CHILDREN, YOUNG PEOPLE AND EDUCATION CABINET BOARD
17 JANUARY 2006
DIRECTORATE OF EDUCATION, LEISURE & LIFELONG LEARNING
REPORT OF THE HEAD OF EDUCATION DEVELOPMENT AND INCLUSION SERVICE – K BOYCE
INDEX OF REPORT ITEMS
PART 1 – Doc. Code: CYPEB-170106-REP-EL-KB
SECTION A – MATTER FOR DECISION Report Item Page No Wards Affected Admissions Arrangements 2007-2008 2-9 All Wards
SECTION B – MATTERS FOR INFORMATION Report Item Page No Wards Affected Basic Skills Agenda 10-14 All Wards Children And Young People’s News 15-26 All Wards
SECTION C – MATTERS FOR MONITORING Report Item Page No Wards Affected Behaviour Support Plan 27-47 All Wards Service Delivery Equalities 48-61 All Wards Supplementary Education Strategic Plan 62-66 All Wards Early Years Development Plan 67-68 All Wards
CYPEB-170106-REP-EL-KB 1 PART 1, SECTION A, ITEM 1
ADMISSION ARRANGEMENTS 2007/2008
Purpose of Report a) To approve for consultation school admission arrangements for 2007/2008. b) To reaffirm the Relevant Area for admissions for 2007/2008 and 2008/2009.
Background a) Admission Arrangements:
The Authority is responsible for determining the admission arrangements for community schools and has a duty to consult annually on those arrangements with governing bodies and other admission authorities in the relevant area. b) Relevant Area:
The Education (Determination of Admission Arrangements) Regulations 1999 requires the Authority to determine the Relevant Area for school admissions. Every two years there is to be consultation with neighbouring admission authorities to approve the Relevant Areas.
The Authority has previously determined the Relevant Area is to be the area within the Neath Port Talbot County Borough. No change in the area is proposed.
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Proposed Admission Arrangements for 2007/2008
Consultation is to take place on the basis of:
the planned admission limits* for secondary schools being set at the assessed capacity;
the planned admission limits* for primary schools being set at: 30 for single age classes; 26 for mixed age classes; and
the following admission criteria and procedures.
(i) Initial Placement, Parental Preference and Transfer Requests
Children resident in Neath Port Talbot County Borough about to commence full time education, transfer between an infant and junior school, or transfer from primary to secondary education will be offered a place at a Neath Port Talbot School.
Parents either can accept this initial offer or express a preference for a placement at an alternative school. Requests for admission will be granted unless to do so would:
prejudice the provision of efficient education or the efficient use of resources.
(ii) Admission Criteria – Community Schools
All children living within a school's catchment area, as defined by the Authority, will be guaranteed a place at the catchment area school.
Requests for admission, for children who live outside the catchment area, will be granted where there are places available. Head Teachers are delegated with the responsibility of admitting pupils up to the planned admission limit.
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If there are more admission requests than places available, the following priority will apply:
(a) children living within the school's catchment area, as defined by the Authority; (b) children who have a brother or sister attending the school at the date of their admission; (c) children attending a designated partner school but who live outside the catchment area; (d) other children for whom a place has been requested.
In any one of (b), (c) or (d) above, where requests for admission exceed the places available priority will be given on the basis of distance between home and school (measured by the shortest available safe route), children living closest having the highest priority.
Requests for children to transfer between schools at periods other than the normal transfer age will be determined by applying the above arrangements.
The Authority will not provide transport or make any contribution towards transportation costs for children who reside outside the school's catchment area.
(iii) Admission Procedures - Community Schools
Parents will be asked to accept, in writing, the initial offer of a place for their child or to state a preference for an alternative placement using the School Admission application form. If no written confirmation of the initial offer is received, it should not be assumed that the place offered has been accepted. Unfilled places must be allocated to children whose parents have applied for admission ahead of those who have not formally accepted the initial offer of a place.
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Parents who wish to express a preference for an alternative placement should apply to the Head Teacher of the preferred school using the School Admission application form. Requests for admission will be granted provided there are places available. Head Teachers are responsible for initially processing applications and, where there are places available will admit all requests for admission without delay.
Requests for admission to the relevant age group** submitted on or before the administrative closing date will be processed collectively. In this respect, no advantage shall be gained from the early submission of an admission request. Requests submitted after the closing date will be processed upon receipt.
Admissions will not be determined on the basis of selection criteria involving the sitting of tests, viewing of school reports, interviewing pupils, with or without parents for the purpose of assessing ability or aptitude.
Where requests for admission exceed the number of places available, applications will be referred to the Governing Body of the school, who will allocate places by applying the Authority's admission criteria.
Parents will be informed, in writing, as to whether their application has been successful. Where their application has been refused, parents have the right to appeal. If they exercise that right, the appeal must be forwarded to the Director of Education, Leisure and Lifelong Learning. An Appeal Panel will consider the appeal.
Unless parents request otherwise, schools will keep a waiting list of unsuccessful applicants ranked in order of priority according to the Authority's admission criteria. As places become available, these will be offered on the basis of the ranked order of priority.
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Children attending the nursery class of a school who live outside the defined catchment area will not have an automatic right of admission to full time education at the same school. Parents will need to request a place and the arrangements for considering requests from children who live outside the catchment area will apply. Similarly, children transferring from an infant school to a junior school, or from primary to secondary, do not have an automatic right of admission to any school other than to the catchment area school.
The Authority will be under no duty to comply with preferences expressed otherwise than in accordance with its arrangements.
Separate admission and appeal arrangements apply to pupils for whom the Authority holds a statement of special educational need. Parents may express a preference in their choice of school. However, the Authority, in consultation with parents, pupils and schools, will determine the school at which education is to be provided. Where the Authority determines that mainstream placement is appropriate, places for pupils with statements will normally be allocated before non- statemented pupils are admitted. The Authority reserves the right to name a school other than the catchment area school.
*The planned admission limit is the number of admissions that the Authority would not wish to exceed except where the needs of catchment area children make it necessary to do so. (Legislation requires the class size, for classes containing pupils the majority of whom will attain the age of 5, 6 and 7 during the course of the school year 2007/2008, not exceed 30 pupils save for 'excepted pupils' as specified by Regulation. Legislation prevents admissions to the relevant age group being limited to a number that is less than the standard number.)
** The relevant age group is the age group at which children are normally admitted [Reception for infant and primary schools, Y3 for junior schools and Y7 for secondary schools.]
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(iv) Schedule of Events
12th January, 2007 * Schools to offer placement and issue school prospectus
Statutory requirement that parents of children entering secondary schools have a minimum of 6 weeks to apply to a school of their choice. 26th February, 2007 * Submission of admission requests
Schools informed of allocation of places to pupils with statements of special education needs.
26 Feb - 09 March, 2007 - Schools process requests
12th March, 2007 * Schools notify successful and unsuccessful candidates.
Minimum of 14 days for parents to lodge an appeal
30th March, 2007 * Appeals against refusal of admission
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Recommendations That Members approve for consultation the proposed 2007/2008 admission arrangements.
That Members approve for consultation that the proposed Relevant Area is re-affirmed for school admissions for 2007/2008 and 2008/2009.
Reason for Proposed Decisions To enable the Authority to meet its statutory duties.
List of Background Papers National Assembly for Wales: Code of Practice on School Admission Arrangements (Wales).
Wards Affected All
Officer Contact R.V.Gordon, Manager, Pupil Parent Support Tel 01639 763598. e-mail: [email protected]
CYPEB-170106-REP-EL-KB 8 COMPLIANCE STATEMENT
SCHOOL ADMISSION ARRANGEMENTS
Implementation of Decision
The decision is proposed for implementation after the three-day call in period.
Sustainability Appraisal Community Plan impacts Economic Prosperity - no impact Education & Lifelong Learning - positive Better Health & Well Being - no impact Environment & Transport - no impact Crime & Disorder - positive
Other Impacts Welsh Language - positive Sustainable Development - no impact Equalities - positive Social Inclusion - positive
Consultation Under Forward Work Programme There has been no requirement under the Constitution for external consultation on this item.
CYPEB-170106-REP-EL-KB 9 PART 1, SECTION B, ITEM 1
NEATH PORT TALBOT BASIC SKILLS
Purpose of Report
To inform Members of current and proposed initiatives in the LEA’s Basic Skills agenda as funded by the Basic Skills Agency.
Background and LEA context
Phase One of the Basic Skills All-Wales Strategy ended in March 2005. Our funding applications for August 05-March 06 have been accepted, as have our proposals for 2006-2008, the end of Phase Two. Funding is expected to continue until 2010. The original guidelines for expenditure have changed with a new emphasis on the targeted use of funds in Communities First areas or other areas of significant under-attainment. It is incumbent on the authority to provide evidence that this criterion has been met. In response to this, the Basic Skills Strategy Group is currently targeting the Afan Valley across the range of strands: Language and Play Family Literacy Strategic Intervention in Schools Training Grants Quality Mark while continuing to support the development of basic skills in other target areas in the authority.
