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Governor Partnership Meetings. June 2011. A G E N D A. Welcome Governor Association Business Children Services Vision and Priorities; Relationship with Schools Briefing on the new draft Ofsted Framework Briefing in ICT broadband provision and the roll out of VLE

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a g e n d a



Governor Association Business

Children Services Vision and Priorities; Relationship with Schools

Briefing on the new draft Ofsted Framework

Briefing in ICT broadband provision and the roll out of VLE

Briefing on The Green Paper: Support and Aspiration: a new approach to Special Educational Needs

June 2011


Integrated Delivery

“Building and retaining links with parents and local communities is integral to raising aspirations and ambitions for children in outstanding schools. Evidence suggests that parental engagement outstrips every other single factor...

In the most effective schools, there is evidence of positive relationships both within and outside the school. A key indicator for school effectiveness relates to schools maximising the use of local integrated children’s services”

“The world of work is changing... Organisations are having to adapt to a changing world...private and public sectors face a tougher world – one in which they are judged more harshly than before on their effectiveness”

Charles Handy : The Age of Unreason


“Every child in every part of the county should achieve their potential”

  • Early Intervention & Prevention
    • Strong universal services, providing early action and intensive support to vulnerable children and young people
  • Safeguarding & Best Start in Life
    • Ensuring children are safe in every environment
    • Encouraging community responsibility
  • Aspiration & Wellbeing
    • Ensuring all those working with children champion the importance of aspiration
    • Develop self esteem, self belief and resilience in all children, young people and their families
Principles continued:
  • Learning & Achievement
    • All children being the best they can be
    • Closing the gap between vulnerable groups and children living in disadvantaged communities
  • Best Use of Resources
    • Integrating delivery with a focus on outcomes, life chances and opportunities
    • Effective use of resources to provide better services locally
    • Empower communities, creating opportunities for them to engage

Changes to our locality structure


Team around the Child arrangements

Multi-Agency Group


Success of preventative services since 2007

Move to single delivery team

7 provider localities to 3:

North Kesteven/Lincoln (John Scott)

East/West Lindsey (Jennie Thornton)

South Kesteven/South Holland/Boston (Sal Thirlway)

locality team
Locality Team





advantages locality team structure
Advantages: Locality Team Structure

More seamless service

Range of resources to meet need

Continuity for child/family

Development single assessment tool: CIN, CP, LAC, TAC: “priority given to process” (Munro 8.4)

Information sharing: single database

Efficiencies of scale

Additional support for schools/agencies

Workforce development

team around child arrangements formerly caf
Team Around Child Arrangements (formerly CAF)

5,204 CAF’s initiated since April 2007

31/04/2011: 1,975 active TAC’s

Change of terminology

Lead Professional:

Education 59%

Health 20%

Children’s Services 21%

current arrangements
Current Arrangements

Administered through CSC

CAF administrators record log, set up initial meeting, send out minutes

These posts are not continuing.

new arrangements for team around the child tac
New Arrangements for Team around the Child (TAC)

Change in terminology

Professional who initiates TAC self administers

Sends TAC to CSC – pass to locality team

Calls first TAC meeting

Acts as Lead Professional (LP) for first meeting (until LP appointed)

Responsible for minutes

Ensure locality team informed of closure

Children’s Services support co-ordinators

multi agency group mag
Multi-Agency Group (MAG)

Locality based weekly meeting

Senior Staff (across agencies) in attendance

Ensures locality resources unlocked

Ensures problems are resolved

Role of Professional Advisor (Ex SIPS)

Support for schools: locality team Managers/Principal Practitioners/Multi-Agency Group/Professional Advisor

Local school leaders: 2x locality, refine approach to family support/safeguarding

changing role of the sip
Changing Role of the SIP
  • Education Bill removed duty on LA to provide SIP
  • LCC to continue to provide support, challenge and monitoring function to schools under the 2005 Act
  • Some functions will be discontinue where we expect new guidance, for example the discontinuation of Heads PM

(Note: Until the Bill becomes Law and the new guidance is issued we can not be precise about this area of activity)

  • The title SIP has a specific set of responsibilities so the new role will be called Professional Adviser for Schools (PAfS)
  • Key new role will be to enhance and improve relationships between locality teams and schools to ensure appropriate and focused service from the locality are in place to support children and meet their needs

Professional Adviser for Schools (PAfS)

