Transcript South EPHA Meeting

MID EPHA Meeting
Thursday 5th March 2015
Attendance Matters
Chris Kiernan
Director of Commissioning, Education and Lifelong Learning
Autumn 2013/Spring 2014 – Essex
Primary Absence Rates.
Quadrant/Co
mparative
area
3
Overall
Absence %
Authorised
Absence %
Unauthorised
Absence %
Mid
3.74%
3.29%
0.45%
NE
4.09%
3.45%
0.63%
South
3.82%
3.07%
0.74%
West
3.73%
3.12%
0.61%
Essex
3.84%
3.22%
0.61%
England
National
Average
3.89%
3.16%
0.73%
Autumn 2012/Spring 2013 – Essex Primary Absence
Rates.
Quadrant/com
parative area
Overall
absence %
Authorised
absence %
Mid
4.66%
4.24%
0.42%
NE
5.02%
4.45%
0.57%
South
5.00%
4.28%
0.73%
West
4.68%
4.10%
0.58%
Essex
4.85%
4.27%
0.58%
England
National
Average
4.82%
4.10%
0.72%
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Unauthorised
absence %
‘Children set back by taking holidays in term
time.’
Taken from: The Daily Telegraph, The Guardian (p,5), The Times (p,21),
Independent (p7-23), February 2015
New research from the DfE suggests children who miss seven days’ schooling each
year see their chances of gaining five good GCSEs reduced markedly. Only 31% of
children who missed more than 14 days of lessons over two years got the “gold
standard” of good grades in English, Maths, Science, a humanity and a language
compared to 44% of pupils who attended school every day. Meanwhile, just 16.4% of
children who miss 28 days of school over two years get five good GCSEs.
The report also found that primary school pupils who miss just 14 days of schooling
between the age of 7 and 11 are 25% less likely to achieve level five. Ministers claim
the new fining regime for parents who take their children out of school in term time has
cut the absence rate to a record 4.4%.
•
•
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However, campaign group Parents Want a Say argue that the Education Secretary has
conflated statistics for those children playing truant with those who attend normally but
take a term time holiday. John Hemming, the Liberal Democrat MP who is campaign
chairman of Parents Want a Say, said: "Nicky Morgan should get an F for fail in her
statistics. It's either being done deliberately or incompetently. It is misleading.” He also
cited a DfE study in 2011 which concluded that a small holiday during term time at
primary school "doesn't do any harm and potentially is beneficial".
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2014 outcomes
Measure
EYFS
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
KS2 RWM L4+
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
KS4 5+ A*-C inc E&M
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
6
2010
2011
Year
2012
56
58
53
50
10
11
124
59
61
55
52
10
10
135
64
66
62
60
7
10
106
52
53
52
53
3
5
50
60
63
61
61
4
6
57
64
64
61
64
2
5
77
67
66
63
66
4
7
91
75
74
73
74
3
6
82
76
74
74
75
2
4
90
79
79
77
79
3
4
68
55.1
55.7
56.0
54.6
5
9
78
58.2
58.3
59.1
58.2
6
7
72
58.8
58.9
58.2
59.0
3
4
68
60.6
60.3
59.8
60.5
4
4
82
56.6
56.8
57.2
56.5
5
7
85
2013
2014
Trendline
Developing a School-led
Improvement System in Essex
A partnership between:
Essex County Council
Association of Secondary Heads in Essex
Essex Primary Heads Association
Essex Special Schools Education Trust
Essex Schools Governors Association
What is a School-led Improvement
System?
• National Standards of Excellence for Headteachers – DfE
January 2015
Excellent headteachers – the self-improving school system
• Create outward facing schools which work with other schools and
organisations – in a climate of mutual challenge – to champion best
practice and secure excellent achievements for all pupils.
• East of England and North East London Headteachers’ Board ,
January 2015
Excellence as Standard
• The schools in the region – take significant and sustained steps
towards being self-improving
• Increasing numbers of primary, special and secondary schools particularly in mutually supportive clusters – as part of the selfimproving system.
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The journey in Essex…
• Review into the role of the LA in January 2013 by ISOS
Consultancy
Convenor of
partnerships
A maker and
shaper of
effective
commissioning
A champion of
children, parents and
the community
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Developing a School-led improvement
system in Essex
A system of local partnerships of schools:
– With a shared ambition to rapidly raise outcomes for all children
across the partnership at all key stages
– That provides mutual support and challenge to each other
– That holds each other to account to ensure agreed targets are met
– That supports in challenging circumstances
– That innovates and provides solutions to locality issues –
curriculum, quality of teaching, leadership development, Ofsted
preparation, recruitment of teachers, peer reviews, governance
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Developing a School-led improvement
system in Essex
• A system of local partnerships of schools:
– That provides robust and effective performance monitoring and
scrutiny of outcomes for children
– That can (over time) be responsible for, and deploy resources for
pupils with SEN
– That will be supported by Teaching School Alliances, Essex
Education Services, the LA and other providers
– That may want to have an objective perspective from an
independent chair and / or facilitator to drive change and provide
challenge
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– That may be quality assured by an overarching collegiate
governance group
Opportunities
•
•
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To have collective responsibility and aspirations for outcomes of
children from Reception to Year 11 / 13
To work with the Special School sector to ensure the best provision is in
place for pupils with SEN
To ensure every teacher in every school develops to be a consistently
good teacher
To support every school to get to good or better and to sustain this
outcome
To develop effective approaches to supporting pupils at each transition
point in their education, particularly between Year 6 and 7
To enable best practice in every school to be captured and widely
shared
To support recruitment and retention challenges and develop innovative
models to attract, train and retain the best teachers
To enable Teaching School Alliances to be at the heart of the
improvement of each cluster
To develop a system of headteacher led peer reviews
Challenges
• Transparency, trust and honesty
• Have we got the expertise and objectivity for headteachers to
genuinely hold each other to account
• Capacity in the system to drive this change
• Funding – pump priming and sustainability
• Scale and size
• Whole system engagement – teaching staff through to governors
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Current and future developments
• Basildon Excellence Panel formed February 2014, chaired by Sir
Mike Tomlinson
• Harlow Education Improvement Partnership formed January 2015,
chaired by Roger Abo-Henriksen
• Tendring clusters being formed around existing groups of schools
with headteacher representatives shaping the Tendring Education
Improvement Group
• Groups of schools encouraged to review their partnerships against
the expectations and discuss with the LA what opportunities and
gaps they may have – linked to Teaching School Alliances
• Small pump priming grants on a matched funding basis to be made
available
• SEN strategy under development with devolvement of resource to
follow
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Next steps
• Partnerships of schools to identify how they may want to move
from an informal loose structure to a formal structure with
accountability
• Iterative process across the county – two year process to
develop school-led improvement partnerships
• Current partnerships include:
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Teaching School Alliances
Local Delivery Groups
Multi Academy Trusts
Other existing Consortia/Trusts
Informal groups of schools meeting to address common themes
Peer Review Feedback
• Key recommendations:
– Improve clarity for schools of the RAG system and the
support available to schools
– Further develop the LA strategic role to co-construct a school
to school support strategy which challenges all schools to
accelerate improvement
– Development points for improving communication with
stakeholders
– Excellence in Essex Primary Schools
– Communications review
– Launch of co-construction of the strategy
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