Governor Area Forums 12 and 13 June 2017 Department of Childrens - - PowerPoint PPT Presentation

Governor Area Forums

12 and 13 June 2017

Department of Children’s services

Governor Area Forums

June 2017

Early Years

Lynn Donohue Early Years Strategic Manager

Early Years key priorities

• Supply and demand for early education and childcare

places - 2 year-olds, 3 and 4 year-olds and 30 hours

• Quality of early education and childcare
• Children’s centres – cluster arrangements and

integrated/partnership working

• Integrated Early Years Strategy 2015-18
• Early Years SEND transformation programme
• Health and Care Industrial centre of Excellence (ICE)

Take up of early education/childcare

• The government funds up to 570 hours of free childcare per

year for eligible 2 year-olds. This works out as 15 hours a week if a child takes up the childcare during term time, or fewer hours

• ver more weeks in the year.
• The total number of eligible 2 year-olds in the district is around

4,500. The average take up for 2 year-olds of early education places for the spring term 2017 was 74%.

• The government also funds up to 570 hours of free childcare per

year for ALL 3 and 4 year-olds until they reach statutory school age and go to school full-time.

• Spring term 2017 there were just under 16,000 3 and 4 year-
• lds. The average take up of early education/childcare places

for 3 year-olds was 91% and for 4 year-olds 98%.

What is the 30 hours?

• It will be available from September 2017 and is an

extension of the current universal entitlement to 15 hours

• f funded childcare for 3 and 4 year olds
• It will provide an additional 15 hours of childcare to 3 and

4 year olds from working families

• The additional 15 hours will be available to eligible

children age 3 at the start of the term following their 3rd birthday until the child is attending reception

• Providers do not have to offer the extended entitlement

(often referred to as ‘free’ or funded 30 hours)

Who will be eligible for the 30 hours?

Families will be eligible when

• both parents are working or the sole parent is working in a lone

parent family (including self-employed persons)

• and each parent earns

– on average, a weekly minimum equivalent to 16 hours at national minimum wage (NMW) or national living wage (NLW). Parents do not necessarily need to actually work 16 hours a week, but rather their earnings must reflect at least 16 hours of work at NMW or NLW, which is £107 a week at the current NMW rate. – and less than £100,000 per year (per individual).

• Foster carers are eligible for their own children but not the children they

foster

• There are additional criteria for parents with substantial caring

responsibilities and those temporarily away from work

Where can children take up their entitlement ?

The entitlement can be taken in a range of provision

Providers on the Early Years Register

• Day Nursery
• Pre School
• Independent school
• Childminder
• Out of school childcare including holiday care provider

A childminder registered with a Childminder Agency that is registered with Ofsted Schools taking children age two and over and which are exempt from registration with Ofsted as an early years provider

• School nursery class
• Nursery school
• Out of school childcare

How can the 30 hours be delivered?

• Partnership delivery models will be essential to deliver the entitlement

at a local level

• Families must be able to take up their entitlement at times that best

support their child's learning, and at times which fit with the needs of parents to enable them to work.

• From September 2017 there will be greater flexibility for providers
• ffering funding hours
• maximum session length ten hours not before 6am and no later than

8pm

• no session to be shorter than 3 hours between 9.00am and 3.30pm
• a maximum of two providers in a single day (a maximum of three

providers in total)

• ver more than 38 weeks of the year
• utside of school terms
• at weekends

The application process

Processes are currently being finalised by the DfE and HMRC:

• Parents will make applications directly with HMRC who will

confirm they are eligible for the extended entitlement hours

• Providers will validate the eligibility through a web service

provided by the LA before being offered a place

• Providers will access funding through the LA
• If family circumstances change HMRC will provide a ‘grace

period’ end date to assist parents whose employment circumstances change and for providers to plan for loss of the funded hours and any staff changes etc

Quality of early years provision

Evidence shows that higher quality provision has greater developmental benefits for children, particularly for the most disadvantaged children.

• The local authority is required to ensure that all children are able to

take up their funded hours in a high quality setting.

• Wherever possible parents should be able to access a funded place

with a ‘Good or Outstanding’ provider.

• Our practice, following statutory guidance, is that we withdraw LA

funding for these early education places at a provider if they are Inadequate or Requires Improvement and will review and reinstate this when the provider is reinspected and becomes good or better

Quality of provision

• At the last Ofsted return reported on 1 June 2017 Bradford had 548

Ofsted registered childcare/early education settings.

