Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
TEAM
ROLES
EQUALITIES
COMMUNITY
COHESION OFFICER
100% DSG
RESPONSIBILITIES
Appendix B
DELIVERY
OUTCOMES
To be responsible for ensuring that all
head teachers, senior leaders and
governing bodies are aware of their
duties to promoting equality and justice,
community cohesion, harmony and
understanding and meet the statutory
requirements.
Providing specialist training, advise &
support to schools to ensure that they
meet the statutory requirements of all
legislation and duties in relation to
Equalities and Community Cohesion; in
particular the Equality Act 2010, Public
Sector Equality Duty and the statutory
Prevent duty 2015–
Delivered Prevent workshops
to over 2600 school & council
staff. This has also included
training and awareness
sessions for Governors, heads
safeguarding leads councillor’s
senior council officers,
students / parents.
* Schools have now
benefitted from bespoke
projects which have enabled
some of our most vulnerable
pupils to get the most out of
education such as the
UNSEEN VOICES project
from Falinge Park School.
This project targeted a group
of young boys who were on
the periphery of being
permanently excluded and
involved in criminal activity.

Supporting schools in their management
of the issues arising from all aspects of
hate crime and discrimination in line with
the protected characteristics and in
partnership with other agencies,
represented on the Rochdale Safer
Communities Partnership.
Support schools delivered
Hate Crime workshops to over
500 pupils across the Borough
and continue to work closely
with our officers from counter
terrorism unit and other
partners.
Via effective partnership
working delivered Bespoke
Prevent / hate crime
workshops to young people to
reduce community tension
and create community
cohesion, following on from
the death of the Imam.

Supporting schools to ensure that their
provision of Citizenship is meaningful for
all pupils in relation to the Government
guidance for Community Cohesion and
integration.
Work in partnership with schools to
Support staff to delivered
British values workshops and
continue to promote principles
such as, democracy, the rule
of law, individual liberty,
mutual respect & Tolerance.
Schools meeting legal
requirements having policies
and procedures in readiness
for any OfSTED inspections
Schools having relevant
policies and procedures in



Page 1 of 17
Key member of the statutory
Channel panel and Prevent
steering group. Provide day to
day support to schools with
any referrals as well as any
Equality / hate crime issues.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
support them in monitoring and dealing
with racist incidents.



