Headteacher Briefings Spring Term 2016-17 The Ladder of - - PowerPoint PPT Presentation

Headteacher Briefings

Spring Term 2016-17

The Ladder of Intervention

Strategy into Practice BOSS and LTLC Updates

Impact on Rate of Permanent Exclusion

BOSS Update

Caroline Lambert, Service Manager Kevin Jeffery, Education Consultant

BOSS Mission Statement

To work with schools and other partners to equip young people with the tools they need to be ready to learn’

Contract Aims

• Reduce exclusions
• Establish clear pathways for dealing

with challenging behaviour

• Strengthen capacity for intervention

and support

• Develop a consistent and

sustainable prevailing culture

BOSS Service Lead

(Full time)

BOSS Lead

East & West Lindsey

(Full time)

BOSS Outreach Support Workers

X 6

(Term Time)

BOSS Lead

North & South Kesteven

(Full time)

BOSS Outreach Support Workers

X 5

(Term Time)

BOSS Lead

Lincoln (Full time)

BOSS Outreach Support Workers

X 7

(Term Time)

BOSS Lead

Boston & South Holland (Full time)

BOSS Outreach Support Workers

X 8

(Term Time)

Business Support Officer

(Term time)

Restorative Solutions Manager

(Full time)

BOSS Service Structure

BOSS Referral Data

BOSS role in Ladder of Intervention

Step Three joint referral with school; continuity at transition; reintegration support Step Two Detailed assessment; revised PSP; intensive support; case review Step One helpline; drop-in service; specific training Universal advice; guidance; training

• Advice and Guidance
• Intensive Support Package
• Continuity and Linkage
• Research and development
• Training

Overview of the BOSS Offer

Service Manager: Caroline Lambert

Email: Caroline.lambert@family-action.org.uk

BOSS Team:

Email: LincolnshireBOSS@family-action.org.uk 01522 684769

BOSS Contact Details

Lincolnshire Teaching and learning Centre Executive Principal Gill Kelly

LTLC’s journey

February 2015- Setting goes in to special measures January 2016 Wellspring Academies Trust are commissioned to improve the setting November 2016- ‘Leaders are taking effective action’ and may appoint NQTs.

• 37 new staff employed over the summer 2016
• 50 people attended a recruitment event for teachers and TAs in

January 2017. We appointed 7 more teachers.

• 58% of students are making accelerated progress in their learning.
• Executive leadership comprises of NLEs, SLEs, Nationally approved

leadership coaches, experience of working in PRUs and APs, OFSTED experience.

A few details

• 252 commissioned place pupil referral until over Lincolnshire

County

• 6 buildings:

– Grantham – Boston – Lincoln – Baumber – Gainsborough – Mablethorpe

• EYFS- KS4
• Class sizes of 8 with one teacher and one TA

Head of Centre Teachers Pastoral team TAs Care Team Lead Practitioner

• Our role:
• To provide a short stay environment for young people who have

either been permanently excluded or offered an intervention place.

• To baseline the needs of the children from an academic to

Social Emotional and Mental health perspective. GL assessments, Boxall profiles, positive handling plans, EHCPs and more..

• Give the young people strategies to cope with their issues
• Reintegrate them back in to mainstream or facilitate to a special

setting

• There is no magic bullet
• We do not ‘cure’ children- they will always need support, but the

kind that an inclusive mainstream school can manage.

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Working Together Team

Lincolnshire’s Autism, Social Communication and SEND Outreach Service

An NAS Accredited Service and Professional Excellence Award Winners 2014 “The panel considered the Working Together Team to be an all empowering, all positive effective service” NAS Accreditation panel 2016

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

What do we do?

• We are a service to empower schools and academies.

We support the settings to identify the needs of the young person and work with staff and families in schools to tailor approaches to create specific programmes of intervention for the setting to implement.

• As a Team we offer support to settings and families

in 3 main areas: Consultancy Training Support for families

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Criteria for referral

• The setting has completed whole setting, Autism Education

Trust training in Making Sense of Autism, provided free of charge by WTT.

• The child or young person is aged 4-19 and in a maintained

mainstream or specialist school, academy or college.

• The needs of the young person have been discussed with WTT

and a referral agreed in principle.

• The young person’s needs are within the area of Social

Communication / SEND.

• The young person’s needs are a concern to both the setting and

family (and possibly the young person themselves)

• The setting do not feel they are able to fully meet the young

person’s needs without further support.

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Referral submission

• The referral document has been completed with school, family

and young person’s views.

• School and family have confirmed that they have read the roles

and responsibilities section within the service booklet.

• All parties have signed and dated and consent to the roles and

responsibilities in the above document, including the Head teacher.

• Supporting documents, including individual learning plans and

reports from any external agencies that are involved, have been included with the referral to show what has been put in place and the impact it has had.

• Training has been reflected upon and strategies have been

trialled and impact or lack of has been described

• One named person within the school has been identified as point
• f contact.
• The setting are agreeing to work towards the AIM4Lincs award.

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Referral Process updated

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Introduction of a tiered provision system

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Numbers of staff Sept 2015 to August 2016 Sept 2016 to present Totals Making sense

• f Autism Tier

1 3373 3462 6835 Good Autism Practice Tier 2 103 333 436 Leading Good Autism Practice 11 (booked for March) 11

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Working Together Team An NAS Accredited Service and Professional Excellence Award Winners 2014

Contact details

Email –

• utreach@gosberton-house.lincs.sch.uk

Telephone – 01775 840250 or 07881 650631

A service to support all Schools and Academies working with Children and Young People with Profound and Multiple Physical Disabilities, Cognitive Disabilities, Life Limiting Conditions and Sensory impairments.

S upport for pupils:

• In school aged between 4-19
• Transition from nursery to Reception
• Transition from school to college

Pupil must have 1 or more of the following:

• A profound and multiple physical disability
• A profound cognitive disability (e.g. downs syndrome, brain inj ury)
• A life limiting condition (e.g. muscular dystrophy)
• S

ensory impairment (hearing, sight, speech)

• Target and goal setting (in liaison with S

ENCO, Pupil, Class teacher, 1:1) for Inclusion in the curriculum (classroom practice, differentiation advice)

• Advice on and/ or loan of Assistive technology (AT) for practical

inclusion in classroom activities and access to IT .

