Leadership Briefings Summer Term 2017 - 2018 Introduction and - - PowerPoint PPT Presentation

Leadership Briefings Summer Term 2017 - 2018

• Introduction and Welcome

Slides are available @

www.lincolnshirelearningpartnership.org

Lincolnshire Learning Partnership Update

Assessment and Moderation

SATs Monitoring

• Positives
• Issues arising
• Considerations

Pre-Key Stage Standards 2018-19

Entry to the expected standard in reading (ER1)

The pupil can, when a story is read aloud by an adult (1:1 basis):

• Follow what is being read by

focussing on text, pictures or sound

• Point to pictures of characters and

places in response to questions such as ‘Where is (the)…?’

• Join in with actions or known

words and phrases in stories or rhymes, using their preferred mode of communication

• Show awareness that something is

going to happen e.g. by trying to turn the page or demonstrating anticipation

Emerging to the expected standard in reading (ER2)

The pupil can, when a story is read aloud by an adult (1:1 basis):

• answer questions, such as Where is

this? What is this? Who is this? What is he doing? Using their preferred mode of communication

• in a familiar story, jump in with the

next word or phrase when the adult pauses The pupil can:

• Indicate or sign the correct picture or
• bject (when 3 are presented) when

the adult says or signs the first sound

• Indicate or sign the correct letter

(when 3 are presented) when the adult says or signs the sound

• Say or sign (or a close approximation

to) every letter of the alphabet

This would be the same for KS1 & KS2

Key Stage 1 teacher assessment framework

Rochford review KS2

Rochford review KS2

Key Stage 1 Interim teacher assessment framework

Latest updates

• Phonics
• Moderation
• STA

Early Years and Childcare

EYFS Profile – Schools’ and settings’ responsibilities

Headteachers and Managers Headteachers are responsible for submitting accurate, reliable and high quality EYFS profile data to their LA. Headteachers should also be involved in quality assurance processes before data is submitted to their LA. They should make sure their staff has enough time for resolving queries. Headteachers should only sign off item level data, and permit onward transmission to their LA, once they have checked that the data is:

• free of errors
• an accurate reflection of the attainment of the cohort

Headteachers are also responsible for resolving any queries their LA may have as a result

• f their processes. (EYFS Profile Handbook 2018 p48-49)

Checking File

Baseline and the future of the EYFS Profile

Mobilise Update

Mobilise Choice Feedback

• Collaboration
• Cluster meetings
• Access to and discussion of research
• Leadership opportunities
• Links to whole-school priorities
• Impact on pupils, in particular SEND and PP

Mobilise TA Project

• Impact felt in schools that have embedded the

project in this second year

• Ofsted recognition of project’s impact; TAs’

impact on learning, pupil independence and benefit of liaison time

• Focus on TAs’ position in classroom, wait-time,

different models of teamwork and the place of TA peer-observations and performance management targets has raised profile further

Mobilise 2018.19 Projects

Grant-funded Small-scale Trials Maths KS2 & KS3 English KS1 & KS2 Feedback & Marking Cognitive Theory and Memory Curriculum Design primary & secondary

What do I need to do now?

• Book one member of SLT onto a taster session

(15th June – Lincoln; 28th June – Spilsby; 2nd July – Grantham)

• Discuss at your cluster meeting 5 and/or 6
• Register as an individual school via email link

https://bit.ly/2kpsOmp sent to all schools before half-term/on website (deadline 4th July)

• Speak to the Mobilise team, if you have any

questions: 07769 661479 vanessa.hopkinson@kyrateachingschool.com

SEN Support Guidance Document 2018

What is SEN Support?

• SEND Code of Practice 2015: majority of children/young

people with SEN or disabilities will have their needs met within local mainstream settings.

• Where pupil is identified as having SEN, educational settings

should remove barriers to learning and put effective special educational provision in place.

• Requires robust graduated approach; high quality teaching,

differentiation, evidence based strategies and interventions and specialised assessments from external agencies and professionals.

• Successive assess, plan, do, review cycles used to remove

barriers to learning and secure identified outcomes.

• Educational settings receive notional funding to implement

support (up to £6,000 per pupil)

SEN Support Guidance document

• SEN Support should be adapted or replaced depending on

how effective it is in achieving identified outcomes.

