Agenda item

Officers introduced the Draft Education Strategy 2024-2029, noting the rationale for the priorities and the range of consultation steps taken with school communities and education providers.

The strategy set out three main priorities, with the third priority combining elements of broader education work across the Council, including attendance and exclusions.

Officers emphasised the importance of collaborative working between schools and settings, which was disrupted by the COVID-19 pandemic.

Members asked about the key differences between the new strategy and the previous one. Officers noted that while some elements remained the same, there were notable differences. Priority One reflected the identification by headteachers of reduced collaborative working between schools and settings which had been exacerbated by the COVID pandemic. The strategy emphasised the need to leverage the strengths of schools within Hillingdon to address area-wide challenges. The similarities were justified by data, indicating that certain issues, such as attendance and the disadvantage gap, persisted and required ongoing attention. These were national issues, however, it is crucial for the local area to address these issues closely and identify areas for improvement.  A key focus of the strategy was collaboration with partners, including Brunel University London and the Education Endowment Foundation.  This collaboration aimed to utilise evidence-based practices and share ideas to improve educational outcomes.  The data in the appendices showed that many groups were performing well, with some exceeding expectations. However, disadvantaged students, who made up just under 25% of the cohort, require focused attention to meet their school improvement priorities. Another difference from the previous strategy was that this one had been co-produced with young people, and covered a range of services including education and SEND.

Members praised the well-written report and the work done between officers and schools, and acknowledged the challenges in raising standards and narrowing gaps. Members asked about progress made since the last strategy.  Officers explained that while there has been progress, the pandemic had disrupted some efforts, and the new strategy aimed to build on existing strengths and address current challenges. Officers further noted that lots of schools in Hillingdon had fantastic results for their disadvantaged students.

Members asked about including citizenship education in the strategy. Officers noted that schools already delivered things around citizenship. During consultation with young people, topics such as this and financial awareness were raised. Officers further noted a recent instance where an Infant School had used polling booths to run mock elections. Officers further noted the intention to create a preparation for adulthood policy for Hillingdon.

Members asked about addressing emotionally based school non-attendance and suggested that this should be framed more broadly in terms of its relation to SEND, rather than just emotionally-based. Officers noted the national attendance issue, and there were a multitude of reasons for this. What officers were trying to do was to present to the school community that there was an area-wide problem and it was important to work together to tackle these issues. Officers acknowledged emerging data from mental health providers that there were large groups of young people, mainly in secondary education around Year 8-9, who were refusing to attend school and that this related to severe anxiety and suicidal ideation amongst others causes. Officers further noted that this had become a focal point in the aftermath of the COVID pandemic and they were keen to have this explicitly in the strategy. While it was important to look at broader attendance, this particular area of EBSNA was really important to recognise.

Members asked about liaison with secondary schools. Officers noted that there were more than 60 schools signed up for a launch event next week, including 12 secondary schools. 19 out of 20 invited schools (including primary and early years providers) had joined the Strategic Partnership Board.

Members asked about barriers to collaboration between schools. Officers noted that historically, schools had said that the stability of working with the same people meant that they were more inclined to engage. Staffing was an issue in that a lot of schools were struggling for a full complement of staff. Sometimes there was an element of competition between schools. There was also a perception of distinction between the north and south of the borough. Officers also highlighted ongoing initiatives to foster collaboration, such as the Safer Hayes initiative. 15 schools were signed up in the Greater Hayes area.

Members also inquired about vocational education, noting that while mentioned in the strategy, it was not listed as one of the Priorities. Officers noted that prior to post-16 there was a narrow academic focused curriculum. Oak Wood School had launched a programme which included a vocational offer. At post-16, the offer in Hillingdon was strong. There was a need to ensure that every young person was aware of their available options and can make informed choices. Officers further clarified that Priority 2: Preparation for Adulthood did include vocational topics.

Members noted the intention of ‘improving inclusion by improving attendance’ by creating a protocol for the early identification of possible Emotionally-Based School Non-Attendance, and asked about working with parents and children on this. Officers noted that they were currently in the process of working with educational psychologists and health partners who are working with young people as their views are central.

Members asked about the Council’s efforts to ensure an equitable share of children with SEND across schools. Officers noted that many schools were working hard with a broad range of SEND needs. Officers were also looking at what schools needed and what families needed, and were looking at what services were delivered through the SEND Advisory Service (SAS). Officers were looking at creating a small multidisciplinary team to support with some of the more complex cases in mainstream. Officers also highlighted the importance of sharing good practice, providing training, and supporting schools in managing complex needs.

Members expressed concerns about children with complex needs falling through the gaps. Officers noted that while this strategy did not directly respond to that, the SEND and Alternative Provision (AP) strategy does address these challenges. Officers further highlighted the ambition of a fully inclusive education. Further, officers noted the importance of ensuring that schools were managing the needs of children in their area. Officers wanted to work towards a system whereby schools were shaped around the needs of the children. It was important to work with schools on this. Officers shared census data of EHCPs with schools termly to understand the demographics of the area, the challenges and where there was more versus less pressure. Another area officers were looking at was cluster groups around SEND, bringing together primary and secondary schools to look at the needs of the area. Officers acknowledged that it was a challenge for schools and the landscape around SEND was ever-evolving.

It was noted that comments to Cabinet would be delegated.

RESOLVED: That the Committee:

1. Noted the key findings set out in the draft Hillingdon Education Strategy report; and

2. Delegated comments to the Democratic Services Officer in conjunction with the Chair, and in consultation with the Opposition Lead