Agenda item

Report of the Executive Director, Community & Children’s Services.

The Sub-Committee received a report of the Executive Director, Community & Children’s Services concerning highlights developments and progress in several key areas.

Members were provided with an update on the education team's efforts in fulfilling its safeguarding responsibilities. A key highlight was the new statutory obligation to work closely with schools under the "Working Together to Improve School Attendance" guidance. This closer collaboration with schools has led to a better understanding of the factors behind non-attendance and has facilitated joint efforts to address these issues.

Key highlights from the discussion included:

• Efforts to identify patterns and trends concerning children and young people with special educational needs (SEND), who represent one of the most vulnerable groups.
• Emphasis on addressing disproportionality within schools and the rise in the number of children experiencing social, emotional, or mental health needs.
• Awareness of the delay in diagnosing girls with autism spectrum disorder (ASD) until secondary school age.
• Concerns regarding the vulnerabilities of children using the internet and social media platforms, as well as the development of artificial intelligence.

Members noted that the education team is addressing the vulnerabilities of children using the internet and social media platforms by partnering with Anique to offer training to schools on their monitoring and filtering processes. This ensures that digital and technological standards align with the "Keeping Children Safe in Education" guidance for 2023. Officers added, to support children transitioning from primary to secondary school, the virtual school conducted a transition project in the summer term with the Aldgate School to prepare young people in year six for secondary transition. The impact of this project would be measured throughout the term.

It was noted that the team is also considering any correlation between these transitions and exclusions, particularly how school policies can support or not support children who find certain environments challenging. Additionally, the team is in conversation with SAC about potentially rolling out a trauma-informed training program across the corporation.