• SEN Support Guidance document provides clarity for

educational settings (0-25 years) & professionals regarding what should be routinely available in all mainstream educational settings in Lincolnshire.

• Across four SEND categories (Cognition & Learning; Social,

Emotional & Mental Health; Communication & Interaction and Sensory/Physical Needs).

• Evidence of difficulty, measures of progress and provision to

address need.

• SEN Support ('universal' to 'targeted') demonstrate graduated

approach in securing outcomes.

SEN Support Guidance document

• To inform decision, LA expects to see full evidence of the action

taken by educational setting as part of the graduated approach, as clearly set out in SEN Support Guidance document.

• Provides clarity for mainstream settings to be able to demonstrate

fully utilised resources to support pupils with SEND.

• Provides clarity within EHC needs assessments around support and

provision that can be accessed through SEN Support ('universal' and 'targeted'), and therefore does not need an EHC Plan, or requires provision over and above that which is available.

• Where, despite relevant and purposeful on-going graduated

approach, pupil is not making expected progress, it is relevant to request EHC needs assessment.

SEN Support Guidance document

• Shared with all mainstream settings:

– Letter to all Heads/SENDCo’s, School’s Bulletin, SEND Graduated Approach Briefings.

• Shared on Local Offer:

– Find by going to Local Offer and putting ‘SEN Support Guidance’ in the search engine – All settings asked to update their Local Offer to include the document.

• Shared with staff within LA:

– Int_Comms (internal staff communication) – Staff ‘1 minute briefing’ – Children’s Services Director’s Briefings – Children’s Services’ Team Managers

Heads up - Local Area SEND Inspections

• We will be inspected by Ofsted and the Care Quality Commission
• Ofsted and CQC will visit educational settings during the 5 days
• They will be evaluating how effectively Lincolnshire partners collectively

assess and meet the needs of pupils (0-25 years) with SEND and what difference we’re making to their outcomes

• We have some challenges:

– Attainment of pupils with SEND – Absence of pupils with SEND – Exclusions of pupils with SEND

• The views of parents, children and young people are a fundamental part of

the inspection framework – think about establishing parents’/young people’s groups in settings to hear their voice first-hand and see if we can resolve concerns/difficulties before they tell the inspectors!

Inclusion Lincolnshire Update

Rate of Exclusion (formal and informal)

Lincolnshire

Lincolnshire

Ladder CPD Offer

CHIPS

Alternative Provision

Alternative Pathway Places (Available from October)

• current CMAT pathway learners will transition across
• for dual registered and permanently excluded pupils, Y9-11
• two lots, North and South
• pupil places accessible via referral through the Ladder (panel)
• flexible placements, 1-5 days per week
• DfE approved Technical Awards

“The very small number

• f pupils who attend

alternative provision behave well, attend regularly and make good progress. Staff hold regular review meetings to monitor their progress.” (Ofsted)

Charges – 2018-19

Primary intervention placement: £1,373 KS3 intervention placement: £1,931 KS4: dual registered placement For 1-4 day dual registered placements: pro-rata transfer of AWPU and pupil premium For 5 day dual registered placements: 4.5 day AWPU equivalent and pupil premium KS4: single registered placement* Transfer of AWPU and all pupil –led funding, e.g. FSM, IDACI, prior attainment.

(also applies to permanent exclusion – a 2018/19 change) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/att achment_data/file/691111/Operational_guide.pdf

*Note. Only available for those schools that have first commissioned

• ne (long) term of AP directly. Only available for Y10 and 11)

Team Around the Child – TAC Report

TAC Update

• 2047 open TAC’s
• Overall, Education settings make up 75% of

TAC Lead Professionals

Primary 879 Secondary 473 Other/Special 106 Nursery/Pre-school 93 College 9

TAC Update

• 3285 TAC’s were initiated between April 1st 2017 and March

31st 2018

• Education settings initiated 39% of these
• Primary 19%, Secondary 15%, Special 3%, Nursery 2%
• 14% of TAC’s were stepped down from Social Care
• 29% of TAC’s were initiated by Early Help Teams

What does this mean?

