Head Teacher Briefing 23 September 2020 Agenda Virtual sign in - - PowerPoint PPT Presentation

Head Teacher Briefing

23 September 2020

Agenda

Agenda

10.00 – 10.05 Virtual sign in 10.05 – 10.10 Welcome Mark Taylor 10.10 – 10.25 Outcomes for pupils identified as CIN Matthew Blood 10.25 - 10.35

Attendance / Elective Home Education

Candy Holder 10.35 – 11.05 Public Health update: Testing issues / symptoms update / running parents’ events – face-to-face or virtual? / arrangements for events that break the bubble - Dr Leonora Weil 11.05 - 11.15

Vaccinations – arrangements for Flu and other vaccinations in schools

Jane Brett-Jones / Dr Leonora Weil 11.15- 11.20

Remote Learning and Digital Poverty

Alison Cramer / Jeff Cole 11.20-11.30

Early years and out of school update

Penny Kenway 11.30-11.40

Catch-up

Anthony Doudle 11.40-11.45

Phonics Anthony Doudle

11.45-11.50

Closing remarks

Mark Taylor Meeting Concludes  Next Meeting: 7th October 2020

Welcome from Mark Taylor

Educational Outcomes and Children in Need

What is the issue?

Research shows that the educational attainments of Children in Need (CIN) in England are significantly lower than for other

• pupils. This represents sizeable numbers of

children: the latest figures (March 2019) showed that there were 399,500 Children in Need in England. The ‘attainment gap’ between these groups and other children (without special educational needs) in reaching expected standards is approximately 25-30% at Key Stage 1 (aged 7) and KS2 (aged 11), and 25% at KS4 (aged 16). Researchers have often investigated the education of Children in Care; however, Children in Need have received very little

• attention. This project aimed to identify factors

that help explain this ‘attainment gap’ for Children in Need and Children in Care

.

Key findings

• As many as 1 in 7 of all children, at some stage of their

schooling, experienced a period as a Child in Need or a Child in Care

• These children had lower attainment at each Key Stage of

schooling than children with no social work interventions

• A substantial part of the relatively low attainment at age 16 of

pupils who had ever been In Need or In Care was accounted for by information available at age 7: the child’s attainment at 7, gender, ethnicity, socio-economic status, and special educational needs and disabilities

• This suggests that broader forms of disadvantage – which were

more prevalent in these groups than in other children – had a lasting effect on children’s educational attainments throughout their schooling.

Islington children in need primary results 2019

• Fewer than a third of Islington children in

need reached the expected standard for all 3 subjects at the end of KS2 last year, which is below comparators and well below their peers in Islington schools

30% 41% 34% 70% CIN CIN CIN All Pupils Islington published Inner London England Islington

Despite performing well in reading and mathematics tests, narrowing the gap with all pupils in Islington schools; fewer than half of our CIN achieved the expected standard in writing TAs last year

74% 46% 76% 51% 54% 55% 46% 48% 48% 76% 82% 80% % at EXS+ in KS2 Reading % at EXS+ in KS2 Writing % at EXS+ in KS2 Maths

Islington local CIN Inner London CIN England CIN Islington All Pupils

Islington children in need 2019 secondary results

• Attainment 8 and Progress 8 is in

line with CIN nationally.

• Pupils in Islington schools make

more progress than their peers nationally, whereas CIN on average are 1.5 grades* below all pupils with similar prior attainment

19.1 20.9 19.2 45.8

• 1.49
• 1.39
• 1.49

0.03 1.8 1.74 1.56 4.09 CIN CIN CIN All Pupils Islington local Inner London England Islington Attainment 8 Progress 8

• E. Bacc. APS

18.4% 23.6% 19.8% 63.5% 10.3% 11.3% 9.7% 42.3% CIN CIN CIN All Pupils Islington local Inner London England Islington % Eng. & Mat. at 4+ % Eng. & Mat. at 5+

• Fewer than 1 in 5 of our CIN

gained a L4 pass or better in English and Maths compared to almost two thirds of Islington pupils

Implications for policy and practice

• Raise the profile of the Children in Need group, including

within schools

• Virtual Schools, or a similar service, should have some
• versight of Children in Need
• Improve Children’s Social Care’s knowledge and understanding
• f the education system
• Extending Pupil Premium Plus (PPP) payments in some form to

Children in Need

• Promote approaches that address the impact of poverty and

ethnicity on education

• Review decision making procedures surrounding ‘case closure’

so that families are not left without adequate support

Implications for policy and practice

• Include the specific circumstances of Children in Need in

teacher training and INSET

• Less variation in secondary schools in their inclusivity,

including reducing permanent and fixed-term exclusions; and monitoring the impact of disciplinary codes on CIN

• Improve educational planning for CIN. A Personal

Education Plan for CIN?