To develop guidance for schools on
equality and community cohesion issues
and to support schools and the Local
Authority in developing policies and
procedures which reflect all aspects of
Equality and the Government Strategies
for Community Cohesion, Prevent &
Integration.
Contribute to work with schools and the
Council on equality issues and in
addressing all forms of hate crime,
discrimination and safeguarding
concerns, supporting subsequent
investigations as required.
Developed and implemented Don’t Hate
– Don’t Discriminate workshops for High
Schools
Developed Don’t Hate Educate workshops for
Primary Schools as part of the national
campaigns
EMA x 2
SECONDARY AND
PRIMARY
100% DSG
Support and advice to schools for children with
English as an Additional Language, New to the
Country, Asylum Seekers, other minority ethnic
groups. Support for teaching & learning
strategies to schools for above groups. Support
for school admission for above groups as
appropriate. Overview of achievement and other
data statistics for ethnic minority groups (as
Page 2 of 17
Appendix B
Monitor Record & Provide
termly reports regards racist
incidents in schools & enable
schools to develop effective
systems to manage such
incidents.
place such as the Single
Equality & Cohesion policy,
Prevent Duty Action Plan,
Risk assessments, also high
quality referrals to Channel
Panel.
Work with schools to develop
their provision of Citizenship to
ensure that what is taught is
meaningful for all pupils in
relation to equality and
diversity.
Successfully offered the One
Extreme to Another play “to
all Secondary schools.
Building positive relationship
between schools, parents and
community groups.
Support schools to develop
schools twinning projects,
interfaith work & bespoke
projects to ensure pupils get
the best out of education.
Bespoke Project work with
schools such as the Unseen
voices project.
Providing advice and guidance
to schools on specialist
teaching support for newer
arrivals and providing schools
with continued support for
more advanced learners,
including modelling sessions,
co-teaching and planning
Monitoring EAL attainment
Close working relations with
heads, Police, community
groups to reduce any
tensions post Brexit, training
provided for parents
Provide bespoke
programmes via Channel
panel to support vulnerable
young people susceptible to
radicalisation.
Received the Rochdale
Divisional Excellence Award
for community partnership
working.
GLD trends over three years
show a 34% increase for
Urdu, 37% increase for
Punjabi, 31% increase for
Mirpuri, 27% for Bengali, 39%
Polish and 30% for
Portuguese.
At KS1 Bengalis and Punjabi
speakers outperformed
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
above) for LA and schools.
TRAVELLERS
ACHIEVEMENT
OFFICER AND
SUPPORT OFFICER
Support and advice for schools to improve
educational outcomes for Gypsy, Roma and
Traveller children and young people. Support
and advice for schools in teaching & learning
strategies for GRT pupils. Support for schools to
improve GRT attendance and parental
engagement. Overview of achievement and
other data statistics for Gypsy Roma Traveller
ethnic minority groups for LA and schools.
Page 3 of 17
Appendix B
and progress
* providing language
assessments and tailored
advice for individuals with EAL
identified by schools
* Working alongside a range of
agencies, including SureStart,
to initiate early help and
support for vulnerable families.
* Supporting schools to embed
new assessment procedures.
* Ensuring that Asylum
seeking children are gaining
access to the appropriate
funding to support their
attainment in schools
*Supporting schools to
develop engagement with hard
to reach families, including
coffee mornings for new
arrivals, asylum seekers and
travellers for guidance and
support.
English speakers in Reading,
Bengali and Polish
outperformed English in
Writing, Bengali and Polish
outperformed English in
Maths.
At KS2 Bengali, Urdu and
Polish speakers out
performed English speakers
in Maths, GPS and Writing.
Bengali speakers
outperformed English
speakers at Reading.
At GCSE, for Progress 8
attainment, Black, Asian
heritage and Mixed heritage
outperformed White British
pupils.
* Information, advice and
guidance to schools on
improving educational
outcomes for Gypsy Roma
and Traveller pupils (Preschool to Post-16).
*Training for school staff on
GRT culture, heritage and
engagement.
-96% of school staff
(attending training) more
confident to engage GRT
pupils.
-Parental engagement and
communication with GRT
communities significantly
increased - more positive
outcomes for pupils reported.
161 individual language
assessments for EAL
pupils with recommended
advice for class teachers
during 2015/16.
575 members of school
staff trained on supporting
EAL learners.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Monitoring and evaluation of Elective Home
Education for GRT pupils.
