education leadership forum 20 october 2015 welcome

EDUCATION LEADERSHIP FORUM

20 October 2015

WELCOME

Education Leadership Forum – 20 October 2015

1. Welcome and Introduction - Alison Alexander

2. 2014-15 School Results – David Scott

3. Early Help (EH) and New EH Hub – Ann Domeney and Alison Crossick

4. THRIVE Model for Wellbeing – Alison Crossick

5. Summary & Close

Education Performance

• Academic year 2014/15 - 1st Data Headlines

• Overall Picture

• Early Years Foundation Stage – Key Stage 5 : Analysis

• Attendance

• Questions

2015 Data - contextRBWM Education Data Pack – launched September 2013, 2nd Edition for 2014. 3rd Edition 2015 expect to publish April 2016. This will have school level data.

2014/15 - Headlines only at this point, RBWM vs National and Statistical Neighbours.

First ‘Official data’ now published - EYFS, KS4 and KS5 data released late last week (Statistical First Release - SFR).

Figures are provisional at this stage and have been published ahead of checking by schools - Final figures, which will incorporate any outstanding re-marks or other corrections, will be published later (some in December and others in January).

Overall Attainment at glance

EYFS

% achieving Good Level of Development (GLD)

In 2015:•RBWM 73.9% (up from 66% in 2014, 55% in 2013)

•National 66.3% (up from 60% in 2014, 52% in 2013)

•8th highest score in the country (15th in 2014)

•Outperforms all statistical neighbours (average 70.3%)

•Also positive – RBWM Gender Gap is closing now 12.7% (down from 15% in 2014)

Phonics% Meeting the required standard

In 2015 at end of Yr 1:•RBWM - 80% (up from 75% in 2014, 69% in 2013)

•National - 77% (up from 74% in 2014, 69% in 2013)

•Statistical Neighbours - 77% (up from 75% in 2014)

At end of Yr 2:•RBWM - 91% (up from 89 in 2014)

•National – 90% (up from 90%)

•Statistical neighbours – 92% (up from 89%)

Key Stage 1% achieving Level 2 or better

Reading

RBWM 92% (down from 93% in 2014, 93% in 2013)

National 91% (up from 90% in 2014, 89% in 2013)

Writing

RBWM 89% (down from 90% in 2014)

National 88% (up from 86% in 2014)

Maths

RBWM 94% (down from 96% in 2014)

National 93% (up from 92% in 2014)

National figures are catching up (1 point gap in 2015, 3+ point gap in 2014, 4+ point gap in 2013)

Key Stage 1

FSM / nonFSM Gaps 2013 - 2015

KS1 % L2+FSM Non-FSM Gap FSM Non-FSM Gap FSM Non-FSM Gap

RBWM 89 94 -6 85 94 -9 69 94 -25National 79 91 -12 80 92 -8 82 92 -10


RBWM 74 91 -17 74 91 -17 64 91 -27National 73 88 -15 75 89 -14 77 90 -13


RBWM 90 95 -5 91 97 -6 77 95 -18National 84 93 -9 85 94 -9 86 94 -8

2013 Reading 2014 Reading 2015 Reading

2013 Maths 2014 Maths 2015 Maths

2013 Writing 2014 Writing 2015 Writing

Key Stage 1

Increase in 2015 FSM / nonFSM Gaps?

•RBWM FSM cohort is just over 100 pupils (2nd smallest in country)•2015 FSM cohort included ALL Yr2 special school children (some dis-applied previously)•2015 FSM cohort had a 7% point increase in SEN children compared with 2014

•Estimated decrease in 2015 FSM results of approximately 13 % points – we need to do better

Key Stage 2

2014 2015

RBWM 82 (73) 82 (73)

Statistical Neighbours 80.3 (70.6) 82 (71.8)

SE Region 79 (67) 80 (70)

All State Funded Schools 78 (68) 80 (69)

% Gaining L4+ in Reading, Writing and Maths (L4B+)

• RBWM remains at 2014 level for both level 4+ and 4B+

• RBWM is above national, SE and statistical neighbours

• In 2015 – joint 31st nationally, compared to 17th last year

• Wokingham 85%, Bracknell 79 % West Berkshire 81%

• L4B or better – joint 23rd, compared to joint 9th last year

• L5+ - 29 compared to 30, joint 12th same as 2014.

Key Stage 2

2014 2015

RBWM 92 92

Statistical Neighbours 91.7 91.5

SE Region 91 91

All State Funded Schools 91 91

% Making Expected Progress in Reading

• RBWM remains at a slightly higher progress rate than national, SE and statistical neighbours in reading

• RBWM joint 44th in 2015 vs joint 40th in 2014• The decrease in range continues (only 11 % points 85-

96) so 1% change significantly alters LA positon

Key Stage 2

2014 2015

RBWM 91 92


SE Region 93 94


% Making Expected Progress in Writing (TA)

• RBWM remains 2% points lower than national, SE and statistical neighbours in writing (TA)

• RBWM joint 132nd in 2015 vs 134th in 2014• Range decreases 13% point gap 85-98%• Increase in writing progress has risen more sharply

since it became Teacher Assessed – why?

