Learn Sheffield Leaders Briefing Autumn Term Wednesday 27 November - - PowerPoint PPT Presentation

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Learn Sheffield Leaders Briefing Autumn Term Wednesday 27 November - - PowerPoint PPT Presentation

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Learn Sheffield Leaders Briefing Autumn Term Wednesday 27 November 2019 8.30-10.30am & 1.30-3.30pm Learn Sheffield Training & Development Hub @LearnSheffield Leaders Briefing Agenda Wednesday 27 November 2019 Introduction

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@LearnSheffield

Learn Sheffield Leaders’ Briefing

Autumn Term

Wednesday 27 November 2019 8.30-10.30am & 1.30-3.30pm

Learn Sheffield Training & Development Hub

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@LearnSheffield

Leaders’ Briefing Agenda – Wednesday 27 November 2019

  • Introduction / Welcome
  • Keynote - Improving Behaviour in Schools (EEF Guidance Report)

Jane Elsworth (Huntington Research School) & Igraine Rhodes (EEF)

  • Artsmark – the Sheffield Deal (Create Sheffield)
  • PESSPA Primary Toolkit (PE School Sport & Physical Activity)
  • Learn Sheffield Inclusion Team – SEND Priorities 2019/20
  • Eat Smart Sheffield
  • Learn Sheffield Update
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@LearnSheffield

Keynote - Improving Behaviour in Schools (EEF Guidance Report)

Jane Elsworth (Huntington Research School) & Igraine Rhodes (EEF)

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Please also have a look at your copy

  • f the Guidance

Report, particularly the recommendations

  • n p6-7
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Unlocking the evidence:

Improving Behaviour in Schools: a quick dive into the Guidance Report

Jane Elsworth, Director of Huntington Research School @JElsworth1

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Research Schools Network

39 schools in total

11 founding schools 11 Opportunity Area schools 17 schools appointed, 2019 (incl. 7 Associate Research Schools)

Funded and supported by:

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Supporting schools to use research evidence

  • Research use is a social process;
  • The expertise on how to apply evidence in

schools and classrooms lies with teachers;

  • Schools listen to other schools;
  • Research needs practical application: peer

coaching and training is key to producing substantive changes in teachers’ practice.

Uptake of research is based on trust and personality as much as practical usefulness:

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@EducEndowFoundn

Why use evidence?

“Research can never replace professional experience and teachers’ understanding of their schools and

  • students. But it can be a powerful

supplement to these important skills. Used intelligently, evidence is the teacher’s friend.” Sir Kevan Collins, EEF

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@EducEndowFoundn

Why use evidence?

Go beyond polarised debates…

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@EducEndowFoundn

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@EducEndowFoundn

What can you recall from the guidance report? Finish the recommendations:

  • 1. Know and understand…
  • 2. Teach…
  • 3. Use classroom…
  • 4. Use simple…
  • 5. Use targeted…
  • 6. Co…
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@EducEndowFoundn

What can you recall from the guidance report?

  • 1. Know and understand your pupils and their influences
  • 2. Teach learning behaviours alongside managing

misbehaviour

  • 3. Use classroom management strategies to support good

classroom behaviour

  • 4. Use simple approaches as part of your regular routine.
  • 5. Use targeted approaches to meet the needs of

individuals in your schools.

  • 6. Consistency is key.
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An introduction to the guidance report

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@EducEndowFoundn Step 1 – Initial Scope

Step 2 –

Appoint guidance panel

Step 3 – Appoint evidence reviewer

Step 4 – Conduct evidence review Step 5 – Write guidance report Step 6 – Consult and write training

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“No one becomes a teacher because they aspire to tell students to sit down or stop shouting out. But none of the academic magic happens without a foundation of behavioural expectation that’s clear, consistent, occasionally tenacious and always seasoned with love and belief in students.” Doug Lemov

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IMPROVING BEHAVIOUR IN SCHOOLS: summary of recommendations

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@EducEndowFoundn

Collaborative Clear Consistent Caring

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“It is reasonably straightforward to identify what a good culture might look like, but like a diet, the difficulty lies in embedding and maintaining it. This includes staff training, effective use of consequences, data monitoring, staff and student surveys and maintaining standards.” Tom Bennett, 2017

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@EducEndowFoundn

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@EducEndowFoundn

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Know and understand your pupils and their influences

Relationships, relationships, relationships….. Understanding pupils better can be more effective than relying on a default response…see the example on page 8

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SLIDE 32 SOURCE: EEF created graphic

Click to edit Master text styles

@EducEndowFoundn

Click to edit Master text styles

@EducEndowFoundn

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‘Reflect, try, review’

Evidence suggests that effective training for building classroom management expertise is:

  • Reflecting on a new approach;
  • Trying a new approach; and
  • Reviewing progress over time
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Wednesday 30 January 2019

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What are the issues?

