Doncaster Metripolitan Council
Councillors:
56
Wards:
22
Committees:
25
Meetings (2025):
88
Meetings (2024):
113
Meeting
Children and Young People Overview and Scrutiny Panel - Doncaster
Meeting Times
Scheduled Time
Start:
Thursday, 12th December 2024
4:30 PM
Thursday, 12th December 2024
4:30 PM
End:
Thursday, 12th December 2024
8:30 PM
Thursday, 12th December 2024
8:30 PM
Actual Time
Started:
Thursday, 12th December 2024
12:00 AM
Thursday, 12th December 2024
12:00 AM
Finished:
Thursday, 12th December 2024
12:00 AM
Thursday, 12th December 2024
12:00 AM
Meeting Status
Status:
Confirmed
Confirmed
Date:
12 Dec 2024
12 Dec 2024
Location:
Council Chamber
Council Chamber
Meeting Attendees
Vice-Chair
Deputy Civic Mayor
Committee Member
Conservative Group Leader
Co-Optee
Antoinette Drinkhill
Church of England Education Representative
Apologies
Co-Optee
Bernadette Nesbit
Diocese of Hallam Roman Catholic Church
Expected
Guest
Georgina Lightfoot
UNISON
Present, as expected
Chair
Councillor Leanne Hempshall
Present, as expected
Committee Member
Councillor Laura Bluff
Present, as expected
Committee Member
Councillor Susan Durant
Apologies
Committee Member
Councillor Charlie Hogarth
Apologies
Committee Member
Councillor Tracey Moran
Absent
Committee Member
Councillor Rob Reid
Absent
Agenda
1
Apologies for absence
Minutes
Apologies for absence were received from Councillors Susan Durant, Councillor Charlie Hogarth and Antoinette Drinkhill.
2
To consider the extent, if any, to which the public and press are to be excluded from the meeting.
Minutes
There were no items where the public and press would be excluded from the meeting.
3
Declarations of Interest, if any.
Minutes
There were no declarations of interest declared.
4
Minutes of the meeting of the Children and Young People Overview and Scrutiny Panel held on the 5th September 2024
Attachments:
- Document Minutes , 05/09/2024 Children and Young People Overview and Scrutiny Panel 04 Dec 2024
Minutes
RESOLVED that the minutes of the meeting held on 5th September 2024, be agreed as a correct record and signed by the Chair.
5
Public Statements
(A period not exceeding 20 minutes for statements from up to 5 members of the public on matters within the Panel’s remit, proposing action(s) which may be considered or contribute towards the future development of the Panel’s work programme).
Minutes
There were no public statements made.
6
Work Experience
Attachments:
- Document CYP O&S Work Experience 121224 ver 2 04 Dec 2024
Minutes
The Panel considered an update on Work Experience. The report outlined the statutory framework within which work experience was governed and the current local work experience offer, including what the Council provides, and how the Council coordinates and supports related activity across the city.
Brief overviews were provided by Caroline Brown, and Alicia Whittaker on their work in this area. It was felt that there were many positives arising from the report which demonstrated clearly that a great deal was being done, and efforts were very much appreciated.
Members asked a range of questions and explored issues around the following areas:
Careers and Enterprise Company (CEC) – It was explained that work was now being undertaken with 34 schools which now included the Ridge Employability College and Harrison College, and that the Council was informed by the CEC who was eligible. In terms of other non-eligible schools, Members were told that the Council was willing to work with anyone and they would be welcome to receive roundups and attend career leader meetings. It was noted that there were 8 possible schools that could join the Careers Hub. An outline was provided of what support was provided to schools and the positive links being forged with Business Doncaster taking this relationship forward.
Settings with No Work Experiences – Reference was made to 2 settings mentioned within the report that provided no work experience. Clarification was provided that following a meeting with BADER school, a SEND school, they had a future priority to undertake experience in the workplace. Members were informed that Delta did not provide work experience as it could prove to be challenging due to time restrictions in preparing students for exams. It was clarified that although Delta did not undertake a traditional work experience placement, they offered a range of workplace experiences. It was clarified that there were no academies nor mainstream schools that provided no work experience at all but might offer it in different ways.
Compass Evaluations (self-evaluation) – There was a brief discussion around the improved picture of compass evaluations 2023/24, and their potential impact on Not in Education, Employment, or Training (NEETS). Reference was made to how NEETS had vastly improved since they were last reported on some 18 months to 2 years ago and were now below 8% (4% for mainstream) compared to around 50% previously. Members were informed that the improved picture of compass evaluations was more likely to be a contributing factor rather than the sole reason behind the improvement in NEETS. This was taking into consideration the experiences for young people when looking at the elements of inclusion that have been put together, and the wider work as part of the skills agenda with Business Doncaster. It was noted that the reduction was significant over a period of time and that the experiences of those young people had improved.