In addition, it was deemed important to ensure that work in schools funded by the Basic Skills Agency should dovetail with LEA schemes of work and support current local and national emphasis on the Learning Agenda to promote consistency of approach, meaningful evaluation, the dissemination of good practice and sustainability.
The following outlines current and proposed initiatives across the Basic Skills strands:
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Strategic Intervention Grant
A) Catch-Up in Schools : Primary (The ESTEEM project) The literacy strand of the project will have been made available to all primaries who wished to participate (71) by the end of the current term. Many, though not all, schools are continuing to sustain the project without further funding. In the Cymer Afan cluster, the project has been sustained in Abergwynfi Infant and Glyncorrwg and Dyffryn Afan Primaries. It has also restarted in Croeserw and Cymer Afan Primaries. Further grants are available for schools in target areas that are keen to sustain the project but lack the funds to do so. Further LSA training for the literacy strand of ESTEEM will be offered to schools in the Cymer Afan, Sandfields, Llangatwg and Cwmtawe clusters before the end of this financial year. To shift the model from withdrawal to in-class focus on literacy with specific reference to the Basic Skills target pupils, guided reading pilots have been set up at Llangiwg Primary, St Joseph’s Catholic Junior and Tir Morfa Primary. BSA funding has been used to provide resources and training for teaching staff. If the initiative proves useful, guided reading will be offered to other target primaries in the Phase Two funding period. In 2006-2008 the ESTEEM project will offer two short units on the reading of non-fiction for Years 4 and 6, thereby ensuring that pupils struggling with literacy skills can receive some additional support in every year of Key Stage 2. The units will run as a mini action-research project, with teachers being asked to evaluate and feed back on the impact of the project on the basic skills target pupils in their classes. Numeracy Investigation packs have been circulated to all primaries in the authority.
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B) Catch-Up in schools: Secondary
The LEA will continue to offer advice and support to schools following the withdrawal model with the target group, but this has inherent problems because pupils can fall further behind through missing mainstream lessons and it does little to drive literacy for learning across the curriculum.
In a new initiative to support reading, several schools (Glanafan, Llangatwg and Cwrt Sart) are endeavouring to build reading time for all into the curriculum. In order to make this more effective, we are providing an attractive stock of fiction and non-fiction in the form of class-based book-boxes and, as importantly, staff - training in the reading process and strategies to develop pupil response to reading. We are also supporting cross-phase peer mentoring with materials and training for pupil reading mentors. Ysgol Hendre Special School is currently focussing on the teaching of reading and the use of interactive teaching strategies. We are supporting them with a range of appropriate resources and staff-training. To support the learning of Basic Skills pupils across the curriculum, the LEA will provide a programme of subject-based training in literacy and numeracy, starting with History in the current financial year. Training will follow the action-research model and will be rolled out to other subjects in 2006-2008. We currently have five secondary teachers participating in the pilot of the Basic Skills Graduate Diploma. We have committed to funding the final four modules so that the efficacy of the pilot can be properly evaluated, and the staff involved can provide a core of expert practitioners both within their schools and across the authority.
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C) Key Stage 4 Disaffected Pupils
In a new initiative, we propose to offer support to schools developing special projects to support the basic skills target pupils who are at risk of disengagement. We are currently supporting projects in Cymer Afan and Sandfields Comprehensives. If these prove successful, we will offer funding to other schools in 2006-2008. Via the Quality Mark, we also plan to offer support to PRUs in the development of basic skills teaching.
Secondary Training Grant
The guidelines for this strand are changing in Phase Two. The new training grant will be available to both sectors and can be used to fund the training of support staff as well as teachers. The aim of the grant continues to be the driving of literacy and numeracy across the curriculum and therefore this strand has particular relevance to the Learning Agenda. Currently, 10 secondaries (including Ysgol Hendre) have each been given a grant of £3,000 (as set down by BSA guidelines) to develop teachers’ understanding of supportive basic skills strategies and improve classroom practice. However, in order to monitor the efficacy of the grant, schools were first asked to detail their planned use of the funding and the means by which it would be monitored and evaluated. The remaining two comprehensives (Llangatwg and Sandfields) are piloting “Stepping Out” literacy training funded through the BSA. The training will form part of an action-research package so that the schools and LEA can monitor impact on the target pupils. If successful, the training will be rolled out across all comprehensives as part of a three-tier programme (Thinking, Speaking and Listening; Reading and Viewing; Writing).
CYPEB-170106-REP-EL-KB 13 Quality Mark
Currently, 71 primaries and 6 secondaries hold the QM in Neath Port Talbot. The remaining 5 Comprehensives and Ysgol Hendre have committed to working towards the award and will receive a grant of £1,000 to facilitate this process. Schools in the process of renewal will receive a grant of £100. As mentioned above, PRUs will also be offered support and funding to gain the QM in the new funding period.
This strand is also being used to fund primary and secondary working- parties developing Assessment for Learning strategies with particular reference to enhancing the progress of target pupils. This is a crucial element of the Learning Agenda, and it is hoped that a Basic Skills focus on AfL in Primary Literacy and Secondary English will make a strong contribution to Language for Thinking and Learning within the authority.
Language and Play
Language and Play is currently targeting the Afan Valley, working with parents of children aged 0-3 years, as well as supporting basic skills in other target areas.
Family Literacy
Family Literacy, run in partnership with Neath Port Talbot College, is currently targeting the Afan Valley as well as supporting basic skills in other target areas.
FOR INFORMATION
List of Background Papers Basic Skills Agency Guidelines
Wards Affected All wards
Officer Contact Mrs Mandy Thomas, Curriculum Development Officer for Literacy e-mail: [email protected] Tel: 01639 763659
CYPEB-170106-REP-EL-KB 14 PART 1, SECTION B, ITEM 3
CHILDREN AND YOUNG PEOPLE’S NEWS
Purpose of Report
To inform Members of recent children and young people’s news as submitted from our schools and others in their own words as far as possible.
Background
Tonnau Primary Neath MP Peter Hain has been facing a tough interrogation from pupils in Tonnau Primary Schools. The Wales and Northern Ireland Secretary paid a visit to the school to take questions from pupils in Years 5 and 6 about life as an MP. He was asked everything from who his heroes were to what it was like to be an MP and which football team he followed. He also presented certificates to those pupils who had taken part in Neath Rugby’s Primestart initiative. The headteacher said “Peter has been visiting our school from time to time ever since he was elected as an MP and it’s a chance for pupils to ask him questions on a range of issues. As we had Primestart certificates we asked him if he would present then to pupils”. Pupils from Years 4, 5 and 6 at Tonnau took part in the Primestart initiative, promoting healthy living through sport.
Ysgol Gymraeg Rhiwfawr Our theme for the term has been "Food," and every class has been busy researching different types of food. The Infant department have been very busy making wonderful jelly and a variety of tasty cakes and biscuits, filling the whole school with delicious smells. They went to Pioneer in Ystradgynlais to look at different types of food and how it is displayed, and have even opened their own food store in their classroom. The Junior Department have been studying different types of bread from around the world. This obviously included tasting a variety of breads, including pitta bread, naan bread, soda bread and many other types of bread.
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However, we haven't forgotten about our commitment to healthy eating. we have also been researching different types of fruit and their origin, and fruit played a major part in our Harvest Service this year. We decided that this year we wanted to donate the money that we collected in the service to "Candy Free Kids," which is a society that supports children with diabetes and their families. We thought that this would be a good cause to support as one of our school friends has been diagnosed with diabetes.
Year 5 and 6 spent a week in Margam Park in September with Mrs Brier and had a fabulous time. We were busy all week building shelters, orienteering, dressing up in clothes from Victorian times and preparing a drama based on the family who lived in Margam Castle during Victorian times, as well as sketching and singing around the campfire. The weather was fantastic, not a drop of rain all week and everybody enjoyed themselves.
The Junior Department also went to the Gwyn Hall in Neath at the start of the term to take part in the Urdd Jamboree. It was a very noisy but brilliant experience and some of us had the chance to dance and sing on stage with Martin Geraint.
Our friend P.C. Bowen has also spent a lot of time with us this term, talking about important issues such as respect in the community and bullying.
Years 5 and 6 went to the Dylan Thomas Theatre to see the drama "Halen yn y Gwaed," by Theatr Na N'og. We really enjoyed the play and it was a good day out because we also had a chance to visit Swansea Museum.