• Advice on using augmentative and alternative communication

(AAC) to access the curriculum

• S

upport in assessment of progress

• S

upport and training in daily care needs

• Moving and handling/ postural awareness and training (small

charge for this)

• Disability awareness training

Liaising with other professionals and signposting to other services Parental support Attending meetings (where possible) to contribute towards EHC’s, ES CO meetings etc

* Step 1 Contact Give us a ring, drop us an email or speak to any member of the team. This may be useful before completing the referral to check eligibility. Step 2 Complete referrals Please make sure the pupil fits our remit and also that the support you require is relevant to our service. Also try to be specific with the support required. Step 3 Make Arrangements Once we have received the signed permission forms, we will confirm whether the pupil falls within the remit of

• ur service and if so one or more of the

team will arrange to visit the pupil or signpost you to other services if needed. Forms can be uploaded

• n the S

t Francis S chool Website.

Step 4 Visits When we visit we would like to observe the pupil and work with the pupil, 1:1, class teacher and/ or S ENCO to create an action plan which can be used to measure progress. We expect that evidence will be provided based on these goals and we will review it after a period of time. This may involve us loaning you equipment and providing training. Step 5 Follow up We will follow up the action plans and set new targets where

• required. We will continue to support you for as long as
• needed. Many of our pupils remain on our books for many years

due to the challenging and changing nature of their needs. We will contact once a term to check if any support

Look on the S t Francis S chool (Lincoln) Website Head to the outreach S

• ection. There you will find Referral forms, our

promo leaflet and parental consent form. Please help yourself to our leaflet today.

Champion Upscale promotion and communication among the partnership schools

• Teacher Leadership and recruitment

strategy

• Small scale projects
• LLP Collaboration

Challenge Strengthen school to school support

• Supporting Governance in

Lincolnshire

• Peer to Peer Review
• Data sharing at Headteacher Briefing

Promote Drive future strategic initiatives

• Innovation fund
• Mobilise
• LLP Strategic Plan

Empower Foster strong links between schools, local teaching schools and their communities

• Emotional wellbeing
• Attendance and admissions
• Caring schools learning placements

Challenge

LLP will:

• Support Governance in Lincolnshire:

NLGs to receive resources and structural support

• Enhance Peer to Peer Review though

the launch of an online form

• Introduce considerations around data

sharing at Headteacher briefings Schools will:

• Involve governors more in the peer-to-peer

review process

• Encourage governors/trustees to network,

relate to the LLP vision, and become NLG’s

• Review effectiveness of the peer review

evaluation

• Continue to engage and challenge in peer

review

• Be open with outcomes to support other

schools

• Be open and honest with data
• Discuss common themes and start to work

across clusters

Champion

LLP will:

• Develop Teacher Leadership and

Recruitment Strategy

• Support small scale projects aimed

at engaging teaching staff at all levels to enhance their practice

• Foster LLP collaboration through

monitoring and embedding the partnerships KPI’s Schools will:

• Encourage and develop staff
• Build small-scale projects into appraisal
• Develop potential staff opportunities at all

levels

• Enhance succession planning
• Promote teaching in Lincolnshire
• Continue to engage with research projects
• Develop cross-phase partnerships building
• n the Mobilise cluster groups

Promote

LLP will:

• Administer innovation fund to

encourage and embed innovative practice in Lincolnshire schools

• Design Mobilise 2: The means

through which Lincolnshire schools will engage with research Schools will:

• Pause and reflect on the impact and

success of Mobilise 1

• Engage with the design of Mobilise 2
• Commit time resources to embedding

practice

• Commit to accessing the innovation

fund by bidding for opportunities

Empower

LLP will:

• Consult with Headteachers on

emotional wellbeing pathways

• Implement a year-long pilot to

manage attendance and admission, followed by an evaluation and reassessment of the initiative

• Allocate two case workers to the

“Caring Schools Learning Placements” initiative Schools will:

• Understand processes, then identify

children to access the well-being pathway

• Continue to demonstrate genuine care

for looked-after children by engaging with the new service

• Follow the ladder of intervention and

engage with the BOSS to know when and how to make referrals

• Enhance confidence and self-

awareness on how to develop pathways

• Participate in the pilot

Lincolns

• lnshi

hire School D Direc ect/ t/SC SCITT ITT Ne Network

‘TeachLincs’ – a county wide strategy where we all invest in the recruitment and retention of high quality teachers within Lincolnshire

• Will incorporate Initial Teacher Training
• Appropriate support and development for NQTs and RQTs
• Retention of high quality teachers –

why stay in Lincolnshire?

• Pathway to success –

career development and

• pportunities within Lincolnshire
• Leadership development –

keeping our ‘ home grown’ within the county

Is the rec the recruitm tment an and re retenti tion of f high high qual ality t teac eachers t to L Lin incolnshir ire an an is issue?

Routes into ITT

• SCITT (School Centered Initial teacher Training) –

an organisation with a school (or schools) at the heart of it, able to award QTS

• School Direct –

a single school acting on behalf of a group of schools and working with a SCITT or HEI to offer QTS and PGCE

• HEI (University) –

providers who award QTS and PGCE through the traditional route.

• School Direct fee-paying –

candidate pays course fees to train

• School Direct salaried –

the school employs the trainee as an unqualified teacher during their training period

Your role:

• Hosting and encouraging volunteers in school
• Talent spotting (Teaching Assistants)
• Actively engaging in Initial Teacher Training (ITT) (eg by

hosting a S CITT or S chool Direct student)

• Promoting teaching as a profession to students, parents

and community

• Promotion of “ get into teaching” processes and

timescales within school, in community and on website.

