Archived decisions

1.

APOLOGIES

Apologies for absence were received from David Jones, Head Teacher of Toynbee School.

2.

DECLARATIONS OF INTEREST

Members were mindful that, where they believed they had a personal or personal prejudicial interest in any matter to be considered at the meeting, they should, normally at the time of the debate, declare their interest and, having regard to the circumstances described in paragraphs 9, 10, 11 and 12 of the County Council's Code of Conduct, consider whether to leave the meeting whilst the matter was discussed.

Councillor Brian Dash declared a personal interest as a Member on the Forest Education Centre Management Committee.

3.

CHAIRMAN'S COMMUNICATIONS

The Chairman welcomed those in attendance and in particular thanked the witnesses for their time and contribution to the Review Group.

The Chairman advised that the Children and Young People Select Committee identified the topic of school exclusions for an in-depth scrutiny review in February 2007. The Review Group would seek evidence to:

· Identify areas for improvement in Hampshire policies and practices on the prevention and management of exclusions

· Identify ways in which the County Council can work more effectively with partners in the prevention and management of exclusions

· Help to prepare Hampshire for the forthcoming changes in the law surrounding exclusions in September 2007

4.

DEPUTATIONS

No deputations were made under this item.

5.

ORAL EVIDENCE

The Review Group received oral evidence from the following witnesses:-

· Wendy Springett - Woodlands Education Centre (Refer to Witness Document No: 1)

· Eve-Ritchie-Fallon - Forest Education Centre (Refer to Witness Document No: 2)

· Steve Crocker and Jane Durston - Youth Offending Team (Refer to Witness Document No: 3)

· Beverley Stevens - Court Moor Secondary School (Refer to Witness Document No: 4)

· Grahame Sammons - Crookhorn College of Technology (Refer to Witness Document No: 5)

The evidence given covered a range of issues including effective partnerships, equality of provision and working with parents. Specific reference was made to:

Resources and Facilities - Schools expressed concerns about lack of physical resources to meet new requirements to provide education from the 6^th day of exclusion. Collaborative solutions between partners and schools etc. were considered vital if the challenges were to be met. Education Centres considered that they had sufficient capacity.

Co-ordinaton of Partnerships - Locality Team structure generally welcomed which along with Common Area Assessment (CAF) would impact positively on the co-ordination of partnerships. Lead Agency role was considered vital with good partnership relationships. There was general consensus that the role was best placed with educational establishments and/or the YOT if they were involved.

Partnership Information and IT - The education centres considered that access to data held by schools would assist in tailoring programmes according to the needs and aspirations of a child.

Partnerships: initiatives for preventing exclusions - General understanding that the new arrangements would not result in a rise in permanent exclusions. Concerns were raised about early identification of pupils with SEN, mental health problems and disabilities. In particular concerns were raised about accessing specialist services such as CAMHS. Initiatives such as the Family and School Support Team (FAAST) were discussed and it was considered important that any good practices be taken on board.

Partnerships with the Police and Youth offending Team (YOT) - Both the education centres and schools considered that improvements in information sharing could be made between both the YOT and Police. There was also discussion about the benefits of Youth Inclusion and Support Panels (YISPs).

Equality of access to support and services at different stages of school life - Discussion centred on the various initiatives to aid primary-secondary transfer and how they can help reduce exclusions. In particular there was some support for extending Behaviour Support Units into year 7.

Working with Parents and Carers -The support and engagement of parents along with early intervention were considered important in helping to reduce the number of exclusions.

Transportation - General consensus that school transportation policies do not fit with the new requirements for excluded children.

The oral evidence giving session also covered other general matters concerning healthy living lifestyles, possible links between social deprivation and exclusions, alternatives to exclusion and issues surrounding informal exclusions.

Members questioned the witnesses based on their written and oral submissions, copies of the written evidence appear in the Minute Book. The session was recorded and is stored securely as part of the public record.

Arising from the questions and answers given, it was agreed that the following information be tracked down and circulated to Members of the Review Group:

· Youth Justice Board document entitled "Barriers to Engagement" - a summary of research into barriers to engagement in education, training and employment.

· Report from Education branch in July 2006 which YOT Managers commented upon and provided data for.