topic_shift
bool 2
classes | utterance
stringlengths 1
7.9k
| session_id
stringlengths 7
14
|
|---|---|---|
false | Okay. Thank you. And widening it out to other public services buildings as well. | QMSum_50 |
false | Indeed. | QMSum_50 |
false | Yes. Okay. Thank you. | QMSum_50 |
true | Okay, thank you. We're going to move on now to talk about how we create healthy settings. I've got some questions from Suzy Davies. | QMSum_50 |
false | Thank you very much. Yes, perhaps if we could just stay in this area of education just for a moment, I think we all agree that healthy habits acquired early on probably tend to last quite well, so I wonder if you can tell us a little bit about the healthy and sustainable preschool scheme and whether you think some timescales should be made public about what you expect the achievements from that scheme to be. But, in particular, I was struck with what you said about local leadership, and I just want you to bear that in mind in answering the next question, which is about the foundation phase. You're probably aware that this committee has heard from various school leaders that they're struggling in some cases to meet the ratio of staffing for the foundation phase, which potentially compromises the purpose of it in terms of physical activity. I'm just wondering how the strategy development board is considering that at the moment. Is it something that's come on the radar for the board? Is it something you're thinking about? And, if so, who do you think should be responsible for pinning that down a little bit? Because this is education, not health, and—. | QMSum_50 |
false | Well, look, I've got to confess to you, I'm not an educationist, and so the question on staffing numbers in schools is not one that I have been asked to give a deal of consideration to, and it hasn't really been discussed, I don't believe, in the context of development of the strategy. If there is a specific point around that that the committee would like to make in terms of a response into the consultation, which I presume you'll be making, then we'd be happy to consider that. As to healthy preschools, I don't know, Nathan may have some view on that. I've not been closely involved with the work. We have standards and we perhaps need to think about how we tighten those standards and how we—enforce isn't the right word, but how we implement and make sure that those standards are properly implemented, because you're absolutely right to say that habits are developed early in life. That's in the preschool; it's also in the home of course, and then later in the school. So, we do need to look at all of those as settings and are there more things we can do within those settings to drive healthier behaviours—that's exactly why we need the consultation. | QMSum_50 |
false | But I would say, through that scheme as well, we've really got a really good bank of preschools that are actually doing some really great work in this area as well. So, I think the more we can understand the successes that some of those environments are having—you know, how we can roll those out and work across other settings to create that wider impact as well is going to be really important. | QMSum_50 |
false | Okay. Thank you. What I'm thinking about is expectations at that level will be expectations at a slightly older level, which will be contained within the foundation phase. And while you're quite right—obviously, parents have a role in this, or families—there will be, particularly with the introduction of the new curriculum, certain expectations on schools to provide not just healthy environments but to actively work towards well-being and healthy weight in children and things. And that's why I asked you about local leadership, because, if it fails for reasons that have nothing to do with the plan at foundation phase, it's going to fail further up the school years as well. I think it might be something that the board might want to consider here, because at some point there'll be an accountability question and we will want to know how 'Healthy Weight: Healthy Wales' fits in with the new plans for the new curriculum, and whether it's merely persuasive and influential or whether it has the weight to place some obligations on school leaders about what they do in their schools. So, this connection, I think, is quite an important one, and, if the strategy development board could consider that, I think it would be very helpful, because this doesn't exist in a vacuum. | QMSum_50 |
false | Well, I'd certainly be delighted to take that back and we can look at it in terms of how we move from the consultation into the final strategy. It's certainly a point we can try and look at. | QMSum_50 |
false | Because we will want to know who to ask: 'you're the accountable person—why has something worked, or not worked?' We will need to know that at some point. | QMSum_50 |
false | Just building on Nathan's point, some of the schools—I know it's schools rather than the preschools, and I take your point, but some of the schools we've been working with have absolutely brilliant models of good practice and good local leadership. I remember the Minister actually at the launch, and one of the schools was represented there, and they presented—the school came and some of the children came and presented—to the whole audience about the activities that they were undertaking in their school around physical activity and on healthy eating, and it was such a model of good behaviour the question was, 'Well, why not everywhere?', so that probably speaks to your question. | QMSum_50 |
false | Okay, well, thank you for that commitment anyway. | QMSum_50 |
