Headteachers’ Breakfast Briefing 31 January 2018 Phil Leivers

1. Headteachers’ Breakfast Briefing 31 January 2018 Phil Leivers Assistant Director Learning & Skills

2. Update on LA Staffing • DfE Consultation on QTS and Career Progression • LA Contextual Data • Ofsted Short Inspections • SEND Area Inspection

3. Solihull Education Improvement Service Head of Service (currently vacant) Team Manager for Education Improvement Clair McNeill Education Safeguarding Lead Lorraine Lord Education Improvement Adviser Early Years Lisa Morris Education Improvement Adviser Governor Services Health & Well being Natasha Chamberlain Education Improvement Adviser Maths and Moderation Donna Wright Education Improvement Adviser English Susan Hickerton (currently on maternity leave) EAL Team Advisory Teacher Helen Rowe LACES Team Virtual Headteacher Alecia Oliver-Adams Early Years Advisers Jayne Draper Wendy Hillier Rachel Painter (currently on maternity leave) Vicki Watson Governor Services Schools Forum Administration Team Leader (currently vacant) School Information Officer Natasha Cooke Administrator (currently vacant) Administrator Lesley Bartlett Administrator Kim Sherlock Administrator Fiona Catton

4. Strengthening Qualified Teacher Status (QTS) and Improving Career Progression for Teachers • DfE consultation about supporting teachers and ensuring the right structures are in place at the beginning of a teacher’s career, improving access to high-quality professional development and improving progression opportunities for all teachers throughout their careers. • 15 December 2017 – 9 March 2018

5. An extended induction period with QTS awarded at the end. • Development of a structured early career content framework setting out what all teachers need to know and areas for development. • A stronger mentoring provision for new teachers. • Expansion of professional qualifications to include specialisms to promote specialist career pathways.

6. A range of options to help embed a culture of continuing professional development, building on work already underway. • A pilot fund for work-related sabbaticals.

7. An extended induction period with QTS awarded at the end

8. Do you agree that the QTS assessment should be conducted internally and be independently verified by an appropriate body? • The appropriate body has the main quality assurance role within the induction process. This includes ensuring that headteachers/principals are meeting their responsibilities in respect of providing a suitable post for induction; that the monitoring, support, assessment and guidance procedures in place are fair and appropriate; and making the final decision on whether the NQT’s performance against the relevant standards is satisfactory. The appropriate body should also, as local capacity, resources and agreements allow, provide guidance, support and assistance with NQTs’ induction programmes; and provide assistance and advice with training for induction tutors.

9. Post-QTS: Professional Qualifications

10. Ofsted Status of Schools • 92% of Primary Schools are good or outstanding • 77% of Secondary Schools are good or outstanding • 80% of Special Schools are good or outstanding • 100% of PRUs are good or outstanding

11. LA Context • 178 children educated at home • 77 pupils in a PRU • Primary attendance Dec 2017 94.2% • Secondary attendance Dec 2017 92.2% • NEET Year 12 and 13 Dec 2017 3.1% 151

12. 3 permanent Primary exclusions • 29 permanent Secondary exclusions • 1 permanent Special School exclusion • 48 Primary pupils with 1 or more fixed term exclusions • 352 Secondary pupils with 1 or more fixed term exclusions • 13 Special School pupils with 1 or more fixed term exclusions

13. Number of Children SEN/ECHP Plans 1552 • 112 statements still to be converted by 31 March 2018 • 145 under assessment • 3.0% of the Solihull school population have a Statement of Special Educational Needs or an Education Health & Care Plan (EHC). • 11.9% of the school population have special educational needs but no statement of EHC. • SEND school attendance is at 92% (Marginally under the national rate of 94%) in 2014 – 2015, 92% in 2015 - 2016 and 91% in 2016 - 2017 within Primary Schools.

14. Secondary schools is under the National average of 93%. For Solihull pupils with SEN this was 89% in 2014-2015 and 2015 – 2016 and 87% in 2016 – 2017. • Our SEND school attendance in special schools has been in line with the national average at 91% in 2014 – 2015 and 2015 – 2016 and 92% in 2016 – 2017. • Exclusions of pupils with Special Educational Needs from Mainstream Schools are higher than the national average. • Ofsted identified that too many pupils with Special Educational Needs were not attending school full time.

15. Ofsted Short Inspections Update Phil Leivers Assistant Director Learning & Skills

16. Short Ofsted Inspections Update

17. Short Ofsted Inspections Update • Outcome 1 • the school continues to be a good school (or an outstanding school for outstanding specials, PRUs or nurseries).

