Briefing Thursday 8 September 2016 Welcome Introductions - - PowerPoint PPT Presentation

Headteacher Briefing

Thursday 8 September 2016

Welcome

• Introductions
• #lovebradford World Record Attempt - 15 Sept 2016

Michael Jameson Strategic Director Children’s Services

Children’s Services Management Introduction

Jim Hopkinson, Deputy Director Children’s Social Care Jenny Cryer, Assistant Director Performance, Commissioning and Partnerships

The LA and Changing Education Landscape

Judith Kirk, Deputy Director Education, Employment and Skills

The LA and Changing Education Landscape

• Roles and Responsibilities of the LA
• Education, Employment and Skills Restructure
• Academy Agenda
• Funding
• Provisional Data

Roles and Responsibilities of the LA

The publication of the Education White Paper, “Educational Excellence Everywhere” (March 2016) sets out:

• Ensuring every child has a school place: that there are sufficient

school, special school and alternative provision places to meet demand.

• Ensuring the needs of vulnerable pupils are met: including

identifying, assessing and making provision for children with Special Educational Needs and Disability and Looked After Children; promoting school attendance and tackling persistent absence; ensuring that alternative provision is available for Headteachers to commission

• Acting as champions for all parents and families: including listening

to and promoting the needs of parents, children and the local community – working alongside elected mayors; supporting parents in navigating the system through a continuing role in admissions; supporting children, young people and parents to navigate local SEND arrangements.

Restructure: Education, Employment and Skills

Academy Agenda

• Maintaining Relationships – Moving Forward
• Prioritisation – DfE Priority Criteria
• 1. Schools in category – Special Measures, the schools

gets an Academy Order

• 2. Sponsored schools not in category
• 3. School relying on another school to convert
• 4. Current converter Academies slipping into category
• 5. New Multi Academy Trust / joining a MAT
• Charging

Early Years Foundation Stage – Good level of Development

Bradford LA Provisional Primary Performance 2016

Early Years Foundation Stage – Good level of Development: FSM

Phonics – Year 1 % Working At expected standard

Key Stage 1 Achieving Expected Standard or better

Key Stage 1 2016 Outcomes for selected groups

Key Stage 2 Achieving expected standard or better

Key Stage 2 Achieving Higher Standard

Key Stage 4 – the “Basics” (Eng & Maths A*-C)

Key Stage 4 – EBacc

Key Stage 4 5+ A*-C incl. English & Maths

Key Stage 5 APS per student & Grades

Multi-agency Education Safeguarding Team

Alina Khan Education Safeguarding Strategic Manager

Multi-agency Education Safeguarding Team

• Established end of April 2016
• Overall objective: establish identities of all

children living in the Bradford MD, ensuring all children are accessing an appropriate education provision.

• The partnership brings together the expertise and

data from Police, Public Health, Children's Services and the DWP

Outcomes of the MEST

• Knowledge of whereabouts and welfare of all

school aged children in Bradford;

• Identification of all CME;
• Identification of all unregistered schools

How we operate…

• Core staff in the MEST come together daily
• n an operational level
• Weekly meetings take place on Wednesday

mornings for strategic partners of MEST

• Referrals from the core team and partners

come through via esh@bradford.gov.uk

Progress so far…

• Contact with DWP re child benefit claims for

children aged 4-17 years

• Rag-rating of CME and EHE cases, internal

systems and processes

• Briefings arranged for Police and Police

Wardens regarding the signs of CME or children attending an unregistered school

• Data accuracy issues

Next steps…

• Establish a key set of performance indicators

and measures

• Investigation and entitlement discussions

regarding B code students

• Analysis of DWP data for those children who

are not on school roll

• Move towards becoming ‘referral-ready’

Changes to Pupil Registration Regulations – September 2016

Improving information in identifying children missing education

A requirement on ALL Schools to:

• Inform their LA in every circumstance when they

are about to delete a pupil’s name from the admission register;

• Inform their LA of the pupil's destination school and

home address if the pupil is moving to a new school (where they can reasonably obtain this information); and

• Provide information to their LA when registering

new pupils, including the pupil's address and previous school (again where they can reasonably

• btain this information).

