Agenda and draft minutes

Rachel Buckler and Clare Werrett.

None.

A written question from a member of the public was received and read:

“I am a Monmouthshire resident and am writing ahead of the Strategic Equality Plan meeting on 18^th June. The report boasts about the success of the Let’s Talk Monmouthshire digital platform launched in January 2025. However, the council's Strategic Equality Plan 2024–28 explicitly noted in its appendix that during initial consultations, residents did express clear concerns regarding gender identity and stressed the importance of *differentiating between sex and gender*. These concerns appear to have been sidelined in the final implementation.

I have a question arising as a result of this. The committee report highlights that 14,165 contributions were received to the Let's Talk Monmouthshire portal. During the foundational consultation for this plan, constituents raised clear objections to the blurring of sex and gender. Where in this annual monitoring report can women see that their feedback regarding the preservation of single-sex services has been listened to and acted upon?” – ACTION: to provide a written response.

Sharon Randall-Smith introduced the report and answered the members’ questions with Cabinet Member Laura Wright:

• Is it compulsory for all ALN children, including those in specialist resource base (SRB) areas, to learn Welsh?

It depends on the individual pupil. For children with additional learning needs, their Individual Development Plan sets out whether they should learn Welsh, as the curriculum is tailored to their needs. The authority must consider provision for all learners, but participation in Welsh language learning is determined by what is appropriate for each child.

• Is there sufficient appropriate support for Welsh medium learners with additional learning needs, and are they more likely to leave Welsh medium education at transition?

There is sufficient and appropriate support available within Welsh medium schools, identified through regular reviews under the ALN framework. A Welsh-speaking member of the inclusion team supports these schools, and additional specialist support can be sourced from other authorities if needed, although this has not been required to date. While transition rates from primary to secondary Welsh medium education have been lower than desired in some areas, targeted work – such as strengthened links between schools, increased engagement, and additional support for pupils – has been undertaken to improve these rates, and there is optimism that they will increase over time.

• What role does Coleg Gwent play in supporting Welsh medium education?

Coleg Gwent is a partner represented on the Welsh in Education Forum and supports post-16 learners, particularly those who do not remain in local sixth forms. It offers a range of courses and helps track pupil progress, ensuring learners can continue developing their Welsh language skills and maintain opportunities as they enter the workforce.

• Without a dedicated Welsh medium secondary school, will transition rates ever align with primary numbers, and how effective is current secondary provision?

Transition rates are variable and have not always matched primary uptake, though there are improvements in some areas. Current provision, including collaborative arrangements and pilot initiatives, has enabled increased participation at AS and A level and allowed pupils to access expertise across schools. This approach has shown early success and is helping to sustain Welsh language learning beyond GCSE.

• What progress has been made towards establishing full-time Welsh medium secondary provision?

There is currently sufficient capacity in existing secondary provision for the short to medium term. However, discussions are ongoing with neighbouring authorities to explore partnership models, as pupil numbers within the county alone may not yet justify a standalone Welsh medium secondary school.

• Will the planned restoration of ‘Ti a Fi’ provision at the Deri View site proceed?

Work is ongoing with relevant partners to restore TFE provision at the site, and while there is no specific update provided, there is confidence that it will be delivered as it is important for supporting the growth of Welsh medium education.

• How feasible is it to maintain surplus places in Welsh medium schools given wider budget pressures?

Some surplus places are expected when expanding Welsh medium provision, as new or growing  ...  view the full minutes text for item 4.

Cabinet Member Angela Sandles and Nia Roberts introduced the report and answered the members’ questions:

• What challenges are faced in promoting the Welsh language in a county like Monmouthshire, particularly given its older demographic, and is it harder to engage older generations compared to younger ones?

It can present challenges, particularly as traditional promotion methods such as social media and online platforms may be less effective for older generations. However, it is emphasised that it is never too late to learn Welsh, and there are many opportunities available. To address this, the Council is increasingly focusing on community-based activities and events – such as inviting residents into County Hall for St David’s Day celebrations – to engage a wider range of people and make Welsh language learning and use more accessible across all age groups.

• What are the key challenges anticipated in progressing the Welsh Language objectives over the next year?

One of the main challenges is increasing the number of staff able to speak Welsh, as higher capacity is needed both to meet demand for services and ensure compliance with Welsh language standards. While there has been a significant increase in staff learning Welsh since the start of the strategy, there has been a slight decrease in participation this year, and further growth is needed. Another key challenge is managing translation services, where rising demand and budget pressures are prompting a review of delivery models, including exploring collaboration with other authorities and improving internal processes to ensure efficiency while maintaining quality.

• Is there any specific provision of Welsh language courses for councillors, and will councillors be informed about these opportunities?