• Bardney S

chool Direct Partnership (Lincoln)

• Bourne Westfield S

chool Direct Partnership (S

• uth Lincolnshire)
• Staniland Academy S

chool Direct Partnership (Boston)

• Hartsholme Academy S

chool Direct Partnership (Across Lincolnshire)

• St. George’s Academy Partnership S

CITT (S leaford)

• East of England Teacher Training S

CITT (Across Lincolnshire)

• Educate Teacher Training S

CITT (Across Lincolnshire)

• Ellison Boulters S

chool Direct Partnership (Lincoln)

• Witham St Hughs S

chool Direct Partnership (Lincoln)

• Mount Street S

chool Direct Partnership (Lincoln)

• St. Francis Special School S

chool Direct Partnership (Lincoln)

• The Deepings S

CITT (S

• uth Lincolnshire)
• LTSA S

CITT (Across Lincolnshire)

• Tall Oaks S

chool Direct Partnership (Gainsborough)

• Washingborough S

chool Direct Partnership (Lincoln)

• Little Gonerby CoE Infant School S

chool Direct Partnership (Grantham)

Lincolnshire School Direct ITT Providers:

Survey

1. Do you find it hard t o recruit high quality teachers? If yes, what are the issues/ barriers? 2. Are you satisfied wit h the quality of NQTs entering t he profession? If not, what are the issues/ barriers? 3. What might be done t o help solve t he issue of recruitment and ret ention of quality teachers t o Lincolnshire? 4. Please include your name and school and let us know if you wish t o get involved with t he future development

• f this work.

teachlincs@ gmail.com .

For more information and support with recruitment, or to give us a more detailed perspective of the issues that you face:

Asse ssme nt, Mo nito ring a nd Mo de ra tio n Ma rc h 2017

Pa t E c c le s

K e y me ssa g e s



No c ha ng e s until 2018/ 19 E YF S, K S1 o r K S2



Inte rim a sse ssme nt fra me wo rks still in pla c e fo r 2017 (ind ic a tio ns fo r 2018 a lso )



Still a c c ura te fit fo r sta te me nts in the fra me wo rks – d e spite NAHT re q ue st fo r b e st –fit



T e sting o f K S1 & K S2 mo d e ra to rs is ve ry vig o ro us



Sc ho o ls sho uld mo d e ra te jud g e me nts within o wn sc ho o l a nd a c ro ss sc ho o ls



Mo d e ra tio n b e twe e n infa nt a nd junio r sc ho o ls re q ue ste d



Cro ss c o unty mo d e ra tio n a lso to va lid a te jud g e me nts na tio na lly



Ca n visit a sc ho o l mo re tha n o nc e fo r mo nito ring



Sub mit yo ur a c c e ss a rra ng e me nt fo r K S2 o n time – d o no t wa it until 24th April!

Use o f Ma ths E q uipme nt in te sts

K S1& K S2

 a b lue / b la c k pe n o r a pe nc il  a sha rp da rk pe nc il fo r ma the ma tic a l dra wing (pa pe r 2

• nly)

 a rule r (sho wing c e ntime tre s a nd millime tre s)  a rub b e r (o ptio na l) (a t K

S2 ra the r this wa s no t e nc o ura g e d)

 a mirro r (pa pe r 2 o nly fo r K

S1 a nd pa pe rs 2 &3 fo r K S2)

 K

S2 - a ng le me a sure r o r pro tra c to r (pa pe rs 2 a nd 3 o nly) No te tha t 3 D sha pe s c a n b e use d in te sts if a c hild ha s issue s with visua lisa tio n using 2-D dia g ra ms

Mo de ra tio n 2017 – se le c tio n o f sc ho o ls

 the da te / o utc o me o f pre vio us mo de ra tio n visits  the e xpe rie nc e o f te a c he rs in ye a r 2 o r ye a r 6  c ha ng e s in se nio r le a de rship  Ofste d c o nc e rn  c o nc e rn re la ting to 2015/ 16 a sse ssme nt c yc le inc luding

ma la dministra tio n

 o the r lo c a l c o nc e rns  unusua l pa tte rns o f a tta inme nt  sc ho o ls se le c te d fo r mo de ra tio n b y the Sta nda rds a nd

T e sting Ag e nc y

Mo de ra tio n Pro c e ss

 Sc ho o ls no tifie d o n o r a fte r 19th Ma y 2017  Mo de ra to rs will sho w le tte r c o nfirming tha t the y ha ve

pa sse d the te st fo r mo de ra to rs

 Sc ho o ls se le c te d will ne e d to pre se nt the ir te a c he r

a sse ssme nts (printe d o ut) fo r pupils in the c o ho rt

 Mo de ra to r will se le c t sa mple pupils – K

S1 10% o r a minimum o f 3 pupils pe r sub je c t a nd K S2 15% o r a minimum o f 5 pupils (c o ho rt size de pe nde nt)

 Sc ho o ls to de c ide wha t e vide nc e fro m a c ro ss the

c urric ulum to pre se nt – this will b e re vie we d a g a inst inte rim a sse ssme nt fra me wo rks

 Pro fe ssio na l dia lo g ue to a sc e rta in ho w judg e me nts

ha ve b e e n ma de a nd to disc uss a ny g a ps in e vide nc e a g a inst the inte rim fra me wo rks

Mo de ra tio n judg e me nts

Mo d e ra to rs will…



re vie w e vid e nc e fo r e a c h pupil in the sa mple a g a inst the ‘ pupil c a n’ sta te me nts fro m the inte rim T A fra me wo rks within the sta nd a rd a wa rd e d (inc lud ing a ny pre c e d ing sta nd a rd s)



ho ld a pro fe ssio na l d isc ussio n with the ye a r 2/ 6 te a c he r(s) to und e rsta nd ho w the T A jud g e me nts ha ve b e e n re a c he d a nd to d isc uss a ny g a ps in e vid e nc e a g a inst the inte rim T A fra me wo rks



b e sa tisfie d tha t pupils’ e vid e nc e is ind e pe nd e nt b y using the c rite ria sta te d in the 2017 e xte rna l mo d e ra tio n o f te a c he r a sse ssme nt d o c ume nts. If a pupil ha s re c e ive d a d d itio na l suppo rt, this sho uld b e c la rifie d b y the sc ho o l.



