York Diocesan Board of Education Business Over Breakfast Meetings - - PowerPoint PPT Presentation
York Diocesan Board of Education Business Over Breakfast Meetings Tuesday 5th March 2019, Tickton Grange, Beverley Thursday 7th March 2019, Diocesan Offices, York Tuesday 12th March 2019, Wydale Hall, Scarborough Monday 18th March 2019, The
Tuesday 5th March 2019, Tickton Grange, Beverley Thursday 7th March 2019, Diocesan Offices, York Tuesday 12th March 2019, Wydale Hall, Scarborough Monday 18th March 2019, The Cleveland Tontine, Northallerton
8.30am – 9.00am Breakfast and Networking 9.00am – 12.00pm Welcome and Reflection Distinctively Effective Up-dates
Key Up-dates (National and Regional)
SIAMs and C of E Education Office Updates Training and Support DfE and Ofsted Update General Discussion Hot Topics – opportunities and challenges Training Needs
O Lord, Meet us today in the ordinary rhythms of our working lives. We invite you to come and breathe your life into ours. May your love fill our hearts and may it overflow into the lives
May this ordinary day become extraordinary because of you. In Jesus’ Name we pray, Amen
Shared vision for children and young people in schools and churches Links with wider diocesan strategy of Reach, Grow, Sustain
Growing Faith is the vision set by the House of Bishops to ensure a national commitment to achieve a significant culture change within the church so that every aspect of mission and ministry is seen through the lens of what it means for ministry with children, young people and
encouraged between schools and churches, and how these are developed to resource and support households to grow in faith together.
Autumn, much as before
the next two years
regarding governance – focused visit, online module on governance in a Church School
balanced (theology, philosophy and human /social science).
with SoE
challenge and support for pupils
regional and national groups.
good against local expectations and national averages.
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contributes to the outworking of church school’s Christian vision.
leaders to ensure that pupils flourish academically through the provision of high-quality RE.
included in the SIAMS report.
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accordance with the trust deed: the RE statement
requirement.
a religious character, RE must be taught according to the locally agreed syllabus for RE unless parents request RE in accordance with the trust deed of the school.
accordance with the funding agreement.
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arrangements, including when the next inspection is due, and will write about that under ‘Leadership and management’ (para 35)
the national curriculum subjects, religious education and age appropriate sex education. Academies are expected to offer all pupils a curriculum similar in breadth and ambition to the national curriculum, including the requirements to teach English, mathematics, science and religious education (para 159)
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Spirited Poetry Get involved in this year's competition! Third Spirited Poetry competition, coinciding with National Poetry Day on 4 October and World Poetry Day on 21 March 2019. Schools are invited to send in up to ten poems in one of the categories or in a variety of them. Entrance is open to children and young people aged 5–19, and the closing date for the competition is 31 July 2019. https://www.natre.org.uk/about-natre/projects/spirited- arts/spirited-poetry-2019/
Funded Opportunities
https://www.gov.uk/government/news/education- secretary-sets-out-vision-for-character-and-resilience
Revd Nigel Genders, Chief Education Officer for the Church of England Mary Myatt, Educational Consultant Christian Aid Aspire Alternative Provision, Hull Rt Revd Paul Ferguson, Bishop of Whitby and Chair of the DBE Andrew Smith and members of the Education team
the third delegate or more from the same school/
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachme nt_data/file/772056/School_inspection_update_- _January_2019_Special_Edition_180119.pdf
@EducEndowFoundn
New Guidance Report
https://educationendowmentfoundation.org.u k/tools/guidance-reports/working-with- parents-to-support-childrens-learning
Concerns over teacher mental health because of workload and leadership pressure. Three in 10 teachers say they have turned to medication over the last year to deal with the physical and mental toll their job is taking on them, a survey has found. Nearly four in five teachers say they are satisfied with their jobs and income levels, which is mostly higher than the other professions. However, only 47 per cent
satisfied with their leisure time, the lowest of the three professions.”
75% of 1,250 school and college staff and leaders surveyed said they had experienced psychological, physical or behavioural symptoms because of work. 45% felt they don’t achieve the right work-life balance (Education Support Partnership, 2017)
Chief Inspector of Schools Amanda Spielman said that she want to look at how Ofsted can play its part in reducing workload.: ‘how policies and accountability measures are translated by school leaders into day-to-day management tools such as policies for planning, assessment and marking. Endless data cuts, triple marking, 10 page lesson plans…… https://www.gov.uk/government/publications/reducing-teachers- workload/reducing-teachers-workload
Stage 1 Identifying the issues – impact assessment tools; survey; structured conversations
Stage 2 Addressing the issues in schools
Communications, including use of email; Curriculum planning and resources; Data management; Feedback and marking; Managing change, including planning the yearly calendar and managing ‘pinch points’; and Advice to support early career teachers
Stage 3 Evaluating the impact
What is the Workload Reduction Toolkit?
