary schools, 10 Child Protection\10.09.12 Chairs CP secondary schools including 16 governing bodies, 4 LA Officers and 8 others) between September 2011 and July Procedures Sept 12.doc 2012. Child Protection\Designated Persons CP and • Additional specific training on child Protection/Safeguarding available upon request. LAC 2012-13.doc • Schools preparing for Inspection targeted to receive Child Protection/Safeguarding training – 10 schools received Child Protection\Awareness Training 2011- training in Spring/Summer Terms 2011. 12.xls • Specific Child Protection/Safeguarding pack devised to support schools and governing bodies in preparing for Child Protection\The role of Governing Bodies Inspection. within Child Protection.ppt • Child Protection/Safeguarding training available for school governors – 11 governors trained in 2010-11. Child Protection\Awareness Training 2011- 12.xls

Areas for development • Refining the information sharing processes is an ongoing focus. • Access or develop appropriate academic qualification for the secondary age TES young people who fall below Level 1 in essential Skills Wales assessment to study.

Page 155

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Quality Indicator: 2.3.2 Promoting social inclusion and wellbeing - promoting attendance and keeping children and young people in education, employment and training Evaluation Evidence

Attendance (see also 1.2.2) • Good support for attendance across primary and secondary schools has resulted in improved performance but there is a need to improve further and faster. • Improving attendance will be a priority in the new Single Integrated Plan. The Authority’s policies, strategies and interventions to improve attendance EWS Time Allocation Doc • The authority maintains an Improving Attendance Initiative to organise and coordinate strategy to support improved Examples of attendance self-evaluation and attendance. Attendance Workplans • EWO time is allocated to schools using a formula that takes into size of school, deprivation (fsm) and attendance. Examples from Improving Attendance Improving Attendance EWS Project Workers are allocated to schools with the greatest need to work with defined Seminars caseloads. EWS Good Practice Guidelines • Schools work jointly with their EWO’s to complete an annual Attendance Self-Evaluation leading to the production of a School Attendance Workplan which is reviewed termly. • EWS has produced good practice guidelines to improve consistency of practice and to support effective use of Page 156 prosecution. • EWS works collaboratively with schools to present Improving Attendance Seminars to share and support good practice. Quality of working relationships with schools and other agencies EWS Quality Assurance Questionnaire results • EWS has good working relationships with schools as evidenced by the results from the annual head teacher quality 2012 assurance questionnaires which, for 2012, gave median scores of 5, on a 1-5 scale, for all three key questions. YOS seconded EWO report 2012 • Consortium School Improvement Officers work closely with the Education Welfare Team on an annual basis to identify and jointly follow up schools whose pattern of attendance is causing concern. In 2011-12 two primary schools and three secondary schools received joint visits to review their attendance work. • EWS has a seconded EWO post to work with YOS to support improved engagement with education and attendance by young people involved with YOS. • EWS works in partnership with a range of agencies and working relationships are good. This includes social services, police and the courts. EWS collaborates with the police in undertaking truancy patrols and works closely with the courts in prosecution cases. Observance of statutory and legal responsibilities EWS Good Practice Guidelines • EWS carries out the function of register checking with schools on a monthly basis. • EWS carries out prosecutions in relation to low attendance on behalf of the local authority. Issues arising in relation to prosecution are resolved in conjunction with the authority’s legal services staff. EWS has produced a guidance document containing clear guidelines for EWO’s to streamline the process of evidence gathering and ensure consistent case quality when a decision to prosecute is made.

Looked After Children

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• ATL representative and Education LAC Co-ordinator participate in Stable Life Panel to share information on pupils LAC\Stable Life Panel anonymised minutes likely to be placed out of county to ensure educational needs are met. ELC attends new 4C transition planning sample.doc panel. • Education LAC Co-ordinator participates on Foster Care Panel • Swansea practice for Children Missing Education has been highlighted as good practice in the National guidance document published 2009.

Safeguarding • Monitoring of standards and safeguarding of children being home educated is of concern. Current legislation not supportive of Local Authorities challenging parents. WG Consultation response submitted to reflect these concerns. Further discussion planned with Legal Department to consider improved monitoring arrangements and plan to introduce Attendance Order where education standards provided are inadequate.

Exclusions Permanent Exclusions Exclusions\Exclusions data for PI Aug 12.xls • Low rate of permanent exclusions maintained – 3 (secondary) as at July 2012. Low numbers are also true of many Exclusions\CertSheet March 2012 EDU009 other authorities which does not allow for national comparison. KT.doc

Page 157 • Effective strategies in place to reduce exclusion through referral to EOTAS Panel to seek alternative provision and Exclusions\Provision for pupil awaiting PRU avoid permanent exclusion. place to avoid PE for Inspection.htm • Effective system in place for referral to SEN Panel to support urgent emerging cases as may be required Exclusions\EOTAS Framework Doc Draft June • Effective referral mechanisms in place to support pupils at risk of exclusion in order to secure alternative range of 2012.doc provision including Pathways, Stepahead, TLC Exclusions\Managing FTE and PE file for • New Managed Move strategy drafted for consideration, adaptation and plans to implement final agreed Policy by inspection Nov 12.doc December 2012 to improve process and ensure all schools adopting the same practice Fixed Term Exclusions flow chart Nov 12.pdf Exclusions\Permanent Exclusions flow chart Nov 12.pdf Exclusions\Managed Move Draft strategy April 12.doc Fixed Exclusions • Swansea rate per 1000 has fallen over five years at a faster rate than all Wales (-11.2 compared to -2.5 when looking at difference in rolling averages). In 07/08, Swansea's rate per 1000 was 8.1 worse than Wales; by 11/12 Swansea's rate was 10.7 better than all-Wales. The fall is due mainly to a reduction in exclusions of up to 5 days. • Swansea rank position for all exclusions has improved from 17th worst to 12th in the last 5 years; however, for exclusions over 5 days the position has worsened to 16th for 11/12 from 12th 2 years earlier. • There is now a higher proportion of pupils with SEN/ALN within the decreased number of fixed term exclusions. The exclusions that remain are generally for more serious offences and many of the pupils involved have SEN/ALN and have BESD. • The CSIO for Well-being challenges schools that have high levels of exclusions. • Individual Pathways are implemented for pupils in key stage 4, for those who have serious issues and are at risk of being permanently excluded. This has contributed to the fall fixed exclusions. 58 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• In most schools that have been using the Vulnerability Assessment Profile, Restorative Practice, Family Learning Signature, Team Around the Family and SoToDo (now ‘Promoting Inclusion’), the rate of fixed-term exclusions has reduced.

Home Educated Pupils • 72 children being home educated in Swansea (as at November 2012) • Parents/carers notifying the Local Authority of their intention to home educate provided with information about home Home Education\Home Education Template education (Swansea booklet and National guidance) letter for parents.doc Home Education\Educating your child at home Swansea Booklet.doc Home Education\HAES front page.pdf Home Education\HAES Back page.pdf Home Education\e-mail referral to EWO.htm • Home Tuition Service arrange home visits with EWO where appropriate to provide support for parents/carers in Home Education\EWS Referral.doc home educating their children to monitor education provision Home Education\schools_issues_25Mar11.doc • Information reported to School Issues Group to update Home Education\HE introduction letter to • Home Tuition Service monitor provision of education where access obtained and notify appropriate agency where parents.doc concerns identified Home Education\2nd Contact letter ed.doc Page 158 • Details of children being home educated recorded on ONE system to inform data Home Education\Home Education Flow Chart • Flow chart developed to indicate ‘next course of action’ where there is concern about the education or April 2012.doc welfare/safeguarding of pupils. Home Education\EWS Referral form for home educated pupil.doc • Education Welfare Officers undertake welfare monitoring visits where there is indication of safeguarding issues. Home Education\HOme Education Consultation Response Sept 12.doc Home Education\Pupils Being Educated at Home Report Dec 11.doc Home Education\meeting date Nov 11.doc Home Education\Meeting date Dec 11.doc

Youth • Swansea Young People Services make a significant contribution to promoting attendance and supporting young Swansea Young People Services strategic people in education at pre 16 by effective use of the Vulnerability Assessment Profile data to target young people. approaches document Informal education strategies are prioritised and needs led to support young people to overcome potential barriers -Elis Tier 1 reports • In 2011/12 ELiS reached 296 young people. Of the 296, 79 were aged 14 – 16 years old and 217 were 16-19 years -Engage report old. Out of those referrals 63% increased their base-line attendance * support Workers sustained contact with 92% -Quarterly Performance report of the young people and their families. 89% achieved some form of accreditation. 100% of the action plans were -Swansea Young People Services strategic agreed with their schools, 100% of the young people had careers guidance and 100% of the young people had a approaches document post 16 Pathway into Further Education/Training/Employment in place.(* Due to accepting individual referrals outside -Engage report of our attendance referral criteria, (higher than 60%) some young people either maintained or had a reduction in their -1 -1 work/recordings base-line percentage)

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• The Outreach team at ELiS, works with potential NEET young people (Tier1). As part of the Keeping in Touch programme the service has helped the authority to reduce the NEET figure to 2.9% during the autumn of 2012. Specifically, the service has been a key contributor in reducing the year 11 school leavers who’s destinations are ‘unknown’, to 0.0% over 3 consecutive years.

Youth Offending Service • Support for Young Offenders is outstanding and acknowledged as sector leading by the Youth Justice Board Cymru. Report to Cabinet 31Jan13 Swansea Youth Offending Service is regarded as one of the leaders in the field using a restorative justice system that is being followed by others. It gives young people a route to make amends and have a second chance” End Quote Dusty Kennedy Youth Justice Board Cymru • The YOS has an Education funded permanently appointed Senior Youth Worker and a seconded Educational YOS1 Youth Justice Plan 2012/14(pg 9/10) Welfare Officer. • Swansea Youth Offending Service sets a high value on ensuring access to education, training and employment for all young people coming into the Service Page 159 • The YOS utilises government grant assistance to the YOS to employ two Keeping Young People Engaged workers, YOS 2 WG KPI - YJB Performance Data has access to Careers Officers and is a registered and accredited centre for the delivery of Agored Cymru 2011/12 qualification. • The YOS works very closely with colleagues in Education. The YOS Manager is a member of the Education Otherwise Management Group and Senior YOS staff are engaged in the EOTAS panel. Close working relationships YOS3 Careers SLA exist between YOS and PRO’s, Pathways and ELIS provision and the YOS is directly involved in a range of activities YOS4 ISS Report • Youth Inclusion Project (YIP) and So To Do – in schools community programme, Joint Police and YOS project working with high risk 10-16 year olds identified by multi-agency process in identified high risk areas of Swansea. During 2011/12 57 young people were worked Dylan Thomas, Cefn Hengoed, Pentrehafod and Bishop Gore Comprehensive Schools and catchment junior schools with by the YIP in the So To Do schools. participate. • The YOS provides individual intervention plans over a two term period in the Comprehensive Schools. Police intervention at the junior schools with a ‘crossover’ between the two. • Since 2001/2 the annual reported level of youth crime has reduced by approximately 80%, the number of persistent young offenders has fallen from over 200 to approximately 20 and the use of custodial sentencing has been YOS5 – LPM Stats. substantially reduced. • YOS staff are engaged in training peer educators to implement drugs education programmes through the Helping Young People through Peer Education (HYPE) initiative. Swansea Youth Action Network (SYAN) facilitates peer led Please see the HYPE/SYAN sections in the groups develop community initiatives by funding and supporting groups of young people in schools, peer mentoring YOS website www.Swanseayos.org.uk training and participation strategies are also developed with individual schools to embed Article 12 UNCRC Compliance. • An evidence based diversion from prosecution scheme the Bureau has attracted national attention for achieving a 60% reduction in entrants to the criminal justice system and a re-offending rate of 7% after 2 years. It marries YOS10/ YOS 10a Swansea Bureau

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Restorative Justice and Participation methodologies with robust assessment processes that meet both the criminal justice and child welfare needs. • The YOS EWO has a critical function in assessment and liaison with schools to ensure attendance is maximised in education. • YOS has developed a centre which is an accredited provider of Agoed Cymru qualification in a range of different skill YOS4 ISS Report areas. Duke of Edinburgh is particularly relevant to this giving both medium and long term achievement outcomes YOS11 DOE Report 2011/12 and developing both team work and individual competencies that relate to work based skills. • The close working relationship between YOS, Schools, LEA and Employment Training facilitates significant YOS2 WG KPI progression for individuals and is matched by the YOS and Careers Service SLA which ensures high level YOS3 Careers SLA information sharing to ensure individual progression is maintained following the end of the YOS involvement. Areas for Development Support for attendance • To deliver the actions in 1.2.2 Wellbeing - Attendance • To review attendance strategy using RBA methodology Exclusions Exclusions\List of Pupils Greater than Specified • Education Otherwise Management Committee seeking to increase the number of pupils returning to mainstream Days FT Exclusion In Academic.xls schooling following fixed exclusions/time spent in PRUs. • Plans to draw off monthly analysis report to track fixed term exclusions – to commence September 2012 Page 160 • Implement system to contact schools to raise awareness to pupils showing 25 days or more fixed term exclusion within the academic year in order to raise school awareness to pupils causing concern and at potential risk of permanent exclusion at earlier stage in the process • The LA is currently reviewing its protocol and processes to monitor fixed-term exclusions in order to improve the consistency of application with regards to the type and length of exclusion for similar activity across the local authority Home Education See Flow Chart reference above • Concern raised with some families who do not admit the HTS – system being developed to challenge parents who do not engage • Plans to engage with private support agencies in order to improve contact with children and families where children being home educated Youth Offending Service • Embed Promoting Inclusion (the rebranding and extending the Prevention programme -Youth Inclusion Project and So To Do - to all Swansea schools by the YOS together with Education, Child and Family Services and Police).