Mynachlog Nedd Junior P.C. Puckett’s visits This term P.C. Puckett has visited the school several times to talk to children in Years 4 and 6. He talked to Year 4 and Year 6 children about bullying and anti-social behaviour. He also came to discuss drugs and the dangers of drugs with Year 6 children. The children were given the opportunity to work together in groups sharing their knowledge and putting forward their ideas and opinions.
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Our Visit to Castell Henllys On October 6th Years 3&4 visited Castell Henllys in Pembrokeshire. We went here to learn about the Celts. We found out lots of things from looking at the Roundhouses and talking to the people that worked there. We had a chance to weave baskets and make wattle and daub.
Looking at Church Records – 5/6c This term Years 5 and 6 have been finding out about our local area and how it has changed over the past 150 years. We visited St Johns Church to look at marriage, burial and baptism records to see if we could find out about local jobs. We found out that lots of men were colliers in the 1800s and this was because there used to be a coal mine in Neath Abbey. Another thing we noticed was that most people in the 1800s could not read or write. We found this out because most of the people had signed their names with an ‘X’. We all really enjoyed the visit and thought it was very interesting.
Charities Again this term we have helped several charities. We have raised money for Macmillan Coffee Morning, Jeans for Genes and collected shoeboxes for Operation Christmas Child. Most recently all children and staff came to school in their pyjamas to raise money for Children in Need. We also drew a large Pudsey Bear on the yard and filled his body with 2 pence pieces. In total we raised £200 for this worthwhile cause. A BIG Thank you to everyone who supported us this term! Diolch yn Fawr!!
The Eco-Flag Award It is a fantastic achievement for a school to be presented with the Eco- Schools Flag and on 7th October Mynachlog Nedd Junior School did! Lots of people attended this ceremony including Mrs Thomas, Chairperson of the Council’s Eco Committee, Mr Davies, Mayor of Neath and Mr Davies, Site manager of Redrow Homes in Neath who donated the flagpole as part of their recycling project. Everyone gathered in the front yard to watch the flag being hoisted. We all clapped and cheered our fantastic achievement.
CYPEB-170106-REP-EL-KB 17 Neath RFC – Years 5&6 During the term, Neath RFC coaches have been coming to the school to train and coach the Year 5 and 6 children. They have learnt lots of skills e.g. passing, catching, running, ball skills and teamwork. We also learnt about healthy lifestyles and hygiene. At the end of the coaching sessions the rugby players were involved in a tournament at the Gnoll Ground. They played against other local schools and managed to win all of their matches.
School Council Elections Their School Council elections were held on October 5th in the school library. Every child and teacher was allowed to vote for the candidates that they thought would do a good job in putting forward ideas and opinions to make their school an even better place to learn. The Mayor of Neath came into their school to announce the results of the election. He began his speech by congratulating all of the candidates. He presented the successful candidates with their school council badge
Groes Primary School The Infant department put on a wonderful Christmas show again. The singing and acting was fantastic and the children performed brilliantly.
Year 3 have been learning all about forces. They have been carrying out investigations and experiments.
Buddies – The Groes primary buddies are on duty every playtime and lunchtime. They are available to help children on the yard.
This term BT came to teach us about communication. They gave them a show about breaking up with friends and it was really cool! The message was that “communication is vital to stay friends”. This visit took place during anti-bullying week.
Year 6 went to Dyffryn Lower School to see the Moon Rock. They had a presentation from the Science teacher all about space travel and astronauts. They were allowed to hold the moon rock – a once in a lifetime opportunity.
This term Groes have started a computer club. They meet every Tuesday and they learn how to send emails, search the internet and have helped to produce a newspaper. Next term they are going to make a website for their school so keep a look out for it!
CYPEB-170106-REP-EL-KB 18 Rugby update - Groes took part in the Dragon Sports competition day at the Afan Lido. They were called ‘The Dragons’. They played four games, won one and lost three.
Eco-news – They still have a thriving Eco-Committee at Groes. The children are busy carrying out tasks which will mean they achieve their Silver Award very soon.
Pontrhydyfen Primary School Their Christmas concert this year was a play entitled “Christmas Praise”.
They received a number of letters of thanks from grateful pensioners who later received donations from our Harvest Festival.
Pontrhydyfen Primary collected £138 for Children in Need. This was raised by the children and staff coming into school on Children in Need day dressed as who or what they would like to be and also the contents from the all year round collecting bottle in Class 2.
Cefn Saeson Comprehensive An art teacher from Cefn Saeson has been honoured for his contribution to road safety. The head of art triumphed in the individual section at the Annual Wales Road Safety Awards. The award honoured his unique and sustained contribution to road safety through the work produced by the school’s art department in support of road safety initiatives within the school and wider community.
Coedffranc Infant and Junior Schools Coedffranc Infant and Junior Schools in Skewen were runners-up in the schools award category. Neath Port Talbot Council’s Cabinet Member for Transport, Councillor Peter Rees, said: “We are delighted with this prestigious award for Cefn Saeson Comprehensive and Coedffranc Infants and Junior School. Our Road Safety team works diligently to reduce the levels of casualties on our roads and recognition of the schools’ contribution to road safety is to be commended”.
CYPEB-170106-REP-EL-KB 19 Cwrt Sart Comprehensive Top of the form – class acts – last year’s Y 9 achieved a record set of SATs results for the school beating the national average. Seven pupils achieved outstanding results with Level 7’s in Maths, English and Science.
White Watch – Fire Safety – Year 10 pupils spent an enjoyable and informative afternoon exploring the fire tender and trying on breathing apparatus. One even had a test call to a fire at his home showing the use of satellite navigation system. Big thanks to the Station Officer and his team.
Rising to the challenge – Twenty Year 10 volunteers recently attended an Army Activity Course at Cwrt-y-Gollen, Crickhowell. This was not for the faint hearted, as it mirrored a day in the lift of a soldier with an authentic assault course, physical challenges and survival exercises, but a fantastic day, nevertheless. The Royal Navy Unit took a softer touch to promote their career opportunities by giving a presentation in school to all Year 10 pupils. Teams from Year 7 and 8 completed in the Gnoll Park Challenge, organised by Local Aid Charity. As well as having fun, the pupils learnt how to cooperate and support each other and use their strengths and skills – an excellent team-building day.
Duke of Edinburgh – For two (bronze) or three (silver) days and nights, 16 pupils trekked a\round Gower in sweltering conditions. Carrying their rusksacks with food, clothes, bedding and tents, they covered an average daily distance of eight miles. Congratulations to everyone on a successful venture.
Year 7 in class of their own – Year 7’s introduction to Science at Cwrt Sart involved completing work started in Primary School on how animals and plants can be classified. The aim was to help transition by on the skills pupils had learnt in Primary School. The project culminated in a trip to Bristol Zoo. The visit started with a session in the education unit looking at all sorts of animal and how we can classify them by studying their features. Some brave pupils held the biggest cockroaches you’ve ever seen that hissed when they were not happy! There were lots of amazing animals, the favourites being the gorillas, lions, moneys, hippopotamus, seals and penguins – 7S even tried to kidnap two penguins. Another Science trip this term has taken 20 GCSE pupils to a fascinating “Genetic DNA” workshop!
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Twenty pupils from years 9 & 10 spent three days at October half term at Tragedy House, near Hay on Wye, where they capsized Kayaks, zoomed down a zapwire, quad biked through a quagmire, wrecked rafts, ricochet riffles and flamboyantly fenced. One of the highlights of the weekend was the equivalent of playing “Hide ‘n’ Seek” in the pitch black, hiding silently (impossible for their pupils!) under the trees, behind bushes and down river banks. Everyone returned home exhausted and with a lot of dirty washing!
The Head of English recently put Year 7 parents through their paces in an English lesson. The evening will, hopefully, show parents how they can help and encourage their children, particularly with their written work, reading and spelling. The school will be targeting 25 able and motivated Year 8 pupils in a new initiative to achieve even higher literacy skills, which will raise standards across all their subjects. The pupils will work in small groups in the new Learning Resource Centre.
Year 7 have taken an in-depth look at bullying and its devastating effects. They watched films and discussed the issues raised during the project. A school spokesman said: “Cwrt Sart has a firm policy about bullying and to reinforce this, year seven pupils have been involved in an anti-bullying project”. Pupils were then given the opportunity to enter an anti-bullying poster competition.
Llangatwg Comprehensive The past two terms have been very busy for a group of boys from Year 8 who have been busy collecting and crushing aluminium drinks cans for recycling. Not only does the school look neater, the recycled cans have also generated a small sum of money, some of which will help buy plants for a new garden that is being constructed in the school grounds. The rest will go to a worthy charity. The organiser of the project praised the effort that the boys have put into crushing enough cans to fill nearly 17 black bags. A big thank you to all the pupils who have taken the extra effort to place the cans in the recycling bins so that the boys can give them the big crush!