• Other general policy concerns highlighted include the

relationship between pupils with Special Educational Needs and Disabilities and CIN

• The impact of Covid?

Candy Holder Head of Pupil Services

Attendance, Elective Home Education

Attendance Summary as at 15 September 2020

• News on attendance is very positive, averaging at 93.7% across all settings, compared to a national average of

88%

• Primary attendance ranges from 87.4% to 97.8%. Four primary schools have reported attendance over

97%

• All Secondary schools have reported attendance above 90%, ranging from 91.1% and 97.2%, with three

schools reporting attendance over 95%.

Elective Home Education

• Since the beginning of term, 50 plus families have expressed a wish to home educate their

child/ren; this reflects a national picture.

• Elective Home Education (EHE) is the term used to describe the choice by parents to provide

education for their children at home instead of sending them to school. This is different to education provided by the local authority (LA) otherwise than at school-for example, tuition for children who are too ill to attend school. (Department for Education (DFE) guidance for LAs, 2019)

• Our general position is to advise parents against making any long term changes to their child’s

education right now, and as far as possible, to keep parents engaged and children on school rolls while working through any fears and anxieties.

Conversation with parents

• Some key points:
• Are there any issues or concerns that could be resolved to enable the child to continue to be educated at

school in a way which meets the parents’ expectations (e.g. the measures you have in place to keep everyone as safe as possible).

• If choosing to electively home educate, does the parent understand that they will be solely responsible for

providing their child’s education, including any legal and financial responsibility for their child’s learning. They are effectively choosing to opt out of the funding and support for education that is provided through schools. They have to meet the costs of any tutors, resources, entering exams etc. with no financial support from schools or local authorities.

• The LA must be satisfied with the arrangements on an on-going basis – the law requires this. Parents can

choose how they educate their children at home, but they do have to provide full time, suitable education. Local authorities can ask parents to provide evidence that they are doing this, and can take legal action if they believe a child is not receiving a suitable education.

• The materials and support that have been available to support remote learning throughout the lockdown period

will not continue to be available in the same way going forward

Local arrangements – action by the school

• If the parents’ decision is firmly to home educate, you should:
• Acknowledge this in writing.
• Remove the child’s name from the school register.
• Inform the LA immediately of removal of the child’s name from the register following the ‘Deletion from roll

process’ - please include parent’s notification.

• Ensure that the pupil file is retained in accordance with usual procedures until requested by a receiving school.

The parent may request a copy of the file.

Implications for schools

• Although schools should provide information to parents about elective home education, they should not

recommend or seek to persuade parents to educate their child at home.

• Funding will be lost for every child moving out of the school system. For 50 children this is about £250K
• We have an agreed local protocol that a pupil’s school place should remain open for 20 schools days after the

parent notifies the LA of their decision to electively home educate to facilitate their return to school should the parent change their mind about home schooling.

• We know that some schools keep in touch with families after a child has been withdrawn to be home

educated, and facilitate the child’s return to school if it is not working out. In any event, through Islington’s Fair Access Protocol a child returning to school after a period of home education would usually be expected to return to their previous school.

Leading in a New Era: Compassionate Leadership for Place and Belonging

Updates from Public Health

Dr Leonora Weil Deputy Director Public Health

Public Health Islington Contact Joanna.dobbin@Islington.gov.uk

Update on flu immunisations in schools

Flu immunisation: Why this year is more important than ever

 Symptoms of the flu and of coronavirus overlap

Flu

Fever Muscle aches Cough Lethargy

Coronavirus

Fever Cough Loss of taste/smell

Flu immunisation: Why this year is more important than ever

 In order to minimise vacancies due to symptomatic staff, and household

contacts of symptomatic staff and pupils, it is vital we promote the flu vaccine as much as possible this year

 The flu vaccine is recommended by Public Health England for all children

aged 2-12 (R – yr7 in schools), the over 65s, pregnant women, and for a range

• f long term health conditions. This year it has been extended to include

members of a formerly shielding household.