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Quality Indicator: 2.3.3 Promoting social inclusion and wellbeing - youth support services and personal support

Evaluation Evidence

• Swansea’s school-based counselling service ‘The Exchange’ is a model of good practice and is the most effective Local counselling data service in Wales, based on outcomes for children and young people using the service. WG National Evaluation of counselling services

• Swansea Young People Services was restructured and refocused in 2011-12 to ensure a good standard of delivery Young People Services Report to CMT and of services for young people. Cabinet • There is good balance and co-ordination between the range of universal and targeted services that are offered by WIMD/SLOA data Swansea Young People Services. The location and allocation of services has been prioritised by need and -Annual Performance Cycle Document interrelationship between universal and targeted work clearly defined. -Annual Performance Cycle Document • There is good and robust analysis of performance through the performance management cycle. -Agenda for Quarterly partnership day -Annual date planner • Effective Partnerships have been formed between Swansea Young People Services and other youth support service Youth Service Benchmarking Report providers. This has strengthened the quality of provision and improved service delivery by increasing capacity and (Swansea) 2011-2012 Page 2 & 3 reducing duplication. Page 161 • Swansea Young People Services has a good level of performance for reach and recorded/local qualifications Youth Service Benchmarking Report evidenced by the National Audit. (Swansea) 2011-2012 Page 1 Headlines & • There are good prospects for National Qualifications to increase through the formation of a new Accreditation and Page 3 Achievement post and team. -Young People Service Structure -Accreditation and Achievement post JD • There are good prospects for the increase of contact figures with the enhancement of the Management Information Quarterly Performance Pack System standardising the session length in accordance with National Standard of a 3 hour standard as well a further -Cognisoft System Change report increase in effective targeting. Children and Youth University Report • There is a good range of identified methods to recognise the learning and participation of young people. This -Youth Service Benchmarking Report includes both recorded and accredited methods. (Swansea) 2011-2012 Page 3 • There has been a significant increase in the number of young people having their achievements recognised through -Quarterly Performance Pack the Children and Youth University -Matrix Development Day Presentation • There has been a significant increase in the number of young people having their learning recognised by the introduction of a distance travelled ‘Matrix’ Tool. • Young people have indicated that they are satisfied with the overall service they receive through a pilot survey. • There are good prospects for the regional Group for Quality Assurance to embed a process of good practice in SWAMWAC Quality Assurance reports and relation to checking the quality of provision. process, Regional Quality Training Attended, process for 2013 • Looked After young people have access to dedicated Project Worker for advice, guidance and support upon referral. LAC\LAC Raise Project Worker JD and Pers • All Looked After young people have access to school-based counselling as may be required of individuals. Spec.doc

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Quality Indicator: 2.3.4 Promoting social inclusion and wellbeing - safeguarding arrangements

Evaluation Evidence

PFM Report • Clear and effective procedures that reflect the All Wales Child Protection Procedures 2008 in place and approved by SSCB. • Good quality, appropriate policies and procedures in place in respect of safeguarding. A report on child protection and safeguarding is presented termly for discussion at Education’s Performance & Financial Monitoring monthly meeting. • All school based staff and education staff subject to CRB check prior to taking up post. Child Protection\CCS CRB Policy.doc • All school and education staff subject to three year renewal of CRB checks as per CCS policy. Child Protection\October 2012 - Ysgol Crug • All transport staff required to hold an enhanced CRB. System in place to ensure CRB applications renewed every Glas CRB file.xls three year period. On site checks by monitoring staff to ensure compliance Child Protection\Mainstream Conditions of • All policies have named senior member of staff with responsibility for dealing with child protection/safeguarding Transport Contract March 2012.doc issues and for providing advice/support to other staff. Child Protection\Child Protection Policy - • All school staff issued with Child Protection Guidance - Information for Schools booklet Waunarlwydd Primary.doc Page 162 • LA maintains a list of CP contact staff for all schools in Swansea Child Protection\Information for Staff booklet - • Good rolling programme of safeguarding training in place for school, education staff and governors on three year green booklet.doc rolling programme basis – a total of 2,364 people attended training between September 2011 and July 2012, from 55 Child Protection\Designated Persons CP and primary schools, 10 secondary schools, including 16 governing bodies, 4 LA officers and 8 others. LAC 2012-13.doc School and Governor Unit\CHILD • Education Child Protection and Safeguarding Officer delivers good multi-agency CP training with SSCB colleagues. PROTECTION\Awareness Training 2011-12.xls This training is made available to staff in schools with designated responsibility for CP-Safeguarding. Additional Child Protection\The role of Governing Bodies training offered to schools and governing bodies upon request. within Child Protection (2).ppt • Clarification obtained from Estyn and the CR Bureau in relation to GB members and requirement to have enhanced Child Protection\Child Protection CRB in place. • Presentation.ppt School transport vehicles meet DfT legal requirements. In addition CCS has developed its own vehicle standards Child Protection\Action Points for SSCB July checking system. 12.doc Child Protection\RE Youth Service CP procedures.htm

Safeguarding across Services • There is a robust process in place for safeguarding across Prevention and Early Intervention Services and the child EV guidelines protection guidance is clear and accessible. -Duty Phone Guidelines • The Educational Visits process has been well integrated and there is a good Duty Phone system in place -Training plans for staff levels • There is relevant and well established training available for child protection training, both for staff and volunteers. -Child protection training dates • Further progression relating to developing Safeguarding practices will continue to be made with Signs of Safety -Child protection approach being adopted and integrated across the service area and partners across support services. - Signs of safety training

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-Signs of Safety Handbook Areas for Development • Risk Assessment form and information to be disseminated to schools in relation to staff commencing duty without a Child Protection\RISK ASSESSMENT - Before CRB in place if considered appropriate. CRB.doc

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Quality Indicator: 2.4.1 Access and school places - the provision of an appropriate range and number of school places

Evaluation Evidence

School Places • There is good planning for school places. • Swansea’s QEd 2020 Programme ensures effective planning of school places in Swansea including robust wider stakeholder involvement. This includes: o Regular review of pupil numbers, trends and projections for primary, secondary, English and Welsh and SEN o Annual review of school capacities to assess surplus and over-scribed places and benchmarking this against other authorities via the ADEW Planning of School Places group which Swansea chairs. o Accurate forecasting which is checked retrospectively and also benchmarked as above and including information from the Local Development Plan feeing into pupil projections. o An effective programme to remove surplus capacity where possible e.g. by removal of temporary or redundant blocks. • Good progress made in relation to all priority options identified through our stakeholder engagement process Page 164 • The Welsh Government cites Swansea as an example of good practice for the consultation and the statutory notice period regarding schools. Statutory proposals delivered since 2004 show the effectiveness Swansea’s wider stakeholder consultation process • Good progress in removal of surplus places and in the delivery of additional Welsh medium places to meet a growing demand as evidenced by the delivery of the QEd 2020 programme since January 2009. The removal of 1123 surplus English medium primary places and 2123 surplus English medium secondary places; an additional 626 Welsh medium primary places and 115 Welsh medium secondary places. • Additional Welsh medium primary places, in excess of the target agreed within the Welsh Education Scheme, in response to continuing demand e.g. Establishment of YGG Tan Y Lan from September 2011 and Ysgol Gymraeg y Cwm from September 2012 • Good progress on all recommendations and actions agreed following the 2007 report on school organisation by Wales Audit Office and the WAO inspection of asset management and school organisation planning processes in May 2009. • Good track record for taking difficult decisions on school organisation proposals by Cabinet and seeing these through to Ministerial approval and implementation. E.g. December 2010 Cabinet approved the secondary sector proposal to close Daniel James Community School. • Education’s Asset Management Plan (EAMP) provides a robust framework for the progressive review of our schools. This has provided a sound base to inform the decision making process and development of proposals for the QEd 2020 Programme. • There is a Corporate Asset Management Plan (AMP) and framework of Service Asset Management Plans in place. The Education Asset Management Plan (EAMP) and complementary EC Harries national survey data providing detailed and robust information about the condition and sufficiency of all schools. 65 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• The corporate asset management IT system ‘Technology Forge’ being implemented, will link in other key data sets and enable a more efficient management of corporate and educational assets. • Corporate facilities management service provides a one stop shop for all premises related matters. A review of the SLAs have been completed for implementation from April 2013. • The Authority funded programme of capital works being delivered has effective links in place to access external grant funding and for bid submissions. The Capital Programme completion is monitored against profiled spend corporately. Education’s capital spend is regularly monitored. The capital maintenance programme is published annually and made publicly available via cabinet papers • The Authority has successfully bid for significant grant allocations in each of the 3 Transitional SBIG Tranches, with recent bids accessing significant investment to transform the learning environment in two secondary schools. • Swansea’s Early Years/Flying Start investments and successful bids to access WG funding • Swansea is held up as an example of best practice in collaborative working in terms of procurement options. • Strategic Outline Programme provides a summary programme for all school assets, reflecting the Authority’s vision for education across all sectors , outlining a priority phasing of works, and seeking to provide coherence between educational strategies and integrated service delivery. • There is a clear Council Policy to re-invest resources released through the QEd 2020 Programme within the Programme. • Page 165 Dedicated internal Technical and Project Officers are in place to manage all education build projects. Projects are well managed and in line with corporate project methodology and governance. Post project customer satisfaction surveys are carried out with schools and show very high levels of satisfaction.

