Transcript Document

Summer Term
Governor Briefing
16 and 17 June
2014
Department of Children’s Services
Education and Schools
Update
Summer Term Governor Briefing
Monday 16 June
Tuesday 17 June
Future House
Eastwood Primary School
Paul Makin
Assistant Director
Education and School Improvement
Department of Children’s Services
George McQueen
Assistant Director
Access and Inclusion
Overview
• Peer Review feedback
• Ofsted feedback
• Refresh of the school prioritisation
process
• “Promoting Bradford District”
• Attendance results and how Governors
can help encourage attendance
Peer Review feedback
• Overall Strengths
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Relationships
Personnel / people
Open communications
A commitment to inclusivity
Data dashboards
Emerging capacity
Vision and aspiration at the most senior level
Peer Review feedback
• Areas for Development
– Bring corporate aspirations to life for headteachers
– Joining up the system to ensure the clear pathway
of learning and achievement for children and
young people
– Demonstrate impact
– Further explore strategies to pick up pace
– Evaluation the impact of spend / investment
Ofsted feedback – February 2014
Children who need help and protection
Requires Improvement
Children looked after and achieving
permanence
Good
Adoption performance
Good
Experiences and progress of care
leavers
Good
Leadership, management and
governance
The effectiveness of the Local
Safeguarding Children Board
The overall judgement
Good
Good
Requires Improvement
School Prioritisation Process
“Promoting Bradford District”
Attendance Results
Autumn Term 2012 – Autumn Term 2013
• Primary attendance rose from 94.9% to 95.7% (+0.8%)
Secondary attendance rose from 93.7% to 94.2% (+0.5%)
• The number of pupils with less than 85% attendance
(persistent absence) in Bradford schools reduced by 776 in
primary schools and by 1051 in secondary schools
• Attendance and persistent absence in Bradford primary and
secondary schools remains below national and regional
averages.
• Bradford’s levels of unauthorised absence remain higher than
national averages. This is due to Bradford schools taking a
firm line on challenging the reasons for absence provided by
parents.
DfE Updated Guidance (April 2014)
‘Careers guidance and inspiration in Schools’: statutory guidance for
governing bodies, school leaders and school staff
• Revised guidance reflects findings outlined in Ofsted review of first
year of ‘duty’ on schools to secure independent careers guidance for
all year 8-13 pupils.
•
‘Going in the right direction?’ (Sept 13) found that only 1 in 5 (60
schools visited) had ensured that all students received ‘sufficient
information to consider a wide breadth of career possibilities.’
• Careers guidance given ‘a higher priority’ by inspectors since Sept
2013. How well a school delivers advice and guidance to all pupils is
now taken into account when judging ‘leadership and management’.
• Revised guidance requires governing bodies to ensure that
all pupils are provided with independent careers guidance
from Year 8 to Year 13.
• Governors must ensure careers guidance:
– Is presented in an impartial manner
– Includes information on the range of education or training
options, including apprenticeships and other vocational
pathways
– Is guidance that the person giving it considers will promote
the best interests of the pupils to whom it is given
• Governing body should provide ‘clear advice to the head
teacher’ on which to base a strategy for advice and
guidance, which is appropriately resourced and meets the
school’s legal requirements.’
• This strategy should be ‘embedded within a clear framework
linked to outcomes for pupils rather than an ad-hoc set of
activities.’
• Revised guidance also emphasises the importance of:
– Links with employers, the importance of work experience,
employer mentoring, links to the local labour market,
opportunities to develop entrepreneurial skills
– The importance of Maths and English and
the STEM subjects and the need to encourage more girls to
continue their studies in STEM subjects as they get older
 The need for impartial CIAG that covers the full range of
post-16 options. Schools are advised that they should give
‘… other providers who wish to do so the opportunity to
inform pupils directly about what they offer.’
• Other related policy areas to consider (also covered in revised
guidance):
– Full implementation of Raising the Participation Age (RPA) –
(young people have a ‘duty’ to participate until 18th birthday)
– The provision of targeted support for vulnerable and
disadvantaged young people (‘vulnerable to non-participation’)
– Requirements around information sharing with the LA
(with emphasis on the importance the DfE’s published
‘Destination Measures’)
– The SEN Reforms and new legislation in Children and Families
Act (e.g. phasing out of Statements of SEN, introduction of
Education, Health and Care Plans, emphasis on ‘Preparing for
Adulthood’ outcomes, etc.)
