SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE)

17TH NOVEMBER 2005

PRESENT: Councillor Bale in the Chair Councillors Brett, Ewens, R D Feldman, Kendall, Murray, Renshaw and Selby

CO-OPTED MEMBERS: Mr E A Britten – Church Representative (Catholic) (VOTING) Prof PHJH Gosden – Church Representative (Church of England) Mr R Greaves – Parent Governor Representative (Secondary) Mrs S Knights – Parent Governor Representative (Primary) Mr C Macpherson – Parent Governor Representative (Special)

CO-OPTED MEMBERS: Ms C Foote – Teacher Representative (NON-VOTING) Mr P Gathercole – NCH Representative Ms G Cooper – Youth Work Partnership Representative

70 Chair’s Opening Remarks The Chair welcomed members and officers to the meeting, in particular Georgia Cooper, Paul Gathercole and Robert Greaves who were attending their first meeting of the Scrutiny Board.

71 Late Items In accordance with his powers under Section 100B(4)(b) of the Local Government Act 1972, the Chair admitted to the agenda a late item of urgent business in the form of a report from the Head of Scrutiny and Member Development dealing with a draft framework for monitoring support to Looked After Children (children in public care) which had not been available at the time of agenda despatch (Agenda Item 11, Minute No 79 refers).

72 Declarations of Interest The following members made the following declarations of personal interest:

Councillor Selby – Agenda Item 9 (Director of East Homes ALMO) and Agenda Item 10 (Governor of Grange Farm Primary School)

Councillor Murray – Agenda Item 9 (Director of Leeds South East Homes ALMO) and Agenda Item 11 (his wife is a Reviewing Officer for Social Services)

Councillor Feldman - Agenda Item 9 (Director of Leeds NE Homes ALMO)

Councillor Renshaw – Agenda Item 11 (personal contact with Social Services)

Draft Minutes – For approval at the meeting to be held on 15th December 2005

Councillor Ewens – Agenda Item 10 (Governor of Leeds NW SILC (Specialist Inclusive Learning Centre) and School) and Agenda Item 9 (Director of Leeds NW Homes ALMO)

Professor Gosden – Member of School Organisation Committee

Mrs Knights – Agenda Item 10 (Governor of Leeds NW SILC)

Mr Macpherson – Agenda Item 10 (Parent of child with a statement in a mainstream school in the NW SILC area)

Councillor Bale – Agenda Item 10 (Governor of High School and Westfield Infant School)

Mr Gathercole – Agenda Item 11 (Employee of NCH which provides services to looked after children)

Councillor Kendall – Agenda Item 10 (Governor of School)

The following member made the following declaration of personal and prejudicial interest:

Councillor Brett – Agenda Item 9 (Lead Member, Neighbourhoods and Housing)

The Clerk reminded Members that generally it was not necessary to declare a personal interest in respect of school governorships, unless there was a specific item on the agenda relating to a school at which they were a Governor.

73 Apologies for Absence Apologies for absence from the meeting were submitted on behalf of Councillor Mulherin, Mr T Hales and Mrs S Hutchinson.

74 Minutes – 3rd, 6th and 20th October 2005 RESOLVED – That the minutes of the meetings held on 3rd, 6th and 20th October 2005 be confirmed as a correct record.

75 Minutes – Overview and Scrutiny Committee, 3rd October 2005 RESOLVED – That the minutes of the meeting of the Overview and Scrutiny Committee held on 3rd October 2005 be received and noted.

76 Members’ Questions The Head of Scrutiny and Member Development submitted a report outlining the provisions contained in the Scrutiny Board Procedure Rules for Members to ask questions at each ordinary Scrutiny Board meeting of the Chair (or their nominee) of the corresponding officer Corporate Priority Board which matched the Board’s portfolio. In this case, the relevant officers were the Directors of

Draft Minutes – For approval at the meeting to be held on 15th December 2005 Social Services and Learning and Leisure. The Director of Education Leeds (or his nominee) had also agreed to make himself available to respond to Members’ questions under this item.

Attached to the report were copies of a relevant extract from the Council’s Forward Plan of Key Decisions for the period 1st November 2005 to 28th February 2006, together with the minutes of the meeting of the Executive Board held on 21st October 2005.

Rosemary Archer, Director of Social Services, and David Dickinson, Deputy Chief Executive, Education Leeds, attended the meeting and responded to the following pre-notified questions:-

(a) What support is available to children who act as carers for disabled parents? The officers outlined the extensive assistance and support available via the Willow Young Carers Service provided on behalf of the Council by Barnardo’s on a contract basis, not only to young carers but to other children within families affected by this issue, and regarding the links to schools and the health service in this regard. The Director of Social Services undertook to circulate to Members a copy of the Annual Report of the service.

RESOLVED – That the report be noted

(b) Please can Education Leeds provide an update from their perspective on admissions to the Academy, both generally and particularly for Year 7 in September 2006? David Dickinson reported that the Academy had a Year 7 published admission limit of 180 pupils. It administered its own admission arrangements in accordance with the national Code of Practice, which did allow for up to 10% of pupils to be admitted on the basis of aptitude. Education Leeds was working closely with the Academy. Demand was likely to exceed the number of places available, but the Academy had to be viewed in the context of the wider School Improvement agenda, aimed at providing good, inclusive local schools for all pupils. Reference was also made to the new-build school proposed for the Primrose High site. Parents of pupils not granted a place at the Academy could appeal to an Independent Appeals Panel, as with any other school. Mr Dickinson also responded to questions relating to the situation whereby some current Year 8 students at Agnes Stewart and Braimwood would have to be found alternative schools due to over-crowding issues. He also undertook to supply Members with a copy of the Academy’s Admissions Policy.

RESOLVED – That the report be noted.

(c) Please can the Board have an initial reaction to the Schools White Paper?

Draft Minutes – For approval at the meeting to be held on 15th December 2005 Chris Edwards, Chief Executive, Education Leeds, joined the meeting at 9.58 am and responded to this question. A lot of the proposals in the White Paper had already been trailed in the media. The thrust of the White Paper seemed to perhaps reflect a certain frustration on the part of the Government that the resources and initiatives aimed at education since 1997 were not yet reflected in terms of the hoped for improved outcomes for children. It also seemed to reflect a ‘market forces’ concept of education provision, with the local education authority as commissioner of services rather than provider, and this was reflected in the idea of Self-Governing Trusts for schools. The concern was that this approach would not actually succeed in delivering the hoped for improvements for disadvantaged pupils. Furthermore, the White Paper did not address the real concerns about mental health, stress and depression among young people and was also light on parental responsibilities as opposed to rights. The White Paper also trailed the demise of School Organisation Committees, a system which had worked well in Leeds.

RESOLVED – That the report be noted.

(d) What is the current and likely future impact on children of asylum seekers under Section 9 of the Immigration Act, the implementation of which is being piloted in Leeds? Does the authority believe that implementation of this act conflicts with the requirements of the Children Act? The officers outlined the pilot scheme being operated in Leeds in close collaboration and consultation with the Government and the National Asylum Support Service to tackle the Human Rights aspects of the inherent conflict between Immigration and Children Act legislation. Approximately 18 of the 40 families potentially affected across as a whole lived in the Leeds area. However Social Services did not anticipate final steps being planned in any cases imminently.

RESOLVED – That the report be noted.

77 Scrutiny Inquiry – The Impact of Housing Conditions on the Welfare of Children and Young People Further to Minute No 34, 8th September 2005, the Board received further evidence and witnesses in connection with its Inquiry into the impact of housing conditions on the welfare of children and young people

The Head of Scrutiny and Member Development submitted a report detailing the agreed Terms of Reference for the Inquiry and the Director of Neighbourhoods and Housing submitted a report outlining the work being undertaken by his Department and the Council in general to increase the supply of family accommodation and the provision of affordable housing across the City.

Neil Evans, Director of Neighbourhoods and Housing, Simeon Perry, Megan Godsell and Ernie Gray, Neighbourhoods and Housing Department, Jane

Draft Minutes – For approval at the meeting to be held on 15th December 2005 Hall, Education Leeds and Andrea Richardson and Mo Parks, Early Years Service, attended the meeting and responded to Members’ queries and comments. In brief summary the main areas of discussion were:-

• The problem of under-occupation of public sector housing, how this was being addressed and the effect on ALMOs. Members requested details of the consultation on changes to the lettings policy; • The provision of social housing and affordable housing and initiatives to try and increase its availability; • The development of protocols with the Development Department in relation to affordable housing in planning applications and planning briefs; • The Shelter report ‘Toying with their Future – The Hidden Cost of the Housing Crisis’, and the local picture; • Decency standards in the public and private rented sectors; • The effects of family breakdowns and ‘weekend parenting’ on the demand for housing; • The effects on children and young people of overcrowded housing conditions and the possible knock-on effects for society in terms of anti- social behaviour; • The impact on school attendance and achievement: • The support services available to families experiencing difficulties as a result of unsuitable housing conditions; • The numbers of families and children in temporary accommodation at any one time. Members requested that figures be supplied to them; • Domestic violence and security of tenure for affected families; • The overlap with the Scrutiny Board (Thriving Communities) in terms of some of the issues and themes being discussed.

RESOLVED – (a) That the officers be thanked for their attendance and for the evidence which they have provided to the Board. (b) That the Chair ask the Scrutiny Board (Thriving Communities) to consider pursuing the supply of affordable family accommodation in more depth. (c) That a draft final report, including recommendations to the Neighbourhoods and Housing and Development Departments, be produced and circulated to Members for their comments prior to submission to a Board meeting for formal approval.

78 Scrutiny Inquiry – Specialist Inclusive Learning Centres (SILCs) Further to the Board’s previous consideration of this matter, in particular the meetings held on 6th and 20th October 2005 and the site visits to the SILCs undertaken by members, the Head of Scrutiny and Member Development submitted a report detailing the Terms of Reference of the Inquiry and outlining the witnesses to be heard at today’s Inquiry session, from Education Leeds and Primary Care Trust representatives.

In attendance at the meeting were Paul Barker, Tom Kelly, Janet Depledge and Wendy Winterburn, Education Leeds, David Lowe, Headteacher,

Draft Minutes – For approval at the meeting to be held on 15th December 2005 Guiseley High School and Joe Reynolds and Jean Baker from East Leeds PCT, who responded to Members’ queries and comments. In brief summary, the main areas of discussion were:

• The service provided by the Parent Partnership Service of Education Leeds, the in-house but arms-length information and advisory service for parents. • Health service provision for children with special educational needs and links with Education Leeds and the SILCs; • The experiences of Guiseley High School as a non-partnership school operating within a SILC area; • How the ‘Building Schools for the Future’ initiative might impact on SILCs

RESOLVED – (a) That all the officers who have attended the Board or assisted it during the Inquiry be thanked for their assistance and for the evidence which they have provided to the Board; (b) That a draft final report be produced and circulated to Members for their comments prior to submission to a Board meeting for formal approval.

(NB: Councillor Kendall left the meeting at 12.00 noon during this item and Mrs Knights left the meeting at 12.25 pm at the conclusion of this item)

79 Monitoring Framework for Looked After Children Further to Minute No 46, 27th September 2005, the Head of Scrutiny and Member Development submitted a report outlining a proposed framework for the Board to receive regular monitoring information regarding services related to Looked After Children (children in public care) and proposing the establishment of a Working Group to look into the question of the recruitment, retention and workload of children’s social workers and to report back to the full Board.

RESOLVED – (a) That the proposed framework and timetable for the monitoring of services to Looked After Children be approved in principle, subject to some fine tuning to take account of Members’ comments at today’s meeting and a further report back to the February meeting. (b) That a Working Group comprising the Chair, Councillor Selby and Paul Gathercole be established to look into the question of the recruitment, retention and workload of children’s social workers and to report back to the full Board. (c) That a draft final report arising from the Board’s Inquiry into Looked After Children be presented to the next meeting on 15th December 2005.

80 Deputation to Council – Leeds Youth Council concerns regarding Fairtrade in Leeds Schools The Head of Scrutiny and Member Development submitted a report regarding a Leeds Youth Council deputation to the City Council meeting on 1st

Draft Minutes – For approval at the meeting to be held on 15th December 2005 November 2005 regarding the sale of Fairtrade products and education surrounding Fairtrade issues in Leeds schools. At its meeting on 16th November 2005, the Council’s Executive Board had agreed to refer the matter to the Scrutiny Board (Children and Young People) for consideration.

RESOLVED – (a) That the referral from the Executive Board be accepted. (b) That a Young People’s Scrutiny Board be established along the lines outlined in the report and be delegated the task of carrying out this Inquiry. (c) That the proposals for the project management of this initiative, as outlined in Appendix 2 to the report, be approved. (d) That when the Scrutiny Board (Children and Young People) is due to consider this topic further, meetings are held at a time when the young people are able to attend.

81 Work Programme The Board considered the report of the Head of Scrutiny and Member Development regarding the Board’s work programme.

RESOLVED – That subject to any changes necessary as a result of today’s meeting, the Board’s work programme be received and approved.

82 Date and Time of Next Meeting Thursday 15th December 2005 at 9.30 am (Pre-Meeting at 9.00 am)

Draft Minutes – For approval at the meeting to be held on 15th December 2005 OVERVIEW AND SCRUTINY COMMITTEE

7TH NOVEMBER 2005

PRESENT: Councillor Minkin in the Chair Councillors Anderson, Campbell, Cleasby, Driver, Gruen, Leadley and C Nash

EDUCATION REPRESENTATIVE: Professor PHJH Gosden-Church Representative (C of E) (Voting)

ALSO PRESENT: Councillors Lancaster and Pryke

52 Declarations of Interest Councillor Anderson declared a personal interest in respect of Agenda Item 11, ‘Request for Scrutiny – Energy and Water Management’ (Minute No 60 refers) in his capacity as Lead Member (Energy Management).

53 Apologies for Absence An apology for absence from the meeting was submitted on behalf of Councillor Bale.

54 Minutes – 3rd October 2005 RESOLVED – That the minutes of the meeting held on 3rd October 2005 be confirmed as a correct record.

55 Matters Arising from the Minutes

(a) Corporate Priorities Boards (Minute No 44(a) refers) Further to Minute No 44(a), 3rd October 2005, the Chair circulated a letter she had received from the Chief Executive, which confirmed that the minutes and work programmes of the officer Corporate Priorities Boards would be made available for submission to the appropriate Scrutiny Board meetings. RESOLVED – That the situation be noted.

(b) Leeds as a City Region (Minute No 44(b) refers) Further to Minute No 44(b), 3rd October 2005, Councillor Cleasby reported that subsequent to his meeting with the Chief Executive, the Scrutiny Board (City Development) would be conducting an Inquiry into this subject. RESOLVED – That the situation be noted.

(c) Fire Safety Standards within Leeds Mental Health Trust PFI Buildings (Minute No 46 refers) Reference was made to the debate on this topic at the Council meeting held on 1st November 2005, and the subsequent decision to call for a Public Inquiry and not await the outcome of the Inquiry already commenced by the Scrutiny Board (Health and Wellbeing).

Draft Minutes – For approval at the meeting to be held on 5th December 2005 Councillor Gruen stated that in his opinion, this was a most unfortunate precedent and breach of convention, and he would be seeking to pursue this issue outside the remit of the Overview and Scrutiny Committee (OSC). RESOLVED – That the situation be noted.

(d) Scrutiny Commission – Alcohol Misuse (Minute No 47 refers) Councillor Driver reported that the first meeting of this Scrutiny Commission had taken place on 27th October 2005. The Commission had recommended slight changes to its proposed Terms of Reference, previously agreed by the Overview and Scrutiny Committee, and these would be reported back to OSC. RESOLVED – That the situation be noted.

56 Minutes – Executive Board – 21st October 2005 RESOLVED – That the minutes of the Executive Board meeting held on 21st October 2005 be received and noted.

57 Minutes – Scrutiny Commissions (a) Flooding Within Leeds, 28th September 2005 The minutes of the above Scrutiny Commission meeting were circulated with the OSC agenda, and the Commission Chair, Councillor Leadley, updated Members on the Commission’s work, in particular with regard to inter-agency working, proposed site visits and issues associated with riparian ownership rights and obligations.

The OSC Chair stated that there was nothing to prevent the Commission bringing forward any recommendations for action in advance of publishing its final report.

(Councillor Pryke joined the meeting at 9.45 am during this item).

(b) Workforce Planning, 23rd September 2005 The minutes of the above Scrutiny Commission meeting were circulated with the OSC agenda and considered by Members.

The OSC Chair requested that the issue of Council employees working beyond normal retirement age if they so wished be taken into account as part of the Inquiry.

58 Scrutiny Inquiry – Safety, Wellbeing and Attendance Further to Minute No 48, 3rd October 2005, the Committee considered a written summary of evidence submitted at the last meeting, together with further information requested at that meeting, and also received further evidence from the following people as part of its Inquiry into ‘Safety, Wellbeing and Attendance’:

Chris Ingham - Safety, Wellbeing and Attendance Officer, Corporate HR Terry Johnson - Education Leeds Gilly Margrave - Unison

Draft Minutes – For approval at the meeting to be held on 5th December 2005 Noreen Metcalf - GMB Jane Neal - Care First Debbie Cullen - Care First Lesley Davidson - Care First Mel Harper - National Britannia

In brief summary, the main issues discussed were:- • The services provided to Council employees, by Care First, the company which supplied a professional welfare, counselling and information service on a 24 hour, 7 days a week, 365 days per year basis, and the fact that some support was also available for the immediate family of employees suffering difficulties; • Similarly, the occupational health service which National Britannia supplied to the Council; • Observations and comments from the two union representatives present regarding causes of sickness absence and the current mechanisms in place to assist with safety, wellbeing and attendance matters; • Similarities and differences between absence levels for Council staff in general and for Education Leeds staff, including teaching staff, and what efforts were being made to address particular issues; • The Corporate HR ‘Happy, Healthy and Here’ initiative which aimed to co- ordinate strategies across the Council and to disseminate best practice. • Publicity for and awareness of current services/initiatives; • Whether the Council, as a large and significant employer, was actually going far enough in terms of promoting and implementing flexible working practices of the type outlined in Paragraph 4.24 of the summary of evidence to the last meeting; • The causes and effects of muscular – skeletal health problems and efforts taken to assess risk, promote safe working practices and aid employees’ swift return to work;

Members requested further information and/or to be kept appraised of developments in respect of the following areas:-

¾ The HSE ‘Stress Management Standards’ pilot scheme to be introduced in all Leeds Schools; ¾ The results of the similar ‘Stress Audit’ exercise carried out within the Learning and Leisure Department; ¾ Some sort of analysis of the benefits of the flexible working practices outlined in Paragraph 4.24 of the report; ¾ The outcome of the proposed review of the Teacher Support Network scheme and the proposed stress management training for Headteachers with a view to them being able to pass on information to staff at lower levels; ¾ Some statistics regarding teacher absences in Leeds schools, broken down by schools, and some comparative figures showing teacher absences in Leeds schools compared to other LEA’s. ¾ Some thought to be given as to whether consideration needed to be given to any age/youth, women/men or ethnic minority aspects or peculiarities of the statistics?

Draft Minutes – For approval at the meeting to be held on 5th December 2005

The Chair indicated that the Head of Scrutiny and Member Development would draft another written summary of evidence from today’s meeting and circulate this to Members for comment, including the issue of who should be invited to present evidence to the December OSC meeting – for instance, representatives from the Health and Safety Executive, the Improvement and Development Agency of the Local Government Association, the National Health Service and a private company – for example, British Gas or the Post Office?

RESOLVED – (a) That the written summary of evidence from the meeting held on 3rd October 2005 be received and approved;

(b) That the witnesses at today’s meeting be thanked for their attendance and their contribution;

(c) That the Head of Scrutiny and Member Development produce and circulate for Members’ comments a draft written summary of evidence received at today’s meeting, and Members also respond at the same time to the Head of Scrutiny and Member Development regarding their views on who should be invited to present evidence at the December meeting.

(Councillor Lancaster left the meeting at 10.15 am and Councillor Cleasby joined the meeting at 10.20 am, during the consideration of this item).

59 Financial Plan 2005-2008 – Context The Committee received and discussed a report submitted by the Director of Corporate Services outlining the national and local context for the imminent review of the Council’s approved Financial Plan 2005-2008, which was due to be considered by the Executive Board on 16th November 2005, following which the 2006/07 draft Budget would be submitted to the scrutiny process.

Doug Meeson and Helen Mylan, Corporate Services Department, attended the meeting and responded to Members’ queries and comments. In brief summary, the main areas of discussion were:-

• The massive impact which the Government’s spending plans and proposed changes to the way money was allocated to local authorities had on local authorities’ spending discretion; • The difficulties the former imposed in terms of trying to match funds to Corporate Priorities; • The practicalities and difficulties of operating a ‘Zero Budgeting’ system, whereby all expenditure was fundamentally reviewed on an annual basis, and the conflicts inherent between this approach and the more traditional approach adopted to date. If the Committee was minded to recommend this option, then perhaps pilots in one or two selected areas of the Council’s budget would be the appropriate course of action to recommend;

Draft Minutes – For approval at the meeting to be held on 5th December 2005 • The scope for discussions between Scrutiny Boards and the Corporate Priorities Boards on these type of issues. • The effect the demise of the Leeds Supertram scheme would have in budgetary terms; • The changing emphasis on the Council as service commissioner instead of service provider; • The significant proposed changes to levels of Neighbour Renewal Funding and the partnership consultation and guidance procedures in respect of the Fund.

Members noted that OSC would be receiving the Financial Plan Review Report in December.

RESOLVED – That the report be noted.

(Councillor C Nash joined the meeting at 11.30 am, at the commencement of this item, and Professor Gosden, Councillor Campbell and Councillor Gruen left the meeting at 11.42 am, 11.57am and 12.07 pm respectively, during the item).

60 Request for Scrutiny Inquiry – Energy and Water Management The Head of Scrutiny and Member Development submitted a request on behalf of the Scrutiny Board (Environment and Community Safety) for the Overview and Scrutiny Committee to consider conducting an Inquiry into Energy and Waste Management within the Council.

