Transcript Induction welcome event PPT - London Borough of Hammersmith

Welcome to the Tri-borough
London Borough of Hammersmith and Fulham, Royal
Borough of Kensington and Chelsea, City of Westminster
NQT Welcome
• Borough characteristics and features
• The induction process
• Professional Development for NQTs
• Sources of information and support
Tri-borough Working
•
•
There is one structure for School Standards across the three
boroughs
•
Andrew Christie is Director of Children's Services
•
Ian Heggs is the Director of Commissioning
•
Richard Stanley is the Assistant Director School Standards
•
Three Principal Lead Advisers with responsibilities across the three,
•
and specific responsibilities for a particular borough
•
Jenny Bax
LBHF
•
Lucy Nutt
RBKC
•
Richard Capel
WCC
The Aims of Tri-borough Working
•
The vision of the Tri-borough Children’s Services programme is "combining
services to tackle common problems, improve people's lives and make
public money go further."
•
Tri-borough is an ambitious programme, pooling resources and expertise to
pioneer new ways of delivering joined-up public services while saving the
taxpayer £33.4 million by 2015/16.
•
Tri-borough is about improving lives and saving money. A shared youth
service providing new opportunities for teenagers. A single adult service
providing seamless care with our hospitals.
The local authorities areas
•
Are small but diverse and densely populated Boroughs; with contrasts in
wealth and social mobility
•
Standards:
key stage outcomes in our schools are among the highest across the
country.
•
Across authorities, OfSTED inspections reflect that view in that 91%
(H&F), 82% (K&C) and 86% (WCC) of our schools have received either a
‘good’ or ‘outstanding’ judgement from OfSTED (Summer 2013) compared
with just 70% nationally in 2011/12.
•
Challenging profile
Achievement is significant because of the schools’ population profile.
•
Privately educated: Around 30% of H&F and WCC resident children are
educated privately, over 50% in K&C - and just 6% nationally (Spring 2013).
Local authority context - chart
Local authority context - data
Free meals, EAL and ethnic
Primary:
minority, 2013
Free meal
EAL
Ethnic
Kensington and Chelsea 2013
31%
56%
77%
Hammersmith and Fulham 2013
35%
49%
74%
Westminster 2013
36%
72%
88%
National 2013
19%
18%
29%
Free meals, EAL and ethnic
Secondary:
minority, 2013
Free meal
EAL
Ethnic
Kensington and Chelsea 2013
23%
50%
75%
Hammersmith and Fulham 2013
31%
43%
70%
Westminster 2013
41%
61%
84%
National 2013
16%
14%
24%
Local authority context - chart
Meal entitlement, ethnicity and EAL
100%
80%
60%
40%
20%
0%
Free meal
EAL
Ethnic
Free meal
Secondary
Primary
K&C 2013
EAL
H&F 2013
WCC 2013
National 2013
Ethnic
Tri Borough Population IDACI
Local authority context – IDACI
Children Deprivation Index, 2013
80.0%
60.0%
40.0%
20.0%
0.0%
Most deprived
20%
Next most
deprived 20%
K&C 2013
Middle 20%
H&F 2013
Next least
deprived 20%
WCC 2013
Least deprived
20%
National
Over 100 languages spoken
• At least 50% of our school population is
bilingual
• Range of need – new arrivals to
advanced bilingual learners
• Need to focus on attainment at higher
levels (e.g. Level 3 at KS1, Level 5 at
KS2)
LBHF
RBKC
WCC
Somali
Arabic
Polish
Spanish
Albanian
Portuguese
French
Bengali
Persian
Urdu
Arabic
Spanish
Portuguese
Philipino
French
Somali
Italian
Albanian
Tigrinya
Farsi
Arabic
Bengali
Kurdish
Albanian
Somali
Portuguese
French
Persian
Spanish
Chinese
Schools will have a teacher responsible for
EAL, who can provide guidance, this may be:
•
•
•
•
•
EAL Coordinator
Inclusion Coordinator/Manager
SENCO
Literacy Coordinator
a member of the senior leadership team
• LBHF – EAL Adviser
Primary results 2013
Reading, writing
Key Stage 2
Level 4 and above
Reading
Writing
Maths
and maths
Hammersmith and Fulham 2011
86%
78%
82%
71%
Hammersmith and Fulham 2012
89%
83%
84%
77%
Hammersmith and Fulham 2013
88%
85%
86%
78%
Kensington and Chelsea 2011
89%
83%
87%
77%
Kensington and Chelsea 2012
90%
86%
90%
82%
Kensington and Chelsea 2013
92%
90%
92%
84%
Westminster 2011
86%
80%
82%
70%
Westminster 2012
89%
84%
86%
77%
Westminster 2013
88%
86%
88%
80%
National 2011
84%
80%
80%
67%
National 2012
87%
81%
84%
75%
National 2013
85%