Areas for development • Build on achievements in delivering Flying Start settings in other areas of the County and maximising wider opportunities for drawing in other services which can be provided in a sustainable way

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Quality Indicator: 2.4.2 Access and school places - admissions to schools

Evaluation Evidence

• 98.86% (2271/2297) pupils obtained first choice (4 pupils obtained second choice) school for transition from primary to secondary for September 2012. 99.11% pupils obtained first choice school (2521/2543 pupils) for reception intake in September 2012. • Good arrangements in place to support children who come to live in the area during the school year to assist smooth Information for Parents Booklet transition of school moves Education Website School Admissions Website • All children accommodated without delay – usually within one week of moving into the area (two weeks if measured Admissions\2.4.2 Re Enrolling two daughters distance required). into Sketty Primary.htm • Looked After Children prioritised in accordance with Welsh Government requirements and admitted to school with Admissions\LAC Registration.doc immediate effect. • Successful project to centralise admissions in accordance with Welsh Government guidelines. Initially introduced School Admissions Website on-line service for transition to Year 7 in Autumn 2011 with 94% applications submitted on-line Information for Parents Booklet • Roll-out for admission to Reception classes extended in the Autumn Term 2012 for admission in September 2013. Parent Letter re: UID

Page 166 Guidance leaflet Local press coverage • Admission Forum established in line with Welsh Government requirements AF minutes 26 11 10.doc • Effective referral to EOTAS Panel with referral to weekly SEN Panel for those children who face exclusion and require immediate consideration. • Representation on All Wales Admissions Officer Forum to share information, good practice etc Minutes of meetings • Discussion and critical evaluation at meetings re admission arrangements, concerns etc to inform on pressure, Admissions\01 08 12 RHAG Minutes.doc surplus places etc I:\Inspection 2013\Admissions\QEd SDG Minutes 19 09 12.doc Admissions\2.4.2 STHD meeting with neighbouring LA's (email).htm • Close links with neighbouring authorities to share information, good practice etc and ensure continuity of service Dairy re: meeting with other LA's delivery, linking with term dates, pressure points etc Email re: term dates to other LA's Diary re: meeting with WG Email re: WG meeting • Close links with WG colleagues for advice, guidance and support to assist admissions and appeals processes and ensure all WG guidelines are being adhered to • Information on school admissions is transparent, clear and understandable to parents. Information on school Information for Parents’ Booklet admissions complies fully with Welsh Government requirements. All consultation procedures in place and adhered to Cabinet Report annually Email re: Consultation on Admission Arrangements 2013 -14.htm AF mins 07 02 11 - Admission arrangements consultation.doc 67 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• All appeals dealt with within specified time period. Inspection 2013\Admissions • All appeals comply fully with equal opportunities legislation. Admissions\Admission Appeal file for Inspection.pdf Areas for Development • Centralise applications for admission to nursery classes for over-subscribed schools Admissions\On-line applications for admissions • Commence consultation to adopt admissions criteria for nursery provision in Spring 2013 to streamline admissions 23 Nov 12.doc process Admissions\Nursery Admissions letter to • Commence consultation on admissions to Sixth Form for September 2014 Schools Nov 12.doc • Target membership of Admission Forum to encourage improved participation of members following Elections in May AF minutes 26 11 10.doc 2012. Letter re: Attendance

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Quality Indicator: 2.4.3 Access and school places - co-ordination of early years and play to ensure sufficiency

Evaluation Evidence

• Welsh Government has concluded that Swansea has a good Childcare Sufficiency Audit in place as well as robust CSA annual refresh documents and an action plan all of which have achieved effective targeting of resources and Refresh of CSA 2012 development of service provision and workforce strategies to respond to the identified recommendations. Action Plan End of year Out of School Grant Report • Swansea’s Family Information Service (FIS) provides a range of comprehensive information on services in Swansea. FIS RBA Report Card A total of 10,968 calls were received in 2011/12 which was a 25% increase on 2010/11. Almost all enquiries are satisfied at first call. FIS Website • An 18 month Childcare Apprentice Scheme Pilot has been established to respond to the emerging needs of the childcare workforce as identified in the Childcare Sufficiency Audit refresh with a view to feeding into the recruitment Apprentice JD of the Flying Start Programme as it expands. 5 apprentices were appointed in October 2012. • Effective partnerships have been established through the Early Years Development and Childcare Partnership SLAs (EYDCP). Services are commissioned with umbrella organisations including Menter Iaith, Mudiad Ysgolion Meithrin, Clybiau Plant Cymru, NCMA, Wales pre-schools Playgroups Association in order to support new and developing Disability Development Evaluation Report

Page 168 provision as well as improve quality. • A robust target monitoring cycle is operated to ensure that the development support is being effectively targeted. Grant criteria CSSIW registration records reflect an increase in childcare provision which can be attributed to the Partnership’s support to both sustain existing provision and create new places. • A Disability Development Officer post ensures that there is a specific link to the FIS and that the needs of CYP and their families with disabilities are represented at a strategic level. • A comprehensive range of grants is offered on an annual basis to increase the number of childcare places and address sustainability of childcare provision including out of school settings. In response to the findings in the Childcare Sufficiency Audit a new scheme has been established targeted at older children/young people (Youth Care). • A unique partnership is being progressed to address the needs of one of Swansea’s most deprived areas. The Local SRA Bid Authority and ABMU Health Board have collaborated to plan and develop a new GP Surgery for Mayhill area Cabinet Report incorporating a Family Centre. Strategic Regeneration Area Funds were awarded in September 2012 for the Family Centre element. • Swansea has a wide range of play opportunities which are co-ordinated by the Local Authority working closely with a Play Grant Pack. range of key partners. • Swansea has undertaken a comprehensive Play Sufficiency Audit which will include an action plan to address identified gaps. • A range of grants are provided to increase play provision including in targeted communities and for disabled children and young people who find it more difficult to access play opportunities. A Play on Wheels Bus takes play into communities to enhance provision ensuring accessible opportunities for children and young people.

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Flying Start • Phase 1 of Swansea’s multi-agency Flying Start Programme (part of the prevention & Early Intervention FS SOP programme) provides services to 1430 0-3 year olds and their families in 8 targeted geographical areas. FS Strategic Plan • The Flying Start Programme has effectively utilised its capital funding working under the QEd Programme to create FS End of Year Report mini children’s centres within Primary Schools in order to co-locate childcare, parenting, early language development Benchmarking Report and Health Visiting as well as ensuring effective transition into Nursery. The report demonstrated that Swansea had a more effective model for the Programme than the other LAs benchmarked. • Swansea’s performance compares favourably with other LAs across Wales in relation to attendance which is attributed to the establishment of dedicated Flying Start settings ensuring quality of provision. • Due to the success of phase 1 of Flying Start and in order to meet unmet demand and benefit a further additional 1,229 0-3 year olds by the end of March 2015, Swansea has secured a further £1,145,000 capital resource to expand its capital provision into a further 10 new settings / 21 new LSOAs. • The progress made by individual children during their time in Flying Start settings is measured via a robust Development Tracker development tracker which operates across all Flying Start settings feeding into the on Entry Assessment. Speech and Language Therapy RBA Report • Consistent positive reports are received from Schools attributing children settling quickly into nursery , positive Card parental engagement and early identification of needs to the impact of Flying Start. Children start nursery with a play Blaenymaes Transition Booklet plan in place or having already started the statutory statementing process. SOGs RBA Sep 2012 • Successful Speech and Language interventions form part of the Programme following the commissioning of Blaenymaes Impact assessment Page 169 dedicated Speech and Language Therapists. • The Schedule of Growing Skills (SOGs) assessment undertaken by the Health Visitor at 2 and 3 years of age shows that 61% of 3 year olds assessed were either reaching or performing above the developmental norm milestones which they would not have done without the Flying Start intervention. Parenting • The Parenting and Dads services are delivered across Swansea with priority given to target areas of high RBA Report card deprivation. The aim of the service is to build problem solving skills within families that will enhance resilience factors and therefore make change sustainable. Case studies • Clients are offered both one to one and/or group support, depending on need. Case studies show how the service is effective. • Swansea has led the way in Wales in its approach to engaging with fathers. Team Around the Family (TAF) • TAF is also part of the Prevention & Early Intervention programme and runs alongside the Flying Start and Parenting services, referring into and receiving referrals from each other to provide a continuum for responding to assessed needs of families ensuring that appropriate services are co-ordinated to address identified needs.

Areas for development • Continue to develop Flying Start settings.

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Quality Indicator: 2.4.4 Access and school places - co-ordination of youth support services to ensure access to entitlements

Evaluation Evidence

• Access to provision in rural areas has been significantly increased due to tailored approaches, such as mobile Rural Development Reports provision and securing extra funding. The Rural Development Fund has identified the project as good practice. -Rural Quarterly Reports -Rural mobile provision established • Effective commissioning and partnership work with Menter Iaith has significantly increased the range of provision -SLA with Menter Iaith through the medium of the Welsh language including integration with wider provision. • Effective volunteer programmes have increased the capacity for work in Info-nation and the Duke of Edinburgh Grant Funding Report for WG Revenue Award Funding -Volunteering guidelines for Duke of Edinburgh -Volunteering hours report for Duke of Edinburgh -Volunteering Guidelines for Info-nation -Volunteering hours report for Info-nation • Positive partnerships have been developed with Whizz Kids and Gateway enabling increased access for young SLA’s, Swansea Young People Service people with disabilities with this to be developed further via the active participation on the Play Access Group. Joint Strategy, Press cutting, SYPS Quarterly

Page 170 activities take place e.g. Big Welsh Walk. Reports • An effective partnership and bid with the Communities First Partnerships has significantly increased the capacity of Communities First Bid services in targeted areas. -Communities First reports -SYPS Quarterly Reports • Swansea Young People Services clearly map and identify target areas and approaches allowing for good co- Strategic Map of Young People Services. ordination of provision, avoiding duplication and identifing gaps. -Analysis and level of capacity by LSOA & WIMD • There are good prospects for the level of core expenditure per head of youth population to increase through Budget confirmation for Morriston and LGBT additional investment to meet identified gaps thus improving reach, contact and impact. -Youth Service Benchmarking Report • There are good prospects to improve the total expenditure per head of the population of the Young People Services (Swansea) 2011-2012 Page 2 & 3-Families by identifying appropriate funding opportunities to add value, capacity and impact for young people. First Plan -Communties First Plan and Bid -14-19 Network Funding Bids -European Rural Development Fund Bid & Reports • There are good prospects to improve co-ordination of services and impact with NEET Young People 16+ through SLA with Careers improved partnership work with Careers and the Keeping in Touch Team. This involves joint funding bids and -14-19 Funding Bid for NEET Worker information sharing. • There are good prospects for partnership with Tall Ships Trust UK with funding through core and Big Lottery Tall Ships Youth Trust Evaluation Report ensuring 60 places on voyages for NEET young people over 2 years -Tall Ships Youth Trust Big Lottery Bid

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Quality Indicator: 3.1.1 Leadership - the impact of leadership

Evaluation Evidence

• Strategic leadership by senior officers and elected members across the Authority enables services to improve and Council Policy deliver positive outcomes for children and young people. This has resulted in key education performance indicators Scrutiny Report Dec 2012 showing improving trends and reported annually to Scrutiny Board. Improvement Plan 2012 • There is a sustained record of improving learners’ outcomes so that their potentials are maximised through the WG Core Data Sets (Schools & LA) authority’s clear focus on priorities and the provision of effective support and robust challenge to individuals, schools RSCIF and partners. This is evidenced by the continuing positive trends in the performance of Swansea schools and the performance indicators relating to school improvement. The Authority has led by providing schools with a toolkit of approaches and by assisting them to use these so that schools are empowered to act and improve outcomes. • The WAO 2012 annual improvement letter stated that ‘Education performance is good, particularly at secondary level’ WAO Annual Improvement Report 2011/12 • The corporate vision and priorities have been clearly communicated through a structured programme of meetings, Corporate Improvement Plan 2011/12 giving transparency to all stakeholders so that these drive service planning and priority setting within partnership groups and at all levels in the authority. This is confirmed by head teachers. Page 171 • Performance management processes across the authority and within directorates ensure robustness of planning, target setting and monitoring. All staff are able to understand their contribution to strategic, service and local plans and communicate these to schools and other partners. • Senior officers and elected members prioritise the needs of vulnerable groups of young people across the Council and its partnerships. The work of the LSB, Community Safety Partnership, CYPP, has improved outcomes of vulnerable young people and their families. This is illustrated by the reduction in NEETs (see 1.1.1, 2.1.1) • Elected members and senior managers have a sustained record of making appropriate and often difficult decisions that focus on outcomes for children and young people. The Authority’s priorities have had a positive impact since the last LAESCYP inspection in April 2009 the Authority has supported improvements in education by:
school revenue budgets by providing additional funding above the required uplift
Cabinet agreeing to undertake the integration of school improvement services across South West and Mid Wales, providing economies of scale to challenge and support schools to improve outcomes.
The QEd 2020 programme is a top priority for the Authority and includes issues around surplus places and school re-organisation;
The rationalisation of primary school provision, resulting in the agreed closure of two schools and the opening of two Welsh primary schools in the last three years
Committing £32m to re modelling two secondary schools, closing one secondary school and extending STF provision by opening four additional settings since 2009;
Committing a further £51.9m of capital resources (not including capital maintenance), which includes 21st Century Schools Funding from Welsh Government, to deliver fourteen major school rationalisation and improvement projects from 2014.
The delegation of the severe and complex needs funding into school budgets; 72 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

Establishing PEI through the CYP Board to tackle cross cutting inequalities;
Restructuring the Youth Services (inspection recommendation 2009) to deliver a more targeted service. • Relationships with major partners are good and have had an impact on outcomes for learners. The development of the RSCIF has strengthened the regional partnership. Schools as partners are represented and engage effectively Any regional notes????? on all guiding partnerships, for example the School Improvement Partnership, Education Inclusion and SEN Cross- LA/School Partnership Agreement phase Group, Cross-phase Finance Group, School Budget Forum and its subsidiary phase finance groups.

