In respect of the Scrutiny Panel's 2020 review of Addressing Poverty Issues and the Impact on Learning, the Head of Achievement, Education, Prevention and Partnerships will provide an update on the progress made with the implementation of the agreed recommendations/actions.
Minutes:
In respect of the scrutiny panel's 2020 review
of Addressing Poverty Issues and the Impact on Learning, the Head of
Achievement, Education, Prevention and Partnerships was in attendance to provide
an update on the progress made with the implementation of the agreed
recommendations/actions.
It was advised that, as a result of the
scrutiny panel’s investigation, there had been a review of current practices
and new initiatives had been developed.
The following points were made:
·
The mapping exercise
concluded that partnerships were already established. It had been found that
collaborative practice was already in place, which was led by Middlesbrough
Council’s Financial Inclusion Group (FIG). In addition to the FIG, the
Employment Network Group (ENG) and Northern Skills Group led by Middlesbrough
College brought together the expertise and experience to focus on routes to
employment.
·
The Local Authority’s
Community Learning Team was working hard to establish links to employment, such
as 50 Futures. It had been recognised that families had been accessing support
from the Community Learning Team, throughout the pandemic, to develop I.T. literacy.
·
Carmel Research School
(a network of schools that supported the use of evidence to improve teaching
practice) was developing a program to support disadvantaged pupils. The program
was tasked to break the link between family income and educational outcomes,
improving success and life chances for disadvantaged pupils in particular. Work
was scheduled to be started in September 2021 and numerous Middlesbrough
schools had been selected to engage with the program.
·
The mapping process had
provided reassurance that multi-agency working was already in place and
relevant stakeholders were working together to collectively mitigate the impact
of poverty on learning.
·
To mitigate the impact
of poverty on pupils, each school had been encouraged to produce a bespoke poverty
proofing policy.
·
Monitoring
tools were used to measure poverty rates and trends. Education monitored Pupil
Premium outcomes and the percentage of pupils eligible for Free School Meals
(FSM) from Early Years to Key Stage 4. Pupil
Premium data was regularly monitored and analysed to assess the attainment gap
between disadvantaged pupils and their peers.
·
The Local
Authority’s Learning & Education Strategy prioritised achievement gaps for
disadvantaged pupils looking at their progress and attainment over time, from
pre-school through to work readiness.
·
The
welfare reform report (produced by the FIG) monitored access to financial
advice, including housing support.
·
The
Revenue and Benefits Team had implemented systems, which ensured that those
families who were entitled to benefits received them and that the correct
amount of benefit was received.
·
Education
tracked every pupil cohort, including the most vulnerable children, and data
was readily available. The data enabled the Local Authority to identify and prioritise
schools and deliver targeted support.
·
The Local
Authority had recently brought the Unclaimed Benefits Campaign and Hub Advice
Service under one project. That collaboration had been developed by the FIG and
was led by the Welfare Rights Unit. Partner organisations were Citizens
Advice Bureau (CAB), Age UK, Cleveland Housing and Advice Centre (CHAC) and
Achieving Change Through Enterprising Solutions (ACTES).
·
Parent
support advisors worked diligently in school to ensure the appropriate
information was received by parents.
·
The FIG addressed issues
in respect of parental concern, whereas from an education perspective, the
Local Authority challenged and supported schools to promote pupil outcomes and
ensure inclusion.
In response to Members’ queries, it was advised that, in
terms of the FIG membership, previously there had been no education
representation. The Head of Achievement, Education, Prevention and Partnerships
now attended meetings, provided input and engaged with the group. It was also
added that, regardless of a pupil’s eligibility in respect of Free School Meals
(FSM), schools continued to support each pupil and offer parents subsidised
food and clothing.
In response to a Member’s query regarding the use of data to
challenge schools, it was advised that school review monitoring visits took
place. There was a categorisation process that enabled the Local Authority to
identify the support and challenge that was necessary. Prioritisation was
fundamentally dependent on whether a school was developing, emerging or secure.
It was also added that:
·
reading, phonics and
mathematics were key areas that had been identified when analysing data;
·
mathematics and English
hubs had been re-established to support schools; and
·
reviews of schools
professional development were undertaken by the School Readiness Manager and
the Ethnic Minority Achievement Team (EMAT) Manager.
It was also commented that the Head of Achievement,
Education, Prevention and Partnerships held discussions with governing bodies to
determine the impact of training and other professional development
opportunities.
In response to a Member’s query regarding assessing the
impact of school poverty proofing policies and practices, it was advised that
pupil outcome data was tracked, monitored and analysed. It was also conveyed
that there was a constant oversight of vulnerable families.
A Member raised a query regarding holiday provision for
pupils eligible for FSM. It was advised that 10 secondary schools were
providing summer holiday provision, which was being funded by the DfE. Although
pupils could not be required to attend, the Local Authority was able to promote
the offer to increase participation. In addition to that, there was the Holiday
Activity Fund (HAF), managed by Public Health, which provided the opportunity
for all disadvantaged and SEND pupils to access free activities during the
summer holidays. In terms of primary schools, two schools (Park End Primary
School and Captain Cook Primary School) had delivered holiday activities over
the Easter break. It was clarified that, although primary schools were not
providing summer holiday provision, the HAF was delivering activities over the
summer break.
A Member raised a query regarding the Carmel Research School
in Darlington. It was advised that 12 Middlesbrough schools, covering both
primary and secondary sectors, had been invited to engage with the program.
Carmel Research School had assessed school-level data to determine which
schools would benefit most from engaging with the program.
In response to a Member’s query regarding remote learning
and support for English as an additional language (EAL) learners and their
families, it was advised that guidance had been translated and circulated by
the EMAT.
A Member commented that it would be beneficial for the
scrutiny panel to be notified of how many schools had signed up to the school
uniform pledge.
The Executive Director of Children’s Services advised that
the Local Authority was taking a corporate approach to tackling poverty and the
work would be taken forward by the wider leadership team.
AGREED
That the progress made with the implementation of the agreed recommendations/actions be noted.
Supporting documents: