Summer Term

Governor Briefing

16 and 17 June

2014

Department of Children’s Services

Education and SchoolsUpdate

Summer Term Governor Briefing

Monday 16 June Tuesday 17 June

Future House Eastwood Primary SchoolPaul Makin George McQueen

Assistant Director Assistant Director

Education and School Improvement Access and Inclusion

Department of Children’s Services

• Peer Review feedback

• Ofsted feedback

• Refresh of the school prioritisation process

• “Promoting Bradford District”

• Attendance results and how Governors can help encourage attendance

Overview

Peer Review feedback

• Overall Strengths– Relationships– Personnel / people– Open communications– A commitment to inclusivity– Data dashboards– Emerging capacity– Vision and aspiration at the most senior level

• Areas for Development– Bring corporate aspirations to life for headteachers– Joining up the system to ensure the clear pathway

of learning and achievement for children and young people

– Demonstrate impact– Further explore strategies to pick up pace– Evaluation the impact of spend / investment

Peer Review feedback

Ofsted feedback – February 2014

Children who need help and protection Requires Improvement

Children looked after and achieving permanence

Good

Adoption performance Good

Experiences and progress of care leavers

Good

Leadership, management and governance

Good

The effectiveness of the Local Safeguarding Children Board

Good

The overall judgement Requires Improvement

School Prioritisation Process

“Promoting Bradford District”

Attendance ResultsAutumn Term 2012 – Autumn Term 2013

• Primary attendance rose from 94.9% to 95.7% (+0.8%)Secondary attendance rose from 93.7% to 94.2% (+0.5%)

• The number of pupils with less than 85% attendance (persistent absence) in Bradford schools reduced by 776 in primary schools and by 1051 in secondary schools

• Attendance and persistent absence in Bradford primary and secondary schools remains below national and regional averages.

• Bradford’s levels of unauthorised absence remain higher than national averages. This is due to Bradford schools taking a firm line on challenging the reasons for absence provided by parents.

DfE Updated Guidance (April 2014)

‘Careers guidance and inspiration in Schools’: statutory guidance for governing bodies, school leaders and school staff

• Revised guidance reflects findings outlined in Ofsted review of first year of ‘duty’ on schools to secure independent careers guidance for all year 8-13 pupils.

• ‘Going in the right direction?’ (Sept 13) found that only 1 in 5 (60 schools visited) had ensured that all students received ‘sufficient information to consider a wide breadth of career possibilities.’

• Careers guidance given ‘a higher priority’ by inspectors since Sept 2013. How well a school delivers advice and guidance to all pupils is now taken into account when judging ‘leadership and management’.

• Revised guidance requires governing bodies to ensure that all pupils are provided with independent careers guidance from Year 8 to Year 13.

• Governors must ensure careers guidance:– Is presented in an impartial manner – Includes information on the range of education or training

options, including apprenticeships and other vocational pathways

– Is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given

• Governing body should provide ‘clear advice to the head teacher’ on which to base a strategy for advice and guidance, which is appropriately resourced and meets the school’s legal requirements.’

• This strategy should be ‘embedded within a clear framework linked to outcomes for pupils rather than an ad-hoc set of activities.’

• Revised guidance also emphasises the importance of:

– Links with employers, the importance of work experience, employer mentoring, links to the local labour market, opportunities to develop entrepreneurial skills 

– The importance of Maths and English and the STEM subjects and the need to encourage more girls to continue their studies in STEM subjects as they get older

The need for impartial CIAG that covers the full range of post-16 options. Schools are advised that they should give ‘… other providers who wish to do so the opportunity to inform pupils directly about what they offer.’

• Other related policy areas to consider (also covered in revised guidance):

– Full implementation of Raising the Participation Age (RPA) – (young people have a ‘duty’ to participate until 18th birthday)

– The provision of targeted support for vulnerable and disadvantaged young people (‘vulnerable to non-participation’)

– Requirements around information sharing with the LA (with emphasis on the importance the DfE’s published

‘Destination Measures’)

– The SEN Reforms and new legislation in Children and Families Act (e.g. phasing out of Statements of SEN, introduction of Education, Health and Care Plans, emphasis on ‘Preparing for Adulthood’ outcomes, etc.)

