Agenda item

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 schools take time to fill. Overall trends show increasing enrolment in Welsh medium education, with younger year groups filling more quickly. These places are expected to be taken up over time, and the situation differs from English medium schools where pupil numbers are declining.

• What provision exists for educational psychology support through the medium of Welsh?

There is currently limited need for Welsh-medium educational psychology support. Where required, the authority can access Welsh-speaking educational psychologists from other authorities, but this has not been necessary so far.

• What are the financial implications of late immersion provision, given it is grant-dependent and may create additional revenue pressures, and when does the current grant expire?

The Welsh grant funding for late immersion has been in place for a number of years but has remained largely static. Previously, it was sufficient to cover the full cost when provision was limited to one class, but as provision has expanded across multiple schools, additional funding has been required. The grant is now part of a wider funding arrangement, still ring-fenced for this purpose, but the local authority is supplementing it to sustain and grow the provision. Future delivery models – such as sharing resources, transport arrangements, or peripatetic provision – are currently under discussion with school leaders to ensure the service remains viable as more schools come on board.

• How does the authority engage home educated children with the Welsh language, and is there any monitoring or encouragement of Welsh learning for these pupils?

Elective home education is not classified as school provision, so the authority cannot dictate the curriculum or require Welsh language learning. Responsibility for the curriculum sits with parents, although the authority ensures that the education provided is appropriate. There is an officer who works closely with families, and where parents express interest, they are signposted to Welsh language resources such as online courses. Additionally, during engagement days with families, opportunities are taken to promote the Welsh language, although participation remains voluntary and cannot be mandated.

• How many bilingual teachers are there in Monmouthshire primary schools, and what support is available for staff who want to learn Welsh?

There is no definitive figure for fully bilingual teachers, as not all staff formally report this. However, data in the WESP report shows increasing confidence levels in Welsh among teachers year on year. A wide range of professional learning opportunities is available, including Welsh Government-funded sabbatical schemes that cover training and staff backfill costs. Additional free courses and training are also available, and schools benefit from staff who return from training and share their expertise, meaning there is no financial burden on schools for staff development in Welsh.

• Would it be possible to receive data in the future to monitor Welsh medium numbers and trends, so that progress and funding risks can be kept under review?

The data is already reported annually through the Welsh in Education Strategic Plan (WESP) report, which is presented each year. This allows the committee to monitor trends over time. It was also noted that current data shows progress against targets, with measurable increases in uptake, and this information will continue to be updated in future annual reports.

Chair’s Summary:

Thank you to the Cabinet Member and officers. The committee will schedule future updates on this in its work programme.