Support for Gypsy, Roma and Traveller pupils
and International New Arrival families and
schools during admissions process (including
home visits, support to complete forms, support
at admissions meetings etc.).
Page 4 of 17
Appendix B
*Specialist teaching and
learning support for schools
with GRT pupils.
*Language assessments for
schools with Roma pupils.
*Monitor and analyse GRT
attainment and progress.
*Monitor and track data for
GRT pupils including
attendance, SEND, ascription,
exclusions.
*Work alongside Sure Start
centres to promote early
engagement for GRT families.
*Support schools with parental
engagement and GRT
community engagement.
*Create strong links within the
Roma and Traveller
communities to increase
parental engagement.
*Support and advice for EHE
pupils and families. Challenge
when provision is unsuitable.
*Extremely close liaison with
Children Missing Education
Officer to locate GRT CME
pupils where mobility is high.
*Collaborative work with Early
Help Team to reduce further
risk of exploitation for
vulnerable Roma families.
*Support new arrivals to the
authority to access pre-school,
school and college services.
*Support schools with
admissions meetings for new
GRT and INA pupils.
-Average attendance for
Roma pupils ↑ 9%.
-Primary attendance for GRT
↑ 3%.
-Secondary attendance for
GRT ↑ 8%.
-GRT pupils with 90% or
higher attendance ↑ 17%.
-Average GRT attendance ↑
13% in some targeted
schools.
-Early support targeted at
specific schools due to
accurate and purposeful
critical analysis of GRT
statistics.
-Improved critical
safeguarding for GRT pupils
following collaborations with
CME Officer.
-Risk of further exploitation
significantly reduced for
100% of Roma families
involved in collaborative work
during Operation Retriever.
-81% EHE families engaged
in home visits, ↑ 50%
-80% of EHE pupils aged 1419 pupils re-engaged with
provision, ↑80%
-GRT pupils achieving GLD at
EYFS ↑ 2% in 2015.
-GRT pupils attaining
expected level in Y1 phonics
screening test ↑ 2% in 2015.
-39% GRT pupils achieving
expected standard in RWM at
KS1.
-14% GRT pupils achieving
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B
expected standard in RWM at
KS2 – further work needed.
-Increased % of GRT pupils
achieving *A-C at GCSE.
-50% GRT pupils
achieved *A-G in
English and
Maths at GCSE
compared to 38%
nationally.
“VIRTUAL HEAD”
CARED FOR
CHILDREN LAC
ACHIEVEMENT
OFFICER AND
SUPPORT OFFICER
Education lead for Rochdale’s Cared for
Children (Looked After Children) and care
Leavers 0 – 25 years, providing advice and
guidance on the role of the Designated teacher
for CfC in schools, for Carers and Social
Workers, including training and effective
development of PEPs and the use of Pupil
Premium Plus.
Page 5 of 17
* Information, advice and
guidance (especially around
Personal Education Plans PEPs) on improving
educational outcomes for
Cared for Children, 0 – 25
years.
* Monitoring and tracking the
educational outcomes and
targets of Cared for Children
and Care Leavers.
* Supporting key partners (e.g.
schools, social work teams
and carers) in the
development of work to
enhance educational
outcomes for Cared for
Children and reduce FX, PX,
bullying.
* Providing training for
Designated Teachers, Social
Workers and Carers.
* Planning, assessing and
reviewing policies and
processes to maximise the
education of Cared for
Children e.g. use of Pupil
* Increased % of Cared for
Children achieving at
Expected Level of Progress
or above in both English and
Maths at Key Stage 2
Evidence of the gap closing
at key stages 1 and 2.
* At the end of Key Stage 4,
increased % of Cared for
Children achieving:
5 + A*-G GCSEs 65% an
increase
5+ A*-C GCSEs 12%
improvement needed
5+ A*-C GCSEs (inc.
English & Maths) 12%
improvement needed
* Increased number of
children with a good quality,
up-to-date PEP
* Increased take-up of post
16 opportunities and being in
Education Employment and
Training (EET) inc. FE
college/university
* Decreased levels of FX, PX,
bullying
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
HEALTHY SCHOOLS
MANAGER AND
SUPPORT OFFICER
No dedicated support
officer
Healthy Schools DSG
Lead on Healthy Schools Programme, support
schools towards the Enhanced Healthy Schools
Status, PSHE, Pupil Voice and Anti- Bullying.
Page 6 of 17
Appendix B
Premium Plus.
* Acting to ensure that the
Local Authority’s Corporate
Parent responsibility is fulfilled
in regard to improving the
educational achievement of its
Cared for Children and
ensuring they are consulted on
their education and their
successes celebrated.
*
*Successful consultation and
celebration events
undertaken
* * Promoting the 5 Ways to
Wellbeing across the borough.
* Introducing the ‘Laughter
Yoga programme’
* Supporting the CSE training
programme within schools.
* Promoting e safety and FGM
awareness.
* ESHCD is now up and
running.
* Almost met the targets for ‘5
Ways’. Targets fully met for
5w2w.
* Signing up some Heads of