Working with the Virtual School

for Looked After

Children            

Linda Mason, Head of the Virtual School

• Legislative changes/Policy

• 2013 Performance

• Pupil Premium Plus

• Role of designated governor

Children and Family Act 2014

•Staying put - foster care until 21

•Virtual School Head Teacherduty to appoint an officer to promote educational achievement

Pupil Premium Plus•BSO bulletin (Conditions of Grant)•£1900 1 April 2014•LAC from day 1, adopted•Retained by VSH•VSH identified and agreed programme funding then given to schools•Passport to school £633 per term

Sept (on roll in May) December (Oct)

March (Jan)

•Accountability – DT/ VSH PEP, website

Bradford LAC PerformanceLatest Statistical First Release SFR December 2013:

Attainment KS1, KS2, KS4

SEN

Exclusions

Absence

LAC Return (SSDA903)

Emotional and behavioural health SDQ scores

Up to date health measures

Offending

Substance misuse

Headlines

• Poorer outcomes but improving over time

• GCSE results improving

• The attainment gap has reduced

• LAC still face significant challenges

Bradford

KS1 Level 2

Reading % Writing % Maths %

England LAC 69 61 71

Region LAC 68 67 67

Bradford LAC 67 59 63

All Bradford 83 80 87

Bradford

KS2

% achieving at least level 4

Maths Reading Writing GPS

England LAC 59 63 55 45

Region LAC 57 60 52 41

Bradford LAC 60 65 60 40

All Bradford 79 79 81 68

Bradford

KS4

% achieving

5 GCSEs A*- C

5 GCSEsA* - C inc En Ma

England LAC 36.6 15.3

Region LAC 38.0 14.1

Bradford LAC 37.0 7

All Bradford 83.4 53.0

Bradford

SEN Data

SEN without

StatementSEN with Statement

All SEN

England LAC 39.3 28.5 67.8

Region LAC 42.4 24.1 66.5

Bradford LAC * 41.1 21.5 62.7

All Bradford 17.32 1.9 19.32

Bradford

Exclusions

% children permanently

excluded

% children with at least one fixed term exclusion

England LAC 0.15 11.36

Region LAC 0 9.66

Bradford LAC 0 7.91

All Bradford 0.02 4.37

Bradford

Absence

% session lost due toAuthorised absence

Unauthorisedabsence Overall

absence

% of LAC persistent absentees

England LAC

3.3 1.1 4.4 5.0

Region LAC 3.0 1.0 4.0 4.2

Bradford LAC

2.8 0.9 3.8 3.1

All Bradford 3.9 1.8 5.7 5.8

Personal Education Plans

• No longer using EPEP

• ICS for PEPs

• BSO for Attendance, Attainment, Exclusions and SEN

ICS for PEPS• It will be the responsibility of the Social

Worker to complete the Personal Education Plan

• The targets can be completed when agreed at the PEP meeting

• The PEP will capture the child’s views• Social Workers will provide Designated

Teachers with a copy once completed

What should a good PEP include?

• Suitable Targets attainment and other

• Pupil Premium

• Educational Arrangements (provision, interventions)

• Development Needs

• The Child’s Views

Bradford Schools Online

• Attendance, Exclusions and SEN will be available to view through Bradford Schools online.

• Attainment is required to be inputted by designated teachers through BSO on a termly basis

Why?• Problems accessing EPEP

• To aggregate the data

• To track the attainment of LAC from KS1 to KS5

• Will hold live data

• Easy to identify where data has not been entered

Role of Governors

• Statutory Guidance due for refresh:• Statutory Framework• Role of governing body• Role of designated teacher in school, in

managing the PEP, relationship with other beyond school

Governors must:• ensure designated teacher undertakes

appropriate training

• consider and annual report from the designated teacher

• together with school leadership consider and act on issues raised so as to support the designated teacher and maximise impact of the role

10 Key Questions

1. Has the DT had appropriate training to carry out the role?

2. What arrangements are in place to allow DT time and resources to carry out the role?

3. How does SLT have oversight of this role and the progress of/issues for LAC?

4. How does the DT manage the PEP meetings?

5. How are staff informed about LAC?

Cont….6. What training have staff had about LAC?

7. How does the school support LAC who are new to the school?

8. How are additional resources (PPP) used to raise achievement?

9. Are there any school related issues that prevent LAC achieving?

10. What arrangements are in place that have contributed to successful provision and for the LAC to make good or better progress?