• 368 were childminders (on domestic premises) and 95.9% of these

were outstanding or good (11% outstanding and >1% inadequate)

• 173 were providing childcare on non-domestic premises
• eg. Day care nurseries and 96.8% of these were outstanding or good

(12% outstanding and 1% inadequate).

• The remaining 7 providers are made up of 2 childcare providers on

domestic premises and 5 home child carers

Integrated Early Years Strategy 2015-18

Improve the health and wellbeing of all children in the District and reduce inequalities

– Reduce childhood obesity and increase physical activity and healthy eating – Reduce the number of baby deaths in the first year of life – Improve oral health in the under 5s – To increase breastfeeding rates – Reduce Smoking in pregnancy and beyond & promote smoke free homes – Improve attachment and bonding and maternal mental health

Children ready for school and schools ready for children

– Increasing the take up of eligible 2 year-old places and maximising the take up of all 3 and 4 year-old places including the roll out of the 30 hours funded childcare across the district. –Ensure there are sufficient quality childcare and early education places across the district – Targeted work with individual schools and settings to improve outcomes for children and vulnerable/targeted groups

Our Ambition – Improve outcomes and life chances for all SEND children and young people in Bradford 0-25 Years SEND Pathway

0-5+ Years Early Years SEND Centres of Excellence and Early Years Enhanced Specialist Provision

(Funding - HNB)

5-16 Years For school-aged pupils Integrated Specialist Support Services

(Funding -Traded)

16-25 Years

Development of supported transitions in preparation for adulthood and independence (Funding - Core)

The District wide Model for 0-5+ SEND Pathway

• SEND Specialist

Centres of Excellence (co- located)

• SEND Specialist

Centres of Excellence (co-located)

Early Years Enhanced Specialist Provision (EYESP) Early Years Enhanced Specialist Provision (EYESP) Early Years Enhanced Specialist Provision (EYESP) Early Years Enhanced Specialist Provision (EYESP)

50x 0.6places 50 x 0.6 places

Locality 1 Locality 2 Generic Special Schools Generic Special Schools

Number of EHCP by Ward

The District wide Model for the 5-16 pathway

5-16 year-olds - An Integrated Specialist Teaching Support Service (Traded)

Cognition and Learning Social, Emotional and Mental Health Autism Physical and Medical *Sensory (50%) *Sensory Team will be 50% traded and will continue to be managed by Head of Sensory Service.

Health and Care ICE

• The ICE programme is in its 4th year of activity and has continued to

grow in terms of both education and business partners and the number

• f young people involved. There are 4 well established ICEs in

Bradford.

• By 2017-18 we are aiming for over 3,000 students, over 30 lead

business partners and to increase the number of associate business partners (including Santander, O2, and Asda) to 150

• Educational partners - about 14 schools, the main colleges and the

University of Bradford.

• The Health and Care (including Early Years) ICE is a recent

innovation, in partnership with Better Start Bradford with the first board meeting planned for June.

• The aim is to provide students with well defined curriculum offer and

career pathways for those who want to join this sector.

For more information on funded ‘free’ early education and childcare www.bradford.gov.uk/FIS

Governor Area Forums

June 2017

Data and results update

Richard Lait Primary Lead Area Achievement Officer Department of Children’s Services

What we hope to cover….

• What data can governors expect to see

when the results for their schools are published shortly?

• Unpicking the results from your school.
• Asking questions and using the

information for future school planning.

Data and Ofsted Inspection Readiness…

• Inspectors will take account of current standards and progress,

including the school’s own performance information, and make a relevant judgement on academic and other learning outcomes. for pupils by evaluating the extent to which all pupils; – progress well from their different starting points and achieve

• r exceed standards expected for their age nationally, (at the

end of a key stage), or within the school's own curriculum – attain relevant qualifications so that they can and do progress to the next stage of their education …. Ofsted Section 5 Handbook. p 53

Data and Inspection Readiness…

• Across all year groups and in a wide range of

subjects, including English and mathematics, current pupils make consistently strong progress, developing secure knowledge, understanding and skills, considering their different starting points.

Ofsted grade descriptor for ‘Good’ outcomes. p 57

Outcomes for Pupils…

• Pupil progress;

– What were their starting points? – Where did they get to? – Consider ALL year groups. – Analyse different groups of children e.g. EAL, Pupil Premium, Gender, SEND, vulnerable groups.

• REMEMBER children who are currently in school

get the most weight in an inspection.