false | And have you had any discussions, then, with education officials around things like teacher training and CPD, because you'll be aware the Health and Social Care Committee has made a number of recommendations in this area? It's crucial that we skill up the staff to develop these things in an appropriate way, isn't it? | QMSum_50 |
false | Well, we certainly discuss with education colleagues in Welsh Government. There's more we need to do in terms of that, because you're absolutely right: there's something about building the whole of the workforce—education is really important, but elsewhere as well; it's about how do we really make every contact count, you know, that construct. So, everybody who's working in the health and social care system should have a role in this; everybody who works in education, whether it's the old—. Do we still have dinner ladies? Or teachers, you know, they have a role to play in supporting children to be as healthy as they possibly can. And, actually, I see them, Chair, as a really essential part of the public health workforce. | QMSum_50 |
false | Okay, thank you. Suzy, are you going to do your curriculum one? | QMSum_50 |
false | Well, I've bound it in together, but that final point you make about teachers being part of the answer to this, they're already under a range of pressures: is it fair to make them accountable for whether this works or not? Or should that local leadership lie somewhere else? I don't expect you to pin down a person today. | QMSum_50 |
false | I wouldn't like to blame a teacher or performance manage them on the proportion of their children in their class who are overweight. That would clearly be nonsense, wouldn't it? But they are part of the solution, and so the accountability lies further up the chain, doesn't it? The question I think we would have, and public services boards might well ask, and the local education authorities may well ask, is: how effective is any particular school at driving forwards these healthy behaviours? | QMSum_50 |
false | Okay, thank you. I'll leave some questions for Hefin. | QMSum_50 |
true | Hefin. | QMSum_50 |
false | Is that all right, Chair? | QMSum_50 |
false | You've got the floor, Hefin. | QMSum_50 |
false | Thank you, Chair. You make a commitment to embedding physical activity at an early stage in primary school education. What would that look like? | QMSum_50 |
false | Just in terms of the physical activity, I have to say it's a really important dimension and we need to move further on. We know not enough of our children are physically active and they're not meeting the various guidelines, so it's really important. It doesn't actually have as much of an impact on weight as the dietary issue. I'd just say that. It's really important for all sorts of reasons. It does have an impact on healthy weight, but it has a huge impact in terms of socialisation, in terms of mental health issues, et cetera, you know. So—I'm sorry, I've lost track of your question. | QMSum_50 |
false | I'd just say that one thing we have got in train is, obviously, Sport Wales, Public Health Wales and Natural Resources Wales—we have them working together as a collaborative at the moment to look at how their joint delivery on physical activity can be taken forward more efficiently. So, one of the things they are looking at is obviously the schools programmes they do through eco-schools, the Welsh network of healthy schools and the sports programme to really think about that physical activity and how we can have better join up in terms of the programmes that we're already delivering as well. | QMSum_50 |
false | With that in mind, I'm going to confess to you, chief medical officer, I did anything in school I could to avoid physical education lessons. I hated it. I didn't feel engaged with it. Yet, two weeks ago, I played for the Assembly rugby team—I wanted to get that in. The school sports survey, that would suggest that we're still not hitting those targets with children. How can we get children more engaged with physical education in ways that—? I felt completely alienated in school. | QMSum_50 |
false | Well, you're right, and many people go through that same journey and come to physical activity later in life, and that's great if they do that. The sad reality is that many people don't, and we also know that there are issues around the dropping off, particularly for girls, of physical activity towards the teenage years. So, there are specific moments that we need to understand. We do have a lot of information about these kinds of things. Public Health Wales is very good at collating the information. We do need to turn that into programmes. I mean, at the heart of it, it's about making sports and physical activity enjoyable and attractive to people. Sometimes that's easier, I sense, for boys than for girls, but we need to tailor things to different audiences. | QMSum_50 |
false | Yes, that's the trick, isn't it? It's about finding out what children enjoy doing. That could be quite a wide and varied range of things. Is that the key? | QMSum_50 |
false | It's not all about organised team sports. | QMSum_50 |
false | Yes. As Dawn said, it's not just about organised team sports. There are some very individual activities you could do. | QMSum_50 |
false | Absolutely, yes. And that's where I think—. I'm delighted that Sport Wales has moved beyond. It's not just about elite sports; it's about getting everybody engaged and active in sports, and that partnership with Public Health Wales that Nathan talked about is really important, because we need a population approach to driving physical activity. | QMSum_50 |
