Agenda item

Dr Morwenna Wagstaff introduced the report and answered the members’ questions with Jacquelyn Elias:

Is the current funding model for Additional Learning Needs sustainable, and is sufficient funding following the child, or is pressure on ALN provision contributing to school deficits?

Funding for Additional Learning Needs is largely delegated directly to schools, with a smaller retained element for exceptional or unforeseen cases. There is a strong system in place to understand needs early – particularly through early years forecasting – and to plan provision accordingly. However, increasing demand and complexity of need are recognised as creating pressure on school budgets, and this is acknowledged as an ongoing challenge. The approach taken is to use robust data and evidence from reviews such as this one to clearly demonstrate need and justify any future requests for additional funding. The emphasis is therefore on evidence-based planning and forecasting, rather than assuming current funding is fully sufficient.

What does an evidence-based approach to literacy in Specialist Resource Bases actually involve – does it focus on one method such as phonics, or a broader approach?

The approach is broader than any single method. The aim is to ensure consistency across all Specialist Resource Bases, using interventions that are supported by evidence and guided by educational psychology expertise. While elements such as phonics or decoding skills may be used, the approach is tailored to individual learners. Each child typically has a personalised programme, delivered at an appropriate pace and focused on small steps and overlearning to ensure progress is secure before moving on. The intention is not to apply a single uniform method, but to combine evidence-based practices with highly individualised delivery.

What is being done to support meaningful work placements for learners in Specialist Resource Bases, and are there examples of success?

There are already examples of successful work placements for post?16 learners within Specialist Resource Bases, with schools actively identifying suitable opportunities and supporting pupils into them. While these opportunities can be challenging to secure, there is clear evidence that they can be delivered effectively. The work is ongoing and is seen as an important measure of success for ALN provision, particularly where learners transition into employment or supported work placements. The intention is to expand this further through collaboration and continued development of opportunities, recognising the importance of real-world outcomes for learners.

How can we reduce the number of pupils placed out of county, given that 37 remain in external placements and local therapeutic provision appears limited?

There has already been significant progress in reducing out-of-county placements over time, with many more pupils now supported within Monmouthshire. However, it is recognised that further development is needed, particularly in relation to social, emotional, and mental health provision. Work is underway to expand local provision to better meet these needs, including developing new approaches aligned with emerging demand patterns. It is expected that this will reduce the number of external placements over time.

At the same time, it is acknowledged that a small number of highly complex cases – particularly those involving profound or multiple medical needs – might always require specialist provision that cannot realistically be delivered locally. Therefore, while reductions are expected, it is unlikely that out-of-county placements will ever reach zero.

What is the current cost of out-of-county placements, particularly those that could potentially be provided locally?

This will be provided after the meeting. (ACTION)

What is holding back the development of local therapeutic provision, particularly in terms of securing health partner (NHS) agreement, and who is responsible for resolving this?

There are recognised challenges in aligning with health partners, particularly due to the complexity and scale of the NHS as an organisation. While there is positive operational collaboration – such as working with a designated education link officer – there is less clarity and consistency at a strategic level. One key issue is the expectation placed on schools to deliver increasingly complex and sometimes invasive medical care, which sits at the boundary between education and health responsibilities. This challenge is not unique to Monmouthshire and is being addressed nationally through a Welsh Government review of healthcare provision for children in educational settings.

The council is actively contributing to this national work and continues to engage with health partners locally. However, resolving the issue requires broader alignment at a national governance level rather than being solely within the council’s control.

What is the timescale and plan for implementing new provision for social, emotional and mental health (SEMH) needs, particularly at primary level?

A proposal for SEMH provision has been developed and has already progressed through internal approval processes, including securing funding. The intention is to implement new provision from the next academic year, subject to final stages of the formal decision-making process. The provision will target a small group of primary-aged learners currently out of school and will aim to create a more sustainable and structured offer, aligned with existing Additional Learning provision in the county. Funding will come from a combination of local authority resources and Welsh Government capital grant funding, supporting development over the next academic year.

Chair’s Summary:

Thank you for the report and the responses to the members’ questions. The committee again extends its gratitude to all of the staff involved. The committee suggests that reports such as these would benefit from particular (anonymised) examples of positive impacts/improved outcomes. The report was moved.