Working with the
Virtual School
for
Looked After
Children
Linda Mason, Head of the Virtual
School
•
•
•
•
Legislative changes/Policy
2013 Performance
Pupil Premium Plus
Role of designated governor
Children and Family Act 2014
•Staying put - foster care until 21
•Virtual School Head Teacher
duty to appoint an officer to promote educational
achievement
Pupil Premium Plus
•BSO bulletin (Conditions of Grant)
•£1900 1 April 2014
•LAC from day 1, adopted
•Retained by VSH
•VSH identified and agreed programme funding then
given to schools
•Passport to school £633 per term
Sept (on roll in May)
March (Jan)
December (Oct)
•Accountability – DT/ VSH PEP, website
Bradford LAC Performance
Latest Statistical First Release SFR December 2013:
Attainment KS1, KS2, KS4
SEN
Exclusions
Absence
LAC Return (SSDA903)
Emotional and behavioural health SDQ scores
Up to date health measures
Offending
Substance misuse
Headlines
• Poorer outcomes but improving over time
• GCSE results improving
• The attainment gap has reduced
• LAC still face significant challenges
Bradford
KS1 Level 2
Reading %
Writing %
Maths %
England LAC
69
61
71
Region LAC
68
67
67
Bradford LAC
67
59
63
All Bradford
83
80
87
Bradford
KS2
% achieving at least level 4
Maths
Reading
Writing
GPS
England LAC
59
63
55
45
Region LAC
57
60
52
41
Bradford LAC
60
65
60
40
All Bradford
79
79
81
68
Bradford
KS4
% achieving
5 GCSEs
A*- C
5 GCSEs
A* - C inc En Ma
England LAC
36.6
15.3
Region LAC
38.0
14.1
Bradford LAC
37.0
7
All Bradford
83.4
53.0
Bradford
SEN Data
SEN
without
Statement
SEN with
Statement
All SEN
England LAC
39.3
28.5
67.8
Region LAC
42.4
24.1
66.5
Bradford LAC *
41.1
21.5
62.7
All Bradford
17.32
1.9
19.32
Bradford
Exclusions
% children
permanently
excluded
% children with at
least one fixed
term exclusion
England LAC
0.15
11.36
Region LAC
0
9.66
Bradford LAC
0
7.91
0.02
4.37
All Bradford
Bradford
Absence
% session lost due to
Overall
absence
% of LAC
persistent
absentees
1.1
4.4
5.0
Region LAC 3.0
1.0
4.0
4.2
Bradford
LAC
2.8
0.9
3.8
3.1
All Bradford 3.9
1.8
5.7
5.8
England
LAC
Authorised
absence
Unauthorised
absence
3.3
Personal Education Plans
• No longer using EPEP
• ICS for PEPs
• BSO for Attendance, Attainment,
Exclusions and SEN
ICS for PEPS
• It will be the responsibility of the Social
Worker to complete the Personal Education
Plan
• The targets can be completed when agreed
at the PEP meeting
• The PEP will capture the child’s views
• Social Workers will provide Designated
Teachers with a copy once completed
What should a good PEP include?
• Suitable Targets attainment and other
• Pupil Premium
• Educational Arrangements (provision,
interventions)
• Development Needs
• The Child’s Views
Bradford Schools Online
• Attendance, Exclusions and SEN will be
available to view through Bradford
Schools online.
• Attainment is required to be inputted by
designated teachers through BSO on a
termly basis
Why?
• Problems accessing EPEP
• To aggregate the data
• To track the attainment of LAC from
KS1 to KS5
• Will hold live data
• Easy to identify where data has not
been entered
Role of Governors
• Statutory Guidance due for refresh:
• Statutory Framework
• Role of governing body
• Role of designated teacher in school, in
managing the PEP, relationship with other
beyond school
Governors must:
• ensure designated teacher undertakes
appropriate training
• consider and annual report from the
designated teacher
• together with school leadership
consider and act on issues raised so as
to support the designated teacher and
maximise impact of the role
10 Key Questions
1. Has the DT had appropriate training to carry out the
role?
2. What arrangements are in place to allow DT time and
resources to carry out the role?
3. How does SLT have oversight of this role and the
progress of/issues for LAC?
4. How does the DT manage the PEP meetings?
5. How are staff informed about LAC?
Cont….
6. What training have staff had about LAC?
7. How does the school support LAC who are new to the
school?
8. How are additional resources (PPP) used to raise
achievement?
9. Are there any school related issues that prevent LAC
achieving?
10. What arrangements are in place that have contributed
to successful provision and for the LAC to make good
or better progress?
School Website
• The amount of the school’s allocation from the
Pupil Premium Grant for the current academic
year, and:
how it is intended that this will be spent AND
how the previous academic year’s
allocation was spent, and the effect of this
on the educational attainment of pupils for
whom the funding was allocated
Any Questions?
