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Autumn Term Governor Area Briefings

Autumn Term Governor Area Briefings

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Autumn Term Governor Area Briefings

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  1. Autumn Term Governor Area Briefings Monday 12 November 2012 at Future House And Tuesday 13 November 2012 At Victoria Primary School, Keighley Department of Children’s Services

  2. Key Issues for Schools and Governors this Term

  3. Partnership Working • Bradford Primary Improvement Partnership • Bradford Partnership • Nursery Schools • District Achievement Partnership

  4. Diversity • Community Schools • Faith Schools • Academies • Free Schools • Studio Schools

  5. Bradford Schools

  6. Transport Consultation • The Council is consulting on proposals to make changes to the policy for assistance with travel arrangements between home, school and college • The consultation runs between 12 November 2012 and 25 January 2013 • If changes are made they would come into effect for children who start primary school, secondary school, 6th form or college from September 2014. • The proposed changes subject to consultation are • Remove transport assistance for new pupils that do not attend their nearest suitable qualifying school. • Introduce personal budgets for statutory aged children. • Introduce a charge for Post 16 students with special needs towards transport provision. • Introduce an allowance for Post 16 students with special needs to provide assistance with purchasing transport. • Introduce a travel training assessment for all Post 16 students with special needs applying for transport assistance.

  7. Public Forum for Education “Demographic Changes in Bradford - The impact on Education Provision” Wednesday 21st November 2012, 4.30pm – 6.30pm Conference Room D, Future House The main areas of discussion will include; • Data on migration and population growth and the impact on provision of school places • Attainment case studies -  leading culturally successful and diverse schools explain what works well • Headteachers will speak about how language diversity brings both positive benefits as well as challenges • What issues arise from EU migration and Asylum? • Where are the gaps? – open discussion

  8. Education Results and Priorities Overview Phil Weston Head of the Bradford Achievement Service Department of Children’s Services

  9. Early Years Foundation Stage % 6+ Personal, Social and Emotional Development (PSE)

  10. Early Years Foundation Stage % 6+ Communication, Language and Literacy Development (CLL)

  11. Early Years Foundation Stage % 78+ Points and 6+ PSE & CLL - Good Level of Development (GLD)

  12. Key Stage 1 % L2B+ Reading

  13. Key Stage 1 % L2B+ Writing

  14. Key Stage 1 % L2B+ Maths

  15. Key Stage 2

  16. Key Stage 2 Maths % Level 4+

  17. Key Stage 2 English & Maths % Level 4+

  18. Key Stage 2

  19. Key Stage 2 Maths 2 levels progress

  20. Key Stage 4

  21. Key Stage 4

  22. Key Stage 4 English 3 levels progress

  23. Key Stage 4 Maths 3 levels progress

  24. Supporting ‘Young Carers’ in Schools Peter Rutherford and Janice Hawkes, Assistant Director Children’s Services, Barnardo’s Yorkshire Department of Children’s Services

  25. Who are young carers? Children and Young People who provide some form of support to one or more family members as a result of a family member having an illness or impairment. This includes: • Mental illness • Physical illness • Physical or sensory impairment • Learning disability • Substance misuse issues

  26. How many Young Carers are there? • 175,000 Young Carers nationally (Office For National Statistics 2003) • Relies on self identification • Potentially inaccurate- reluctance to identify in some situations • Estimate 2,000- 2,500 in Bradford MDC • Average age of a young carer is 12 • More than half of young carers live in lone parent households

  27. Impact • EDUCATION • “….. they wouldn’t go to school, they wouldn’t leave me. They were scared.” • Lateness • Unauthorised absence • Tiredness in class • Failure to do course work • Some focus on school as chance to be child and do well

  28. Impact • Education • “I was often late for school, sometimes I stayed off to look after her, sometimes didn’t have the right uniform, or the right books; I was tired and fell asleep in class a few times. I tended to lose my temper and get sent out of class. I would ‘act up’ trying to get attention and wanting somebody to ask me what was wrong. “

  29. Training and employment • Choosing between own career/education or being a carer • Going to college near home • As young carers reach 18 the impact of earlier missed education becomes obvious with limited training and employment opportunities

  30. Identification • Young carers are hidden • Hierarchy of acceptability - children can collude with parents to remain hidden “ My nan has told me not to tell you anything about home”

  31. “Working Together To Support Young Carers” • A Model Local Memorandum of Understanding between Statutory Directors for Children’s Services and Adult Social Services • All local authorities urged to sign up to this • Government backing • Aims to improve identification and support of young carers by placing responsibility on all services in contact with family

  32. Young Carers Services Effective model • Time limited • Assessment, planning and review • Clear outcomes • Whole family approach

  33. Young Carers Services • Increasing focus on hard to reach groups • Hidden Harm- parental substance misuse • Parental Mental Health • Leads to increasing complexity of work- more of a Safeguarding role • Biennial reviews of serious case reviews identified parental mental health and parental substance misuse as recurring themes in serious case reviews.