Actions taken to
reduce workload
in schools
‘We know that teacher workload is an issue for everyone to address – including government. As well as tackling the drivers of workload nationally, we have recently published a toolkit for schools. This provides free online training materials, audit tools, practical examples and model policies, developed and tested by school leaders and teachers.’
https://www.gov.uk/guidance/reducing- workload-in-your-school
Are all tasks considered in the context of impact on the quality
Are there any tasks that could be taken away?
Amount of Workload
Low
High Impact on Teaching and Learning Low High
https://www.gov.uk/government/publications/teacher-workload-challenge- school-research-project-reports
https://www.gov.uk/government/consultations/relationships-and-sex-education- and-health-education?utm_source=032c68e1-eb6e-42cc-927e- aae21473056c&utm_medium=email&utm_campaign=govuk- notifications&utm_content=immediate
wellbeing
school prepares pupils for the modern world - health education, relationships education and RSE
normal part of daily life and why simple self-care – like getting enough sleep and spending time outdoors and with friends – is important.
importance of staying active, and recognising the early signs of physical illness – ensuring pupils understand how mental and physical health are linked.
things they are uncomfortable with, the importance of respect for others even when posting anonymously, and the risks of talking to people on the internet that they don’t know in real life.
depression in themselves or others. Young people will learn how to discuss their emotions accurately and sensitively, about the impact of alcohol and drugs on physical and mental health, and how to access professional help.
including the serious risks of sharing private photos, the impact of viewing explicit or harmful content – including how to report it and get support – as well as how the internet can sometimes promote an unhealthy view of sex and relationships.
information on how to teach about all aspects of internet safety – not just those relating to relationships, sex and health – to help teachers deliver this in a co-ordinated and coherent way. The new content will complement the existing computing curriculum, which gives pupils a grounding in how to use technology safely, responsibly, respectfully and securely.
teach the new content, giving them the flexibility to promote health, wellbeing and respectful relationships – as many already do through PSHE – both across the curriculum and outside formal lessons.
subjects becoming mandatory in 2020, there will be a £6m budget in 2019/20 for a school support package to cover training and resources.
early-adopter schools who will start teaching the new content from September 2019.
resources from charities and other organisations that are already available for schools to use.
About the Report In January 2019, the Commission published the final report of the Commission. About the Framework The Framework includes the key aspects of ethical thought leadership, and embodies the words and actions that the commission hope to integrate into educational leadership. About the Pathfinders We are excited to launch the pathfinders programme, for school leaders and governors/trustees to integrate ethical leadership in their schools/trusts. The pathfinders will have access to resources to embed this thinking into their roles, with the support of NGA. We are looking for feedback on these resources to improve the resources and continue to develop ethical leadership. For access to the resources, please email: ethicalschools@nga.org.uk to register. “The nation trusts us to form young people into the best that they can be. The public expects us to know what kind of example we should set them, but do we? How do we know what’s right or wrong?” Carolyn Roberts, Commission Chair, April 2017 www.nga.org.uk/About- Us/ethical-leadership.aspx
Reception baseline assessment How schools can get involved State funded schools with a reception cohort will be able to participate in our national voluntary pilot of the RBA starting in September 2019. Schools will receive communications from NFER on 1 March 2019 containing information about how to sign up for the pilot. Please refer to this email if you wish to participate. The recruitment window opens on 1 March and closes on 5 April 2019. 1 March - 5 April 2019 Pilot recruitment window September 2019 Large-scale voluntary pilot September 2020 Scheduled roll out as a statutory assessment September 2023 Key stage 1 assessment becomes non-statutory September 2027 First progress scores published
This consultation seeks views on proposals for a clearer, simpler approach to identifying schools that may benefit from an offer of support to help improve a school’s educational performance. Our proposal is that all schools judged as ‘Requires improvement’ by Ofsted will be eligible for support, and that schools with 2 consecutive ‘Requires improvement’ judgements will be eligible for more intensive support. To simplify accountability we are also proposing to remove floor and coasting data standards. By 25th March