Spring Headteacher Briefing - Updates on TeachFirst, Ofsted Pilot Inspection, LAR, and more

1. Welcome to the Spring Headteacher Briefing7th February 2019 Thursday 4th October 2018

2. Agenda • Welcome – Nick Lee • TeachFirst – Siobhan Keddie & Kirsty Ryan • Ofsted Pilot Inspection – Rebecca Gittins • LAR Update – Janine Walker • Update Inc. department developments – Nick Lee • Trade Union – Sheena Wheatley, NEU • Information and other developments – Pat Whitby

3. TeachFirst • Siobhan Keddie & Kirsty Ryan

4. Teach First Partnership Siobhan Keddie School Partnerships Lead (Primary & Early Years)

5. Teach First’s vision and mission Our vision No child’s educational success is limited by their background. Our mission Transforming education with great teachers and leaders.

6. Our Next Chapter Getting more great teachers in the schools where they’re needed most. Support school leadership so our teachers and pupils thrive. Support schools with strong networks and a positive policy environment.

7. Partnership Opportunities Partner Organisations Leading Together Leadership Development Programme (ITT)

8. Partner Organisations

9. The Brilliant Club ‘The Scholars Programme’- The Brilliant Club recruit, train and place doctoral and postdoctoral researchers in schools to deliver programmes of university-style tutorials, which are supplemented by two university trips. It is designed to emulate the learning that students experience at highly-selective universities.

10. Jamie’s Farm Work with vulnerable students in inner city schools on the verge of exclusionor with low attendance. They provide a unique combination of ‘farming, family and therapy’ through an intensive week on working farms, and a robust follow-up programme back in school. The aim is to re-engage children with educational life, and enable them to fulfil their potential.

11. Boromi Boromi are on a mission to support the learning that goes on outside of school by empowering families to connect, talk and play together at home.They provide nurseries and schools a library of ‘Boromi boxes’ that are free for families to borrow, take home and explore together. Each term these boxes are exchanged, keeping the learning adventures inside fresh and engaging.

12. Leading Together

13. The Leadership Development Programme? (LDP) • The Leadership Development Programme is a two-year, school based teacher training programme. • Participants complete a two-year PGDE qualification (which is worth 120 masters level credits) alongside their QTS and NQT training in their employment school. • Following this, participants have the option to take up the Teach First Masters and/or work towards an NPQ.

14. What is our impact? Our teacher training was rated ‘Outstanding’ by Ofsted in 41 out of 48 categories in our most recent inspection. Teach First alumni are 7x more likely to hold senior leadership positions in schools. 89% of the East Midlands 2017 cohort achieved a grade 1 at QTS. 97% of current partner head teachers would recommend the programme to other schools.

15. What do our head teachers say about the programme? “Teach First participants make a huge difference. They are eager to learn, they have high standards and a real professional outlook.” "A very well run organisation with exceptional support for participants as well as a strong ethical base.” “We have been wholly satisfied with all areas of this programme and our school is much the richer for this partnership.” ‘

16. Kirsty Ryan Principal, Glenbrook Primary School, Bilborough

17. Next Steps If you would like to be placed on the reserve list for Leading Together, contact me ASAP. If you are interested in employing an LDP trainee in Primary or Early Years, contact me to arrange a partnership meeting (we will be taking requests between now and May). If you are interested in finding out more about our partner organisations, contact me for access to the school portal or a direct introduction. Skeddie@teachfirst.org.uk 07703431410

19. Ofsted – Pilot Inspection Feedback • Rebecca Gittins

20. Ofsted Pilot InspectionJanuary 2019 Rebecca Gittins- Welbeck Primary School

21. Timeline: • Phone call mid morning approximately 10am • Lead inspector arrives on site, on the same day at 12.30pm • Meeting with HT on school context and changes since previous inspection • Documents requested: Map of the school, Staff list, School timetables, SDP, SEF, Governors Structure • Other documents requested: Pupil Premium spending/impact reports, PE and Sports grant, Safeguarding and Behaviour policies, parental questionnaires

22. Timeline: • 1-3.30pm Lead inspector read documents in separate office (told these would be electronic in new framework) • 3.30pm Rough timetable for first day shared with SLT - Planned interviews with key staff -Time of lesson observations given but not what -Pupil voice groups requested -Governors and SIA details requested to speak/come to school