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Cwmtawe Comprehensive School The Annual Presentation Ceremony held on 20th October, a capacity audience celebrated the achievement of over 300 past and current pupils who had excelled in academic, community and sporting activities.
Charities – Charity week was 21-25 November where all pupils were involved in raising money through a range of innovative activities. Charities supported this year are: Year 7: Mr X Appeal Year 8: Shelter Cymru Year 9: Age Concern Year 10: Air Ambulance Year 11: Multiple Sclerosis
English – Two girls from Year 11 took part in a regional debating competition. One won best speaker and was given the opportunity to compete for a place in the Welsh Debating School. Three others competed in a competition at Fyynone House on 28th November.
Environment Club - The environment club is having a busy term. Activities have included a Fair Trade chocolate shop, a trip to Brynglas for a tree walk and helping with a dormouse survey in the local area. They have also been improving their schools garden with plants and bulbs and setting up a bird feeding station. Recycling has been one of their main themes with a visit from the Swansea Environment Centre, paper making and producing Christmas cards and gifts from recycled material. These were on sale at the Christmas Fayre.
Geography - 100 year 9 pupils visited the Big Pit in Blaenafon on their field trip. Equipped with miners’ lamps and helmets, pupils were guided by a minor 300 feet underground to experience work in the coal mines.
German –Pupils from Year 9 and 10 visited the German Christmas Markets from December 18th – 21st. Staying in Cologne, they watched a performance of “We will rock you” and visited Bonn for outdoor ice- skating. Pupils have had the opportunity to practice their German and to sample the culture.
CYPEB-170106-REP-EL-KB 22 Welsh – 60 pupils from Years 8 and 9 spent a weekend at the Urdd residential centre in Llangrannog from 16-18 December. 40 year 7 pupils will spend a weekend at the centre in January. These fun packed activity weekends are proving as popular as ever!
Glanafan Comprehensive Three Year 9 Glan Afan pupils represented their form at the official unveiling of the “Resurrection” mural at the Riverside Church, Port Talbot. During the Christmas term pupils made weekly visits to the Riverside Church where they firstly drew out their idea onto one of the interior walls of the Church. The next stage was to paint the background and the figures. Finally, the mural was sealed with a layer of varnish. After the end of term a ceremony took place in the Riverside Church attended by 9N pupils and their families, teachers and Governors from Glan Afan and trainee art teachers and church officials. The mural was officially “handed over”, photographs taken by the press and then refreshments enjoyed by all present. The mural can be viewed at any time, although arrangements will need to be made with members of the Church.
On Thursday 17th November a very successful presentation evening was held in the school hall to celebrate and recognise the achievements of Glan Afan pupils. During the ceremony former pupils were presented with their GCSE and Entry level Certificates by their guest speaker Mr Neil Price. Mr Price is a former pupil of the school and is now the consultant orthopaedic surgeon with the Swansea NHS trust.
Duke of Edinburgh – Earlier this term, a group of Year 9 and 10 pupils undertook their Duke of Edinburgh expedition on the Gower Peninsula. They had to survive the elements amongst the rain, wind and mud, but fun was had by all!
CYPEB-170106-REP-EL-KB 23 Healthy Eating – Glan Afan and the team of Youth Workers from the Hideout joined forces to give pupils a taste of healthy fruit drinks. A week of lunch-hours were used to promote alternatives to fizzy drinks. Milkshakes offering traditional ingredients such as banana and strawberry were popular along with more adventurous fruit smoothies offering apple, mango, raspberry, yogurt and pear combinations. After initial caution, pupils quickly grew to enjoy this healthy alternative, with well over 1000 drinks being given out to pupils over 4 days. Both staff and pupils at Glan Afan enjoyed trying out the different mixtures and many thanks to be passed on to all involved.
A boy from Year 10 has had a very successful year as a member of the Welsh Surf Life Saving Team. The team competed and won against England during the summer. He has also recently represented Wales in the British Championships in Sheffield. He had a very successful championship – the result of his dedication and the considerable amount of time he spends in training for the competitions.
Another Year 10 pupil has had considerable success representing Wales this year, this time in chess. In the summer he spent ten days in Austria, representing Wales in the European Union Championships. He did really well in the competition and even drew with a Master chess champion. In October he competed in the British Championships where he again achieved success and drew against the under 16 British Champion.
In October, 40 pupils were selected to travel to the Cwrt Y Gollen Army Base in Crickhowell. In monsoon conditions, the pupils were ordered into action by the Army instructors, with failure to comply rewarded with ten muddy press ups! Spirits stayed high as the group was trained in food technology and survival techniques, before taking on the full Army Obstacle Course: towering walls, balance beams and sixteen foot high metal money bars. Just as they thought it was all over, they had a freezing cold river to jump into. Finally, after a hot shower, certificates were presented by the camp sergeant.
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On 17th November 36 Year 10 and 11 students participating in Young Enterprise spent the day touring the Millennium Stadium. The day gave the pupils the chance to visit the scene of Wales’ historic Grand Slam victory. Pupils had the opportunity to see the changing rooms, Royal Box and go pitchside to savour the atmosphere of the famous stadium. They also me BBC Wales presenter Stuart Cable. The afternoon was spent at McArthur Glen Designer Outlet investigating business location for the GCSE Vocational Business course and engaging in a spot of retail therapy.
Year 11 pupils at Glan Afan have had the tables turned on them by their teachers and been asked to do a spot of teaching themselves. A group of pupils have been trained as reading guides to support younger pupils in Years 7 and 8. Both reading guides and readers have found the experience valuable in developing their literacy skills and wider key skills which include, communication and working with others. The project, supported by the Basic Skills Agency, takes place as a morning club before lessons in the school library and gives all pupils the opportunity to interact with others outside their year group.
Last year the pupils of Glan Afan took part in a fun run to raise money for a new school mini-bus. Pupils braved the weather and the long run along the beach to bring in the promised sponsorship money. Well done to all involved.
The Glan Afan girls team from Years 7, 8 and 9 competed in the annual Afan/Nedd League. They finished in 2nd place in both sections. Both teams went on to compete in the county final. Year 7 finished 5th overall and year 8/9 team finished 4th overall.
St Joseph’s Comprehensive Pupils from St Joseph’s Comprehensive collected parcels for the Mr X appeal. It’s the 6th year that pupils have participated in this Christmas charity and over 125 children have been supported by their donations.
CYPEB-170106-REP-EL-KB 25 Clybiau Plant Cymru / Kids Clubs The manager of Baglan Buddies in Neath Port Talbot decided to try out a new Holiday Club provision following a successful After School Club. The pilot was run for 2 weeks and supported by a deputy and two Playworkers. One of the activities they decided to try was the Tetrahedron Project with a support worker. 9 children attended, aged 4-10 years and ALL participated successfully. Once again it proved popular with all children amazed at the end result. The children worked very well as a team helping each other where necessary. The Holiday Club was so successful and in demand that the manager has decided to run for at least 3 weeks next year.
Following the success of the Breakfast Club at Sandfields in Port Talbot, a taster session was held on Wednesday 20th July 2005 for an After School Club. This session enabled children and parents alike to view the facilities and activities on offer. The demand exceeded expectations with in excess of 30 children arriving!! The Club Playleader, a Playworker the Headteacher and a Committee Member organised numerous activities and snacks for all the children attending. The Support Worker for the Neath and Port Talbot attended the session and carried out the Tetrahedron project. This proved to be very popular with over 15 children joining in. The children were amazed at the end result and were extremely proud of their work.
The After-School Club started in September with financial support from the New Opportunities Fund, and local support from the expressions of interest and registration of names from the taster session.
FOR INFORMATION
List of Background Papers Schools Newsletters
Wards Affected All Wards.
Officer Contact Mrs Kathleen Boyce. Head of Schools, Education Development & Inclusion e-mail address: [email protected] Tel: 01639 763378
CYPEB-170106-REP-EL-KB 26 PART 1, SECTION C ITEM 1
BEHAVIOUR SUPPORT PLAN 2004-07
Purpose of Report
To inform Members of progress in relation to the Neath Port Talbot Behaviour Support Plan 2004-07
Background
Local Education Authority (Behaviour Support Plans) Regulations require LEAs to publish revised Behaviour Support Plans (BSPs). The current guidance for producing the plans is contained in Welsh Office Circular 19/98: LEA Behaviour Support Plans. The current Behaviour Support Plan was approved by Cabinet Board in October 2004.
It provides detailed information on:
Inter-agency working and collaboration and formal protocols; Target setting for measuring improvements, including an action plan setting clear objectives, milestones, monitoring and responsibility areas for named personnel; Links to other LEA plans; Exclusion and re-integration policy and funding arrangements; Arrangements for review (tied-in with consultation process); Clear policies for improving attendance; Involvement of parents and carers; Use of curriculum flexibility and non-mainstream provision.