School Website• The amount of the school’s allocation from the

Pupil Premium Grant for the current academic year, and:

how it is intended that this will be spent AND

how the previous academic year’s allocation was spent, and the effect of this on the educational attainment of pupils for whom the funding was allocated

Any Questions?

Diversity and Cohesion: Education Service

for New Communities and Travellers:

June 14

Paul Johnson,Service Coordinator

The ____ ?

Their economy is in a mess. They can’t make money, they have no jobs at

home, so they come over here to mess up our economy and to take our jobs.

And why is there so much unemployment in their own country? Because they’re a lazy lot, who don’t

want to work.

Education Service for

New Communities and

Travellers

Works with families from many

of the groups who have

recently moved to the Bradford

District i.e.• Asylum Seekers• Refugees• Central and Eastern

European Migrant Workers

Education Service for New Communities and Travellers

Staffing1.0 Co-ordinator1.0 Access Leader2.5 EU Liaison Officers1.5 Refugee/Asylum Liaison Officers0.6 Teaching and Learning Leader1.5 Teaching and Learning Consultants0.8 AdministratorCasual Interpreters

National Legislation

Rights to EducationThe Education Act 1944, as amended by

the Education Act 1996, places Local Education Authorities under a duty to

make education available for all school aged children in their area, appropriate to their age, abilities and aptitudes. This duty extends to all children residing in

their area, whether permanently or temporarily.

Equality Act 20105th April 2011 the Public Sector Equality Duty (The Equality Duty) came into force. The three aims of the General duty are to:

• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act

• Advance equality of opportunity between groups who share a protected characteristic and those who do not.

• Foster good relationships between people who share a protected characteristic and those who do not.

School inspection handbook: Reference no: 120101: April 2014

Depending on the type of school, it may be relevant to pay particular attention to the achievement of:

• disabled pupils, and those who have special educational needs • those with protected characteristics, including Gypsy, Roma and Traveller children,

[1] as defined by the Equality Act 2010• boys • girls• the highest and lowest attainers• pupils for whom the pupil premium provides support, including: • looked after children[2] • pupils known to be eligible for free school meals – a school is unlikely to be judged

outstanding if these pupils are not making at least good progress • those attending alternative provision[3].

[1] Pupils with protected characteristics and other groups of pupils may include: pupils for whom English is an additional language; minority ethnic pupils; Gypsy Roma and Traveller children; lesbian, gay and bisexual pupils; transgender pupils; young carers; and other vulnerable groups.

Moral Compass?

We all have a responsibility to provide the best possible education for all children.

Bradford Context

The Bradford District has

had a significant minority

ethnic population since the

1960s and due to its industrial

heritage has had migration for

many years previously.

One of the most recent groups

of people to come to Bradford

are from Central and Eastern

Europe.

The majority of the

Migrant Worker families

coming to the Bradford

District originally came

from Slovakia, Poland

and the Czech Republic.

Changing Demographics?

Migrants from Pakistan were the largest group

coming into the Bradford in 2011.

Migration from Central and Eastern European

Countries e.g. Poland, Slovakia and the Czech

Republic in total exceeded the number from

Pakistan.

Increasing Numbers of Children and Young People?

Total numbers of pupils originally from Central and Eastern Europe on roll in Bradford District Schools

0501001502002503003504004505005506006507007508008509009501000105011001150120012501300135014001450150015501600165017001750180018501900195020002050210021502200225023002350240024502500255026002650270027502800285029002950300030503100315032003250

Academic Year

Nu

mb

er

of

Pu

pil

s

Primary

Secondary

Total

Where do EU Migrant Worker Families Live?

EU Migrant Worker Children/Young People by Postcode

0

100

200

300

400

500

BD1

BD2

B

D3 B

D4

BD5

B

D6 B

D7 B

D8

BD9

BD10

BD11

BD12

BD13

BD14

BD15

BD16

BD17

BD

18BD

20BD

21BD

22BD

23

Postcode

Num

ber o

f Ch

ildre

n/Yo

ung

Peop

le

Series1

New challenges for schools, colleges and settings:

• Communication/interpretation• Increased number of New to English pupils• Some children/young people living in poverty• Increased number of In Year admissions• Increasing need for awareness of the cultural

and socio economic background of the families.