Areas for development

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Quality Indicator: 3.1.2 Leadership - strategic direction and meeting national and local priorities

Evaluation Evidence

• There is a clear vision and ambitions for Children & Young People that are focused on giving all children and young CYP Plan 2011-14 people the opportunity to develop their full potential (ref. Vision in CYP Plan 2011-14). This reflected in the priorities Education Business Plan of the CYP Plan, Cabinet’s priorities for education and restated in the Education Business Plan 2011-14for 2011- 2014 and Cabinet’s priorities for education and the Education Business Plan. Plans reflect both national and local priorities and are finalised following consultation with key stakeholders and the public. • The annual corporate plan is the key document that communicates the Authority’s vision and priorities to stakeholders, with education being identified as a key priority. This was acknowledged in the WAO 2012 annual report ‘The Council has done what it set out to do in its Improvement Objective relating to education and this has Corporate Improvement Plan resulted in an overall improvement in performance’ Audit report as in 3.1.1 • The Authority made good progress in implementing its 2006-2011 Welsh Education Scheme, and continues through the Welsh in Education Strategic Plan 2012-15 assessing pupil demand through parental surveys, expanding the number of Welsh medium primary places, and securing capital funding to further enhance Welsh medium provision WESP through two new primary schools, and the modernisation of a further primary school. Page 173 • The needs of the child, young person and learner have dictated priorities and the strategies to meet these. The Single Integrated Plan Needs Assessment Prevention and Early Intervention Programme which includes supporting families through Parenting and Team Community Strategy (if still there) Around the Family, Restorative Practice, Family Learning Signature, the focus on Literacy & Numeracy and reducing Single Plan the impact of disadvantage and poverty are all needs-driven. CYP Plan Education Business Plan • The current Business Plan 2012-15 has 3 Aims for Swansea which have been clearly communicated to schools. Business Plan & annual updates weblink Schools reflect these in their own School Development and Improvement Plans, along with the priorities and 3 Heads meetings May, Sep Oct 2011 outcomes from the CYP Plan 2011-14. • Strategic Plans are monitored annually or according to the requirements of Welsh Government • The Council and Education plans and targets are monitored quarterly and are subject to rigorous scrutiny by Corporate Management Team, Cabinet and Scrutiny Board . Where there is underperformance or other issues raised, Cabinet has directed senior officers to address with robust plans. For example Child and Family Services • Service Action Plans guide officers’ delivery of the Business Plan. Risks associated with the Business Plan are SAPs assessed at least annually. The mature performance and financial monitoring processes across all directorates Link to Risk Register ensure issues are actioned appropriately and service performance is clear. In addition the Chief Executive has PFM developed a set of extra ‘Trumps’ indicators for the authority which are regularly monitored. Annual, termly PIs Trumps • To allow the whole authority to participate in LAESCYP, Education and CYP developments are regularly reported to CMT nd Corporate Management Team (Cabinet and Directors), corporate groups such as Top Managers (2 Tier) and Top Managers – Educ rd th Corporate Senior Managers (3 tier). The Education Department 4 tier managers (Departmental Management Senior Managers – Educ Team) meet regularly. DMT THREAD – Lit? • Partnership groups are in place ensuring regular engagement and input by key stakeholders in the planning and Notes of xxxxxx groups, SLP, SIP, Forum, monitoring processes e.g. representative groups such as the Swansea Learning Partnership, School Improvement I&SENX, THREAD – Lit? 74 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

Partnership, the School Budget Forum, the Education Inclusion & SEN Cross Phase Group, the QEd 2020 Stakeholder Forum and trades union groups. In all groups, important issues are discussed, outcomes defined and actions allocated. • The extent, quality and use of data is a strength in Swansea. The long-established and well-maintained pupil VAP database allowed the development of the Vulnerability Assessment Profile which has been recognised nationally as Some QEd analysis eg catchments etc good practice, and also facilitated the school organisation programme. • Priorities in Swansea reflect those agreed nationally to improve basic skills and minimise the effects of poverty. The Community Strategy 2010-14, Objectives 2 & 3 Local Service Board, in the previous Community Strategy focused on making a ‘ better Swansea for all Children and specifically p26. Young People’ and to ‘Ensure excellent education opportunities for everyone in Swansea’. The new Single Plan Singe Integrated Plan ‘One Swansea’ proposes outcomes ‘Children have a good start in life’, ‘Children and Young people learn Child Poverty Forum successfully’, and that ‘Young People (and adults) have good jobs’. Target Areas • The Chief Executive has established a local Child Poverty Forum to tackle issues within the city. The Authority has a focus on ‘Target Areas’ of greatest poverty. • Swansea is committed to the regional development of school improvement services and has made good use of the RSCIF RSCIF processes. A road map has been agreed and areas for further work indentified for the services under the Transformation on swamwac website. Transformation agenda • All directorates work with education to provide services for children and young people. e.g. Social; services- Prevention and Early Intervention, LAC; Environment- environmental, school transport; Regeneration- sport and Page 174 recreation; Corporate Services- Finance, Legal and ICT.

Areas for development

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Quality Indicator: 3.1.3 Leadership - elected members and other supervisory boards

Evaluation Evidence

• The recommendation regarding scrutiny identified in the LAESCYP inspection, April 2009, has been fully addressed. Scrutiny workplans, reports up to 2012 • Elected members scrutinise all priorities under the Education and CYP agendas. This includes regular reporting on Scrutiny Annual Report 2011-12 priority areas of Literacy, Attendance & Exclusions, Schools Performance, QEd 2020 school organisation and the Scrutiny Work Programme 2012-13. attainment of pupils. • The new scrutiny arrangements since October 2012 consist of a single scrutiny committee, the Scrutiny Programme Committee, which has a cross-cutting and coordination role in managing the scrutiny work programme. This committee establishes task and finish groups and panels to undertake detailed and in-depth scrutiny. • Performance and Enquiry panels have been set up. Both of which undertake specific investigations. Performance Panels focus on performance monitoring and challenge for defined service areas, whilst the work of Enquiry panels can be wider and include in-depth investigations into specific and significant areas of concern. Both report to the Scrutiny Programme Committee. • There is an in-depth inquiry currently being undertaken in relation to Attainment and Wellbeing and the Scrutiny Programme Committee Have agreed to set up a Schools Performance Panel which will continue the good practice of Page 175 previous scrutiny arrangements in challenging schools. • Previous Scrutiny Board reviews have reported, with recommendations, on priority areas such as Literacy (2010-11), the impact of poverty on attainment (2009-10), Youth Support (2009-10) and the role and impact of Teaching Assistants (2011-12). • A training programme for Members is provided. Training programme • Briefings and training for the new Administration (Cabinet) have taken place, e.g. briefings on the QEd 2020 Power Point Presentations on QEd 2020 programme. • Elected Members are LA Governors and can access the Governor Training Programme. Data training has been strengthened in the last two years. • There is a good track record of difficult decisions being made by Members, for example the closure of Daniel James Comprehensive School, the decision to amalgamate Manselton & Cwmbwrla Primaries in anticipation of a new build, st and a commitment to fund the authority’s share of 21 Century Schools programme. • The Local Service Board (known for many years as the Better Swansea Partnership) is in the process of refocusing LSB website itself to meet the requirements of the Single Integrated Plan, ‘One Swansea’. A needs assessment has taken place SIPlan and the challenges, priorities and outcomes for the new Single Integrated Plan are being/have been consulted on (to 04/03/13). The draft priorities affecting Education and CYP are that children have a good start in life and that they then go on to learn successfully and find work. These are a restatement of existing priorities. The other four draft key areas of challenge will also impact on children and young people and their families. • The Local Service Board, via the Community Strategy, has promoted the priorities of the previous guiding strategies Community Strategy for Community Safety, Health, Social Care and Wellbeing and Children and Young People. For Education and CYP Education Business Plan 2011-14 the LSB had Objectives covering Prevention & Early Intervention, safeguarding, NEETS at age 18 and 16-18, improving education for all children especially for those living in poverty and delivering the QEd 2020 programme.

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These priorities are reflected in the 3 Aims for Education in the Education Department Business Plan 2011-14.

Areas for development • Refocus the previous overarching plans and governance (including the CYP Plan and Exec Bd) in light of the new Single Integrated Plan

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Quality Indicator: 3.2.1 Improving quality - self-evaluation, including listening to learners and others

Evaluation Evidence

• The development of excellent management information and data in Swansea has facilitated the identification of VAP performance issues and other concerns. The Vulnerability Assessment Profile is a good example of a development RSCIF link which has had a wide benefit for services as well as schools. More recently the development of the regional RSCIF has meant that wider comparisons can be made on a more consistent basis throughout the categorisation of school each autumn. • The issues that arise are discussed at a comprehensive range of meetings with key stakeholders including regular Cross-phase and phase heads meetings scheduled meetings with all and phase Headteachers, representative groups (as described in the LA/School Schedule of meetings Partnership Agreement), and internal regular Schools Issues meetings which feed concerns to monthly LA/School Partnership Agreement p42 Performance & Financial Monitoring meetings. Schools Issues PFM

Page 177 • Evaluation of data to assess standards, trends and progress takes place at Scrutiny Board, in the CYP Plan Annual Scrutiny of Performance Review, at monthly Education Performance & Financial Monitoring meetings, in the Performance Statements for CYP Plan Annual Review Heads of Service and in the meetings in the departmental schedule. PFM HoS Performance Statements • There has been successful delivery of planned improvements and service developments through mature Performance & Financial Monitoring (PFM) processes across all directorates • Key corporate programmes and projects have been successfully delivered through Strategic Programme Board governance arrangements and the use of consistent corporate methodology for management and monitoring. • Stakeholders views have been gained corporately by the annual ‘Our Ambition’ events for with the Community Our Ambition Strategy and through the regular ‘Swansea Voices’ surveys. Swansea Voices • The regular schedule of meetings with key education partners allows two way exchange of views and opinions. Schedule of meetings • Good partnership working for school improvement has resulted from the involvement of schools in the development of strategies to address local authority priorities through groups including SLP, SIP, Education Inclusion & SEN Cross Phase Group, Admissions Forum and Schools Budget Forum • A Super Survey of children and young people is due to be completed by the summer 2013. • The CYP Board has developed effective communication and strong partnership working with all those responsible for CYP participation within their service or agency in the Authority and across the third sector. • The ‘Big Conversation’, championed by the Cabinet member for CYP, will develop a process for children and young people to have their say about issues that affect their lives. • A Super Survey will be conducted across Swansea’s primary and secondary schools to ensure that the views and experience of children and young people can complement statistical data and feed into strategic and service planning and the targeting of resources. 78 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

• Staff self evaluate through an annual exercise, updating of Service Action Plans under the Business Plan. Team meetings and 1-2-1s allow line managers and staff to raise any concerns around individual performance and responsibilities. • Commissioned services and SLAs are regularly monitored and evaluated. The use of RBA is being introduced to improve the ability to evaluate commissioned services.

Areas for development • Progress the Super Survey of Children and Young people • Extend and embed the use of RBA.

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Quality Indicator: 3.2.2 Improving quality - planning and securing improvement

Evaluation Evidence

• Priorities for Education have been set using data and an assessment of need, in line with national, regional and local 3 Aims (eg of DMT Agenda) (LSB) priorities. The 3 Aims for Education flowed from this and are stated on the agenda of every meeting with the departmental management team. • The analysis of data forms the basis for setting the RSCIF level of differentiated support provided to schools, with targets set and challenged based on floor, aspirational targets and contextual data. • Services across the Authority have to report regularly by on a suite of indicators and actions. Education SLT oversee progress on service plans with key measures being reported corporately. Performance against target for these measures are monitored using the RAG system by the Corporate Management Team. • The 6 Outcomes, 11 Priorities and 9 of the 22 Success Indicators from the CYP Plan 2011-14 are restated in the CYP Plan Education Business Plan. Education Business Plan • The use of SEG/PDG and corporate funding has been directed to the priorities – Literacy, Numeracy and minimising the effect of poverty/disadvantage. • There is a record of delivering planned improvement and targeted work showing good improvement and acting on RSCIF Page 179 recommendations from regulators including Estyn. • Where appropriate, the Director has used his powers to challenge schools, eg. Dylan Thomas Comprehensive, Dylan Thomas letters Pennard Primary. Pennard letters Inspection Recommendations (2009) All 3 recommendations have been addressed successfully. 1. Improve scrutiny and overview arrangements so they more robustly review services, and assist the authority more effectively in policy development; The new scrutiny arrangements since October 2012 consist of a single scrutiny committee, the Scrutiny Programme Committee, which has a cross-cutting and coordination role in managing the scrutiny work programme. This committee establishes task and finish groups and panels to undertake detailed and in-depth scrutiny. 2. Improve the work of the Education Effectiveness service, through: • robust quality assurance of officers’ work; • better co-ordination of and sharing of information about initiatives; Joint annual performance visits by link advisers (CSIOs) take place in the autumn term and the Head of Service/Senior Adviser also accompany link advisers on a sample of visits. Regional training also contributes to consistency in judgements. • consistency of support and challenge to schools; All CSIO and advisory staff contact with a school is recorded in summary (‘logged’) on a database and a copy of this contact is provided to heads on a regular basis. • ensuring all governing bodies receive performance data; Included in the LA/School partnership Agreement is a requirement that the governing body discusses the school’s performance data and Support, Challenge and Intervention Category each year and minutes this.