 Unlike coronavirus, children are ‘super-spreaders’ of flu  Widespread flu vaccine coverage protects the most vulnerable in society

(elderly, pregnant, immunocompromised) by making it harder for influenze to spread throughout the population

The flu vaccine

 There are several types of flu vaccine. If you're eligible for the flu vaccine on

the NHS, you'll be offered one that's most effective for you, depending on your age:

 Children aged 2 to 17 are offered a live vaccine (LAIV) as a nasal spray; the

live viruses have been weakened so it cannot give you flu

 Adults aged 18 to 64 are offered an injected inactivated vaccine; there are

different types, but none contains live viruses so they cannot give you flu

 Adults aged 65 and over are offered an injected inactivated vaccine; the most

common one contains an adjuvant to help your immune system have a stronger response to the vaccine

Does the flu vaccine contain pork derived products?

 Yes. The nasal vaccine contains a highly processed form of pork gelatine

which is used in many medicines.

 School age children who are not at risk, but whose parents would prefer that

they did not have the nasal spray, can discuss alternative vaccines with the School Vaccination Provider – Vaccination UK in Islington. In this case Vaccination UK will contact parents to discuss alternatives in the context of trying to allay any fears they have over the nasal spray. If, after this contact parents still decline the nasal spray then they can request the alternative vaccine but it must be made clear that this would not be available until November and only then if there was sufficient stock.

 Children are offered the nasal spray vaccine as it is

the most effective in their age group, and gives better immunity.

Is the flu vaccine safe?

 Flu vaccine side effects  Serious side effects of the injected flu vaccine are very rare.  You may have a mild high temperature and aching muscles for a couple of

days after having the vaccine, and your arm may be a bit sore where you were injected.

 Side effects of the nasal spray vaccine can commonly include a runny or

blocked nose, a headache, tiredness and some loss of appetite.

 For some children, who have severe asthma or an egg allergy, they may need

the flu vaccine delivered in a specialist setting due to increase risks of side

• effects. The clinicians who work with Vaccination UK screen children for this,

and arrange alternative vaccines as necessary.

What are we aiming for?

 We are aiming for 75% uptake among eligible cohorts  Last year flu uptake in Islington schools was only 38%, so this requires

DOUBLING uptake

 There is some evidence that co-infection of flu and coronavirus can increase

mortality

 As there is intersection between at risk coronavirus and flu groups, it is vital

that we take extra steps to promote the flu vaccine and protect the more

vulnerable members of our community.

 Uptake decreases as you move up the year groups.  Our equality audit from 2019/20 flu season has shown that schools located in

the more deprived areas of the borough had the lowest uptake.

Overall Uptake in Schools

842 852 819 745 766 697 605 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Reception Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Percentage Vaccinated (%) School Year Flu Vaccine Uptake by School Year 2019/20 Islington Average = 38%

Source: Islington School Nurses

• The highest uptake of the flu

vaccination in school was seen in year 1, with 43% of children vaccinated.

• Reception year (41%), year 1 (43%) and

2 (42%) all had a significantly higher proportion of children vaccinated compared to the Islington school average of 38%.

• The vaccination uptake in Year 5 (34%)

and year 6 (30%) was significantly lower than the Islington school average (38%).

2020/21 Target 75%

Deprivation

184 747 1362 1423 393 431 786 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 (most deprived) 2 3 4 5 6 7 (least deprived)

Percentage Vaccinated (%) IMD Decile Flu Vaccine Uptake in Islington Schools Reception Year to Year 6, by Deprivation Decile of School 2019/20 Islington Average =38%

• The schools located in the least deprived

deciles in Islington had the highest vaccination uptake.

• Schools in the most deprived decile had

the lowest vaccination uptake (33%), significantly lower than the Islington school average (38%).

• Note: The deprivation deciles are not from

the child's residence. Instead, the deprivation decile of the school has been used as a proxy.

2020/21 Target 75%

What can you do?

 Share class lists with Vaccination UK. Sharing this information will

help them to assist in the delivery and chasing of consent forms, and will mean less work for school staff. The school improvement team and NHSE have confirmed that this is GDPR compliant, and a letter to that effect is available on the portal.

 Send an SMS to parents to remind them to return their consent forms

a few days before Vaccination UK are due to collect the forms and again a few days before they visit;

 Encourage staff to have the vaccine – we (Public Health and school

improvement) have secured funding to provide teachers with free flu vaccine.