Committee Members were mindful of previous work done on this issue, and it was therefore:-

RESOLVED – That the Head of Scrutiny and Member Development, in consultation with the Chair, contact Departments with a view to the Committee receiving updated information in order to gauge whether an Inquiry at this time is necessary.

61 Scrutiny Inquiries Proposed or Ongoing for 2005/06 and Departmental Input Further to Minute No 34, 5th September 2005, and Minute No 49, 3rd October 2005, the Head of Scrutiny and Member Development submitted a report updating the Committee on progress on outstanding Scrutiny Board Inquiries.

Councillor Cleasby indicated that the Scrutiny Board (City Development) would shortly commence an Inquiry into transport strategy, based on the ‘Leeds as a City Region’ concept.

RESOLVED – That the report be noted.

62 Work Programme The Head of Scrutiny and Member Development submitted the Committee’s work programme, updated to reflect decisions taken at previous meetings,

Draft Minutes – For approval at the meeting to be held on 5th December 2005 together with an extract of the Council’s Forward Plan of Key Decisions for the period 1st November 2005 to 28th February 2006.

RESOLVED – That subject to any possible changes necessary as a result of today’s meeting, the report be received and noted.

63 Dates and Times of Future Meetings Monday 5th December 2005 Monday 9th January 2006 Monday 6th February 2006 Monday 6th March 2006 Monday 3rd April 2006

All at 9.30 am (No Pre-Meetings)

Draft Minutes – For approval at the meeting to be held on 5th December 2005

AGENDA

ITEM NO.: 8

Originator: Debbie Franklyn

Tel: 24 74792

REPORT OF THE HEAD OF SCRUTINY AND MEMBER DEVELOPMENT SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) DATE : 15th DECEMBER 2005 SUBJECT : YOUNG PEOPLE’S SCRUTINY FORUM – DRAFT TERMS OF REFERENCE FOR FAIRTRADE INQUIRY

Electoral Wards Affected : Specific Implications For :

Ethnic Minorities Women Disabled People

1.0 INTRODUCTION

1.1 Following a deputation to Council from the Leeds Youth Council, and a subsequent referral from Executive Board, Scrutiny Board (Children and Young People) resolved at its meeting on 17th November 2005 to:-

• accept a referral from Executive Board to initiate an Inquiry, involving young people, into Fairtrade in Leeds schools • establish a Young People’s Scrutiny Forum and delegate the task of undertaking the Fairtrade Inquiry to the Forum • project manage the Inquiry, starting with agreeing the Forum’s terms of reference.

2.0 YOUNG PEOPLE’S SCRUTINY FORUM

2.1 The Young People’s Scrutiny Forum consists solely of young people, with membership drawn from the Leeds Youth Council. The Forum will operate under the same rules and procedures as a Scrutiny Board.

3.0 DRAFT TERMS OF REFERENCE

3.1 The Young People’s Scrutiny Forum has drafted terms of reference (copy attached, at Appendix 1), setting out the scope and timetable for the Inquiry and a list of suggested witnesses. The Forum has sought the views of the Executive Board Member (Children’s Services) and the Chief Executive of Education Leeds and incorporated their comments into the document.

4.0 RECOMMENDATION

4.2 Scrutiny Board (Children and Young People) is asked to receive and agree terms of reference for the Young People’s Scrutiny Forum Inquiry into Fairtrade in Leeds schools.

APPENDIX 1 YOUNG PEOPLE’S SCRUTINY FORUM

INQUIRY INTO FAIRTRADE IN LEEDS SCHOOLS

DRAFT TERMS OF REFERENCE

1.0 INTRODUCTION

1.1 As a consequence of a deputation from the Leeds Youth Council to on 1 November 2005, Scrutiny Board (Children and Young People) resolved to initiate an Inquiry, involving young people, into Fairtrade in Leeds schools.

1.2 A Young People’s Scrutiny Forum has therefore been established by Scrutiny Board, Children and Young People, to undertake a full Inquiry into Fairtrade in Leeds schools on behalf of the Board.

1.3 The Young People’s Scrutiny Forum will consist solely of young people and will operate under the same rules and procedures as any other Scrutiny Board. An officer from the Scrutiny Support Unit will provide the Young People’s Scrutiny Forum with support and professional advice.

1.4 Scrutiny Board (Children and Young People) will project manage the Inquiry, agree the terms of reference and agree and endorse any recommendations in the final report.

2.0 SCOPE OF THE INQUIRY

2.1 The purpose of the Inquiry is to make an assessment of and, where appropriate, make recommendations on the following areas:

How involved are Leeds schools currently in

• using Fairtrade products across the school? • including learning around Fairtrade issues? • selling Fairtrade products? • how can Leeds schools be encouraged to become more involved in Fairtrade in all the aspects listed above?

2.2 The Inquiry will identify areas of good practice in Leeds schools (and any other relevant sources) and consider options for sharing and promoting the good practice found.

3.0 COMMENTS OF THE RELEVANT DIRECTOR AND EXECUTIVE MEMBER

3.1 In line with Scrutiny Board Procedure Rule 12.4 the views of the relevant Director and Executive Member have been sought and have been incorporated where appropriate into these Terms of Reference. Full details are available on request to the Scrutiny Support Unit.

4.0 TIMETABLE FOR THE INQUIRY

4.1 The Inquiry will take place over 3 sessions (plus any site visits) with a view to submitting a final report to Scrutiny Board (Children and Young People) for endorsement on 16 March 2006.

4.2 The length of the Inquiry is subject to change.

5.0 SUBMISSION OF EVIDENCE

5.1 SESSION ONE – Early January 2006: Date to be agreed

• To receive information on the range of Fairtrade goods and determine whether Leeds schools are • aware of • making full use of the large range of items which might be used or sold by schools

• To consider issues around contractual obligations. These may place restrictions on some schools (for example PFI schools and schools with contracts with LCC or meal providers, etc). To discuss the extent of the influence of any of the Board’s recommendations on schools with such contractual obligations

• To identify best practice schools for evidence gathering including possible site visit(s) during mid January – early February

5.2 SESSION TWO – Early February 2006: Date to be agreed

• To receive information on current practice/level of involvement with Fairtrade within Leeds schools

• To consider the evidence gathered on best practice.

• To receive information about useful and innovative ways in which schools can • support Fairtrade by using/selling Fairtrade goods and teaching pupils about Fairtrade issues • be encouraged and motivated to support Fairtrade • share good practice in supporting Fairtrade

• To begin to consider the Board’s initial conclusions and recommendations.

5.3 SESSION THREE – Mid February 2006: Date to be agreed

• To draft the Forum’s initial findings and recommendations • To forward those initial findings and recommendations to the relevant Director and Executive Member, asking for their formal response prior to submitting a final report to Scrutiny Board (Children and Young People).

6.0 WITNESSES

6.1 The following witnesses have been identified as possible contributors to the Inquiry:

• Chris Edwards, Chief Executive, Education Leeds • Hannah Dalrymple, Fairtrade Schools Worker, Leeds Development Education Centre (Hannah has agreed to act as an adviser to the Board) • Headteachers of Fairtrade schools in Leeds • LCC procurement unit • Fairtrade schools in other LEAs (eg Somerset, Preston & South Ribble, Southampton, etc) • The Fairtrade Foundation • Leeds School Councils

6.2 Additionally, the following organisations have been identified as sources of information and resource materials to support promotion of Fairtrade in schools:

• The Co-op (www.co-opfairtrade.co.uk/schools_pack/) • People and Planet (www.peopleandplanet.org) • Christian Aid • Oxfam • Cafod • Justbiz (www.justbiz.org) • Dubble (www.dubble.co.uk)

AGENDA

ITEM NO.: 9

Originator: Kate Arscott

Tel: 247 4189

REPORT OF THE HEAD OF SCRUTINY AND MEMBER DEVELOPMENT SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) DATE : 15TH DECEMBER 2005 SUBJECT : MEMBERS’ QUESTIONS

Electoral Wards Affected : Specific Implications For :

Ethnic Minorities Women Disabled People

1.0 INTRODUCTION

1.1 The Scrutiny Board Procedure Rules now provide for each ordinary Scrutiny Board meeting to begin with an opportunity for Board Members to ask questions of the Director who chairs the corresponding Corporate Priority Board which matches the Scrutiny Board’s portfolio, or the Director’s nominee.

1.2 In the case of this Board, the relevant Corporate Priority Board is the Children and Young People’s Strategic Partnership, jointly chaired by Rosemary Archer, Director of Social Services and John Davies, Director of Learning and Leisure.

1.3 In addition, the Chief Executive of Education Leeds, or his nominee, will also be available for each of these sessions.

1.4 As Members are aware, the purpose of the session, as set out in the Scrutiny Board Procedure Rules is

“to provide Scrutiny with the opportunity to discuss a range of issues which may not result in an Inquiry”1 For example items on the Forward Plan, or current issues relating to the delivery of the strategic outcomes in the Corporate Plan”2

1.5 Relevant extracts from the Forward Plan of Key Decisions, the most recent Executive Board minutes and the latest Children and Young People Corporate Priority Board minutes are attached as Appendix 1, 2 and 3 as background information for Board Members on issues within their portfolio which are currently being considered by the Executive.

1 Scrutiny Board Procedure Rule 11 2 Scrutiny Board Procedure Rule 11.1 footnote 9

2.0 RECOMMENDATION

2.1 That the Board identifies any issues for further scrutiny arising from the Members’ questions session.

LEEDS CITY COUNCIL

FORWARD PLAN OF KEY DECISIONS

EXTRACT RELATING TO THE SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE)

For the period 1st December 2005 to 31st March 2006

Key Decisions Decision Maker Expected Proposed Consultation Documents to be Lead Officer Date of Considered by Decision (To whom Decision Maker representations should be made)

To award the contract for Director of Social 02/12/05 Services users and Tender documents Director of Social Family Support and Services current providers Services Assessment Services for a period of three years

East Primary Executive Board 14/12/05 The report to be issued to Chief Executive of School – To seek approval (Portfolio: Learning) the decision maker with Education Leeds to the ring fencing of a the agenda for the meeting capital receipt generated from the sale of an area of surplus school land. Approval will also be sought to inject the capital receipt into the capital programme and to incur expenditure in respect of the construction of a new nursery, changing rooms, and an office link between the existing school buildings, and to carry out improvements to the school playing fields at East Garforth Primary School. 1

Key Decisions Decision Maker Expected Proposed Consultation Documents to be Lead Officer Date of Considered by Decision (To whom Decision Maker representations should be made)

Otley Prince Henry’s Executive Board 14/12/05 The report to be issued to Chief Executive of Grammar School – To seek (Portfolio: Learning) the decision maker with Education Leeds approval to inject a capital the agenda for the meeting receipt generated from the proposed sale of the former Newall Primary School into the Capital Programme and to incur expenditure in respect of capital investment at Prince Henry’s Grammar School. NOTES

Key decisions are those executive decisions: • which result in the authority incurring expenditure or making savings over £500,000 per annum, or • are likely to have a significant effect on communities living or working in an area comprising two or more wards

In cases where Key Decisions to be taken by the Executive are not included in this Plan, 5 days notice of the intention to take such decisions will be given by way of the Agenda for the Executive Board meeting.

Executive Board Portfolios Executive Member Central and Corporate Councillor Mark Harris Development Councillor Andrew Carter City Services Councillor Steve Smith Neighbourhoods and Housing Councillor John Leslie Carter Leisure Councillor John Procter Learning Councillor Richard Harker Children’s Services Councillor Brian Jennings Social Care and Health Councillor Peter Harrand Narrowing the Gap Councillor David Blackburn Leader of the Labour Group Councillor Keith Wakefield Advisory Member Councillor Judith Blake 2

LEEDS CITY COUNCIL

BUDGET AND POLICY FRAMEWORK DECISIONS

EXTRACT RELATING TO THE SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE)

Decisions Decision Maker ExpectedDate Proposed Documents to be Lead Officer of Decision Consultation Considered by Decision Maker

Children and Young People Council 28/02/06 Via Executive Board Report to be issued to the Director of Learning Plan in accordance with decision maker with the and Leisure requirements agenda for the meeting

Early Years Development Council 5/4/06 Via Executive Board Report to be issued to the Director of Learning Plan in accordance with decision maker with the and Leisure requirements agenda for the meeting

NOTES:

The Council’s Constitution, in Article 4, defines those plans and strategies which make up the Budget and Policy Framework. Details of the consultation process are published in the Council’s Forward Plan as required under the Budget and Policy Framework.

Full Council (a meeting of all Members of the Council) are responsible for the adoption of the budget and policy framework.

3

EXECUTIVE BOARD

16TH NOVEMBER 2005

PRESENT: Councillor Harris in the Chair Councillors D Blackburn, A Carter, J L Carter, Harker, Harrand, Jennings, J Procter, Smith and Wakefield

Councillor Blake –Non voting advisory member

111 Exclusion of the Public RESOLVED – That the public be excluded from the meeting during consideration of the second report referred to in minutes 126 and 136, and page 12 of the Executive Summary referred to in minute 143 on the grounds that it is likely, in view of the nature of the business to be transacted or the nature of the proceedings, that if members of the public were present there would be disclosure to them of exempt information or confidential information, defined in Access to Information Procedure Rules as indicated in the minutes.

112 Declarations of Interest Councillor Blackburn indicated his intention to leave the room during the discussion on the item relating to the disposal of the site (minute 132) in order to avoid any perception of predetermination at such time as the matter may be considered by the Plans Panel (City Centre) of which he was a member.

Councillor J L Carter declared a personal interest in the item relating to heavy goods vehicle traffic in Otley (minute 134) as he had previously indicated his objection to the proposal.

Councillor A Carter declared a personal and prejudicial interest in the item relating to ground (minute 127) as a former member of Yorkshire County Cricket Club.

Councillor Blake declared a personal and prejudicial interest in the item relating to heavy goods vehicle traffic in Otley (minute 134) as a resident on the vehicle route concerned.

Councillor Jennings declared a personal interest in the item relating to Headingley Cricket ground (minute 127) as a regular attender of matches at the ground and having recently met with the owner of the ground.

Councillors Harker, Wakefield and Harris declared personal interests in the item relating to Headingley Cricket ground (minute 127) as attenders of matches at the adjoining ground and Councillor Smith as the holder of a season ticket at the rugby league ground.

(Further declarations made during the meeting are referred to in minutes 133 (Councillor Wakefield) and 137 (Councillors A Carter, Harris and J Procter)

Minutes to be approved at the meeting to be held on 14th December 2005 113 Minutes RESOLVED – That the minutes of the meeting held on 21st October 2005 be approved.

NEIGHBOURHOODS AND HOUSING

114 Home Energy Conservation Act 1995 The Director of Neighbourhoods and Housing submitted a report on the progress made in managing and implementing measures identified in the energy efficiency plan.

RESOLVED – That the contents of the 9th Home Energy Conservation Act Progress Report be approved.

115 Mistress Lane / Road Site Development Proposals The Directors of Neighbourhoods and Housing and Development submitted a report on progress on the regeneration of the West Leeds Gateway area and on an opportunity to boost regeneration through the early disposal of a strategic site at Mistress Lane.

The report presented the options of:

(a) Putting the site on the open market and inviting offers with the benefit of an approved planning and development brief. (b) The establishment of a joint venture partnership. (c) Disposal of the site to a registered social landlord. (d) Disposal of the site subject to a scheme arising from a design competition (the Allen Todd scheme).

The report concluded that option (a) was the most likely to result in the Council achieving the best consideration which could reasonably be obtained. RESOLVED – (a) That approval be given to the disposal of the site by sale on the open market in accordance with option (a) as detailed in the report. (b) That any capital receipt be ring-fenced for the repayment of demolition costs incurred by Leeds West Homes. (c) That this approval be subject to the planning brief and housing market analysis being completed within three months of this decision.

116 Housing Strategy The Director of Neighbourhoods and Housing submitted a report on the review of the Leeds Housing Strategy undertaken through the Leeds Housing Partnership with the full involvement of the range of housing partners.

RESOLVED – That approval be given to the revised Leeds Housing Strategy 2005-2010, the Older Persons Housing Strategy and Action Plan and the BME Housing Strategy and Action Plan.

Minutes to be approved at the meeting to be held on 14th December 2005 LEARNING

117 Primary Review : Outcome of Consultation The Chief Executive of Education Leeds submitted a report on the outcome of consultation undertaken on the proposed closure of Fir Tree Primary School in September 2006

RESOLVED – (a) That the proposed closure of Fir Tree Primary School be not progressed at present and that Education Leeds undertake further work in the light of issues raised during the consultation. (b) That a further report be brought to this Board on primary provision in the Alwoodley area within the current academic year.

118 Primary Review – Outcome of Consultation The Chief Executive of Education Leeds submitted a report on the outcome of public consultation on the proposal to close Primary School in September 2006.

RESOLVED – That consideration of this matter be deferred to allow Education Leeds the opportunity to consider views arising from discussions at a recent North West (Inner) Area Committee meeting.

119 Review of City Council School Admission Policy Further to minute 200 of the meeting of the Board held on 11th February 2005 the Chief Executive of Education Leeds submitted a report on the outcome of the consultation exercise with all headteachers and chairs of governing bodies.

RESOLVED – That the three recommendations approved by the Board in February 2005 be confirmed as follows:

(a) that the current admission policy be retained as it affords a safety net school for parents and offers all communities a continuing local school (b) that the issue of the Council’s admission policy and the degree of first preferences be viewed as part of the school improvement agenda rather than as a separate issue (c) that the current straight line measure be retained as a straightforward and unequivocal method of determining distance.

120 Building Schools for the Future Project The Deputy Chief Executive submitted a report on proposals to progress Phase 1 of Wave 1 of the Building Schools for the Future Programme

RESOLVED – That, subject to a minor correction by the addition of words to paragraph 4.1.4 of the report so that the first ‘bullet’ point reads “Development and delivery of….” etc, the following be approved: (a) That this Board notes and agrees the process for the establishment of a Local Education Partnership the exclusivity awarded to the Partnership through the contractual arrangements and the principle of differentiation of roles and responsibilities between the Partnership and Education Leeds.

Minutes to be approved at the meeting to be held on 14th December 2005 (b) That this Board notes and agrees the final scoping of Phase 1 of Wave 1 of the Council’s Building Schools for the Future Programme, as summarised in Section 4 of the report and that this forms the basis of the Output Specification, included as part of the Invitation to Negotiate Documents to be released to bidders at the end of November 2005. (c) That the financial implications of Phase 1 Wave 1, as summarised in Section 8 of the report be approved. (d) That the headline Unitary Charge for the four schools to be procured through PFI, amounting to £12.952m at April 2010 prices be noted and that this be approved as the Council’s PFI Affordability threshold to be issued to bidders with the Invitation to Negotiate Documents. (e) That the cost for the works at Temple Moor and Cockburn High Schools at an estimated total of £29.855m be noted and agreed as the Council’s Capital Investment Affordability threshold for these two schools to be issued to bidders with the Invitation to Negotiate Documents.

121 Big Lottery Fund PE and Sport Programme: John Smeaton Community High School The Chief Executive of Education Leeds submitted a report on proposed additional Community Club Development Fund scheme design proposals and scheme costs for capital works to be undertaken at John Smeaton Community High School as part of the Big Lottery Fund (formerly New Opportunities Fund) PE and Sport project.

RESOLVED – (a) That approval be given to the revised additional Community Club Development Fund scheme design proposals and scheme costs for capital works to be undertaken at John Smeaton Community High School as part of the Big Lottery Fund (formerly New Opportunities Fund) PE and Sport project. (b) That approval be given to the injection of additional Community Club Development Fund capital grant in the sum of £123,191 and £60,280 Big Lottery Fund funding into the approved Capital Programme. (c) That authority be given to incur additional expenditure of £183,471.

122 Primary Review: The Chief Executive of Education Leeds submitted a report on the outcome of the statutory representation period for the reorganisation of primary provision in Stanningley.

RESOLVED – (a) That having considered the representations received approval be given to proceed with the proposal to close Rodley Village Primary School and Aireview Primary School on 31st August 2006 and to establish a one form of entry school in the existing Aireview building on 1st September 2006. (b) That it be noted that the representations result in the determination of the notice falling to the School Organisation Committee. (c) That the comments prepared by Education Leeds and contained in the report be approved as the Local Education Authority’s response to the representations on the proposal.

Minutes to be approved at the meeting to be held on 14th December 2005 123 Performance Against 2005 Strategic Incentive Performance Targets The Chief Education Officer submitted a report on the performance of Education Leeds when measured against the Strategic Incentive Performance Targets for 2005.

RESOLVED – That the good performance of Education Leeds against the 2005 targets be noted and that approval be given to the incentive payment of £280,000.

124 New Contract with Education Leeds: Progress The Chief Executive of Education Leeds submitted a report on the preparation of a new schedule of documents to support the continuation of the Council’s arrangements with Education Leeds beyond 31st March 2006 on the basis of the principles and proposals approved by the Board on 9th March 2005 (minute 226).

RESOLVED – (a) That the report be received, that the progress being made on the preparation of a new schedule of documents to support the continuation of the Council’s arrangements with Education Leeds beyond 31st March 2006 be noted, and that the proposal in paragraph 5.4 of the report regarding the membership of the Education Leeds Board be approved and that the Scrutiny Board (Children and Young People) be requested to note this decision. (b) That the Chief Executive be authorised to sign any documents necessary to give effect to the principles and proposals set out in the report and as approved on 9th March 2005.

LEISURE

125 Cultural Facilities Feasibility Study The Directors of Learning and Leisure and Development submitted a joint report on the key findings of the feasibility study undertaken into the provision of a concert, arena and other music related facilities in the City.

RESOLVED – (a) That the findings of the Cultural Facilities Feasibility Study into the future provision of concert, arena and other music related facilities in the City be noted. (b) That the recommendations of the Cultural Facilities Task Group on the conclusions of the Cultural Facilities Feasibility Study and the proposed way forward be endorsed. (c) That consultants be appointed to advise the City Council on the development of a delivery strategy for a proposed new arena and associated related facilities. (d) That an initial feasibility study be prepared to identify the potential options available to future improve the , such that it may become a major concert venue of international standing. (e) That the incurring of expenditure of £200,000 be authorised for the appointment of consultants to prepare a feasibility study on the Town Hall and to prepare a delivery strategy for the proposed new arena and associated related facilities.

