Agenda item

Following consultation with the Director of People and Deputy Chief Executive, it was agreed that this meeting would be Education themed.

Discussion:

The Committee received a presentation on the items under this theme, and this was followed by questions and discussions.

Retaking GCSE English and Maths - it was commented that sixth forms did not always take on young people that did not pass GCSE English and Maths  who wanted to study other subjects, and they had to go onto college to take English and Maths, when they should be able to attend sixth form to retake those subjects alongside other A-level subjects. The Committee was informed that some sixth forms did still take on pupils and allowed them to retake GCSE English and Maths alongside other subjects at A-level. Ultimately it was down to individual schools and providers to make the decision and determine their offer, a decision based on what was feasible for them to deliver as well as the young person’s capability.

It was further commented that even if a young person had not passed GCSE English and Maths, they should not be prevented from taking other subjects, as taking other subjects was better than not being in education at all. The Committee was informed that discussions continued to take place with partners on the offer for young people. Schools could not be compelled to take on young people  for sixth form education, it was difficult for schools to make sixth forms financially viable, and they needed to consider the number of courses offered as well as funding available. The service continued to work with schools to make sixth form provision and offer accessible for young people and feasible for schools.

Exclusions – in response to a comment that the report highlighted high exclusion rates and the impact on Not in Employment Education or Training (NEET) figures, the officer informed the Committee that the suspensions and exclusions data presented were for 2023/24 and since then there had been significant progress made in reduction of permanent exclusions which would be evident in the validated published data for 2024/25. As a result of the revised Fair Access Protocol (FAP) schools Trusts had developed internal programmes of suspensions which enabled children to remain onsite and receive support rather than being sent offsite.

Sharing of learning – it was asked if the service was confident that sharing of good practice took place between schools. The Committee was informed that schools were viewed collectively, the school to school agenda focused on celebrating successes and highlighting this in correspondence such as in school bulletins. The local headteacher network worked proactively and supported each other, Academies participated and engaged with the schools forum and there was good collaboration and sharing of practice between maintained and academy schools in Medway.

Tracking progress post Covid- in response to a question on what provision had been put in place as some of the effects on young people following Covid was only now emerging and what support was in place for teaching and school staff, the officer said that work continued to be undertaken nationally to understand needs of children during that period  as well as those born during at that time. On analysis of comparative data, there was no evidence of more of an effect of the impact of Covid on Medway children against those nationally during that period. Social communication issues of children as a result of Covid had now started to emerge and work was being undertaken with public health, speech and language, and other groups to address issues. There had been some benefit of the teaching strategies utilised during that period, such as understanding of virtual learning and development of increased online learning provision for parents and carers . Support for teachers was provided and continued to be provided through their individual school trusts.

Special Educational Needs and Disabilities (SEND) outcomes  - there was concern regarding the performance of SEND children in Medway which were below national average in academic outcomes at every point of measure. Officers explained that at the recent inclusions conference, one of the areas of discussions was the use of data to tackle issues with disparity. Working with teachers and local provision on a way forward to meet the needs of young people was a priority and focus for educators. There was a commitment to work with Early Years providers to develop a plan to address academic outcomes. There were already plans in place for all other phases, however, these needed to be reviewed.

SEND and NEET – in response to a question on the number of SEND children that were NEET and what specific options were in place to encourage them to continue with education and training, the officer said that whilst there were no specific post16 plans in place, children with Education Health Care Plan (EHCP) as part of their plans had incorporated their aspirations for post16 such as securing internships. Young people without an EHCP could access further education such as A-levels or college courses.

It was further commented that many children from deprived areas as well as those that were Elective Home Educated (EHE) became NEET and it was asked how that was being addressed. The Committee was informed that there had been some work undertaken to improve understanding of the factors that led to NEET status for those cohort of children. The changes expected in the Children’s Wellbeing and Schools’ Bill would address issues with children being EHE as it would allow for a register to be kept of those children and more LA powers for children that were vulnerable. There was already targeted work being undertaken within the Information Advice Guidance (IAG) team who contacted families with children that were EHE to ensure they received information about their options post 16, as they missed out on crucial careers advice and guidance provided in schools.

Early Years – it was commented that there was evidence of good levels of achievement of developmental milestones in early years but learning outcomes were below national average and  it was asked if this was due to teaching issues. The officer said that the ‘Best Start in Life’ initiative was welcomed due to the work being undertaken in moving children through the transitional stages of education. Leaders focused on transition from preschool, worked towards government targets and performance of children at the end of reception. Quality of teaching was also being looked into, to support improved quality interactions and building on what was already in place to ensure children achieved expected milestones.