The national measures of standards…

• 1. Early Years Foundation Stage – Good Level
• f Development (GLD)
• 2. Year 1 - Phonics Screening Check
• 3. Year 2 - KS1 SATs
• 4. Year 6 - KS2 SATs
• 5. Year 11 - GCSEs
• 6. Year 13 - A Level/Higher qualifications

Early Years Foundation Stage

• Reception class children, aged 4 to 5 years
• Measure their age in months, so 48 to 71

months

• There is a big difference between the

youngest and the eldest child in the cohort

• Schools usually assess children on entry to

Reception – Baseline assessment

EYFS

• Within the EYFS curriculum children are

judged within month bands

• 22 to 36 months
• 30 to 50 months
• 40 to 60 months
• Achieving Early Learning Goals and
• Exceeding within the ELG

EYFS Curriculum

• Split into 7 areas of learning;
• Prime Areas, which are;

– Communication and Language – Physical Development – Personal, Social and Emotional

• Once these are secure there are also specific

areas of learning….

EYFS Curriculum

Specific areas of learning;

• Literacy
• Mathematics
• Understanding the World
• Expressive arts and design
• At the end of Reception children are assessed for

a Good Level of Development - GLD

EYFS Curriculum

• GLD is judged against the 3 Prime areas,

together with Literacy and Mathematics

• Each child’s level of development against the

17 ELGs are judged to be ‘emerging’ (1), ‘expected’ (2) or ‘exceeding’ (3).

• The child gets a score of 1-3. They need to

get a 2 or above in the first 12 ELGs in order to achieve the Good Level of Development.

EYFS – National Increases in GLD since 2013

• 2013 = 51.7%
• 2014 = 60.4%
• 2015 = 66.3%
• 2016 = 69.3%
• 2017 = ?

Early Years Foundation Stage – Good level of Development

Discussion time

Year 1- Phonics Screening Check

• The Phonics Screening Check shows how

well each child can use the phonics skills that they have learned up to the end of Year 1.

• It identifies children who need extra phonics

help.

• The DfE defines the checks as “short, light-

touch assessments” that take up to 10 minutes to complete.

Year 1- Phonics Screening Check

• 40 words and non-words that the child reads one-on-
• ne with a teacher.
• There are nonsense words, which are collection of

letters that follow the phonics rules, but don’t mean anything.

• The 40 words and non-words are divided into two

sections – one with simple word structures of three or four letters, and another with more complex word structures of five or six letters. Lig

Year 1- Phonics Screening Check

• In 2013, 2014, 2015 and 2016 the "pass threshold"

was 32 out of 40. The threshold mark is communicated to schools at the end of June, after the test has been taken, so that teachers can mark the Check.

• Parents are told how their child did, but schools’

results are not published.

• If a child’s score falls below the standard, they should

be given extra phonics help and re-take the Phonics Screening Check in Year 2.

Year 1- Phonics Screening National Trends

Key Stage 1 SATs – Year 2

• New-style KS1 SATs were introduced in 2016 for all Year

2 children in England.

• The SATs were overhauled in both KS1 and KS2 to reflect

the changes to the national curriculum, introduced from September 2014.

• At the end of Year 2, children take SATs in:

– Reading – English grammar, punctuation and spelling – Maths

• The tests can be taken at any time during May and they

are not strictly timed.

Key Stage 1 SATs – Year 2 Reading

• There are 2 Reading papers:

– short text and questions – longer text with separate questions

• Each Reading paper takes around 30 minutes. Again

children are not strictly timed, as the tests are not intended to assess the children’s ability to work at speed.

Key Stage 1 SATs – Year 2 Grammar, Punctuation and Spelling

• 2 separate papers in grammar, spelling and punctuation:

– Paper 1: a 20-word spelling test. – Paper 2: a grammar, punctuation and vocabulary test, in two sections

• In May 2016, the KS1 SATs spelling paper was

accidentally leaked on the DfE website. It became

• ptional! In 2017 the KS1 SPAG test remains optional, so

schools can choose whether to administer it.

Write s or es to make each word a plural. Fox Card Match

Key Stage 1 SATs – Year 2 Mathematics

• Key Stage 1 maths test is made up of two papers;

– Paper 1: arithmetic, worth 25 marks and taking around 15 minutes. – Paper 2: mathematical fluency, problem-solving and reasoning, worth 35 marks and taking 35 minutes,

• Children are not allowed to use any equipment, such

as calculators or a number-line.

Key Stage 1 SATs – Year 2

• The tests are marked by teachers within the school.
• Children are given a scaled score.
• The raw score is translated into a scaled score;

– 100 means the child is working at the expected standard. – A score below 100 indicates that the child needs more support, whereas a score of above 100 suggests the child is working at a higher level than expected for their age.