Minutes to be approved at the meeting to be held on 14th December 2005 (f) That officers report back on the outcome of the public consultation exercise into the key findings and recommendations of the Cultural Facilities Feasibility Study and, on the outcome of the studies on the Town Hall and arena and conference/exhibition facilities.

126 Deputation to Council – Bonfire The Director of Learning and Leisure submitted a report on the cancellation of Middleton Park Bonfire, referred to Executive Board by the Council following attendance of a deputation at the meeting on the 1st November 2005.

RESOLVED – That the content of the report and the response to comments made by the deputation be noted.

127 Headingley Cricket Ground The Director of Corporate Services submitted a report on ways in which the Council could assist in securing the future of Headingley Cricket Ground and test match cricket for the ground.

The Director of Legal and Democratic Services advised as to the reasons why a second report had been designated as exempt and on the potential consequences of unauthorised public release of the report.

Following consideration of the second report designated exempt under Access to Information Procedure Rule 10.4(7) which was considered in private at the conclusion of the meeting it was:

RESOLVED – (a) That the content of the first report be noted. (b) That approval in principle be given to the Council providing a loan facility to Yorkshire County Cricket Club in accordance with the structure described in the report, subject to the resolution of outstanding matters, identified in the report and that a final decision on making the loan and agreement of the detailed arrangements be the subject of consideration by this Board at an additional meeting to be called at short notice if necessary.

(Councillor A Carter having declared a personal and prejudicial interest left the meeting during consideration of this item)

CHILDREN’S SERVICES

128 Deputation to Council – Representatives of the Youth Council in Support of Fairtrade in Schools The Chief Democratic Services Officer submitted a report presenting the content of a deputation received by Council on 1st November 2005.

RESOLVED – (a) That the deputation speech be referred to Scrutiny Board (Children and Young People).

Minutes to be approved at the meeting to be held on 14th December 2005 (b) That Scrutiny Board (Children and Young People) be requested to initiate an Inquiry, involving young people, into Fairtrade in Leeds schools.

SOCIAL CARE AND HEALTH

129 Social Services Charging Policy Framework The Director of Social Services submitted a report setting out some guiding principles for charging within Social Services within the overall context of the Department’s Business Plan.

RESOLVED – (a) That the proposed timetable for further work as outlined in Section 3 of the report be approved. (b) That the future work outlined in the report, to be undertaken within the context of the draft charging policy framework set out in appendix 1 be endorsed.

130 Deputation to Council – Leeds Chinese Community Association The Director of Social Services submitted a report on the background to the deputation to Council on 1st November 2005 and on proposals for the consideration of the specific issues raised in the deputation.

RESOLVED – That the report be noted and endorsement be given to the proposed course of action both with regard to the Corporate response to the needs of the Chinese community in the City thus far and the specific undertaking that appropriate departments jointly consider the funding needs of the Leeds Chinese Community Association.

DEVELOPMENT

131 Town and District Regeneration Scheme Further to minute 291 of the meeting of the Board held on 18th May 2005 the Directors of Corporate Services and Development submitted a report giving an update on the Town and District Regeneration Scheme, providing details of bids received and summarising the initial assessment of the bids against the agreed scheme criteria.

RESOLVED – (a) That the initial assessment of bids against the agreed key criteria be noted (b) That further works required be noted as summarised in section 4.3 of the report to ensure that schemes are viable and if so that they are then effectively developed, so that spend from this scheme provides lasting economic regeneration benefits to town, village and district centres of Leeds.

Minutes to be approved at the meeting to be held on 14th December 2005 132 Disposal of the Leeds International Pool Site Further to minute 188 of the meeting of the Board held on 19th January 2005 the Director of Development submitted a report on the progress made by the Council’s preferred purchasers of the site of Leeds International Pool prior to the disposal of progressing to a more advanced stage.

The report presented the options of rescinding the earlier decision or of proceeding to sell the site to Barrett and HBG Properties Limited in accordance with the decision. Following consideration of details relating to a reduction in the purchase price designated as exempt under Access to Information Procedure Rule 10.4(9), and which were circulated at the meeting and considered in private at the conclusion of the meeting, it was:

RESOLVED – (a) That the improvements made by the parties named in the report to the proposed redevelopment scheme of the site of the Leeds International Pool be noted (b) That the site of the Leeds International Pool be sold to the party identified in paragraph 2.2 of the exempt appendix circulated at the meeting on the terms detailed in the appendix. (c) That the decision of 19th January 2005 that the Council should dispose of the site of the Leeds International Pool, but now to one of the original parties named in the report, be reconfirmed. (d) That the agreement of detailed terms relating to the disposal of the site of the Leeds International Pool be referred to the Director of Development for consideration under delegated powers. (e) That any capital receipt realised from the sale of the Leeds International Pool site and adjoining car park in excess of the 2 sums already identified in the Capital Programme be ring fenced and injected into the Capital Programme to fund: (i) the improvement of identified leisure centres (ii) to support future city centre swimming provision if required, and (iii) to fund any shortfall in the Council’s capital contribution towards construction of the new Swimming and Diving Centre in the event of the ring fenced capital receipt from the sale of the site of the Leeds International Pool being insufficient to fund the construction works

(Further to minute 112 Councillor D Blackburn left the meeting during consideration of this item)

133 Strategic Design Alliance – Architecture and Building Professional Design Services Further to minute 148 of the meeting of the Board held on 14th December 2004 the Director of Development submitted a report updating Members on the progress of the proposal to develop a Strategic Design Alliance to provide a fully collaborative design team for the City Council

RESOLVED – (a) That approval be given to the implementation of the Strategic Design Alliance as proposed, subject to the Director of Development being

Minutes to be approved at the meeting to be held on 14th December 2005 satisfied that the outstanding items detailed in paragraph 3.09 of the report are resolved to her satisfaction. (b) That the Director of Development be authorised to enter into a formal contract with Jacobs Babtie and develop a formal Strategic Design Alliance Charter. (c) That the actions being taken by the Director of Development to promote careers in professions associated with her department in partnership with schools be noted and that she be requested to extend those actions to further schools and to include design services

(During discussion of this item Councillor Wakefield declared a personal interest as a member of the Learning and Skills Council)

134 Otley – Heavy Goods Vehicle Traffic The Director of Development submitted a report on the outcome of consultations regarding heavy goods vehicle traffic in and to the north of Otley.

RESOLVED – (a) That the contents of the report be noted. (b) That the Directors of Development and City Services be authorised to undertake the preparation and development of proposals for the introduction of Traffic Regulation Orders to restrict Heavy Goods Vehicle traffic on roads within Otley to the North of the Wharfe Bridge. (c) That North Yorkshire County Council and the City of Bradford Metropolitan District Council be formally invited to work with the City Council in the development of a comprehensive solution to the present problem of Heavy Goods Vehicle traffic using inappropriate local roads in the Wharfe Valley area including the consideration of appropriate Traffic Regulation Orders to complement those which the City Council may be minded to introduce on its own roads. (d) That a further report be brought to this Board when detailed proposals have been prepared. (e) That the continuation of the Otley HGV Forum be supported.

(Councillor Blake having declared a personal and prejudicial interest left the meeting during consideration of this item. Further to minute 112 Councillor J L Carter took no part in the discussion or voting on this item)

135 Local Safety and Safer Routes to School Measures The Director of Development submitted a report on measures and programmes being followed to reduce road casualties and improve safety in local communities and in the vicinity of schools.

RESOLVED – That the report and the proposals for the further schemes to contribute to safer and improved access to schools and within local communities be noted.

136 A65 Abbey Road Integrated Transport Corridor The Director of Development submitted a report on the design and implementation of bus priority proposals aimed at reducing congestion and pollution on the A65 between and Lane.

Minutes to be approved at the meeting to be held on 14th December 2005 RESOLVED – (a) That approval be given for the design and implementation of bus priority proposals aimed to reduce the problems of congestion and pollution on the A65 between Leeds Outer Ring Road and Kirkstall Lane, as set out in the report and shown on the attached drawing numbers DS/298647/CR/01 and 02 at a total cost of £1,530,000 (b) That authority be given to incur expenditure of £1,270,000 works and £150,000 staff costs (£110,000 previously approved) which can be met from the Integrated Transport scheme 99609 within the approved Capital Programme.

137 Leeds City Council’s Shareholding in Leeds Bradford International Airport The Director of Development submitted a report on the current and projected performance of Leeds Bradford International Airport and providing strategic advice on the Council’s shareholding.

Following consideration of the appendix to the report providing strategic advice on the Council’s shareholding, designated as exempt under Access to Information Procedure Rule 10.4(9) and (11), and considered in private at the conclusion of the meeting it was:

RESOLVED – (a) That the outcome of the initial option assessment be noted (b) That officers be requested to consult with the other shareholding authorities to seek their views on the outcome of the initial option appraisal undertaken. (c) That officers report back to this Board on the outcome of the consultation with other shareholding authorities and, based on the feedback received, recommend a detailed course of action to progress.

(Councillors A Carter and Harris declared personal interests as members of the Airport Board and Councillor J Procter as an alternate member)

CENTRAL AND CORPORATE

138 Customer Strategy 2005/08 The Chief Customer Services Officer submitted a report setting out the Customer Strategy for 2005/08.

RESOLVED – That the Customer Strategy be approved as a key corporate policy document, and as a sub-strategy of the Corporate Plan 2005-08.

139 Financial Health Monitoring – Capital Programme Update The Director of Corporate Services submitted a report on the latest financial position in respect of the 2005/06 Capital Programme. The report highlighted major capital schemes injected into the Capital Programme since it was approved at Council in March2005 and some additional expenditure pressures for which the necessary approvals were sought.

Minutes to be approved at the meeting to be held on 14th December 2005 RESOLVED – (a) That the latest position of the Capital Programme 2005/06 and the projections for 2006/07 to 2007/08 be noted. (b) That the injection into the Capital Programme of the following additional resources be approved: (i) £7.308m Children’s Centres funding for 2006/07 and 2007/08 (ii) £2.5m HRA Regional Housing Board monies for 2005/06 and 2006/07. (c) That the financial provision for the following additional capital pressures be approved: (i) £2.5m injection into the Town and Districts Regeneration Programme from 2007/08 (ii) £2.5m injection for the Parks urban renaissance programme (iii) £0.250m injection into the refurbishment programme for reinstatement works (iv) £0.200m allocation from the Contingency scheme for the additional costs of the Gamblethorpe capping works.

(Under the provisions of Council Procedure Rule 16.5 Councillor Wakefield required it to be recorded that he abstained from voting on this matter)

140 Financial Health Monitoring 2005/06 – Half Year Report The Director of Corporate Services submitted a report on the Council’s financial health for 2005/06 after six months of the financial year. The report covered expenditure and income to date compared to the approved budget, the projected year end position based on performance after six months and proposed actions to ensure a balanced budget by the year end.

RESOLVED – That the projected financial position of the Authority be noted and approval be given to the appropriate budget adjustments as described in section 2 of the report.

(Under the provisions of Council Procedure Rule 16.5 Councillor Wakefield required it to be recorded that he abstained from voting on this matter)

141 Treasury Management Strategy Update 2005/06 The Director of Corporate Services submitted a report providing a review and update of the treasury management strategy for 2005/06.

RESOLVED – That the borrowing and investment strategy update for 2005/06 be noted.

(Under the provisions of Council Procedure Rule 16.5 Councillor Wakefield required it to be recorded that he abstained from voting on this matter)

142 Financial Plan – Review The Director of Corporate Services submitted a report on the annual review of the Council’s third Financial Plan covering the period 2005-2008.

RESOLVED – That the update to the Council’s Financial Plan 2005-08 be approved and that departments be requested to prepare detailed budgets for

Minutes to be approved at the meeting to be held on 14th December 2005 2006/07 and 2007/08 in accordance with the principles and proposals included within the update.

143 Annual Efficiency Statement – Mid Year Update The Director of Corporate Services submitted a report on the Council’s efficiency gains to date for the 2005/06 financial year.

RESOLVED – That the contents of the report be noted and approved as the basis of the Annual Efficiency Statement – Mid Year Return to be submitted to the Office of the Deputy Prime Minister by 17th November 2005.

144 The Carriageworks Theatre Scheme The Director of Corporate Services submitted a report on the Internal Audit review of the Carriageworks Theatre scheme within the Electric Press development.

Following consideration of the report and page 12 thereof which was designated as exempt under Access to Information Procedure Rule 10.4(7) and was considered in private at the conclusion of the meeting it was:

RESOLVED – That the report be noted and that a further report be brought to this Board on the outcome of work to improve the delivery of major capital projects.

DATE OF PUBLICATION: 18TH NOVEMBER 2005 LAST DATE FOR CALL IN : 25TH NOVEMBER 2005 (5.00 PM)

(Scrutiny Support will notify relevant Directors of any items Called In by 12.00 noon on 28th November 2005)

Minutes to be approved at the meeting to be held on 14th December 2005 CYPSP Executive Group

Children & Young People’s Executive Group Minutes of the meeting held on Wednesday 5th October 2005

Present:

Name Organisation Jean Baker (Chair) items 1.0- East Leeds PCT 5.0 John Davies LCC Learning & Leisure Jane Clifton Barnardos Ann Pemberton Home Start Kathy Kudelnitzky Leeds Initiative Ronel Bekker Education Leeds Lelir Yeung LCC Equality Team Sally Threlfall LCC Early Years Kathy Kudelnitzky Leeds Initiative Deborah Howe The Project (CIA) Keith Burton LCC Chief Education Officer Jim Hopkinson Leeds Youth Offending Service Jemima Sparks East CYPSP Rosemary Archer (Co-chair) Director Social Services from item 6.0 Jody Sheppard Leeds Children’s Fund

In Attendance:

Keith Watson Social Services Martin Dean Leeds Initiative Doug Martin CYPSP Co-ordinator Vanessa Broadbent CYPSP Dev Team Pat Case CYPSP Dev Team Jane Bell LCC Chief Executive Department Anne Little LCC Education Client Support Officer Deborah Rose CYPSP Dev Team Ketisha Joseph CYPSP Dev Team

1

CYPSP Executive Group

1.00 Welcome, introductions and apologies

1.01 Apologies were received from:

David Dickinson Mandy Williams Edwina Harrison Jeremy Dunford Nigel Turner Mary Armitage Susan Rautenberg Frank O’Malley Dorothy Smith

2.00 Minutes of the last meeting held on 7th September 2005 and matters arising

2.01 The minutes were agreed as a true record subject to the following amendment: delete Jean Baker from the attendance list.

3.00 Matters Arising

3.01 Item 3.02 Open Forum – Deborah Rose conformed that the dates have been confirmed for next years Open Forums as follow: • Monday 30th January 2006 • Monday 12th June 2006 • Tuesday 12th September 2006 • Wednesday 8th November 2006 The following themes were suggested: • Safeguarding Boards • C&YP Plan – presentation • Local Area Agreements - update • Workforce Strategy

4.00 Preparation for Implementing the Children Act

4.01 Appointment of DCS – John Davies & Jane Bell

4.01 1 The advert is out with a closing date of 21st October 2005. Interviews will be held on 7th & 8th November.

2

CYPSP Executive Group

4.01 2 Several complaints have been received regarding the photographs used by Veredus. They do not give a positive image of young people. John Davies accepted the complaints and apologised on behalf of Veredus. Once again this highlights the need for involving C&YP and Parent/carers in the process. John Davies reported that the interview panel, of elected Members had been agreed with representation of all parties. The interviews will be over two days and Pat Case and Deborah Howe are working with Jane Bell to ensure that C&YP, Parents/carers and other organisations e.g. Health and Vol sector are involved in the process.

4.01 3 Concerns were expressed that the Project manger posts in appendix 2 to the Executive Board report makes no mention of equality and inclusion which is becoming increasingly important.

4.02 Visioning – Children and Young people Plan – update and progress

4.02 1 Eights events have already taken place and the last two are 13th & 17th October. The notes from each workshop are being processed and will be collated and analysed.

4.02 2 A draft report will be ready by 25th November.

4.02 3 Jackie Wilson, DfES Regional Change manager attended one of the events and was happy with the approach and progress.

4.02 4 Two events have been arranged by and for C&YP. The first is on 15th October. This event is to look at how we currently engage with C&YP what works, what could be better and implication of Youth Matters.

The second event for young delegates is on 20th October.

Feedback from both events will be fed in to the C&YP Plan.

There has been a huge response to the questionnaires set out top schools. Tom Burden (Consultants) is working closely with a group of parents & carers, to seek their views.

Jane Bell thanked everyone who has been involved in organising and supporting the events.

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CYPSP Executive Group

4.03 Change for Children Strands & Co-ordination Group – update Jane Bell/Chairs

4.03 1 The paper attached to the agenda gives an update of the work of the groups.

4.04 Pilot Refocusing Front-line Services – scope and purpose – Sally Threlfall

4.041 A workshop was held on 28th September involving officers from many different services including the Voluntary Sector and Health.

The workshop discussed how we put the children and families at the centre, build on good practice and put resources to better use. The possibility of trying a pilot in the West was discussed.

4.04 2 The Refocusing & Integrating Frontline Services Group are developing a strategy and scope which will be brought back to a future meeting.

4.05 Corporate Priority Board – reporting arrangements – Doug Martin

4.05 1 Doug explained how the C&YP Corporate Priority Board was disbanded in Oct 2004 and the work of the Board was transferred to the CYPSP Ex and the ECM Directors Groups.

4.05 2 New accountability arrangements have now been put in place and the ECM Directors will be expected to produce quarterly Performance Management Monitoring reports for the Council’s Corporate Management Team. Reports will be submitted to Scrutiny Board every 6 months.

New Performance Indicators relating to CYP and families will be included in the new Corporate Plan.

4.05 3 The CYPSP Ex requested 6-monthly reports on the Performance Indicators relating to the 5 ECM Outcomes.

5.00 Safeguarding Board – Keith Watson this item was taken at the start of the meeting.

5.01 Keith gave a presentation and tabled documents for information.

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CYPSP Executive Group

5.02 The Local Safeguarding Children Board (LSCB) replaces the Area Child Protection Committee (ACPC) and has to be operational by 31st March 2006.

5.03 The functions of the LSCB will be specified in regulation and Board members will be required to co-operate in discharging function.

5.04 The LSCB has the following functions: - to co-ordinate what is done for the purposes of safeguarding and promoting the welfare of children in their area. - to ensure the effectiveness of what is done - an interagency mechanism for agreeing how different organisations co- operate to safeguard and promote the welfare of children - to work in broader structures alongside the CYPSP aiming to improve the overall wellbeing of all children - contributes to the 5 ECM outcomes

5.05 The core objectives of the LSCB are set out in the Children Act 2004 as follows: • To coordinate what is done by each person or body represented on the Board for the purpose of safeguarding and promoting the welfare of children in the area of the authority; and • To ensure the effectiveness of what is done by each such person of body for that purpose.

5.06 As explained in chapter 1, safeguarding and promoting the welfare of children as defined for the purpose of this guidance as; • Protecting children from maltreatment; • Preventing impairment of children’s health or development; • Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and • Undertaking that role so as to enable those children to have optimum life chances and enter adulthood successfully.

5.07 Keith highlighted the following two new function of the LSCB • Recruitment and supervision of persons who work with children • Safety and welfare of children who are privately fostered.

5.08 Keith was thanked for his presentation and additional information.

Rosemary Archer joined the meeting.

5

CYPSP Executive Group

6.00 Annual Performance Assessment of Leeds City Council, Education & Social Care Services 2005

6.01 Rosemary Archer confirmed that the draft letter has been received, However it is embargoed until 28th October 2005. A copy of the letter will be sent to CYPSP Ex members after the embargo date.

7.00 Leeds Extended Schools Conference – 11th November verbal update on progress – Doug Martin

7.01 Doug gave an update on the planning for the event which will be held at the Royal Armouries

7.02 Rosemary Archer, John Davies, Chris Edwards and Sally Threlfall will be speaking in the morning. Peter Lawrence from Education Leeds remodelling team will speak at the afternoon session.

8.00 Review of Children & Young People’s Strategic Partnership – Kathy Kudelnitzky and Martin Dean

8.01 Kathy and Martin have held 30 interviews with CYPSP Ex Members, Directors reps from FE, Health and Voluntary Sector to seek their views on: • the effectiveness of the partnership; • the level and appropriateness of representation, and the relevance of the model; • the ability of members of the partnership to commit their organisation to act; • the change pressures on organisations to deliver the children and young people’s agenda; • the effectiveness and accountabilities of the partnership sub-structure, and its integration with other groups and the Executive.

8.02 The main issues coming out of the review are regarding the role, remit and membership of the Executive and its effectiveness and efficiency.

8.03 The role and functions have changed since the original terms of reference were written

The Children Leeds Partnership (evolving from the CYPSP) needs to be much broader. It needs to provide a forum for advocating the philosophy of

6

CYPSP Executive Group

placing children and young people at the heart of the Vision for Leeds. It should provide a broad network of partners and stakeholders to develop values and provide city-wide leadership for children and young people’s issues.

8.04 Children Leeds need to be developed along side the establishment of a children’s trust (Inter-agency Governance Board) which will have a narrower governance arrangement and formal responsibilities.

8.05 John Davies stressed that the review in no way diminishes the work that the CYPSP Ex has already done which has been invaluable.

8.06 Action: Kathy and Martin agreed to put together a ‘route map’ and report back to the Building Partnership meeting on how we take this forward.

9.00 Community Reassurance report for information – Lelir Yeung

9.01 Lelir explained the purpose of the report, which is to provide information about Reassurances in Communities and Leeds response to 7th July London bombings

The Council are submitting daily reports to Government Office who are monitoring the situation.

9.02 Lelir advised that the Youth service is taking a lead role. Deborah Howe offered the support of the C&YP Participation workers. Action: Lelir and Deborah to meet to discuss.

A Task group has been set up to identify key actions necessary to provide reassurance to communities in the short, medium and long term, with a focus on: • Tension Monitoring • Communication and Media Strategies • Young People • Cohesion and Citizenship • Community, Cultural and Faith Awareness • Partnership linkages • Community Engagement and Community Development • Area Approaches

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CYPSP Executive Group

Next Steps – Once we have received recommendations from the Home Office, an action plan will be drawn up involving key partners. Action: Report back to December meeting

10.00 CYPSP Area Groups - update

10.01 Jemima Sparks reported that the Area Development Officer post has been advertised. Jemima, Pat Case and a rep from the LCF will do the interviews.