  • Respect, Honesty and Kindness do not (currently) permeate across

the whole school.

  • We could do more to celebrate achievement (Rewards systems).
  • Systems seem tired and are not consistently applied.
  • Staff are using a disproportionate amount of time sanctioning

behaviour.

  • Our current CPD package could focus more on Behaviour for

Learning.

  • For a small minority of our students, behaviour and self-regulation

at social times is poor.

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  • Routines: classroom routines are a fundamental source of high

expectation and a scaffold for conduct.

  • Responses: strategies and interventions for de-escalating

confrontation, resolving conflict, redirecting unproductive (or destructive) behaviour, and reacting to antisocial behaviour are productive and proportional.

  • Relationships: Understanding and consciously creating

relationships of trust, dignity and support between all students and oneself. This is a wide and diffuse area and involves how to speak to parents and guardians, knowing about a student’s specific learning needs, prior attainment and other data.

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Routines

Changes to our Behaviour System

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Workload Evidence

  • base

Student Progress Policy

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New Behavioural System

  • Will launch in the Summer term.
  • Focused on four areas:

Respect, Honesty, Kindness; Ready to Learn; Ready for School; Extended Learning.

  • The new system will engage parents more and will seek improved

communication between home-school.

  • Centralised SLT Lunch-time detention system.
  • Re-location of our Isolation Unit and appointment of a fifth member of the

SSL team, focusing on behaviour intervention.

  • Support for staff when they need it.
  • Timeline of training to be implemented so that all staff are confident with

its use.

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Classroom systems

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Cla lassroom systems

  • Greet every member of the group as they enter the

classroom.

  • Establish clear and consistent routines for your
  • classroom. Planners and equipment out.
  • Use the school behavioural system consistently,
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“The standard you walk past is the standard you accept”

General David Hurley, former Chief of the Australian Defence Force

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Responses

Strategies aimed at de-escalating challenging behaviour

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“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can humiliate or

  • heal. In all situations, it is my response that

decides whether a crisis will be escalated or de- escalated and a child humanised or dehumanised.” Haim Ginot

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“If we treat people as they are, we make them worse. If we treat people as they

  • ught to be, we help them become what

they are capable of becoming.” Goethe

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Strategies for deescala lating challenging behaviour

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De De-escalating challenging behaviour

(1) Go cold.

(2) Redirection (3) Use of Language (4) Give a choice (both options are what you want!) (5) Give take-up time (6) Partial agreement (aka being the grown-up) (7) Tactically ignore ‘secondary in the exchange’ behaviour conflict

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These phrases do little to improve the behaviour of young people: “I don’t understand why you are so rude.” “Your parents would be really disappointed with your behaviour.” “The other 29 students in the class have behaved perfectly today.” “That child is unteachable” “It’s a lost cause trying to get that one to change”

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Relationships

Supporting the needs of students with attachment disorder

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5 – Use targeted approaches to meet the needs of individuals

Programme types with positive outcomes:

  • Functional behaviour assessment interventions;
  • Programmes using daily report cards

St Mary’s example p 30-31

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Improving Behaviour implementation plan

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Improving Behaviour in Schools

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EEF website for resources

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Twilights and courses

  • A twilight for each primary locality…. in a locality school
  • 5 core twilights at Learn Sheffield
  • Support at all 3 Leaders Briefings
  • 3-day programmes:

Using evidence to develop your curriculum; and Using evidence to make the difference for disadvantaged pupils

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Huntington Research School

  • 1. Sign up to the EEF newsletter:

https://educationendowmentfoundation.org.uk/modals/signup/

  • 2. Sign up to the Best Evidence in Brief newsletter:

https://www.york.ac.uk/iee/publications/beib/

  • 3. Sign up to the Huntington Research School and Sheffield Associate

Research school newsletter: https://huntington.researchschool.org.uk/about-us/sign-up/ huntresearchsch@gmail.com

Things to do now… DEVELOPING YOUR CORE KNOWLEDGE

3

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@LearnSheffield

Artsmark – Sheffield Deal

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@LearnSheffield

https://youtu.be/QmMn6-fnFLk

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School Development

through the arts

  • Artsmark, redesigned by schools

for schools in 2015.

  • a clear framework for teachers to

plan, develop and evaluate the arts across the curriculum.