• Education continue to build strong Lead Professional

relationships with children/young people and their families

• Early Help Assessments to be used to assess a child/young

persons needs to help the family identify next steps

• Changes to Early Help request for service; Central teams will

now analyse and support with clear guidance following request for service

• Signs of Safety methodology development will continue to be

a priority to support positive outcomes for children and young people in TAC

Support available

• Case Supervision – only for schools
• TAC workshops:
• New to TAC
• Plan & Review
• TAC Forums
• Quality Assurance
• earlyhelpconsultants@lincolnshire.gcsx.gov.uk
• TACAdmin@lincolnshire.gcsx.gov.uk

Feedback

"As you know, I have struggled to get my head round the new TAC paperwork, but you have been very patient with me, and encouraged me to keep trying. This enables me to ensure the child/family in the TAC process get the best support and helps to get a positive outcome for the family. I would definitely recommend that all Lead Professionals request TAC supervision if they are not already receiving it."

Emotional Wellbeing Service Update

Emotional Wellbeing and Mental Health online pathway

• www.lincolnshire.gov.uk/ewb
• The first step to accessing emotional wellbeing

support for CYP.

• Includes self help information for YP.
• Also designed to help families and professionals

to support CYP experiencing emotional wellbeing, mental health or behaviour concerns.

• Ensures access to the right service at the right

time.

Online Counselling Service

• Kooth.com – online counselling service delivered by

Xenzone Ltd - https://kooth.com/

• Free, safe and anonymous online support for YP up to age

25 years (19 to 25 years priority given to YP with SEND and/or care leavers).

• Self referral - YP have to be living in or attending education

in Lincolnshire in order to register with the Service.

• Advice on wide range of topics including managing exam

stress, relationships, anxiety and bullying.

• Once registered YP can read articles written by other YP,

access community forums and access online counselling support/messaging support.

Healthy Minds Lincolnshire Service

• First step to accessing support - www.lincolnshire.gov.uk/ewb
• EHA – identify unmet needs and who best placed to support.
• Six month review of service delivery - consistent and

significant high demand placed upon the Service.

• Demand on resources and expectations - not sustainable and

generating lengthy waiting times.

• First six months of service delivery - 1,730 referrals accepted;

5,101 direct intervention sessions delivered to 1,174 CYP.

• Service designed in partnership with schools and includes

group support for CYP to build resilience and provide coping skills.

• Service also designed to upskill professionals to develop

knowledge and expertise of staff.

Healthy Minds Lincolnshire Service - to ensure ongoing successful delivery

• Emotional wellbeing toolkit developed for schools - to be made available

electronically.

• EHA – must clearly state emotional wellbeing concern(s) and what has been

tried already.

• Service will determine most appropriate support, e.g. group

support/workshops, consultation to provide guidance and upskill staff.

• 1:1 interventions - only if Service deems this as most appropriate support to

best meet needs of C/YP.

• Inappropriate referrals - referrer will be signposted to another more suitable

service (depending on the need).

• Service will be moving to new model of telephone consultation with Lead

Professionals - further details to follow.

Other appropriate services may include:

• Early Help
• Behaviour Outreach Support Service (BOSS)
• Working Together Team (WTT)
• Child and Adolescent Mental Health Services (CAMHS)

NB: this is not an exhaustive list and appropriate services will be dependent on the need of the C/YP. For further information about the above services or other available services visit – www.lincolnshire.gov.uk/ewb or www.lincolnshire.gov.uk/fsd

Promoting the education of looked after children and previously looked after children

The Virtual School June 2018

Revised statutory guidance

The designated teacher for looked –after and previously looked-after children.

Statutory guidance on their roles and responsibilities. February 2018

• Replace previous guidance documents issued in 2009
• Extends roles to include support for previously

looked after children and young people

Raising awareness

Thoughts on implementation and raising awareness of the new statutory duties with:

• The governing body
• The senior leadership team
• The staff team
• Parents/carers of previously looked-after children

and young people

Implementing the Guidance

What are the implications for:

• your school development plan (quantify and identify

numbers of students impacted)

• monitoring and reviewing school policies (induction,

school trips, curriculum, Caring2 Learn audit?)