• The maximum score is 115, and the minimum score is 85.
• Teacher assessments are also used to build up a picture of

the child’s learning and achievements.

Key Stage 1 SATs – Year 2 National Trends

Discussion time

Key Stage 2 SATs – Year 6

• In 2016 new-style SATs for English and maths were introduced.
• They reflect the new national curriculum, and are more rigorous

than previous years' tests.

• New SATs marking scheme and grading system which replaced

the old national curriculum levels.

• At the end of Year 6, children sit tests in:

– Reading – Maths – Spelling, punctuation and grammar

• Tests are both set and marked externally, and the results are

used to measure the school’s performance.

Key Stage 2 SATs – Year 6

• Children are given scaled scores
• Parents are given their child’s raw score (the actual number of

marks they got), alongside their scaled score and whether they have reached the expected standard set by the DfE.

• The range of scaled scores available for each KS2 test is:

– 80 (the lowest scaled score that can be awarded) – 120 (the highest scaled score)

• The expected standard for each test is a scaled score of

100 or more. If a child is awarded a scaled score of 99 or less they won't have achieved the expected standard in the test.

• The Department for Education expects at least 65 per cent of

children to reach the expected standard.

Key Stage 2 SATs – Year 6

Discussion time

Tips for Governors when considering data

• Always compare your data with national

data.

• Track your groups of pupils; Girls, Boys

EAL, Pupil Premium, SEND and other groups specific to your school

• Regularly monitor the progress of every

class throughout the school. Know your cohorts.

Tips for Governors when considering data

Types of questions governors could ask:- – What are the trends in our data? – Why do we score below/above national in this area? – What is making us successful/unsuccessful in this area? – Can leaders use this knowledge to support a weaker area

• f our school? How? Resources?

– Are there any groups of pupils that we could be doing more for? How? Resources? – Do we need to seek support or training from outside school in any area?

Secondary Schools - GCSE

• GCSE English and Maths Grades in 2017 are

numbered from 9 -1 with 9 being the highest level

• pass. The bottom of a level 4 is equal to the

bottom of a C grade.

• Progress 8, Attainment 8, English and Maths

passes and Ebacc (English Baccalaureate) results are the main results for schools.

Progress 8

• Captures the progress a pupil makes from the end of

primary school to the end of secondary school.

• Based on results in 8 ‘approved’ qualifications including

GCSEs for each pupil.

• The best score in English literature or language is counted

twice (provided pupils sit both) and the Maths score is also counted twice.

• The three other EBacc subjects are counted and three
• ther ‘approved’ subjects.
• Empty slots will be counted as zero

Progress 8

• The first step is to put all pupils nationally into

prior attainment groups based on their KS2 results.

• The difference between this and the pupils

Attainment 8 score is divided by 10 to give their Progress 8 score.

• To calculate a Progress 8 score for the school,

add together the progress scores of all pupils in year 11 and divide by the number in the cohort.

Progress 8

• A score of zero means pupils in a school on average

do about as well at key stage 4 as other pupils across England who got similar results at the end of key stage 2.

• A score above zero means pupils made more

progress, on average, than pupils across England who got similar results at the end of key stage 2.

• A score below zero means pupils made less

progress, on average, than pupils across England who got similar results at the end of key stage 2.

2016 GCSE Results

National Bradford

Progress 8

• 0.03 -0·15

English and Maths A*-C passes 59.3% 52·1% Entry to EBacc 36.8% 32·2% Achieving EBacc 23.1% 17·2%

Progress8 national figure covers achievements in state-funded schools only and includes special schools and alternative provision. All other national figures are for all schools.

Discussion time

Post 16 Accountability

• Progress – a value added measure based on Prior
• attainment. Where students are taking technical level

subjects none completion of the course counts as a fail.

• Attainment – average points per entry
• Retention - the proportion of students being retained
• Average change in grade for students who did not get a

good pass at GCSE

• Destinations – the percentage staying in education or

employment in the year after taking A levels or level 3 qualifications

Post 16 Accountability

• These are designed to place a greater emphasis on

progress and progression alongside attainment, ensuring students make progress from their starting points and that every young person leaves education capable of getting a place at university, an apprenticeship or a good job.

• All schools and colleges to publish these headline

measures on their websites

• Ofsted are expected to use this data

Topics and Dates for Future Forums

Autumn 9 and 10 October 2017 Spring 26 and 27 February 2018 Summer 21 and 22 May 2018