Autumn term 2019 1 Welcome & Introductions Chris Hilliard - - PowerPoint PPT Presentation

Headteacher and Chair of Governors Briefings Autumn term 2019

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Welcome & Introductions

Chris Hilliard Consultant Deputy Director – Education

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CENTRAL BRIEFING 1st October 2019 – 8.30.10.30 am The Main Hall, Gosford Hill School, Oxford Road, Kidlington OX5 2NT SOUTH BRIEFING 7th October 2019 – 8.30-10.30 am The Hilton Garden Inn, Marcham Road, Abingdon, OX14 1TZ NORTH BRIEFING 8th October 2019 – 8.30-10.30 am The Willows, Banbury Cricket Club, Whitepost Road, Bodicote near Banbury OX15 4BN

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A g e n d a

8.30 am Welcome Jayne Howarth 8.35 am Ofsted and safeguarding Hannah Farncombe Lara Patel 8.50 am Achievement and attainment Kim James 9.00 am Learner Engagement:

• The Oxfordshire Hospital School
• Recommissioning Alternate Provision

Steve Lowe Deborah Bell 9.35 am SEND:

• Update on SEN Casework team
• Requests for EHC needs Assessment
• Ofsted Re-visit and progress on Oxfordshire Local Area Written

Statement of Action Jayne Howarth 10.30 am Close of meeting

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Ofsted and Safeguarding

Alison Beasley Local Authority Designated Officer

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Safeguarding in and out of Education: Findings from OSCB case reviews

Vince Clark Service Improvement Lead

➢ Summary of key messages from OSCB case reviews, with respect to educational settings over the last twelve months. ➢ Refers to cases not published so contains generalised findings

• nly.

Introduction

Background

➢ 2018/19 OSCB worked on four serious case reviews ➢ 2 have been signed off by the Board ➢ 1 is due for sign off ➢ 1 has been completed as far as possible ➢ 3 ongoing partnership reviews

➢ 9 children ➢ Age :majority aged 10-15 years ➢ Gender: 5 male, 4 female (2 of whom are transgender). ➢ Education provision: ➢ 1 child was home educated ➢ 1 education through their residential provider ➢ 5 in mainstream education. ➢ All schools aware of the children’s needs

The reviews

➢ OSCB case reviews ➢ Children A-F and Child J – evidenced

• verarching safeguarding risks linked to

education ➢ Current case reviews also reflect this ➢ Reviews evidence crucial role that schools play to keep children safe ➢ Information held in schools should support decisions and plans ➢ 2 current reviews: recommendations that relate specifically to schools

Key Messages

1.Schools & colleagues in the safeguarding network

➢ Recognition required of crucial role that schools play in keeping children safe. ➢ Any differences of opinion of safeguarding leads to be explored and understood. ➢ Resolution of any differences not possible, formal escalation processes should be used by schools.

• 2. Manage safeguarding records

systematically and carefully.

➢ Capture and review concerns about safety and wellbeing of a child. ➢ Share them when children transfer schools.

• 3. Escalate concerns to safeguarding

leads and follow up when your concerns persist.

➢ Record observations to identify any patterns of concern. ➢ Teachers need mechanisms to discuss concerns further through effective supervision.

• 4. Children are safest in full time

education.

➢ Children on reduced time-tables, absent from school and children educated at home are at increased risk. ➢ School attendance is a critical factor to a child’s safety.

• 5. When the child is not in school

be aware of the implications of elective home education including risks;

➢ Which agencies are in touch with the family & to what effect. ➢ School nurses commissioned through Public Health.

10 Learning points to strengthen working together in Oxfordshire

Learning points to strengthen working together

1.Understand the ‘lived experience’ of the child in the family 2.Curiosity 3.Response to physical abuse 4.The role of schools in keeping children safe 5.Parental wellbeing

Learning points to strengthen working together

• 6. Fragmented management of health needs
• 7. Children’s emotional wellbeing
• 8. Children’s limited capacity to protect

themselves as they move into adolescence

• 9. Rethinking ‘did not attend’
• 10. Understanding safeguarding risks that

exist in the child’s environment

Learning and School Improvement

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Kim James Head of Learning & School Improvement

Oxfordshire – Good schools Good schools for all pupils

Golden thread - ‘Safeguarding culture’ % Good and Outstanding schools % reaching the ‘Standard’ at all key stages (focus on disadvantaged students)

10/15/2019 26 March 2019 21

Challenges ahead….