  34. Schools work • Support school to develop YC policy • Identify, train and support YC lead in school • School are crucial to initial support and identification • Young Carers card

  35. Case study • Tabassum referred to service when 13 • Cared for mum and dad- dad phys. Ill mum phys and mentally ill • Practical tasks, financial, personal, caring for sibling • Support from school and Barnardo’s - referrals to social services did not lead to any support • Father passed away a few years ago • Service supported her through practical advice, financial and emotional support • Tabassum joined young carers committee, did well at school and is now studying for a degree and works for BYC

  36. “I never thought I would make it to University and I wouldn’t have – without the support of Bradford Young Carers. At times it’s been really difficult – but I’ve made it. I applied to Universities all over the place just for the hell of it, even though I knew I couldn’t leave home. Fortunately I got into the University of Bradford and can stay at home and carry on looking after mum.”

  37. The way forward • Achieve strategic commitment to “Working Together To Support Young Carers” • Identify current position and required actions • To achieve improved identification and support of Young Carers by universal services • How can you as governors support this?

  38. Revisions to the Ofsted Framework – September 2012 David Thompson Senior Area Achievement Officer Department of Children’s Services

  39. Objectives For you to be aware of: • Key inspection documents • The Inspection Framework September 2012 • The enhanced role played by Governance under the new framework • The timings of inspections

  40. Key documents • The framework for school inspection • School inspection handbook • Subsidiary guidance • ‘Zip file’ – a range of guidance documents • Documents relating to monitoring inspections • Summary document produced by BAS

  41. The Framework is pretty much unchanged from January 2012… • Report on the quality of education provided with an emphasis on achievement, teaching, behaviour & safety and leadership & management and also.. • Spiritual, moral, social and cultural development and… • Extent to which the school meets the needs of a range of pupils particularly disabled and special needs and • The effectiveness of the sixth form

  42. …but the bar has been raised... • An acceptable standard of education is now defined as a good standard of education – “A good education for all” • Schools cannot be judged as outstanding unless they have outstanding teaching • A school that is not yet ‘good’, but is not judged inadequate, is a school that ‘requires improvement’

  43. and the return of serious weaknesses… • A school that is ‘inadequate’ overall requires significant improvement, but where leadership and management are not ‘inadequate’, is a school with serious weaknesses • A school that is ‘inadequate’ overall and where leadership and management are ‘inadequate’, is a school requiring special measures

  44. The January 2012 Framework • Reduced the judgements from 29 or 33 down to just 5 • With the demise of “Every Child Matters” more emphasis was given to the spiritual, moral, social and cultural development (SMSC) • Importance attached to reading, writing, communication and mathematical skills • Judging teaching over time • Judging behaviour over time with emphasis placed on bullying • Curriculum coming under leadership and management

  45. Additionally the new framework focuses further on…. • The progress pupils make relative to their starting points - critical when judging achievement (transition matrices) • Closing attainment gaps especially for groups who may be vulnerable especially pupils in receipt of the pupil premium

  46. and… • Dispelling the myth of the ideal Ofsted lesson • Focusing more on the leadership in and management of the school including: • Role of governors • Professional development and performance management of all staff • Role of LA/Academy sponsors

  47. The role of Governors in inspection • Governance featured prominently in the mandatory training for inspectors • Governance is subsumed into the evaluation criteria for leadership and management • Clear grade descriptors within the evaluation criteria (see summary document p.5) • Detailed guidance for inspectors is provided in the handbook (pp 41-42 and cited in Oct 2012 Note Pad) • An evaluative statement in every report • If grade 3 or 4 Governance becomes an area for improvement • Reference to independent external review of the Governing Body

  48. The timings of inspection • Outstanding schools are exempt but… • Good schools within 5 years but… • Requires improvement within 2 years and subject to monitoring and support inspections - first within 4 to 6 weeks of published report • Serious weakness up to 3 monitoring inspections over an 18 month period the first within 4 to 6 weeks of the published report. • Special measures up to 5 monitoring inspections over an 18 month period the first within 4 to 6 weeks of the published report. • Legacy schools – satisfactory & Notice to Improve

  49. Shorter notice inspections – the Monday to Wednesday phone call. • The lead inspector (not CfBT) will normally inform the school at, or after, noon on the working day before the inspection. • Pre-inspection analysis based on available data, previous inspection report, qualifying complaints Parent View responses and school website information • School’s self evaluation in advance and a list of key documents to be available on arrival (see pages 7-8 of the handbook) • Deferral very unusual • No pre-inspection briefing (PIB)