false | So, do you think, with that in mind, we need statutory guidance for schools on physical education? | QMSum_50 |
false | Again, I'd look to the consultation as to whether there was an appetite for any kind of guidance. It may well be that that is something that could be considered. | QMSum_50 |
false | Okay. And finally, with regard to free school meals to all pupils in primary and secondary schools, do you think that extending that to all pupils would be beneficial in providing a more varied diet for pupils? | QMSum_50 |
false | I don't have a personal view on that. I think it's the quality of the food that kids are getting, whether that comes from home or through school, and whether it's free or whether it's paid for. I think it's the quality of the food that we need to focus on. The question of children being hungry at school is a really important one and needs to be addressed at a national level. I think that's a— | QMSum_50 |
false | So, you think that's more about the provision of food for those who might not have access to it than providing a varied diet. | QMSum_50 |
false | I think it's important that children have access to food, absolutely, if that's your question, but we also need to look at the quality of the food and what's in that food offer. | QMSum_50 |
false | But you don't necessarily think universal provision would—. | QMSum_50 |
false | I don't have a clear view on that. I know there's a larger debate about that. | QMSum_50 |
false | Okay, thank you. | QMSum_50 |
true | I've got some supplementaries from Janet and then Suzy. | QMSum_50 |
false | Yes. I've been around some amazing schools in my own constituency, where they've got proper canteen facilities for pupils and really, really good produce in the meals. However, there's probably only a third having school meals; the rest are packed lunches. And, to be honest, I've been very surprised and shocked at what I've seen of the quality of the food in the packed lunches. Nobody can really police, and I wouldn't want to see parents being policed over what goes in a packed lunch, so if there is data out there to suggest that there's a larger percentage of parents providing packed lunched that are really not good at all, then there is some merit to be said for what Hefin is—. Me, personally, I'd love to see the introduction of universal school meals. I think it's been a very retrograde step, going backwards. Would you be willing to carry out any research? | QMSum_50 |
false | So, I mean, your point about food that's brought in in the packed lunches is a really important one, and I've talked to some headteachers as well about this. We could go down a route of guidance and prohibition, but that gets you into the role of nanny in chief and I don't really see that as my role or Government's role, and I don't think it's effective either. Do you remember—? You must have seen on tv—I think it was in Scotland; I don't know if it's happened in Wales—parents pushing the fish and chip packets through the school railings. We don't need to get into that. What I have seen, though, is some really good innovative practice in schools where, for example, they reward children for bringing the healthy options. Schools can give guidance to parents about what would be a healthy lunch and what sort of things might be expected to be seen in the lunch box. And you can reward children, and children do respond to rewards. So, I've seen some of those approaches that have transformed, actually, the offer of what comes in school boxes. But I think just banning chocolate bars and crisps in the packed lunch is unlikely to be successful. | QMSum_50 |
false | We can't do that. So, my point to the question was: isn't there some merit, perhaps, about all children being equal and eating similar good-quality food in schools? | QMSum_50 |
false | Yes. That gets you back to the question about universal school meals. | QMSum_50 |
false | Perhaps some of that £56 million sugar tax, even. Who knows? | QMSum_50 |
false | Suzy. | QMSum_50 |
false | Yes. Mine is just a short question. The draft plan commits, doesn't it, to updating the healthy eating in schools regulations—the 2013 regulations? I appreciate this is a consultation, but what is it that needs changing in those regulations at the moment, just to give us a bit of steer? | QMSum_50 |
false | It's mainly on sugar content, so, obviously, they don't adhere to current Scientific Advisory Committee on Nutrition guidelines around sugar levels. So, what we'd want to consider is, you know, what we need to be careful of is unintended consequences of changing that, as well, if you see a shift to more kids bringing in school packed lunches as well. So, I think we want to consider the best way of doing that and consider through the consultation how we can go about it. | QMSum_50 |
false | All right. So, it's very pertinent to Janet's question, in that way. Okay, so it's mainly about sugar, but it could be about other things as well. Okay. Thanks. | QMSum_50 |
false | Okay. The next questions are from Janet anyway; firstly, on the clinical obesity pathway. | QMSum_50 |
false | The 'Healthy Weight: Healthy Wales' plan commits to a review of the clinical obesity pathway. What are the time frames for this review, and what do you think are the basic essentials of a clinical obesity pathway for children and young people? | QMSum_50 |
false | We do have a pathway for managing overweight, and that's been in place since about 2010, I believe, and we do need to bring that up to date in terms of current knowledge and experiences. We've challenged Public Health Wales; we've asked Public Health Wales to undertake a review of that pathway, and they are going through that process now. I'm not sure of exactly the time frame that we have given them for that. | QMSum_50 |
