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Welcome to Autumn Leadership Briefings. Chair of Lincolnshire Learning Partnership – Suzanne Scott. LLP Conference 2019. Lincolnshire Performance Data Review. OFSTED Overview. Overall Effectiveness: RI and Inadequate. EYFS Data. EYFS Data. Phonics. Phonics – Year 2. Key Stage 1.
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Welcome to Autumn Leadership Briefings Chair of Lincolnshire Learning Partnership – Suzanne Scott
Key Stage 2 Progress 2017 & 2018 Trend:
TopFive Areas of Strength in LincolnshireSchoolsOverall Topareasof strengthinLincolnshireschoolsbasedon2017-18peerreviews
TheFocusof Peer ReviewDiscussionsExamples of top 5 areas of focus for peer reviews as reported by Lincolnshire schools in 2017-18 • Pupil Progress – DISAD writers, progress is hindered by mobility – school recognises number of children reaching GD needs to increase, progress measures are below the National • Middle Leadership – New models or systems introduced so needs work or new members of staff or within recruitment • Teaching & Learning – marking and feedback is currently under feedback, ensure the successful group work Is recorded somehow, new staff so need to be kept consistent practice across the school with new team including NQT • Attainment – Ensure outcomes in Phonics are at least in line with the national, overall outcomes in KS2, KS2 reading results • Assessment – Tracking of formative assessment still in a developing stage – new system, to make fuller use of the school’s assessment and tracking system ensuring that all users use this to identify the progress of significant groups, further development of peer and self assessment
TopFiveDevelopment AreasinLincolnshireSchoolsOverall TopareasfordevelopmentinLincolnshireschoolsbasedon2018-19peerreviews
Focusofthe peer review: Keywordscitedinresponsetothequestionduring2017-18peerreviews: ‘What was the focus for the peer review?’
Schools’TopConcerns in2017-18 byLocality Key: - Boston - East Lindsey - Lincoln - North Kesteven - South Holland - South Kesteven - West Lindsey
Schools’TopConcerns in2017-18 by Phase Key: -Infant - Nursery - Primary - Secondary - Special
Moving Forward • One Vision for the Education system • The system: • Must have roles that are clear and understood • Built in adaptability and accountability • Uses research and knowledge to lead improvement • Founded on clear principles of working
Details Proposal to have a 3 year plan Pupil outcome focused Longer term strategic working Education in Lincolnshire – can be world class
S2SS CPLD participants Participating schools
To reduce the attainment gap for disadvantaged children and vulnerable groups at Early Years, KS1 & KS2 by improving literacy and communication skills. £496,000 to work with 41 schools. light To raise the attainment in Key Stage 2 Maths in Lincolnshire Schools. £254,000 to work with 20 schools. To improve outcomes for pupils on SEN Support. £430,000 to work with 33 schools. Building on Mobilise to provide access to multi-faceted support for English and Maths.
Strategy for School Improvement • The role of the Local Authority in Lincolnshire's sector led system is to provide strategic direction, facilitation of information and to support and connect the sector led school improvement model. • Work strategically with the Lincolnshire Learning Partnership and Lincolnshire Teaching Schools Together to develop a highly successful sector led system. • The Local Authority will maintain a view of all schools and academies, through the national performance measures for attainment, progress, absence and exclusions through desk-top review. • Monitor and intervene when schools are high risk or a school causing concern. • Education Team Locality Leads offering advice, support, monitoring and challenge.
Risk Rating • The Local Authority is assured that the School/Academy is taking effective action. • Education Locality Leads will provide email and telephone support. • Keeping in Touch communication.
Risk Rating • Performance Data e.g. Attainment and Progress • Visit to the School to seek assurance that the school is taking effective action to address any potential issues or concerns. • A risk rating will then be provided and communicated with the school to either escalate to vulnerable or return to No known Issues
Risk Rating • Performance Data • Vulnerable to inspection less than good. • Education Locality Leads will visit approximately four weekly • May be included in any strategic school improvement activities and projects. • Maintained Schools – can bid for intervention funding. • School Improvement visit where appropriate escalation is required.
Risk Rating • Leaders and Governors are not taking effective action. • If inspected, high risk of an inadequate judgement. • Strategy Meeting to co-ordinate and provide strategic input. • Receive a pre-warning notice to inform the school of actions it must take to the address concerns. • Receive a Performance, Standards and Safety warning notice (School Causing Concern guidance).
Risk Rating – Schools Causing Concern • School Inadequate • AcademisationOrder • Awaiting a sponsor or being re-brokered to an alternative Trust. • Failed to fulfil the terms of the Performance, Standards and Safety warning notice. • Strategy Meeting to co-ordinate and provide strategic input. • Ensure the pace of the improvement is maintained or a solution is found.
Key LCC Policies http://microsites.lincolnshire.gov.uk/children/schools/services-and-support-for-lincolnshire-schools/policies-and-guidance/130159.article
Missing Children and Return Interviews What do we mean by missing? • ‘Anyone whose whereabouts cannot be established and where the circumstances are out of character, or the context suggests the child/young person may be subject of a crime or at risk of harm to themselves or another’. • The risks associated with missing children • The strengths of collaborative multi-agency working when children go missing. • Police • Children’s Services • Health • Key Partners
Return Interviews • What is a Return Interview? • Criteria for a return interview? • Return interview requests - average 15-20 per week • Purpose of the return interview • Timely opportunity to gather any information that can help protect a child from harm or minimise the likelihood of further missing episodes. • Provide a safe space for a child to discuss any concerns or harm that they may have been exposed to whilst missing. • Ensure the child and young person’s voice is heard and acted upon.
The importance of relationships within return interviews. We acknowledge that the quality of the relationship is integral to the success of any professional interaction with a child or young person. A child or young person is far more likely to disclose concerns or worries to someone they trust and feel safe with. We recognise that for almost all children who go missing, school remains a vital place of safety and security. Improving the quality of information gathered within interviews will promote stronger safety plans for the child.
A new approach to return interviews for missing children. Actively seek to increase the percentage of return interviews undertaken, particularly complex and challenging cases. Ensure relationships is the primary factor in considering who conducts a return interview following a missing episode. Analyse the information obtained from interviews to provide a better understanding around missing children. Engage with a wider resource of professionals to complete return interviews. In some cases this may include those professionals within school. Work in close partnership with schools to promote this change of practice. Provide support and assistance to partners to ensure clarity and understanding.