re q ue st a d d itio na l e vid e nc e a nd / o r e xpa nd the sa mple if the re is insuffic ie nt e vid e nc e o r c o nc e rn a b o ut the a c c ura c y o f a jud g e me nt. In c e rta in c a se s, the sa mple ma y b e e xpa nd e d to inc lud e the who le c o ho rt



e nsure tha t the sc ho o l is a wa re o f the L A a ppe a ls pro c e ss – yo u will b e g ive n a c o py a nd se nt o ne to o ! Ple a se no te a syste ma tic la c k o f e vid e nc e to suppo rt te a c he r a sse ssme nt is vie we d a s ma la d ministra tio n

E nd o f E xte rna l Mo de ra tio n Visit

 pro vide fo rma l fe e db a c k to the He a dte a c he r o r a

re pre se nta tive o f the se nio r le a de rship te a m

 e xpla in the pro c e ss fo r ho w the L

A will c a rry o ut a ny a g re e d re -mo de ra tio n o f pupil e vide nc e (this is not a n

a ppe a l – it’s a r e vie w of e vide nc e )

 pro vide the sc ho o l with a c o mple te d L

A re c o rd o f the visit, whic h inc lude s:

 the a g re e d va lid a te d jud g e me nts fo r a ll mo d e ra te d pupils  a ny re vise d jud g e me nts if the L

A e xte rna l mo d e ra to r(s) jud g e d tha t the re wa s insuffic ie nt e vid e nc e fo r the sta nd a rd a wa rd e d , o r if the L A e xte rna l mo d e ra to r(s) c o nsid e re d the pupil to b e wo rking a t a hig he r sta nd a rd

 a ny d e c isio ns tha t the sc ho o l inte nd s to a ppe a l  a ny c o nc e rns tha t re q uire furthe r a c tio n b y the sc ho o l o r L

A (suc h a s a re - visit)

E nd o f E xte rna l Mo de ra tio n Visit

NE W…

I f the sc ho o l a nd the L A e xte rna l mo de ra to rs a g re e so me pupils ha ve the po te ntia l to me e t the ne xt sta nda rd b e fo re the da ta sub missio n de a dline , the L A re c o rd o f visit sho uld a lso inc lude the ne xt ste ps:

 if sc ho o l T

A judg e me nts we re a c c e pte d in full b y the L A, the a dditio na l e vide nc e must ha ve b e e n inte rna lly re -mo de ra te d b y the sc ho o l a nd sub mitte d b y the T A sub missio n da te , o r

 if sc ho o l T

A judg e me nts we re no t a c c e pte d in full b y the L A, the a dditio na l e vide nc e must b e sub mitte d to the L A fo r re vie w prio r to the T A sub missio n da te

T his is not an appe al – it’s a r e vie w of e vide nc e

Appe a ls Pro c e ss - 4 sta g e s

T he He a d te a c he r/ the ir SL T re pre se nta tive , must ma ke it c le a r o n the mo d e ra tio n fo rm tha t the y wish to a ppe a l the jud g e me nts ma d e b y the mo d e ra to r. T he 4 sta g e s a re a s fo llo ws:

1. Disc ussion with HT a nd mode r a tor. T

he mo d e ra to r’ s jud g e me nt will b e suppo rte d b y a d e ta ile d e xpla na tio n o f ho w a nd why the jud g e me nt ha s b e e n ma d e . If a g re e d b y HT no furthe r a c tio n a nd mo d e ra to r jud g e me nt a c c e pte d . If no t a g re e d the n g o to sta g e 2. At this point a ll

the e vide nc e pr e se nte d to justify the te a c he r a sse ssme nt must be photoc opie d (r e c or de d for visua l a nd/ or a uditor y e vide nc e submitte d) a s no othe r a dditiona l e vide nc e is pe r mitte d for the a ppe a ls pr

• c e ss.

2. F ur the r mode r a tion by a nothe r L A mode r a tor . T

he o rig ina l e vid e nc e will b e re vie we d b y a no the r mo d e ra to r. If a g re e d b y HT no furthe r a c tio n a nd se c o nd mo d e ra to r jud g e me nt a c c e pte d . If no t a g re e d the n g o to sta g e 3.

3. E xte r na l mode r a tion by a nothe r L

• c a l Author
• ity. T

he o rig ina l e vid e nc e will b e re vie we d b y a mo d e ra to r fro m a ne ig hb o uring L

• c a l Autho rity. If

a g re e d b y HT no furthe r a c tio n a nd third mo d e ra to r jud g e me nt a c c e pte d . If no t a g re e d the n g o to sta g e 4.

4. E xte r na l mode r a tion by ST

• A. T

he o rig ina l e vid e nc e will b e re vie we d b y a mo d e ra to r se le c te d b y ST

• A. T

he judg e me nt will be fina l.

I n the e xe mplific a tio n…

T he na rra tive a c c o mpa nying the ta sks is wha t g ive s us the e vide nc e o f unde rsta nding a s it se ts the c o nte xt, e xpla ins the ta sks a nd so me time s c la rifie s wha t ha s g o ne b e fo re . T he se a re iso la te d pie c e s o f wo rk. Yo ur b o o ks sho uld b e a lre a dy “te lling the sto ry” a nd pro viding muc h o f the c o nte xt o ve r se q ue nc e s o f le sso ns. Yo u sho uld b e c a pturing the e vide nc e a s yo u g o thro ug h ho w ta sks a re pre se nte d , c le a r ma rking , a nno ta tio ns e tc .

I n yo ur b o o ks…

E nsure tha t

 ta sks a re c la rifie d  le ve l o f inde pe nde nc e / suppo rt is c le a r  re a so ning a nd e xpla na tio ns a re b e ing c a pture d – e .g .

