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Welcome to the Headteacher Briefing 26 th September 2019

Welcome to the Headteacher Briefing 26 th September 2019. Thursday 4 th October 2018. Agenda. Welcome – Nick Lee Ofsted Feedback & EAL Practice – Russell Gray Virtual School Arrangements – Jasmin Howell Staff Absence Management – Sarah Joe Taylor

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Welcome to the Headteacher Briefing 26 th September 2019

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  1. Welcome to the Headteacher Briefing26th September 2019 Thursday 4th October 2018

  2. Agenda • Welcome – Nick Lee • Ofsted Feedback & EAL Practice – Russell Gray • Virtual School Arrangements – Jasmin Howell • Staff Absence Management – Sarah Joe Taylor • SEND Local Area Review – Sara-Jane Brighouse • Update – Nick Lee • Early Years Portal - Catherine Smith

  3. Ofsted Feedback & EAL Practice - • Russell Gray & Annie Kershaw

  4. When Ofsted met our EAL learners… Annie KershawEAL Co-ordinator &APEAL Russell GrayHead of SchoolVictoria Primary School

  5. What the new Ofsted framework says about EAL

  6. An EAL welcome to Victoria

  7. Targets and Achievement Category A (New to English) Category B (Early acquisition) Category C (Developing Competence) Category D (Competent) Category E (Fluent)

  8. Beyond inclusion is empowerment

  9. Ofsted’s judgements Teachers and teaching assistants meet very effectively the needs of pupils who speak English as an additional language. Staff promptly assess the stage in learning English when pupils start school and tailor language development accordingly. They are assisted by 10 ‘Language Ambassadors’. These are pupils who have completed accredited ‘Young Translators’ training and support other pupils, their families and staff.

  10. Ofsted’s judgements The approach to teaching writing takes into account that many pupils, including those who speak English as their first language, have narrow vocabularies and quite limited cultural experiences. Consequently, teachers take care to give pupils plenty of information about the topic they are going to write about and introduce them to words relevant to the planned writing activity. They teach this knowledge and vocabulary thoroughly so pupils are well prepared to undertake independent pieces of writing.

  11. Ofsted’s judgements Most pupils use their phonics skills well to read unfamiliar words. However, in Year 1, over two-fifths of pupils joined the school this academic year. Many of them speak English as an additional language or are new to English. As a result, the proportion of pupils attaining the expected standard in the Year 1 phonics screening check is well below the national average.

  12. Say hi  RGray@victoriaprimaryschool.org.uk

  13. APEAL – Advanced Practitioner in EAL • ideal@nottinghamcity.gov.uk

  14. http://www.nottinghamschools.org.uk/teaching-and-learning-support/idealhttp://www.nottinghamschools.org.uk/teaching-and-learning-support/ideal

  15. Nottingham City Virtual SchoolPromoting the education of children in care

  16. Statutory framework for the Virtual School • The Children and Families Act 2014 required local authorities in England to appoint at least one person for the purpose of promoting the educational achievement of its looked after children, wherever they live or are educated. • The Children and Social Work Act 2017 expands the remit of VSHs to include the promotion of educational achievement of adopted children in England and children subject to Special Guardianship Orders.

  17. Responsibilities of the Virtual School • Support with closing the attainment gap between looked after children and their peers. • Ensure looked after children have access to a suitable range of high quality education • Monitor, track and report on the attendance and educational progress of the authorities’ children in care. • Ensuring every child in their authorities care has a high quality and up to date Personal Education Plan (PEP)

  18. Responsibilities of the Virtual School • Managing and allocating Pupil Premium Plus and having arrangements in place to ensure schools are using the allocated funding to benefit the educational needs of the child. • Supporting social workers, designated teachers, schools, carers, governors and Independent Reviewing Officers to understand their role and responsibilities in promoting the education of children in care.

  19. Nottingham City Virtual School staffing structure • Head of Virtual School: Jasmin Howell • Team Manager: Vacant • Achievement Consultant: Kelley Connolly • Education Support Officers: • Primary: Marcus Reid • Primary: Vacant • Secondary: Cherridene Adams • Secondary: Thomas Wheatley • Post-16: Aidan Sisson • Previous LAC: Yewande Reece • Administrator: Paula Harrison • Adminstrator: Lindsey Foster • Data lead: Amy Smith

  20. Key Stage 2 Outcomes Data: • Following the March 2019 Statistical First Release (SFR) by the DfE, the Virtual School have compiled an analysis of the last 3 years data held by the DfE, in order to review educational outcomes for Nottingham city looked after children. • The following tables compare educational outcomes for statutory assessment ‘benchmarks’, i.e. Key Stage 2 SATs • Some data is suppressed on the DfE reports (where numbers were below a statistical threshold). • All data relates to pupils who had been in care for at least 12 months on 31st March of the year of the statutory assessment.