Age Cohort – It was explained that the majority of work experience took place in Year 10 for mainstream education. For young people with SEND, it could be ongoing up to the age of 25 involving education institutions as part of that journey, and also Business Doncaster. The following outlines were provided to demonstrate the flow in the pathway.
· From a business perspective, it was explained that there were a few programmes that worked with individuals who were economically inactive, unemployed, or employed looking to undertake a career change, progress in their career, or sustain future employment, and involved work experience. These included the UK Shared Prosperity Fund programme called Advanced Employment Hub which offered bespoke careers advice and guidance, and brokers with businesses on potential experience placements for them. It was clarified that this programme crossed many different age groups.
· It was explained that at Stonehill School, work experience took place for students from Year 7 upwards. Members were informed that companies visited the school to provide students with a valuable insight. By Year 11, work experience placements were undertaken for two full weeks (twice a year on occasion in-house). In Year 12, Post-16, there was an offer of work experience for 1 to 2 days a week within different industries. This could be in relation to the students interests or BTECH qualifications to experience the world of work and develop the knowledge and skills to help them progress. The aim was that by Year 14, the young person could progress onto either further education, apprenticeships, employment, or internships (2 days a week). It was noted that with an internship, they could have a travel buddy to help them become independent and develop confidence.
In terms of engaging with companies, it was explained that there were some valued employers out there, who often had personal insight of individuals with SEND. Reference was made to the recent employment of a Job Coach, who would go out and provide support to the students.
A Councillor shared his own child’s experiences and the impact of benefits on taking up employment. It was explained that there were several programmes that would work to identify gaps and help reach a person’s potential, increasing their confidence or expertise in a certain area. It was noted that similar scenarios were often experienced where individuals received benefits which then impacted the number of working hours and often not making it financially viable to work.
It was explained that in terms of its programme, the DWP outcome was to achieve paid work. It was recognised, however, that programme participants benefitted from taking part in work experience as this could act as a valuable stepping stone to paid work.
Members were made aware of a South Yorkshire collaboration, on “My Employment Plan”, which was the young person’s document to facilitate the conversation around issues such as reasonable adjustments. It was continued that the Council was looking at implementing this as part of its own toolkit.
Partially AchievingSchools – Clarity was sought on what was meant by “partially achieving” schools referred to in the report. Members were assured that those 10 schools reported as “partially achieving” were making progress and that for 100% achievement, most students would have to fulfil that criterion.
As an example, it was explained that Delta School provided the Better Learners Better Workers programme, and an outline was provided of what that model looked like. Councillor Hempshall noted her previous enquiry about Doncaster Council adopting this model and clarified her understanding of what this approach involved and what its potential impact could be. It was felt that this type of programme could be beneficial for more schools although it was explained that transport often acted as a barrier, and it was difficult to accommodate all children in the year group (more around 10-15 pupils). It was felt that this could be adapted to be used within Doncaster schools.
START Digital Careers Platform – A Member asked what was being done around the promotion of the START digital careers platform. In terms of promoting all the good pieces of work being undertaken, Members were informed that an Education Skills Hub was aligned to that pathway providing information for schools. This included a monthly newsletter (with different features), a Twitter account and monthly internal briefings with a focus on communicating the right message. It was continued that opportunities from employers or Business Doncaster were provided as part of a fortnightly round up to support career leads. In terms of accurate labour market messages, data was provided for school websites and newsletters, which had been welcomed by schools.
Industry Linked Trips/Visits - In terms of the support and links that have been created to help schools to industries, Members heard that the following was taking place.
· The Council was involved participating in a national campaign “Give an Hour (as part of the South Yorkshire Careers Hub),
· Mock interviews.
· Careers fayres.
· “World of Work Wednesdays” whereby a school might organise a trip or invite visitors in.
· Work being undertaken with the Councils Employment and Enterprise and Investment Teams.
· Supporting businesses with schools.
Employers Providing Supported Internships - In terms of supported internships, it was explained that internships have taken place within Family Hubs, Saltersgate School, Enviro Electronics at Finningley and internal placements at Stonehill School. Reference was made to the Bistro on the Hill café (on site at Stonehill School).
It was commented that supported internships was an area showing improvement and work was being undertaken with employers to break down barriers and provide a wraparound support to pupils. Reference was made to Doncaster Futures Fayre, preparing pupils for adulthood and had been attended by around 500 pupils with SEND and 100 professionals as stall holders. It was also noted that monthly employment forums were run by the Skills Team and showcased everything that was taking place. It was explained that it was very much driven by employers, listening to what they wanted to know and offering advice within a supportive environment.