“tho ug ht” b ub b le s, a sking fo r e xpla na tio ns, sho w / e xpla in to me ho w yo u wo rke d it o ut, fe e db a c k c o mme nts in ma rking with so me “c he c king ” q ue stio ns

Writing Mo de ra tio n a t K S1 a nd K S2

Writing is no t ind e pe nd e nt if it ha s b e e n: 




mo d e lle d o r he a vily sc a ffo ld e d 




c o pie d o r pa ra phra se d 




suppo rte d b y suc c e ss c rite ria tha t a re o ve r-d e ta ile d a nd o ve r-a id pupils 




e d ite d a s a re sult o f d ire c t inte rve ntio n b y a te a c he r o r o the r a d ult E xa mple s o f d ire c t inte rve ntio n



whe re the pupil ha s b e e n d ire c te d to c ha ng e spe c ific wo rd s fo r g re a te r impa c t,



whe re inc o rre c t o r o mitte d punc tua tio n ha s b e e n ind ic a te d



whe re writing is pro d uc e d with the suppo rt o f e le c tro nic a id s tha t a uto ma tic a lly pro vid e c o rre c t spe lling , syno nyms, punc tua tio n, o r pre d ic tive te xt.

Qua lifie rs: so me , ma ny, mo st

Sta te me nts c o nta in q ua lifie rs to indic a te tha t pupils will no t a lwa ys c o nsiste ntly de mo nstra te the skill re q uire d:

 Some – indic a te s tha t the skill/ kno wle dg e

is sta rting to b e a c q uire d, a nd is de mo nstra te d c o rre c tly on oc c a sion, b ut

is not c onsiste nt or fre que nt

 Many – mo re tha n so me – no t a s ma ny a s

mo st

 Most – indic a te s tha t the sta te me nt is

g e ne ra lly me t with o nly o c c a sio na l e rro rs

Writing is no t inde pe nde nt if

 mo de lle d o r he a vily sc a ffo lde d 
  c o pie d o r pa ra phra se d 
  suppo rte d b y suc c e ss c rite ria tha t a re o ve r-de ta ile d

a nd o ve r-a id pupils 


 e dite d a s a re sult o f dire c t inte rve ntio n b y a te a c he r o r

• the r a dult, fo r e xa mple 
whe re the pupil ha s b e e n

dire c te d to c ha ng e spe c ific wo rds fo r g re a te r impa c t,

• r 
whe re inc o rre c t o r o mitte d punc tua tio n ha s b e e n

indic a te d 


 pro duc e d with the suppo rt o f e le c tro nic a ids tha t

a uto ma tic a lly pro vide c o rre c t 
spe lling , syno nyms, punc tua tio n, o r pre dic tive te xt

Ove rly suppo rte d writing

I nde pe nde nt writing

Writing is like ly to b e ind e pe nd e nt if it:



e me rg e s fro m a q ua lity te xt, to pic , visit, o r c urric ulum e xpe rie nc e , in whic h pupils ha ve ha d a ra ng e o f o ppo rtunitie s to e xplo re a nd d isc uss wha t is to b e writte n a b o ut 




e na b le s pupils to a pply the ir le a rning ind e pe nd e ntly, po ssib ly with a n e le me nt o f c ho ic e , fo r e xa mple writing fro m the pe rspe c tive o f a c ho se n c ha ra c te r 




ha s b e e n ind e pe nd e ntly e d ite d a nd / o r re d ra fte d b y the pupil. T his ma y b e in re spo nse to se lf, pe e r, o r g ro up e va lua tio n 




is pro d uc e d b y pupils who ha ve ind e pe nd e ntly d ra wn o n c la ssro o m re so urc e s suc h a s d ic tio na rie s, the sa uruse s, wo rd b a nks, c la ssro o m d ispla ys, b o o ks o r we b site s fo r suppo rt a nd id e a s 




is info rme d b y c le a r le a rning o b je c tive s a nd limite d suc c e ss c rite ria whic h a re no t o ve r d e ta ile d a nd d o no t o ve r-a id pupils

Writing inde pe nde nc e de mo nstra te d

E vide nc e s fo r writing mo de ra tio n a t K S1

 Gra mma r, Punc tua tio n a nd Spe lling te st if use d, c a n

fo rm pa rt o f the e vide nc e

 Na rra tive must b e inc lude d  I

nde pe nde nt sa mple s o f writing (fic tio n/ no n fic tio n)

 Child's writing (E

ng lish/ lite ra c y) b o o ks

 Cro ss-c urric ula r writing  T

e a c he rs' a sse ssme nts o f c hildre n's writing

 Pla ns/ e va lua tio n c o mme nts

E vide nc e s fo r writing a t K S2



Jud g e me nts a re b a se d o n a b ro a d ra ng e o f e vid e nc e fro m a c ro ss the c urric ulum a nd will inc lud e E ng lish/ lite ra c y b o o ks



Ind e pe nd e nt e xa mple s o f pupils writing must d e mo nstra te ho w the pupil a tta ins the c rite ria in the inte rim fra me wo rks thro ug h writing fo r a ra ng e o f purpo se s a nd a ud ie nc e s inc lud ing writing a sho rt sto ry (to b e a b le to a c hie ve E XS)



No t a ll sta nd a rd s will b e e vid e nt in a ll writing , b ut the y ne e d to b e e vid e nc e d a c ro ss a ra ng e o f writing e xa mple s (re me mb e r q ua lifie rs)



Ha nd writing ne e d s to b e ne a t flue nt a nd jo ine d fo r pupils jud g e d to b e a t the GDS

E vide nc e s fo r ma ths mo de ra tio n a t K S1

 Pupils te st sc ripts fro m the K

S1 ma ths SAT s

 Child's individua l ma ths wo rk b o o k  Pho to g ra phs/ vide o s  T

e a c he rs' re c o rds o f c hild's wo rk

 Child's individua l sa mple o f wo rk  Cro ss-c urric ula r ma the ma tic s a c tivitie s  Me nta l Ma ths tra nsc ripts/ re c o rding s  Pro b le m so lving a c tivitie s

Ca pture the e vide nc e da ily a lo ng the wa y…

Mar king, annotations, thought bubble s, c lar ity ar

• und the tasks, “e xplain how

you know”…

Suffic ie nt e vide nc e – pro b le ms with white b o a rds!

 Do n’ t lo se e vide nc e a lo ng the wa y o n

white b o a rds…g e t it re c o rde d!