• New Ofsted framework ( remember 2012)
• Parent view – new questions on SEN
• Outstanding primary schools

– To develop further our understanding of the primary curriculum, we will be carrying out a number of inspections of exempt

• utstanding primary schools between October 2019 and April
• 2020. These inspections will be in addition to the 10% already

identified through risk assessment. – This work will help us better understand strong curriculum management in primary leadership and identify good practice at the level of three individual subjects. – Each inspection will focus on one of the following:

• modern foreign languages
• history
• geography.

OCC Education Performance Report September 2019

Confidential

2019

Learner Engagement

The Oxfordshire Hospital School

Steve Lowe Headteacher of The Oxfordshire Hospital School

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Supportin ing pupil ils at school wit ith medical conditions

Headteacher Briefings 2019

Aims:

• To understand the challenges;
• Summarise the statutory obligations

that schools have;

• Clarify roles and responsibilities;
• Provide advice around statutory
• bligations;
• Identify further support and

training.

The current position

The most recent Freedom of Information (FOI) request1 found that only 11.5% of the 200 schools asked in 2017 could demonstrate they have an adequate medical conditions policy which meets Government standards.

According to DfE2 data, of the 783,400 children recorded as persistently absent in 2017/18 (absence rate of 10%+), 41.6% missed school due to illness and 4.7% due to medical

• appointments. Of pupils completing GCSEs in 2017 who met

the persistent absentee threshold for illness or medical appointment absences in secondary, 15.5% experienced at least one 'unexplained exit’.

2https://www.gov.uk/government/statistics/pupil-absence-in-schools-in-england-2017-to-2018

Concerns that schools may have

• 1. Lack of knowledge about the young person’s

needs

• 2. Limited knowledge of the statutory obligations

placed on schools in the context of all the other legislative requirements placed on schools

• 3. Limited understanding of how to make

reasonable adjustments

• 4. Limited time to give to a very small number of

pupils with medical conditions

• 5. Limited budget for allocating additional

resources

The challenges

Statutory Guidance

Local authorities (LAs) must have regard to it [this legislation] when carrying out their duty to arrange suitable full-time education (or part-time when appropriate for the child’s needs) for children who are unable to attend a mainstream or special school because of their health. This duty applies to all children and young people who would normally attend mainstream schools, including Academies, Free Schools, independent schools and special schools, or where a child is not on the roll of a

• school. It applies equally whether a child cannot attend school

at all or can only attend intermittently.

Statutory obligations

Statutory Guidance

4.4 The Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’ Some specified medical conditions, HIV, multiple sclerosis and cancer are all considered as disabilities, regardless of their effect. 4.5 The Act sets out details of matters that may be relevant when determining whether a person meets the definition of disability. Long term is defined as lasting, or likely to last, for at least 12 months. 4.7 A school must not treat a disabled pupil less favourably simply because that pupil is disabled – for example by having an admission bar on disabled applicants.

Statutory obligations

Statutory Guidance

On 1 September 2014 a new duty came into force for governing bodies to make arrangements to support pupils at school with medical conditions. The statutory guidance in this document is intended to help governing bodies meet their legal responsibilities and sets out the arrangements they will be expected to make, based on good

• practice. The aim is to ensure that all children with

medical conditions, in terms of both physical and mental health, are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential.

Statutory obligations

Statutory Guidance

Can a school place a pupil on a part-time timetable?

As a rule, no. All pupils of compulsory school age are entitled to a full-time education. In very exceptional circumstances there may be a need for a temporary part- time timetable to meet a pupil’s individual needs. For example where a medical condition prevents a pupil from attending full-time education and a part-time timetable is considered as part of a re-integration package. A part-time timetable must not be treated as a long-term solution. Any pastoral support programme or other agreement must have a time limit by which point the pupil is expected to attend full-time or be provided with alternative provision. In agreeing to a part-time timetable a school has agreed to a pupil being absent from school for part of the week or day and therefore must record it as authorised absence.

Statutory obligations

Statutory Guidance

• 211. Inspectors will evaluate the experience of

particular individuals and groups, such as pupils for whom referrals have been made to the local authority (and check, for a small sample of these pupils, how the referral was made and the thoroughness of the follow- up), pupils with SEND, children looked after, those with medical needs and those with mental health needs. In

• rder to do this, inspectors will look at the experience
• f a small sample of these pupils and consider the way

the school is working with the multi-agency group to ensure that the child receives the support they need ……….. adjustments are made in accordance with the Equality Act 2010 and the SEND code of practice.