In terms of reasonable adjustments to support placements and internships, it was explained that the young person was in an educational setting full-time, although they would spend most of their time in a workplace, facilitated and supported by a tutor and a Job Coach (the latter who could work with the employer). It was continued that the Local Authority was also involved in regular meetings and discussions alongside all parties including the young person as part of a joint effort and could look at addressing barriers and reviewing progress.
It was outlined that Remake Learning days and a Remake Learning Festival had previously been held. Members were informed that work undertaken with Pittsburgh showed that learning can be fun within areas of interest. It was continued that conversations were taking place at a regional level around how the principles of Remake Learning could be put into the curriculum, which some schools had started to do. Reference was made to the Curriculum Review and how that could provide space to implement this. Members were informed that Doncaster Bassetlaw Teaching Hospital (DBTH) had opened an education centre recently in partnership with Doncaster College. This would engage with young people across all schools, providing work experience, internships and entering on a learning pathway to access jobs in health.
T-Levels - Reference was made to the relatively high drop-out level of T-Levels compared to A Levels (around 30% compared to 10%). It was explained that there was a review of Level 3 qualifications being led by Skills England and that regular meetings were taking place with the Department of Further Education (DFE). Clarification was provided that Doncaster’s dropout rate of T-Levels did not reflect national rates. It was explained that numbers had been kept manageable and that the traction of the outcomes for T-Levels were improving, possibly down to the conversation and selection undertaken at the beginning.
Action: Share outcome of the review of Level 3 qualifications reform.
Employer Led Challenges – Regarding employer led skills challenges in supporting awareness and raising aspirations, Members were informed that work had been undertaken around where was the gap sits between education and employers. As a result of this, a skills profile had been developed for people of all ages in Doncaster and it was explained that it was about demonstrating interpersonal skills, creativity, and confidence. Another challenge identified was adequate transport to reach work and opportunities across the place. It was commented that it was also about ensuring that businesses were ready for people. It was noted that discussions looking at moving away from traditional forms of recruitment and selection had taken place. Reference was made back to the offer of a 2-week work experience or regular experiences, and a want for young people to develop high aspirations as well having that line of sight to reach where they want to be. It was commented that it was about the quality of careers, advice, and guidance available at multiple levels throughout the persons learning journey.
Career Gaps – There was a brief discussion about what was taking place to promote sectors that were struggling to recruit within Doncaster and barriers to work such as logistical issues. The Panel was informed that some of this would be considered through the LMI work. Reference was made to work taking place within the NHS, LinkedIn promoting ‘career of the week’, National Careers Week and schools being encouraged to share good practice.
Barriers to Work Experience – It was clarified that there wasn’t a one stop shop for work experience, and reference was made to the work being delivered through the SYMCA as part of a regional offer. It was explained that this might present the idea of a repository being shaped that would inform work experience (as opposed to a single platform).
Action: To report back on in future when developed further.
Remote Work Experience Placements - Reservations were shared around remote or partially remote work placements used as 'work experience' for young people. It was viewed that remote working had a place as it mirrored what was now the considered the norm in working practices. It was viewed that this could be positive for some young people, although for others it could take away the reality of working. It was recognised that although in-person was considered better, remote working could provide different opportunities that would not have been possible. It was felt that remote working had a place as an additional offer rather than as a replacement.
In summary, the report identified gaps within the current arrangements and explored opportunities for future work and improvement. Having considered all the relevant issues and the value that work experience brings in supporting future employment opportunities and career choices, the Panel found that not all secondary educational establishments were engaged in work experience arrangements.
RESOLVED that the Panel.
I. Note the content of report.
II. Recommended that consideration be given to ensuring that all secondary educational settings are engaging with some form of work experience.
Brief overviews were provided by Caroline Brown, and Alicia Whittaker on their work in this area. It was felt that there were many positives arising from the report which demonstrated clearly that a great deal was being done, and efforts were very much appreciated.
Members asked a range of questions and explored issues around the following areas:
Careers and Enterprise Company (CEC) – It was explained that work was now being undertaken with 34 schools which now included the Ridge Employability College and Harrison College, and that the Council was informed by the CEC who was eligible. In terms of other non-eligible schools, Members were told that the Council was willing to work with anyone and they would be welcome to receive roundups and attend career leader meetings. It was noted that there were 8 possible schools that could join the Careers Hub. An outline was provided of what support was provided to schools and the positive links being forged with Business Doncaster taking this relationship forward.