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3. Make sure short-term and mid-term plans address the urgent issues of further reducing surplus capacity in schools, and improve the condition of the majority of school buildings. Additional surplus places have been removed from both the primary and secondary sectors, with a current focus on secondary places. The conditions of schools continues to be addressed through QEd 2020 with the National Survey data showing that Swansea schools not to be ‘worse’ than other LAs, with only two ranked as ‘D’ buildings.

Areas for development

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Quality Indicator: 3.2.3 Improving quality - involvement in professional learning communities

Evaluation Evidence

• The department recognises the importance of professional learning communities with staff across all service units being actively involved at both local and national levels. • The Authority has active representation on all ADEW groups and sub groups. • The scheduled headteacher meetings with the education directorate provide a focus on sharing good practice e.g. attendance, pupil tracking. • All schools are involved in regular cluster meetings which enables a shared approach to problem solving and good practice with a focus on local needs. • Cluster working for schools is being promoted, especially through the local requirement for Cluster Plans for SEG funding. At the regular scheduled headteacher meetings it has been the practice for many years to seat heads in clusters so that common issues and good practice can be shared. • Schools are able to send staff to termly co-ordinators/heads of department meetings where best practice and information on emerging initiatives are shared. • Authority staff work collaboratively with schools and other agencies to secure improvement and meet local, regional Page 181 and national priorities, especially in the priority areas of Literacy and Numeracy. For example, the 14 Clusters Literacy Lead Headteachers meet regularly to progress the Swansea school-based Literacy Strategy, the UPOSS F.E. project with the Authority, a special school, Employment Training, a PRU and Gower College Swansea. • The use of plcs in schools is developing. Two examples are a PLC for Digital Learning with ALN pupils based at a Page ref special school and a plc for Underachievement of Boys which covers Welsh and English medium secondary schools Page ref in Swansea and Neath Port Talbot. • Training for CSIOs on the RSCIF is being provided regionally for consistency. Swansea is participating fully in national training for Literacy & Numeracy.

Areas for development • Improve LA knowledge of plcs and developmental working across schools.

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Quality Indicator: 3.3.1 Partnership working - strategic partnerships

Evaluation Evidence

• Collaborative working is being increasingly formalised and underpins the ethos of the Authority. • The CYP Board has strong links with Health, learning organisations, the police and the third sector. • All six authorities in south west and mid-Wales have signed up to the Regional Integrated School Improvement Check Cabinet papers for week of 28 Jan 13 Strategy (RISIS). Regionally, authorities are working together on school improvement though the RSCIF. Statement of Intent for Collaborative Working • There is a strong partnership between the education service and schools. Schools are clear about the (regional) challenge and support categories in which they fit. • The Authority has played an active role in the development of the South West andf Mid Wales Consortium, chaired by the previous Director of Education with corporate and education staff taking responsibility for the programme and project management of creating a regional school improvement service. • The Local Service Board, previously known as the Better Swansea Partnership, has effectively sponsored some key Community Strategy priorities through the Community Strategy. Examples are the reduction of NEETs and the embedding of the SIPlan Prevention and Early Intervention Programme. The LSB is being refocused in light of the requirements for the Single

Page 182 Integrated Plan. • Healthy Cities (Public Health lead) DETAILS • Governance for the Children and Young People Plan was strengthened after the Inspection of Youth Support CYP Strategy Group docs CYP Annual Services in 2009. The membership now has a clear understanding of the intended outcomes in the CYP Plan 2011- Monitoring report 14 and how well they are delivered. Each outcome has been evaluated for progress and areas for development made clear. • Swansea Learning Partnership has promoted and developed the key priorities for Swansea across its membership. SLP notes SLP has both challenged and supported these priorities and the actions to deliver them. Examples are the reduction in NEETs, rationalisation of post-16 provision and support for Literacy. • Multi-agency approaches to early intervention, such as the Bureau, have resulted in a reduction in the number of young people in the youth justice system and supported a low re-offending rate. • The partnership between the Authority, Careers Wales West, schools and Gower College has reduced the number of young people not in education, employment or training from 6.7% in autumn 2009 to 2.9% in 2012. Engagement post-16 has improved, as the attrition rate has reduced, with NEETs aged 17 at 5.1% in autumn 2012. • There are effective local partnerships with Higher Education, Further Education, Business and Industry in developing skills. These include the Enterprise Programme linking to Gower College Swansea’s Enterprise Academy. Enterprise Officers in schools and the Regeneration Directorate of the Authority, Swansea bay Partnership which organises the Swansea Bay Young Business Dragons event. • The 14-19 Network has increased the range of options available to learners and supported the development of the Swansea Guarantee. • 14-19 provision is strategically planned and funded through an effective regional partnership and delivered locally. In Swansea planning and delivery is meeting the needs of young people well by offering a wide range of experiences 83 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny City and County of Swansea LAESCYP Self-evaluation 2013

and good breadth of curriculum. This includes Welsh-medium provision where there are good examples of collaborative delivery across authorities. • QEd 2020 partnership between Education and Corporate Building & Property Services, schools and main Beyond Bricks and Mortar contractors (under the regional framework) has been recognised nationally as good practice • Head Teacher involvement in developing local policies and strategies is ensured through five key partnership groups PAg weblink, p42 described in the LA/School Partnership Agreement. Actions are commissioned, implementation is overseen and Notes of all meetings outcomes are monitored through these partnership groups. This arrangement is long-standing and works well. • The Authority makes constructive contributions to a range of multi-agency partnerships, for example SSCB and YOS Management Boards to date – moving to Western bat configuration – Children in Need Planning group, Disability Strategy Group, LAC Strategic Group, UPOSS-FE, joint service with Health for SLCN, and the Prevention and Early Intervention Programme. • Partneriaeth Addysg Cymraeg Abertawe, which supports Welsh language development in education, demonstrates WESP how effective partnership working has led to improved outcomes in Welsh-medium education across all key stages. PACA notes The support for Welsh as a Second Language has resulted in improved outcomes at K2 and KS3 and an increasing RHAG notes uptake of W2L at KS4. New links to HE establishments in 2012 will strengthen the partnership. The effectiveness of PACA has been endorsed by the Welsh Language Board and Welsh in Education Unit. • Rhieni dros Addysg Gymraeg (RhAG) both challenge and support Welsh language provision in Swansea. • Effective partnership agreements are in place between the Youth Service and a Welsh Language Provider (Menter Page 183 Iaith) and Swansea Council for Voluntary Services to provide Welsh-medium youth provision.

Areas for development • Plan as multi-agency partners to meet the challenge that will arise from the forthcoming reforms to the statutory assessment of ALN. • Consultation with young people needs to be improved, staring with the ‘Big Conversation’ championed by the Cabinet Member for Young People and the use of the ‘Super Survey’. • Review the purpose/role of the LSB in light of changes to national requirements for plan/partnership rationalisation through the Single Integrated Plan and future regional working.

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Quality Indicator: 3.3.2 Partnership working - joint planning, resourcing and quality assurance

Evaluation Evidence

• The governance of the Children and Young People Plan has been clarified together with an ongoing review of progress in addressing priorities based on detailed data analysis. The priorities are monitored by the CYP Board. • The CYPSU manages the Families First grant and this funds a range of projects. Each • project is subject to a detailed SLA and quarterly performance and budget reviews to the CYP Board. • Partnership working across South West and Mid Wales has developed an integrated school improvement strategy and service. • The Regional Learning Partnership Board commissioned a review of the central regional unit. The progress of the RISIS has been subject to Welsh Government reviews. • Through swamwac regional procurement frameworks and collaborative working have been developed.(RISIS, Catering, new framework for i-Pads). • The Welsh Government requirements for regional joint planning of the use of SEG,WEG 14-19 funding have been met. • The effective joint planning and working between the education and corporate building and property services Page 184 together with contractors and schools has delivered capital projects on time and within budget.

Areas for development

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Quality Indicator: 3.4.1 Resource management - management of resources

Evaluation Evidence

• One Education Budget strategy, which provides a medium term financial plan, delivering a consistent financial Council’s 2013/14 Budget strategy to prioritise the delegated schools budget and pupil specific areas of support within the non delegated budget. • The Education Directorate budget was delivered in 2010-11, 2011-12 and 2012-13. There has been a clear focus on 2011/12, 2012/13 and Draft 2013/14 MTFP prioritising: the delegated schools budget and pupil support services; statutory over discretionary services; efficiency and re-structuring and recovering costs from grants. • The QEd 2020 Programme aims to raise standards and better use funding and effort though its school organisation Education Revenue Budget – used to decide element. An improved learning environment provides better opportunities. Timely amalgamations have not what to delegate disadvantaged good schools and improved performance in some instances. • The resource strategy supports wider service planning strategy and demonstrates that difficult decisions have been made after engaging with stakeholders and careful planning. e.g. The delegation of the Severe and Complex Needs budget to manage this budget and meet identified need in a different way. • The strategy is underpinned by effective stakeholder engagement through the School Budget Forum and sub groups Minutes from School Budget Forum and Joint Page 185 (particularly the Joint Finance Group), which have fully supported a rolling and rigorous challenge and review Finance Group process for all budget areas within the Education service. • National benchmark data informs the discussion of Authority services and resourcing strategy at the School Budget WG Annual Statistical Bulletin (SATS Wales) Forum and sub groups. • The Authority is engaging in thorough processes in relation to increasing the level of delegation of funding to schools, progressing the strategy to hold a statutory core minimum of services at the centre. Working with stakeholders and regionally this has resulted in significantly increasing the level of delegation in 2012/13 from 73.5% to 82.5% (the 4th highest level of delegation within Wales). Swansea is well on track to deliver the 85% national and local target by 2014/15. PFM Headcount reduction and efficiencies • The Performance and Financial Monitoring (PFM) processes across all Directorates, Strategic Programme Board evidence (which was presented to schools) governance and the monitoring of key corporate programmes and projects ensures good resource management. Listing of schools’ reserves and evidence of • There is a robust process of monitoring service budgets by officers and elected members – the required financial challenge.....ask Kelly targets and budget savings for Education have been delivered in each year since 2009/10 and the impact on service Sian Pasco compiling discussions with levels was effectively managed. • schools? Resources have been released through the QEd 2020 programme for re-investment in schools (both revenue and A/W Info from Simon Griffiths and Martin capital resources). This is a clear Authority priority which has been reflected in the Authority’s budget reports since Evidence from Martin 2010. EGs of new SLAs and of review process • The Authority has ring fenced areas for priority funding e.g. literacy, QEd 2020 New Data SLA • There is continued success in bidding for capital resources and in the delivery of major projects through programme Evidence from Kat and project governance arrangements within Education. Major schemes delivered and still underway include Cefn Hengoed and Morriston comprehensive schools, the SOC for Burlais primary school is awaiting formal approval by WG prior to being progressed and Swansea’s Flying Start portfolio continues to deliver targeted support for pre-

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school children in the most deprived communities. • Match-funding initiatives assist schools with the delivery of capital maintenance schemes. • The sufficiency, suitability and performance of SLAs is reviewed by the School Budget Forum and sub groups. The majority of schools buy into the Authority’s SLAs. Areas for development

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Quality Indicator: 3.4.2 Resource management - value for money

Evaluation Evidence

• Careful management has enabled Education to make available its own resources to provide investment e.g. In 2010/11 revenue under spend provided sufficient resource to enable the authority to fully cover the accumulated deficit incurred by Daniel James to enable subsequent capital and revenue savings generated to be fully available to ongoing education provision. Cabinet approved the use of carry forward reserves (from prior year under spending within education) for the remodelling of PRU and STFs in 2013/14. • A robust system is in place to challenge and support schools on their efficient use of and accountability for their funding, including, where appropriate, their use of school reserves. • National benchmark data informs the discussion of Authority services and resourcing strategy at the School Budget Forum and sub groups. • The QEd Programme is underpinned by a robust assessment framework, which is clearly communicated to all stakeholders. • The review of funding formulae to ensure remains ‘fit for purpose’. The current focus has been on reviewing the costs of SLAs to ensure that charges continue to represent a realistic reflection of the actual costs of delivery. Page 187 • School meals catering service offers a vfm service as confirmed by scrutiny. • Implementation of the web-enabled On-Line Admissions and Transfers and supporting back office software funded by Education budget enabled Swansea to take control of the Admissions process centrally without additional resources. The engagement with schools and the council’s contact centre and library service to support parents to apply via the on-line route has resulted in Swansea cited by Capita as best practice and the authority leads nationally in the percentage of applications made on-line. Areas for development

88 LAESCYP Inspection 2013/Level 2 update 2012/Level 2 composite v6 28Feb13 Scrutiny Agenda Item 8

Report of the Chair

Scrutiny Programme Committee – 11 March 2013

SCRUTINY WORK PROGRAMME

Purpose To allow the committee to manage the work of scrutiny to ensure that the work programme is as effective as possible. The committee is asked to consider its own work plan as well as the work undertaken by informal Scrutiny Panels and Working Groups.