The Behaviour Support Plan takes account of:
The Assembly’s strategic policies for equality of opportunity, promotion of inclusion, and raising standards/attainment in education as outlined in ‘Wales: A Better Country’; National Assembly for Wales Circular, 3/99, ‘pupil Support and Social Inclusion’, and make reference to it, especially classroom disaffection, attendance and behaviour;
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New guidance and regulations on school exclusion and in particular reintegration and provision of full-time education for excluded pupils. (See National Assembly for Wales Circular 1/2004: Exclusion of Pupils from Schools and Pupil Referral Units). Developments in multi-agency working and the provision of alternative curriculum. Children and Young People’s Partnerships and Framework; New guidance on anti-bullying policies: National Assembly for Wales Circular 23/2003: Respecting Others.
The Neath Port Talbot plan was developed in consultation with schools and a range of partners including members of the Children and Young People’s Framework Partnership and its constituent groups.
Certain chapters of the plan have specified required actions which form the action plan on which progress is outlined below:
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CONTENT PROGRESS Chapter 6 Questionnaire findings will be presented at a meeting of This has yet to be fully addressed but behaviour is part secondary headteachers and each school will be asked to of the Monitoring School Performance process produce its own action plan for addressing the problems identified. In future years, in addition to consulting with children, we will devise ways of consulting with parents and carers.
Established and continuing
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CONTENT PROGRESS Chapter 7 There has to be in place a system that protects the time, expertise and resources available for the early identification and prevention of behavioural difficulties. We will:
Continue to promote early intervention and Established and continuing. prevention; The Pathways Project funded by Better Schools Fund has already since September received favourable comment from schools for helping primary school pupils with behavioural difficulties Strive to remove any roadblocks to collaborative Established and continuing in partnership Early Years arrangements
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CONTENT PROGRESS Chapter 8 There is a continuing need to develop a common approach within and between the various support services and agencies to ensure consistency in the guidance being offered to schools. This consistency could be achieved if all our schools were given the same training in the classroom management of behaviour, effective anti-bullying strategies and safe physical intervention.
Make available a programme of Assertive Discipline Available, implemented and continuing. training for all schools in the Local Education Authority; In liaison with the Inter-Agency Anti-Bullying Embedded. Considerable work by officer Group address bullying in school through circle time, responsible for RE/PSE in anti-bullying group, group work and whole school systems schools councils, citizenship projects. Central Behaviour Support teacher training school staff to deliver Circle Time – more effective way of supporting more children
Ensure that children are aware of their school’s Policies are in place and WAG has cited some bullying policy and monitor its implementation; schools as bastions of good practice. More to be done on monitoring.
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CONTENT PROGRESS
Produce guidelines for schools on safe physical Positive handling policy in place and Team Teach intervention with pupils; training being delivered. Develop guidance for schools on supporting pupils Guidance produced in partnership and similar work with particular areas of difficulty such as (Attention has begun on supporting pupils with autistic Deficit Hyperactivity Disorder) ADHD spectrum disorder (ASD).
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CONTENT PROGRESS Chapter 9 Evidence suggests that some parents condone their child’s absence from school for a variety of reasons, including taking holidays during term time.
Extend the use of electronic data management to This is being further developed using Attendance monitor school attendance; modules in SIMS and EMS. Mount a further publicity campaign aimed at raising parental awareness of the importance of full Completed and will be repeated attendance; Attend to the developing training needs of EWOs; New Principal EWO identifying areas of need in Review the role and focus of the EWS; consultation. Continue with regular truancy patrols in partnership As above. with the police, building on the experiences gained Regular and ongoing with good publicity. thus far; Further develop initiatives with the Magistrate’s Court to encourage parental responsibility towards Schemes developed and implemented. the regular attendance of their children at school; Offer a parenting programme to all parents at risk of being summoned To be developed in partnership.
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CONTENT PROGRESS Chapter 10 The Local Education Authority will:
Open a long stay secondary EBD provision to meet Relevant approval for processes achieved. Building the needs of with entrenched behavioural difficulties has commenced. Facility to be available in 06-07 in NPT. Working closely with school and PRU staff school year at Velindre. and families, the local Authority will identify those children who will benefit from such a placement, including children currently placed in out of county schools
Explore alternative funding opportunities, such as A range of provision continues to be developed Cymorth, to provide resources to develop flexible including support through the ESF funded Inclusive curriculum approaches. Behaviour specialists will Learning Project. work closely with the Curriculum Development Officer for Personal and Social Education (PSE) and the TDO (Vocation Education) in the areas of PSE, Work Related Education (WRE), Vocational Education, Flexible Curriculum and Key Skills
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CONTENT PROGRESS
Establish clear links between behaviour support and This is a theme running through the whole learning learning including literacy, numeracy and thinking agenda and curriculum support. CDO for Science has skills worked with teachers where behaviour issues were identified by EDIS through analysis of under performance. A similar process is underway in relation to another subject in one school with the relevant CDO giving guidance.
Reconfigure the Education Development and The restructure has been implemented and support Inclusion Service to provide active focused and well- continues to be offered to schools. Officers are co-ordinated support to those schools that need help currently working with specific schools in relation to to improve provision and arrangements for pupils wider issues of incoming pupils who are presenting with SEN, including EBD serious behavioural problems.
Further develop the training programme to reflect the This is under development and will need to be related training and development needs of staff in schools to resources and the centre
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CONTENT PROGRESS
Develop and agree with schools a framework of SEN Criteria have been developed in partnership and and inclusion support criteria relevant training for Headteachers and Special Education Needs coordinators has taken place. Governor information and training has also been developed.
Offer a parenting programme for all parents whose This is to be developed and is likely to be influenced children attend a PRU by a forthcoming requested Internal Audit report on the PRU.
Chapter 11 The Directorate will reduce exclusions and improve outcomes for excluded pupils by:
Raising the awareness of schools to the long term This is being done in general terms but we need to damaging effects of pupil exclusions produce ‘hard’ data-based evidence. There is some ‘anecdotal’ evidence of schools beginning to seek alternatives to exclusion and several secondary schools have devised ‘in house’ temporary ‘exclusion’ units.
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CONTENT PROGRESS
Ensuring the optimum use of data in order to review Further development on collecting and using strategies and inform policy in relation to pupil information comparatively is needed. exclusion;
Building upon the Directorate’s partnerships with This is supported by the development of Entry/Exit schools and other agencies to ensure effective criteria based on the SEN Code of Practice. A operational working practices, including the continuum of behaviour support is being established. implementation of a graduated response to managing Assistance is given to schools in devising targets for pupil behaviour; Personal Education Plans (PEPs), Behaviour Support Plans (BSPs) and Individual Education Plans (IEPs). Regularly reviewing the management of the exclusion process We are addressing specific issues with individual schools but have yet to move to a general review. There is advice to schools from Pupil, Parent Support (PPS), before almost all permanent exclusions, on alternative approaches. LEA attends at all Pupil Reviewing the research evidence on methods shown Disciplinary Committees for permanent exclusions to to reduce pupil exclusion – the evidence to be used to offer advice and challenge. inform LEA practice Completed
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CONTENT PROGRESS
Offering a parenting programme to all parents whose We will explore opportunities in partnership in line children have been permanently excluded with WAG Parenting Strategy and as part of emerging NPT strategy being developed in partnership. Chapter 12 We are aware that many children supported by the EOTAS Service have difficulty finding a way back into mainstream education. We also see the possibility of accommodating more pupils of differing needs in our PRUs and this could possibly reduce out of county places. We will:
Review, within existing resources, the arrangements This is being reviewed and will be informed by for returning pupils to mainstream education forthcoming Internal Audit report on the PRU. Attendance Support Officers (ASOs) are supporting pupils and preparing them for return to school, listening and giving support – acting as link between staff and pupils in relation to curriculum and learning needs. Can act as pupil advocates.
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CONTENT PROGRESS
Review the mechanisms that enable schools to As above. The PRUs have kept some of the most remain in contact with pupils who are out of school challenging pupils within country and success in Duke of Edinburgh Award Scheme has been outstanding.
Consider the support that may be needed in the early As above. stages of a pupil’s return to mainstream education
Build on existing innovative alternatives to Successful developments are in place and ongoing. mainstream education at Key Stage 4
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CONTENT PROGRESS
Look into the possibilities of young people linking As above this has been developed through the 14-19 into college courses before the statutory school network and Flexible Curriculum Menu. leaving age; Internal Audit Report on the PRU is due. Home Review the role of pupil referral units and the home education service is yet to be reviewed. education service to ensure value for money;
Develop by September 2006 an EBD provision for Plans for a long-stay school at Velindre are on target long stay pupils at KS 3 and KS 4 to complement the short stay secondary provision at Ty Afan PRU and limit number of children placed in Out of County schools.