• the role of your designated teacher (strategic lead?,

influential? training, emotional wellbeing, parental/child engagement, teaching and learning, tracking monitoring progress, governors, SEND)

• pupil premium/parental engagement/building

relationships with individuals - accessing resources (up to 60% previously LAC unreported on January census returns from Lincolnshire Schools– that’s @ 700x£2,300 (£1.61m)currently not utilised by Lincolnshire Schools

Resources

• Virtual School DT Training Planned for Autumn Term 2018
• Statutory Guidance for designated teachers

https://www.gov.uk/government/publications/designated- teacher-for-looked-after-children

• The Agency for Adoption and Permanency Support

www.pac-uk.org/education – Meeting the needs of adopted and permanently placed children – A guide for school staff – Meeting the needs of adopted and permanently placed children - A guide for parents and carers of children in education in England – Pupil Premium Plus 2018/19: A PAC-UK Education Service Guide

Refreshment Break

Data Protection Update

What’s new?

• Data protection legislation in force from 25 May 2018:

– General Data Protection Regulation (“GDPR”) – Data Protection Act 2018 (“DPA 2018”) – Data Protection (Charges and Information) Regulations 2018

What does this mean for you?

GDPR

• Primary legislation governing the processing of personal

data across the EU. DPA 2018

• Supplements and fills in the gaps (derogations) within

GDPR

• Exemptions

Fee Regulations

• Legal requirement for all Controllers

What’s next?

• Compliance is not a static state
• Accountability & Governance

– Take responsibility for what you do with personal data – Appropriate measures and records to demonstrate compliance – Proactive approach to data protection – Appropriate reporting structures (internal and external) – Risk based and proportionate

Data Protection Support Service

• Available from September 2018
• £1,250 per school per academic year
• Includes:

– Documents and tools to assist you in demonstrating compliance – Access to ad hoc support and guidance via telephone and email – Data Protection Impact Assessments – Individual Rights Requests – Review relationships with third parties – Support in the event of a personal data breach – Training materials and guidance

Further Information

• Information Commissioner’s Office
• Department for Education
• Data Protection Support Service

– DP.Schools@lincolnshire.gov.uk

Assurance Lincolnshire

Schools said…

We can explain what you need to know, in a way that works for you.

Risk Management Health & Safety Counter Fraud Internal Audit Insurance Best Practice

2018/19 AY

Ofsted Update

Confirmation in New Handbook: Time-frames

• Time-frame for a ‘good’ school to receive a

short inspection from three years to four.

• Good schools

– One day inspection – Very unlikely to convert to two day S5 – If not converted Good grading remains – However timescale for re-inspection will be different depending on detail of judgement:

Re-inspection

Following a Section 8 where a school is deemed to have several areas for improvement i.e. good ‘but not good’ - a section 5 inspection will then take place, typically within one to two years, but no later than five years since the school’s previous full inspection.

• A section 5 inspection within two years where a

good school is moving towards outstanding

• If, during a short inspection of a good school,

inspectors identify practice indicating that the school is moving towards outstanding, they will send a letter setting out the school’s strengths and priorities for improvement. A section 5 inspection will then take place “typically” within the next two years and “possibly much sooner”.

• The re-inspection window for schools

requiring improvement, schools with a serious weakness and schools in special measures ALL now to up to 30 months

– (previously 30, 18 and 24 months respectively).

Also confirmed in Handbook: Risk Assessment

The outcomes of Risk Assessments MAY CHANGE the Timings of Inspections for Good and Outstanding schools:

Risk Assessment…

Two stage process:

• 1. Supervised Machine Learning – refined floor

standard and post 16minimum standards information - This indicates the probability of a grade less than good at next inspection.

• 2. Desk based review – SHMI take Stage 1

prediction and consider

• 1. Other inspection information
• 2. Qualifying complaints
• 3. Statutory warning notices
• 4. Any other significant concerns

Monitoring Inspections

• For schools who have been judged to be

requiring improvement twice or more the norm will be that a monitoring inspection will take place between 12 and 30 months from the most recent report’s publication

– However if the Leadership of the school has changed or is graded as Good, the regional director may decide that the school does not require a monitoring inspection, having taken account all contextual information.

New Version of Keeping Children Safe in Education

• The new guidance will come into effect from

September 2018.