Key Stage 2

2014 2015

RBWM 89 88


SE Region 89 89


% Making Expected Progress in Maths

• RBWM is now 2% points lower than national, but only 1% point lower than our statistical neighbours in Maths

• Slight decrease means joint 113th in 2015 vs. 95th in 2014

• Range is decreasing now 80-95%

GCSE 20155 A*-C with Eng. and Maths

•64.0% of RBWM pupils achieved A* to C in at least five GCSEs, including English and Maths - above last year (62.3%) and well above the national average of 56.1%. This puts the Royal Borough at 13th highest LA out of 150.

•RBWM is 2% higher than 2014 - while national remained flat (YOY)Progress

•77.4% of Royal Borough pupils made expected progress in English, well above the national figure of 71.4% and just above last year’s 77.1%

•74.8% of Royal Borough pupils made expected progress in Maths, well above the national figure of 67.8% and above last years figure of 72.0%

EBacc

•RBWM entered 43.8% of their pupils for all the Ebacc subjects, above the national average of 38.7%.

•The Ebacc was attained by 29.4% of the Royal Borough pupils, above

the national average of 24.0%. RBWM ranked 27th highest LA.

This is good for our Borough as a whole – Next challenge is to close the

gap between our best results and our weakest.

(S)

Post 16 2015 All Level 3

•93.3% of students achieved at least two substantive level 3 qualifications (A levels or other comparable sized academic or vocational qualifications) passes at grade A* to E in Royal Borough schools, above the 88.3% for the state-funded sector.

•RBWM ranked equal 19th highest LA on this measure.

• The average point score per entry at level 3 expressed as a grade was C, the same as the national average

• RBWM points per entry was 208 just below the national score of 212

A- Level

• Not such a good overall picture

• 9.6% of RBWM students achieved 3 A levels at AAB including at least two facilitating subjects. This is below the national state funded figure of 11.5%

• Last year we did better 13% vs National of 12%. 2014 was a good year, our performance in 2015 is similar to 2013.

Education Performance

Questions?

Link between pupil health and wellbeing and attainment

• Pupils with better emotional wellbeing at age seven had a value-added Key Stage 2 score 2.46 points higher than pupils with poorer emotional wellbeing.

• Social and emotional competencies have been found to be a more significant

determinant of academic attainment than IQ.

• An 11% boost in results in standardised achievement tests has been linked to school programmes that directly improve pupils’ social and emotional learning.

• Whole-school approaches to social and emotional learning, universally implemented for all pupils, strongly correlate with higher attainment.

• Pupils who are bullied at age 14 have significantly lower GCSE scores at age 16.

• Parental engagement has a beneficial impact on children’s educational outcomes

Brooks, F (2014)

A briefing for head teachers, governors and staff in education settings. PHE Crown: London

Social Characteristics of Prisoners

General Population Prisoners

Ran away from Home as a child

11 (all)

47 50(male) (female)

Excluded from School 2(all)

49 50 (male) (female)

No Qualifications 15(all)


Suffer two or more mental disorders

5 2 (male) (female)


Psychotic disorder 0.5 0.6(male) (female)

7 14(male) (female)

Drug use in the previous year

13 8(male) (female)


Hazardous drinking 38 15(male) (female)


Source: Prison Reform Trust Social Enterprise Unit

Early Help

Principles of Early Help

Ann Domeney

Integrated working

• Needed to improve outcomes for children.

• Requires a shared framework for how we assess and review progress.

• Where children and young people experience difficulties at home or school, the challenge is to get the right help to them as early as possible to stop problems escalating.

• Good early intervention and prevention is dependant on frontline staff picking up and responding in a planned and integrated way with other services working with a family.

What is early help?

• Children receiving the right help at the right time.

• The sooner needs are identified and action taken, the greater the chance that positive change will take place.

• All practitioners who come into contact with children will respond when they see a child not making the progress expected and will ensure they support a family to access services that will improve outcomes.

The case for early help• Need to demystify the language - important to avoid

using professional jargon.

• Between 20-30% of children will at some stage require additional support.

• When additional support is planned and delivered in an integrated way across all services, it will lead to –

-improved outcomes for child, young person and family

-improved standards through increased accountability and integration.

-better safeguarding through early identification and promotion of welfare.

The local picture in RBWM

• We are re- aligning and working hard to improve the join up of services.

• Indicators of need across four levels informs discussion and planning- the “thresholds”.

• Early Help advisors are working well as part of the next stage.

• We are strengthening the development of Early Help Hubs.

Volumes and Needs

Thresholds

• Sets out the four levels of need for children and young people.

• Provides shared terminology and language for use by all professionals working with a family to describe their needs.

• The levels of needs inform discussion and planning between services and agencies about the kind of support required.

