Welcome to the Tri-borough

1. Welcome to the Tri-borough London Borough of Hammersmith and Fulham, Royal Borough of Kensington and Chelsea, City of Westminster

2. NQT Welcome • Borough characteristics and features • The induction process • Professional Development for NQTs • Sources of information and support

3. Tri-borough Working • There is one structure for School Standards across the three • boroughs • Andrew Christie is Director of Children's Services • Ian Heggs is the Director of Commissioning • Richard Stanley is the Assistant Director School Standards • Three Principal Lead Advisers with responsibilities across the three, • and specific responsibilities for a particular borough • Jenny Bax LBHF • Lucy Nutt RBKC • Richard Capel WCC

4. The Aims of Tri-borough Working • The vision of the Tri-borough Children’s Services programme is "combining services to tackle common problems, improve people's lives and make public money go further." • Tri-borough is an ambitious programme, pooling resources and expertise to pioneer new ways of delivering joined-up public services while saving the taxpayer £33.4 million by 2015/16. • Tri-borough is about improving lives and saving money. A shared youth service providing new opportunities for teenagers. A single adult service providing seamless care with our hospitals.

5. The local authorities areas • Are small but diverse and densely populated Boroughs; with contrasts in wealth and social mobility • Standards: key stage outcomes in our schools are among the highest across the country. • Across authorities, OfSTED inspections reflect that view in that 91% (H&F), 82% (K&C) and 86% (WCC) of our schools have received either a ‘good’ or ‘outstanding’ judgement from OfSTED (Summer 2013) compared with just 70% nationally in 2011/12. • Challenging profile Achievement is significant because of the schools’ population profile. • Privately educated: Around 30% of H&F and WCC resident children are educated privately, over 50% in K&C - and just 6% nationally (Spring 2013).

6. Local authority context - chart

7. Local authority context - data

8. Local authority context - chart

9. Tri Borough Population IDACI

10. Local authority context – IDACI

11. Over 100 languages spoken • At least 50% of our school population is bilingual • Range of need – new arrivals to advanced bilingual learners • Need to focus on attainment at higher levels (e.g. Level 3 at KS1, Level 5 at KS2) LBHF WCC RBKC • Somali • Arabic • Polish • Spanish • Albanian • Portuguese • French • Bengali • Persian • Urdu • Arabic • Spanish • Portuguese • Philipino • French • Somali • Italian • Albanian • Tigrinya • Farsi • Arabic • Bengali • Kurdish • Albanian • Somali • Portuguese • French • Persian • Spanish • Chinese • Schools will have a teacher responsible for EAL, who can provide guidance, this may be: • EAL Coordinator • Inclusion Coordinator/Manager • SENCO • Literacy Coordinator • a member of the senior leadership team • LBHF – EAL Adviser

12. Primary results 2013

13. Secondary results 2013

14. NQT to System Leadership • Start of career, beginning to work in the Tri-borough • Newly Qualified Teachers: teachers in the first years of their careers • Middle Leaders • Teachers beginning to take on leadership and management responsibilities, including heads of subject area, heads of year and subject co-ordinators • Established Leaders • Experienced leaders who are not planning to pursue opportunities for further responsibilities, including assistant and deputy headteachers • Entry to being a headteacher • Those aspiring to their first headship • New headteacher • Newly appointed first-time HT / Principals and those in their first three years of leading, to support and develop personal leadership development • Advanced Leaders • Experienced HT / Principals looking to further develop their professional qualities, skills and expertise in a variety of networks beyond the academy and begin to extend a range of leadership styles • Consultant / System Leaders and beyond • Experienced HT / Principals and other school leaders who are ready to further develop their facilitation, mentoring and coaching skills; understanding and leading the culture change required to develop system leadership

15. NQT Induction key features • NQT entitlements • Roles/responsibilities • Statutory guidance, monitoring progress against the Teachers’ Standards • Termly reviews and assessment reports, final decision about successful induction completion • NQT Professional Development

16. Starting as you mean to go on.....

17. Establishing Protocols ‘How we should operate in this classroom so that we can become successful learners’. Derrick Lowe September 2013 NQT

18. Teaching Standard 7A teacher must: Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary Derrick Lowe September 2013 NQT

19. Reflective Practice Derrick Lowe September 2013 NQT

20. Some useful resources • Behaviour Management Pocketbook: Peter Hook & Andy Vass • Pedagogy and Practice Teaching and Learning in Secondary Schools Units 18, 19 & 20 • Times Educational Supplement Pro Derrick Lowe September 2013 NQT

21. Teacher Support Network Helen Chambers

22. Congratulations! • Congratulations on the start of your new teaching career! • We know how excited you must be, but also a little apprehensive about what comes next • Don’t worry, you are not on your own and there are plenty of places that you can go to for help, support and advice • Teacher Support Network is one of these and is here for you throughout your career

23. Starting Out • Our Starting out guide for new teachersis a great place to start. Visit our website and read hints and tips on: • work relationships and fitting in • meeting the parents • looking after your voice • maintaining a good work-life balance

24. Pupil behaviour • For help with Managing pupil behaviourread our brand new practical guide. Here you will find information on: • low and high level disruption • your responses to poor behaviour • relationships with pupils • strategies to improve behaviour

25. Our services Money management Support Coaching Counselling Grants Information Signposting Online tools

26. NQT Training Provision • 2nd year of Bi-borough training • All courses led by experienced professionals working within the Bi-borough or London area • Course programme designed to reflect the needs of NQTs and has been developed in response to feedback • 95% + of courses rated good or outstanding

27. NQT Training Provision • The courses provided can be found online at…http://lms.rbkc.gov.uk/login/index.php • To book onto the courses contact Clare Sumpter Clare.Sumpter@rbkc.gov.uk

28. Good luck for an exciting and eventful year ahead!