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CONTENT PROGRESS
Ensure that all parents whose children have All parents have information about supportive behavioural difficulties are given details of the programme including Barnardo’s Parenting Matters parenting programmes that are available in Neath programme which is now available for parents of Port Talbot older teenagers.
Chapter 13 The cost of educating children in specialist provision is extremely high and can take children away from their home and community. We will:
Establish a long-stay provision for 12 secondary As above. The plan is on target for the facility to pupils with emotional and behavioural difficulties in be available in the academic year 2006-07. Neath Port Talbot from September 2006.
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CONTENT PROGRESS Chapter 14 The Local Education Authority recognises that children looked after will continue to be a most vulnerable group. If their needs are to be met we have to be able to discriminate positively on their behalf. We will:
Look at the training needs of mainstream schools in Achieved and continuing respect of children looked after
Seek to improve the co-ordination of services to Achieved and continuing in partnership children looked after.
Contribute to the development of the Authority’s Achieved and continuing, 85% success rate in Rapid Response through the input of an Education ensuring that children in need referred to the team are Officer providing dedicated support to vulnerable not accommodated. Success of Education worker children and their families post attracting national attention.
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CONTENT PROGRESS
Contribute to the development of the Integrated Achieved and continuing. Initial pilot due for further Children’s System for which Neath Port Talbot is a extension. To be rolled out to 25 schools by summer pilot Authority term 2006 (28 in all) and others from Autumn 2006.
Chapter 15 The school attendance of Traveller children at KS3 and KS4 continues to be a problem. Traditionally there is an expectation amongst traveller families for “formal” education to cease when pupils are due to transfer to secondary school. Boys may be expected to help in the family business while girls remain at home to help with the domestic arrangements and care for younger siblings. However, by providing on-site education we ensure that most Traveller children now continue to have some education in their secondary years. We will:
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CONTENT PROGRESS
Liaise more closely with parents of Y6 Traveller Achieved and continuing. children and involve them in the process of transfer to the secondary school
Provide follow up liaison work with the families of Achieved and continuing; Traveller children during the early part of Y7 and maintain close contact with the parents of pupils who are not registered at school
Explore different ways of supporting those Traveller Achieved and continuing e.g. on-site support, children who it seems are unlikely ever to attend Traveller Education Service – previous report to school Members.
Further develop the provision of onsite education at Achieved and continuing. European EQUAL KS3 and KS4 for those children who are not funding being used for current project based at attending comprehensive schools Dyffryn School.
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CONTENT PROGRESS Chapter 16 We in Neath Port Talbot take pride in the strength of the partnerships that we have established since Local Government Re-organisation in 1996. However, there is still room for improvement. Where the systems that we have in place for talking to our parents/carers, and most importantly, young people themselves are not sufficiently robust we will:
Explore fresh and innovative ways of consulting and This is to be further developed supporting young people and their parents/carers;
Build upon the Local Education Authority’s Practices are to be reviewed to identify areas for partnerships with schools and other agencies to development. Inclusion action group operating with ensure effective operational working practices ; Children’s Services. Education/YOT group continuing. EPS working with CAMHS. Range of joint working with LHB and trusts.
Develop information packs for schools, parents and Achieved. partner agencies on the range of support services available
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CONTENT PROGRESS
Develop a new multi disciplinary team as the first this is being explored in partnership. point of contact to the CAMHS Address the gaps in our parenting provision Need to revisit and establish which gaps remain. Evaluate the quality and cost-effectiveness of We link into Partnership evaluations. projects funded by Cymorth
CYPEB-170106-REP-EL-KB 46 Additional Information
10% of all NPT statements currently identify behaviour as the prime need (includes ADHD). Since April 2005 12% of all statements ceased have been statements for behaviour. Despite lack of long stay provision for EBD (opening 2007), only 10% of all pupils with statements for behaviour are placed out of county. Of these 8 are currently in Year 11. Since January 2005 only 5 statements for EBD have been issued, and this includes children who have moved into NPT with an existing statement.
Once the outcome of the internal audit of the PRU is known the recently appointed Development Officer for Inclusion (Behaviour) will lead on the formalising of the development of a clear continuum of support for pupils with Behavioural Emotional and Social Difficulties.
FOR INFORMATION
List of Background Papers BEHAVIOUR SUPPORT PLAN 2004-07
Wards Affected All Wards.
Officer Contact K E Boyce - Head of Schools, Education Development and Inclusion Service e-mail address: [email protected] Tel: 01639 763378
CYPEB-170106-REP-EL-KB 47 PART 1, SECTION C, ITEM 2
EQUALITY OF OPPORTUNITY IN SERVICE DELIVERY MONITORING REPORT
Purpose of Report
To provide Members with the fifth six monthly monitoring report of the progress of the Equality of Opportunity in Service Delivery Policy for the Directorate of Education, Leisure and Lifelong Learning. The report details progress up to January 2005 in relation to:
Equality of access to all services for individuals and for the communities of Neath Port Talbot Services delivered in a manner which is sensitive to individuals whatever their background
Background
The action plan reflects and complements the Corporate Policy for Equality of Opportunity in Service Delivery.
The Directorate as part of the corporate entity is committed to eliminating discrimination on the grounds of gender, age, disability, race, colour, nationality or ethnic or national origin, responsibility for dependents, marital status, HIV status or religious belief.
The Directorate has analysed its functions and policies and assessed their impact on usually excluded groups.
The Directorate has produced and is now implementing an action plan in relation to its Equality of Opportunity in Service Delivery Policy.
Since the previous report to members initiatives to promote the equalities agenda have been developed as follows:
CYPEB-170106-REP-EL-KB 48 Cultural Services
The Library Service re-launched its collection of books and DVDs on November 16th and has sought and received feedback from members of the community. The responses are currently undergoing analysis and a response will be made in the new financial year. Money from the Communities First Programme has been used to take forward a promotions programme for the Community Services Unit which provides library services to housebound users. Suitable leaflets and dedicated display equipment will help promote the service to a wider audience Early in 2006 inclusive reading groups will be established.
Education Development and Inclusion Service
Educational Psychologists (EPs) continue to make assessments through the medium of Welsh with children whose first language is Welsh. Educational Psychologists make available all of their consultation frameworks in both English and Welsh EPs are able to use English or Welsh medium questionnaires in annual survey of head teacher or Special Educational Needs Co-ordinator (SENCO) views of the service The Directorate is represented on the Young Carers’ Forum. The annual Holocaust Memorial evening will take place on 31st January 2006. An Inclusion Strategy has been prepared in draft form. Consultations with partners have taken place and it is proposed to present the strategy to Members in February An EQUAL (ESF) grant has been accessed to promote innovative approaches to Traveller Education in Key Stages 3 and 4. A project with traveller pupils is now underway and is based at Dyffryn Comprehensive and early indications are that it has secured the engagement of traveller pupils who would not otherwise be in education. Pupils are already beginning to plan progression routes into ongoing education and training.
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Admission Forum:
At its recent meeting, the NPT Admission Forum considered the problems faced by schools in managing disaffected and disruptive pupils and the consequent admission problems arising out of the re-engagement of permanently excluded pupils. The Forum, comprising elected members, head teachers, officers and others, requested a report on the potential for developing a local protocol on the managed move of pupils at risk of permanent exclusion or in need of a 'fresh start' at another school. Work is underway in gathering evidence of good practice on managed moves and 'one out, one in' arrangements for permanently excluded pupils. A small task group, which will include head teachers, is being convened to develop a NPT protocol that will support the transfer of pupils between schools and reduce the need to resort to permanent exclusion which places vulnerable pupils 'at risk'.
Information Technology
The managed service system aims to provide a stable, reliable system that ensures all users can be catered for individually if necessary. The school owns and has control of their own system. IT co-ordinators and technical support staff have received training on how the system can be adapted to meet the needs of the school.
There are two standard forum groups one for primary and one for secondary that make decisions on the development of the system. The focus is on the curriculum i.e. teaching and learning driving the changes and developments, rather than teaching and learning being led by what the technology can do.
CYPEB-170106-REP-EL-KB 50 In terms of equality the following are relevant:
Each user can have an account (tends to be classes in primary school) and changes can be made to the account which means whichever machine the user logs on to the settings move with them. Accounts can be changed to suit accessibility issues e.g. left handed users (whenever they log on the mouse buttons would be switched so that all they need to do is move the mouse, fonts sizes and cursor sizes can be changed to cater for users with visual impairment. Internet access can be given to users in order for them to gain relevant information e.g. information for English Additional Language learners, faith groups etc. E-mail accounts can be given to users for them to be able to communicate perhaps with minority groups Access from home (i.e. anywhere in the world) to files saved in school can be granted to users so that they can continue to learn anywhere anytime Access from home (i.e. anywhere in the world) to e-mail can be granted to users so that they can continue to communicate anywhere anytime
The Curriculum Development Officer for ICT is planning to speak to wider audiences about the facilities in order that all users can benefit from what potentially can help to transform teaching and learning. This includes SENCOs, members of Learning Support Centres (LSC) head teachers.
