Agenda item

To receive the report of the Head of Education and Early Years at the City of London Corporation.

The Committee received the report of the Head of Education and Early Years at the City of London Corporation.

A Member sought clarification on a discrepancy between the narrative and the table published which officers committed to address.

A Member sought clarification on children with EHCPs and/or those with SEND support who were subsequently designated as individuals with learning disabilities, and asked to what extent those children were later deemed as having learning difficulties, noting the low levels of meaningful employment, poor self-sufficiency, and diminishing agency among adults with learning difficulties nationwide that in some cases led to lifelong institutionalisation. The meeting heard that young people for whom there was a specific statutory responsibility (those with EHCPs) had a plan that could be in place till the age of 25 (though that was not always the case). The meeting heard that transition forums were an opportunity to discuss the support needs of young people who may need support as adults. Members noted that the CoL does not have statutory responsibility for children who receive in-school SEND support and that the outcomes and possible further support needs of those children are carefully considered in close partnership with adult skills entities, and that the work to support the growing number of neuro-diverse young people into adulthood is ongoing – though lengthy. A Member asked whether targets were set around that, and the meeting noted that as many opportunities as possible are provided via employer forums among other things, though there are no fixed targets around employment, but 16-18 year-olds ‘Neets’ are monitored alongside any SENDs – noting the nuances and complexities of measuring autism-type conditions.    

Members noted that the CoL closely monitored all of its children with EHCPs (currently 25), and that conversations around post-16 options for those children begin at Year 9.     

A Member asked that serious consideration be given to target-setting around how to avoid lifelong institutionalisation where meaningful employment and more fulfilling lives was a possibility, so that achievements could be monitored and measured. 

A member suggested a SWOT-based analysis may strengthen the document.