Content This report explains the background and purpose of the scrutiny work programme and current position. The Committee’s Work Plan Timetable is attached together with a table showing progress with the established Scrutiny Panels and Working Groups.

Councillors are • accept or make changes to the committee’s work plan being asked to timetable, and plan for the meetings ahead (Appendix A) • review progress of established Panels and Working Groups (Appendix B) • approve the membership and brief of the Schools Performance Panel (Appendix C) • approve the membership of the School Meals Working Group (Appendix D) and other amendments to membership (see paragraph 3.3)

Lead Councillor Mike Day, Chair of the Scrutiny Programme Councillor(s) Committee Councillor Clive Lloyd, Vice Chair

Lead Officer(s) Jack Straw, Chief Executive

Report Author Brij Madahar, Overview & Scrutiny Coordinator Tel: 01792 637257 E-mail: [email protected]

1. Introduction

1.1 In order to ensure a coordinated approach the work of overview and scrutiny operates within the framework of an overarching Scrutiny Work Programme, which is overseen by the Scrutiny Programme Committee. It is a standing item on each agenda to discuss and manage the work programme so that the committee can maintain an overview, monitor progress, and coordinate as necessary.

1.2 It is expected that the work of scrutiny should represent a significant and constructive programme of activities that will:

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• help improve services • provide an effective challenge to the executive • engage members in the development of polices, strategies and plans • engage the public

1.3 At the same time the committee must ensure that the work of scrutiny is:

• manageable, realistic and achievable given resources available to support activities • relevant to corporate priorities and is focused on significant areas • adding value and having maximum impact • coordinated and avoids duplication

1.4 The work of scrutiny is carried out primarily in three ways:

• Formal committee meetings – as well as managing the overall work programme, the committee will ask questions on a broad range of policy and service issues, include a range of monitoring activities, provide challenge, and hold Cabinet Members to account. Matters considered at committee meetings will typically be ‘one-off’ opportunities for questions, usually based on written reports presented, i.e. not part of any specific in-depth work that will have a programme of detailed evidence gathering.

• Informal panels – Scrutiny panels will be established by the Scrutiny Programme Committee, with conveners appointed by the committee. The use of panels will ensure that scrutiny is both flexible and responsive:

a) Inquiry Panels: these would undertake discrete in-depth inquiries into specific and significant areas of concern on a task and finish basis. These will be significant topics where scrutiny can make a real difference. The committee will determine the aim of each of the inquiries and key question that is to be explored. It will also set a clear time-limit for the panel to carry out and complete the inquiry. Inquiry panels will produce a final report at the end of the inquiry with conclusions and recommendations, informed by the evidence gathered.

b) Performance Panels: these would provide in-depth monitoring and challenge for clearly defined service areas. Performance panels will be expected to have on-going correspondence with relevant cabinet members in order to share views and recommendations, arising from monitoring activities, about the service.

Page 189 • Informal working groups – Although the majority of scrutiny work is carried out through the committee and panels, the committee can also establish informal working groups of councillors. This would support flexible working where it has been agreed that a matter should be carried out outside of the committee but does not necessitate the establishment of a Panel. This method of working is intended to be light-touch. Such instances where a working group may be preferable would include for example, where a specific report or information is to be considered or to follow up on a specific issue raised at committee.

2. The Committee Work Plan

2.1 An up-to-date work plan timetable, based on the agreed work plan, is attached as Appendix A. The committee’s work plan is under constant review to ensure it is robust and effective. Any report to the committee or any activity that the committee wishes to undertake must have a clear purpose and value. The timetable should assist forward planning and help the committee to manage the workload and review progress made.

2.2 Members should review and confirm items for the next meeting giving specific consideration to who should attend and confirm expectations so that future meetings are always well planned and prepared for, e.g. information required and key questions that the committee wishes to ask.

2.3 Consideration should always be given to the most effective way that future work can be carried out (e.g. through committee meetings, panels or other informal methods). The committee also has the opportunity to introduce issues of concern and review work plan priorities, as and when they arise.

2.4 Following each meeting the committee can communicate findings and views from its work by producing chairs letters or reports making recommendations for improvement.

3. Scrutiny Panels and Working Groups

3.1 To facilitate monitoring of the overall scrutiny work programme Appendix B provides a snapshot of progress with the informal Panels and Working Groups that have been established by the committee.

3.2 Further to the additional topics for scrutiny activity that were recently agreed by the committee, the proposed membership of the Schools Performance Panel and the School Meals Working Group are provided for agreement:

Appendix C – Schools Performance Panel - Draft Brief & Membership

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Appendix D – School Meals Working Group

The committee is required to appoint a convener to lead this work.

3.3 The committee should also approve the following changes to membership:

• Attainment & Wellbeing Scrutiny Inquiry Panel: - Remove Cllr J Raynor - Add Cllr J Harris

3.4 For further information about the work of specific panels / groups a contact list of lead scrutiny members and officers is contained in Appendix E.

4. Financial Implications

4.1 Any costs that arise out of work plan activities, for example expenses for witnesses or transport costs, are not envisaged to be significant and will be contained within the existing Overview & Scrutiny Budget.

5. Legal Implications

5.1 There are no legal implications arising directly from this report.

Background papers: None

Contact Officer: Brij Madahar, Overview & Scrutiny Coordinator
01792 637257 31.1.13

Legal Officer: Janet Hooper Finance Officer: Carl Billingsley

Appendices:

Appendix A: The Committee Work Plan Appendix B: Scrutiny Panels and Working Groups - Summary of Progress Appendix C: Schools Performance Scrutiny Panel – Draft Brief & Proposed Membership Appendix D: School Meals Scrutiny Working Group - Proposed Membership Appendix E: Scrutiny Lead Member / Officer Contacts List

Page 191 APPENDIX A Scrutiny Programme Committee – Work Plan

Meeting Reports Purpose

• Role of the • To explain the purpose of the Committee. Programme Committee • Scrutiny Work • To maintain overview on scrutiny work, monitor Programme progress, and coordinate as necessary • Discussion on Ways • To enable the Committee to discuss and agree future 5 Nov of Working working practices for the Committee. • Final Follow Up on • To conclude monitoring of implementation of Cabinet previous scrutiny action plan in response to scrutiny recommendations review of Support for (final follow up is usually scheduled approx 12 Older People in the months after Cabinet decision) Community • Scrutiny Work • To maintain overview on scrutiny work, monitor Programme progress, and coordinate as necessary • To approve proposed membership and conveners of Scrutiny Panels and Working Groups • To agree protocol on requests for scrutiny from individual councillors (incl. CCfA) and/or members of the public • To consider arrangements for the scrutiny of the Local Service Board • Cabinet Member • Question and answer session with Cllr. Will Evans, Question Session Cabinet Member (Learning and Skills), on relevant portfolio responsibilities and activities. 3 Dec • Educational • To monitor and challenge performance / action plans Attainment, for improvement Attendance, Exclusions – Annual Performance Report • Estyn Inspection of • To monitor progress of the actions taken following Work Based the Estyn Inspection of Employment Training in Learning aspects of November 2011. Employment Training - Action Plan Monitoring • Scrutiny Annual • To present the annual report of the work of the Report Council’s overview & scrutiny boards for the municipal year 2011/12, as required by the constitution • Chair’s Letters – • To ensure the committee is aware of the various Review of Scrutiny scrutiny letter produced since the start of the Letters and municipal year and responses to date. Responses to date

Page 192 • Scrutiny Work • To maintain overview on scrutiny work, monitor Programme progress, and coordinate as necessary • Cabinet Member • Question and answer session with Cllr. June Question Session Burtonshaw, Cabinet Member (Place), on relevant portfolio responsibilities and activities. • Empty Property • To consider draft corporate strategy on how the Strategy Council deals with empty properties (empty homes and ruinous buildings). Will be an updated strategy from the 2005 – 2008 strategy reflecting current resources and legislation. Report should also cover how the Authority’s strategy links with the Welsh 14 Jan Government’s Empty Homes Fund which seeks to bring empty residential properties back into use in order to tackle social issues, and as part of meeting housing demand in Wales • CSSIW Annual • To consider inspectors annual performance Social Services evaluation report for 2011/12 Performance Evaluation 2011/12 • Schools • To consider a snapshot of schools performance Performance based on inspection reports/findings • To consider arrangements for scrutiny of schools performance • Scrutiny Work • To maintain overview on scrutiny work, monitor Programme progress, and coordinate as necessary • Adult Services • To monitor and challenge performance of Adult Performance Report Social Services • Adult Safeguarding • To consider the performance of Adult Safeguarding Annual Report services and implications for adult safeguarding developments in 2012/3 and the associated risks/challenges. • Rota Visit Activity • Briefing on rota visits undertaken by Councillors. Council requires scrutiny to consider at least on 11 Feb annual basis. • Final follow up on • To conclude monitoring of implementation of Cabinet previous scrutiny action plan in response to scrutiny recommendations review of the Role of (final follow up is usually scheduled approx 12 Councillors as months after Cabinet decision) Corporate Parents • Follow up on • To monitor implementation of Cabinet action plan in previous scrutiny response to scrutiny recommendations (first follow reviews: up is usually scheduled 6 months after Cabinet a) Support to Carers decision) b) Care Leavers • Scrutiny Work • To maintain overview on scrutiny work, monitor Programme progress, and coordinate as necessary • Crime & Disorder • Update from Safer Swansea Partnership and questioning on plans, performance, challenges

Page 193 • Opportunity to consider impact on partnership following appointment of Police Commissioner • Estyn Inspection – • To consider result of a self evaluation exercise Self Evaluation carried out as part of the whole authority Estyn 11 Mar Report inspection taking place in the Spring/Summer on education services for children and young people. • Follow up on • To monitor implementation of Cabinet action plan in previous scrutiny response to scrutiny recommendation and receive review of Swansea update on City Centre Action Plan (first follow up is City Centre usually scheduled 6 months after decision) • Single Integrated • To consider feedback from consultation with Plan / Arrangements councillors on Single Integrated Plan for LSB Scrutiny • To discuss arrangements for LSB Scrutiny (nb – partners to be invited to participate in discussion) • Scrutiny Work • To maintain overview on scrutiny work, monitor Programme progress, and coordinate as necessary • Safeguarding • To consider impact / implications of re-organisation Arrangements taking place in senior management upon safeguarding arrangements in the authority (Chief Executive attending) • Cabinet Member • Question and answer session with Cllr. Ryland Question Session Doyle, Cabinet Member (Target Areas), on relevant portfolio responsibilities and activities. • Children & Young • To contribute to the annual review of the strategic People Plan 2011-14 plan which gives direction to all partners in Annual Review developing their delivery and services plans for children & young people