false | We were asking them to review the pathway before we launch the final strategy in October because, obviously, what we want is for that to inform what that final strategy looks like. So, we'll be looking probably early autumn for them to report back on that. | QMSum_50 |
false | The second point of your question about what are the essential elements, I mean, they are already there; we need to tweak them and we need to make sure that they're properly delivered. But it's a tiered approach, so, having access to information through schools and through communities and into families is part of the first step of that. And then, if children are overweight, it's a question about how they're identified. There are questions about the ability of the public to recognise large children, so there may be an issue there. But when children are running into issues around weight, what kind of interventions can be put in, either through primary care or through communities through health visitors, et cetera? And then of course we do have—and we've started to shine a light on this, haven't we—the very overweight children. I don't think we have enough in the way of targeted support to be able to support those. There are programmes available, but they're perhaps not universally provided. So, I think there's something about looking at our whole pathway, mapping out what the current evidence now shows us is needed, and then thinking about what is our provision in Wales and what do we need to do to bring that up to the level of the places that are the best. | QMSum_50 |
false | Thank you. The draft plan recognises the importance of the first 1,000 days, but it doesn't appear to include any new proposals to help parents to enable lifestyle changes. It lists existing initiatives, such as the Healthy Child Wales programme and breastfeeding action plan. Are you satisfied that the draft plan does enough to address the influence that family and parents have on children's healthy weight behaviours, particularly in the first 1,000 days? | QMSum_50 |
false | Well, the first 1,000 days are really critically in shaping lives, as I'm sure you'd agree. We are absolutely open to any other suggestions that the public or this committee have as to what more we can and should do. There are a number of things, the sorts of programmes you've mentioned, that I think could be more effective. We're currently looking at breastfeeding because it starts before birth, actually. We know that children who are breastfed are less likely to suffer from obesity in childhood and, indeed, to go on to be obese adults. So, we do need to go further on that. We do have some programmes—Healthy Working Wales, et cetera—that need to be improved. If there are other interventions in other areas that we need to take, then we'd be delighted to hear what they are, but those are the ones that have jumped out so far. | QMSum_50 |
false | Can I just say—? One of the proposals we're looking for is, obviously, we know that during pregnancy it's a really critical time when we can actually look to work with mothers. We know from looking at some of the behaviour change that it's actually a really critical point when new mothers really start thinking about their lives, wanting the best for their child and their families. So, what we are thinking about is how we could develop some kind of approaches to that going forward. But we know our Healthy Start scheme is also a good lever for us, just in terms of how we can look to improve that kind of dietary offer at the earliest stage as well. | QMSum_50 |
false | Thank you. Finally, we know that for some families day-to-day challenges can make it difficult for them to make healthy choices, particularly for those on lower incomes and/or maybe using food banks. Could the Welsh Government take bolder action to better support low-income families to eat healthily? | QMSum_50 |
false | Well, you've touched on a really important point about inequalities because overweight and obesity is not evenly distributed across our population. It absolutely is more prevalent in more socioeconomically deprived communities, and that's something that should really concern us all. So, it gets you to questions of availability of fresh food and produce; it gets you to questions of formulation of products and whether value brands are less healthy than more premium brands. So, it cuts across all of those issues that we talked about in terms of settings and in terms of environment earlier. There is something about the affordability of good-quality healthy food that we need to think about. We do need to think in broad terms—broader terms than just obesity, but we do need to think in broad terms—about how we create a society where families have the wherewithal to lead healthy lives, and that gets you to really important questions about the minimum wage and income poverty. There's no doubt in my mind—I'm a public health professional—and there's no doubt in my mind that economic success and health success go hand in hand. So, you speak to a very deep question there. In terms of what we can do through this particular consultation, there are some things in there about providing better access, but without tackling some of those deeper determinants of health, their impact will necessarily be limited. | QMSum_50 |
false | Thank you. | QMSum_50 |
false | Just finally from me, then, you referred earlier to the importance of making every contact count, but some stakeholders have told the committee that they struggle to do that because of difficulties in availability of people to refer to. Is that a situation that you recognise and what, really, can we do to improve that situation? | QMSum_50 |