Thresholds

THREE CASE STUDIES

Case Studies

• On your table, discuss the three case studies which outline key details about three cases.

• Where does each case sit in relation to our thresholds

• Why have you decided on your answers

• Write down the key factors you have identified that helped you decide on what level of support is most appropriate

• Place post-it notes on the three Case Sheets at the front

Now aged 26, Emma says

Once I began to be groomed,

it was already too late. If somebody

had told me earlier, helped me to

see it wasn’t normal for an older

man to like me, it might have been

very different.

Thirteen-year-old Emma was a happy child from a

loving family when a group of 14 year old

boys she met at a shopping centre

introduced her to a group of 18 year olds,

who then introduced her to a charismatic older man. He plied her with

gifts and drinks, gained her trust and admiration.

Emma was being groomed. Her behaviour at school deteriorated, she was permanently

excluded andover the next 3 years was

controlled by this man and sold for sex.

Why Early Help is so Important

Early Help

Hub

&

THRIVE

ModelAlison CrossickService Lead - Psychology, Wellbeing & Schools Support

Early Help Hub

RBWM Panels and Hubs

• Education, Health & Care Panel

• Fair Access Panel

• Early Help Hub

• Multi Agency Safeguarding Hub

NOYES

Universal school/early years support

Outcome measures suggest child/young person’s needs not being met

Single intervention discussed and agreed

directly with child & family

Complex needs requiring multi-agency involvement

Refer directly into one service only

Outcome measures suggest additional or

different involvement may be required

Request for Involvement(Early Help Hub) form

completed

Unclear which service will be most appropriate to meet the child and family

needs

Has an Early Help Assessment form been completed?

YES

Complete Child In Need

meeting

Complete Early Help

Assessment

Complete Team Around the

Child meeting

Is there Social Care

involvement?

Early Help Hub

MASH

EARLY HELP HUB

CAMHS MASH

• New solution agreed from universal or school support• Intervention offered through a Hub service• Signpost outside of Hub• Further assessment required

THRIVE Model

THRIVE Model

Prevention &

Promotion

Signposting, Self-management & one off contact

Risk management

& crisis response

Evidence based interventions, goal focused

outcomes

Extensive

treatment

Benefits of the new THRIVE model

• Promotes joint decision making with young people and families.

• Matches the needs to the best intervention available.

• Removes the tiered CAMHS model of service provision.

• Help can be received from more than one quadrant at the same time.

• Clear outcomes and dates are agreed at the start.

• If the right progress is not made, a new plan will be agreed.

• A child or young person can move between quandrants depending on needs & wishes.

Coping

RBWM Services:• Psychology & Wellbeing• Youth Service• Family Support – parenting programmes• Drug & Alcohol Action Team (DAAT

RBWM Commissioned Services:• Family Friends• Shine (Autism Support service)• Berkshire Autistic Society• The DASH Charity• Young Carers

MindEd is a free online resource for adults to help them to identify and understand the needs of children and young people with mental health issues (funded by the Department of Health).

Getting help

RBWM Services:• Psychological Wellbeing Practitioners (October 2015)• IAPT(Improving Access to Psychological Therapies) Trainees• Educational Psychologists• Assistant Psychologists• Intensive Family Project Therapists• Drug & Alcohol Action Team (DAAT)

RBWM Commissioned Services: • Counselling Service

Person centred School based solution-focused interventions

• Family Friends PICADA programme

Getting help - Interventions

•Cognitive behavioural therapy approaches

•Multi-family groups

•Routine Outcome Measures

•Behavioural activation

•Evidenced based Parenting groups

•Family therapy

•Play therapy

•Nurture groups

•Evidence based group progammes e.g. Friends for Life

New Support Servicefor Mental Health & Emotional Wellbeing

What it will be:

A service for our school population for pupils unlikely to meet CAMHS thresholds

What it will offer:•Workshops for pupils to reduce the stigma around mental health•Training to schools•Advice around mental health concerns•Parenting support linked to mental health & wellbeing concerns•Assessments for mental health & emotional wellbeing •Interventions that are timely, outcome focused, evidence based•Support for step up and step down to other services

When to access additional services?

Who is most concerned?

Are you clear what the needs are?

Has the school/early years put appropriate support in place?

Have you discussed with young person and family?

YES

YESAre other services involved?

YES

YES NO

Is a CAF/Early Help Assessment in place?

YES

Request more helpvia Early Help Hub

Use the information about services to request

involvement from a specific service that matches needs

STILL NOT SURE?

Where to find the THRIVE document

Go to RBWM Local offer

Drop down box ‘local offer’

Click on ‘Health’

Click on the ‘Related links’ titled:

Overview of Services to Support Children and Young People’s Mental Health & Wellbeing

Or use the web link:

http://directory.rbwm.gov.uk/kb5/rbwm/directory/service.page?

id=tnSC-VvLGqQ&familieschannel=3b

education leadership forum 20 october 2015 welcome

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