schools to the 5 ways case
studies. Case studies
published in health education
Journal June 2016
* Securing funding for Healthy
schools support officer.
Secondment post filled from
Jan 2016 to May 2016
* Supporting the production of
‘Little things in life
‘performance for schools.
Performances carried out in
schools and at Healthy
Schools Conference.
2016/17
*Promoting the Mile a Day
initiative across the Borough.
2016/17
*Pilot scheme with 3 schools
completed and impact reports
submitted. Further 12 schools
to participate in the project.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
ASYLUM SEEKER
Operational support, advice for LAC,
SUPPORT OFFICER
100% DSG
Asylum/Refugee and Traveller to schools and
families (including home visits, supporting
admissions process etc.). Liaison with
organisations such as the Home office, Border
agencies, Social Care.
Page 7 of 17
Appendix B
*Supporting schools on ‘Dental
Buddy’ project.
*Three schools working on
pilot project.
*developing project with
partners and schools to work
on CSE/CME.
*Project proposal submitted
awaiting approval.
*supporting delivery of Primary
CSE play ‘Mr Shape Shifter’.
* Play delivered to 29 schools
and 13 scheduled for Autumn
term.
*promoting Mental and
Emotional Wellbeing in school
curriculum.
*Training in place for all
schools in Autumn Term
2016.
*individual support to PSHE
and Healthy Schools Leads.
*school visits for 1:1 support
and comprehensive CPD
programme in place.
*bespoke packages of support
for schools to achieve
Enhanced Healthy Schools
Status.
*59% (50) of schools have
now achieved enhanced
status.
*to lead on developing
effective school council status
with primary schools.
*55% (38) schools have
achieved this status.
Meetings/training programme
in place for 2016/17.
* Speedy responses to new
arrivals into the country to gain
support and advice for
services.
* Supporting children into the
school services, school
applications, schools uniforms
and shoes.
* Use of the Interpreters
During to 2015/ 16 academic
year there were 598 home
visits conducted to INA,
Asylum Seekers and GRT
families.
There has been a 23%
decrease in uniform
purchases for 2014/15 to
2015/16.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
FAIR
ACCESS
TEAM.
FAIR ACCESS
SUPPORT OFFICERS
X 2 SECONDARY
AND PRIMARY
100% DSG
Advice and support to schools on inclusion
and/exclusion issues regarding legislation and
protocols, application of steps to fair access.
Recording of and support for permanent
exclusions. Signposting. Casework and
coordination of managed moves/inclusion panel.
Overview of equity of placement across schools.
Casework of complex and ‘hard to place’ pupils.
Direct work/negotiation with families. Liaison
support with admissions processes. Involvement
in independent appeals.
Support for individual children and families to
ensure that all processes and protocols are
followed in permanent exclusions, managed
moves and/or in year transfers.
Overview of placements of pupils identified as
hard to place.
Liaising and supporting schools to improve
inclusive practice.
Recording, monitoring and reporting on exclusions
across the LA to SLT, Head teachers and
Inclusion leads.
Appendix B
services to enable families to
access services and support.
100% of parents have a
better understanding of the
British Education System
following the initial home visit
from an Equalities Officer.
* Supporting schools to use
the Inclusion panel for early
intervention and managed
moves.
* Monitor the ‘Hard to Place
pupils into the best school
setting for the pupil and fair
balance of placements
across the borough.
* Support individual schools
through the PDC.
* Training workshops for
School governors.
* Ensuring legal procedures
are being followed.
Primary:
*Reduction in permanent
exclusions in the borough’s
primary schools in 2015
2016. Exclusions reduced
from 10 in the previous year
to 6.
* 1 managed move took
place for a year 6 pupil, this
was successful
Links to Stronger
Families/Family Advocate
Workers to share information
and develop solutions to
maintain school placements.
Fortnightly Transfer Groups
(Primary/Secondary Schools)
to discuss nonstraightforward within year
school transfers
Fortnightly Inclusion Group
meetings with HT and
schools to discuss managed
moves for children identified
as causing concern or at risk
Page 8 of 17
Secondary:
*slight increase in the
number of pupils
permanently excluded in
2015-2016. The number rose
from 48 in 2014- 2015 to 51
in 2015-2016
Early data indicates
reduction in the number of
fixed term exclusions in the
borough from 1319 to 1090.
* 84 managed moves took
place in 2015 – 2016 of
which 28 were successful.
20 children were successfully
reintegrated into mainstream
from Brownhill Learning
Community.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B
of exclusion.
Governor Training regarding
advice on exclusion process,
managed moves and
independent appeals