• NEETS / Engaging • To consider current service provision for NEETs (Not 8 Apr Disengaged Pupils in Education, Employment or Training) and current / developing initiatives to support & identify children & young people who are or at risk of being NEETS including - the strategy for 16-18 yr olds and the development of a strategy for 18-24 yr olds - Assessment of future risk of becoming NEET / risk indicators for 6-16 yr olds • To consider NEET performance incl. figures from Careers West Wales about numbers of NEETS in Swansea. • Follow up on • To monitor implementation of Cabinet action plan in previous scrutiny response to scrutiny recommendations (first follow review of Role of up is usually scheduled 6 months after Cabinet Teaching Assistants decision) across the Primary Sector • Annual Work Plan • To reflect on the year’s work, achievements, Review experiences, issues, ideas for future scrutiny

Page 194 To be scheduled:

• Final Panel Reports – Tourism; Public Transport; Affordable Housing; Attainment & Well Being; Services for Looked After Children; and Economic Inactivity: To receive the final report (conclusions and recommendations) of the Panel prior to submission to Cabinet for decision • Cabinet Member Question Session - Question and answer session with Cllr. Mitch Theaker, Cabinet Member (Opportunities for Child & Young People), on his portfolio responsibilities and activities in relation to youth service provision and relevant plans (moved from 8 Apr) • Cabinet Member Question Session - Question and answer session with Cllr. Mark Child, Cabinet Member (Well being), on relevant portfolio responsibilities and activities (moved from 11 Feb). • Equality & Diversity Review Report 2011/12 - To consider a review of how the Council is meeting its legislative duties in relation to Equality and Diversity • Play & Recreation Opportunities for Children – report on authority’s response to new legal duty to assess the sufficiency of play and recreational opportunities for children in the area, and plans for improvement. Scrutiny to review actions council is taking. Report should cover what requirements have been and what actions have been undertaken and what the gaps might be (to be scheduled for early meeting in new council year). • Sickness Performance – Adult Social Services – concern raised in CSSIW Annual Performance Evaluation – committee to follow up June / July. • Relevant reports on Audits / Inspections (e.g. CSSIW reports – schedule 2012/13 annual performance evaluation report for Oct / Nov) • Other Annual Performance Reports • Pre-decision Scrutiny • Reports on Relevant Regional / National Scrutiny Development & improvement Issues (incl. report back from WLGA / CfPS network meetings) • Swansea Voices reports / Other consultation reports • Referrals from other council bodies, such as cabinet (suggestions made by Cabinet Member for Place for look at car parking across Swansea and ways to improve recycling performance) • Referrals of items from members of the public or Councillor Calls for Action (CCfA)

Page 195 Scrutiny Activity Timetable 2012-13 Appendix B

Activity December January February March April May June

Scrutiny Programme 3 14 11 11 8 Committee

Inquiry Panels Tourism (started Aug 2012) 5 8 6 20 28 Affordable Housing (started Aug 2012) 3 10 13 21 4 18 8 Public Transport (started Aug 2012) 11 12 11 tbc 11 tbc F Services for LAC (started Oct 2012) 10 21 18 18 F Attainment & Wellbeing (started Oct 11 22 19 22 4 11 20 16 25 tbc

Page 196 2012) Economic Inactivity (start tbc)

Key for Inquiries: Scoping Evidence Gathering Final Report

Performance Panels Child & Family Services 20 10 Corporate Improvement & Budget 7 5 17 Schools (start tbc)

Working Groups Flood Risk Management 9 Single Integrated Plan (Consultation) 5 Allotments 18 Welfare Reform 4 School Meals Service (tba)

Notes: Appendix C

Schools Performance Scrutiny Panel – Draft Brief

1. Name:

Schools Performance Scrutiny Panel

2. Why this topic is important:

• It is a key corporate improvement objective to ‘improve services for children and young people and in particular to maximise well being; raise standards of attainment and achievement; ensure services are safe and services provide excellent education opportunities’. • Swansea has some of the highest performing schools in Wales but also, some of the lowest. • The attainment gap between schools with high and low free school meals numbers is increasing

3. What is the purpose of the Panel?

To provide ongoing challenge to schools performance to ensure that: • pupils in Swansea are receiving high quality education; and • the authority is meeting its objectives in relation to school standards and pupil attainment.

What are the possible lines of inquiry?

To regularly review the authority’s assessments of all schools performance in order to identify a range of schools, and meet with Head Teachers and Chairs of Governors to ask questions about performance and improvement, focusing on outcomes, provision and leadership, e.g.

1. How the school has responded to inspection findings and recommendations? 2. What does the school need to do to improve learner outcomes and to increase the schools capacity to improve in the future? 3. What are the barriers to the school improving learner outcomes? 4. How is the school using tools and initiatives available to improve outcomes (i.e. Restorative Practice, 8 reading behaviours etc) 5. What is the school doing to improve levels of pupil attendance? 6. What is the school is doing to minimise school exclusions? 7. What are the governing bodies priorities and how are they being addressed? 8. How practice is being shared across schools?

Page 197

4. Who will be participating in this Panel?

• Which Scrutiny Councillors will sit on this panel?

Cllr Mandy Evans Cllr Beverley Hopkins Cllr Fiona Gordon Cllr Hazel Morris Cllr Jane Harris Cllr Cheryl Philpott Cllr Jennifer Raynor

(A convener will be appointed by the Scrutiny Programme Committee)

NOTE: Consideration can be given to involving persons with expertise or experience in this area to sit on the panel as co-optees for the duration of the Panel

5. When will it report? (i.e. likely duration of the Panel)

The Panel will be expected to summarise its findings to each school after the session they attend, highlighting key points from the meeting, including suggestions for improvement

The Panel will also be expected to have on-going correspondence with the relevant cabinet member in order to share views and recommendations, arising from the Panel’s activities, about schools performance.

The Panel will continue through this municipal year reporting back to the Scrutiny Programme Committee on a regular basis. The Panel may also raise issues, as appropriate, with the Committee.

Lead Scrutiny Officer: Michelle Roberts ([email protected]) Tel: 01792 637256

Page 198 APPENDIX C

PROPOSED MEMBERSHIP / CONVENER LIST

SCHOOL MEALS SCRUTINY WORKING GROUP (10)

Councillors:

Labour Councillors: 9 David Cole Andrew Jones Jan Curtice Andrea Lewis Fiona Gordon Gloria Tanner Jane Harris Ceinwen Thomas Yvonne Jardine

Liberal Democrat Councillor: 1 Cheryl Philpott

Independent Councillor: 0

Conservative Councillor: 0

NOTE: Convener to be appointed

Page 199 Appendix E Lead Scrutiny Councillor / Officer Contacts:

Activity Lead Councillor Lead Scrutiny Officer

Scrutiny Programme Committee Mike Day Brij Madahar (tel. 01792 637257) [email protected] [email protected]

Inquiry Panels:

Tourism Michelle Roberts (tel. 01792 Are we making the most of Swansea’s potential as a 637256) destination for tourists, including maximising the economic [email protected] Page 200 benefits for Swansea? John Newbury Public Transport [email protected] Delyth Davies (tel. 01792 637491) How can public transport help to improve levels of social [email protected] inclusion across different communities and groups in Swansea? Affordable Housing Terry Hennegan Dave Mckenna (tel. 636090) How can the council and its partners increase the overall [email protected] [email protected] supply of affordable housing in Swansea? Services for Looked After Children Ceinwen Thomas Delyth Davies (tel. 01792 637491) How can we improve the experience of LAC in Swansea [email protected] [email protected] when they access services from the council and partners at different life stages? Attainment & Wellbeing Fiona Gordon Michelle Roberts (tel. 01792 How well are schools, the council and partners meeting [email protected] 637256) the emotional needs of children, and how can this be [email protected] improved? Activity Lead Councillor Lead Scrutiny Officer

Economic Inactivity Chris Holley Juliet Rees (tel. 01792 636393) How well are the council and partners tackling economic [email protected] [email protected] inactivity amongst young people in our communities?

Performance Panels:

Child & Family Services Paxton Hood-Williams Delyth Davies (tel. 01792 637491) paxton.hood- [email protected] [email protected] Corporate Improvement & Budget Mary Jones Juliet Rees (tel. 01792 636393) [email protected] [email protected] Page 201 Schools tbc Michelle Roberts (tel. 01792 637256) [email protected] Working Groups:

Local Flood Risk Management Susan Jones [email protected] Allotments Paul Meara Brij Madahar (tel. 01792 637257) [email protected] [email protected] Council’s Preparations for Welfare Reform Nick Davies nick.davies2@swansea,gov.uk School Meals tbc

Agenda Item 9a

C I T Y A N D C O U N T Y O F S WANSEA ——————————————————————————————————————————————— D I N A S AS I R A BERTAWE

Councillor Mark Child Please ask for: Overview & Scrutiny Gofynnwch am: Cabinet Member, Well Being Direct Line: 01792 637491 Civic Centre Llinell Uniongyrochol: Oystermouth Road e-Mail [email protected] SWANSEA e-Bost: SA1 3SN Our Ref CFS/01 Ein Cyf: Your Ref Eich Cyf: Date 3 January 2013 Dyddiad:

Dear Councillor Child,

Child & Family Services Performance Panel, 20th December 2012

The panel considered the Child & Family Services Performance Report for October 2012 and had a wide ranging discussion on a number of other issues detailed below.

The panel identified a number of areas within the performance report that were of concern:

Core Assessments Overall performance in the number of core assessments carried out within the statutory 35 days timescale had dipped. This concerned the panel because of the importance of the assessment process within the safeguarding framework. The panel understood that a focus on the quality of the assessment caused the timescale to slip. Indeed, the panel welcomed the significant improvement in the quality of assessments that had been recently reported by CSSIW. The panel was informed about a new early identification system which detected assessments that were at risk of missing the 35 working day target. Once identified managers would be able to take action immediately to address the slippage before the information gets reported in the monthly performance report. The panel will look again at performance in this area when it next considers the performance report.

Safeguarding over the Christmas holiday The panel sought reassurances from the Head of Child and Family Services that staff would be in place over the Christmas period to take referrals and ensure that safeguarding was prioritised. Officers were confident that sufficient resources were in place to manage demand over Christmas.

OVERVIEW &SCRUTINY /TROSOLWG A CHRAFFU CITY AND COUNTY OF SWANSEA /DINAS A SIR ABERTAWE CIVIC CENTRE,SWANSEA, SA1 3SNPage / C ANOLFAN202 DDINESIG,ABERTAWE, SA1 3SN Increasing number of complaints The panel enquired about the reasons for the increased number of complaints as highlighted in the report and was pleased to learn that while the number of complaints had increased, there had been no upward trend in the number of upheld complaints. It was suggested that the number of complaints could be viewed as a positive development as more and more service users become aware of their right to make a complaint. The Head of Child and Family Services also told the panel that positive feedback and compliments are always celebrated by the teams. The panel agreed that this was a good culture to foster.

The panel moved on to a more general discussion around a number of issues it felt were important. These are summarised below.

Managerial support for social work staff and teams The panel asked Head of Child and Family Services to detail how social work staff and teams were supported in their casework. The panel learned that there had been a big investment in management and senior practitioner capacity at the operational level to provide robust and well resourced support to social work staff and teams. The Senior Management Team in Child and Family Services was described as “lean” and close to the operational service, that is, all decisions on Looked After Children were signed off by the Senior Management Team. All decisions on care orders were signed off by the Head of Child & Family Services and scrutinised by the Senior Management Team. Any decision about a child not likely to be fostered was taken by the Head of Child & Family Services.

The panel was informed that the CSSIW had challenged this level of scrutiny by management and said that it could be disempowering. The Head of Child and Family Services was aware that a re-balancing between ownership and involvement would need to happen, but felt that the balance was about right at the moment.

The panel shared the view that balanced challenge and support were important and necessary to achieve good quality services, assessments and outcomes but urged that it was carried out constructively.

PARIS System The panel questioned whether the Head of Child and Family Services felt that the PARIS system was fit for purpose and whether the department had explored the possibility of other systems. The panel was pleased to hear that the PARIS IT system was as good as any other recording and information system available and that there were no plans to change suppliers or systems. The Head of Child and Family Services reported that he had visited teams that used PARIS and had not received adverse feedback on the system. The panel was encouraged to learn that as a development partner, Child and Family Services was able to challenge the PARIS supplier to better meet the needs of the service.

Relationships and working with partners The panel questioned whether the Head of Child and Family Services felt that progress with joint working had been achieved with partners from Health, Education and the Police. Officers were confident that joint working had become a real strength. Child and Family Services had opened itself up to scrutiny by partners by providing them with performance data and invited them to make

Page 203 suggestions. However, Child and Family Services expected this from partners as well and highlighted the example of the monthly referral meetings held with partners: Child & Family Services and partner agencies met each month to look at referrals. Each referral was expected to move onto an Initial Assessments, this meant that partners had made a good referral. The meeting looked at referrals which didn’t progress to an Initial Assessment and considered what the referring agency could have done differently. The referral was then taken back into the agency to deal with. The panel felt that this was a positive step and would help continue the downward trend in referral rates.