Services Provided

• Support schools to develop the capacity to meet the needs of Gypsy Roma Travellers (BRTAP)

• Assist families to access schools/settings• Facilitate full attendance• Facilitate home school liaison• Provide advice to schools/settings and families.• Liaise with the range of statutory and voluntary

agencies with regard to the education and welfare of the Services client groups.

• Encourage the use of culturally relevant resources

As with other ethnic minority

children and young people

those from Central and

Eastern Europe enhance the

school community bringing

with them rich diverse

cultural heritages and helping

school communities to have

broadening horizons of the

world.

Questions/Discussion

Contact detailsEducation Service for New Communities and TravellersChildren’s ServicesFuture HouseBolling RoadBradford BD4 7EBT: 01274 385558M: 07582 109 140E:newcommunities.travellers@bradford.gov.uk© Bradford Education Service for New Communities and Travellers 2014

Family Learning

Pauline Thorpe, Team Leader (Community & Family

Learning)

Children’s Services, Future House

Family Learning

• Small team based in Future House

• Freelance tutors

• Engage parents to support their children

• Improve the home learning environment

• Embed English and/or maths in courses

Background• Funded by Business Innovation & Skills to

work with hard to reach parents in areas of multiple deprivation

• Range of engagement and progression activities/programmes to reach up to 1500 parents a year

• Change of focus, funding now comes under Community Learning – more responsive.

The Impact of Parental Involvement by Professor Charles Desforges with Alberto Abouchaar Research Report RR433 June 2003

“to close the social class achievement gap ….a very clear and consistent finding ……. is that parental involvement has a large and positive effect on the outcomes of schooling.

This effect is bigger than that of schooling itself. Research consistently shows that what parents do with their children at home is far more important to their achievement than their social class or level of education. It would seem that if the parenting involvement practices of most working class parents could be raised to the levels of the best working class parents in these terms, very significant advances in school achievement might reasonably be expected. This inference from research cannot be said too often. “

The Impact of Parental Involvement, Parental Support & Family Education on Pupil Achievements and Adjustment: A Literature Review.

Effects of parents v Effects of schools

Achievement Parents Effects of school

Age 7 29% 5%

Age 11 27% 21%

Age 16 14% 51%

From Sacker et al (2002)

What we do• Deliver a range of free courses to engage & progress parents &

children (BIS contract, parents have to meet the criteria to be eligible)

• Deliver courses and workshops under the Parents into Learning banner

• Discover and Learn Visits

• Early Words Together

• Talk English

• Nuffield Programme

• Families First

• Work in Sure Start centres out of area

Article from TES May 2014 reported on -

A key research paper, a 1996 meta-analysis of

39 US studies found that:• During the summer holidays, at best, students showed no

academic growth and at worst lost one to three months of learning. 

• Learning loss was greater in maths than in reading and disadvantaged students were disproportionately affected, losing about twice the ground of other pupils in reading.

 

• A more recent US study, published in 2007, followed people between the ages of 6 and 22.  The research team from John Hopkins University in Baltimore found that two-thirds of the reading gap between disadvantaged 13 year olds and their peers could be explained by summer learner loss.

What we do

• Discover & Learn Visits: – Aladdin (40 parents & children),

– Brassed Off (30 parents & children)

– War Horse (70 parents & children)

– Eureka (24 parents & children)

• Summer Programmes: Summer Reading and Creative Community

• Reading Café

Family Learning• Who needs to know about Family

Learning?

• Whole school approach

• Senior management team

• Governors

• Class teachers

• Parents and children

Family Learning Prospectus is on Bradford Schools Online:

bso.bradford.gov.uk > Parental Involvement > Family

Learning Team Email:

familylearning@bradford.gov.uk

Website:

http://bradfordschools.net/blog/familylearning/

Twitter:

https://twitter.com/FamilyLearns

Updates From School Governor

Service              

Useful websitesNew address for DfE:

https://www.gov.uk/government/organisations/department-for-education

DfE information and updates for different types of schools: https://www.gov.uk/government/collections/mandatory-and-useful-timelines-information-for-schools

Pupil premium information:

Https://www.gov.uk/government/publications/pupil-premium-grant-2014-to-2015-conditions-of-grant

NGA updates

• From summer 2015 half of all infant schools will have their KS1 assessments externally moderated, a greater proportion than currently

• Ofsted recommend to government mandatory training for governors – supported by NGA

• Ofsted pledged to visit any school across the country to follow up concerns about an unbalanced curriculum or governors abusing their powers.