Settings with No Work Experiences – Reference was made to 2 settings mentioned within the report that provided no work experience. Clarification was provided that following a meeting with BADER school, a SEND school, they had a future priority to undertake experience in the workplace. Members were informed that Delta did not provide work experience as it could prove to be challenging due to time restrictions in preparing students for exams. It was clarified that although Delta did not undertake a traditional work experience placement, they offered a range of workplace experiences. It was clarified that there were no academies nor mainstream schools that provided no work experience at all but might offer it in different ways.
Compass Evaluations (self-evaluation) – There was a brief discussion around the improved picture of compass evaluations 2023/24, and their potential impact on Not in Education, Employment, or Training (NEETS). Reference was made to how NEETS had vastly improved since they were last reported on some 18 months to 2 years ago and were now below 8% (4% for mainstream) compared to around 50% previously. Members were informed that the improved picture of compass evaluations was more likely to be a contributing factor rather than the sole reason behind the improvement in NEETS. This was taking into consideration the experiences for young people when looking at the elements of inclusion that have been put together, and the wider work as part of the skills agenda with Business Doncaster. It was noted that the reduction was significant over a period of time and that the experiences of those young people had improved.
Age Cohort – It was explained that the majority of work experience took place in Year 10 for mainstream education. For young people with SEND, it could be ongoing up to the age of 25 involving education institutions as part of that journey, and also Business Doncaster. The following outlines were provided to demonstrate the flow in the pathway.
· From a business perspective, it was explained that there were a few programmes that worked with individuals who were economically inactive, unemployed, or employed looking to undertake a career change, progress in their career, or sustain future employment, and involved work experience. These included the UK Shared Prosperity Fund programme called Advanced Employment Hub which offered bespoke careers advice and guidance, and brokers with businesses on potential experience placements for them. It was clarified that this programme crossed many different age groups.
· It was explained that at Stonehill School, work experience took place for students from Year 7 upwards. Members were informed that companies visited the school to provide students with a valuable insight. By Year 11, work experience placements were undertaken for two full weeks (twice a year on occasion in-house). In Year 12, Post-16, there was an offer of work experience for 1 to 2 days a week within different industries. This could be in relation to the students interests or BTECH qualifications to experience the world of work and develop the knowledge and skills to help them progress. The aim was that by Year 14, the young person could progress onto either further education, apprenticeships, employment, or internships (2 days a week). It was noted that with an internship, they could have a travel buddy to help them become independent and develop confidence.
In terms of engaging with companies, it was explained that there were some valued employers out there, who often had personal insight of individuals with SEND. Reference was made to the recent employment of a Job Coach, who would go out and provide support to the students.
A Councillor shared his own child’s experiences and the impact of benefits on taking up employment. It was explained that there were several programmes that would work to identify gaps and help reach a person’s potential, increasing their confidence or expertise in a certain area. It was noted that similar scenarios were often experienced where individuals received benefits which then impacted the number of working hours and often not making it financially viable to work.
It was explained that in terms of its programme, the DWP outcome was to achieve paid work. It was recognised, however, that programme participants benefitted from taking part in work experience as this could act as a valuable stepping stone to paid work.
Members were made aware of a South Yorkshire collaboration, on “My Employment Plan”, which was the young person’s document to facilitate the conversation around issues such as reasonable adjustments. It was continued that the Council was looking at implementing this as part of its own toolkit.
Partially AchievingSchools – Clarity was sought on what was meant by “partially achieving” schools referred to in the report. Members were assured that those 10 schools reported as “partially achieving” were making progress and that for 100% achievement, most students would have to fulfil that criterion.
As an example, it was explained that Delta School provided the Better Learners Better Workers programme, and an outline was provided of what that model looked like. Councillor Hempshall noted her previous enquiry about Doncaster Council adopting this model and clarified her understanding of what this approach involved and what its potential impact could be. It was felt that this type of programme could be beneficial for more schools although it was explained that transport often acted as a barrier, and it was difficult to accommodate all children in the year group (more around 10-15 pupils). It was felt that this could be adapted to be used within Doncaster schools.
START Digital Careers Platform – A Member asked what was being done around the promotion of the START digital careers platform. In terms of promoting all the good pieces of work being undertaken, Members were informed that an Education Skills Hub was aligned to that pathway providing information for schools. This included a monthly newsletter (with different features), a Twitter account and monthly internal briefings with a focus on communicating the right message. It was continued that opportunities from employers or Business Doncaster were provided as part of a fortnightly round up to support career leads. In terms of accurate labour market messages, data was provided for school websites and newsletters, which had been welcomed by schools.
Industry Linked Trips/Visits - In terms of the support and links that have been created to help schools to industries, Members heard that the following was taking place.
· The Council was involved participating in a national campaign “Give an Hour (as part of the South Yorkshire Careers Hub),
· Mock interviews.
· Careers fayres.
