To report to the committee the impact of the pandemic on the mental health
and well-being of children in our education system – including both the statutory aspects (i.e., schools
and colleges) and non-statutory (i.e. pre-school) settings.)

The Assistant Director for Education, Development and Skills introduced the report the purpose of which was for the Committee to consider the impact of the pandemic on the mental health and well-being of children in our education system

During discussion the following principal points were noted:

•           Schools are still experiencing the pandemic and its effects, therefore they are not yet in the post-pandemic stage. It is still a very active issue and the impact being felt is not yet fully understood. Work continues with schools to assess the full effects that COVID has had on both children’s and teacher’s mental health.

•           Concerns were noted that early years was ill prepared for the issues of the pandemic. But it is hoped, as a result of continuing review, that we will see future improvements.

•           Early years issues have been played(?) down due to resources being stretched when the pandemic arrived.  Half of nurseries closed in the first week or so of the pandemic.

•           Recovery is one of the priorities in improving advisory support and how nurseries can manage their business model to be more resilient.

•           It was recognised that perinatal assistance was introduced to support with the 0+ years. Communication with perinatal services is up and running, and partnership meetings are taking place.  Information is being shared between different organisations, but it was acknowledged that further communication is needed to ensure all perinatal services can contribute and benefit from this assistance

•           Schools have been offered additional training with pastoral care.  However, it is felt that this has not been enough and not systematically applied.

•           Funds from central government exist, but they tend to come with conditions attached, with the money only able to be spent on specific things. We are seeing that most funding is now community facing instead of school facing.

•           Further, conditions for some grants require schools to use their reserves before being eligible to apply for recovery grant funding.

•           Following further questioning it was explained that the number of extra pupils being affected by mental health because of the pandemic is unclear outside of the normal numbers the services would expect to see.

•           It was noted that special schools should receive particular recognition in their management of the pandemic, as they have had extra hurdles to surmount.

•           It was explained that elective home education officers have been visiting families in their homes. There has not been as high a spike in the number who elected for home education as maybe expected.

•           Mental health referrals in the schools only went live in the autumn 2021 and currently there has been no high influx of referrals. Where referrals are made all young people are seen within 26 weeks, and the majority of young people are seen quicker than that.

•           Noted that schools such as Blackmarstons, and Barrs Court school being excellent schools in regards to Special Educational Needs and Disabilities (SEND) and support groups that are in place.  ...  view the full minutes text for item 78