23. Day One: • Arrived on site at 8am • 10 minute tour of school looking at layout • Any staff vulnerable? Likely to be off? • 8.30-10am Quality of Education interview with HT/DHT

24. Quality of Education: INTENT,IMPLEMENTATION,IMPACT • Curriculum vision-English/Maths/Foundation/Topic • If you were a new teacher-where would you start with planning the curriculum? • Planning of all subjects • Progress of all subjects-knowledge or skills based? • School strengths-how do you know? • Long data talk-focus on progress NOT attainment • What will we see in lessons? • Preparing children for next stage

25. Interview -Curriculum inclusivity with HT • How do you ensure PP, SEN and EAL access the curriculum? • PP Strategy, Funding and impact-wanted specific funding • SEN- EHCP and HLN funding and impact • EAL policy and strategies

26. Interview: Personal Development with DHT • School’s vision for personal development • How do we ensure each child’s cultural capital? -how do we prepare children to be successful in life? • SMSC provision • Health and well being provision • Mental Health-what do we provide? • Gifted and Talented provision • Extra curricular provision • Learning walk to see SMSC in action/environment

27. Lesson Observations: • Equal amount of time dedicated to teaching and learning of Foundation subjects as Maths and English • Discussion with class teacher and pupils with books after observations Learning Walk: • Tour of school to see evidence of all foundation subjects • Is SMSC evident on display?

28. Safeguarding: • Policy checked including Keeping Children safe updates • Checked training logs including annual refresher, safer recruitment training, Prevent/CSE/FGM updates and weekly agenda items • Random files selected and checked CP,CIN and other • Concern log checked-date selected and file read to see process • Safeguarding team minutes checked

29. Interviews:Behaviour and AttitudesEYFS, Maths and English Leaders6 Staff members Governors x 2SIAParental questionnaires viewedAny questions?

30. Ofsted Inspection Framework Ofsted launches a consultation on proposals for changes to the education inspection framework • Consultation proposals on how Ofsted inspects schools, early years settings and further education and skills providers, to take effect from September 2019. Ofsted inspection handbooks: drafts for consultation Proposed inspection handbooks for early years, maintained schools and academies, non-association independent schools and further education and skills. Education inspection framework: overview of research This paper presents the research evidence underpinning Ofsted’s proposed education inspection framework

31. Local Area Review & Send Strategy • Janine Walker

32. Nottingham City SEND Local Area Review (LAR)Strategic Overview

33. Local Area Review Evidence how well Local Areas are implementing the SEND Reforms legislation and changes, as well as evaluate the general quality of their SEND offer. Involves a wide range of stakeholders and agencies, (local authority, schools, Futures, clinical commissioning groups, public health, social care and parent carer forum) Joint inspection Ofsted and Care Quality Commission (CQC) using inspection framework and handbook issued April 2016 Inspections are due to take place from 2016 through to 2021. Local Areas will have a five-day notice period and the inspection will last for 5 days. (Notify Mondays) The inspectors will follow the journey of children and young people who have SEND and their families, and will visit a variety of settings, which will include early years, education, health and social care settings. Outcome letter providing a narrative to summarise areas of strength and areas of development.(There will not be a graded judgement.)

34. Key messages – outcome letters Leadership and management – opening statement on all outcome letters Joint commissioning arrangements Outcomes and destination SEN Support Access to SALT Health Visitor 2 year review Early years Transition arrangements into adulthood and independence Autism Local Offer Parents carers co-production

35. Preparation & Planning Self assessment Summary SEF -overview to be shared with all partners Action plan – Link to SEF and SEND Strategy priorities Performance and data Introductory presentation – portfolio holder and local area senior leaders joint set up presentation, first day of LAR Evidence library – update Roles and responsibilities of Accountability Board members – identify reps for focus group / visits and prepare briefings to speak with inspectors

36. Self assessment - Strengths Education Health Care plans – timescales and process, improve quality /support Good quality local provision - very few young people educated out of areas as a result of their SEND Whole Life Disability – quote from safeguarding report positive Personal Budgets Routes to Inclusion –SEN Support graduated response early stages good uptake from primaries and secondaries keen to adopt CAMHS – Strong self-evaluation and very strong data.