Attendance and contributions
at CAF/TAC meetings when
appropriate.
Initial meetings with schools
to develop strategies to
support the place of pupils
causing concern because of
behaviour.
Individual mentoring for
targeted pupils to maintain a
mainstream placement.
EDUCATION
SAFEGUARDING
OFFICER
100% DSG
Advice and guidance to schools regarding
safeguarding. Co-ordination (and writing of)
Serious Case Review IMRs on behalf of a school.
Co-ordination of RBSCB safeguarding audits
required by schools annually. Dissemination of
recommendations that come from SCRs.
Facilitates Designated Safeguarding Lead network
meetings.
To ensure consistency across schools
Changes in legislation
Policies and procedures
Policy and practice in schools. Delivery of single
agency Basic Introduction to Safeguarding
Children training for all staff and Designated Leads
in schools, colleges and governors.
Page 9 of 17
* Providing schools, colleges
and governors with the basic
safeguarding training.
* Supporting schools in
improving their referrals to
MASS.
* Joint working to provide E
Safety training and CSE
awareness training.
* Responsible for critical
analysis for SCRs.
* Trained 1,800 staff through
the basic safeguarding
training in the last 12 months.
* Contributes to the
safeguarding Multi-agency
board to share best
practices.
Improving Safeguarding
standards within schools.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B
Advice on safeguarding issues to schools when
needed.
Represents education establishments at MARAC
(Multi Agency Risk Assessment Conference) to
safety plan for high risk cases of Domestic Abuse
BEHAVIOUR
ADVISOR AND
SUPPORT OFFICERS
100% DSG
Advice and guidance to schools focusing on the
development of polices and procedures for
positive behaviour management. Support for
schools to improve teaching & learning strategies
focusing on inclusive practice for young people
with behavioural needs. Support for school
admissions/integration as appropriate.
Training on behaviour related issues and
strategies including NQTs, TAs, Midday
Supervisors, and senior leaders.
Advise schools of changes in legislation and DFE
guidance focusing on behaviour for learning.
To work closely with SLT in schools facing
challenging circumstances to improve behaviour
management and inclusion for all pupils.
Link with a range of agencies in developing
supportive pathways for schools, families and
children.
Page 10 of 17
* Develop approaches and
strategies to improve
behaviour management
across schools.
* Supporting schools and
provide proactive training
such as Peer to peer child
massage, pyramid and other
therapeutic trainings .
* Provide individual support
and advice including
mentoring to teachers to
improve behaviour
management in classroom
including individual feedback.
Complete class room
observations linked to the
identification of individual
needs of pupils causing
concerns specifically with
behaviour.
Produce detailed reports to
highlight supporting
strategies for targeted pupils
and monitor the
implementation and
outcome.
* Provide a variety of
Behaviour management
programmes, approaches
and strategies.
*Train and support schools
with to provide mediation and
* Schools have access to a
range of materials and
resources.
* Staff are trained in targeted
areas focusing on
improvement of behaviour
management in classroom or
across whole schools. In
2015 – 2016 30 school
based training and 8 central
based Real Trust training
was delivered.
*Provide bespoke ‘Thinc’
room interventions training.
12 schools accessed 5 days
Thinc Room training.
*Provide written reports to
schools with identified
actions to improve outcomes
for pupils causing concern or
at risk of exclusion. 2015 –
2016 41 schools supported.
*To provide early intervention
strategies to reduce
exclusions in Primary
schools. 96 observations
took place and this resulted
in 96 reports being produced
to support schools. Follow up
meetings were arranged to
monitor the strategies.
Following the visit and report
only 13% went on to have
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B
therapy groups.
Support the development of
schools OFSED action plans
and monitor the impact.
.
CME SUPPORT
OFFICER
100% DSG
& SUPPORT
OFFICER (21hrs)
Manages and monitors children missing education
and children missing out on education.
Operational support, advice and/or coordination
for Fair Access, Inclusion, Children Missing
Education & Children Missing out of education,
(where that child is not on a school roll or receiving
education otherwise), Elective Home Education,
Alternative Provision.
Liaison with organisations to gain a complete
picture of vulnerable pupils.
Networking across a number of internal & external
organisations Inc. Children’s Social care, Housing,
Benefits, and Health to share information in order
Page 11 of 17
* Developing robust systems
to provide early identification
of Children missing out on
education.