false | Well, it depends what you mean as to where to refer to. So, the health system obviously needs to respond to this issue. What we're seeing across the NHS is a gradual transformation in primary care so that primary care is no longer about going to see your GP, it's about going to see a practice where you have a range of health professionals. Would I like to see more dietetic support, for example, in that setting? Absolutely I would. I think we need to think in terms of that pathway that we were talking about earlier, about access to that kind of advice and support, which can head off people getting into problems and kids getting into problems with weight issues. So, that question of redesign of the pathway really speaks to, I think, your point about, 'Well, where do people go when they have problems with their weight?' That's true for adults and it's true for children as well. | QMSum_50 |
false | Okay, thank you. Are there any other questions from Members? No. Okay. Well, can I thank you both very much for your attendance? It's been a really productive session. We appreciate your time. You will be sent a transcript to check for accuracy in due course, but thank you again. | QMSum_50 |
false | We'll do that. Thank you, Chair, and thank you to the committee, because getting some input into the consultation from children's perspectives, this would be one of the routes we would absolutely welcome. Thank you. | QMSum_50 |
false | Okay, thank you very much. Item 3, then, is papers to note. Paper to note 1 is a letter from the Welsh Health Specialised Services Committee on CAMHS tier 4 provision. Paper to note 2 is a letter from the Minister for Health and Social Services also on CAMHS in-patient provision. Paper to note 3 is a letter from the Children Commissioner for Wales on tier 4 CAMHS provision. Paper to note 4 is a letter from Qualifications Wales to the Minister for Education on qualifications for the new curriculum. Paper to note 5 is a letter from me to the Minister for Education on the development of the new curriculum. Paper to note 6 is a letter from me to the Minister for Education seeking clarification on the draft additional learning needs code. Paper to note 7 is a letter from me to the Minister for Education seeking clarification on the response to our Brexit report. Paper to note 8 is a letter from the Equality and Human Rights Commission on a cumulative impact assessment briefing for committee, which has been offered. Paper to note 9 is a letter from the Chair of the Petitions Committee on a national taskforce for children’s mental health. Paper to note 10 is a letter to the Secretary of State for Exiting the European Union from the children’s commissioners for England, Scotland, Wales and Northern Ireland on the implications of Brexit for children. There are a few that I'd like to return to in private, but are Members happy to note those? Thank you. Okay. Item 4, then, is a motion under Standing Order 17.42 to resolve to exclude the public from the remainder of the meeting. Are Members content? | QMSum_50 |
false | Yes. There's somebody up there. | QMSum_50 |
false | Thank you. | QMSum_50 |
false | It 's not very significant. | QMSum_120 |
false | Uh , channel one. Yes. | QMSum_120 |
false | Channel three. | QMSum_120 |
false | OK. | QMSum_120 |
false | Mm - hmm. | QMSum_120 |
false | Channel three. | QMSum_120 |
false | Ta | QMSum_120 |
false | Channel three. Alright. | QMSum_120 |
false | OK , did you solve speech recognition last week ? | QMSum_120 |
false | Almost. | QMSum_120 |
false | Alright ! Let 's do image processing. | QMSum_120 |
false | Yes , again. | QMSum_120 |
false | Great. | QMSum_120 |
false | We did it again , Morgan. | QMSum_120 |
false | Alright ! | QMSum_120 |
false | Doo - doop , doo - doo. | QMSum_120 |
false | What 's wrong with ? | QMSum_120 |
false | OK. It 's April fifth. Actually , Hynek should be getting back in town shortly if he isn't already. | QMSum_120 |
false | Is he gonna come here ? | QMSum_120 |
false | Uh. Well , we 'll drag him here. I know where he is. | QMSum_120 |
false | So when you said " in town " , you mean Oregon. | QMSum_120 |
false | U u u u uh , I meant , you know , this end of the world , yeah , is really what I meant , | QMSum_120 |
false | Oh. | QMSum_120 |
false | Doo , doo - doo. | QMSum_120 |
false | uh , cuz he 's been in Europe. | QMSum_120 |
false | Doo - doo. | QMSum_120 |
false | So. | QMSum_120 |
false | I have something just fairly brief to report on. | QMSum_120 |
false | Mmm. | QMSum_120 |
false | Um , I did some experim uh , uh , just a few more experiments before I had to , uh , go away for the w well , that week. | QMSum_120 |
false | Great ! | QMSum_120 |
false | Was it last week or whenever ? Um , so what I was started playing with was the th again , this is the HTK back - end. And , um , I was curious because the way that they train up the models , they go through about four sort of rounds of of training. And in the first round they do uh , I think it 's three iterations , and for the last three rounds e e they do seven iterations of re - estimation in each of those three. And so , you know , that 's part of what takes so long to train the the the back - end for this. | QMSum_120 |
false | I 'm sorry , I didn't quite get that. There 's there 's four and there 's seven and I I 'm sorry. | QMSum_120 |
Subsets and Splits
No saved queries yet
Save your SQL queries to embed, download, and access them later. Queries will appear here once saved.