The Area Committees have been actively involved in the C&YP Plan events, the CAF pilot and consultation on Youth Matters.

11.00 Keeping in touch with Partners

11.01 Doug Martin & Pat Case attending a recent Race Equality Advisory Forum (REAF) meeting to give a briefing on the Children Act.

12.00 Date and time of next meeting

Wednesday 2nd November 2005 at 2.30 pm Leeds Town Hall

8

AGENDA

ITEM NO.: 10

Originator: Kate Arscott

Tel: 247 4189

REPORT OF THE HEAD OF SCRUTINY AND MEMBER DEVELOPMENT SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) DATE : 15TH DECEMBER 2005 SUBJECT : CHILDREN AND YOUNG PEOPLE’S PLAN

Electoral Wards Affected : Specific Implications For :

Ethnic Minorities Women Disabled People

1.0 INTRODUCTION

1.1 The Constitution includes a requirement that all Plans which form part of the Council’s policy framework are referred to Scrutiny during the development process. The Children and Young People’s Plan is included on the current Forward Plan of key decisions as part of the budget and policy framework. Approval of these plans is reserved to full Council.

2.0 BUDGET AND POLICY FRAMEWORK PROCEDURE 2.1 In summary, the arrangements within the Constitution require that the Executive publish initial proposals, at least two months before a plan or strategy needs to be adopted, having first carried out appropriate consultation with local stakeholders.

2.2 These initial proposals will be automatically referred to the appropriate Scrutiny Board for consideration. The Board will have six weeks in which to respond to the initial proposals, unless there are special circumstances which make this timescale inappropriate.

2.3 The Executive will consider the Scrutiny Board’s comments and may amend its initial proposals in the light of those comments before submitting the proposal to Council.

2.4 The approval process will also encompass other organisations, given the multi-agency nature of the Plan.

2.5 Officers will be present at today’s meeting to present the attached report and to answer any questions from Members.

3.0 RECOMMENDATION

3.1 Scrutiny Board is asked to consider the draft Children and Young People’s Plan attached to this report and to make any comments and recommendations to the Executive. CONSULTATION DRAFT 30th November

CONSULTATION DRAFT 30th November

The Leeds Children and Young People’s Plan 2006 – 2009

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Introduction

This is the first Children and Young People’s Plan for Leeds. This plan is an important document as it sets out how we as a city will work together to improve the lives of all children and young people in Leeds.

The origins of this plan lie in the national programme of change called ‘Every Child Matters’, a response both to the many failures that led to the death of Victoria Climbie, and the continued concern that whilst many children’s lives are improving, many others continue to face poverty, ill health, abuse and low skills.

As part of Every Child Matters each local authority has been asked to agree a plan that sets out how the local organisations that work for children and young people will all work together to improve the well-being of young people. This includes the public sector such as the council, NHS and schools as well as organisations in the community, voluntary and private sector.

Our plan sets out our vision for children and young people and their families, and how we plan to achieve our vision. Leeds is a world class city and we want to ensure that all children and young people share in the success of the city, and have a chance to achieve their potential.

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OUR VISION FOR CHILDREN AND YOUNG PEOPLE

We want all children and young people in Leeds to be happy, healthy, safe and successful. To achieve this we will make Leeds a great city for children and young people and their families. We will work together with families and communities to ensure that all children and young people have the skills, confidence and opportunities to thrive and achieve their potential, regardless of their circumstances and the barriers they face.

The Leeds Outcome Framework

As part of Every Child Matters the government worked with children and young people to find out what was most important to them and what they wanted to achieve. The result of this work is the ‘Five outcomes’, which set out what is expected for every child and young person:

• Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well-being

Based on these national outcomes we have developed a set of our own outcomes for Leeds. These explain in our own words our ambition for every child and young person in Leeds. The Leeds Outcomes are the basis of the plan, and the extent to which we achieve these outcomes will be the measure of our success.

HAPPY

1. Children and young people enjoy life, are confident and make positive choices 2. Children and young people are valued by their families, peers and communities 3. Children and young people value their families, peers and communities

HEALTHY

4. Children and young people have the confidence and knowledge to make healthy choices 5. Children and young people are physically and mentally healthy

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SAFE

6. Children and young people have the confidence and skills to keep themselves safe 7. Children and young people are safe in their home 8. Children and young people are safe in their wider environment

SUCCESSFUL

9. Children and young people have the confidence and skills to succeed in work and life 10. Children and young people achieve their personal learning goals 11. Children and young people live in thriving families and communities

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Our values

In delivering our vision, all children’s services in Leeds will strive to uphold common values in the way we work.

Values at the core of our plan for Children and Young People are:

• Every child and young person is special • Every child is equally valuable and has the right to be happy, healthy, safe and successful

The way we will work with children and young people, families and communities will be based around these values:

• ‘Child at the centre’ – we will make sure that the needs of children are central to everything we do • Listening – the views and preferences of children and young people, families and communities will drive the way we work • Inclusive – we will ensure that we consider the need of every child and young person in Leeds, and will work to counter discrimination and racism at all times • Ambitious – we will have the highest expectations of children and young people, and will match that in our aspirations for ourselves and our services • Outcomes focused– we will concentrate on what works and what makes a difference to children and young people • ‘Best Value’ – we will maximise the use of every resource that we manage, prioritising and targeting our resources according to need • Innovative and creative – we will be prepared to take risks, to try new and radical ideas and ways of working • Learning – we will be learning organisations, open to new ideas, reflective and self-evaluative • ‘No Blame’ in line with being a learning organisation we will have a no blame culture, focusing on learning and being positive • Evidence based – we will take care to base everything we do on the best available evidence and knowledge and focus on ‘what works’ • Continuously improving – we will enable everyone in our organisations to contribute fully and together improve the way we work every day • ‘Can do’ – we will have a culture of empowerment where everyone takes responsibility and takes the extra effort to get things done

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Our approach

Children’s services require a radical new approach and innovative new ways of working if we are to improve the lives of children and young people and address the failures of the past. The key elements of our approach are set out below.

Safeguarding

Ensuring each child and young person is safe from abuse and harm is the most basic but most important duty for children’s services and communities. Making sure children and young people are safe is everyone’s responsibility – every member of staff that works in children’s services, and every community, family, child and young person. Working together better to ensure that every child and young person is safe is the foundation of our approach.

Partnership

We believe that the only effective and sustainable way to improve outcomes for children and young people is through partnership. This will mean working together better as the Leeds Children’s Service, with all the key local partners engaged in the common vision. It will also mean harnessing regional and national partners to ensure that Leeds children and young people benefit from collaborative working at all levels. But at the heart, partnership needs to be with the children and young people themselves, their families and their communities, so that they all have an equal stake in improving their outcomes.

Enabling children and young people

We believe that the most powerful way we can sustain the outcomes wanted for children and young people is by making sure they can effectively operate in the complex world they live in. They need to have the necessary skills and confidence to learn and grow at home, at school and at play. They need the knowledge and resilience to thrive in often challenging circumstances and to determine their own direction. Our vision is to enable every child and young person to develop and manage their own futures, with children’s services providing the opportunities and inputs needed to make this happen.

Family and community focus

Our work will respond to the needs of each child and young person, but central to our approach is the recognition that each individual is part of a wider family, and that family is part of a community. To be effective we need to work in partnership with and nurture their family and their community as well as the individual. It is clear that interventions and support focused solely on the individual with no regard to their situation will not be sufficient to deliver the outcomes we want; and however effective they are, children’s services cannot

Page 6 of 20 CONSULTATION DRAFT 30th November deliver alone. Families and communities have the biggest impact on children’s lives and well-being so we will focus our approach on three levels:

• empowering confident and capable children and young people • supporting positive and nurturing families, parents and carers • developing harmonious and supportive communities

Reducing child poverty

Poverty is the most powerful influence on the lives of children and young people - on their happiness, health, safety and their chances of future success. The Leeds needs analysis shows very clearly how children, families and communities from the most economically disadvantaged areas of the city experience the worst outcomes. This mirrors the national picture which is why the government has made the elimination of child poverty by 2020 one of its most important targets. Our approach in Leeds will also focus on the reduction of child poverty, through the children’s services agenda as well as wider regeneration initiatives in the city.

Transforming universal services

‘Universal services’ are the services that every child and young person has access to throughout their childhood, such as nursery, school or medical care. To radically improve the lives of all children and young people in Leeds and achieve the four outcomes, we believe it is vital not just to change the way that these services work, but to transform them. This means transforming how they work in an integrated way, how they plan together and how they ensure the child is at the centre of all that they do. But more importantly, it is about developing the capacity of all parts of the service, whether that means teachers in schools, social workers or youth workers, to be able to respond to the personalised needs of all young people. We believe that if we can really radically develop the range of support provided through universal services, we can both improve access to help for children, young people and their families, and at the same time ensure that all these professionals work together far better and are closer to the needs of each child.

Personalisation

Every Child Matters is about ensuring that the needs of each individual child and young person are met. To achieve this, we need to change the way that we work with children and young people. In the past, many of our services adopted ‘factory’ styled approaches - top down, centralised, ‘one size fits all’ mass production. This worked a lot of the time for a lot of children and young people, but failed to meet the different and individual needs of too many. Personalisation is at the heart of making sure that every children and young people is given the support they need to thrive. Personalisation means that our services and our professionals will work with each child and young person, as well as their parents, carers and families to assess their needs and

Page 7 of 20 CONSULTATION DRAFT 30th November to agree what the individualised response needs to be. In schools the ‘Individual Learning Plan’ will set out for each student what they want to achieve and how they will get there. The common assessment framework will be another way in which children’s services in Leeds will ensure that the needs of each young person are taken into account and met through the appropriate help.

Early intervention

As part of changing the way we work to support children and young people better our approach is to identify risks and needs early and to provide help and support as soon as possible. Waiting until risks and needs turn into challenges makes providing support more difficult, more expensive and more complex, but most importantly is too late for the child or young person.

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WHERE ARE WE NOW?

The opening sections of the plan describe our vision and aspirations for the future. This section describes the current situation in Leeds, and what lives our like today for children and young people in this city.

This section of the plan uses a range of information to build up a picture of outcomes and need for the children and young people of Leeds. This analysis has been informed both by consultation with children and young people, parents and carers and the staff of children’s services, and through analysis of national and local statistics and research.

Consultation has included the following:

• Surveys completed by over 4000 children and young people in schools, the ROAR (Reach Out And Reconnect) event for 400 pupils, a wide variety of focus groups for hard to reach groups and a review of existing surveys • Surveys and workshops for parents and carers • Workshops for staff attended by over 1000 local children’s services staff • Public promotion and surveys via the Council newspaper

Demographic summary

Population

There are 183,000 children and young people between the ages of 0 -19 in Leeds. This represents 25.5% of the whole population of the city. Due to falling birth rate and demographic change the number of young people has been falling in the recent past. However, more recently this has stabilised and the number of young people is growing in some parts of the city, particularly in the inner city and in Black and Ethnic Minority communities.

Gender

49.2% of people aged 0-19 are female and 50.8% male. This is different from the city as a whole where there are more females than males, and means that there are nearly 3000 more males than females in this age group,

Ethnicity

13.6% (23,063) of children and young people aged 0-19 are from Black and Minority Ethnic groups. According to the 2001 Census the largest groups are Asian or Asian British Pakistani (7,050), Asian or Asian British Indian (3,704) Mixed: Black Caribbean and White (3,196). In the Census 2.3% (3693) of

Page 9 of 20 CONSULTATION DRAFT 30th November dependent children in Leeds were born outside the UK and 10.3% were judged to be in households that used languages other than English. Approximately 500 children and young people in Leeds are Travellers

Family structure

In the UK family structures have changed significantly in recent decades with a growth in single parent, cohabiting and step families. In Leeds over 60% of dependent children live in married couple families, 26.3% live in lone parent households, 12.2% in cohabiting couples families, and 1.3%, nearly 2,000 children are not in a family.

Religion

68.9% (87,583) of children aged 0-16 were recorded as Christians in the 2001 Census. The largest other groups included: No Religion (16.8%), Muslim (3.0%) and Jewish (1.2%).

Deprivation

The UK has the fifth highest child poverty rate in the EU. In 2002/03 28% of children lived in poverty in Britain. The rate is now falling and is broadly on track to meet national targets. In Leeds the picture is mixed, with some very prosperous areas and some amongst the most deprived in the country. Using the national ‘Index of Multiple Deprivation’, 21% of neighbourhoods in Leeds are in the 10% most deprived in the country and 31% are amongst the 20% most deprived. Out of 34378 neighbourhoods in the country, the lowest ranked neighbourhood in Leeds is placed 36th, the highest is placed 32,261st.

The UK has the highest proportion of children living in workless households. In Leeds nearly 1 in 5 (29,540) dependent children in Leeds live in households where there are no adults in employment.

Housing and neighbourhoods

In Leeds approximately 20,000 dependent children and young people (about 1 in 8) live in overcrowded households. Over 32,000 dependent children and young people (about 1 in 5) live in housing without central heating. In 2001- 2002, 968 young people were identified as being in housing crisis. The ‘Living Environment’ domain of the Index of Multiple Deprivation looks at deprivation in ‘indoor’ and ‘outdoor’ living spaces. Using this measure over a third of neighbourhoods in Leeds are in the bottom 10% nationally, and over half are in the bottom 20%. Out of 34378 neighbourhoods in the country, the lowest ranked neighbourhood in Leeds is placed 2nd, the highest is placed 31,083rd.

.

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Needs analysis – be happy

Key issues identified through consultation and through our needs analysis include:

Reducing Bullying

Feedback from children and young people in Leeds and nationally consistently shows this as the most important priority. The Children’s Commissioner for England recently said “the one thing every child I have met has been affected by, with virtually no exceptions, is bullying”. Leeds Youth Council has made the development of buddying schemes as part of an anti- bullying strategy one of the manifesto priorities.

National research has highlighted the widespread prevalence of bullying, and some evidence suggests that bullying is becoming worse. In a recent DfES study over half of primary (51%) and secondary school pupils (54%) thought that bullying was ‘a big problem’ or ‘quite a problem’ in their school. Just over half (51%) of pupils in Year 5 reported that they had been bullied during the term, compared with just over a quarter (28%) of pupils in Year 8. In a recent international study nearly nine out of ten UK headteachers reported a negative impact on learning due to bullying and intimidation.

34% of respondents to the 2004 West Yorkshire Police and Children’s Society survey said that they had been bullied in the last 12 months. If this survey is representative of all children and young people in Leeds, then this could mean over 62,000 children are bullied each year.

Places to go and things to do

Another key recurring theme of feedback from children and young people is their desire for more places to go to and things to do with friends. Parents and carers similarly reported that this is an important issue. Staff in children’s services listed this as one of their top three priorities for improving the lives of children and young people. Facilities requested by children and young people include better and safer play areas, youth and community centres and sport and leisure facilities. Lack of access to transport is repeatedly cited as a barrier to accessing opportunities. Improved transport services and the development of more after school sports and leisure opportunities are both manifesto priorities for Leeds Youth Council.

Giving children and young people more say in their school and their community

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Consultation with children and young people shows that they would like to be more involved in the decisions that impact on them and their community. The Leeds Youth Council has prioritised developing school councils and representation on Area Committees and other council groups in their manifesto. Parents and carers also listed this as an important issue and staff in children’s services listed this as one of their top three priorities.

Leeds has some success in this area. The Leeds Youth Council has 80 members from over 80% of the local high schools and reflects the make up of Leeds in its representation of deprived wards and BME communities. The number of high schools participating in the recent elections has increased from 12 in 2003 to 35 plus one college in 2005.

Valuing and respecting children and young people

Feedback from children and young people shows that they want to be viewed more positively and given more ‘respect’ by adults and organisations. The Leeds Youth Council has made ensuring fairer representation by the media a local priority to try to counter “the misconception that all young people are ‘yobs’”.

A particular need for valuing young people better is to include Looked After Children more regularly in the planning and review of their care. Current performance in Leeds in this aspect of local authority care is below what it should be, and this has been highlighted as an area for improvement by inspection. Only 72% of Looked After Children were involved in formally planning and reviewing their care in 2004/05, below target.

Reducing antisocial behaviour, crime and grime for children and young people

Like their older counterparts, children and young people often list amongst their key concerns antisocial behaviour and ‘crime and grime’ issues such as drugs, violence and litter. Youth crime is a

National research shows that children and young people have a very high fear of crime, and are likely to be victims of crime. Surveys suggest that over half of children and young people are victims of crime, and most often these are assault or bullying by other children and young people. Adults commit the majority of crime and youth offending tends to be more minor, property related offences.

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Reducing antisocial behaviour, crime and grime caused by children and young people

A high proportion of children and young people report that they have committed a crime at some point in their lives (55 per cent for males, 31 per cent of females). However, fewer report that they have committed a crime in the last 12 months (28 per cent for males, 12 per cent of females)

Boys tend to be responsible for more criminal offences than girls, and cease offending later in their lives. However, recent trends suggest girls may be starting to offend more. Nationally, overall youth crime appears to have stabilised or begun to decline, except for a small but growing group responsible for a large number of offences.

In Leeds, 2700 young people (aged 10-17) committed 5600 offences in 2004/05. The Youth Offending Service worked with 2300 of these young people. The overall offending rate in Leeds was 84 offences per thousand population (aged 10-17), which was average for Core Cities but was the 15th highest local authority nationally. There are signs that this youth offending rates are improving: the latest available figures for Leeds show a marked decrease in the number of first time entrants to the youth justice system, at a rate of improvement above the national trend. Re-offending rates of young offenders has improved, and is now in line with the national average. The recidivism rate in Leeds is 59% overall, 7% lower than in 2000.

8% of Looked After Children committed a criminal offence in 2004/05, compared to 3% for the population as a whole. This was a marked reduction on the previous year.

Improving support for personal and social development

Most Leeds schools and early years providers are playing a strong and effective role in supporting this outcome. Of the schools inspected recently, over 70% of schools were judged to be good or better for ‘contribution to society’ and over 80% good or better for the judgements relating to bullying, racism and social development. In early years Ofsted inspections showed Leeds to be consistently above the national average for ‘personal social and emotional development’ and ‘partnership with parents’, with over 70% of local providers judged to be very good, and 100% rated good or better.

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Needs analysis – be healthy

Life expectancy and general health

Life expectancy varies significantly across the city. The average life expectancy for the general population of Leeds is 78 years but for the gypsy and traveller community it is 50 years. Children born in poorer areas of the city can expect to have lives that are about 8 years shorter than those in the areas of Leeds that enjoy the best health. Approximately 23 % of Leeds children live in households where one family member is hampered in daily activities by a chronic mental or physical disability or illness.

Infant mortality and low birth weight Infant mortality in the UK has been reduced, and is now the lowest ever, but it is still above most other European countries. The number of low birth weight babies is increasing.

Leeds has higher rates of perinatal mortality (child death at birth or in the first week of life) and low birth weight than the England and Wales average. Both perinatal mortality and low birth weight vary significantly across the city, with consistently worse outcomes in deprived areas. For example, babies born in East Leeds are 25% more likely to die and/or be of low birth weight than their peers in North West Leeds.

Obesity, activity and diet

Leeds Youth Council has included healthy eating and opportunities for sport as priorities in their manifesto. Parents and carers’ feedback highlighted healthy eating in and out of school as well as healthy cooking lessons in school and the community as priorities.

61% of young people do not undertake the recommended levels of physical activity each day. 8.5% of six year olds and 15% of 15 year olds are obese. Rates of obesity in England are rising and ranked fourth highest in a study of 35 countries in 2004. Less than a third of children and young people in England eat the recommended amounts of fruit and vegetables every day. However, nearly a third eat sweets every day and over a third drink soft drinks daily.

Obesity is a major issue in Leeds. Local studies show 24% of 13 year olds in Leeds are overweight and 13% are obese. Levels of sport in Leeds schools are improving but still low. 47% of school aged children took part in two or more hours of high quality sport and exercise each week in 2004/05, an increase of 9% on the previous year. Interest and participation in sport appears to decline with age. A local school based survey shows that between

Page 14 of 20 CONSULTATION DRAFT 30th November year 6 and 9 there is a significant fall in numbers of children who say they want to do sport, consider they are good at it and say they enjoy it.

Oral health

Parents and carers raised access to dentists as an issue for their children. Partners in central government and inspectorates highlighted the need to improve dental care for Looked After Children.

Dental health for children and young people in Leeds is not good. At 5 years old Leeds children have an average of 2 decayed, missing and filled teeth compared to a national rate of 1.4 decayed, missing or filled teeth. Deprived areas of the city have significantly higher rates of poor dental health – dental decay is over a third higher in East and South Leeds than in North East and North West Leeds.

Sexual Health Teenage conception rates in the UK are the second highest in Europe. Sexual infection rates are increasing. One in seven looked after young women are pregnant when they leave care. The UK has one of the highest rates of babies born to HIV positive mothers.

Leeds has a higher rate of teenage conception that the national average, though this has been significantly reduced in recent years. In 2003 the under 16 conception rate for Leeds was 9.3 per 1000 girls aged 13-15 compared to the national rate of 8 per 1000. Teenage conception is significantly higher in some areas of the city, with rates in East and South Leeds roughly twice as high as in the North East and North West.

Substance abuse, alcohol and tobacco

Parents and carers highlighted this as an issue for them and their children.

31% of young people report drinking alcohol in the last week. The level of drinking is higher for boys and rises with age so that around half of 15 year olds report drinking in the last week. The number of units of alcohol drunk by young people has risen in recent years. 20% of young people in the UK smoke regularly though it appears that smoking is becoming less prevalent in England. Girls are nearly 50% more likely to smoke regularly than boys. The rate of smoking rises with age.

Substance abuse including alcohol and tobacco is as much an issue for Leeds as it is nationally. A recent survey of Leeds schoolchildren indicated that 38% of young people had been offered illegal drugs, 13 being the most common age for this. With alcohol, the figure rose to 74%.