Similar systems have been installed in libraries and LACs
CYPEB-170106-REP-EL-KB 51 The Integrated Children’s System pilot initiative and the work of the ICS education group provides an example of how the equalities agenda is being implemented through joint working arrangements with schools and Children’s Social Services. This initiative is helping schools and the Authority, as corporate parent, better support child who are looked after by improving joint working practices in respect of sharing information, planning and communication, and generally by making essential information more readily accessible to professionals/agencies. The initial pilot, which involved three schools, is to be rolled out to 25 further schools during the Spring/Summer terms 2006, and to education support services together with additional schools in Autumn 2006. New schools to the scheme are being prioritised on the basis of the number of children looked after on roll. Alongside the roll out programme, the initiative is being further developed to include an alert facility and details of children on the child protection register. All this is taking place in parallel with the work of the Looked after Children Education Working group which is ensuring effective support for children looked after in respect of educational achievement.
The YOT/Education Group meets on a regular basis to plan and review provision for young people involved, or at risk of becoming involved, with the youth justice system. The work of the group ensures that support is readily available to enable disaffected young people to re- engage with education and training.
Grants Advisory Service
The Grants Advisory Service’s Delivery Plan and engagement with the general public continues against a backdrop of Equal Opportunity for all ages regardless of class, race or culture, income or employment, religion, sexuality, gender or ability.
The service is continuing to process central government funded support for Higher Education students with learning difficulties.
The service continues to implement WAG policy and support in relation to Year 7 and Year 10 distinctive clothing allowance.
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Project Development and Funding This service continues to be delivered against a backdrop of Equal Opportunities. There is an emphasis on making the activities and buildings developed by the service accessible, both physically (in accordance with the provisions of the Disability Discrimination Act) and through service provision. Target groups include women and girls, those living in disadvantaged Communities First areas and those suffering disability of any kind within a context of access for all.
Physical Activity and Sports Service (PASS)
A Sportlot Minor Grant of £5,900 has been secured to develop physical activity in the Upper Afan Valley. This will include a programme to recruit instructors to work with the Authority’s Physical Activity Coordinated for Everyone (PACE) team in identifying participants. The programme will run for 12 weeks and will include cycling, jogging and walking and will link to new and existing activities.
The PASS Development team have successfully completed the first phase of the Women and Girls plan. This is only one of three co- ordinated plans across Wales in partnership with the Sports Council for Wales, Celtic Community Leisure and the Authority’s Secondary Schools. The Plan has been broken into 3 distinct areas and has resulted in the following: - The provision of a Physical Activity programme for sedentary teenage girls, including fitness assessments, lifestyle advice & healthy eating sessions. To date 44 sessions and 156 girls have been involved.
- Secondary School Girls Fitness Programme providing 12 weekly extra curricular Physical Activity sessions at Secondary Schools within the Authority. To date 77 sessions and 1373 visits have occurred.
- Girls Football Programme involving 6 weeks coaching programme at the Afan Lido and Neath Sports Centre for year 7,8 & 9 girls. To date 477 visits have occurred.
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Funding has been secured from the Big Lottery and from the Sports Council for Wales to develop the Walking Your Way to Health / Fit Together programme for 2 years and 1 year respectively. Officers have to date established opportunities in Sandfields and Glyncorrwg.
Funding has been secured from the Authority’s Social Inclusion Fund to install blinds in Cymer Pool to provide swimming opportunities for ethnic minority groups.
The following Sportlot Community Chest Grants have been awarded:
Springers SEN Coach Education 337.50 To Improve standards of performance and provide competitive opportunities
Welsh Wonders PAN Disability Club 465.00 Qualify coaches and Purchase Equipment, to improve standards of performance and provide additional sporting opportunities for people with disabilities.
Sandfields Shooters Netball Club 750.00 To set up a new female netball team of Over30’s, increase Physical Activity and provide competitive opportunities.
Cwmtawe Ladies Hockey Qualify Coaches and purchase Equipment to set up a new team, provide competitive opportunities for Women & Girls. 734.00
Whizzy Wheelers Disability Club Set up a new wheelchair sports club, qualify coaches, raise self esteem , purchase equipment & provide additional opportunities. 746.87
CYPEB-170106-REP-EL-KB 54 Celtic Community Leisure
Promotion of equal opportunities 2005/6
1. Promotion of Women and Girls physical activity opportunities at Afan Lido, Blaengwynfi and Hengwrt Sports Centre via £10,000 funding from Sports Council for Wales.
2. Promotion of physical activity sessions to 50+ age group in conjunction with Age Concern Neath Port Talbot via 12 week programme at the Afan Lido (Summer 2005) ( funded by BLF via Age Concern Neath Port Talbot)
3. Working relationship developed with Bro-Morgannwg NHS Trust with Phase III Cardiac Rehabilitation Service. New provision of Phase IV rehabilitation sessions developed at Neath Leisure Centre since June 2005 – ongoing and looking to develop additional sessions at Neath as well as expand to other sites.
4. Funding secured from Neath Port Talbot Social Inclusion Fund to facilitate swimming sessions for Muslim women at Cymmer Swimming Pool following enquiries from MEWN and Age Concern Neath Port Talbot. To be developed in early 2006 – the increased privacy provided by the screening (blinds/reflective film) will also offer opportunity for other groups to use the facility who may prefer a ‘closed’ session – older persons, persons with disabilities, slimming clubs etc.
5. Neath Port Talbot County Borough Council Capital Programme for DDA works has improved facilities at Pontardawe Swimming Pool for clients with disabilities by upgrading changing/shower facilities and providing new hoist lift and transportation means. Neath Leisure Centre works ongoing but similar improvements planned.
6. Carers Leisure Voucher Scheme – In conjunction with Neath Port Talbot County Borough Council Social Services an access to leisure voucher scheme has recently been introduced for carers suffering from stress/depression. Funded by Social Services via WAG funding for pilot scheme.
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7. Want to Work Scheme – Sandfields – Link development with Want to Work to offer clients gym membership as part of personal development plan for return to work. Free to clients funded by Want to Work.
8. PACE – ongoing close liaison with PACE staff. All clients leaving PACE are now offered Celtic Community Leisure Inshape Gym membership at a reduced monthly rate.
9. Age Concern Neath Port Talbot – New development of physical activity sessions from Bangladeshi men to start February/March 2006. To offer advice and physical activity to assist them reduce the risk of developing coronary heart disease. Funded by Age Concern Neath Port Talbot as part of BLF funding.
10. Youth Fitness Sessions – Development at Pontardawe Leisure Centre, Neath Leisure Centre and Afan Lido for comprehensive school pupils. Specific sessions with supervision by fitness staff for those aged 11 – 16 years using the Inshape Gym facilities to encourage safe and enjoyable use of the facilities available whilst improving health and well-being. After school and weekend sessions offered.
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Education Personnel
Education Personnel Officers have been involved in the following actions:
Performance Indicators are collated corporately to monitor equalities in the following areas:
Recruitment and Selection Training Grievances Capability Sickness Absence Ill Health Retirement Disability Bullying & Harassment Complaints under sex, race or age discrimination Pay
Employment Policies for Schools are now updated and the Equal Opportunities Policy for Schools is to be redrafted.
Areas for Development
The challenge of mainstreaming equalities remains and continues to be reinforced at the directorate meetings of accountable managers and in planning activities.
Specific Tasks
Service providers to use experience to produce guidance on effective consultation of usually excluded groups. Review and improve monitoring of service take-up by usually excluded groups.
A task group lead by the Head of Schools, Education Development and Inclusion Service will undertake this.