  • Settings are awarded Silver, Gold
  • r Platinum
  • Artsmark has reached over one

million children and young people

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Why get involved?

  • Evidence for Ofsted
  • Supports whole school planning

and school improvement

  • Provides a framework for

development planning

  • A mechanism for addressing whole

school priorities such as closing the gap

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Sheffield Deal – Create Sheffield & IVE

  • 50% subsidy for 20 Sheffield schools
  • Starts with a Development Day
  • Workshops and surgeries
  • Networking and celebration events
  • Facilitated peer learning networking
  • 6 free places on twilights for teachers
  • Discounted additional places
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@LearnSheffield

PESSPA Primary Toolkit (PE School Sport & Physical Activity)

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@LearnSheffield

Physical Education, School Sport & Physical Activity

  • PESSPA Toolkit Launched
  • PESSPA Alliance – website available

https://www.learnsheffield.co.uk/Partners/PESSPA/

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Sheffield PESSPA Toolkit

Sheffield Primary PE Pledge

5 years ago a group of primary head teachers and PE and sport professionals formed a primary PE strategy

  • group. The ambition was to:
  • Provide a core PE and sport offer to all primary aged pupils
  • Work collaboratively to maximise the impact of the PE and sport premium funding
  • Provide guidance across the spectrum for PE, sport and PA to support schools to provide a range of active
  • pportunities for ALL pupils
  • Work closely to support development in key areas such as swimming
  • To provide guidance and professional development for subject leaders

PE Physical Activity Sport

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Sheffield PESSPA Toolkit

Background

  • This toolkit sets out a vision for PESSPA in Sheffield
  • It has been developed by a strategic alliance of

groups and organisations – PESSPA Sheffield Alliance

  • Toolkit has been designed to be used by Sheffield

schools and builds on the PE Pledge

  • The pledge statements have been revised and now

include more detailed descriptors to provide an audit for schools to use in order to evaluate their provision and plan strategically for improvement

  • The toolkit also provides guidance on each aspect
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Sheffield PESSPA Toolkit

PESSPA Vision

We believe that:

  • High quality PE, School Sport and PA opportunities are essential in preparing children and young people to

live mentally and physically healthy lives

  • Consistent access to educational establishments who are characterised by the embedded and exemplary

characteristics in this toolkit will make a significant contribution to the long term health outcomes of our children and young people

  • Supporting pupils to have high quality provision in PE, Schools Sport and PA opportunities will improve

children’s mental and physical health, whilst also improving their academic attainment and achievement

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Sheffield PESSPA Toolkit

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Sheffield PESSPA Toolkit

Contains 5 key section

  • Overview – defines PE, SS PA
  • Key facts – outlines some of the key information
  • Resources – Points towards key documents /
  • rganisations to support PE, SS, PA
  • Best Practice – Provides an overview of how to

implement best practice into your school

  • Local offers and providers

PESSPA Pledge Guidance

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Sheffield PESSPA Toolkit

PESSPA Audit Tool

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Sheffield PESSPA Toolkit

PESSPA Audit Tool

Pledge statement is the same as the embedded descriptor Emerging and Establishing descriptors provide steps towards the pledge. Exemplary descriptor provides stretch beyond pledge – practice that should be shared.

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Sheffield PESSPA Toolkit

Next Steps… understanding impact

  • City wide data
  • schools will complete an electronic form which reflects the PESSPA Pledge Audit – are there city

wide areas we can support?

  • In depth, rigorous evaluation of the programme
  • completed by SHU
  • Process evaluation – acceptability and fidelity of the tool
  • Outcome evaluation – did the tool achieve its main outcomes?
  • How, why, why not, limitations etc.

https://docs.google.com/forms/d/e/1FAIpQLSf1OnFf2IctD9R1AD9l0PjsPbIXxzxNf79DYwAACiauQjwwuA/viewform

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@LearnSheffield

Learn Sheffield Inclusion Team – SEND Priorities 2019/20

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@LearnSheffield

Learn Sheffield Inclusion Team

  • Expansion of sector-led approach into SEND & Inclusion.
  • Funded by SCC but co-ordinated by Learn Sheffield.
  • Continuation of previous roles with some additional resources.
  • Communication coming out to schools from Learn Sheffield.
  • ITF website in the ‘Partnerships’ section of the Learn Sheffield website.

https://www.learnsheffield.co.uk/Partners/Inclusion-Task-Force/

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@LearnSheffield

Learn Sheffield Inclusion Team

Learn Sheffield Inclusion Team Roles:

  • Primary Gateway Lead – Ian Read (Watercliffe Meadow)
  • Secondary Gateway Lead – Scott Burnside (Chaucer)
  • Inclusion & SEND Targeted Support & Locality Director - Fiona Rigby (St Catherines)
  • Improvement Partner – David Bartram

(supported by colleagues from SCC as required – in particular Tim Armstrong & Joel Hardwick)

  • Locality Lead HTs (plus a Secondary Partnership SEND Lead)
  • City SENCO Team (including Secondary and Special City SENCOs)
  • Locality SENCO Team
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@LearnSheffield

Learn Sheffield Inclusion Team

Learn Sheffield understands its role in relation to the Inclusion Team as principally involving:

  • taking an increased share of responsibility in relation to SEND and Inclusion
  • managing the demands on the team so that the focus remains on key objectives
  • unblocking barriers and mitigating risks identified by the team

Our key priorities for this school year are below:

  • SEND Processes & Funding Model
  • Moderation
  • SEND Improvement (including a focus on Secondary)
  • Training Offer
  • SEND Support
  • SEND Challenge
  • Parental Engagement & Communication
  • Sheffield Gateway Model
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@LearnSheffield

Learn Sheffield Inclusion Team

Setting out what we will do and what success will look like so that there is:

  • clarity
  • transparency
  • the opportunity to hold

us to account.

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@LearnSheffield

Learn Sheffield Inclusion Team

SEND Improvement 2019/20

The SEND Improvement Offer includes the following components:

Training Offer SEND Support SEND Challenge

  • ITF Core Training
  • Leaders Conference
  • SENCO Conference
  • Governance Conference
  • School Requested SEND

Reviews

  • SEND Peer Review Project
  • Leadership & Self-Evaluation

Training (group requests – MATs, localities, etc.)

  • SEND Surgery
  • SENCO Networks (Pri/Sec)
  • Schools requiring whole school

support ‘concern’ process

  • Data/Intel Analysis
  • Access to support – including

targeted SEND Reviews

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@LearnSheffield

Learn Sheffield Inclusion Team

SEND Improvement 2019/20

The SEND Improvement Offer includes the following components: First SEND Surgery: Monday 16th December

  • 45-60 mins appointments through the day
  • In person or by phone/Skype
  • Email bookings@learnsheffield.co.uk

Support for SENCOs that are new to the role Guidance on the strategic development of provision in your school Advice on research and best practice Recommended interventions Efficient use of resources Assessment and identification Monitoring and tracking

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@LearnSheffield

Eat Smart Sheffield

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@LearnSheffield

Eat Smart Sheffield

  • 5-year commission from SCC to Learn Sheffield
  • Universal Offer
  • Targeted School Offer
  • Follow the programme @eatsmartsheff
  • Website in ‘Partnerships’ section of the Learn Sheffield website.

https://www.learnsheffield.co.uk/Partners/eat-smart-sheffield/

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@EatSmartSheff

Purpose

Aims:

  • To Provide Tools for Changes to Food Culture & the Curriculum to Support Healthy Behaviours
  • To Improve Confidence, Skills, Knowledge & Understanding to Cook, Grow & Enjoy Food

Outcomes:

  • Contribute to Reducing Childhood Obesity
  • Contribute to Reducing Child Tooth Decay
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@EatSmartSheff

Further Information

Eat Smart Sheffield Briefing Session: Wednesday 4th December 4.30pm – 5.30pm

Training Room 1, Learn Sheffield Training & Development Hub Book a free place via: https://www.eventbrite.co.uk/e/eat-smart-sheffield-briefing-tickets-77116221695 Contact: Lisa Aldwinckle, Programme Manager E-Mail - eatsmartsheffield@learnsheffield.co.uk Web - www.learnsheffield.co.uk/eatsmartsheffield Twitter - @eatsmartsheff

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@LearnSheffield

Learn Sheffield Update

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@LearnSheffield

Learn Sheffield Update

  • New website …
  • Opportunities Bulletin
  • Leaders Update
  • Subscription Guide
  • Learn Sheffield AGM –

Thursday 30th January 2020

  • Learn Sheffield Board

nominations open.

https://www.learnsheffield.co.uk/

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@LearnSheffield

Learn Sheffield Update

  • Student Wellbeing

Resource Updated

  • CODE Project – coaching for staff

professional development in education –

commission to follow linked to a Sheffield Priority area.

  • Next Leaders Briefing –

Thursday 26th March 2020

https://www.learnsheffield.co.uk/Resources/student-wellbeing-resource

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@LearnSheffield

Public Service Forum

Autumn Term

Wednesday 27 November 2019, 11.00-1.00pm

Learn Sheffield Training & Development Hub