Maternal and infant health

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Breastfeeding levels in Leeds are low. Less than half of the women who give birth at the Leeds Teaching Hospitals Trust initiate breast feeding. The national rate is 73%.

Mental health

Leeds Youth Council has included reducing stress and anxiety as a priority in their manifesto. Partners in central government and inspectorates highlighted the need to improve the timeliness of referral to CAMHS and also the need to improve dental care for Looked After Children.

Some evidence suggests that children are worrying more, and rates of emotional and conduct disorders have increased over the last 25 years. An ONS study estimates that 8% of children aged 5-10 suffer from a mental disorder and 11% of children aged 11-15. Boys were more likely to suffer from a mental disorder and prevalence increases with age. Looked after children aged 11-15 are 4-5 times more likely to have a mental disorder than their peers.

Using ONS estimates it is likely that around 13,000 children in Leeds may suffer from a mental disorder. Currently specialist Child and Adolescent Health services can accept 2,500 referrals per year.

Immunisation Immunisation rates for measles, mumps and rubella fell from nine in ten in 1997 to eight in ten in 2003. Reporting of mumps and measles has increased

In Leeds uptake rates for MMR have risen by 10% but remain lower than for other immunisations. Childhood immunisations uptake in Leeds PCTs is just below the national target level of 95% uptake.

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Needs analysis – be safe

Abuse and maltreatment

A national NSPCC survey suggests that the prevalence of maltreatment overall is high. The key findings are summarised below:

• 26% of children and young people reported witnessing domestic violence and 5% witnessed constant or frequent domestic violence, • 25% reported severe or intermediate physical abuse at home or elsewhere. Of these 7% were judged to have suffered serious physical abuse. • 18% reported some absence of care and 20% less than adequate supervision. Of these, 6% suffered serious absence of care and 5% serious absence of supervision • 16% were judged to have experienced sexual abuse (defined as non- consensual sexual experiences and consensual experiences of those 12 or under with a person who was more than five years older than them) • 6% of children and young people reported what was judged to be emotional maltreatment.

Rates of sexual and emotional abuse were higher for girls than for boys. Babies are most vulnerable to fatal physical abuse. Children and young people in deprived families are more at risk of neglect and physical abuse.

Approximately 2,500 children are referred to Leeds Social Services each year because of abuse or because they are living in a home where there is domestic violence. Of 519 Initial Child Protection Conferences held in 2003/04 parental substance abuse was a significant factor in 36%, domestic violence in 44% and poor parental mental health in 26%.In March 2005, 323 children were on the Leeds Child Protection Register for the following reasons:

ƒ Emotional Abuse 23 ƒ Neglect 107 ƒ Physical abuse 43 ƒ Sexual abuse 47 ƒ Multiple ( 2 or more of the above reasons) 103

West Yorkshire Police and Children’s Society Survey 2004 had 4,300 young people respondents from Leeds of whom 29% had witnessed domestic violence, a third of these in their own home. If applied to the child population of Leeds this could mean 18,000 children and young people.

Page 17 of 20 CONSULTATION DRAFT 30th November

Looked After Children

Partners in central government and inspectorates highlighted the need to improve the quality and timeliness of core and initial assessment of children and young people referred to social services

In the past decade the number of children in care has increased by 23%, due mostly to the growing length of time children remain in care. The proportion of children and young people placed in care over the past decade due to abuse and neglect has grown from 45.5% in 1994 to 62.3% in 2003.

In March 2005 there were 1,332 children and young people under 18 who are ‘looked after’ by the local authority. Leeds has a higher than average Looked after Children population.

Accidental injury and death

Accidental injury is the leading cause of death for those aged under 16, and road traffic accidents are the most common cause, accounting for nearly half of all such fatalities. Road safety casualties are falling for all age groups including children and young people. Deprivation leads to a much higher risk of accidental injury or death. The most disadvantaged children and young people are more likely to have an injury that requires medical care, are five times more likely to be killed as a pedestrian in a road traffic accident and fifteen times more likely to die in a fire.

57 children (under 16) were killed or seriously injured in road accidents in Leeds in 2004/05. This was a drop of 37.4% from the 1994-1998 average

Page 18 of 20 CONSULTATION DRAFT 30th November

Needs analysis – be successful

Achievement at GCSE

In 2005 49.5% of pupils achieved 5 or more GCSEs or equivalent at grades A*-C. Results are improving year on year and are above the core city average but remain significant below the national average of 53.7%. Schools in Leeds have widely different academic performance, for example in 2004 two schools had over 80% of pupils achieving 5 or more GCSEs at grades A*- C while another 6 had less than 25%.

Pupils in Leeds schools tend to make less progress during secondary school than the average nationally or in similar authorities. In 2004 the progress made by pupils between ages 11 and 16 was in the bottom 15% nationally when accounting for pupils' and schools' characteristics.

Progression and learning post-16

The number of children and young people not in education employment or training (NEET) has been reduced to 8.4%, achieving the local target. Participation in education and training has also improved, from 81.14% in 2001 to 84.51% in 2004. Despite these improvements, participation at post-16 in Leeds is still below national average.

The proportion of young people progressing to further learning and work is significantly lower in the deprived areas of Leeds. In inner city postal areas (LS1-LS14) in 2004 the proportion of 16 year old school leavers continuing in full-time education was 59.95%, compared to 75.94% staying in full time learning in the outer areas. For LS1-LS14 the proportion of 16 year old school leavers that were unemployed in 2004 was 11.72%, compared to an unemployment rate of 3.87% for the outer areas. 31.6% of 18 year old schools leavers from inner city postal areas (LS1-14) entered higher education in 2004, compared to a city wide average of 61.6%

Exam results at Key Stage 5 (A Level and equivalents) in Leeds schools have historically been in line with the national average and results in similar authorities. Pupil progress measured by value added scores is judged to be satisfactory.

Behaviour

Behaviour and exclusions are key issues for Leeds schools, particularly secondary. Fixed term and permanent exclusions in Leeds have risen over recent years, and are above the national average in secondary schools. However, in 2004/05 permanent exclusions saw a marked reduction of nearly 30%.

Children in vulnerable groups, particularly Looked After Children, children with special educational needs, and pupils from some Black and Minority Ethnic

Page 19 of 20 CONSULTATION DRAFT 30th November communities tend to be excluded more often. Children in these groups are up to five times more likely to be excluded from school.

Attendance

School attendance in Leeds is improving but is still below national averages, in secondary school. In 2004/05 indicates that in primary schools 5.3% of days where missed and in secondary 8.7%.

Achievement of vulnerable groups

Similar to other outcomes for children and young people deprivation has a significant impact on school attainment. Entitlement to free meals is used as an indicator of deprivation, 20% of pupils are entitled to free school meals, roughly in line with the national average. In 2004 only 18% of pupils entitled to free school meals achieved 5 or more GCSEs at grades A*-C.

While there are wide variations in the achievement of different ethnic groups there is an ongoing concern on the underperformance of many groups. In 2004 the difference between the % of Asian Pakistani / Asian Bangladeshi pupils obtaining 5+ GCSEs at A*-C and the Leeds Average was 10% and for Black African and Black Caribbean heritage pupils it was 16%.

In 2004 only 5% of Children Looked After achieved 5 or more GCSEs at grades A*-C, this is reflective of performance across all key stages. The transition of looked after children to work or further learning has improved to a level above the national average. The percentage of care leavers in learning or employment has risen from 38% to 70%.

Children with identified special educational needs make better progress on average in school than the Leeds norm, when accounting for prior attainment and other factors.

School effectiveness

For the Leeds schools inspected under the current Ofsted inspection regime 75% are rated as good or better for overall effectiveness, 75% for quality of education and 90% for pupils attitudes, values and other personal qualities.

Achievement in primary schools and early years

Outcomes in early years and primary education in Leeds are broadly sound and are in line with national and benchmark averages.

Special educational needs

2.7% of pupils have a statement of special educational need, of these two thirds are educated in mainstream schools. A further 12.6% of all pupils are identified as having special education needs but do not have a statement.

Page 20 of 20 CYPP MATRIX - SUMMARY

Happy Healthy Safe Successful

Children and young Children and young Children and young Children and young people enjoy life, are people have the people have the people have the confident, and make confidence and confidence and skills to confidence and skills to positive choices knowledge to make keep themselves safe succeed in work and healthy choices adult life

This outcome is in line with our This outcome is in line with our This outcome is in line with our We chose this outcome approach of enabling children approach of enabling children Local Preventative Strategy, because it is in line with our and young people, because and young people and because and our approach of enabling approach of enabling children children and young people say children and young people say children and young people and and young people, because they want access to better they want access to better because children and young children and young people say information, advice and positive information and advice. people say they want access to they want access to better opportunities, and because it better information and advice. information and advice and gives clearer emphasis to because progression to further improving the happiness and learning and work is an area self-esteem of children. where children and young people in Leeds do relatively poorly.

Are valued by their peers, Children and young Are safe in their own Achieve their personal families and communities people are mentally and homes learning goals physically healthy This outcome has been chosen This outcome has been This outcome has been because it reflects the views of This outcome has been chosen included here because included because children and children and young people who to include the important role of safeguarding is crucial to all our young people say achieving at say they want more respect and health as part of wellbeing. This work. It also reflects the views school is very important to more say in their lives, schools outcome also reflects children of children and young people, them, because we believe that and communities. It has also and young people’s emphasis who tell us they want to feel education and ensuring each been chosen because it links on issues such as sport, healthy safe in their homes and not be child achieves their potential is into the national emphasis on eating and reducing stress. harmed or abused, or witness vital to well-being in later life ensuring the ‘voice of the child’ others being harmed. and because improving is central to improving educational outcomes is a key outcomes. national and local priority.

IMPROVING OUTCOMES

Value their peers, Are safe in their wider Live in thriving families families and communities environment and communities

This outcome has been chosen This outcome has been This outcome has been because it links to the one included because many of the included to reflect our emphasis above, and the concept of risks that children face are on child poverty, our belief that ‘rights and responsibilities’. This outside the home. Children and families and communities have is about children showing they young people tell us that the most impact on children’s value others by acting bullying, violence and crime in lives and well-being. positively, being tolerant and their area is a key concern. reducing bullying and antisocial behaviour, a key priority for children and young people. KEY CROSS CUTTING PRIORITY

Transforming Universal Services:

This section has been included here because we want to emphasise the central role of transforming universal services in improving all the outcomes for children and young people. This section will include details about how we will develop the range and quality of services and support for children and young people as well as their families and communities.

People Processes Partnership Performance Commissioning Resources

This section has This section has This section will This section will set This section will set This section will been included to been included to include all the work out how we will out how we will show how we will G reflect the cover the new ways that is required to develop a shared develop an improve the way we N I importance of the of working required build an integrated framework for integrated approach work together to L developing the by children’s children’s trust in performance to commissioning manage resources B

A people working in services such as Leeds such as management and services to help and assets, and how

N children’s services common governance and improve information deliver improved we will deliver

E and the key role of assessments and management. management to outcomes, including efficiency savings. leadership. sharing information. support and inform how we will help IMPROVEMENT these processes. develop providers.

CYPP MATRIX - MEASURES

Happy Healthy Safe Successful

Children and young Children and young Children and young Children and young people enjoy life, are people have the people have the people have the confident, and make confidence and confidence and skills to confidence and skills to positive choices knowledge to make keep themselves safe succeed in work and healthy choices adult life • Survey feedback from • The percentage of schools children and young people • The proportion of schools that receive a score of 2 or • The percentage of 16-18 year about satisfaction with their achieving the Leeds Healthy better (above average or olds not in education, school, area and life overall Schools Standard excellent) for ‘Learners adopt employment or training • Take up and satisfaction • OfSTED inspection measures safe practices’ in their (NEET) measures relating to positive relating to learners health OfSTED inspection • The percentage of 16 year activities such as sports and lifestyles • The proportion of children olds with Level 2 recreation • % of all pupils accessing at and young people reporting qualifications • The quality of personal and least 2 hours per week of that they feel safe from crime • The percentage of 18 year social development in schools high quality PE and sport and anti-social behaviour olds with Level 2 and early years providers • The proportion of children qualifications • Measures relating to the and young people reporting • The percentage of 18 year range, quality and that they have been affected olds with Level 3 accessibility of local facilities by bullying, harassment or qualifications such as parks and youth discrimination at school or in

clubs. the community

Are valued by their peers, Children and young Are safe in their own Achieve their personal families and communities people are mentally and homes learning goals physically healthy • The proportion of schools • reduction in numbers of child • The percentage of children with effective school councils • Immunisation rates protection referrals to Social achieving 5 or more grades • The proportion of local • The proportion of children Services A*-C, including English at organisations that sign up to that are obese or overweight • reduction in numbers of maths, at GCSE the Leeds Charter • Teenage conception rates children requiring a Child • The percentage of children • The proportion of Looked Protection Plan. achieving Level 4 in English, After Children involved in the • reduction in numbers of maths and science at Key planning and review of their children becoming looked Stage 2 care after due to harm or abuse. • Attainment and ‘value-added’ • reduction in admissions to measures for vulnerable and

IMPROVING OUTCOMES hospital due to accidents in underachieving groups. the home Value their peers, Are safe in their wider Live in thriving families families and communities environment and communities

• The proportion of children • Children and young people’s • The proportion of dependent and young people reporting confidence in the systems for children who live in a home that they have been affected reporting bullying, that does not meet the set by bullying, harassment or harassment or discrimination standard of decency discrimination at school or in at school or in the community. • The proportion of children the community • The proportion of children living in households where no • The percentage of schools and young people reporting one is working and children’s centres that that they feel safe from crime • The number of have achieved the Stephen and anti-social behaviour neighbourhoods in Leeds in Lawrence Award/Inclusion • The proportion of children the 10% most deprived in Charter Mark etc. and young people reporting England. • No. of first time entrants to that they have been affected the Youth Justice System / at by bullying, harassment or risk of offending discrimination at school or in the community

KEY CROSS CUTTING PRIORITY Transforming Universal Services:

People Processes Partnership Performance Commissioning Resources

G N I L B A N E IMPROVEMEN CYPP MATRIX – KEY ACTIONS

Happy Healthy Safe Successful

Children and young Children and young Children and young Children and young people enjoy life, are people have the people have the people have the confident, and make confidence and confidence and skills to confidence and skills to positive choices knowledge to make keep themselves safe succeed in work and • Personal and Social healthy choices • Children’s Rights Charter adult life Development in Early Years • Leeds Healthy School • Safety education for children • 14-19 Strategy and Schools Standard and young people such as • Skills agenda • Self-Esteem programmes • Sex & Relationship Education Personal safety, Road Safety, • Basic/Key/Life Skills • Play Strategy • Substance abuse education – Swimming • Work based learning/work • Cultural Strategy drugs, alcohol and smoking • Safety education/promotion experience • Artforms for parents and carers • Enterprise skills agenda • Sports Strategy • Advice, support and • Transport information on options and • Advice, advocacy and career development counselling • Individual Learning Plans (ILPs) • Transition

Are valued by their peers, Children and young Are safe in their own Achieve their personal

families and communities people are mentally and homes learning goals • Leeds Charter physically healthy • ILP and personalisation • Participation Framework • Obesity Strategy • Improving Child Protection • Improve the quality and range • Children Impact Assessments • Maternal and infant health • Reducing Domestic Violence of learning opportunities from • School Councils • Oral Health • Accident prevention including 0-19 • Youth Council • Children and Maternity fire prevention • Self-evaluation, monitoring, • Area Committees Hospital • Local Children’s support, challenge and • Community Cohesion • Child and Adolescent Mental Safeguarding Board (LCSB) intervention • Media/marketing and positive Health Services • Addressing Behaviour and images of children and young • Healthy eating and school attendance people meals • Improving and rationalising • Substance abuse Strategy – learning environments drugs, alcohol and smoking • Transformation in ICT • PE, Schools Sports and Club • Transition

IMPROVING OUTCOMES Links (PESSCL) Strategy • Developing learning beyond • Improving sexual health the classroom services • Intensive support • Teenage Pregnancy Strategy underachieving groups and schools Value their peers, Are safe in their wider Live in thriving families families and communities environment and communities • Anti Bullying • Road Safety • Reducing child poverty • Anti Racism • Anti Bullying/Anti Racism • Parenting and family support • Anti Social Behaviour and (see Value their Peers etc) • Housing Youth Crime • School/Early Years welfare, • Community Regeneration • Buddying and peer mentoring health and safety • Economic Development • Intergenerational Project • Antisocial behaviour, crime • Childcare • Restorative justice and drugs • Volunteering • Community Cohesion

KEY CROSS CUTTING PRIORITY

Transforming Universal Services: • Creating children’s centres and extended schools • Integrating targeted support

People Processes Partnership Performance Commissioning Resources

• Workforce Reform • Implementing the • Director of • Integrating • Integrating • Asset

• Cultural Change Common Children’s information commissioning Management

Assessment Services management • Market support • Pooling Budgets

G • Leadership and Framework (CAF) LCC framework Shared and development N management • • • Gershon I • Implementing for decision Performance • Devolved efficiency agenda L • Professional

B Development Information making and Management commissioning

A • Recruitment and Sharing and delivery Framework

N Retention Assessment (ISA) • New CYPSP • Equalities impact E • Multi agency • West Leeds Pilot governance assessments • Area Governance

IMPROVEMENT teams

AGENDA

ITEM NO.: 11

Originator: K Arscott

Tel: 39 50492

REPORT OF THE HEAD OF SCRUTINY AND MEMBER DEVELOPMENT SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE)

DATE : 15TH DECEMBER 2005 SUBJECT : SECONDARY ACHIEVEMENT

Electoral Wards Affected : Specific Implications For :

Ethnic Minorities Women Disabled People

1.0 INTRODUCTION

1.1 At the September Board meeting, Members agreed the terms of reference for an Inquiry into children and young people’s achievement at secondary school. A copy of the agreed terms of reference is attached as Appendix 1.

1.2 The first formal session of the Inquiry was scheduled for this meeting, and attached to this report is the information requested from Education Leeds.

1.3 Officers from Education Leeds will be attending to present the information and to respond to Members’ questions. In addition, the Headteachers’ Forum have nominated Colin Richardson, Headteacher of Cockburn College of Arts, and Alan Key, Headteacher of Abbey Grange Church of England High School, to attend and represent Headteachers’ views.

2.0 RECOMMENDATION

2.1 The Board is requested to consider the issues raised by the first session of this Inquiry.

SCRUTINY BOARD (CHILDREN & YOUNG PEOPLE)

INQUIRY INTO SECONDARY ACHIEVEMENT

TERMS OF REFERENCE

1.0 INTRODUCTION

1.1 At its first meeting on 16th June 2005, the Scrutiny Board (Children & Young People) agreed that children and young people’s achievement at secondary school level was a key issue that they wished to consider during the coming year.

1.2 The Board was conscious that secondary achievement in Leeds remains consistently below the national average, and was highlighted as one of the key areas for action following the OfSTED inspection of the Local Education Authority in autumn 2004.

1.3 Members were clear from the outset that their own understanding of ‘achievement’ was not constrained by the narrow definition of 5 A*-C GCSEs or equivalent that is used in national performance indicators.

1.4 In order to decide on an appropriate and manageable focus for the inquiry, the Board commissioned a small working group from amongst its membership to scope the inquiry.

1.5 Following discussion with senior officers from Education Leeds, the working group recommended that the focus of the inquiry should be to assess how secondary schools in Leeds are supporting the pursuit of individual excellence. The Inquiry will concentrate on achievement at the end of Key Stage 4 (Year 11/16 year-olds).

1.6 It is proposed that this be achieved through case studies of successful practice in a small number of schools, representing a range of social intakes, as measured by proportion of pupils eligible for free school meals.

2.0 SCOPE OF THE INQUIRY

2.1 The purpose of the Inquiry is to make an assessment of, and where appropriate make recommendations on, the following areas: • The achievement of Leeds pupils at secondary school, and in particular the under-achievement of specific groups; • The school improvement policy; • Strategies for reducing the numbers of young people classified as ‘not in education, employment or training’ (NEET); • The secondary curriculum and particularly extended (‘alternative’) curriculum provision; • The choices available to young people; and • The characteristics of schools that are successful in promoting individual excellence.

3.0 COMMENTS OF THE RELEVANT DIRECTOR AND EXECUTIVE MEMBER

3.1 In line with Scrutiny Board Procedure Rule 12.4 the views of the relevant Director and Executive Member have been sought and have been incorporated where appropriate into these terms of reference. Full details are available on request from the Scrutiny Support Unit.

4.0 TIMETABLE FOR THE INQUIRY

4.1 It is envisaged that the Inquiry will take place over three sessions. The Inquiry will conclude with the publication of a formal report setting out the Board’s conclusions and recommendations.

4.2 It is planned that the Inquiry will include a mix of formal Scrutiny Board meetings and visits to schools.

4.3 The length of the Inquiry is subject to change in the light of emerging evidence.

5.0 SUBMISSION OF EVIDENCE

5.1 SESSION ONE – 15th DECEMBER 2005

To consider background information on: • Detailed analysis of levels of secondary achievement in Leeds, in particular to include differentiation between different groups (eg ethnic groups, boys and girls), and also between different schools • Analysis of differing rates of change in the levels of achievement (eg 5A*-C and 5A*-G) • The Education Leeds School Improvement Policy and how it supports improvements in secondary achievement • The perceptions of Headteachers with regard to the support provided by Education Leeds, and the application by schools of additional funding targeted at raising achievement

5.2 SESSION TWO – 19th JANUARY 2006

To consider information on how secondary achievement is supported through the following: • Progress in developing and delivering the 14-19 strategy for Leeds1 • Curriculum provision and extended curriculum provision (including costs – both direct and peripheral eg transport)) • The development of personalised approaches to learning • Support available to young people to make appropriate choices

1 The Scrutiny Board (Lifelong Learning) carried out an Inquiry on this topic in 2003

5.3 VISITS

Small groups of Scrutiny Board members will visit 4 identified high schools to explore examples of good practice.

These visits will be supported by background information on the school’s strengths and pupil performance.

It is intended that opportunities for Members to talk to pupils will form part of each visit, in line with the Scrutiny Board’s commitment to engage children and young people directly in each of its Inquiries.