83%
84%
75%
Secondary results 2013
GCSE
5+ A*-C
Indicators
5+ A*-C
Ebacc
with EM
H&F 2011
92%
71%
33%
H&F 2012
84%
66%
31%
H&F 2013
n/a
66%
n/a
Kensington and Chelsea 2011
91%
73%
22%
Kensington and Chelsea 2012
90%
80%
25%
Kensington and Chelsea 2013
92%
80%
38%
Westminster 2011
86%
63%
15%
Westminster 2012
88%
70%
18%
Westminster 2013
88%
70%
34%
National 2011
80%
58%
15%
National 2012
83%
59%
16%
NQT to System Leadership
•
Start of career, beginning to work in the Tri-borough
–
•
Middle Leaders
–
•
Newly appointed first-time HT / Principals and those in their first three years of leading, to
support and develop personal leadership development
Advanced Leaders
–
•
Those aspiring to their first headship
New headteacher
–
•
Experienced leaders who are not planning to pursue opportunities for further responsibilities,
including assistant and deputy headteachers
Entry to being a headteacher
–
•
Teachers beginning to take on leadership and management responsibilities, including heads
of subject area, heads of year and subject co-ordinators
Established Leaders
–
•
Newly Qualified Teachers: teachers in the first years of their careers
Experienced HT / Principals looking to further develop their professional qualities, skills and
expertise in a variety of networks beyond the academy and begin to extend a range of
leadership styles
Consultant / System Leaders and beyond
–
Experienced HT / Principals and other school leaders who are ready to further develop their facilitation,
mentoring and coaching skills; understanding and leading the culture change required to develop system
leadership
NQT Induction key features
• NQT entitlements
• Roles/responsibilities
• Statutory guidance, monitoring progress against the
Teachers’ Standards
• Termly reviews and assessment reports, final
decision about successful induction completion
• NQT Professional Development
Starting as you mean to go
on.....
Establishing Protocols
‘How we should operate in this classroom so
that we can become successful learners’.
Derrick Lowe September 2013 NQT
Derrick Lowe September 2013 NQT
Teaching Standard 7
A teacher must: Manage behaviour effectively to ensure a good and
safe learning environment
• have clear rules and routines for behaviour in classrooms,
and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate
them
• maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary
Derrick Lowe September 2013
NQT
Reflective Practice
Derrick Lowe September 2013
NQT
Some useful resources
• Behaviour Management Pocketbook:
Peter Hook & Andy Vass
• Pedagogy and Practice Teaching and
Learning in Secondary Schools Units 18,
19 & 20
• Times Educational Supplement Pro
Derrick Lowe September 2013
NQT
Teacher Support Network
Helen Chambers
Congratulations!
• Congratulations on the start of your new teaching career!
• We know how excited you must be, but also a little
apprehensive about what comes next
• Don’t worry, you are not on your own and there are
plenty of places that you can go to for help, support and
advice
• Teacher Support Network is one of these and is here for
you throughout your career
Starting Out
• Our Starting out guide for new teachers is a great place
to start. Visit our website and read hints and tips on:
– work relationships and fitting in
– meeting the parents
– looking after your voice
– maintaining a good work-life balance
Pupil behaviour
• For help with Managing pupil behaviour read our brand
new practical guide. Here you will find information on:
– low and high level disruption
– your responses to poor behaviour
– relationships with pupils
– strategies to improve behaviour
Our services
Support
Coaching
Counselling
Money management
Grants
Information
Signposting
Online tools
NQT Training Provision
• 2nd year of Bi-borough training
• All courses led by experienced
professionals working within the Biborough or London area
• Course programme designed to reflect the
needs of NQTs and has been developed
in response to feedback
• 95% + of courses rated good or
outstanding
NQT Training Provision
• The courses provided can be found online
at…http://lms.rbkc.gov.uk/login/index.php
• To book onto the courses contact Clare
Sumpter [email protected]
Good luck for an exciting
and eventful year ahead!