 £10 vouchers  Details and the system for access will be confirmed shortly

 Include information about the programme

in any newsletters, website or emails sent out to parents

 Display posters about the vaccine in

visible places for parents

 Ensure your staff (including office staff

and teachers for years R - 7) are familiar with the information leaflet and the arrangements for flu vaccine delivery, and can help parents who have questions

Thank you

 We appreciate that it is an incredibly difficult time for schools at the

moment, and you are under incredible pressure to provide education to your pupils whilst balancing the safety of your community and staff.

 We want to thank you for all of your help in delivering the flu vaccination

schedule this autumn

 We want to assure you that Vaccination UK have been providing vaccinations

safely in schools since June, and are fully trained to deliver these in a clinical environment with the necessary PPE.

 If you have any queries we are here to help   Joanna.dobbin@Islington.gov.uk – public health immunisation team  Anthony.doudle@Islington.gov.uk – School Improvement Service  Jeff.cole@Islington.gov.uk – School Improvement Service

Follow the following steps once you are informed of a positive test result for COVID-19:

Step 1: Call the DFE – Contact Department for Education (DFE) Helpline on 0800 046 8687, selecting the option for reporting a positive case Step 2: Inform the local public health team – email CIPHAdmin@islington.gov.uk Step 2A: Inform Learning and Schools - email the following when you are informing CIPHADMIN:

• EYFS: (Nursery Schools and Children’s Centres/PVIs/Childminders): Fis@islington.gov.uk
• Primary: Anthony.doudle@islington.gov.uk
• Secondary: Jeff.cole@islington.gov.uk
• Special: Candy.holder@islington.gov.uk
• Step 3: If you get any more positive test results among staff or pupils with 14 days, you should inform:
• London Coronavirus Response Cell (LCRC) 033 303 0450 plus complete Step 2 and 2A

Remote Learning, Business Continuity and Digital Poverty

Alison Cramer and Jeff Cole

• Remote Learning Strategy is a key part of contingency plan for outbreaks with DfE expectations that it will:
• use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos and that is linked to the

school’s curriculum expectations

• give access to high quality remote education resources
• select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback and make sure

staff are trained in their use

• gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how

regularly teachers will check work

• Remote Learning Policy Template and links to underpinning plans to support it issued on Friday 18th in Bulletin
• We can support detailed planning such as remote learning timetables or support in the deployment of online tools through the Computing & Online

Safety service

Digital Inclusion

• Survey has been reopened to fully understand the requirements across Islington so please complete it if not already completed so we can look to

secure more funding for devices and internet access as part of a comprehensive on line learning strategy for children across the borough. http://tinyurl.com/digitalinclusionsurvey

• DfE have announced a new scheme to provide devices for disadvantaged children who do not have access to a device and/or the internet in the

event of disruption to face to face education at schools due to coronavirus (COVID-19). Confirm with us who the contact is for the school - the name, email, phone number of who can order laptops - and then orders can be placed when:

• face to face education within a school is disrupted following official advice
• a school supports a clinically extremely vulnerable child who is shielding following official advice
• a school is supporting disadvantaged children who live in an area subject to local restrictions which means they’re unable to attend
• Can you remind schools to either to Jerrell Brissett or myself.
• Significant number of chromebooks now on order for disadvantaged year 6 and year 10 pupils through funding awards from Cripplegate and the

Richard Reeves Foundation. Delivery is expected in October and roll out will be in the second half of term.

Digital Inclusion

Early years attendance and out of school update

Penny Kenway

Early years attendance by sector

38% take up of EY places in schools 62% take up of EY places in non-schools School numbers likely to be higher as some schools did not return an EY survey

Early years updates

Promoting the 2YO offer:

• Letters sent out this week to all potentially

eligible families (DWP list)

• Golden Ticket has been reinstated for anyone

who has not yet had an eligibility check after being on 2 previous DWP lists

• Increase in enquiries to the FIS following mail
• ut
• One parent reported she had previously

'ripped up' the Golden Ticket due to Coronavirus concerns, now contacted FIS and ready to apply for a place