· “World of Work Wednesdays” whereby a school might organise a trip or invite visitors in.
· Work being undertaken with the Councils Employment and Enterprise and Investment Teams.
· Supporting businesses with schools.
Employers Providing Supported Internships - In terms of supported internships, it was explained that internships have taken place within Family Hubs, Saltersgate School, Enviro Electronics at Finningley and internal placements at Stonehill School. Reference was made to the Bistro on the Hill café (on site at Stonehill School).
It was commented that supported internships was an area showing improvement and work was being undertaken with employers to break down barriers and provide a wraparound support to pupils. Reference was made to Doncaster Futures Fayre, preparing pupils for adulthood and had been attended by around 500 pupils with SEND and 100 professionals as stall holders. It was also noted that monthly employment forums were run by the Skills Team and showcased everything that was taking place. It was explained that it was very much driven by employers, listening to what they wanted to know and offering advice within a supportive environment.
In terms of reasonable adjustments to support placements and internships, it was explained that the young person was in an educational setting full-time, although they would spend most of their time in a workplace, facilitated and supported by a tutor and a Job Coach (the latter who could work with the employer). It was continued that the Local Authority was also involved in regular meetings and discussions alongside all parties including the young person as part of a joint effort and could look at addressing barriers and reviewing progress.
It was outlined that Remake Learning days and a Remake Learning Festival had previously been held. Members were informed that work undertaken with Pittsburgh showed that learning can be fun within areas of interest. It was continued that conversations were taking place at a regional level around how the principles of Remake Learning could be put into the curriculum, which some schools had started to do. Reference was made to the Curriculum Review and how that could provide space to implement this. Members were informed that Doncaster Bassetlaw Teaching Hospital (DBTH) had opened an education centre recently in partnership with Doncaster College. This would engage with young people across all schools, providing work experience, internships and entering on a learning pathway to access jobs in health.
T-Levels - Reference was made to the relatively high drop-out level of T-Levels compared to A Levels (around 30% compared to 10%). It was explained that there was a review of Level 3 qualifications being led by Skills England and that regular meetings were taking place with the Department of Further Education (DFE). Clarification was provided that Doncaster’s dropout rate of T-Levels did not reflect national rates. It was explained that numbers had been kept manageable and that the traction of the outcomes for T-Levels were improving, possibly down to the conversation and selection undertaken at the beginning.
Action: Share outcome of the review of Level 3 qualifications reform.
Employer Led Challenges – Regarding employer led skills challenges in supporting awareness and raising aspirations, Members were informed that work had been undertaken around where was the gap sits between education and employers. As a result of this, a skills profile had been developed for people of all ages in Doncaster and it was explained that it was about demonstrating interpersonal skills, creativity, and confidence. Another challenge identified was adequate transport to reach work and opportunities across the place. It was commented that it was also about ensuring that businesses were ready for people. It was noted that discussions looking at moving away from traditional forms of recruitment and selection had taken place. Reference was made back to the offer of a 2-week work experience or regular experiences, and a want for young people to develop high aspirations as well having that line of sight to reach where they want to be. It was commented that it was about the quality of careers, advice, and guidance available at multiple levels throughout the persons learning journey.
Career Gaps – There was a brief discussion about what was taking place to promote sectors that were struggling to recruit within Doncaster and barriers to work such as logistical issues. The Panel was informed that some of this would be considered through the LMI work. Reference was made to work taking place within the NHS, LinkedIn promoting ‘career of the week’, National Careers Week and schools being encouraged to share good practice.
Barriers to Work Experience – It was clarified that there wasn’t a one stop shop for work experience, and reference was made to the work being delivered through the SYMCA as part of a regional offer. It was explained that this might present the idea of a repository being shaped that would inform work experience (as opposed to a single platform).
Action: To report back on in future when developed further.
Remote Work Experience Placements - Reservations were shared around remote or partially remote work placements used as 'work experience' for young people. It was viewed that remote working had a place as it mirrored what was now the considered the norm in working practices. It was viewed that this could be positive for some young people, although for others it could take away the reality of working. It was recognised that although in-person was considered better, remote working could provide different opportunities that would not have been possible. It was felt that remote working had a place as an additional offer rather than as a replacement.
In summary, the report identified gaps within the current arrangements and explored opportunities for future work and improvement. Having considered all the relevant issues and the value that work experience brings in supporting future employment opportunities and career choices, the Panel found that not all secondary educational establishments were engaged in work experience arrangements.
RESOLVED that the Panel.
I. Note the content of report.
II. Recommended that consideration be given to ensuring that all secondary educational settings are engaging with some form of work experience.