• The new guidance clarifies that board level

leadership for safeguarding should sit at governing body or proprietor level, and that the designated safeguarding lead for the schools or college should be a member of the senior leadership team.

Under the new guidance, school and college staff will be required to understand:

• Factors in a child’s environment that are a threat

to their welfare and safety

• The risks of peer on peer abuse and the

provider’s procedures for dealing with it

• The signs that a child may benefit from early help
• The provider’s response to children who are

missing education

• How to safeguard children who were previously

looked after.

Inspection Data Summary Report (IDSR) new release:

• 2017 IDSRs have been refreshed, with full year

absence data, for the last three years, in DfE’s Analyse School Performance (ASP).

• The IDSRs hold provisional phonics and key

stage 1 data, revised key stages 2, 4, 5, and final EYFS data.

Key Updates

EduLincs 2018/19 Academic Year

• New brochure for the 2018/19 academic year.
• Brochure provides brief overview of services available for new

academic year and also includes links to useful websites/resources.

• More detail on each individual offer will be available LCC website

from July 2018.

• New offers include data protection advice and Educational

Psychology services.

• Chargeable services and free of charge services now listed

separately.

• All services continue to offer high-quality and professional support.
• Any queries regarding the EduLincs offer email:

edulincs@lincolnshire.gov.uk

• To view new offer online from July 2018 visit -

www.lincolnshire.gov.uk/edulincs

Stronger Governance for Education In Lincolnshire.

Working in partnership

Production History Conference Space Staff Rewards

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Lincolnshire school-aged immunisation service

• https://www.lincolnshirecommunityhealthservices.nhs.uk/our-services/childrens-

services/immunisations – Provides

• information on the vaccinations we offer and consent forms
• Timetables of our visits to schools
• Contact details for the office local to your school
• We offer

– Fluenz annually in school years Rec - 5 (from September 2018), all school years and staff in Special Schools; all primary years will be offered this from September 2019 – both doses of HPV in year 8 (from since September 2017); all girls remain eligible for this programme until their 18th birthday and should be referred to our service – Men ACWY and Td/IPV (school leaver booster) in year 9

• Working to improve service delivery

– Developing two year forward plan for visits to schools – Introducing e consent process for all programmes from Jan 2019

• Respectfully asking

– Appropriate space and time – Identified staff to support us Together we are protecting our children! Thank you – Maria Turner, Immunisation Lead {mturner1@nhs.net; 07920 766036}

Recruitment Procedures

• Revised policy released by LCC in September

2017

• Can be found in Schools Employment Manual
• Community and Voluntary controlled schools

should adopt it

• Advisory in Foundation and Voluntary Aided

schools

IR35 Information

Implementation of Agency and Other Off-Payroll Working Guidance (IR35)

• Further to previous correspondence you will be aware that all public

bodies, including schools are now required to withhold Pay As You Earn and National Insurance Contributions on any payments made to temporary workers (from Personal Services Companies, agencies, self- employed people and consultants) from 6th April 2017.

• Instead of the worker determining whether the IR35 rules apply to them,

it will be for the school to decide if the off-payroll rules apply.

• Guidance on Agency and Other Off Payroll Working is now held on the

school employment manual for your future reference. This includes template letters for you to use when you have assessed an individual to confirm to them whether or not they are in scope of the IR35.

Schools Employment Manual

• Revising location of Manual
• Streamlining policies:
• Core Statutory School Policies
• Corporate LCC policies applicable to schools
• Timescales to be confirmed

GDPR in Recruitment

• Each school needs a recruitment privacy

notice

• Template document available in the

recruitment section of the School’s Employment Manual

• Must be made available to all candidates –

website & / or copies with application pack

• Template schools application forms updated

Autumn Leadership Briefings:

Nursery, Primary and Special Schools: 2nd October 2018 - Lincoln 3rd October 2018 - Spalding 4th October 2018 - Woodhall Spa 9th October 2018 - Grantham Secondary: 10th October 2018 – Woodhall Spa

12:00 – 12:30 - Lunch 12:30 – Afternoon Development Session: Effective Use of Pupil Premium Funding 1 : 1 with locality leads Thank you for attending on behalf of the Lincolnshire Learning Partnership Board