Out of school childcare

• Thank you to all those schools who have reopened breakfast and after school clubs
• 33 schools are open/opening by the end of this month, 6 are actively looking at ways to open
• Only 2 of the schools that receive LA funding for out of school provision are not currently operating
• Variable picture of demand with most schools reporting that this has either stayed the same or decreased
• Most common issues reported by schools are concern around mixing of daytime bubbles, and staffing availability
• If children remain in their daytime bubbles, groups can be larger than 15 if you have the space and staffing
• Public Health can advise individual schools who have specific queries relating to the implementation of protective

measures: email CIPHAdmin@islington.gov.uk cc lydia.hutchings@islington.gov.uk

• Emerging picture of sufficiency: we will be monitoring via a short weekly survey every Friday starting this week
• Please prioritise key worker children if not everyone can be accommodated
• FIS can support families looking for childcare, 020 7527 5959 fis@islington.gov.uk
• We encourage schools to contact us if the viability of out of school childcare schemes is an issue

EYFS disapplications

EYFS requirement Update to disapplication guidance on 4 September 2020

Learning & Development and Assessment (1-2) Usual requirements apply in full from 26 September 2020 UNLESS COVID restrictions are put in place that prevent providers from meeting requirements in which case use reasonable endeavours to meet the requirements. Progress check at age 2 (2.3-2.5) Usual requirements apply in full from 26 September 2020 subject to COVID restrictions as above. EYFS Profile (2.6 – 2.10) Usual requirements apply in full for the 2020-21 academic year even if COVID restrictions are put in place. Safeguarding and welfare requirements (3) - ratios & paediatric first aid (PFA) requirements Usual requirements apply in full from 26 November (providers should work towards this during transitional period from 26 September 2020). UNLESS government restrictions apply in which case use reasonable endeavours to meet the staff qualification requirements and best endeavours to meet the PFA requirements. NB the validity of PFA certificates that expired on or after 16 March 2020 can be extended to 25 November 2020

Black History Month

• Islington Heritage Service is creating a physical and digital display for Black History Month in support of the

Black Lives Matter campaign and to celebrate black lives that are part of the Islington community:

• Images of Islington residents/staff in support of the Black Lives Matter campaign e.g. any photos at protests,

holding signs, in solidarity

• Material associated with Black Lives Matter e.g. posters, flyers
• Images of black people who are part of the Islington community
• Items representing black history in Islington e.g. posters, flyers, leaflets for events/activities/campaigns
• Anecdotes/stories from black members of the Islington community about their experiences in Islington
• Send donations to local.history@islington.gov.uk
• Making use of Islington’s diversity booklist – staff and parents:

https://www.islington.gov.uk/libraries-arts-and-heritage/libraries/reading-learning-and-outreach-services/read- with-us/great-reads

• Kids Fun Learning YouTube channel: diverse children's stories read aloud

Catch Up to Keep Up

National Catch-Up Programme (£650 million national funding)

There is no formal ring fencing for how the funding must be spent. It is intended to support all pupils who have fallen behind in their learning during the period of school closure. However, it is also explicitly stated by the DFE that, “The government expects this to be spent on small group tuition for whoever needs it.” (Strand 2)

National Tutoring Programme (£350 million national funding)

• NTP Partners: schools will be able to access

heavily subsidised tutoring from an approved list of tuition partners. These organisations – who will all be subject to quality, safeguarding and evaluation standards - will be given support and funding to reach as many disadvantaged pupils as possible.

• NTP Coaches: trained graduates will by

employed by schools in the most disadvantaged areas to provide intensive catch-up support to their pupils, allowing teachers in these schools to focus on their classrooms.

National Catch Up Programme (non ring fenced): Key Principles

• The funding can be used on the school’s 25% contribution towards additional tuition provided through the

National Tuition Programme for disadvantaged pupils.

• The funding can be used to fund additional support and interventions provided by existing school staff

where this exceeds their normal working routines and hours (for example: interventions after school).

• The funding can be used to employ suitable temporary staff on a fixed term contract to carry out targeted

interventions linked to a specifically identified need.

• The funding must not be used on staffing to make up for shortfalls in the school budget whereby

expenditure on staff exceeds that which would be otherwise affordable within the existing staffing structure.

National Tutoring Programme (ring fenced):

Tuition organisations need to apply to obtain their badge of approval

Islington Framework:

• Strand 1: Teaching and whole-school strategies – non ring fenced funding
• a) Supporting great teaching
• b) Pupil assessment and feedback
• c) Transition support
• Strand 2: Targeted support – Ring fenced = National Tutoring Programme
• a) 1:1 and small group tuition
• b) Intervention programmes
• c) Extended school time (before and after school interventions)
• Strand 3: Wider Strategies – non ring fenced funding
• a) Supporting parents and carers
• b) Access to technology
• c) Holiday support

In line with DFE guidance, additional catch-up funding should typically be spent on initiatives linked to ‘strand 2’ (targeted support) of the LA framework described in Section 1. In line with DFE guidance, this should ensure that the funding is spent on small group and 1:1 tuition for all pupils who need it.