 Pho to c o py e vide nc e o r a sk the c hildre n to re c o rd the ir

jo tting s o n pa pe r whic h c a n the n b e sig ne d a nd da te d ra the r tha n rub b e d a wa y - do n’ t lo se pa rt o f the le a rning jo urne y.

Str

• ng e vide nc e … .

T he wo rk in my b o o ks sho ws se q ue nc e s o f le sso ns whe re I ha ve a pplie d , pra c tise d a nd c o nso lid a te d the c o re “Autumn/ Spring T e rm” le a rning

T he se q ue nc e s o f le sso ns in my b o o k sho w c le a r le a rning jo urne ys.

My wo rk sho ws c o nc e ptua l und e rsta nd ing – a nd suffic ie nt flue nc y a nd c o nfid e nc e with the le a rning to this po int Whe n I ha ve c a rrie d

• ut c a lc ula tio ns, my

use o f a ppro pria te me nta l skills a nd stra te g ie s is c la rifie d in my wo rk. My le a rning o f ma the ma tic a l c o nc e pts a nd skills is e mb e d d e d in pro b le m so lving a nd re la te d to a ppro pria te c o nte xts My wo rk sho ws tha t I ha ve ric h

• ppo rtunitie s to

pra c tise skills in va rie d wa ys tha t ma ke me think T a lk a nd d isc ussio n a re a b ig pa rt o f my le a rning in ma the ma tic s. My re a so ning a nd e xpla na tio ns a re c a pture d I use re so urc e s to suppo rt, e xpla in a nd c la rify my thinking

NB: Childr e n in Ye ar 2 will not be c alc ulating ove r 100 but this is a good e xample of a te ac he r annotation to show the pupil’s me ntal str ate gy. Note how the te ac he r c ontinue s to pr

• be unde r

standing – and the pupil’s use of a visualisation alongside the ir e xplanation.

Quality te ac he r annotations give insight into a pupil’s me ntal flue nc y

Mo de ra tio n o f re a ding

E vide nc e s

 Gro up Re a ding Re c o rd / Guide d Re a ding  Re a ding Dia ry (ho me fo r c hild a nd pa re nts)  Pho nic re c o rds  Re a ding Jo urna ls  I

ndividua l re a ding re c o rd

 Running re c o rds  Co mpre he nsio n ta sks  Re a ding ta rg e ts  Re c o rding s o f c hild re a ding / disc ussing re a ding ta sks  Asse ssme nt re c o rds – e .g . c o mmo n e xc e ptio n wo rds.

Mo de ra tio n Wo rksho ps le d b y ‘ ST A a ppro ve d mo de ra to rs’

All tra ining : Ye a r 2 b e twe e n 9 a m a nd 12 no o n, Ye a r 6 b e twe e n 1pm a nd 4pm

 22nd Ma rc h – Sle a fo rd Ne w L

ife Ce ntre

 23rd Ma rc h – Ma rke t De e ping E

ve ntus Co nfe re nc e Ce ntre

 27th Ma rc h – L

inc o ln Sho w Ro o m T ritto n Ro a d

 22nd Ma y - Sle a fo rd Ne w L

ife Ce ntre

 24th Ma y - Ma rke t De e ping E

ve ntus Co nfe re nc e Ce ntre

 26th Ma y – Ho rnc a stle Admira l Ro dne y Ho te l

F

• r the se e ve nts b o o k via

https:/ / e ve nt.b o o kitb e e .c o m/ ke ysto ne -te a c hing -sc ho o l

• r fo r info rma tio n c o nta c t

g ill.a rno ld@ b o urne we stfie ld.linc s.sc h.uk

 26th April Y2, 28th April Y6 – Co nne c t T

SA Bo sto n

 25th Ma y – Hyke ha m, Ma no r F

a rm Ac a de my (E q ua te T SA)

Mobilise

‘Making Best Use of Teaching Assistants’

The Vision: “To unlock the potential of every child & young person in Lincolnshire, by radically raising outcomes & raising aspirations”.

What does the LLPB want to achieve?

• To improve outcomes for children and young

people in Lincolnshire

• To strengthen the already established school

improvement partnerships and support sector- led work

• To mobilise and utilise existing partnerships of

schools to become ‘evidence ready’ as a mechanism for sustainable scale up and school improvement

• To create ownership and passion at cluster level

and school level for the process of school improvement through the use of the evidence about TAs i.e. this is not ‘top down’ or ‘done to’

• To exemplify excellent practice in our county, and

share this widely.

• To create further coherence, transparency and

inclusion in partnership working across all Lincolnshire Schools What does the EEF want to achieve?

• To secure the use of the

Teaching Assistant evidence and research in every Lincolnshire school, in order to improve outcomes for children and young people;

• To learn together about key

features of effective and sustainable ‘scale-up’ of the use of research evidence;

• To create a sustainable

network of schools who are ‘evidence-ready’, and able to take on new evidence rapidly and effectively in the future.

Outcomes for children

Workforce Improving practice Value for money Leadership development Pupil Premium SEN Research Ofsted

What should have happened?

• Priorities identified and TAs deployed more

effectively to support whole-school targets

• SBLs attended 3 cluster meetings
• SBL led 3 PLCs in own school
• TA contract issues discussed/period of

consultation to meet needs of children

• Interventions reviewed and planned for
• Completed mid-point Survey Monkey and RAG

rating

http://mobilise.kyrateachingschool.com/ e: kyrateachingschool.com

Additional engagement

• pportunities?
• MPTA (Maximising the Practice of Teaching

Assistants) Training offered to schools

• Discounted TA training from Catch Up Numeracy

and Literacy; Nuffield Early Language

• Intervention and Switch On Reading and Writing
• Opportunities to engage with a morphology

approach for children with dyslexia

How are we responding to your needs? – schools shaping the project

• Presentation created to ‘launch’ project with TAs
• Independent HR consultant employed
• Produced exemplar SIPs for primary and secondary along with success
• Criteria and questions for consideration by SLT
• Strategic improvement plan clarification
• Special schools’ cluster and Secondary schools’ cluster
• Second PLC on RIII – independence, focusing on contracted as 1:1
• Scaffolding framework – MPTA training offered
• Extended time in PLC to allow for focus on sharing of practice
• Headteachers’ termly update
• Website more accessible through recommendations
• Alternative PLCs shared for ‘guest’ SBLs
• Capacity issues – unable to attend PLC – received visit from RLs
• Resources sent to SBLs prior to PLC