* To act upon referrals
received for children that are
CME or CMOoE and to
effectively track and trace
regionally and if necessary,
nationally.
* Home visits to families to
support back into school,
advice and support to other
services whether the child is
CMOoE or EHE.
* Maintain good and effective
further exclusions.
* Permanent exclusions
reduced from 10 in 20142015 to 6 in 2015m - 2016
*To provide schools with
early intervention strategies
to support vulnerable pupils
by linking with a range of
agencies. 57% of the pupils
seen went on to have
involvement with other
agencies.
*All schools are judged good
or outstanding by OFSTED
for Personal Development,
Behaviour and Welfare. Of
the 16 schools that had an
inspection from January to
May in 2016 all were judged
as good apart from 1 school
which was put into special
measures.
Record number of referrals
received during academic
year 2015/16. 414 referrals in
total and closed 329
referrals.
During the academic year
14/15, CME received 168
referrals, which is an
increase of 40%.
The process of monitoring
CMOoE cases is much more
robust. Monthly reports are
undertaken with key
stakeholders including the
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
to track & trace vulnerable pupils and then
supporting the family with returning the child back
into education.
Casework of complex and ‘hard to place’ pupils.
Direct work/negotiation with families.
EHE in collaboration with EHE teacher consultant.
Maintaining an oversight of CMOoE and working
in collaboration with the various teams dealing
with unplaced children to ensure that children do
not slip through and become CME.
Maintaining an oversight of children who are
receiving all or part of their education outside of
their school (Alternative Provision) ensuring
compliance with the Ofsted Annex A requirements.
To instigate and be the first point of contact for the
Local Authority when issuing School Attendance
Orders.
Page 12 of 17
Appendix B
relationships with a number
of key stakeholders that
assist with the information
sharing process.
* To provide regular updates
to schools on their duties in
accordance with the statutory
CME guidance, via training
and attendance at
safeguarding, attendance
and inclusion network
meetings.
*Direct work with children’s
social care to ensure that
children & young people
known to them (CP/CiN/C4C)
and undergoing transition
from primary to secondary or
nursery to primary apply for a
school place on time
ensuring that they are not
further disadvantaged by
having a late application and
potentially missing out on the
school of preference.
* To represent education at
the Missing From Home
Panel.
* To represent Rochdale LA
at the North West Regional
CME Network Meeting.
* To liaise with the police
regarding children reported
as ‘missing’ from home, care
or education and to act upon
these referrals sharing
information with the
safeguarding leads within
schools enabling them to
SEN, equalities, admissions unplaced admissions have
reduced considerably from
181 in August 2015 to 67 in
August 2016.
Links have been
strengthened with key
stakeholders such as
housing, benefits, UKBA,
health etc. making the
information sharing process
much more efficient.
We have increased the EHE
coffee sessions from 1 to 2
which has been a successful.
At the last session a number
of families that will not accept
visits from the LA attended
enabling professionals to see
the children.
We have formalised
education welfare visits for
EHE children (where parents
have not already refused
visits).
Children are now visited by
either the EHE teacher – x2
year (Non EHCP children)
the SEN Education Officer –
1x year (EHCP children) and
a EWO – 1x year (all
children). There are
approximately 350+visits
undertaken by staff for EHE
children per year.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B
offer support to vulnerable
children and young people
after a period of missing.
We have strengthened multi
agency working and now
hold half termly meetings
attended by SEN, Ed Psych,
children’s social care,
education safeguarding,
health, equalities and
positive steps.
Alternative provision: We
have a working group in
place, with head teacher
representation and have put
together a good practice
guide for schools on sourcing
good AP and a checklist. We
now receive a return on a
half termly basis for all
children on AP at that given
time.
EDUCATION
WELFARE
TEAM.
Education Welfare
Officers and
Enforcement
Education Welfare
Officers:
1 Senior Officers
2 Enforcement Officers
4 Education Welfare
Officers
(1 temp Education
Welfare Officer)
All of the above
posts funded 15%
DSG
Attendance
 Make arrangements to identify children not
receiving education Send a written notice to
a parent whose child of compulsory school
age is not receiving a suitable education,
followed by a school attendance order if they
do not comply with the notice (section 437,
Education Act 1996);