• Priority 1: Targeted support (including small group and 1:1 tuition) for disadvantaged pupils.
• Priority 2: Targeted support (including small group and 1:1 tuition) for all pupils who have fallen

behind.

• Priority 3: Investment in IT based solutions to support priorities 1 and 2, including building a

sustainable approach to supporting pupils both in school and out of school.

• Priority 4: Investment in other elements linked to strand 1 (teaching and whole-school

strategies) or strand 3 (wider strategies) where this is supporting schools to deliver

• n strand 2

Supporting Schools to Prioritise:

Timeline: Key Milestones for Monitoring and Accountability:

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Beyond School

 Finalise and agree plan  Implement plan  Ongoing monitoring of catch-up strategies.  To account for use and impact of funding.  Make amendments to plan as needed.  Report to LGB  Implement any changes to plan.  Ongoing monitoring

• f catch-up

strategies.  Ongoing monitoring of catch-up strategies.  To account for use and impact of funding.  Make amendments to plan as needed.  Report to LGB  Finalise and agree plan  Implement plan  Ongoing monitoring of catch-up strategies.  To account for use and impact

• f funding.

 Make amendments to plan as needed.  Report to LGB  Final formal evaluation of impact of catch up strategy (including impact, use of funding, lessons learned and implications for future practice).  Share report with LGB

LA

 Support schools and clusters to implement/monitor plans.  Update and disseminate guidance  Evaluation activity: random sampling of 6 schools (1 hour meeting with HT + document review  Provide evidence to Children’s Scrutiny Review  Support schools and clusters to implement/monitor plans.  Update and disseminate guidance  Evaluation activity: random sampling of 6 schools (1 hour meeting with HT + document review  Provide evidence to Children’s Scrutiny Review  Support schools and clusters to implement/monitor plans.  Update and disseminate guidance  Evaluation activity: random sampling of 6 schools (1 hour meeting with HT + document review  Provide evidence to Children’s Scrutiny Review  Develop and implement a borough wider strategy

Catch Up Grant Form – shared with governors/website

Nuffield Early Language Intervention

• The Department for Education is currently working with the EEF and
• ther delivery partners to make Nuffield Early Language Intervention

(NELI) available to state-funded primary schools at no cost.

• This will be funded as part of the Government’s £350m allocation to

tutoring, through the £1bn Covid-19 'catch-up' package announced in June 2020. For further information, click here.

Anthony Doudle Head of School Improvement: Primary

Phonics

Phonics Autumn 2020

Schools must submit results by the end of term As reported earlier this year, schools will have to administer the check in the second half of the autumn term – after the October half term and up to the Christmas break

• LAs will then have until January 22 to submit data to the Department for Education.

Absent pupils will take the check in June

• The guidance states that pupils who are absent from school for the entirety of the second half of the autumn

term will become eligible to take the check in June 2021.

• “If a pupil is absent when the rest of the cohort takes the check, schools can administer the check to the pupil at

any point up until the end of the 2020 autumn term.

• Any pupil who is absent from school for this entire period should be recorded as ‘A’ (absent) in the results data.”

Phonics Autumn 2020

No separate declaration form needed

• The DfE has stated that heads will not need to complete a separate form for the autumn check.
• “The phonics screening check HDF submitted by schools in June 2021 will cover both checks,” the guidance

states. Guidance on pupils who move schools

• For pupils who move schools before October half term, the receiving school should assess the pupil

and submit data for them.

• For those moving after the half term, receiving schools “should find out whether the pupil has

already taken the autumn check (if not, they should assess the pupil and submit data for them)”, the DfE said.

• If pupils move after taking the check, their original school should submit the data and provide it to their new

school.

Phonics Autumn 2020

All have the same pass mark Schools to select the test that pupils are least familiar with

Phonics Autumn 2020

Our proposal:

• All Islington schools administer the test, week commencing Monday 7 December 2020 and close the test window
• n the 16 December 2020.
• Results submitted to the LA by Friday 18 December 2020
• LA will check and submit on your behalf by the 22 January 2021

• Next meeting
• 7th October – 10.00 -12.00