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FOR INFORMATION
List of Background Papers Corporate Policy of Opportunity in Service Delivery – Dec 2001 Corporate Race Equality Scheme – 31 May 2002 Neath Port Talbot Community Plan 2002-2012 Neath Port Talbot Improvement Plan 2003/2004 Welsh Language Scheme Disability Equality Strategy Information Strategy for Visually Impaired People CRE Leadership Challenge – Leader’s Action Plan CRE Leadership Challenge – Corporate Action Plan
Wards Affected All
Officer Contact Mrs Kathleen Boyce. Head of Schools, Education Development & Inclusion e-mail address: [email protected] Tel: 01639 763378
CYPEB-170106-REP-EL-KB 58 Equality of Opportunity in Service Delivery
Directorate of Education, Leisure and Lifelong Learning Revised Action Plan 2004-2007
No. Action Equality Standard Theme / Officer Finance Target date Linked Level Responsible identified milestones/ Standard Progress Level Head of Core Sept 2004 A1 Biannual Reports to DELLL Leadership and Corporate 3 Overview and Scrutiny Committee Commitment Schools Established Head of Core Ongoing A2 Raise the profile of equality issues Leadership and Corporate 2 within the Directorate and with Commitment Schools LLAN, NAASH and Governing Bodies Use elements of employee Principal Core Established A3 Consultation & Community 2 communications strategy within the Development & Scrutiny Officer and Directorate to raise staff awareness Education continuing of equality policies Personnel Head of Core In progress A4 Develop guidance on effective Consultation & Community 2 consultation of usually excluded Development & Scrutiny Schools groups by service providers Not yet developed Head of Core Ongoing A5 Ensure that consultation on equality Consultation & Community 2 and equality issues /objectives are Development & Scrutiny Lifelong incorporated into Community Plan Learning, and its review Culture and Leisure
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Curriculum Core In progress A6 Consult Swansea Bay Racial Equality Consultation & Community 2 Council regarding immediate Development & Scrutiny Development information needs of ethnic minority Officer groups
No. Action Equality Standard Theme / Officer Finance Target date Linked Level Responsible identified milestones/ Standard Progress Level Head of Core Developing A7 Mainstream equalities via the Service delivery & customer 2 Programme for Improvement and care Schools Sustainability Appraisal mechanism Principal Core December A8 Develop reporting systems and Service delivery & customer 3 guidance on monitoring service take- care Officer 2004 up by usually excluded groups Education Personnel To be fully improved A9 Develop and issue guidance to all Service delivery & customer Heads of Core December 3 procurement officers on contracts and care Service 2004 the equality dimension Comply with new corporate guidance
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A10 Develop consultation systems with Consultation & Community Head of Core December 2 usually excluded groups Development & Scrutiny Lifelong 2004 Learning, Culture and Leisure To be improved
A11 Ensure the Directorate has developed Service Delivery and Curriculum Core December 2 and is reporting on Welsh Language Customer Care Development 2004 Action Plans in accordance with Officer Welsh Welsh Language Scheme. Established
CYPEB-170106-REP-EL-KB 61 SUPPLEMENTARY EDUCATION STRATEGIC PLAN 2005-06
Purpose of Report:
To inform Members of WAG approval for the Neath Port Talbot Supplementary Education Strategic Plans 2005-06.
Background:
Authorities were required to produce Education Strategic Plans for the cycle September 2002 to August 2005 with annual revisions in the form of a Supplementary Education Strategic Plan. Pending the drafting of new planning regulations WAG required a further Supplementary Education Strategic Plan (SESP) for the period September 2005-August 2006. The Neath Port Talbot plan was duly drafted and submitted to WAG by the due date in summer 2005. On 7th December WAG indicated approval of that plan by the Minister for Education and Lifelong Learning. The approval was subject to addressing two priority areas for action.
The section relating to literacy contains proposals identical to those of the previous year and needs to be updated.
The objectives in the literacy section have been carried over where appropriate because they are part of a long term approach to ensuring a clear understanding of the rationale underpinning the Neath Port Talbot SOW and developing its use in practice.
The cross phase working groups have been amalgamated with the Neath Port Talbot Learning Agenda whose focus is at present Assessment for Learning (reflecting the current national initiative).
Data relating to attainment targets for Welsh at Key Stage 3 are missing.
The authority has now contacted WAG and WAG has confirmed that these targets do not need to be included since they relate to only one school and individual schools should not be identified in this plan.
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In addition to the information statutorily required for the approval of the 2005/06 SESP WAG has requested further details of how the SESP links currently to plans for other children’s services as this will help WAG in preparation for the move to a single education plan and more integrated education and children’s services planning in future.
In the SESP the information at Appendix A was included. It has now been amended with the following additional information:
“The SESP has been informed by consultation with the constituent elements of Children and Young People Partnerships and their plans and an initial attempt to avoid duplication of services e.g O Gam i Gam and Barnardo’s Parenting Matters are supported by Cymorth to deliver services which are additional to the authority’s provision but enhance it by securing appropriate early interventions. The SESP focuses on performance of looked after children and these targets are essentially Children First targets.
In the Neath Port Talbot Children and young People’s Partnership sub- groups each agency shares its priorities so that common priorities emerge and it is clearly understood how, for example, elements of Activity 1(g) viz Healthy Schools’ accreditation can help achieve targets for both Health and Education services.
This congruence will in future be further developed through the National Service Framework and as Neath Port Talbot moves towards the Children’s Plan in 2008”.
WAG comments that overall the SESP is clear and very detailed and that it is strong on evaluating progress. The section on looked-after children is described as very informative.
The authority is now awaiting definitive guidance on the Single Education Plan for 2006-07 and 2007-08. This will be drafted after consultation and presented to Members for consideration and endorsement before being submitted to WAG by the due date.
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FOR INFORMATION
List of Background Papers Supplementary Education Strategic Plan 2005-06 Education Strategic Plan 02-05
Wards Affected All Wards.
Officer Contact Mrs Kathleen Boyce. Head of Schools, Education Development & Inclusion e-mail address: [email protected] Tel: 01639 763378
CYPEB-170106-REP-EL-KB 64 Relationships with other Plans
The Supplementary Education Strategic Plan is informed by and informs a number of other plans. The overarching plan for the whole of Neath Port Talbot is the Neath Port Talbot Community Plan whose major themes are:
Confident Communities Economic Prosperity Education, Lifelong Learning & Leisure Health, Social Care & Well-being Environment Transport Community Safety
The Supplementary Education Strategic Plan contributes to these objectives by setting targets for school performance and the delivery of the core and wider curriculum within a framework of inclusion.
Within the Directorate of Education, Leisure and Lifelong Learning the Cultural Services and Lifelong Learning plans are directly related to the Education Strategic Plan.
The Supplementary Education Strategic Plan relates to the Children’s Services Plan 2002-07 by
ensuring the provision of a dedicated Education Officer for Looked After Children and target setting and tracking the performance of these children in time with Children First targets; ensuring the availability of training for governing bodies and schools staff in relation to All Wales Children Protection procedures; a commitment to partnership working and effective communication between agencies; co-operation with Integrated Children’s System.
The Supplementary Education Strategic Plan relates to the Children & Young People’s Framework Plans by ensuring that it contributes to the Seven Core Aims of the Welsh Assembly Government specifically ensuring the right of children to
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access a comprehensive range of educational and learning opportunities, including acquisition of essential personal and social skills; enjoy the best possible physical and mental, social and emotional health including freedom from abuse, victimisation and exploitation; access to safe play, leisure, sporting and cultural activities; be listened to, treated with respect and have their race, faith and cultural identity recognised.
The development of Integrated Children’s Centres is reflected in the Supplementary Education Strategic Plan as are:
Out of School Hours Activities: Contribution to the Rapid Response Team Engagement with the Health aspect through Health priorities e.g. through the Healthy Schools Network Contributing to Planning for an independent Children’s Rights Unit in Neath Port Talbot Contributing to EYDCP childcare training Exploring more effective speech and language provision Ensuring engagement of schools councils and the youth council Involvement in a Book Start Project The plan further supports every young person’s rights through:-
Education, training and work experience – tailored to their needs Basic skills which open doors to a full life and promote social inclusion A wide and varied range of opportunities to participate in voluntary and active citizenship Sporting artistic, musical and outdoor experiences to develop talents, broaden horizons and promote rounded perspectives including both national and international contexts. The right to be consulted to participate in decision making and to be heard on all matters which concern them or have an impact on their lives.
CYPEB-170106-REP-EL-KB 66 EARLY YEARS DEVELOPMENT PLAN 2006-2007
Purpose of Report
To inform Members that the updated “Early Years Development Plan” for the year beginning 1 September 2006, has been submitted to the Welsh Assembly Government for approval.
Background
The first Early Years Development Plan was produced in 1998. The updated plan for the year beginning 1 September 2006 is the eighth review and update.
The specific requirements, which the statement of proposals must fulfil, are as follows:
. a clear statement that all children in the local authority area who fit within the age criteria are covered by the plan;
. an estimate of the number of nursery education places available in each term of the academic year 2006-07;
. a list of all settings providing nursery education who are receiving financial assistance from the Authority in respect of such provision, and whose nursery education is taken into account by the Authority in formulating the statement of proposals;
. evidence that the Authority has considered transport provision for nursery education.
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Timescale
The circular outlining the requirements for the plan was received on 22 April 2005 requesting that a plan be submitted by no later than 30 October 2005. We are waiting for formal approval of the plan.
A copy of the plan is available in the Members’ lounge.
FOR INFORMATION
List of Background Papers Early Years Development Plan 05-06
Wards Affected All Wards.
Officer Contact Mrs G. Harrison - Primary Development Officer. E-mail: [email protected] Tel: 01639 763537
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