Agenda item

Dr Morwenna Wagstaff introduced the report, Jacquelyn Elias and Hayley Page delivered a presentation, and they answered the members’ questions:

·        The Chair requested that acronyms and initials be properly explained in reports and asked about the possible stigmatising effect of terminology.

The team acknowledged the importance of avoiding acronyms and stigmatising terminology in reports.

·        A member asked about the additional learning provision and partnership lead role, evidence for statements in the report, and numbers of children in the service.

The additional learning provision and partnership lead role was initially a two-year secondment, extended for another year. The role is funded by Welsh Government grant funding. Evidence for improvements comes from the additional learning provision reviews conducted in 2023 and 2025, with summary reports and action plans available. There are currently 194 children placed in specialist resource bases, with a total of 229 available spaces.

·        A request was made for evidence to support statements in the report.

Summary reports of the additional learning provision reviews and action plans can be shared, and the team will consider making these available on the external site– ACTION

·        The Chair asked to what extent terminology is used within range of the pupils, thinking in terms of stigma.

Efforts are made to ensure children in Specialist Resource Bases feel part of their host school community, and the language used within schools is more inclusive.

·        A member asked about annual spending on out-of-county placements, the quality of individual development plans (IDPs), and funding models for Specialist Resource Bases.

Annual spending on out-of-county placements is approximately £2.3 million, excluding transport costs. The Council aims to reduce this figure by developing more local provision to keep children within their communities, which also helps to reduce transport costs. The quality of IDPs varies, and there is ongoing work to ensure consistency through cluster meetings and sharing best practices. Funding models for Specialist Resource Bases are being reviewed to ensure they reflect actual needs and staffing demands. Partnership agreements have been developed with host schools.

·        The Chair asked if transport dependency has changed in light of home to school legislation changes?

Transport dependency has not changed following the home-to-school legislation changes. This is because there remains a statutory entitlement to transport for children attending specialist provisions. The local authority continues to work closely with the pupil transport unit to identify efficiencies. Where appropriate, families are offered personal transport budgets if they choose to transport their children themselves. However, decisions are needs-led and based on what’s best for the child and family. The high cost of transporting children with disabilities – particularly out of county – also motivates efforts to develop more local specialist provision – ACTION: to provide transport costs

·        Clarity was sought about the number of pupils currently in out-of-county provision.

There are currently 55 pupils in out-of-county independent or specialist provisions.

·        A member asked about the impact of travel time on attendance and well-being, capturing learner and family experiences, and risk of non-compliance with legislation.

Travel time is carefully considered, and its impact on attendance and well-being is monitored through regular reviews. Strategies are in place to support children during travel, and efforts are made to keep children as close to their communities as possible. Learner and family experiences are captured through annual reviews, one-page profiles, and ongoing communication. Non-speaking children’s views are gathered creatively, involving parents and professionals. The team is confident in their compliance with the ALN Act and its requirements, ensuring all old statements are converted to IDPs by the deadline.

·        A member asked about out-of-county placements in England and whether Monmouthshire hosts any.

Out-of-county placements in England are considered when appropriate, and Monmouthshire does host children from neighbouring counties in its specialist resource bases.

·        A member asked if the recommendations from the previous year's report were achieved, and if any were carried over to the current report.

Some recommendations from the previous year are ongoing or progressing, and the detailed report will be shared as soon as possible – ACTION: to provide further detail previously supplied as an appendix

·        A member asked how the Council is mitigating the impact of budgetary pressures on additional learning needs coordinators and support staff.

The Council supports schools through professional learning and development programs, regular forums for additional learning needs coordinators, and ongoing training for support staff.

·        A member asked how the Council plans to meet increased demand from pupils with social, emotional, and mental health challenges and neurodevelopmental needs.

The Council is aware of the growing needs and is working on forecasting and projecting support for these learners. They have implemented the Autism in Schools and Settings programme and ensure that needs are met regardless of diagnosis.

·        The Chair asked if, in practice, a child could be placed on a pathway without a diagnosis.

Yes, a child can be placed on a pathway without a diagnosis. The approach is needs-led and person-centred, focusing on the individual child’s barriers to learning rather than requiring a formal diagnosis. Tools like the one-page profile help identify what support is needed based on how the child presents. For example, a child who later receives an autism diagnosis might initially receive support for speech and communication needs. Provision is tailored and monitored over time in partnership with the child and their family. The model emphasises inclusive, high-quality teaching and strategies that benefit all learners, regardless of diagnosis, with more specialist interventions used only when necessary.

·        A member asked what the criteria are for pupils to go to the bases, and whether they need a statement.

Pupils accessing Specialist Resource Bases typically have a statutory plan, such as an individual development plan, reflecting their additional learning needs. These placements are determined by a panel.

·        A member asked if the Monmouthshire model has removed the need for parents to go through long appeal processes to get a statement of special educational needs.

While the model aims to meet needs effectively, there are still processes in place for appeals. Currently, there are no ongoing appeals for placements in Specialist Resource Bases. The Council works closely with parents to resolve disagreements, often using mediation and disagreement resolution.

·        A member asked if there are any plans to provide our own specialist provisions given the reliance on out-of-county placements and rising needs.

The Council considers their network of Specialist Resource Bases as their special school. They believe in keeping children close to their communities and feel that their current model is effective. They are one of only two local authorities in Wales without a discrete special school building.

Chair’s Summary:

The Chair thanked the officers for the report and their responses to the committee’s questions and wished to extend the committee’s appreciation for the team’s valuable work.