Welsh language courses available to staff are also available to councillors, fully funded and typically starting around September. Councillors will be contacted directly with details about these courses. In addition, guidance materials and practical resources – such as commonly used Welsh phrases for meetings and supporting recordings – are being developed to help councillors use Welsh more confidently in the chamber.

• Is artificial intelligence being used to support translation, and how effective is it?

AI can be a useful tool for translation, but only where the user has sufficient Welsh language skills to check and verify the accuracy of the output. At present, the authority continues to rely on external translators, as AI is not yet considered reliable enough to be used independently without human oversight.

• How is Welsh language promoted and perceived within schools, particularly in areas with historically low usage, and what progress has been made?

There are clear signs of progress, with increased promotion and integration of Welsh language and culture even in English-medium schools and areas with historically low usage. Examples include participation in national events such as the Eisteddfod, increased visibility of Welsh within school environments, and the regular use of incidental Welsh. These developments demonstrate growing engagement among pupils and parents and reflect wider improvements in the promotion and uptake of Welsh language across the county.

Chair’s Summary:

The chair thanked the Cabinet  ...  view the full minutes text for item 5.

Cabinet Member Angela Sandles and Pennie Walker introduced the report and answered the members’ questions with Matthew Gatehouse:

• Is the trauma-informed approach to reducing school absence being extended to include social and emotional learning for all pupils, not just those already identified as having issues?

A written response will be provided to confirm this. It is understood that the data may already cover all pupils, but this will be checked and clarified. – ACTION: to receive a written response

• What more can be done to improve apprenticeships, work experience opportunities, and support for young people aged 16–24 who are not in employment, education, or training (NEET)?

There is significant work underway to expand opportunities, including a new work experience programme bringing pupils into the Council, support with CV writing and interview skills, and a stronger focus on apprenticeships. All relevant roles are now reviewed to assess whether they can be offered as apprenticeships, with oversight at senior level. Broader workforce planning and new initiatives – such as digital career exploration tools – are also being developed to promote career pathways and address the wider national challenge.

• What further action can be taken to address the gender pay gap, particularly where it relates to differences between job roles (for example, valuing care roles compared to other occupations)?

Work is ongoing to address structural and cultural factors contributing to the gender pay gap, including encouraging women into higher-paid and senior roles through training and development. A formal job evaluation scheme is in place to ensure that roles of equal value are paid equally, with independent assessment and trade union involvement to maintain transparency. While progress has been made, further work is needed through workforce planning, skills development, and broader societal change.

• What is meant by SMEs, and how will the Council rebuild and grow the number of disability confident employers, particularly among local businesses?

SMEs refers to small and medium-sized enterprises, classified by the number of employees. The Council’s employability team is working with the Department for Work and Pensions on a new programme that actively engages local businesses, particularly smaller ones, by meeting them directly, explaining the disability confident scheme, and encouraging them to join at entry level. This targeted engagement is intended to increase the number of participating organisations over time.

• How are larger businesses being engaged in the disability confident scheme, and how is business size categorised?

Business size is generally determined by the number of employees. Larger organisations are already more represented within the scheme, including the Council itself, which is the largest local employer. The current focus is on expanding participation among smaller businesses, although engagement with larger employers continues. The scheme is not primarily about cost but about creating supportive workplaces for people with disabilities – whether physical or mental – by promoting inclusive practices such as flexible working and a supportive environment, helping make organisations more accessible and attractive to potential employees.

• Do grant funding opportunities to support the diversification of rural businesses apply to  ...  view the full minutes text for item 6.

The committee discussed and agreed a number of updates and additions to its forward work programme.

A site visit to Tudor Street, Abergavenny, previously agreed at an earlier meeting, would be arranged over the summer outside the formal committee schedule.

The next meeting on 14^th July would focus on homelessness.

Councillor Howarth requested that a future report be tabled on Domiciliary Care services in the north of the county.  He also requested the Housing Allocations Policy and the Rural Allocations Policy be added to the work programme.

Members requested an update on age-friendly communities, reflecting the following themes discussed earlier in the meeting:

• Digital inclusion and access to consultation – ensuring residents who are not digitally included can still take part through in-person forums, paper copies in libraries, and contact centre support.

• Engaging older residents in Welsh language promotion – recognising that online/social media approaches may be less effective for older generations, with more emphasis on community-based activities and accessible events.

• Accessible public conveniences – discussion about upgrading facilities in Goytre, including accessibility and provision, and the wider review of the toilet strategy.

• Accessible and inclusive services – wider discussion of disability confident employers, social model of disability training, and inclusive procurement, all relevant to creating supportive communities for people as they age.

Noted.

The minutes were approved, proposed by Councillor Crook and seconded by Councillor Stevens.

14th July 2026 at 10.00am.