Extended curriculum provision will also be visited.

5.4 SESSION THREE – 16th MARCH 2006

To consider Members’ findings from the visits to schools

To discuss the issues arising from the visits with officers from Education Leeds

To consider the Board’s emerging conclusions and recommendations

6.0 WITNESSES

6.1 The following witnesses have been identified as possible contributors to the Inquiry:

• Education Leeds officers • Headteachers Forum • Representatives from the Leeds Learning Partnership Board of Leeds Initiative including • West Yorkshire Learning and Skills Council • Federation of Colleges • Connexions • School representatives • Extended curriculum providers • Children and young people

6.2 The following visits have been identified as part of the Inquiry:

• 4 High Schools • Extended curriculum provision

AGENDA ITEM:

Originator: Brian Tuffin Principal Adviser Telephone: 2144068

REPORT OF THE CHIEF EXECUTIVE OF EDUCATION LEEDS REPORT TO SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) DATE: 15th December 2005

SUBJECT: Inquiry into Secondary Achievement

Electoral Wards Affected: Please indicate that the following have been addressed within the report:

Specific Implications For: Resource Implications: Ethnic Minorities Finance Women Personnel Disabled People Accommodation/Buildings

Policy Implications:

1. PURPOSE

1.1 At its first meeting on 16th June 2005, the Scrutiny Board (Children and Young People) agreed that children and young people’s achievement at secondary school level was a key issue that they wished to consider during the coming year.

2. BACKGROUND

2.1 Although improving faster than the national rate, secondary achievement in Leeds remains below the national average, and was highlighted as one of the key areas for action following the Ofsted inspection of the Local Education Authority in autumn 2004. The inquiry will concentrate on achievement at the end of Key Stage 4 (Year 11/16 year-olds).

2.2 This report provides background information on: • Detailed analysis of levels of secondary achievement in Leeds, in particular to include differentiation between different groups (eg ethnic groups, boys and girls), and also between different schools. • Analysis of differing rates of change in the levels of achievement (eg 5A*-C and 5A*-G). • The Education Leeds School Improvement Policy and how it supports improvements in secondary achievement.

3. THE REPORT

3.1 Summary of Performance at Key Stage 4

3.1.1 Key Stage 4 performance has improved markedly in Leeds this year. Interim figures released by the DfES show that the percentage of pupils obtaining 5+ A*-Cs rose by 3.2% to 48.7%. The percentage obtaining at least one pass improved by 1.3% to 94.2% and the average points score increased by 9 points to 318.

3.1.2 Compared with national figures for all Local Authorities the 5A*-C figure is 5.6% lower, the 1A*-G 2.2% lower, and the average points score is 28 points lower. Fischer Family Trust (FFT) data show that performance at 5A*-C is 4.2% below the estimates from the students’ prior attainments.

3.1.3 The progress of students between Key Stage 2 and Key Stage 4 has improved in recent years but most Leeds secondary schools are in the lower half of the value added tables. In 2003, 20 Leeds schools were in the lowest 20% ranked by value added Key Stage 2-Key Stage 4; in 2005 14 schools are in this category. In 2003 four schools were in the top 50%, in 2004 and 2005 10 schools make above average progress.

3.1.4 Several ethnic minority groups have made significant improvements in 2005. Black African (6.6%), Black Caribbean (10.6%) and Other Pakistani (6.7%) pupils all showed significant improvements for the 5+A*-C measure, and show a rising trend over three years. Bangladeshi (15%), Kashmiri Pakistani (5%) pupils also show strong improvement in 2005 but from weaker results in 2004.

3.1.5 Performance has improved at 5+A*-G and 1+A*-G also. Bangladeshi pupils showed improvements at 5+A*-G and 1+A*-G, with rises of 15.7% and 12.2% respectively. Kashmiri Pakistani (2.4% and 5%) and Other Pakistani pupils (up 5.8% and 3.4% respectively) also showed improvements for these measures.

3.1.6 Despite these improvements, for some BME groups, the gap between the estimated performance and the actual result was significantly larger. Kashmiri Pakistani (12.2%), Other Pakistani (8.5%), Black African (27.9%), Black Caribbean (12.1%), Chinese (17.6%) and White Irish (9.9%) pupils were well below their FFT estimate.

3.1.7 Of the larger groups (more than twenty students) Kashmiri Pakistani, Black Caribbean, and Mixed Black Caribbean and White are all below 35% 5A*-C, and Black Other is below 30%. All other groups, including Bangladeshi, Other Pakistani, and Black African are over 40% with some over 50%. (Detailed tables are included in Appendix 1).

3.1.8 Both boys and girls registered improvements on performance in 2004. The gap between boys and girls in terms of 5+A*-C closed by 0.2% to 9.3% in 2005. (National figures show a 10.5% gap) Overall performance, measured by average points score, shows that girls have widened the gap marginally with an overall improvement of 16.1 points per pupil, compared to an improvement by boys of 13.9 points. This creates a gap of 37.4 points (National, 42.3), the equivalent of half a grade per entry between boys and girls.

3.1.9 The gap between FSM–eligible and non eligible pupils was large for all measures. The gap between groups at 5+A*-C was 32.3% in 2005, only slightly improved from 32.9% in 2004. The performance of White British, White Irish, Black Caribbean, and Mixed Black Caribbean and White pupils is particularly low, ranging from only 9 to 20%. Overall, performance has showed a widening of the gap between the FSM and non-FSM groups from 130 points per pupil to 134 per pupil.

3.2 School Improvement Policy

3.2.1 The current School Improvement Policy is being revised. The current version which has been in place for two and a half years, was written to meet the requirements for the Code of Practice on Local Education Authority – School Relations (reference DfEE 0027/2001). This emphasised the principle of intervention in proportion to need so that priority has been given to supporting schools with the lowest achievement.

3.2.2 During the past three years support programmes have been agreed for:

• Six schools in Special Measures (Agnes Stewart, Copperfields College, Merlyn Rees, St Michaels, Intake and Stonegate Special School) • Five schools in Serious Weaknesses (Agnes Stewart, Copperfields College, Matthew Murray, the two Key Stage 3 Pupil Referral Units) • Six schools considered to be at risk of being placed in a category by Ofsted (City of Leeds, South Leeds High, Braim Wood, John Smeaton, Carr Manor, Rodillian)

3.2.3 Support has been given by task teams from Education Leeds and other agencies co-ordinated by the Secondary Quality Assurance Advisers. These include consultants working as part of the ‘Six Schools’ project in collaboration with the DfES and with Mouchel Parkman. The first schools in this programme all faced challenges of low attainment and re-organisation.

3.2.4 The impact of this support has been successful in the majority of cases

Situation in April 2003 at the start of the current policy: • Three schools in special measures (Agnes Stewart, Merlyn Rees, Copperfields) • One school in serious weaknesses (Matthew Murray) • At least seven schools considered vulnerable

By April 2004: • Three further schools in special measures (St Michaels, Intake and Stonegate Special School) • Two schools removed from special measures and placed in serious weaknesses (Agnes Stewart and Copperfields College) • Two PRUs in serious weaknesses

Situation in July 2005: • One school in special measures and making reasonable progress (Intake) • One school in serious weaknesses but stable and improved (Agnes Stewart) • Two PRUs in serious weaknesses but improved • Five schools visited by HMI and deemed at least satisfactory • Two schools still highly vulnerable

3.2.5 A further three schools (Rodillian, , Wortley ) have been given targeted support with work on agreed areas such as the use of data, managing challenging students, and middle leadership development. Wortley has made substantial improvements in achievement, largely as a result of its own very good leadership. The other two schools have had small increases in results but are at an earlier stage of improvement.

3.2.6 Twelve schools were invited to participate in the Releasing Potential project, a joint venture funded by the DfES. Quality Assurance Advisers arranged a series of visits for these schools to schools in other LEAs to see successful initiatives at first hand. Themes included curriculum, assessment, boys’ achievement, and inclusion strategies. The schools are now using and sharing what they have learned. The visits took place in Summer 2005 and although it has generated some purposeful activity it is too soon to show an impact on results.

3.2.7 These and other schools have also been included in the science project designed to support leaders of science achieve improvements in their subject. Twelve schools have taken part in this project. Early analysis shows that this has helped to improve achievement with several of the schools showing substantial increases.

3.2.8 Other schools were classed as lighter touch under the School Improvement Policy and were entitled only to the regular monitoring and challenge of the Quality Assurance Adviser visits. However, recently Quality Assurance Advisers have worked in several of these schools to support the development of self evaluation. This is crucial to judgements made in the new inspection framework.

3.3 The New School Improvement Policy

3.3.1 The core role of challenge and monitoring is now being undertaken by School Improvement Partners (SIPs). These are mainly head teachers from other Local Authorities but include consultants and Leeds Quality Assurance Advisers. All have been assessed under a national accreditation scheme. SIPs communicate closely with Quality Assurance Advisers who co-ordinate support and intervention in a wedge (geographical area of schools).

3.3.2 The policy is being rewritten to provide a service of improvement for all, based on a partnership between schools and Education Leeds. A stronger emphasis is being placed on developing the capacity of schools for self-improvement, supporting areas requiring development in all schools, and encouraging schools to share and develop successful practice through collaboration and partnership.

3.4 The Strategy for Secondary Education

3.4.1 In January 2004 Education Leeds adopted a strategy for secondary education (see Appendix 2) which elaborated on the activities in the Education Development Plan (EDP) and acted as a framework for focusing our work with schools and for generating additional activities. It is proposed that the outcomes of this scrutiny be used to inform the generation of a revised strategy, developed in partnership with headteachers and likely to include leadership, personalised learning, and the development of learning communities.

3.5 Appendices

3.5.1 Appendix One. Key Stage 4 standards report from the Performance Management Team Appendix Two. The current Secondary Strategy

4. RECOMMENDATION

4.1 The report and appendices should be used as a starting point for discussion by the Scrutiny Board.

Scrutiny Board Inquiry into Secondary Achievement Appendix 1 : Report from Performance Management Information Team with statistical tables.

Leeds KS4 Performance 2005

LEA Overview Key Stage 4 performance has improved markedly in Leeds this year. Interim figures released by the DfES show that the percentage of pupils obtaining 5+ A*-Cs rose by 3.2% to 48.7%. There were improvements in other indicators as well, with 5+A*-G, 1+A*-G and average points scores all showing improvements on 2004 figures. Amended figures from schools have improved the figures held locally, to above 49% in terms of %5+A*-C.

Analysis by Pupil Groups The analysis of Key Stage 4 can be produced for several different groups of pupils, including Ethnicity and Free School Meal (FSM) eligibility.

Ethnic groups Several ethnic minority groups have made significant improvements in 2005. Appendix 1 shows the performance of each ethnic group for the past three years. Bangladeshi (15%), Black African (6.6%) Black Caribbean (10.6%) Kashmiri Pakistani (5%) and Other Pakistani (6.7%) pupils all showed significant improvements for the 5+A*-C measure.

These improvements have not be made at the expense of other indicators. Performance has improved at 5+A*-G and 1+A*-G also. Bangladeshi pupils showed improvements at 5+A*-G and 1+A*-G, rises of 15.7% and 12.2% respectively. Kashmiri Pakistani (2.4% and 5%) and Other Pakistani pupils (up 5.8% and 3.4% respectively) also showed improvements for these measures.

Several groups’ performance dropped in 2005. The achievement of pupils of Chinese and Indian heritage dropped by 14% and 8.4% respectively in terms of 5+A*-C, and performance of many of the different mixed heritage groups also dropped at 5+A*-C.

In terms of Fischer Family Trust (FFT) estimates, performance is below what is estimated. As an LEA, performance was 4.2% lower, but for some BME groups, this was significantly larger. Despite the improvements detailed, Kashmiri Pakistani (12.2%) Other Pakistani (8.5%), Black African (27.9%) Black Caribbean (12.1%) Chinese (17.6%) and White Irish (9.9%) pupils were well below their FFT estimate.

It should be noted that despite the drop in performance in 2005, Mixed Black African & White and Mixed Black Caribbean and White pupils were closer to the FFT estimate than the LEA average.

Scrutiny Board Inquiry into Secondary Achievement Appendix 1 : Report from Performance Management Information Team with statistical tables.

Many schools in Leeds recorded large improvements on previous year’s results. Appendix 2 shows the results for schools for the past three years. Several schools with significant ethnic minority pupils have recorded improvements. Improvements greater than the LEA improvement at 5+A*-C were seen at Roundhay, Intake High, Carr Manor, City of Leeds, and Lawnswood.

Gender Both boys and girls registered improvements on performance in 2004. The gap between boys and girls in terms of 5+A*-C closed by 0.2% to 9.3% in 2005. Both boys and girls improved by 1.4% in terms of 5+*-G, the gap remaining at 5.1% more girls achieving 5+A*-G.

Boys also closed the gap in terms of 1+A*-G, with a rise of 2.4% to 93.9% compared to an increase of 0.8% to 95.7% for girls, making the gap 1.8%.

Finally overall performance, measured by average points score shows that girls have widened the gap marginally with an overall improvement of 16.1 points per pupil, compared to an improvement by boys of 13.9 points. This creates a gap of 37.4 points, the equivalent of half a grade per entry between boys and girls

The effect of Free School Meal eligibility

Pupil eligibility for Free School meals (FSM) is recorded at the start of the calendar year in the Pupil Level Annual School Census (PLASC). In 2005, the gap between FSM –eligible and non eligible pupils was large for all measures.

S96 Avg Category Pupils %5+ A*-C %5+ A*-G %1+ A*-G Tot Pts Eligible 1507 18.0 71.5 82.3 210.8 2004 Not Eligible 6987 50.9 92.0 95.5 341.2 Eligible 1517 22.5 67.3 86.1 207.3 2005 Not Eligible 6969 54.8 90.0 95.8 341.3

The gap between groups at 5+A*-C was 32.3% in 2005, barely down from 32.9% in 2004. The gap widened for 5+A*-G to 22.7% from 21.5%, while the greatest progress was made at 1+A*-G, where the gap closed from 13.2% in 2004, to 9.7% in 2005. Overall performance has showed a widening of the gap between the two groups from 130 points per pupil, to 134 per pupil.

Scrutiny Board Inquiry into Secondary Achievement Appendix 1 : Report from Performance Management Information Team with statistical tables.

Free School Meal Eligibility Not Eligible Eligible %5+A*-C %5+A*-G %1+A*-G %5+A*-C %5+A*-G %1+A*-G Boys 50.5 88.5 95.7 19.6 65.0 86.9 Girls 60.3 93.0 97.5 26.3 72.1 88.1

At 5+A*-C, the difference between FSM eligible and non eligible pupils is wider for girls (34%) than boys (30.9%) in 2005. It is a similar picture at 1+A*- G, although the gap is smaller, being 8.8% for boys and 9.4% for girls.

Of the ethnic minority groups, Indian, Other Asian, Black Caribbean, Mixed Asian & White, Mixed Black Caribbean & White and Mixed Other were above the different at 5+A*-C for all ethnic minority groups.

FSM eligibility Non eligible Eligible %5+A*-C %5+A*-G %1+A*-G %5+A*-C %5+A*-G %1+A*-G Bangladeshi 42.9 85.7 92.9 42.1 94.7 100.0 Indian 62.4 99.3 99.3 37.5 87.5 87.5 Other Kashmiri 50.0 100.0 100.0 0.0 100.0 100.0 Kashmiri Pakistani 38.4 94.2 97.7 25.6 87.2 97.4 Other Pakistani 47.2 91.9 95.9 37.3 85.1 95.5 Other Asian 61.1 100.0 100.0 40.0 80.0 100.0 Black African 56.0 96.0 96.0 40.7 85.2 92.6 Black Caribbean 37.0 85.0 96.0 17.8 82.2 91.1 Black Other 30.4 91.3 100.0 26.1 78.3 91.3 Chinese 79.3 96.6 96.6 66.7 100.0 100.0 Mixed Other 60.0 88.6 91.4 12.5 37.5 75.0 Mixed Asian & White 61.1 94.4 100.0 25.0 75.0 100.0 Mixed Black African & 25.0 83.3 91.7 50.0 100.0 100.0 White Mixed Black Caribbean & 46.7 85.0 96.7 15.4 64.1 87.2 White Not Obtained 18.2 66.7 84.8 0.0 36.4 72.7 Other ethnic group 55.3 89.5 92.1 56.3 87.5 93.8 Refused 72.7 100.0 100.0 50.0 100.0 100.0 Unknown 0.0 0.0 0.0 0.0 0.0 0.0 White British 56.1 90.9 96.8 20.5 64.9 86.0 White Irish 55.2 82.8 93.1 9.1 81.8 81.8 Traveller of Irish heritage 0.0 0.0 33.3 0.0 0.0 0.0 White Other 65.6 87.5 95.3 42.1 68.4 89.5 Gypsy Roma 0.0 0.0 16.7 33.3 66.7 66.7 All White pupils 56.2 90.8 96.8 20.8 65.1 86.0 All Ethnic Minority pupils 49.7 91.3 95.8 30.7 81.0 92.9 Not Known 40.0 80.0 90.9 7.7 46.2 76.9

At 1+A*-G, Black African, Black Caribbean, Black Other, Mixed Other and Mixed Black Caribbean & White had a larger difference between eligible and non-eligible pupils than for all ethnic minority groups.

Scrutiny Board Inquiry into Secondary Achievement Appendix 1 : Report from Performance Management Information Team with statistical tables.

Appendix 1 – KS4 performance for Ethnic groups

Pupils %5+ A*-C %5+ A*-G %1+ A*-G S96 Avg Tot Pts 2003 2004 2005 2003 2004 2005 2003 2004 2005 2003 2004 2005 2003 2004 2005 Bangladeshi 64 52 31 37.5 26.9 41.9 81.3 78.8 93.5 90.6 84.6 96.8 270.6 223.9 332.2 Indian 194 174 165 56.2 67.8 59.4 94.3 97.1 98.2 96.9 98.9 98.2 351.2 389.2 364.4 Other Kashmiri 4 4 75.0 25.0 75.0 75.0 100.0 75.0 305.5 227.3 Kashmiri Pakistani 113 98 125 33.6 28.6 33.6 81.4 88.8 91.2 93.8 91.8 96.8 259.2 263.4 270.0 Other Pakistani 176 206 188 34.1 36.4 43.1 87.5 82.5 88.3 95.5 90.8 94.1 271.2 266.6 308.8 Other Asian 29 40 34 48.3 47.5 47.1 82.8 80.0 79.4 86.2 90.0 88.2 303.0 282.0 309.5 Black African 34 41 68 29.4 39.0 45.6 52.9 82.9 82.4 61.8 85.4 83.8 192.1 268.7 296.7 Black Caribbean 138 147 145 21.0 21.1 31.7 74.6 81.6 84.1 87.0 93.9 94.5 225.7 240.0 257.2 Black Other 44 58 42 25.0 25.9 28.6 68.2 74.1 88.1 88.6 84.5 97.6 224.4 223.6 263.1 Chinese 37 32 39 64.9 78.1 64.1 97.3 96.9 79.5 100.0 100.0 79.5 391.2 429.9 346.6 Mixed Other 37 45 44 43.2 26.7 50.0 86.5 80.0 77.3 91.9 91.1 86.4 308.7 238.7 311.7 Mixed Asian & White 27 31 31 59.3 48.4 45.2 92.6 83.9 83.9 96.3 90.3 96.8 349.4 307.2 303.9 Mixed Black African & White 7 18 12 14.3 27.8 16.7 57.1 61.1 66.7 71.4 77.8 75.0 175.7 220.8 228.4 Mixed Black Caribbean & White 81 101 100 28.4 38.6 34.0 82.7 79.2 76.0 90.1 87.1 92.0 258.8 264.8 248.7 Not Obtained 81 57 49 35.8 26.3 12.2 70.4 59.6 53.1 82.7 71.9 75.5 231.6 204.4 168.4 Other Ethnic Group 45 54 56 44.4 53.7 48.2 73.3 83.3 80.4 80.0 87.0 83.9 273.8 311.0 295.6 Refused 27 28 24 59.3 71.4 70.8 88.9 92.9 100.0 96.3 96.4 100.0 335.1 400.8 407.9 White British 7005 7219 7191 45.0 45.7 50.2 85.5 85.6 86.3 92.4 93.4 94.5 302.0 308.2 321.5 White Irish 36 29 41 58.3 58.6 41.5 86.1 86.2 80.5 94.4 96.6 87.8 332.4 358.9 299.3 Traveller of Irish heritage 3 5 4 66.7 0.0 0.0 100.0 40.0 0.0 100.0 80.0 25.0 320.7 127.4 15.3 White Other 66 61 84 53.0 45.9 59.5 89.4 82.0 81.0 93.9 90.2 91.7 318.4 308.4 321.1 Gypsy/Roma 2 8 9 0.0 0.0 11.1 50.0 37.5 22.2 100.0 62.5 33.3 112.0 100.8 66.6

Scrutiny Board Inquiry into Secondary Achievement Appendix 1 : Report from Performance Management Information Team with statistical tables.

