Cynulliad Cenedlaethol Cymru the National Assembly for Wales
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Cynulliad Cenedlaethol Cymru The National Assembly for Wales Y Pwyllgor Plant, Pobl Ifanc ac Addysg The Children, Young People and Education Committee Dydd Mercher, 5 Mawrth 2014 Wednesday, 5 March 2014 Cynnwys Contents Cyflwyniadau, Ymddiheuriadau a Dirprwyon Introductions, Apologies and Substitutions Ymchwiliad i Ganlyniadau Addysgol Plant o Gartrefi Incwm Isel—Sesiwn Dystiolaeth 6 Inquiry into Educational Outcomes for Children from Low-income Households—Evidence Session 6 Ymchwiliad i Ganlyniadau Addysgol Plant o Gartrefi Incwm Isel—Sesiwn Dystiolaeth 7 Inquiry into Educational Outcomes for Children from Low Income Households—Evidence Session 7 Cynnig o dan Reol Sefydlog 17.42 i Benderfynu Gwahardd y Cyhoedd o’r Cyfarfod Motion under Standing Order 17.42 to Resolve to Exclude the Public from the Meeting ............ Cofnodir y trafodion hyn yn yr iaith y llefarwyd hwy ynddi yn y pwyllgor. Yn ogystal, cynhwysir trawsgrifiad o’r cyfieithu ar y pryd. These proceedings are reported in the language in which they were spoken in the committee. In addition, a transcription of the simultaneous interpretation is included. Aelodau’r pwyllgor yn bresennol Committee members in attendance 05/03/2014 Angela Burns Ceidwadwyr Cymreig Welsh Conservatives Rebecca Evans Llafur Labour Ann Jones Llafur (Cadeirydd y Pwyllgor) Labour (Chair of the Committee) Lynne Neagle Llafur Labour David Rees Llafur Labour Aled Roberts Democratiaid Rhyddfrydol Cymru Welsh Liberal Democrats Simon Thomas Plaid Cymru The Party of Wales Eraill yn bresennol Others in attendance Kath Bevan Pennaeth Ysgol Gynradd Pilgwenlli Headteacher at Pillgwenlly Primary School Ann Broadway Gweithiwr Cymorth Addysg i Deuluoedd, Ysgol Gynradd Goetre Education Family Support Worker, Goetre Primary School James Hall Rheolwr Prosiect Ymchwil Gweithredu, yr Uned Pobl a Gwaith Action Research Project Manager, People and Work Unit Rachel Morris Rhiant Parent Bev Phillips Pennaeth Ysgol Gynradd Blaen-y-Maes Headteacher at Blaen-y-Maes Primary School Andrea Williams Rheolwr Prosiect, yr Uned Pobl a Gwaith Project Worker, People and Work Unit Swyddogion Cynulliad Cenedlaethol Cymru yn bresennol National Assembly for Wales officials in attendance Marc Wyn Jones Clerc Clerk Gareth Rogers Ail Glerc Second Clerk Sian Thomas Y Gwasanaeth Ymchwil Research Service Dechreuodd y cyfarfod am 09:30. The meeting began at 09:30. Cyflwyniadau, Ymddiheuriadau a Dirprwyon Introductions, Apologies and Substitutions [1] Ann Jones: Good morning, everyone. Welcome to the Children, Young People and Education Committee. I will just go through the usual housekeeping rules. I remind you, if you have them on, to switch your phones off—this is one for me as well—as they affect the translation. Members can speak in either Welsh or English and we have translation facilities. So, if you need them, it is channel 0 for floor amplification, should you need it, and channel 1 2 05/03/2014 provides the translation from Welsh into English. We are not expecting the fire alarm to operate, so, should it operate, we will wait to take our directions from the ushers, or, as I normally say, you can follow me because I will be the first out of the building. We have had apologies from several Members this morning. Keith Davies is substituting on another Assembly committee, and I believe that Suzy and Bethan are both unwell so they are not here. I believe that Simon and Lynne will join us later. With that, do Members need to declare any interests that they have not already declared? We are fine. That is great, so we will move on. 09:31 Ymchwiliad i Ganlyniadau Addysgol Plant o Gartrefi Incwm Isel—Sesiwn Dystiolaeth 6 Inquiry into Educational Outcomes for Children from Low-income Households—Evidence Session 6 [2] Ann Jones: We are carrying on with our inquiry into the educational attainment outcomes for children from low-income backgrounds. We are delighted to welcome a packed first set of witnesses—that is an awful word to use; people who are going to give us some information from various places. If you would perhaps just introduce yourselves for the Record, and then we have some questions that we would like to ask you in order to hear a bit about the project. Andrea, do you want to start? [3] Ms Williams: My name is Andrea Williams and I am a school-focused communities worker in Glyncoch in Pontypridd. My role is what it says on the tin—I work in the school and the community and act as a sort of brokerage between the two, to help families and young people to raise their aspirations and to engage in education, training and employment. At the moment, I am working with a cohort of what would be