Page 54 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/828469/School_inspection_handbook_-_section_5.pdf

Statutory obligations

When it goes wrong ………

Statutory obligations

Local Government Ombudsman reports and recommendations Oxfordshire teen left out of school for 14 months because of council delay Buckinghamshire CC criticised

• ver insufficient education for

boy with special needs Distressed Leeds girl left without proper education for months

Roles & Responsibilities

Governors

• Ensure that the school develops a policy for

supporting children with medical conditions that is reviewed regular and readily available.

• Ensure that processes are in place for the

monitoring of the policy and its effective deployment. Headteacher

• Ensure that staff are suitably trained and

insured.

• Ensure that the policy is implemented

effectively.

• Appoint a named person to be responsible for

pupils with medical conditions.

• Provide the right level of information to staff.
• Have processes in place that monitor the

presence, quality and effectiveness of IHPs.

• Provide access, where reasonable, to

appropriate resources. Named person The implementation of the policy including:

• Staff training.
• Information sharing including with supply teachers.
• Maintaining effective written records.
• Cover arrangements in the absence of a key member
• f staff.
• Complete risk assessments for school visits etc.
• Monitoring of individual healthcare plans.

Staff

• Any member of school staff may be asked to

provide support to pupils with medical conditions, including the administering of medicines, although they cannot be required to do so.

• Attend relevant training.
• Read relevant IHPS and know how to respond.

Role & Responsibilities

The OHS Offer …….

Statutory obligations

Children’s Hospital Inpatients John Radcliffe Children’s Hospital Nuffield Orthopaedic Centre Helen & Douglas House Hospice

An NHS inpatient facility providing specialist services for young people aged 11 to 18 with acute mental health needs.

For young people who are too unwell to attend school but who do not require in-patient support. Highfield Hospital Inpatients Outreach Teaching Service

https://ohs.oxon.sch.uk/ 01865 597480

• ffice@ohs.oxon.sch.uk

Where to get help …… https://ohs.oxon.sch.uk/

Advice

Oxfordshire Hospital School & OUH NHS Trust Integration and Inclusion for Children with Medical Needs in Schools [MNIS]

The 2nd Annual Conference for Professionals Working with Children with Physical and Mental Health Needs

2019 Theme – Successful Partnerships in Practice

Working with professionals & families

Confirmed speakers: Jennifer Starbuck, Senior Clinical Psychologist, Paediatric Chronic Fatigue Syndrome / ME Service, RUH Bath. Steve Lowe OHS Headteacher & Dr Helen Griffiths OUH Consultant Psychologist – MNIS updates & new materials launch Maria Marinho – Well at School Charlotte Nott - young person; plus speakers offering views from young person’s & parent’s perspectives

Wednesday 6th November | Kassam Stadium | Oxford | 09.00 to 16.00

For more information and details of how to book a place, visit our website here.

What do we offer?

• 1. Engagement – pupils are often disengaged at

the point of referral

• 2. Tuition

a. Academic support with the pupil’s home school curriculum b. A Personal Development Curriculum including:

• PSHE & C
• Careers advice & guidance

c. Access to digital technologies to assist, where appropriate

• 3. Reintegration – supporting pupils back to

school

a. Support for the school – IHP writing b. Support for the pupil overcoming any anxieties

• 4. Ongoing professional advice

a. Attendance at TAF / CP meetings etc b. Access to psychologist [from OUH CPM] team support where needed

As a Head / Chair, what should I be asking? Do we comply with the statutory guidance?

Statutory

• Is there a Medical Conditions Policy?
• Does the policy describe how the school

supports pupils with medical conditions?

• Is there a named person for pupils

with medical conditions?

• Does the school use IHPs to support

the education of pupils with medical conditions?

• Does the school meet its statutory

duties in its use of part-time timetables?

• Is the school meeting its statutory

duties under the 2010 Equalities act for supporting pupils with medical conditions?

Best Practice

• Does the school have a mechanism

for monitoring & reviewing its support for pupils with medical conditions?

• p/t timetables are only used as a

temporary, reintegration tool

• Attendance and progress data is

reviewed and actions considered to improve practice

• IHPs are reviewed and updated regularly
• Does the school work with the

relevant agencies making timely referrals?

• Is information regarding pupils

medical conditions shared appropriately amongst staff?

Statutory obligations

Need assistance? Who to contact?

Advice

Steve Lowe Headteacher steve.lowe@ohs.oxon.sch.uk James Shryane AHT james.Shryane@ohs.oxon.sch.uk

Head Teachers and Chairs of Governors Briefings

Deborah Bell Deborah.bell@oxfordshire.gov.uk

Alternative Provision

As committed to, OCC has identified Alternative Providers

• perating in Oxfordshire that wish to be available for

schools to commission directly. Each has been visited and quality assured (unless they are registered with Ofsted). Alternative Provision available for schools to commission has been gathered in one refreshed directory available on Schools Insite. http://schools.oxfordshire.gov.uk/cms/content/alternative- provision-directory.