Changes to Pupil Registration Regulations September 2016

• All additions to and deletions from the school

register must be reported to the LA within 5 days

• The guidance will place a greater responsibility on

school to carry out ‘reasonable enquiries’ when the whereabouts of a pupil is unknown prior to deleting from the school roll.

• Carrying out ‘reasonable enquiries’ is already

established good practice in Bradford schools when a child is believed to be missing with their family.

Changes to Pupil Registration Regulations September 2016

• Prior to referral, schools already will

– Visit the child’s last known address. – Try all known telephone contacts. – Gather intelligence from the wider school community

• We will continue to encourage schools to make Children

Missing Education referrals as soon as they believe a child and family have gone missing and reasonable enquiries have been carried out. We ask that schools do not wait until 20 days have elapsed and the child is removed from roll before making a referral.

How will we manage this?

• We have designed a web based pro-forma which will be

accessed via a secure log in on Bradford Schools Online.

• The pro-forma will require you to provide
• Basic details of the child, name, DOB, UPN etc.
• Details of the child’s current and new address (if known),

parents names and contact details

• The reason they have been removed from roll
• Details of the new school if known
• In the case of a child and family whose whereabouts are

unknown it will prompt you to make a Children Missing Education referral to the LA

How will we manage this?

For a child being admitted:

• Details of the child’s previous school – it will also ask

if you have informed that school of the admission and received the child’s common transfer file.

• A number of fields on the pro-forma will be

mandatory and the form cannot be submitted without these fields being completed.

• For more information about changes to Pupil

Registration Regulations, contact neil.hellewell@bradford.gov.uk 01274 439673

Improving Responses to Domestic Violence and Abuse

School Notifications

Education Safeguarding Strategic Manager

alina.khan@bradford.gov.uk 01274 439384

SEND & Behaviour Review

Angela Spencer-Brooke SEND and Behaviour Strategic Manager

Strategic Responsibilities

 Behaviour services  LDD 14-25  Delivery of SEND  Leadership and management of SEND services including VI, HI, Autism, Cognition and Learning,  Educational Psychologists  Statutory duties relating to SEND and behaviour  SEN inspection  Special Education  Inclusion Officers  Portage

Core principles

• Work in partnership with schools and settings to

improve outcomes for SEN pupils in Bradford Schools

• Ensure sufficiency, efficiency and effectiveness
• Ensure LA meets it’s statutory duties with regard to

SEND

• Co-produce plans with schools, pupils and parents
• Build capacity in the system to respond to need.

Part 1:

• Ensuring the sufficiency of specialist

places in the Bradford District for children and young people with special educational needs and disabilities (SEND) – Current and Future Need

January 2016 January 2015 January 2014 January 2013 January 2012 Number

• f Pupils

% of Pupils Number

• f Pupils

% of Pupils Number

• f Pupils

% of Pupils Number

• f Pupils

% of Pupils Number

• f Pupils

% of Pupils Special Education Needs 2.1% 2.1% 2.0% 1.9% 1.9% No SEN 83,004 83.6% 81,579 82.8% 77,717 80.7% 74,925 79.9% 72,726 78.6% SEN Support 14,189 14.3% 14,871 15.1% 16,690 17.3% 17,032 18.2% 18,016 19.5% EHC Plan 2,103 2.1% 2,026 2.1% 1,915 2.0% 1,783 1.9% 1,738 1.9% Total 99,296 98,476 96,322 93,740 92,480

5 year trend for SEND in Bradford

Context

• The Bradford District has experienced a

significant population increase in the last 10

• years. In terms of special educational needs

and disabilities (SEND) the largest areas of growth are in relation to Autism Spectrum Disorders (ASD) and Severe Learning Difficulties (SLD).

