Essex New Headteacher Information Pack September 2020 Cllr - PowerPoint PPT Presentation

Education Directorate Essex New Headteacher Information Pack September 2020

Cllr Gooding, Lead Member for Education Dear Headteacher A very warm welcome to Essex County Council. I hope that you find the information enclosed in this pack helpful. Please contact your School Effectiveness Partner in the first instance should you require any further information or have any queries. I look forward to meeting with you all at our new headteacher event and at other events in the future. Cllr Gooding September 2020

September 2020

Essex Education Services • Quadrant structure in place • School Effectiveness • SEND Operations Teams • Early Years • Attendance Specialists • SEND Strategy and Innovation Service • Specialist Education Service • Education Access team • CME / EHE • Youth Service • Schools Safeguarding • Virtual School • Strategy, Planning and Performance Service • School meals • School crossing patrols • Essex Dance Theatre • School communications and critical incidents • Workforce Development • Initial Teacher Training & NQT programme

How we work with schools and settings

Our vis isio ion for Education in Essex in Our vision is that regardless of age, stage, unique characteristics or circumstances our children and young people will have an education which provides: • A positive experience of learning; • A sense of belonging, value and worth; • Aspirational outcomes; • The right support at the right time; • Information and opportunities to enable informed decision making, choice and control; • Successful, planned transition at any point of movement, between phases or settings; • Every child has the best start in life by joining up support across education, health and care from pre birth to 25 years; • Thoughtful and thorough preparation for their future progression to a fulfilling adult life.

2020 20 20 / / 20 2021 21 Prio riorities s • We will continue to work with all schools and MATs to improve the quality of education and also support the full curriculum recovery work and assessment of learning • We are refreshing the School Partnership Strategy and embedding a culture of partnership working across school improvement and outcomes for children and young people • We will continue to work with the Headteacher Roundtable to develop a suite of tools and expectations to ensure every school can be as inclusive as possible for all pupils • We will publish an Inclusion Framework which will incorporate the work achieved on an Essex Inclusion Statement • We will embed the new SEND teams to ensure the highest quality of support to schools and families for pupils with EHCPs and those identified as requiring SEN Support • We will deliver against the actions required in the Written Statement of Action following the SEND inspection last year, which will include a full review of the EHCP processes, and the High Needs Block spend • We will continue to promote the safety and emotional wellbeing of all children and young people across Essex • We will accelerate the roll out of Trauma Perceptive Practice across all schools and education establishments. Alongside this, we will launch the Headteacher Wellbeing programme across primary, secondary and special schools. • We will launch the renewed disadvantaged strategy • We will publish a new Early Years Strategy towards the end of the spring term 2021 • We are reviewing all of our processes that are in place for children not in full time education and will publish an action plan in response to this review during the Spring term. September 2020

Su Supportin ing Su Success: Enablin ling Excell llence (An An Es Essex docu document for or all schools to o pr prov ovide di differen renti tiated levels of of sup upport t fro rom mem members of of the he Edu Educa cation team) The key outcomes we want to achieve are: • All schools to be securely good or outstanding with an increase in the number of outstanding schools in the county • End of key stage outcomes to be securely in the top quartile nationally • Progress outcomes for vulnerable children and young people to be in line with their peers • Visionary and agile school leadership and accountable governance at the heart of the system • A coherent and inclusive education system driven by a collective moral purpose and underpinned by mature and formalised school to school support • A school-led improvement system driven by schools working in tight collaboration that is continuously improving and externally challenged

Quadrants South, North, West, Overview of Education Improvement Team Mid Early Years Education Partners : Work in settings and schools supporting provision for There is an Assistant Director who is children between the ages of 0-5yrs. Evaluating quality of provision, facilitating links responsible for the strategic between health, social care within family hubs and schools/settings. Working particularly with settings and schools who have a high number of disadvantaged and leadership of the quadrant. SEND children. The Head of Education and Early Attendance Specialists : Provide advice on attendance statutory requirements and best Years and the SEND Quadrant practice to schools and parents. Support education compliance and children missing Manager report to the Assistant education with cases related to attendance matters in schools Director School Effectiveness Partners : The Head of Education and Early Provide support and challenge to schools for the attainment and progress of pupils, Years is responsible for strategic and focusing on leadership and management. Facilitate partnership working within and operational matters regarding schools across clusters for school improvement. Support wellbeing for school leaders. Support and settings and line manages the recruitment and retention strategies in schools. Prioritise work in schools that have a Education and Early Years Team high number of vulnerable pupils – SEND and disadvantaged. Education and Early Years The School Effectiveness service provides advice, guidance and support to school leadership about the provision for all children, including attendance. The Early Years team gives advice and support to settings and schools aroun d quality of provision.

Sch chool l Effectiv iveness s Par artners All schools will have a link School Effectiveness Partner (SEP). The September letter confirmed the priorities for this term and the key contacts for each school. New headteachers and Acting Headteachers are prioritised for early contact and additional support. School Effectiveness Partner key roles: • To be the principle link between the local authority and a number of agreed partnerships/schools contributing to school improvement across a quadrant of Essex • Responsible for supporting the maturity of school partnerships as part of the School Partnership Strategy, to share expertise, enhance learning outcomes and broker support as required. • Work collaboratively with Early Years settings, schools, Teaching School Alliances and other educational providers to identify areas for improvement, identify solutions and provide support to achieve the best outcomes for pupils across the 0-18 age range. • Monitor the effectiveness of schools to manage attendance and reduce exclusions, offering advice and guidance and developing supportive plans to assist them. • To act as the representative of the Director of Education at Headteacher appointments in LA maintained schools and to support Governors in the appointment process. To support where requested all academy Headteacher appointments and to represent the Director of Education at Ofsted feedback. • To challenge schools to have safeguarding procedures that ensure that all pupils are safe and that are fully informed by the most recent statutory requirements. • To contribute to a robust system of monitoring school performance and outcomes of support and challenge as a key driver for ensuring all Essex schools are good or outstanding. • To provide intensive school improvement support to enable Essex LA maintained schools that have been identified as underperforming to make rapid improvement.

Ear arly ly Years Education Par artners This new role is focussed on partnership working and school readiness: - Facilitating the systemic needs of the Early Years sector within each quadrant - Enabling settings and childminders to provide sustainable, high quality provision for Essex children - Co-facilitating EY SEND cluster meetings with EP/IP when required and support settings to be fully inclusion . - Ensuring the connectivity of the Early Years system with particular focus on giving the most vulnerable children the best start in life and being ‘school ready’ - Using their knowledge and understanding of the Early Years Foundation Stage and Early Language and Communication to support those working with children 0-5, with a focus on closing the word gap and the impact on quality provision’ - Supporting the work of district Family Hub advisory boards and other relevant EY partnerships promoting ‘School Readiness’ and quality provision. This includes submitting newsletter articles and information to the EY website, providing training etc.