The panel questioned the Head of Child and Family Services about the extent of regional work that was underway. He felt that there was not as much regional working as there could be and suggested there was scope to do more, especially around inter-agency systems. The panel agreed that more regional working could be explored given the drive from the Welsh Government to provide more services regionally.

Relationship between schools and Child & Family Services Overall, there was a varied picture of the direct working relationship between Child & Family Services and schools and there was room improvement. In small areas like Penderry relationships between schools and Child & Family Services were better compared to larger geographical areas like the West of Swansea.

The panel was pleased to learn that schools had received an open invite to attend the monthly referral meetings but that the level of uptake needed to be improved. Schools are an important partner within the safeguarding framework and the panel would welcome your views on how the level of uptake amongst schools will be improved.

The Head of Child & Family Services also suggested that improvements needed to be made around how the service communicated with schools around the group of children that are at risk but do not yet appear on any kind of register or list.

Independent Reviewing Officers With regards to Independent Reviewing Officers, the panel’s main concern was whether there was adequate resource in the team to cover both the casework and advocacy role undertaken by IROs. The Head of Child and Family informed the panel that the team had been restructured and that the resource had been increased to the team. The Head of Child and Family considered that the number of IROs was sufficient, he agreed with the panel that the caseload was high, but he was confident that although challenging, the team was able and committed.

The panel agreed to: • Circulate the monthly performance reports via e-mail to the panel and for the panel to consider the performance reports on a quarterly basis. These meetings will take place approximately one week after the publication of the performance report;

• Request that the multi-agency group attend a future panel meeting to provide feedback on joint working and how it can be improved further;

Page 204 • Invite the Chief Executive to the next panel meeting to answer questions about the impact of the proposed organisational changes on Child and Family Services;

• Produce a Convenors letter for each panel meeting which will be sent to the Cabinet Member and the Scrutiny Programme Committee;

• Ask all members of the panel for work plan ideas;

• Submit any requests for additional scrutiny task and finish group work associated with this panel to the Scrutiny Programme Committee so that it may consider the resource implications.

Yours faithfully

Councillor Paxton Hood-Williams Convenor, Child & Family Services Performance Panel [email protected] cc: Child & Family Services Performance Panel Members Scrutiny Programme Board Cabinet Members Corporate Management Team Dave Howes – Head of Child & Family Services

Page 205 Page 206 Page 207 Page 208 Agenda Item 9b

C I T Y A N D C O U N T Y O F S WANSEA ——————————————————————————————————————————————— D I N A S AS I R A BERTAWE

Councillor June Burtonshaw Please ask for: Overview & Scrutiny Gofynnwch am: Cabinet Member for Place Direct Line: 01792 637257 Civic Centre Llinell Uniongyrochol: Oystermouth Road e-Mail [email protected] SWANSEA e-Bost: SA1 3SN Our Ref Ein Cyf: Your Ref Eich Cyf: Date 29 January 2013 Dyddiad:

Dear Councillor Burtonshaw,

Local Flood Risk Management Scrutiny Working Group – 9 January 2013

This letter reflects the main issues and views arising from our discussion on the draft Local Flood Risk Management Strategy which was published for consultation by Cabinet recently.

The Working Group heard from the lead officers Chris Vinestock, Head of Transportation, and Mike Sweeney, from the Environment Department. They provided us with a background to the work going on in this area, explained the role of the Council as a Lead Local Flood Authority (LLFA), and answered questions about the strategy and next steps.

We understood that whilst certain agencies (e.g. Environment Agency) had specific responsibilities, being the LLFA meant the Council had overall responsibility for oversight of flood risk management and playing a coordinating role, bringing together the various agencies and people involved. Members heard that the designation of LLFAs and the need to develop local strategies were designed to address historical weaknesses identified in the system, including fragmentation of responsibilities.

Cont’d…

OVERVIEW &SCRUTINY /TROSOLWG A CHRAFFU CITY AND COUNTY OF SWANSEA /DINAS A SIR ABERTAWE CIVIC CENTRE,SWANSEA, SA1 3SN / CANOLFAN DDINESIG,ABERTAWE, SA1 3SN www.swansea.gov.ukPage 209 It was recognised that the establishment of LLFAs was a recent change in law and we noted that at this stage the draft strategy effectively represented a starting point. We learned that this would move on over the next year to detailed assessments and then plans to deal with flood risk, with the identification of action for specific areas in Swansea. It was stressed to us that prioritisation would be necessary because of limited resources, as well as considering other important factors such as environmental objectives.

We explored the different causes of flooding in Swansea and it was pointed out that solutions to flooding in the area were not simple or straightforward. Swansea had a disproportionately large number of springs and ground water issues (levels were high), with lots of different water interactions at play. Also, the number of old mine workings in the area posed a problem. What was made clear to us was that the priority for both the authority and the Environment Agency was flooding that risked damage to housing / buildings. For example, flooding to gardens would not be considered as top priority. Clearly the interaction of tides and rivers would pose the biggest problem in terms of severity of impact to Swansea but was less likely however the potential was nevertheless significant.

The officers shared some maps which showed past flooding events in the area, surface water risk maps, and the potential of groundwater flooding. It was noted that by December 2013 the authority would have flood risk and flood hazard maps from the Environment Agency. This will provide a greater evidence base to look at areas and issues in more detail. We were informed that a comprehensive flood risk plan would then be produced by 2015. It was clear from our discussion that historical records on flooding had been patchy but a new system and approach, combining records from other sources such as Welsh Water and the Fire Service, will ensure that high quality information will be collected and analysed. This will capture the nature of flooding, causes, action taken, likely recurrence, preventative or protective measures necessary etc.

We would like to bring to your attention the following points from our discussion and suggested actions:

Raising Awareness

Given the incidence of flooding in recent years much works needs to be done in raising awareness within communities and in the provision of information that will help people. The authority should ensure that people have advice about who to contact in the event of an incident or how to resolve an issue. Councillors can play a significant role but only if they are also well advised about the respective roles of relevant organisations and options in terms of signposting people, particularly where people are left to deal with issues that the authority may deem low priority. Whilst the authority may not always be the ‘responsible body’ we feel that as the LLFA the authority must be on hand to help,

Page 210 such as giving clear advice e.g. on causes and possible solutions, even to extent to supplying sandbags albeit with a nominal charge. We accept that the authority has to be realistic about what it can provide, and appreciate the efforts of those supporting this work given limited resources. We feel that the production of a ‘fact sheet’ on flooding may be of help to both councillors and local communities. The authority should also highlight how important it for people to check that work done to their property does not increase flood risk, e.g. driveways, patios.

Maintenance

We believe that many instances of flooding in the area can be attributed to poor drainage. Councillors shared their experiences of certain areas where this seemed to be a common occurrence after heavy rainfall. Although this may affect the highway more so than property, road safety and access is also important. We would stress the importance of maintenance to prevent flooding issues. Councillors also shared examples of culverts that have caused flooding and again felt that a good inspection, cleaning and maintenance programme would help to prevent flooding and risk to nearby properties. We did note, however, that the highway drainage system was very old and would require significant investment to not only improve but to excavate and inspect pipes for blockages etc.

The Planning Process and Permitted Development

We are concerned whether everything is being done not only to avoid inappropriate development in areas at risk of flooding but to ensure that wherever development is permitted adequate measures are in place to ensure effective drainage systems. The authority should be looking at sustainable drainage systems to be part of new developments and encourage the use of permeable surfaces. Unfortunately developers may look to the cheapest solutions to drain away water and these may fail in later years leaving the authority to deal with the problem and pick up the cost. Not to mention the consequential impact on surrounding residents. We learned that new powers are being given to local authorities in terms of ‘approving’ drainage systems, though specific arrangements had not yet been agreed nationally. We would urge the authority to take advantage of such powers in tandem with the planning process, and give greater focus to drainage issues within planning applications and enforcement of conditions. Ideally this process will be self-funded through commuted sums or developer contribution. There may be a balance to be struck but the authority needs to agree at the outset liabilities and ensure that costs for future maintenance are covered. The burden should be on developers to pay for improvements to water management systems required, not the council.

Page 211 Welsh Water not being statutory consultees has been an unfortunate flaw in the existing planning process. This has meant concerns about risks from certain developments may have not been adequately aired. However, we were informed by officers that there was a change in the law which will mean Welsh Water will be required to make comments and can object to developments. This will certainly be a step change in improving matters.

We were pleased to hear that the planning service routinely consults with the officers about applications and there were positive relations with clear systems in place for communication. The officers also reported good relations with the Environment Agency.

LiDAR Flood Risk Mapping

Some councillors had previously seen a demonstration of the digital terrain model data supplied by the Environment Agency, captured using the LiDAR (Light Detection and Ranging) system. We suggest that you consider whether all councillors (but particularly new councillors) would benefit from a meeting with colleagues from the Environment Agency to learn more about flood risk and their local modelling work. Perhaps you could arrange a councillor seminar in the near future as part of the ongoing work if the Environment Agency is able to do so. Members recalled how the LiDAR maps provided a very compelling picture of the impact of flooding in the area from potential events. We presume that you are using such information to inform future plans for prevention and protection in Swansea.

We were informed by officers that initial feedback from the Welsh Government and Environment Agency on the draft strategy was positive, though not surprisingly stressed the importance of moving onto the next stage i.e. detailed proposals and more focussed discussions. We noted that the strategy must be submitted to the Welsh Government by the end of March 2013.

Clearly there is a need for joined up thinking between relevant agencies but we also expect that you ensure that departments across the council are being mindful and attentive to playing whatever part possible to prevent and help protect Swansea from flooding. We would ask you to make sure that lessons are being learnt from experiences elsewhere, particularly with regard to emergency planning and response, including issues such as alerting people and communication in advance of risk and getting messages to people when they are in imminent danger.

Page 212 Summary of our recommendations:

• production of a community ‘fact sheet’ • improving advice and assistance to people dealing with local issues • improving inspection, cleaning and maintenance of drains and culverts • a councillor seminar on flood risk as the strategy develops • greater consideration of drainage issues in development control • ensuring a corporate approach to flood risk management • learning from experiences elsewhere

In conclusion the Working Group felt that there should be a further discussion by scrutiny when more detailed plans are developed and there is information about specific areas of risk. As flood risk and flood hazard maps were likely to be available towards the end of the year it would be a good opportunity for the group to meet again. We would stress to you that consultation and engagement with communities will be more critical when there is information at a very local level, to ensure that flood risk is properly understood and proposed measures / remedies are supported. Flood risk management is not a one-off exercise but an ongoing process and therefore ongoing monitoring by scrutiny is important. We will ask the Scrutiny Programme Committee to consider this when determining the scrutiny work programme for the next year.

We would be grateful for your response to this letter.

Yours sincerely,

COUNCILLOR SUSAN JONES Convener, Local Flood Risk Management Scrutiny Working Group [email protected] cc: Working Group Members Chair / Vice-Chair of Scrutiny Programme Committee Corporate Director (Environment) Chris Vinestock – Head of Transportation Mike Sweeney – Engineer, Environment Department

Page 213 Page 214 Page 215 City & County of Swansea / Dinas a Sir Abertawe

SCRUTINY PROGRAMME COMMITTEE (16)

Labour Councillors: 11 A M Cook R Francis-Davies D W Cole J E C Harris J P Curtice A J Jones N J Davies C E Lloyd V M Evans M Thomas P Downing

Liberal Democrat Councillors: 3 A M Day P M Meara J W Jones

Independent Councillor: 1 E W Fitzgerald

Conservative Councillor: 1 A C S Colburn

Co-opted Member: 1 Christine Everest Vacancy Vacancy Vacancy

Officers: Jack Straw Chief Executive Lee Wenham Head of Marketing, Communications & Scrutiny Dave Mckenna Overview & Scrutiny Manager Brij Madahar Overview & Scrutiny Coordinator Phil Hodgson Corporate Director (Social Services) Dave Howes Head of Child & Family Services Deborah Driffield Head of Adult Services Democratic Services Rod Jones/Debbie Smith Legal Archives

Email:

Corporate Management Team Cabinet Members Leaders of Opposition Groups Carl Billingsley

Total Copies: 36

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