OCC commissioned Alternative Provision

You said…….

‘’Local, immediate and affordable’’

We did….. Formed an Alternative Provision Commissioning Group. Identified OCC’s needs pertaining to Day 6 post exclusion and early intervention and prevention. Updated existing Alternative Providers with the plans.

Next steps…..

1. Key stake holders will be invited to give their views so that we can understand the needs of partners – that will include seeking the views of School Leaders, including Governors, parents and children during Autumn 2019. 2. Potential providers will be invited to participate in the competitive process during Spring 2020. 3. ESFA will be informed of commissioned providers in November 2020 with a view to starting in September 2021.

• Oxfordshire County Council will be adhering fully

to all public procurement regulations.

• Existing providers will be warmly welcomed to

participate in this competitive process.

• Opportunities to use High Needs funding for

Alternative Provision most effectively will be explored as an efficiency opportunity.

• Regular updates will be shared and queries

responded to throughout the process.

Contact email: Attendance@oxfordshire.gov.uk EHE@oxfordshire.gov.uk Childrenmissingeducation@oxfordshire .gov.uk ERT@oxfordshire.gov.uk

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SEND Update

• Update on SEN Casework team
• Requests for EHC needs Assessment
• Ofsted Re-visit and progress on Oxfordshire Local

Area Written Statement of Action

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Casework Team update

Casework Team update

• Officers will have allocated schools

– School Age Officer & Preparation for Adulthood Officer for Secondary

• Lower Caseloads
• Attendance at Annual Reviews

– Quicker turnaround to amendments to EHC plans

Requests for Assessment

100 200 300 400 500 600 700 800 900 Jan-18 Feb-18 Mar-18 Apr-18May-18 Jun-18 Jul-18 Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19May-19 Jun-19 Jul-19 Jan-18 Feb-18 Mar-18 Apr-18 May- 18 Jun-18 Jul-18 Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May- 19 Jun-19 Jul-19 Requests for EHCP 57 122 214 272 354 427 503 532 573 632 697 785 69 153 249 341 445 568 673 Assessments started 60 103 163 225 270 336 377 435 468 511 539 597 47 98 156 222 288 363 428 Assessments refused 5 12 31 43 63 86 114 123 134 146 167 194 14 40 70 96 124 155 161 completed assessments 21 42 92 135 199 267 327 383 453 502 539 575 48 83 126 178 233 292 363

Number of EHCP requests and assessments cumulative over calendar year

Requests for Assessment (2)

• 3
• 2
• 1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 19 20 Requests since July 2018 4 23 89 61 71 80 75 68 128 93 19 63 50 49 28 10 5 5 1 1 1 1 20 40 60 80 100 120 140

Number of Requests

Requests since July 2018 by National Curriculum Year Group

EHCP Timeliness

0% 20% 40% 60% 80% Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May-19 Jun-19 Jul-19

Percentage issued within 20 weeks

Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May-19 Jun-19 Jul-19 Monthly performance 28% 48% 69% 66% 54% 69% 68% 59% 55% 27% 56% 40% Year to date performance 28% 40% 49% 52% 52% 54% 56% 56% 56% 53% 53% 52% England 2018 figure 58.0% 58.0% 58.0% 58.0% 58.0% 58.0% 58.0% 58.0% 58.0% 58.0% 58.0% 58.0%

New EHCP Issued within 20 weeks (data as at 1-8-19) including exceptions

0% 20% 40% 60% 80% Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May-19 Jun-19 Jul-19

Percentage issued within 20 weeks

Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May-19 Jun-19 Jul-19 Monthly performance 28% 48% 72% 68% 56% 71% 68% 61% 55% 27% 56% 41% Year to date performance 28% 40% 50% 52% 53% 55% 56% 57% 57% 54% 54% 52% England 2018 figure 60.1% 60.1% 60.1% 60.1% 60.1% 60.1% 60.1% 60.1% 60.1% 60.1% 60.1% 60.1%

New EHCP Issued within 20 weeks (data as at 1-8-19) excluding exceptions

Ofsted Revisit

5 Areas of Improvement:

– The lack of clearly understood and effective lines of accountability for the implementation of the reforms. – The quality and rigour of self-evaluation and monitoring and the limited effect it has had on driving and securing improvement. – The quality of Education, Health and Care plans – The timeliness of the completion of Education, Health and Care plans. – The high level of fixed term exclusion of pupils in mainstream secondary schools who have special educational needs and social emotional and mental health needs in particular.