7
Education Achievement Outcomes for all Key Stages 2024
Attachments:
- Document CYP O&S Ed Ach Outcomes all Key Stages 2024 Final 121224 04 Dec 2024
Minutes
This report provided a summary of the action taken, changes made to learning improvement, an update in relation to the data, achievement, and improvement across the following education phases:
· Early Years Foundation Stage
· Key Stage 2
· Key Stage 4 (GCSE)
· Key Stage 5 (Level 3 - A Level, T Levels and Applied General)
An overview was provided by the Service Director for Education and Skills, which outlined the overall picture and highlighted support provided particularly to children with an EHCP or support plan and children with English as an additional language. It was acknowledged that the most difficult cohort, was those in receipt of a SEND support plan whose outcomes needed more significant support.
Reading, Writing and Maths (RWM) – Although it could be seen that Doncaster was slightly behind the national average on RWM, it was explained that this was part of an overall improvement journey. Members heard that in 2024, the gap to national had closed significantly in all areas of Reading, Writing and Maths (and combined) indicating that Doncaster was improving and moving above national figures. It was clarified that last year, Reading, Writing and Maths combined had closed 2.2% percentage points, writing closed by 2% percentage points and maths closed by 1%. Regarding reading, there had been an improvement for Doncaster, however, national figures had also improved at a higher rate marginally and therefore the gap had slightly widened by 0.4%.
Members were informed that the priorities outlined in the RWM strategy had recently been refreshed for 2024/25 and had a focus of promoting oracy as the golden thread throughout. It was explained that the reason for this was compelling evidence indicating that that oracy was fundamental to support an improvement in learning across all areas. It was continued that there were other priorities within the strategy that included targeting specific groups, harnessing strategic partnerships for acceleration and improvement, greater refinement around diagnostics, planning and sequencing curriculum for young people in those vulnerable groups.
In terms of quick fixes, an example was provided of work undertaken with a Doncaster primary school. It was outlined that the school had embedded the critical thinking and the problem solving used in the development of the Doncaster Skills profile within their assessment processes which had supported significant improvement in the multiplication tables outcomes. It was continued that as a result, Doncaster had seen a 58% improvement in numeracy and maths at Key Stage 2 by encouraging children to think differently and improve their confidence. It was added that consideration was being given to how this could be scaled out more widely.
Action: To forward information on the multiplication tables outcomes.
Outcomes of Electively Home Educated (EHE) Children and Young People – It was confirmed that the outcomes of around 800 children and young people being home schooled were not measured. Members were informed that it was difficult under the current regulatory framework for this to be undertaken. Members heard that whilst there was a voluntary register and some voluntary engagement was being undertaken with parents, the Council would not know where that education takes place and if within a Doncaster school. Members heard that the Council would welcome this if possible in order to measure the quality of the education that those young people were receiving.
Early Years Foundation Stage (EYFS) – Clarification was provided on why SEND Support pupils had been reported as achieving below national at a Good Level of Development (GLD), in contrast with all other groups where GLD was in line with national figures. It was explained that in Doncaster for GLD, there was an increasing trend of 1% from last year. It was clarified that the dip was less than what it appeared to be due to rounded numbers and in terms of GLD within SEND support there had been a slight dip (0.2% in 2024). It was added that the number of cohorts within SEND support EYFS had also increased over the last couple of years.
EHCP Outcomes and Support – Reasons why results for EHCP pupils were reported as being 50% lower than national for reading. It was explained that relatively small numbers within each cohort could skew what the percentages could look like from a year-on-year perspective. It was outlined that in 2024, the number of children in the cohort with EHCP was 157, of which 8 pupils reached the expected standard of RWM. It was clarified that if 14 children achieved a good level of development then the national average would have been reached. Members heard that writing had the lowest pass rate which had been the case nationally. Members were informed that the gap between Doncaster and national figures was the widest for reading. It was explained that the trend could fluctuate due to cohort numbers and to fully understand this picture would require looking at each pupil’s individual needs, achievements, and progress (although other factors might also have an impact). It was indicated that nationally, there might be a link between children and young people with an ECHP and their attendance. Reference was made to the refreshed RWM strategy and priorities which would seek to diagnose and address this on a more granular level. It was explained that targeting more specific cohorts, working with teachers and schools in terms of their bespoke offer or curriculum and working alongside SEND specialists, would ensure a more personalised approach for those children and young people.