37. Self assessment - Areas of development Exclusions- SEN SUPPORT higher than national average. Work planned to address PEX & FEX. R2i and evidence based approaches, clear expectations on schools for a graduated approach. Exclusions appear to be reducing this year Joint commissioninginc. therapeutic interventions OT, SALT KS4 & KS5outcomes and destinations – data not good nationally Preparing for Adulthood – Plans for Employment opportunities, SEN Support (Life Chances & YEI funding), Supported Living Parent Carer Genuine Partnerships Virtual School

38. What does this mean for schools Know the children and families well Ensure all case records and evidence of progress is up to date Understand how your data analysis is supporting your planning Be able to show evidence of impact and outcomes (real focus on SEN support) Be able to show evidence of the child or young person’s voice and involvement We will let all schools know as soon as we get the call!

39. Update including Department Developments Nick Lee

40. Schools Forum Vacancies • 2 vacancies for primary academy representatives, effective from next meeting on 30 April • Duration of membership - 3 years • Vacancies are open to both Heads and Governors • Colleagues may put themselves forward or be nominated by somebody else • Nominations, stating name, current role and email contact should be sent to the Clerk of the Forum at phil.wye@nottinghamcity.gov.uk by Friday 15th February • In the case of an election (if more applicants than vacancies) candidates to prepare short brief on reasons for standing. Election held end of February • Members are expected to attend up to 6 meetings per year at Loxley House (next full meeting scheduled for 30 April) • A balanced representation of providers is recommended and encouraged (DLT and LEAD Trusts are already represented)

41. Identifying schools for improvement support consultation The proposals in this DfE consultation relate to a support offer to help improve a school’s educational performance. DfE wants a clear and simple way of identifying schools that are showing signs of needing educational support. Our proposal is that all schools judged as Requires Improvement by Ofsted will be eligible for support and that schools with two consecutive Requires Improvement judgements will be eligible for more intensive support.

42. https://www.gov.uk/government/consultations/identifying-schools-for-support?utm_source=19829286-aa5f-4418-aeca-ac6aa0c7bfd5&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediatehttps://www.gov.uk/government/consultations/identifying-schools-for-support?utm_source=19829286-aa5f-4418-aeca-ac6aa0c7bfd5&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate Consultation closes midday 25th March

43. Ambitious – Literacy Campaign

44. Ambitious for every child • City Council campaign to focus on literacy: 28 January to 18 March • Link between reading and future success with key aims: • Encourage children and families to read more • Increase footfall in libraries • Increase Literacy Volunteers • Increase awareness and donations to Dolly Parton’s Imagination Library • Partnership: National Literacy Trust, Read On Nottingham, Small Steps Big Changes, UNESCO City of Literature

45. How schools can get involved • 1. The Big Monster Hunt • Activity sheets delivered to City primary schools w/c 28 January 2019 • Children to take the sheets into libraries to find hidden monster words to make a sentence • Children to bring completed sheets back to school by 1 March 2019 • Primary with the most will win a prize of books for their school library to be presented on World Book Day on 7 March 2019. • Campaign resources will be on the schools extranet (look out for Scene)

46. How schools can get involved • 2. The Big Reading Challenge • Cllr David Mellen will read to 5,000 children in 50 days to raise £5,000 for the Imagination Library from 28 January to 18 March 2019 • Schools are being approached to host Cllr Mellen to read to children to help him meet his target – could your primary be one of those? • Please email dolly9to5@nottinghamcity.gov.uk to arrange

47. Targeted Family Support for Schools

48. Targeted Support in School Offer • Targeted Family Support managers will contact the Head Teachers in your schools about the targeted support within school offer. Managers: Ben Thurley, Lisa Ash, Trudy Sanders, Sandra Oakley-Goodall. • Each school in the city will have a named Family Support Worker from the Targeted Family Support Team and contact details for all the teams in the city. • Named Family Support Workers will attend your school once a term, over 3 terms, to discuss their most concerning children. • NB: Targeted support within school does not replace the schools Safeguarding Procedures and referrals requiring an immediate response.

49. Pay Award 2019 – 2020 • Schools non-teaching pay award

50. 2019-20 Pay Award proposals: Re-cap of proposals • The Pay Award for 2019-20 has been agreed nationally, with pay increases of up to 7% at grades A/B, up to 4% at C/D/E and 2% from F onwards. • In addition to this, the national award has re-aligned the pay spines, with the following changes: • Less pay points at grades A - C • Extra pay points at grades D – F (1 at D, 3 at E, 1 at F) • A general re-numbering of the pay spine to include these changes, numbered 1 to 43. • The rationale for this is to create a fairer, more standardised pay structure with a consistent gap between pay points