Teaching Assistant: ‘Learning about the scaffolding framework has been particularly helpful, learning when to step back and give time for the pupils to shine.’ Primary Headteacher: ‘The project has had a dramatic impact on our school and the latest round of lesson observations have shown a clear 'mind shift' in terms of how TAs are deployed. They are now not just 'busy', they are 'busy impacting on learning'! ‘ Primary SENCO & SBL: ‘TAs are very positive about the move to a more 'whole phase' timetabled deployment rather than being single class-based. ‘ Special School SBL: ‘Meeting other special school staff and hearing how Mobilise is working in their settings. I have taken away some things I hadn’t even thought about yet.’ School-based Lead: ‘We’re on an exciting risk-taking journey at the moment! TAs are now class-based, involved in teaching and learning…deployed where feel most confident.’ Cluster Lead: ‘I am really beginning to feel a sense of collaboration between us and a growing sense of ownership and REAL CPD in the meetings.’

How can we help you?

Get in touch with the Mobilise team – we recognise that every school is unique so we’re happy to discuss individual concerns as well as share successes. Vanessa Hopkinson and Kathryn Malone (Regional Research Leads) vanessa.hopkinson@lincolnmountstreet.lincs.sch.uk kathryn.malone@lincolnmountstreet.lincs.sch.uk 07769 661605 We’re always happy to visit.

The Kyra Research School

Supporting schools to use evidence to improve teaching practice

Kyra Research School – activity strands

Dissemination Training Innovation

• Bulletin, magazine, blogs
• Distilling and making

‘practitioner ready’

• Workshops & programme of

development

• ‘Research champions
• Mentoring & funding support
• Making impact visible

Why get involved?

Together we will use the evidence about what has worked in every school and classroom to the benefit of all children. Together we will use the evidence base to meet local priorities.

How to be part of the Kyra Research School story…

• Subscribe to the RS newsletter
• Invite us to speak to your staff
• Tell us about your research experience
• Write a blog or article for the newsletter
• Become/nominate a research champion
• Sign up for the Teacher Led Research CPD (for research

champions)

• Co-design/deliver the Teacher Led Research CPD
• Sign up for themed taster workshops – dates coming soon
• Join a professional learning community
• Design an innovation project

How to contact us…

James.Siddle@st-margarets-pri.lincs.sch.uk Juliet.brookes@kyrateachingschool.com Research@kyrateachingschool.com @KyraResearch Kyra.researchschool.org.uk 07789 020606

LLP Peer Review Relaunch

Together, let’s:

• Re-Energize the peer review process
• Summarise the outcomes
• Analyse the results
• Prioritise next steps for Lincolnshire schools

The Vehicle for the Peer Review Relaunch…

…is a new online survey tool to capture schools’ peer review outcomes

• Headteacher of the peer reviewed school submits summary
• utcomes
• LLP will provide partnership schools with data on:
• 1. areas of excellence in Lincolnshire schools
• 2. trends and priorities for development in Lincolnshire

schools

• 3. “Yellow pages” style directory of schools able to

support other schools in particular areas However: the data will only be as good as the input, so it’s important that all schools submit their peer review outcomes

What do you have to do?

• Visit the online peer review summary outcomes survey here:

https://www.lincolnshire.gov.uk/llp/sponsored-initiatives/peer- review/130937.article

• Hint: You can complete the survey on a PC or Mac and on most tablets or
• ther handheld devices
• Tip: Have the school’s full peer review report to hand to answer the

summary outcome questions

• Tip: Allow fifteen to twenty minutes to complete the survey; note: at this

time, there is no “save and resume” option, so once you have started, you must finish

• Let’s take a closer look at the screens you will see

Screen 1: About the School

Enter basic information regarding the peer reviewed school and the headteacher submitting the peer review.

Screen 2: About the School (ct’d)

Enter information regarding the peer reviewed school’s phase, staffing demographics, designation, and location.

Screen 3: Partners and Peer Review Groups

Enter information regarding the peer reviewed school’s partners and peer review group. Hint: Note the instructions about selecting multiple schools from the drop down menu.

Screen 4: The Peer Review

The shared goal: building a robust picture of strengths and areas for improvement in Lincolnshire schools Rate the peer reviewed school on 19 attributes… …using a five point scale For up to three areas, briefly explain how the school excels… …or what it might improve

Screen 5: Sharing Excellence and Best Practice

For each area where the peer reviewed school could share its excellence with other schools, please offer a few keywords on what specific strength the school could share and how it might offer support. This data will enable the LLP to build a “Directory of Excellence” across Lincolnshire schools that all schools can access and leverage.

Screen 6: Data Sharing

Please indicate whether you agree to share your school’s peer review data with other Lincolnshire schools. The success of sector-led school improvement depends on data and best practice sharing! Data regarding development areas will only be shared at aggregate level without identifying any particular school.

Screen 7: What Keeps You Awake at Night?

Please share your concerns and worries about issues on the educational horizon. If partnership schools can identify common themes and trends, together we can begin preparing strategies for the future.

Screen 8: The End!

Congratulations: you’re done! However, don’t forget to hit the submit button at the bottom of the screen. THANK YOU!