In terms of resourcing and educating those pupils with an ECHP, it was explained that the RWM did not operate in isolation. It was continued that there was also the SEND strategy, Continuing Professional Development (CPD), interventions and inclusions and enhancements reviews taking place. It was noted that the School Improvement Teams engaged well with SENCOs in schools and with the development of the SENCo networks. In terms of CPD, there was the leadership development and Schools Improvement Programme for Headteachers and finally, work being undertaken with subject leaders in schools through the RWM team, all of which was informing strategic priority development areas. Concern was raised by a Member about what was available on the ground such as Teaching Assistants and what they were able to offer in order to support children and young people. Reference was made to the SEN and Inclusion Quality Assurance Panel working where Higher Needs Block funding had been invested on a cohort basis, for example, funding Teaching Assistants and specialist Teaching Assistants for a period of up to 3 years. It was continued that this was now being moved into Locality Panel Funding, where leaders come together through a particular place to agree where the funding should go to and how it should support children and young people. It was recognised that this did not account for the fact that there was still a recruitment and retention issue. Members heard that work was being undertaken with the SENCO forum to consider what it could look like in the future putting aside constraints and regulations. The Panel was told about a potential deep dive distilling what are the other needs of the children, what are the key themes were, how can resources be targeted against that and supported in a slightly different way.
Action: To potentially bring back a more detailed piece of work at a later date.
Child Poverty and Impact on Educational Outcomes – In regard to whether child poverty was having an impact on educational outcomes and future careers, Members were informed that it was those schools in the most deprived areas that had the best outcomes. Reference was made to a Northern Powerhouse report which stated that if they take the progress 8 measure and put in deprivation, then 8 out of our secondary schools would be in the upper quartile schools for the country. It was explained that some areas were not as affluent as other areas and those schools in terms of their rate of improvement was significant. It was felt that due to the nature of experience and access that those young people had, they were having to work differently which was resulting in better outcomes.
Action: To circulate the link to Northern Powerhouse report on secondary schools.
2025 KS4 GCSE results - It was reported that Key Stage 4 results were broadly consolidated in terms of the improvements made in the previous year. There was a minor change in attainment 8 which was slightly below national but that progress 8, a key measure was in line with the national average. In terms of pupils passing English and Maths at Grade 4 and above, this was an improved area and Doncaster was now 1% below national. The achievement of those pupils with English as an additional language was reported as being positive and making extremely good progress (although coming from a lower starting point their attainment overall remained below average). Finally, it was noted that disadvantaged pupils were achieving really well against all indicators.
RESOLVED that the Panel note the contents of the report.
· Early Years Foundation Stage
· Key Stage 2
· Key Stage 4 (GCSE)
· Key Stage 5 (Level 3 - A Level, T Levels and Applied General)
An overview was provided by the Service Director for Education and Skills, which outlined the overall picture and highlighted support provided particularly to children with an EHCP or support plan and children with English as an additional language. It was acknowledged that the most difficult cohort, was those in receipt of a SEND support plan whose outcomes needed more significant support.
Reading, Writing and Maths (RWM) – Although it could be seen that Doncaster was slightly behind the national average on RWM, it was explained that this was part of an overall improvement journey. Members heard that in 2024, the gap to national had closed significantly in all areas of Reading, Writing and Maths (and combined) indicating that Doncaster was improving and moving above national figures. It was clarified that last year, Reading, Writing and Maths combined had closed 2.2% percentage points, writing closed by 2% percentage points and maths closed by 1%. Regarding reading, there had been an improvement for Doncaster, however, national figures had also improved at a higher rate marginally and therefore the gap had slightly widened by 0.4%.
Members were informed that the priorities outlined in the RWM strategy had recently been refreshed for 2024/25 and had a focus of promoting oracy as the golden thread throughout. It was explained that the reason for this was compelling evidence indicating that that oracy was fundamental to support an improvement in learning across all areas. It was continued that there were other priorities within the strategy that included targeting specific groups, harnessing strategic partnerships for acceleration and improvement, greater refinement around diagnostics, planning and sequencing curriculum for young people in those vulnerable groups.
In terms of quick fixes, an example was provided of work undertaken with a Doncaster primary school. It was outlined that the school had embedded the critical thinking and the problem solving used in the development of the Doncaster Skills profile within their assessment processes which had supported significant improvement in the multiplication tables outcomes. It was continued that as a result, Doncaster had seen a 58% improvement in numeracy and maths at Key Stage 2 by encouraging children to think differently and improve their confidence. It was added that consideration was being given to how this could be scaled out more widely.
Action: To forward information on the multiplication tables outcomes.
Outcomes of Electively Home Educated (EHE) Children and Young People – It was confirmed that the outcomes of around 800 children and young people being home schooled were not measured. Members were informed that it was difficult under the current regulatory framework for this to be undertaken. Members heard that whilst there was a voluntary register and some voluntary engagement was being undertaken with parents, the Council would not know where that education takes place and if within a Doncaster school. Members heard that the Council would welcome this if possible in order to measure the quality of the education that those young people were receiving.