  21. Key Stage 2 Outcomes Data: • Performance in reading has increased year-on-year nationally, for both non-CLA and CLA. • CLA in Nottingham varied slightly from this pattern, with a small reduction in the % in 2016/17 and a significant increase in the % in 2017/18. • The % of CLA pupils in Nottingham City reaching the expected standard in reading showed a significant increase last year (34% to 64%), with performance in 2017-18 being better than regional authorities, statistical neighbour and national CLA.

  22. Key Stage 2 Outcomes Data: • Performance in writing has increased year-on-year nationally, for both non-CLA and CLA. • CLA in Nottingham showed a similar increase in performance. • The % of CLA pupils in Nottingham City reaching the expected standard in writing showed a significant increase last year (37% to 55%), with performance in 2017-18 being better than regional, statistical neighbour and national CLA.

  23. Key Stage 2 Outcomes Data: • Performance in maths has increased year-on-year nationally, for both non-CLA and CLA, although CLA in Nottingham varied slightly from this pattern, with a reduction in the % in 2016/17 and a significant increase in the % in 2017/18. • The % of CLA pupils in Nottingham City reaching the expected standard in maths showed a significant increase last year (40% to 52%), with performance being better than regional, statistical neighbour and national CLA.

  24. Pupil Premium Plus • Increase in funding from 2018-19 year from £1900 for each CiC to £2300. • Termly allocations: £700, £800, £800 • Currently no top slicing. • Opportunities to apply for additional funding above the termly allocation. • Possible change to the way PPP funding administrated from the 2019-20 financial year (aligned to the ePEP).

  25. Personal Education Plans • The Nottingham City Virtual School currently uses a paper based Personal Education Plan (PEP) for its children in care. • Feedback from the latest Ofsted inspection indicated need for a more robust and efficient system for PEP completion. • Decision to no longer use the current paper-based PEP and move to an electronic PEP as a more thorough and efficient way of completing, monitoring, quality assuring and reporting PEP compliance.

  26. Personal Education Plans • Benefits of an ePEP • Schools, social workers, carers, children and the Virtual School can access the portal to complete and have dedicated areas within the portal. • Less onerous and clunky than the paper-based PEP. • Enables better oversight and tracking of educational outcomes. • Ability to quality assure and report on PEP quality more effectively.

  27. Personal Education Plans • Benefits of an ePEP • Ownership placed firmly with the relevant persons to ensure the PEP is completed accurately and fully. • Reporting of educational outcomes automated through the portal, so less time consuming and resource heavy for the Virtual School. • Ability to align Pupil Premium Plus Spend with the PEP.

  28. Designated Teacher training and Network • DT training: • Training and awareness raising in respect to the role and responsibilities of Designated Teachers in promoting and supporting the educational achievement of looked after children and previously looked after children. • Training in respect to Personal Education Plans, Pupil Premium Plus, school transitions, behaviour and exclusions, special educational needs and interventions and practices that support the educational achievement of looked after and previously looked after children.

  29. Designated Teacher training and Network • DT Network: • A network for Nottingham City Designated Teachers to support them in their duties to promote the educational achievement of looked after and previously looked after children. • Provides opportunities for sharing evidence-based good practice and information relating to the education of looked after and previously looked after children. • An opportunity for Designated Teachers to share their experiences and establish links with colleagues in similar roles.

  30. Designated Teacher training and Network • Dates DT Network: • Date 1: 9th October 2019 • Time: 1300-1600 • Venue: Jurys Inn, Nottingham • Date 2: 11th March 2020 • Time: 1300-1600 • Venue: Jurys Inn, Nottingham • Date 3: 17th June 2020 • Time: 1300-1600 • Venue: Jurys Inn, Nottingham

  31. Designated Teacher training and Network • Dates DT Training: • Date 1: 9th October 2019 • Time: 0930 - 1230 • Venue: Jurys Inn, Nottingham • Date 2: 11th March 2020 • Time: 0930 - 1230 • Venue: Jurys Inn, Nottingham • Date 3: 17th June 2020 • Time: 0930 - 1230 • Venue: Jurys Inn, Nottingham

  32. Designated Teacher training and Network • Booking: • Book onto training using the online training booking form at the following link: • https://www.snapsurveys.com/wh/s.asp?k=153777614931 • The above link is only accessible to Nottingham City schools and employees. Alternatively request an online booking form by emailing: • Virtualschool@nottinghamcity.gov.uk

  33. Questions or clarity?

  34. Staff Absence Management • Sarah-Joe Taylor • Liam Hadfield • https://staffabsencemanagement.co.uk/

  35. SEND Local Area Review • Sara-Jane Brighouse

  36. Special Educational Needs & Disabilities (SEND) Local Area Review Sara-Jane Brighouse – Project Manager Children’s Strategy & Improvement

  37. Aim: Recap Children & Families Act 2014 and SEND Reforms Summary of the Local Area Review Inspection Preparation What this means for schools