Appendix 2 – School Performance 2004 and 2005 Pupil Numbers Black' 5+A*-C 1+ A*-G Avg Tot Pts Improvement 2004-2005 School 2004 2005 pupils 05 2004 2005 2004 2005 2004 2005 5+A*-C 1+A*-G S96pts Abbey Grange CofE High 200 204 10 68 79 99 99 417 430 10.9 0.0 13.1 Agnes Stewart CofE High 120 119 18 12 15 83 82 192 195 3.1 -0.6 2.9 Allerton Grange 295 295 51 40 38 93 96 279 268 -1.7 2.7 -11.1 Allerton High 177 180 14 63 61 97 99 374 363 -1.9 2.3 -11.2 Benton Park 248 232 3 69 59 98 98 419 402 -9.9 -0.1 -17.5 313 296 1 59 58 98 99 345 377 -0.6 1.2 32.1 Braim Wood Boys' High 86 87 3 27 33 92 92 232 259 6.3 0.1 27.4 Brigshaw High 235 233 0 51 52 94 99 320 342 0.9 4.2 21.5 Bruntcliffe High 276 260 3 46 44 97 95 324 324 -1.8 -2.5 -0.6 Cardinal Heenan RC High 181 186 5 61 64 95 98 375 383 3.0 2.8 8.3 Carr Manor High 120 159 40 19 28 84 89 213 239 9.3 5.3 26.2 City of Leeds 70 90 35 21 28 82 92 202 236 6.8 9.8 33.8 Cockburn High 203 201 9 29 35 84 88 218 250 6.3 3.9 32.0 Corpus Christi RC College 142 187 8 40 50 95 93 304 337 9.7 -2.0 32.7 Crawshaw 202 197 3 54 55 94 94 321 333 1.3 0.9 12.3 Farnley Park High 110 118 1 29 36 98 99 288 309 7.4 1.0 20.5 Garforth 310 303 0 81 75 99 98 433 386 -6.4 -1.0 -47.0 Guiseley 228 224 4 68 74 99 99 382 391 5.7 -0.5 9.0 228 229 0 63 70 98 100 349 369 6.9 1.8 20.3 Intake High Arts College 263 239 14 23 30 83 87 232 249 6.7 4.2 16.8 John Smeaton High 276 277 3 16 14 93 91 204 201 -1.9 -2.5 -3.5 Lawnswood 251 261 28 37 41 94 96 309 306 4.4 1.7 -3.0 Morley High 251 247 4 39 49 94 96 305 301 10.4 2.3 -3.7 Mount St Mary's RC High 168 180 11 50 56 93 94 313 367 5.6 1.0 54.4 Otley Prince Henry's 212 214 2 65 71 98 100 410 392 6.5 1.9 -18.7 Parklands Girls' High 129 123 10 24 37 92 93 234 273 12.6 1.2 39.6 LEA 8009 8570 45.3 49.2 92.9 94.2 309.2 318.2 3.9 1.3 9.0 National 53.7 56.5 95.3 97.4 340.4 346.6 2.8 2.1 6.2 Scrutiny Board Inquiry into Secondary Achievement Appendix 1 : Report from Performance Management Information Team with statistical tables.

Pupil Numbers Black' 5+A*-C 1+ A*-G Avg Tot Pts Improvement 2004-2005 School 2004 2005 pupils 05 2004 2005 2004 2005 2004 2005 5+A*-C 1+A*-G S96pts Priesthorpe 200 195 1 41 41 95 98 318 321 -0.5 3.5 2.8 Primrose High 90 122 21 32 23 80 86 248 205 -9.0 5.9 -43.2 Grangefield 204 199 1 46 58 97 98 304 339 12.3 1.4 35.3 Ralph Thoresby High 178 185 3 53 57 94 97 315 331 3.8 3.4 15.7 Rodillian 252 255 1 33 36 95 95 277 283 3.5 0.4 6.3 Roundhay 239 251 22 53 71 97 99 364 409 18.3 1.7 45.0 Royds 230 240 1 40 48 96 97 287 306 7.9 1.0 18.5 South Leeds High 260 9 20 88 193 St Mary's RC , Menston 165 174 0 82 83 100 99 436 448 1.3 -0.6 12.4 St Michael's RC College 90 100 16 37 36 97 88 321 316 -1.0 -8.7 -5.6 Temple Moor High 184 228 6 51 54 93 98 303 340 2.5 4.8 36.3 West Leeds High 217 215 6 33 34 90 93 248 271 1.0 3.2 23.3 High 160 173 4 66 62 98 100 381 360 -3.6 2.5 -20.8 Woodkirk High 321 310 4 61 67 96 95 362 343 6.1 -0.8 -19.4 Wortley High 185 159 2 25 37 95 87 296 298 12.1 -8.3 2.4 LEA 8009 8570 45.3 49.2 92.9 94.2 309.2 318.2 3.9 1.3 9.0 National 53.7 56.5 95.3 97.4 340.4 346.6 2.8 2.1 6.2 Improvements in green highlight improvement greater than the LEA improvement Improvements in red highlight falls from 2004 performance Scrutiny Board Inquiry into Secondary Achievement : Appendix 2 ITEM No:

Originator: Dirk Gilleard

Tel: 01132144068

REPORT TO EDUCATION LEEDS BOARD

SUBJECT: Strategy for Secondary Education

Executive Summary

1 2003 presented a mixed picture for secondary education in Leeds. Although standards are improving, they need to improve more quickly before young people can be described as having a good deal. This is a major challenge for an otherwise highly successful City.

2 The report suggests that central to success in meeting this challenge are three fundamental notions:

1. Everyone involved has to raise expectations of what it is possible for all our young people to achieve - this means school by school, class by class, and pupil by pupil. 2. Leaders need to take determined action to remove the barriers to learning being experienced by many young people. 3. We have to transform the quality of learning by questioning and challenging much of our habitual practice. Teachers have worked hard to transform teaching approaches at key stage 3 (years 7 to 9) and we need to both sustain this and transform the quality of learning and teaching at key stage 4 (years 10 and 11).

The paper outlines a strategy for better marshalling the resources at our disposal by adopting a unifying framework for action.

3 Firstly, leading and managing the challenge will be achieved through:

ƒ Climate change - an explicit strategy striving for excellence ƒ A systematic school improvement cycle - working with schools through an annual school improvement process ƒ Coherent complementary partnerships - assisting schools in getting the most out of collaboration ƒ The six schools Compact Partnership - working with the DfES and educational consultants to better support transition for our review high schools

4 Secondly, supporting a focus on learning and creativity through:

ƒ Transforming learning and teaching - developing more effective and coherent support for this agenda ƒ Liberating potential - so that any barriers to learning are quickly identified and removed ƒ Environments for learning and creativity - so that the developing school infrastructure stimulates and celebrates high aspirations and achievement

An appendix outlines a model for discussion, illustrating how strategic structures might better support progress with this agenda.

Scrutiny Board Inquiry into Secondary Achievement : Appendix 2

ITEM No:

Originator: Dirk Gilleard

Tel: 01132144068

REPORT TO EDUCATION LEEDS BOARD Date: 12 May 2004 Venue: Time:

SUBJECT: Strategy for Secondary Education

1 PURPOSE OF REPORT 1.1 The purpose of this report is to provide a model for the development and implementation of a strategy for secondary education in Leeds. The report seeks approval of the model as a basis for the development of more detailed action plans and commitment to the recommendations made in section 8.

2 BACKGROUND 2.1 In many ways, 2003 was a good year for secondary education in Leeds. Our high schools, as a whole, achieved the best ever GCSE results and the rate of improvement was above that achieved nationally. The test results for 14 year olds continued to improve and is now around the national average. A new era of collaboration between schools has helped some of our most challenged schools improve.

2.2 There is, however, a long way to go. New developments in data handling allow us to calculate the progress that individual pupils make from their attainments at the end of their primary education. This shows that, on average, pupils are making poor progress by the time they sit their GCSE results. In 2003, only 43% of year 11 achieved the benchmark of five or more ‘good grades’ at GCSE. If our pupils had made the ‘average’ progress achieved nationally, half of our pupils would have gained this standard.

2.3 This means that, although we are improving, we need to improve far more quickly before we can say we are providing our young people with a good deal. This is a major challenge for an otherwise highly successful City.

2.4 Central to success in meeting this challenge are three fundamental notions:

1. Everyone involved has to raise expectations of what it is possible for all our young people to achieve - this means school by school, class by class, and pupil by pupil. 2. Leaders need to take determined action to remove the barriers to learning being experienced by many young people. Scrutiny Board Inquiry into Secondary Achievement : Appendix 2 3. We have to transform the quality of learning by questioning and challenging much of our habitual practice. Teachers have worked hard to transform teaching approaches at key stage 3 (years 7 to 9) and we need to both sustain this and transform the quality of learning and teaching at key stage 4 (years 10 and 11).

2.5 Through adopting these notions we will make more effective use of the considerable resources at out disposal. For example, through the Excellence in Cities programme, the Leadership Incentive Grant and more recent agreements with the DfES. It is vital that we mobilise these resources around these notions. The model in this paper attempts to tie a wide range of existing and new strategies into a coherent model for achieving a secondary education worthy of young people in Leeds.

3 THE ISSUE 3.1 This paper proposes two interdependent dimensions for the strategy:

1. Leading and managing the challenge - so that partners in this enterprise can maintain a strong sense of purpose, ensure committed action and deliver 2. A focus on learning and creativity - so that learning and teaching can be transformed, barriers to learning effectively overcome and environments created which support this focus

3.2 Leading and managing the change

Four strands are proposed for this agenda

3.2.1 a) Climate change - striving for excellence There are a range of motivations for actions. Motivation based entirely on accountability tend to strive for satisfactory or good quality outcomes. However, where motivation is centred on learning, improvement takes on a sustainable quality. Where this is enhanced by creative thinking and a culture of mutual coaching, teams and organisations can achieve excellence. It is proposed that Education Leeds works with partners to secure a systematic strategy for developing excellence.

ƒ Appendix 1 describes how the Partnership Board might sit within a framework of research and development and school collaborations to help make this happen. ƒ Education Leeds is exploring the Pacific Institute’s Investment In Excellence Programme and how this might support excellence in learning, teaching and leadership. Existing pilots have generated much positive feedback in Leeds and there are case studies of good impact in several authorities and individual schools.

3.2.2 b) A systematic school improvement cycle Education Leeds has recently consulted on its School Improvement Policy. The implementation of the policy is leading to a clearer annual process of target setting, peer review and moderated self evaluation for all high schools. All services contribute to the process of achieving an annual ‘school summary profile’, agreed with each school and tied into a common ‘Quality Standards Framework’. The process also is well differentiated so that schools causing concern receive more support for school improvement processes. It is proposed that this framework be further refined to embrace:

ƒ a greater emphasis on the discussion of improvement strategies once an area for development has been agreed with a school Scrutiny Board Inquiry into Secondary Achievement : Appendix 2 ƒ a more coherent and supportive response where schools identify individual curriculum areas in need of intervention

Education Leeds is seeking to appoint two additional secondary quality assurance advisors to increase capacity in this area.

3.2.3 c) Coherent complementary partnerships High schools and Education Leeds have committed to a complex array of partnerships. These are witness to a strong developing collaborative ethos. However, many partners feel that arrangements are not sufficiently coherent or complementary. The following proposals seek to improve the efficiency and effectiveness of partnership arrangements:

ƒ Undertake a review of the key accountability to help avoid duplication of effort and allow a greater synergy in the use of resources. ƒ Review, with headteachers, the collaborative arrangements for the Leadership Incentive Grant (LIG) and Excellence In Cities (EIC) so that arrangements reflect local need, provide a rich mix of expertise for collective action and support long term development. ƒ Project based partnerships should continue to be facilitated, which use LIG or EiC resources, and which transcend area-based collaboratives and so help schools access specialist excellence on a City wide basis.

Appendix 1 describes outlines a model used at the EiC Partnership Board to promote discussion.

3.2.4 d) The six schools Compact Partnership A new partnership has been formulated for six schools in the centre of the City. These schools are part of the Secondary Review process. The partnership has emanated from a new Compact agreed with the DfES and has brought with it a major school improvement resource, in the form of educational consultancy. This is intended to help these schools meet the challenges they are facing whilst, in the case of four schools, undergoing a major transformation into two new schools: the East Leeds Academy and the new South Leeds High School. It is proposed that:

ƒ these schools retain membership of area based collaboratives (as described above) ƒ the school improvement services within Education Leeds work closely with the Educational Consultants (Mouchel Parkman) to ensure that the additional school improvement resource meets each school’s needs and adds value without overwhelming each school’s capacity for managing change.

3.3 Focus on learning and creativity

Three complementary strands are proposed for this agenda.

3.3.1 a) Transforming learning and teaching Teachers and support staff in Leeds have access to a wide range of materials and support for transforming teaching and learning and we are beginning to see the impact at Key Stage 3. However, the range of materials available and the time delay in brokering some aspects of support means that there is a lack of coherence and pace in meeting schools needs and aspirations. The proposals in this strand seek to improve the speed at which we can respond to these needs and aspirations whilst adding greater coherence and manageability to the process:

Scrutiny Board Inquiry into Secondary Achievement : Appendix 2 ƒ Education Leeds will review its support for the key stage 3 strategy so that consultants are better able to provide support across a range of generic teaching and learning approaches. ƒ Schools will be assisted in providing frameworks for teacher self evaluation and self directed, individualised programmes; for example, using the DfES SfCC materials and the Hay’s Group self evaluation materials. ƒ Secondary Quality assurance Advisors will develop and adopt toolkits which schools can utilise to assist teams in reviewing, evaluating and developing teaching strategy. ƒ Education Leeds will seek to secure a professional development programme to assist teachers in striving for excellent performance in classrooms. This will initially be targeted at schools facing the greatest challenges

3.3.2 b) Liberating potential Schools are aware of the challenges which many young people face in learning. Many schools express concerns about their capacity to meet the range and volume of these barriers to learning. This strand is intended to assist schools in developing more integrated approaches to removing these barriers whilst raising aspirations for all.

The motivation and learning of young people is at risk when they are at major points of transition or when they have a limited expectation of what the future might hold for them. Education Leeds will work with partners to raise the expectations of young people, remove barriers to learning and secure more efficient transition from one phase of learning to another.

ƒ Building partnerships to ensure that there are clear accessible and high quality pathways for 14 to 19 year olds ƒ Further utilise EiC resources to give pupils in all phases of learning a stronger and optimistic sense of their possible futures ƒ Agree good practice guidelines for the effective preparation, transition and induction of young people into any significant change of setting for their learning. ƒ Ensuring that the strategies for primary education and secondary education combine in clarifying, with schools, the personal and social qualities which young people can expect to be nurtured in Leeds schools. ƒ Work with schools to develop pastoral systems which are proactive in leading the raising of aspirations and achievement and which effectively co-ordinate the range of resources and expertise available to remove barriers to learning for individuals and underachieving groups (including partnerships with parents, mentoring, learning support units, ethnic minority achievement coordinators, gifted and talented provision, Connexions advisors, careers support, work related curriculum coordinators) ƒ Work with schools through the key stage 3 strategy consultants to ensure that pupil progress is effectively monitored so that appropriate intervention strategies can be utilised when pupils are identified as under-performing.

3.3.3 c) Environments for learning and creativity Leeds has secured major investment for the development of its High School infrastructure and is making good progress in its bid to for a Building Schools for the Future (BSF) programme. There is a significant relationship between the design of schools and the models of learning and teaching which they embrace. This strand is about facilitating thought and discussion about the school environments needed to excite creativity and stimulate learning in our young people and their communities. The strand will embrace: Scrutiny Board Inquiry into Secondary Achievement : Appendix 2

ƒ Making the most of the BSF programme ƒ Developing effective models for Extended Schools so that schools can better reflect and support the needs and aspirations in their communities ƒ Working with schools on the review and development of the workforce ƒ Maximising the impact of ICT on learning

4 FINANCIAL IMPLICATIONS 4.1 There are no immediate financial implications in the development of these proposals beyond currently secured resource.

5 STATUTORY IMPLICATIONS 5.1 There are no statutory implications.

6 EQUALITY IMPLICATIONS 6 Many of the strategies embraced in this report centre on identifying and redressing underachievement of groups of young people

7 LINKS TO KEY PRIORITIES 7.1 EDP priorities for 2004 - 2005: Priority 1: Leadership and Management in Schools: 1.1.2; 1.2.1; 1.2.2; 1.3.2; 1.3.4 Priority 3: Secondary Education and Post 16, all strands Priority 4: Inclusive Education: 4.1.2; 4.2.1 Target Groups: 1; 2.4; 2.5

8 RECOMMENDATIONS 8.1 That the board notes the recommended strategy for secondary education in Leeds 8.2 That the model described is approved as the basis for wider consultation with stakeholders 8.3 That more detailed action plans should be formulated, based on this model and reflecting feedback from consultations

APPENDICES Appendix 1: The Future of the Leadership Incentive Grant and associated Collaboratives in Leeds

CONTACT DETAILS Dirk Gilleard, Strategic Manager for School Improvement Tel: 0113 214 4068 Mobile: 07960 165749 Email: [email protected]

Scrutiny Board Inquiry into Secondary Achievement : Appendix 2 Appendix 1

The Future of the Leadership Incentive Grant and associated Collaboratives in Leeds

Introduction

The DfES and Education Leeds Stocktaking Meeting (Autumn 2003) raised concerns about the complexity of arrangements for the Leadership Incentive Grant (LIG) in Leeds. The fear was expressed that arrangements might not be sufficiently sharp to deliver the floor targets for the most vulnerable schools. It should be noted, however, that more recent feedback from the DfES confirms that that progress is being made by most of our collaboratives.

Education Leeds has agreed with the DfES to undertake a review of LIG arrangements alongside those for EiC in May 2004. This paper suggests a model of how LIG might develop in the next financial year.

Collaborative structures

Although most existing LIG collaboratives are based on wedges, some include just two schools and, whilst these pairings have been effective, it can be argued that there is a lack of clarity about what it means to be in a collaborative or a partnership. It is suggested that Education Leeds should review, with headteachers, the collaborative arrangements for the Leadership Incentive Grant (LIG) and Excellence In Cities (EIC) so that arrangements:

ƒ clearly distinguish between partnerships and collaboratives ƒ continue to support existing effective collaborations ƒ minimise the demand on headteachers time ƒ reflect local need and Leeds City Council’s plans for area based service delivery ƒ provide a rich mix of expertise for collective action by involving several high schools ƒ help schools access specialist excellence on a City wide basis. ƒ support long term development ƒ tie into the relevant support structures in Education Leeds in a more integrated way ƒ clearly distinguish between strategic functions (at headteacher level) and operational functions (deputy and assistant teacher levels)

The model

The following model suggests that a number of collaborative should be formed reflecting the Council’s area based delivery structure. Each school would therefore have a place in a collaborative of several high schools.

Each collaborative would operate through Collaborative Steering Groups and Collaborative Implementation Groups:

ƒ Collaborative Steering Groups would comprise headteachers, LIG consultants and Quality Assurance (QA) Advisors. These groups would undertake peer assessment and audits to identify priorities, allocate resources and review impact. ƒ Collaborative Implementation Groups would comprise key senior staff from schools, EiC Area Managers, KS 3 advisors and consultants. These groups would design and implement the programmes and action plans needed to meet their Steering Group’s priorities. The groups would report to their steering group

To add coherence across the City, Excellence Groups would be charged with developing frameworks, programmes and dissemination events for promoting and stimulating excellence Scrutiny Board Inquiry into Secondary Achievement : Appendix 2 (see diagram 1). These groups would report to Partnership Board. The groups would attract school and service leaders in Education Leeds and the Council who have ambitions for developing excellence and can develop strategic capacity in agreed focus areas. At this stage it is suggested that these should reflect the strands proposed in the strategy for secondary education:

ƒ Transforming learning and teaching ƒ Liberating potential ƒ Environments for Learning and Creativity

Funding 2004 - 2005

Funding for 2004/5 is dependant on progress reports, submitted for collaborative activity in 2003/4, being judged by the DfES to be acceptable. It is anticipated that this will be the case.

In 2004/5, more ‘successful’ schools volunteered £15,000 of their notional £125,000 allocation into a fund which was redistributed to schools facing challenging circumstances (£17,000 for each school). In addition, some collaboratives set up their own pots to provide additional resource for collaborative working.

It is suggested that a similar approach be adopted for 2004/5 with the ‘top slice’ being provided as a fund for each collaborative to deploy on its priorities and greatest challenges. It is suggested that contributions should be in the order of 20K to 35K.

Diagram 1.

Partnership Board

Collaborative Steering Groups

Set priorities Develop and Allocate resources implement action Review progress Report progress Implementation Groups

EXCELLENCE GROUPS Transforming Liberating potential Environments for Develop Strategy across the City teaching and learning and Identify, promote and support excellence learning creativity

AGENDA

ITEM NO.: 12

Originator: Mark Tyson

Tel: 39 50492

REPORT OF THE HEAD OF SCRUTINY AND MEMBER DEVELOPMENT

REPORT TO THE SCRUTINY BOARD (CHILDREN & YOUNG PEOPLE) DATE : 15TH DECEMBER 2005 SUBJECT : SCRUTINY BOARD INQUIRY REPORT – EXTENDED SCHOOLS - FORMAL RESPONSE

Electoral Wards Affected : Specific Implications For :

Ethnic Minorities Women Disabled People

1. INTRODUCTION

1.1 In September 2005, the Scrutiny Board (Children and Young People) agreed an Inquiry report on Extended Schools. It is the normal practice to request a formal response from departments to the Board’s recommendations, once a final report has been issued.

1.2 A formal response has now been received from Education Leeds. This is attached along with the Board’s original inquiry report.

1.3 Members are asked to consider the response provided by Education Leeds, and to decide whether any further scrutiny involvement is required. In particular Members are requested to consider the frequency of any future progress reports against the recommendations originally contained in the Scrutiny Board’s report.

1.4 In deciding whether to undertake any further work, Members will need to consider the balance of the Board’s work programme.

2.0 RECOMMENDATION

2.1 Members are asked to consider the response provided and to decide whether further scrutiny involvement is required.

Report of Scrutiny Board (Children and Young People)

Extended Schools

Date of Publication: September 2005

SESSIONAL EVIDENCE

Reports and Publications Submitted

• Extended Schools - Report of the Chief Executive of Education Leeds - 9th December 2004 • Extended Schools - Report of the Chief Executive of Education Leeds - 13th January 2005 • John Smeaton Community High School - Extended School Update Report - January 2005 • Written summaries of Visits (see below)

Witness Heard

• Ken Morton, Excellence in Cities Director, Education Leeds • Peter Costa, Strategic Manager, Children and Families, Education Leeds • Mark Hopkins, Strategic Manager, Study Support, Education Leeds • Sonia Sharp, Deputy Chief Executive, Education Leeds • Doug Martin, Strategic Co-ordinator (Children and Young People’s Strategic Partnership), Learning and Leisure Department • Andrea Richardson, Quality and Standards Manager, Early Years, Learning and Leisure Department

Dates of Scrutiny

• 9th December 2004 • 13th January 2005 • 10th March 2005

Visits • Hillcrest Primary School, 18th February 2005 (Mr Britten and Kate Arscott, Principal Scrutiny Adviser) • Abbey Grange High School, 22nd February 2005 (Councillor Hyde and Professor Gosden) • East Leeds Family Learning Centre, 23rd February 2005 (Mr Britten and Mrs Bowie) • Windmill Primary School, 24th February 2005 (Councillors Ewens and Murray) • Quarry Mount Primary School, 1st March 2005 (Councillor Ewens and Mrs Bowie) • John Smeaton Community High School, 2nd March 2005 (Councillor Hyde and Mr Britten)

SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE)

EXTENDED SCHOOLS

1.0 INTRODUCTION

1.1 In 2002, the Department for Education and Skills (DfES) published its policy guidance document ‘Extended Schools: Providing opportunities and services for all', which encourages the increased use of school buildings to provide a range of services and activities to help meet the needs of pupils, families and the wider community. In the 2002-2003 school year, the DfES also sponsored twenty five local education authorities to develop extended schools pathfinder projects.