Early Years Foundation Stage (EYFS) – Clarification was provided on why SEND Support pupils had been reported as achieving below national at a Good Level of Development (GLD), in contrast with all other groups where GLD was in line with national figures. It was explained that in Doncaster for GLD, there was an increasing trend of 1% from last year. It was clarified that the dip was less than what it appeared to be due to rounded numbers and in terms of GLD within SEND support there had been a slight dip (0.2% in 2024). It was added that the number of cohorts within SEND support EYFS had also increased over the last couple of years.
EHCP Outcomes and Support – Reasons why results for EHCP pupils were reported as being 50% lower than national for reading. It was explained that relatively small numbers within each cohort could skew what the percentages could look like from a year-on-year perspective. It was outlined that in 2024, the number of children in the cohort with EHCP was 157, of which 8 pupils reached the expected standard of RWM. It was clarified that if 14 children achieved a good level of development then the national average would have been reached. Members heard that writing had the lowest pass rate which had been the case nationally. Members were informed that the gap between Doncaster and national figures was the widest for reading. It was explained that the trend could fluctuate due to cohort numbers and to fully understand this picture would require looking at each pupil’s individual needs, achievements, and progress (although other factors might also have an impact). It was indicated that nationally, there might be a link between children and young people with an ECHP and their attendance. Reference was made to the refreshed RWM strategy and priorities which would seek to diagnose and address this on a more granular level. It was explained that targeting more specific cohorts, working with teachers and schools in terms of their bespoke offer or curriculum and working alongside SEND specialists, would ensure a more personalised approach for those children and young people.
In terms of resourcing and educating those pupils with an ECHP, it was explained that the RWM did not operate in isolation. It was continued that there was also the SEND strategy, Continuing Professional Development (CPD), interventions and inclusions and enhancements reviews taking place. It was noted that the School Improvement Teams engaged well with SENCOs in schools and with the development of the SENCo networks. In terms of CPD, there was the leadership development and Schools Improvement Programme for Headteachers and finally, work being undertaken with subject leaders in schools through the RWM team, all of which was informing strategic priority development areas. Concern was raised by a Member about what was available on the ground such as Teaching Assistants and what they were able to offer in order to support children and young people. Reference was made to the SEN and Inclusion Quality Assurance Panel working where Higher Needs Block funding had been invested on a cohort basis, for example, funding Teaching Assistants and specialist Teaching Assistants for a period of up to 3 years. It was continued that this was now being moved into Locality Panel Funding, where leaders come together through a particular place to agree where the funding should go to and how it should support children and young people. It was recognised that this did not account for the fact that there was still a recruitment and retention issue. Members heard that work was being undertaken with the SENCO forum to consider what it could look like in the future putting aside constraints and regulations. The Panel was told about a potential deep dive distilling what are the other needs of the children, what are the key themes were, how can resources be targeted against that and supported in a slightly different way.
Action: To potentially bring back a more detailed piece of work at a later date.
Child Poverty and Impact on Educational Outcomes – In regard to whether child poverty was having an impact on educational outcomes and future careers, Members were informed that it was those schools in the most deprived areas that had the best outcomes. Reference was made to a Northern Powerhouse report which stated that if they take the progress 8 measure and put in deprivation, then 8 out of our secondary schools would be in the upper quartile schools for the country. It was explained that some areas were not as affluent as other areas and those schools in terms of their rate of improvement was significant. It was felt that due to the nature of experience and access that those young people had, they were having to work differently which was resulting in better outcomes.
Action: To circulate the link to Northern Powerhouse report on secondary schools.
2025 KS4 GCSE results - It was reported that Key Stage 4 results were broadly consolidated in terms of the improvements made in the previous year. There was a minor change in attainment 8 which was slightly below national but that progress 8, a key measure was in line with the national average. In terms of pupils passing English and Maths at Grade 4 and above, this was an improved area and Doncaster was now 1% below national. The achievement of those pupils with English as an additional language was reported as being positive and making extremely good progress (although coming from a lower starting point their attainment overall remained below average). Finally, it was noted that disadvantaged pupils were achieving really well against all indicators.
RESOLVED that the Panel note the contents of the report.
8
Overview and Scrutiny Work Plan 2024-25 and Councils Forward Plan of Key Decisions
Attachments:
- Document MASTER WORK PLAN FINAL 202425 04 Dec 2024
- Document Forward Plan 1st Jan 25 to Apr 25 Cabinet 04 Dec 2024
Minutes
The Senior Governance Officer presented the Scrutiny Work Plan and the Council’s Forward Plan of Key Decisions to the Panel for its consideration.
RESOLVED: That the report and items agreed for the workplan, be noted.
RESOLVED: That the report and items agreed for the workplan, be noted.
Previous Meetings
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