Diversity and Cohesion:
Education Service
for New Communities and
Travellers:
June 14
Paul Johnson,
Service Coordinator
The ____ ?
Their economy is in a mess. They can’t
make money, they have no jobs at
home, so they come over here to mess
up our economy and to take our jobs.
And why is there so much
unemployment in their own country?
Because they’re a lazy lot, who don’t
want to work.
Education Service for
New Communities and
Travellers
Works with families from many
of the groups who have
recently moved to the Bradford
District i.e.
• Asylum Seekers
• Refugees
• Central and Eastern
European Migrant Workers
Education Service for New
Communities and Travellers
Staffing
1.0 Co-ordinator
1.0 Access Leader
2.5 EU Liaison Officers
1.5 Refugee/Asylum Liaison Officers
0.6 Teaching and Learning Leader
1.5 Teaching and Learning Consultants
0.8 Administrator
Casual Interpreters
National Legislation
Rights to Education
The Education Act 1944, as amended by
the Education Act 1996, places Local
Education Authorities under a duty to
make education available for all school
aged children in their area, appropriate
to their age, abilities and aptitudes. This
duty extends to all children residing in
their area, whether permanently or
temporarily.
Equality Act 2010
5th April 2011 the Public Sector Equality Duty (The
Equality Duty) came into force. The three aims of
the General duty are to:
• Eliminate unlawful discrimination, harassment and
victimisation and other conduct prohibited by the Act
• Advance equality of opportunity between groups who
share a protected characteristic and those who do not.
• Foster good relationships between people who share a
protected characteristic and those who do not.
School inspection handbook: Reference no: 120101:
April 2014
Depending on the type of school, it may be relevant to pay particular
attention to the achievement of:
•
•
•
•
•
•
•
•
•
disabled pupils, and those who have special educational needs
those with protected characteristics, including Gypsy, Roma and Traveller children,
[1] as defined by the Equality Act 2010
boys
girls
the highest and lowest attainers
pupils for whom the pupil premium provides support, including:
looked after children[2]
pupils known to be eligible for free school meals – a school is unlikely to be judged
outstanding if these pupils are not making at least good progress
those attending alternative provision[3].
[1] Pupils with protected characteristics and other groups of pupils may include: pupils
for whom English is an additional language; minority ethnic pupils; Gypsy
Roma and Traveller children; lesbian, gay and bisexual pupils; transgender pupils;
young carers; and other vulnerable groups.
Moral Compass?
We all have a responsibility to
provide the best possible
education for all children.
Bradford Context
The Bradford District has
had a significant minority
ethnic population since the
1960s and due to its industrial
heritage has had migration for
many years previously.
One of the most recent groups
of people to come to Bradford
are from Central and Eastern
Europe.
The majority of the
Migrant Worker families
coming to the Bradford
District originally came
from Slovakia, Poland
and the Czech Republic.
Changing Demographics?
Migrants from Pakistan were the largest group
coming into the Bradford in 2011.
Migration from Central and Eastern European
Countries e.g. Poland, Slovakia and the Czech
Republic in total exceeded the number from
Pakistan.
Increasing Numbers of Children
and Young People?
3250
3200
3150
3100
3050
3000
2950
2900
2850
2800
2750
2700
2650
2600
2550
2500
2450
2400
2350
2300
2250
2200
2150
2100
2050
2000
1950
1900
1850
1800
1750
1700
1650
1600
1550
1500
1450
1400
1350
1300
1250
1200
1150
1100
1050
1000
950
900
850
800
750
700
650
600
550
500
450
400
350
300
250
200
150
100
50
0
Primary
Secondary
Academic Year
20
11
/1
2
20
12
/1
20
3
13
/1
4
Ju
ne
Total
20
02
/2
00
3
20
03
/2
00
4
20
04
/2
00
5
20
05
/2
00
6
20
06
/2
00
7
20
07
/2
00
8
20
08
/2
00
9
20
09
/2
01
0
20
10
/2
01
1
Number of Pupils
Total numbers of pupils originally from Central and Eastern Europe on roll in
Bradford District Schools
Where do EU Migrant Worker
Families Live?
500
400
300
Series1
200
100
Postcode
BD23
BD22
BD21
BD20
BD18
BD17
BD16
BD15
BD14
BD13
BD12
BD11
BD10
BD9
BD8
BD7
BD6
BD5
BD4
BD3
BD2
0
BD1
Number of
Children/Young People
EU Migrant Worker Children/Young People by Postcode
New challenges for schools,
colleges and settings:
•
•
•
•
•
Communication/interpretation
Increased number of New to English pupils
Some children/young people living in poverty
Increased number of In Year admissions
Increasing need for awareness of the cultural
and socio economic background of the
families.