year 11 and year 12 pupils, who are coming up to exams and A-levels. [4] Mr Hall: I am Andrea’s manager, James Hall, and I am the action research project manager for the People and Work Unit. That charity and company limited by guarantee has been going for 30 years, and it looks particularly at the correlation between poverty and educational attainment. That is one of its core target areas in project work and in research, monitoring and evaluation. It has done a number of projects for the Welsh Government, local authorities and other third sector bodies over the last 30 years, and the charity employs me and Andrea. [5] Ms Morris: My name is Rachel Morris and I am a parent from Glyncoch, and I have had a lot of involvement with the People and Work Unit and Communities First. [6] Ann Jones: Okay. That is fine. Thanks very much. As I say, we want to hear from you as the people who are experiencing the projects, and that will hopefully give us some pointers as to where you think you are going. I will start with a general question to you, James, given that you are the manager of the People and Work Unit. Do you work across Wales or do you work in specific areas? Are you an all-Wales-based— [7] Mr Hall: We are an all-Wales charity. Our project work over the last 20 years has tended to be focused on the south Wales Valleys and the south Wales coastal strip simply for logistical reasons. However, for research, monitoring and evaluation, we work across Wales in the medium of English and in Welsh. We are involved in evaluating the Raising Attainment and Individual Standards in Education programme and the Welsh Government’s anti-bullying policy. We are currently looking at additional learning needs and the special educational needs staff training requirements for you and local authorities, and often, it correlates with the project work. So, in other words, the project work is about testing some of 3 05/03/2014 the theories and things we learn from the work we do elsewhere on the ground in an action research methodology. [8] David Rees: In terms of the project that you have undertaken, which, as you say, you have been operating for quite a while now, have you seen a change as a consequence of leadership styles changing? One of the questions we have heard in schools is concerned with the way in which leadership is important in schools. Has the leadership in schools been a major influencing factor for you? [9] Mr Hall: Yes and no. I think that one of the things you will find from all of us is—I have worked for the unit for six years, but I am also a parent and I have seen two boys go through the state education system here—that there are a whole load of factors, and I suppose that is why you are asking these questions. In the school that we are directly involved with in this particular project, which is Pontypridd High School, there was a change of headteacher just before we started this project, and we have other projects with that school. Going on local knowledge and from our own experience, the change of leadership style has definitely impacted on how open the school is for parents and professionals such as us to engage, and they welcome community involvement with the school. [10] David Rees: Obviously, Andrea, you work on the ground. How do you find the approaches in schools? [11] Ms Williams: As James said, they had a new headteacher, which I think had a massive impact. For me coming into this role, going into the school was almost a seamless process. Previously, I had worked in schools in similar roles, and you can come up against a lot of issues as they are not sure who you are and what you are meant to do, but, with this role, it was seamless. I turned up on the first day and everyone accepted me, which shows that because of the headteacher’s style and because the project had been running previously, they were used to it and were completely open to community projects and ideas. We have taken some of the young people on trips to universities and colleges, and there are after-school clubs and activities, and the school has been very supportive of that. They understand that link, and that makes a massive difference. When they can understand that my link is to work not for them but with them, they understand that my role extends beyond the school day. [12] David Rees: Do you have anecdotal information, in that case, from others who have started up such a project, which would not have been in place for a long time and where there was an initial build-up time where people get confidence from the school’s side? [13] Ms Williams: In my previous role, I worked in schools where no project had ever been run there, and it took a good school year before the school—for want of a better word— trusted me with its children.