Headlines

• Childhood Obesity Plan
• On/Off Roll Notifications
• All-Age Apprenticeships in Schools

Childhood Obesity Plan

Forthcoming changes for all primary schools: New Healthy Ratings Scheme for primary schools

• From September 2017 a new healthy ratings scheme will be launched
• Parents will be actively involved in the rating process
• Ofsted will take the scheme into account during inspections

Making School Food Healthier

• In September 2017 School Food Standards will be updated to reflect new government dietary

recommendations ie. decreased sugar and increased fibre

• All academies and free schools will be encouraged to sign up to School Food Standards

Soft Drinks Levy

• Revenue will be used to invest in breakfast clubs and enhance physical activity

https://www.gov.uk/government/publications/childhood-obesity-a-plan-for-action For further information and support contact Food in Schools Team (01522) 555485/ (01522) 553497

On/Off Roll Notifications

• From 1st Sep 2016 all schools must notify the LA when

adding a pupil to, or removing a pupil from, their roll

• LA notification system has been operational since 1st Nov

2016

• So far 30% primary, 49% secondary compliance rates
• A full validation against Jan census will enable a report per

school to be produced (April)

• https://lccdataexchange.lincolnshire.gov.uk/roll-changes-

and-child-missing-education/

All-Age Apprenticeships in Schools April 2017

What are the Apprenticeship Reforms?

• Apprenticeship Standards will replace current Apprenticeship

Frameworks by 2020

• The government are introducing apprenticeships that are the

equivalent of degrees

• New national digital system which will host the whole

apprenticeship process

• New apprenticeship workforce targets for public bodies

– To have 2.3 % of their workforce (based on headcount) as new apprenticeship starts* every year – *This can be existing employees as well as new starters

The Apprenticeship Levy

• Introduction of an apprenticeship levy on all organisations with a pay bill in

excess of £3m

• Starts on 06th April 2017, at a rate of 0.5 % of pay bill

– Connected companies and schools will be included in the pay bill total

• Will be collected monthly through PAYE and will expire after 24 months
• The levy is held in a digital account and can only be reclaimed to fund

apprenticeship training

• Employers will have an allowance of £15,000 to offset against their levy

– This allowance is not a cash payment

The Apprenticeship Rules

• The levy can only be used to fund apprenticeship training
• Apprenticeships are usually 30 paid hours a week and must work for more

than 16 hours

• Apprentices must work with experienced staff, learn job-specific skills and

study for a work-based qualification during their working week

– You must pay your apprentice for time spent training

• You must offer apprentices the same conditions as other employees

– This includes paid holidays, sick pay, any benefits you offer such as childcare voucher scheme etc.

What do Apprentices get Paid?

Apprentices are entitled to the national minimum wage apprentice rate (£3.40) if they’re either:

• aged under 19
• aged 19 or over and in the first year of their apprenticeship

Once apprentices have completed the first year of their apprenticeship they are then entitled to the normal minimum wage for their age if they aged 19 or over Examples

• An apprentice age 18 or under who has completed the first year of their

apprenticeship would still only be entitled to a minimum hourly rate of £3.40 as they are under 19

• An apprentice aged 19 or 20 who has completed the first year is entitled to a

minimum hourly rate of £5.55

• An apprentice aged 21 - 24 who has completed the first year is entitled to a

minimum hourly rate of £6.95

• An apprentice age 25 or over who has completed the first year is entitled to a

minimum hourly rate of £7.20

Next Steps for non-maintained schools….

• If you are a non-maintained school, please refer to full

guidance at: https://www.gov.uk/guidance/pay- apprenticeship-levy

• You can find more detailed information at:

https://www.gov.uk/government/publications/apprenticeship

• levy-how-it-will-work/apprenticeship-levy-how-it-will-work
• There is also an employer helpline: 08000 150 600

alternatively email nationalhelpdesk@apprenticeships.gov.uk

Next Steps for maintained schools:

10/03/2017 SNAPSHOT Schools_Apprentice@lin colnshire.gov.uk will email spreadsheet to schools requesting updates on: School Payroll Provider Apprenticeships in School School to return data by 24/03/2017 21/04/2017 MAPPING Schools_Apprentice@lin colnshire.gov.uk will email spreadsheet out to schools to identify roles that will transfer to new apprenticeships School to return mapping by 05/05/2017 12/05/2017 APPRENTICESHIP APPLICATIONS Schools_Apprentice@lin colnshire.gov.uk will email application form to schools Schools to: list requirements in

• rder of priority

include any information

• n hard to recruit posts

School to return applications by 26/05/2017 09/06/2017 GAPS IN WORKFORCE Schools_Apprentice@lin colnshire.gov.uk will email spreadsheet to schools to identify Skills needed in 12 months 24 months School to return applications by 23/06/2017

Please Note…

• Everyone who meets the criteria will need to contribute 0.5 % of their pay bill to

the Apprenticeship Levy

• 20 % of an apprentice’s employment will be training away from the job – this

should still be paid and will be during working hours

• If an apprenticeship candidate does not have English and/or Maths at an

appropriate level, they will need additional paid time away from the role to complete this qualification (the funding for this qualification comes from Government and is not part of the Apprenticeship Levy)

• Once Corporate Director Areas and Schools spend the levy pot, we move to a

90/10 % scenario where the government will pay for 90 % of the apprenticeship training with the remainder being paid for by the employer

• All current Apprenticeship Providers will need to re-register
• Apprentices recruited after 06/04/2017 will need to go through the Digital System
• Any current apprenticeships cannot be transferred to the new system

IR35 - New National Insurance and PAYE Rules

• All schools will be required to withhold PAYE & National

Insurance contributions on any payments we make to temporary workers from 1st April. (Personal Service companies, agency, self-employed & consultants.)

• Instead of the worker determining whether IR35 rules apply

to them, it will be for the school to decide if the off-payroll rules apply. It will then be the responsibility of the school to deduct tax, employer’s contributions and apprenticeship levy where appropriate. This could be the school if they engage an individual directly, or it could be an agency or other third party if the worker is engaged via them.

Headteacher Briefings

Summer Term 2016-17

Nursery, Primary and Special Schools

• 12th June 2017 - Grantham (The Urban Hotel)
• 13th June 2017 - Market Deeping (Eventus)
• 14th June 2017 - Boston (Enterprise Centre, Endeavour Park)
• 15th June 2017 - Woodhall Spa (The Petwood Hotel)
• 19th June 2017 - Lincoln (The Bentley Hotel & Spa)

Secondary and Special Schools

• 16th June 2017 - Woodhall Spa (The Petwood Hotel)