1.2 At the first meeting of the Scrutiny Board (Lifelong Learning), in July 2004, Members decided that they wished to scrutinise progress in Leeds in developing the concept of Extended Schools.

1.3 The first full service extended school in Leeds is being developed at John Smeaton Community High School in the east of the city.

1.4 The inquiry was conducted through a mixture of formal sessions of the Scrutiny Board attended by senior officers of Education Leeds and a series of visits by pairs of Members to schools and units. Each visit was chosen to reflect a different perspective on how the extended schools agenda is already developing in Leeds.

1.5 A summary of the evidence considered in arriving at the Board’s conclusions and recommendations from this inquiry is presented at Appendix 1. Due to time constraints the report was finalised by the Scrutiny Board (Children and Young People) as the successor Board to the Scrutiny Board (Lifelong Learning).

2.0 SCOPE OF THE INQUIRY

2.1 The objective of the review was to consider the role of extended schools in meeting the Council’s commitment to making the most of people. More specifically the inquiry aimed to make an assessment of and, where appropriate, make recommendations on: • The current position in Leeds in developing the principles of extended schools • The potential benefits for pupils and schools, families and communities • The capacity to analyse local need and generate local involvement • The role of area management arrangements in influencing the development of extended schools • The role of other key partners and stakeholders in developing the concept of extended schools • The role of parental involvement (the Scrutiny Board decided that parental involvement should form a strand of each of their major inquiries during the year)

3.0 BOARD CONCLUSIONS AND RECOMMENDATIONS

3.1 Members were extremely impressed with the hard work and dedication they witnessed from staff on the visits which formed part of this inquiry, and the evident commitment to the extended schools principles. We would like to thank everyone who was involved in these visits for their time and hospitality, and to commend their efforts in seeking to offer young people and local communities a broad range of opportunities.

3.2 One of the clearest messages from our work was the range of possible approaches to the extended schools agenda, and the importance of developing local approaches to match local needs, rather in the way that Surestart has evolved in communities.

3.3 This echoes the findings of the DfES evaluation of the national extended school pathfinder projects, which concluded that, underpinning the different experiences was an emerging understanding of the task of extended schools in the following terms: An extended school maximises the curricular learning of its pupils by promoting their overall development and by ensuring that the family and community contexts within which they live are as supportive of learning as possible.”

3.4 The growth of extended schools has the potential to change the way schools see themselves, the way education works with other local services, agencies and communities and the way people relate to their local schools. Clearly this is an ambitious and demanding vision, and it is therefore no surprise that the evidence from many of the pilots, and from local experience, is that many schools are initially focusing on one or more aspects of this agenda rather than trying to do everything at once.

3.5 At the same time the Council and its partners are looking to implement the requirements of the Children Act 2004 which will mean closer working between all services for children. We welcome the decision to focus Education Leeds’ work on extended schools through the Children and Young People’s Strategic Partnership. We hope that this dual approach will help schools to maintain their focus on educational standards, whilst playing a key role in neighbourhood renewal. We acknowledge that balancing these roles can be a real challenge for schools.

3.6 Integrated children’s services require a change right across the system. This programme of change must be based on a common understanding of how services can achieve better outcomes for children and young people; on commonly accepted principles; and on a shared understanding of effective practice. It is people and not structures that will deliver change. Co-location can be an effective part of bringing professionals together where the positive contribution of different professional expertise is respected.

3.7 Here in Leeds we enjoy an advantageous starting point as a result of : • Beacon status early years provision and children’s centres; • Successful breakfast club strategy; • Nationally recognised study support team; and • The number of activities already taking place in Leeds schools which meet the definition of extended schools.

3.8 During our Inquiry we saw evidence of a range of approaches which varied from offering some additional educational activities for existing pupils, to models which place the school truly at the heart of its community, with access to a wide range of complementary services. In our view all communities deserve access to such broad models of delivery, but that does not necessarily mean that all schools either could or should offer every possible extended service.

3.9 Particularly at primary level, collaboration between a cluster of schools may be the most effective and sustainable approach to delivery. We welcome the support being offered by Education Leeds to develop and support schools across each of the five wedges across the city.

Recommendation 1 That Education Leeds seeks to build closer partnership working between the many stakeholders to deliver the extended schools agenda.

3.10 As in previous Inquiries that the Scrutiny Board has undertaken, we have sought to look not just at the strategy, but at the practicalities of implementation on the ground. It is in this area that our recommendations are focused, with the aim of reinforcing some key messages that we feel are important to the continued successful development of the extended schools concept across Leeds.

3.11 A number of key requirements were highlighted to us as practical lessons from the pathfinder projects and our own visits, particularly for full service extended schools: • dedicated management structures and the deployment of co-ordinators with appropriate time and expertise; • appropriate and adequate governance arrangements; • genuine community consultation and participation; • investment in genuine partnerships; • the embedding of school activities in wider local strategies; • the production of viable long-term plans; and • co-ordination of funding streams and the time limited nature and differing priorities of initiative-led funding.

3.12 If we are to successfully harness and build on the good practice, enthusiasm and willingness that we saw evidenced on the ground, then we must help to address these practical issues.

3.13 The governance, legal, property and financial issues associated with the development of extended schools present a new challenge for schools. Education Leeds have been developing a ‘toolkit’ to help schools begin to address the key questions. Schools pointed out to us during our visits that these were areas where they would benefit from guidance. They also noted that the changes they were undertaking would also require a change in the way that support services are provided and the type of advice that may be sought by schools in the future.

3.14 At a school management level too, there is a need for adequate support to any extended activity. Nationally this is raising the debate about the potential role of school/site managers who are not necessarily professional teachers. With appropriate support mechanisms in place, the development of the extended school should not become an over-burdensome distraction from teaching and learning for the headteacher.

3.15 We also understand that if Children’s Trust arrangements become the preferred route for commissioning and funding extended provision, this may help to address these challenges, particularly from a funding perspective, in the longer term.

Recommendation 2 That Education Leeds, working with its partners, helps to develop and promote governance and commissioning models which will assist in providing the infrastructure and finance for successful extended schools.

3.16 We had a particular interest in any operational issues that schools may need to address in considering how they respond to the extended schools agenda. In particular, following our work as a Scrutiny Board last year on the Private Finance Initiative (PFI), and the follow-up work we have undertaken this year on both PFI and Building Schools for the Future (BSF), we were concerned about possible constraints that these models might place on schools’ ability to respond flexibly to opportunities to expand their roles in the community.

3.17 Both conceptual and contractual issues will need to be addressed where schools are being replaced and refurbished, in order that renewal does not become an artificial barrier to the extended schools development. We hope that the contractors and partners that are selected will also prove to be receptive and flexible to the continually changing education agenda.

3.18 We recognise that this area of concern does not apply to all schools, particularly in the primary sector. However a significant proportion of the city’s secondary schools will be improved through these programmes.

Recommendation 3 That Education Leeds ensures that plans for the rebuilding and refurbishment of schools do not compromise the development of extended schools.

3.19 Whilst we acknowledge that there is a great deal of enthusiasm and energy in some quarters to develop the extended schools agenda, we also felt that for some heads and governors there was a tendency to view any additional use of the school as detrimental or a risk. We understand that this can be due in part to a very cautious approach to legal and financial responsibilities. We also understand the tensions that can be felt around the school’s core educational purpose, against which the school management’s success is measured. Support needs to be available to get the message across that additional activity should be enriching and complementary to the core educational focus of the school.

Recommendation 4 That Education Leeds seeks ways of engaging those school leaders and governors who are reluctant to embrace the extended schools concept, so that their pupils and wider communities may benefit from this development.

3.20 An issue that arose from some of our visits where integrated provision is more well developed is that of differential pay rates. For example in some cases staff are managing colleagues who are paid more than they are, or staff with similar levels of responsibility are on very different pay rates. In particular we saw evidence of this in the early years provision. We recognise that this is not just a Leeds issue, but we are concerned that it needs to be addressed as more and more services work more closely together.

Recommendation 5 That Education Leeds reports back to us on what work is being undertaken to address differences in terms and conditions of service.

3.21 When we set out to undertake this Inquiry, we saw it very much as an assessment of developing practice, and this has proved to be the case. In particular the convergence of extended schools and integrated children’s services has become more and more evident over the last year.

3.22 We hope that our report reflects this evolutionary approach, and that our recommendations will contribute to the ongoing development of extended schools in Leeds.

3.23 Overall we felt that there is a staggering amount of work and partnership activity already going on in Leeds schools. The outreach work in particular is making contact with people who would not naturally come into schools. We saw evidence of the positive impact of staff goodwill, and strong leadership and management.

3.24 As a city we need to build on this solid basis, looking to plug some of the gaps and avoid duplication, and as an authority we need to facilitate the breaking down of artificial and operational barriers that can frustrate the development of this exciting potential.

Report Agreed by the Board on 8 September 2005

………………………………………………………..…..

Signed by the Chair of Scrutiny Board

(Children and Young People)

AGENDA ITEM:

Originator: Ken Morton Telephone: 2144489

REPORT OF THE CHIEF EXECUTIVE OF EDUCATION LEEDS REPORT TO SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) DATE: 15th December 2005

SUBJECT: Extended Schools

Electoral Wards Affected: Please indicate that the following have been addressed within the report:

Specific Implications For: Resource Implications: Ethnic Minorities Finance Women Personnel Disabled People Accommodation/Buildings

Policy Implications:

1.0 Purpose of the report.

1.1 The report aims to outline actions taken to address recommendations made by the Scrutiny Board (Children and Young People) in their report on Extended Schools published in September 2005.

2.0 Context.

2.1 The Government has developed / clarified a number of aspects of its extended school strategy since the last Scrutiny Board session on Extended Schools in March 2005.

The Department for Education and Skills (DFES) published Extended Schools: Access to opportunities and services for all. A Prospectus.’ (see www.teachernet.gov.uk/extendedschools). The prospectus introduced the concept of an ‘extended school core offer’ which significantly overlaps with the Childcare Strategy and the Children Centre offer. QUALITY • High quality childcare 8am-6pm CHILDCARE • Year round (wraparound care) • Provided on school site or through local providers with supervised transfer arrangements A VARIED MENU • A varied menu of activities to be on offer such OF ACTIVITIES FOR as homework clubs and study support, sport, YOUNG PEOPLE music tuition, dance and drama, arts and crafts, special interest clubs, visits to museums and galleries, volunteering, business and enterprise activities. PARENTING • Information sessions at key transition points SUPPORT • Parenting programmes run with the support of other children’s services • Family learning sessions to allow children to learn with their parents SWIFT AND EASY • Swift and easy referral to a wide range of REFERRAL specialist support services such as speech therapy, child and adolescent mental health services, intensive behaviour support and (for young people) sexual health services. Some may be delivered on school sites. COMMUNITY • Wider community access to ICT, sports and ACCESS arts facilities including adult learning.

3.0 Recommendation 1 That Education Leeds seeks to build closer partnership working between the many stakeholders to deliver the extended schools agenda.

3.1 Advantage has been taken of the extensive partnership arrangements through the Leeds Initiative framework to support delivery of the extended schools agenda. These include: Children Leeds - using the Refocusing and Integrated Frontline Services group to develop strategic direction. Children Leeds - using area based Children and Young People groups to develop local cluster / collaborative approaches – an extended school sub-group now operates in each area. District Partnerships – extended schools feature strongly in local regeneration plans.

3.2 Colleagues from the Early Years Service are contributing significantly to developments at City and local level. Officers from Education Leeds are working closely with colleagues from the Early Years Service to align proposals for Children Centres and extended schools.

3.3 A senior Youth Service Manager has been seconded to Education Leeds to work with the extended school team to build improved partnership arrangements between education and youth services.

3.4 To support the concept of remodelling the children workforce the Government has extended the remit of` the National Remodelling Team (NRT). The NRT provides support at a local authority level by building skills and capacity through a structured change programme to engage schools and agencies. It is to the credit of local partnership arrangements that a team of 14 has been trained to work as extended school remodelling consultants (ESRC). The consultants have been drawn from Education Leeds, Early Years, the Youth Service, the School Nursing Service and the voluntary sector with each partner offering up to 30 days of consultancy. Consultants will work with schools and their partners to support delivery of the ‘core offer’ outlined above.

3.5 Awareness raising sessions have taken place with hundreds of stakeholders in recent months. These have been organised in a variety of formats, venues and styles. High profile events have been arranged through the Children Leeds partnership; these have attracted large numbers of children services staff and other stakeholders. Headteachers and governors have attended 4 sessions specifically targeted at them. These have been followed up by meetings with families of schools and other clusters.

4.0 Recommendation 2 That Education Leeds, working with its partners, helps to develop and promote governance and commissioning models which will assist in providing the infrastructure and finance for successful extended schools.

4.1 The Education Leeds team leader with responsibility for extended schools is a member of the Children Leeds Building the Partnership group which is charged with looking at options for inter-agency governance and commissioning. The group is developing governance and commissioning models/options related to city, area and locality delivery of children services.

4.2 The No Child Left Behind Area Management Boards offer opportunities to consult and negotiate with schools about future deployment of Education Leeds services.

4.3 Partnership arrangements to deliver extended services have now been established through the following ‘clusters’ of school, who are committed to working towards delivering the ‘core offer’ by September 2006. These ‘clusters’ have secured Extended Schools Standards Fund grant through a process monitored and approved through the Children and Young Peoples Strategic Partnership. The process of supporting, developing and approving the proposals has demonstrated true partnership working at a local and central level involving key ‘stakeholders’ from the public, voluntary and private sectors.

Cluster Cluster Schools

Allerton Bywater Brigshaw High School Allerton Bywater Primary School Gt.Preston C of E Primary School

Otley Otley Prince Henry's Grammar School Otley All Saints Primary School Westgate Primary School The Whartons Primary School Ashfield Primary School

EAZ Sth Lds EiC Action Zone in South Leeds Clapgate Primary School Carr Hunslet St Mary's Primary School Low Road Primary School Middleton Primary School

Inner North West Rosebank Primary School Quarry Mount Primary School Brudenell Primary School

5.0 Recommendation 3 That Education Leeds ensures that plans for the rebuilding and refurbishment of schools do not compromise the development of extended schools.

5.1 As part of the delivery of the Leeds Building Schools for the Future programme the Council has agreed to establish a Local Education Partnership (LEP). The Partnership Service Specification details the roles and responsibilities of the LEP. The LEP will assist the Local Authority in identifying and promoting New Projects (projects that fall within the scope of the LEP exclusivity) and to seek to develop solutions to meet Local Authority requirements. Within the specification the LEP is expected to meet a number of requirements specifically related to extended schools including: • Understand the concept of an extended school and the range of possible models. • To develop expertise in and support the local plans for extending schools for community use and benefit • Understand and have expertise in design requirements, including for example considerations such as good signage, external lighting and car parking, heating controls for use outside school hours.

5.2 Revenue arrangements to meet the costs of delivering the ‘core offer’ and sustaining the state of buildings at a higher standard are not secured. Work is ongoing to map the current arrangements in terms of funding and usage. We are also working with schools to ‘imagine’ future usage. The amount of usage being considered for BSF is higher than that in existing PFI schemes and should address government targets re 8-6 provision during term time. However, there is understandable caution about committing to pay for facilities where evidence to identify how revenue costs will be met is limited. For example, the ‘core offer’ envisages wrap round care being available not just in term time. To achieve this it is envisaged that school buildings will be open during ‘holiday’ periods. Contracts are being negotiated which will allow the school and or the Council to ‘buy’ additional hours and space as required at a pre-arranged rate.

6.00 Recommendation 4 That Education Leeds seeks ways of engaging those school leaders and governors who are reluctant to embrace the extended schools concept, so that their pupils and wider communities may benefit from this development.

6.1 Further awareness raising and dissemination sessions are scheduled in 2006 to include: A conference for Secondary Headteachers in February. Workshops at the Annual Governors Conference.

Other approaches include: Updates to the Leeds Quality Standards Framework to demonstrate how the extended school concept and developments can contribute to school self evaluation Maintaining a high profile on a range of partnership networks. Direct contact with individual and groups of schools offering support from colleagues in the Extended Schools team and Early Years Service. Support from the multi-agency Extended School Remodelling Consultant Team. Dissemination of good practice – establishing a momentum in the City which all schools want to be involved in.

7.00 Recommendation 5 That Education Leeds reports back to us on what work is being undertaken to address differences in terms and conditions of service.

7.1 Individual partners / agencies are currently seeking to address differences in terms and conditions of service within the context of their existing arrangements. Schools have been engaged in a remodelling agenda which is culminating in December 2005 in new structures being established. The Early Years service has recently negotiated new grades for some posts in early years provision.

7.2 The Extended Schools Development Manager is meeting with employee representatives to brief them on potential implications for staffing arrangements.

7.3 Work is underway with colleagues in Human Resources to explore how differences in terms and conditions of service have been addressed in existing multi-agency settings.

AGENDA

ITEM NO.: 13

Originator: Kate Arscott

Tel: 247 4189

REPORT OF THE HEAD OF SCRUTINY AND MEMBER DEVELOPMENT SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) DATE : 15TH DECEMBER 2005 SUBJECT : FINAL INQUIRY REPORT – LOOKED AFTER CHILDREN

Electoral Wards Affected : Specific Implications For :

Ethnic Minorities Women Disabled People

1. INTRODUCTION

1.1 At the last meeting of the Board, Members agreed to consider the draft report of the Looked After Children Inquiry at this meeting.

1.2 This Inquiry was started in 2004/05 by the Scrutiny Board (Social Care), but completed by the Scrutiny Board (Children and Young People).

1.3 The draft final report arising from the Inquiry is now being finalised for this Board’s approval, and will be presented at the Board meeting.

1.3 The comments of those who have contributed to the Board’s Inquiry will be incorporated into the draft report as appropriate.

1.4 A formal response to the recommendations will be reported back to the Scrutiny Board in due course, in accordance with normal practice.

2. RECOMMENDATION

2.1 That the Board agrees the inquiry report on Looked After Children.

AGENDA

ITEM NO.: 14

Originator: Kate Arscott

Tel: 247 4189

REPORT OF THE HEAD OF SCRUTINY AND MEMBER DEVELOPMENT SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) DATE : 15TH DECEMBER 2005 SUBJECT : WORK PROGRAMME

Electoral Wards Affected : Specific Implications For :

Ethnic Minorities Women Disabled People

1.0 INTRODUCTION

1.1 A copy of the Board’s current work programme is attached for Members’ consideration. The programme reflects changes agreed at the last meeting of the Board.

1.2

2.0 RECOMMENDATIONS

2.1 The Board is requested to agree the attached work programme subject to any decisions made at today’s meeting.

SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) – WORK PROGRAMME 2005/06 - LAST UPDATED 17th NOVEMBER 2005

ITEM DESCRIPTION NOTES DATE ENTERED INTO WORK PROGRAMME Meeting date: 19th January 2006 - The deadline for reports for this meeting is 10.00am on Tuesday 4th January Transition To consider a report on the transition strategy for To include an evaluation of the common 16/06/05 transfer between different stages of education transfer week in July 2005 for pupils moving from primary to secondary school in September 2005 Secondary To consider evidence as the second session of the achievement Board’s Inquiry Youth Services Post To consider a progress report on the implementation 08/09/05 Inspection Action of the Youth Services Post Inspection Action Plan Plan following the external inspection of the youth service in 2004 Meeting date: 30th January 2006 – The deadline for reports for this meeting is 10.00am on Friday 13th January The Children Act To consider evidence as the second session of the Board’s Inquiry Meeting date: 16th February 2006 - The deadline for reports for this meeting is 10.00am on Tuesday 31st January Education Leeds To receive the half yearly monitoring report on the The Scrutiny Board receives regular reports Contract Monitoring contract with Education Leeds on the performance against the contract LEA Post Inspection To consider a further update on progress against the As requested by the Board on 8th 08/09/05 Action Plan (PIAP) Action Plan following the external inspection of the September 2005 youth service in 2004 Performance To receive performance information in relation to Monitoring corporate targets within this Board’s portfolio Looked After To consider performance information in relation to A framework was agreed by the Scrutiny 17/11/05 Children the Council’s services to looked after children Board on 17th November 2005 Behaviour Support To consider a further update on progress against the 08/09/05 Action Plan originally presented to the Board on 8th September 2005 SCRUTINY BOARD (CHILDREN AND YOUNG PEOPLE) – WORK PROGRAMME 2005/06 - LAST UPDATED 17th NOVEMBER 2005

ITEM DESCRIPTION NOTES DATE ENTERED INTO WORK PROGRAMME Meeting date: 16th March 2006 - The deadline for reports for this meeting is 10.00am on Tuesday 28th February Secondary To consider evidence as the third session of the Subject to confirmation of the terms of achievement Board’s Inquiry reference The Children Act To consider evidence as the third session of the Board’s Inquiry Young People’s To consider and approve the draft final report of the 08/09/05 Scrutiny Forum Inquiry following the young people’s deputation to Council of 1st November 2005 Meeting date: 6th April 2006 - The deadline for reports for this meeting is 10.00am on Tuesday 21st March Inquiry Reports To approve the Board’s final Inquiry reports Annual Report To approve the Board’s draft annual report All Scrutiny Boards are required to report annually to full Council on their work Working Groups Recruitment and To consider the staff resources available for The working group will meet on 12th January 17/11/05 Retention of preventative and child protection services. 2006 at 10am and 30th January at 2pm. Children’s Social Workers