• The population of the Districts special schools

has changed (more complex needs).

An analysis and comparison with regional and national data shows us that:

LD SEMH SLCN SI PD Autism Pending Bradford EHCPS

(actual number May 2015)

734 338 156 173 271 584 5

Bradford EHCPS

(actual number May 2016)

749 +2% incr eas e 409 +21% incr eas e 176 +13% incr eas e 162

• 6%

decr eas e 278 +2.5% incr eas e 637 +9% incr eas e 13

Bradford %

39.8% 16.6% 27.5% 4.1% 3.2% 3.8% 2.1%

Yorkshire & Humberside %

38% 14.5% 27.8% 3.4% 2.9% 5.4% 3.4%

National Average

36.1% 15.5% 28% 2.7% 2.8% 6.3% 4.1%

Statistical Neighbour 1 (Rochdale)

42% 23.8% 23.8% 2.4% 2.1% 12.4% 1.5%

Statistical Neighbour 10 (Sheffield)

50% 17.1% 11.6% 5.2% 2.6% 10.5% 0%

[1

Benchmarking

Bradford (number

• f

pupils) Bradford % Yorkshire & Humbersid e % National Average Bradford school population 99,296 EHCPs 2,555 2.1% 2.8% 2.8% School Support 14,189 13.9% 11.6% 11.6% Mainstream Schools 1,307 50% Varies according to funding and thresholds Out of District Placements 78 3% of our EHCP population Not a direct comparison 5.7% independent 1.6% non-maintained Cross Border Schools 109 4% of our EHCP population Special School places 1,061 43% of our EHCP population

Meeting the need for specialist places

• Pending funding approval from Schools Forum the LA is looking

to provide an additional 360 places by 2019 .

• The LA is looking to develop interim arrangements in the

meantime which we hope will be open to pupils by January 2017.

• Review DSP provision and places.
• The local authority is in discussion with the RSC in relation to

free school applications (the DfE have organised a regional event on 21st September)

• Options will be worked up to be shared with stakeholders
• Until the interim arrangements are open there is extreme in

specialist provision within the LA this term.

Timeline for review

Activity Timeline Focus groups consider data on pupil populations June – July 2016 Development of position paper August/September2016 Focus Groups develop recommendations on future model of October 2016 Consultation with a wide group of stakeholders on future model

• f delivery

October 2016 Implementation of action plan Commence November 2016 Implementation date  Interim arrangements for specialist provision  New specialist provision  Future commissioning of teaching support services January 2017 September 2017 – September 2019 Commence September 2016

Part 2: Review of Teaching Support Services

• Consultation with Headteachers
• Models of delivery:

– Traded services/part traded services – Commissioned services via a third party - MAT, teaching school, private and voluntary sectors

• Timescale

Review of Behaviour Strategy

• Draft document - July 2016
• Final Behaviour Strategy – October

2016

• Implementation Plan – November 2016

Focus of the work

• Develop best policy, practice and provision

across the District

• Collaborate more effectively across services,

school/settings, MATs etc..

• Build capacity
• Establish the local offer for behaviour
• Ensure sufficiency of places
• Collaborate to ensure signposting, QA and

safeguarding of children and young people

SEN Assessment Services

• Statutory Compliance
• Effectiveness and efficiency
• Communication and support

Joint working and Commissioning of services for SEN

• Streamlining and aligning strategic

forums and partnerships

• Joint commissioning and funding of

provision

• Introduction of personal budgets
• Review of EHC plans

Centres of Good Practice for New Arrivals

Facilitator: Jane Arundale, Bradford Achievement Service

Centres of Good Practice (Hubs)

• Six Centres of Good Practice:
• Southfield Grange
• Bowling Park
• Green Lane
• Horton Grange
• St Anne’s
• St Edmund’s

Each hub has:

• A proven track record of effectiveness
• A brochure of support available
• A designated page on BSO

Fair Access Protocol

Rachel Phillips Admissions Manager