Services Provided
• Support schools to develop the capacity to meet the
needs of Gypsy Roma Travellers (BRTAP)
• Assist families to access schools/settings
• Facilitate full attendance
• Facilitate home school liaison
• Provide advice to schools/settings and families.
• Liaise with the range of statutory and voluntary
agencies with regard to the education and welfare of
the Services client groups.
• Encourage the use of culturally relevant resources
As with other ethnic minority
children and young people
those from Central and
Eastern Europe enhance the
school community bringing
with them rich diverse
cultural heritages and helping
school communities to have
broadening horizons of the
world.
Questions/Discussion
Contact details
Education Service for New Communities and Travellers
Children’s Services
Future House
Bolling Road
Bradford
BD4 7EB
T: 01274 385558
M: 07582 109 140
E:[email protected]
© Bradford Education Service for New Communities and Travellers 2014
Family
Learning
Pauline Thorpe, Team Leader
(Community & Family Learning)
Children’s Services, Future House
Family Learning
• Small team based in Future House
• Freelance tutors
• Engage parents to support their children
• Improve the home learning environment
• Embed English and/or maths in courses
Background
• Funded by Business Innovation & Skills to
work with hard to reach parents in areas of
multiple deprivation
• Range of engagement and progression
activities/programmes to reach up to 1500
parents a year
• Change of focus, funding now comes under
Community Learning – more responsive.
The Impact of Parental Involvement by Professor
Charles Desforges with Alberto Abouchaar
Research Report RR433 June 2003
“to close the social class achievement gap ….a very clear and
consistent finding ……. is that parental involvement has a large
and positive effect on the outcomes of schooling.
This effect is bigger than that of schooling itself. Research
consistently shows that what parents do with their children at
home is far more important to their achievement than their
social class or level of education. It would seem that if the
parenting involvement practices of most working class parents
could be raised to the levels of the best working class parents in
these terms, very significant advances in school achievement
might reasonably be expected. This inference from research
cannot be said too often. “
The Impact of Parental Involvement, Parental Support & Family Education on Pupil Achievements and Adjustment: A
Literature Review.
Effects of parents v Effects of schools
Achievement
Parents
Effects of school
Age 7
29%
5%
Age 11
27%
21%
Age 16
14%
51%
From Sacker et al (2002)
What we do
• Deliver a range of free courses to engage & progress parents &
children (BIS contract, parents have to meet the criteria to be eligible)
• Deliver courses and workshops under the Parents into Learning
banner
• Discover and Learn Visits
• Early Words Together
• Talk English
• Nuffield Programme
• Families First
• Work in Sure Start centres out of area
Article from TES May 2014 reported on -
A key research paper, a 1996 meta-analysis of
39 US studies found that:
• During the summer holidays, at best, students showed no
academic growth and at worst lost one to three months of
learning.
• Learning loss was greater in maths than in reading and
disadvantaged students were disproportionately affected,
losing about twice the ground of other pupils in reading.
• A more recent US study, published in 2007, followed
people between the ages of 6 and 22. The research team
from John Hopkins University in Baltimore found that twothirds of the reading gap between disadvantaged 13 year
olds and their peers could be explained by summer learner
loss.
What we do
• Discover & Learn Visits:
–
–
–
–
Aladdin (40 parents & children),
Brassed Off (30 parents & children)
War Horse (70 parents & children)
Eureka (24 parents & children)
• Summer Programmes: Summer Reading and
Creative Community
• Reading Café
Family Learning
• Who needs to know about Family
Learning?
• Whole school approach
• Senior management team
• Governors
• Class teachers
• Parents and children
Family Learning
Prospectus is on Bradford Schools Online:
bso.bradford.gov.uk > Parental Involvement > Family
Learning Team
Email:
[email protected]
Website:
http://bradfordschools.net/blog/familylearning/
Twitter:
https://twitter.com/FamilyLearns
Updates From
School Governor
Service
Useful websites
New address for DfE:
https://www.gov.uk/government/organisations/departmentfor-education
DfE information and updates for different types of schools:
https://www.gov.uk/government/collections/mandatoryand-useful-timelines-information-for-schools
Pupil premium information:
Https://www.gov.uk/government/publications/pupilpremium-grant-2014-to-2015-conditions-of-grant
NGA updates
• From summer 2015 half of all infant schools will have
their KS1 assessments externally moderated, a
greater proportion than currently
• Ofsted recommend to government mandatory training
for governors – supported by NGA
• Ofsted pledged to visit any school across the country
to follow up concerns about an unbalanced
curriculum or governors abusing their powers.