  38. Legislation - recap The Children & Families Act 2014 Introduced a series of reforms relating to special educational needs and/or disabilities Biggest change for SEN system in 30 years SEND Code of Practice 0-25 2014, update May 2015 Explains the legal requirements Sets out the duties of local authorities, health bodies, schools and colleges to provide for those with SEND under part 3 of the Children and Families Act 2014 The Reforms aim to: Improve outcomes for children and young people from birth to 25 years with SEND and their families by changes in the provision of services as well as greater involvement of their parents and carers over how their needs are met Inspection Framework & Handbook 2016 Ofsted and CQC jointly inspect local areas to see how well they fulfil their responsibilities for children and young people with special educational needs and/or disabilities

  39. SEND REFORMS CODE OF PRACTICE 2015 - overview • Improve outcomes for children and young people 0-25 and their families • Introduction of Education, Health & Care plan replaces SEN Statement • Replaced school action/plus with SEN Support • Requirement of a graduated response – continuum of support • Right to a Personal budget • Co-production – involve children, young people & families in decision making • Impartial mediation and advice • Information Advice Support (IASS) • Publish local offer of support and services – involve young people & families • Joint commissioning by Health and LA • Preparation for adulthood – good transition planning

  40. What this means for schools • Schools are a key partner in implementing the Reforms – doing this • Consultation with schools on the implementation of the SEND Reforms & L.A. processes to inform the development of the SEND Strategy & Priorities (2017-18) • Schools identified what’s working well and what needs improving • SEND Strategy launched Autumn 2018 • Key priorities for improving outcomes for children and young people and their families • 5 year action plan reviewed annually

  41. SEND Strategic Priorities 2018-2023 Action Plan • Supporting all schools and settings to be inclusive • Developing provision • Making transition easier • Promoting co-production with children, young people and their families • Improving links between agencies • Preparing for adulthood

  42. SEND Local Area Review

  43. SEND Local Area Review (LAR) - Inspection • Joint inspection - Ofsted & Care Quality Commission • ALL Local Areas inspected between 2016 – 2021 • Local Area inspection not just Local Authority - includes Health, Schools, Early Years settings, FE Providers, Social Care, Parents/Carers, Children & Young People • Term time, 5 working days notice, inspection takes place over 5 days • Implementation of SEND Reforms and how all partners are contributing and working together • Judgements on how all partners effectively: -Identify CYP with SEND -Assess and meet needs -Improve outcomes -Lead, govern and manage -Safeguarding • Journey from 2014 to now • JSNA and Strategy • Joint commissioning • Child and parent voice, co-production • *WEBINAR • Local Offer • Data and progress – improving outcomes • Published report – narrative not graded If provision deemed ineffective a written statement of action issued

  44. Local Area inspection preparation • SEND Accountability Board - Multi-agency • Self evaluation and summary • Improvement plan • Collation of data and evidence • Briefings to providers/partners • Links with regional partners • Regional and internal peer review process

  45. What this means for schools • Local Authority (L.A.) will contact ALL schools once notification of the inspection is received • Inspectors may choose to visit your school and wish to speak to your SENCo or other members of staff • You may be invited to take part in a focus group with the inspectors on a specific theme • Inspectors may invite children & young people from your school and parents & carers, to a meeting to talk with them about their views, wishes and feelings • If inspectors select your school for a visit, the L.A. will contact you with additional information & offer support

  46. Webinar Can you identify parents/carers that can take part in the webinar? How can parents/carers access the webinar? Can you support parents/carers to take part in the webinar? Can you host a webinar? L.A. proposing to do a survey for parents/carers

  47. In preparation for the webinar or meeting with the inspectors face to face, parents and carers may wish to consider the following questions: • Do you know about the Nottingham City Local Offer? Does it provide comprehensive information about the support and services available for your child in Nottingham City? How clear is the information? How useful is it for your child? • Whether your child is receiving support at SEN Support or has an Education, Health and Care Plan: How well do you feel that services – education, social care and health – have worked together to make sure that your child’s SEND was identified as soon as possible? • Do you feel that all services have a clear understanding of your child’s needs? If not, what are your concerns and how may they be addressed? • How effectively do you feel the local area is meeting the needs of your child? Is your child making progress with the support and provision in place? • How well did the services involve you and your child in identifying your child’s needs and in putting in place provision? • Do you feel that you and your child (where appropriate) were able to contribute to discussions and to decision-making? • If your child has an Education, health and care plan, did the local area meet the statutory timelines? Overall: What do you think are the strengths of your child’s provision? What do you think could be improved? How?

  48. LAR – Inspection Preparation • Are you aware of SEND strategy and key areas for development? • How do you keep up to date with information? • Do your processes for identification, provision and review for pupils with SEND reflect LA advice/national good practice?  • Do staff across your school understand the processes for SEND? • How well does your school involve pupils and parents in decision-making about the SEN support they require? • Your SEN Information report – is it up to date? • Are you familiar with the Local Offer and support available/accessed by your children with SEND? • Have members of your staff been involved in any of the strategic planning? • What are the outcomes for your pupils with SEND?

  49. SEND Local Offer Make sure you know where to access information and what’s on offer locally for children, young people and their families. You can access lots of information from the SEND Local Offer pages on www.asklion.co.uk/localoffer

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