Agenda item

Purpose:

This report asks for members to consider the full contents of the draft EAS Business Plan 2019-2020 and the Local Authority Annex 2019-2020, as part of the regional consultation process.  Through this activity members will ensure that the plan enables appropriate support for schools to improve and that all pupils reach their potential across Monmouthshire.

Recommendations:

1. Members are asked to take the opportunity to comment on the contents of the Business Plan as part of the consultation process, and provide a written response as appropriate.

2. Members are asked to consider the main strengths and areas for development within Monmouthshire, as detailed in LA Annex and to consider how LA services can be aligned to meet the ambitious targets within the Business Plan, therefore ensuring all pupils meet their full potential.

Key Issues:

1. The EAS is required to submit an annual overarching regional Business Plan with

accompanying annexes for each of the five Local Authorities (LAs). This Business Plan (2019–2020) outlines the programme of work that is required to continue to accelerate outcomes and provision for children and young people in settings and schools in South East Wales. The plan focuses on the need to raise aspiration and accelerate improvement in pupil outcomes, improve the quality of teaching and leadership, support schools to realise the national reform agenda and to continue to build upon the self-improving system within and across schools and settings.

2. Priorities for the Business Plan have been derived from Local Authority Strategic Plans, the progress that has been made towards the previous Business Plan, areas that have been identified as requiring improvements through internal self-evaluation processes, external research and feedback from Estyn. The delivery model for the Business Plan is on a regional basis, the needs of each school and trends within each LA are met through bespoke work with each school. This Business Plan addresses Monmouthshire local authority strategic priorities that fall within the remit of the work of the EAS.

3. The delivery model for the Business Plan is on a regional basis, the needs of each school and trends within Monmouthshire are met through bespoke work with each school. The EAS offers a wide range of bespoke support that is based upon best practice.

4. The EAS Business Plan priorities continues to be shaped using the outcomes of external reviews and research:

 Member scrutiny:

The EAS Principal Challenge Adviser for Monmouthshire and Principal Challenge Adviser for Newport introduced the EAS Business Plan for 2019/20.  Following presentation of the report, questions were invited:

·         In response to a question, it was explained that pupils have been consulted via School Councils; a summary of feedback received was offered.  It was confirmed that staff have been consulted through strategy groups and should have been included on the list of consultees, and that feedback will be provided for next year.  Some concern was expressed that feedback appeared to have been obtained from Headteachers only.

·         Guidance on interpreting the data presented in the LA specific appendix was provided.  Step 1 (data) is not now published, Step 2 examines a schools’ capability to improve and Step 3 indicates the support to be provided.

·         A Member requested information why Monmouthshire has less green category schools in comparison with others in SE Wales.  In response, it was confirmed that there is a story reflecting the category and any changes for each school and consequently the level of support required to improve. Suggestions on layout will be conveyed to the Learning Intelligence Team (LIT).

·         County Councillor T. Thomas declared an interest as a Governor of Ysgol Gymraeg Y Fenni and questioned the frequent change of Challenge Adviser, noting that the lack of continuity is not helpful.  It was responded that this comment will be conveyed to the EAS.  It was also explained that Welsh speaking Challenge Advisers are continually sought but recruitment is difficult in this area.

·         It was accepted that there were some errors contained in the first report circulated and this will be reported back to the LIT.

·         It was commented that the County has lower levels of Free School Meals (FSM) pupils and consequently, Pupil Development Grant (PDG).  It was queried what the EAS can do to assist delivery of interventions for FSM pupils with less funding than other areas.  It was explained that the EAS is partnering Monmouthshire schools with well performing schools in areas outside the region that reflect similar socioeconomic demography to share best practice.  More information was offered for a future meeting.  Peer review work with Professor Mick Waters is in progress and this can also be reported upon at a future meeting. The Cabinet Member explained that Monmouthshire has consistently good outcomes for children eligible for free school meals at Foundation Phase and Key Stage 2, but it is recognised that improvement at KS3 and KS4 is needed.  It is also noted that we have the biggest gap relating to children moving in and out of county on transition to secondary school, whereas most authorities retain the same cohort and this can impact on performance data.  Professor David Egan has been commissioned to carry out work on the nature of poverty in rural communities and its impact on education standards. Monmouthshire is the lowest funded authority in the country, has suffered the deepest cut this year and has the lowest shares of Education Improvement Grant and Pupil Development Grant. Referring to results at KS4 and FSM, the secondary headteachers have been asked what help can be provided for Y11 pupils.  £75,000 has been made available; £1000 per FSM pupil to provide, for example, additional one to one support, resources, holiday revision.  

·         It was explained that Challenge Advisers monitor how schools spend their Pupil Development Grant, and the impact especially on vulnerable learners especially FSM.

·         A Member noted that underperformance at Key Stage 4 is a common topic across the region.  It was agreed that there is a focus on KS4 to ensure pupils achieve the best from their potential.  Key Stage 3 is also a similar focus.  Reassurance was provided that the focus on these key stages was not at the expense of Foundation Phase and Key Stage 2.

·         Considering exclusions, a significant increase was noted in fixed term exclusions of 5 days or fewer at primary and secondary, and a decrease at 6 days plus.  The Chief Officer offered to provide further information on these statistics.  There are significant behaviour challenges in schools; these are often managed by the use of short term exclusion.  The ALN review recognises the need for an effective and graduated response to behaviour issues in classrooms to try and retain pupils in school. 

·         In response to a question about new professional standards, the difference between national and regional was explained.  To support, EAS has designed a programme with less emphasis on professional leadership training and central training, and more emphasis on learning network schools (designated by a robust quality assurance process to share strengths across the region.  The EAS provides a regional service to provide a joined up approach in the use of the new professional standards.  Clarification was provided that higher education institutes annually review the impact of the EAS’s work.

·         Referring to pockets of deprivation in the county, it was questioned if any funds were available to encourage good practice.  It was confirmed that a list of good work and strategies used is being collated in order to share knowledge to maximise impact.