  • All schools can expect a core entitlement of activity from the PAfS, although there will be increased activity based on level of vulnerability of the school. The core entitlement will be:
  • Support to evaluate attainment and achievement
  • Support to monitor evaluation of progress against agreed priorities, including paired learning walks and brokering support
  • Support in the identification of improvement priorities
  • Evaluation of SEND provision and key variations in performance between groups of pupils linked to strategies to narrow the gap
  • Evaluation of the effectiveness of the CAF/TAC in supporting vulnerable children and working with locality based staff help to resolve school based issues
  • Support for Ofsted inspections and Headteacher recruitment as and when needed
what do we know
What do we know?
  • What can you expect from us?
  • A self evaluation guide.
  • An updated QA handbook for middle leaders.
  • SSE support.
  • Much more emphasis on lesson observation and on pupils’ perceptions/experiences.
  • No requirement for lesson plans.
  • Change in progress indicators.
  • On-line SEF removed and no SEF format for guidance.
  • Key areas: Achievement, Teaching, Behaviour and Safety, Leadership and Management.
  • The overall effectiveness judgement will take account of SMSC.
  • Attainment-actual outcomes compared to national averages – may shift over time! The floor standard will be important for some schools.
  • Progress-CVA out.
  • Progress in English and mathematics Progress in subjects.
  • Narrowing gaps-FSM/pupil premium, SEND, boys/girls etc
  • Learning and progress in lessons- access to learning (reading, writing)
2011 performance tables key stage 41
2011 performance tablesKEY STAGE 4
  • For continuity, 5+A*-C (or equivalent) including English and maths will be prominent in 2011, accompanied by Best 8 VA.
  • Composition of “the Basics” yet to be determined pending impact of Wolf:
    • English and maths?
    • English, maths and 2 science?
    • To replace 5+A*-C (or equiv) inc E&M?
    • Or will 5+A*-C (or equiv) inc E&M continue with improved equivalences?
    • More on Wolf later ….
    • Will publish more on EBacc:
    • VA for each subject area.
    • No single overall EBacc VA because can reward poor entry patterns.


Att.on entry


3 level progress





18% -2




38% -2




44% -6




35% -7




62% -6




82% -3




61% -8




83% -1





English 35 students out of 215 did not make the expected progress (so 84% did)

quality of teaching
Qualityof teaching
  • Similar to current schedule and obvious link between achievement and the learning and progress evident in lessons.
  • Looking for evidence that subject specific skills are taught.
  • Looking for evidence that independent learning skills are encouraged.
  • Emphasis on “communication” skills – literacy (reading and writing).
  • Assessment remaining a key focus- feedback, challenge and support.
  • Expect more work scrutiny/more in-depth discussion with pupils to assess learning in lessons and the impact of assessment on their learning.
behaviour and safety
Behaviour and safety
  • First hand evidence of behaviour in lessons and around the school.
  • Pupils’ views actively sought: “ Freedom from bullying”
  • Attendance: impression that this may be evaluated on site – does the school’s attendance figure tally with attendance in lessons, is attendance peculiar?
  • Punctuality
leadership and management overall effectiveness
Leadership and management, Overall Effectiveness
  • Ambition (for achievement)
  • An improvement culture-teaching, CPD
  • Accurate self-evaluation
  • Safeguarding
  • Capacity to improve
  • AND: curriculum, partnerships, engagement with parents, equal opportunity.
  • Overall effectiveness
  • All 4 key areas and SMSC
the governments case for change
The Governments Case for Change
  • Around two million children and young people identified as having a special educational need or who are disabled;
  • Their life outcomes are disproportionately poor;
  • Post-16, young people with SEN are more than twice as likely to be not in education, employment or training (NEET) as those without;
  • They can feel frustrated by a lack of the right help at school or from other services;
  • Children’s support needs can be identified late;
  • Parents say the system is bureaucratic, bewildering and adversarial; and
  • Parents have limited choices about the best schools and care.
the governments vision
The Governments Vision

A radically different system that:

The Green Paper proposes:

A new approach to identifying SEN

Supports better life outcomes for young people

A single assessment process and ‘Education, Health and Care Plan’

A local offer of all services available

Gives parents more confidence by giving them control

Parents to have option of a personal budget by 2014

Giving parents a real choice of school

Transfers power to front line professionals and to local communities

Greater independence to the assessment of children’s needs

sen numbers in lincolnshire schools taken from school census january 2011
SEN Numbers in Lincolnshire Schools (Taken from School Census January 2011)

This does not include data from Academies, as this is recorded separately from the School Census.

current work streams actions
Current Work Streams / Actions
  • Modernising the Additional Needs Central Team.
  • Colleagues with the Additional Needs Service have engaged in preparatory work to respond to the 59 Questions.
  • School SENCOs and Headteachers have been consulted.
  • Children & Adult Social Care are in the process of contributing.
  • Health colleagues are contributing.

Children will be encouraged take up a variety of challenges linked to the Olympic & Paralympic values below. They will record their efforts in a legacy log.

To be launched on 23rd June 2011 at


Live and Learn like a Champion

As well as the route being announced the application to be one of the 8,000 torchbearers also starts today. (120 needed for Lincolnshire)

Do you know someone truly inspirational? This is your chance to give them their moment to shine. You have until 29 June 2011 to nominate them to be a London 2012 Olympic Torchbearer... and don't forget, you can nominate more than one person. DATE 29thJune

The Olympic Torch will be visiting Lincolnshire on 27th/28th June 2012 and will be overnight in Lincoln on the 27th.

If schools wish to take part in this event then they have to be signed up to the GETSET network. This can be done via an online application. Schools must be part of the network to take part. For more information;

For more information contact

Stuart Allison or Jo Wright 07919167621 07818533488

Schools who are part of the GETSET Network have access to free Games tickets as well as school based resources for teachers.