Publish a code for penalty notices to address
poor attendance and administer the penalty
notice regime according to the Education
(Penalty Notices) (England) Regulations
Page 13 of 17

Linking with CME and
admissions for those
children not on a school
roll.

Monitor children on EHE
and EWO welfare visits
done.

Ensure that children
receive at least 3 visits
during the year (Welfare
and Education)

Follow the school
attendance order
process for children and
160 children and YP on EHE
register as of March 2016)
2 School Attendance Orders
were instigated in 201516(2015-16)
1545 Penalty Notices were
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B
2007 and subsequent amendment’s;


Improve attendance where schools report
absence to them according to the Education
(Pupil Registration) (England) Regulations
2007
Investigate the whereabouts of pupils who
have poor attendance and are at risk of
being deleted from the schools admission
register (Education Pupil Registration
England Regulations 2006)
young people not on
school roll and not
receiving EHE.




Comply with all its statutory obligations
under the Education (Pupil Registration
(England) regulations 2006)

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Page 14 of 17
Code of Conduct
published, updated as
per amendments as and
when needed and
followed for the
administering of the
Penalty Notices.
Have systems in place to
produce and process
penalty notices that as
issued on behalf of the
school.
Supply parents affected
by penalty notices and
the other measures with
clear, accurate
information including
their own rights and
responsibilities
Advise schools on how to
track and address poor
school attendance.
Devise practises to
improve attendance.
Support schools to
prosecute for poor
attendance and holidays
during term time
issued 2015-16. Of which
1074 were paid within the set
time scales.
144 of the fines that were not
paid were followed up in the
courts.
1545 Penalty notices issued
for poor school attendance
and holidays in term time
192 cases were referred for
case work.
31 cases of the 192
progressed to legal action for
the poor school attendance.
Attendance data is collected
from all schools that report to
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B
the Local Authority.

Statutory obligations of local authorities for
maintain schools and for academies
 The Local Authority has the right to inspect
school registers (Education (Pupil registration)
England Regulations 2006)
Child Performance and employment
 A Local Authority has responsibility for
administering and enforcing requirements and
protections for those below compulsory school
leaving age taking part in employment or
Performances.(Part 2, children and Young
Persons Act 1993, Part 2, Children and Young
Persons Act 1963, Children (Performances)
regulations 1968)



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Page 15 of 17
Case work referrals and
link with schools and
families to improve
attendance for identified
group of children.
Prosecute parents who
fail to comply with a
school attendance order
or fail to ensure their
child’s regular
attendance at school.
Apply for an Education
Supervision Order if
appropriate before
prosecuting parents.
Support schools with
Parenting Contracts for
behaviour and
attendance
Monitor and oversee
Parenting Orders issued
by the courts.
Collect and collate data
from all schools that
report absence returns
on half termly basis
because validated
census data is not
available for scrutiny until
the middle of the
following academic year.
Use the data to prioritise
the support for individual
schools and instigate
General advice has been
given to all schools on
legislation when children and
young people are employed
or taking part in
performances/ entertainment
and need to be licensed
Detailed advice is given to
schools were specific
children are involved in
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B





Page 16 of 17
preventative work such
as attendance panels,
target specific areas
such as illness, lates,
PA’s etc.
Advise schools on issues
such as unplanned and
planned school closure
days, pupils on part time
timetables and pupils
entitled to study leave.
Register inspections to
support schools in
identifying children who
are at risk of being
deleted from the schools
register.
Advise and challenge
schools to ensure that
correct codes under the
Pupil Registration
Regulations are used.
Inspect school registers
on a regular basis
Advice and support for
schools where children
and young people are
employed or taking part
in performances/
entertainment and need
to be licensed
performance and
entertainment
Performance licenses and
work permits have been
issued to children and young
people.
Body of persons applications
and chaperone licences have
been issued.
Details of De-delegation – Equalities/ Fair Access Team and Civic Duties
Appendix B

CIVIC
DUTIES
Union Facilities
support for Teachers
and Support Staff.
NAHT
NASUWT
NUT
ATL
ASCL
½ day per week
2 days per week
4 days per week )incl National Exec)
2 days per week
½ day per week
£78k
Proportion of LA cost for staff support
£33k
Page 17 of 17
Process applications for
performance licenses,
work permits, body of
persons applications and
chaperone licences.