18. Short Ofsted Inspections Update • Outcome 2 • for good mainstream schools: the lead inspector has gathered evidence that suggests the school may be inadequate in one or more of the graded judgements under section 5 inspections; there are serious concerns about safeguarding, pupils’ behaviour or the quality of education; there are concerns that the school may be inadequate in one or more of the graded judgements under section 5 inspections. For outstanding special schools, PRUs or nurseries: the LI thinks the school may require improvement. The short inspection will be converted to a section 5 inspection, usually within 48 hours

19. Short Ofsted Inspections Update • Outcome 3 • the lead inspector is not satisfied that the school would receive at least its current grade if a section 5 inspection were carried out now. The school will be informed that its next inspection will be a section 5 inspection, which will typically take place within one to two years. Note that for outstanding special schools, PRUs and nurseries (‘non-exempt’ schools) outcome 3 applies if the LI thinks the school may be judged to be good and not remain at outstanding if a section 5 were carried out now

20. Short Ofsted Inspections Update • Outcome 4 • the school remains good and there is sufficient evidence of improved performance to suggest that the school may be judged outstanding if it received a section 5 inspectionnow. The school will be informed that its next inspection will be a section 5 inspection, which will typically take place within one to two years.

21. Financial Inclusion Training for Schools Neil Hetherington Barclays Financial Services

35. Email Threat Protection David Butt Information Manager - SMBC

36. Children’s Services Referral Form Adam Birchall Principal Social Worker

37. New Referral Form • MASH Review • Consultation via LSCB Practitioner events / electronic feedback / Specific forums • Streamlined approach to 4 services • Engage • Children’s Social Work Services • SEND Social Care Team • Youth Offending Preventative Services

38. What’s Changed? • Questions about consent and information sharing are now more explicit in line with the GDPR requirements • There are hyperlinks to information Sharing and the Threshold document on the LSCB website • There are hyperlinks to the practitioners’ toolbox to help with decision-making • There is now the functionality to add multiple siblings to a child • Similarly, there is the option to add in important / significant adults • Inclusion of a Signs of Safety section asking what’s working well, what practitioners are worried about and the impact for the child/ren and family • Inclusion of Engage and Youth Offending Services in the referral process to help practitioners get the appropriate support at the right time

39. https://eservices-test.solihull.gov.uk/ChildrensSocialWorkServiceReferralTest/https://eservices-test.solihull.gov.uk/ChildrensSocialWorkServiceReferralTest/

40. SEND Ofsted Inspection Update Phil Leivers Assistant Director Learning & Skills

41. LA SEND InspectionStrengths • The local area’s special educational needs and/or disabilities (SEND) strategy is up to date and contains a clear vision. • Leaders are aware of their strengths and weaknesses. Progress in implementing the reforms has speeded up significantly since January 2017. • There is good practice across the local area but it is important that shared plans, underpinned by sound strategies, secure the further improvements that are still required.

42. LA SEND InspectionStrengths • Solihull recently restructured services for SEND and now has a co-located SEND 0 to 25 service. This has brought together specialist early help, sensory services, educational psychology, SEND social care for children and young people and education, health and care planning. • Head of service for SEND 0 to 25 has been in post since February 2017 and every team, apart from educational psychology, now has permanent managers.

43. LA SEND Inspection for improvement • Many systems and structures that are in place are very new. Consequently, they are not embedded and they are yet to have a marked impact on improving aspects of the local area’s provision. • Systems for consulting with parents and strategic co-production of plans to improve local services are underdeveloped. Professionals from the local area have tried to keep parents involve4d in planning provision in Solihull. However, the previous parent carer forum disbanded and this has hindered communication. Parents can raise concerns and, at times, they are communicated with effectively. However, a number of parents told inspectors that they are unable to influence improvements and some believe that their concerns have not been addressed.

44. LA SEND Inspection for improvement • Education, health and care (EHC) plans vary in quality and often do not contain relevant information about health or care. • Academic outcomes are improving but pupils who have special educational needs and/or disabilities make slower progress from their starting points than all pupils nationally and other pupils in Solihull. • Too many pupils who have special education needs and/or disabilities do not attend school on a full-time basis. Levels of absence, persistent absence and exclusions are too high for pupils who have special educational needs and/or disabilities in the local area. A high proportion of pupils who have special educational needs and/or disabilities who attend mainstream settings are excluded from school.

45. LA SEND Inspection for improvement • Although improving, there is a lack of suitable local education provision for pupils who have an autistic spectrum disorder (ASD). • Progress in identifying and meeting the speech, language and communication needs of children and young people in education settings is slow. Too many children are also waiting for assessment by an occupational therapist in Solihull.

46. Since the inspection • The development of a shared action plan. The SEND Board met on 10 January 2018. Following the Board meeting officers will complete the plan which will then be shared widely with providers and stakeholders. • The reformation and development of the Parent and Carers Forum (PCF). This reformation has been supported by ‘Contact’ (formerly Contact a Family) who have facilitated three meetings to date between the newly formed PCF and the Head of Service SEND 0-25. • A co-production strategy is being developed and will support the integration of the PCF in future service planning and development. • Visit of Department for Education SEND adviser 5 January 2018 to the local authority. This was a routine termly visit but the agenda focussed on reviewing the draft action plan and evidence of statement conversions to meet end of March deadline.

47. Since the inspection • A full review of specialist provision within the Borough is currently underway. A forecasting model has been developed which will better enable officers to plan for the increasing demand for places in specialist provision This work will support the development of a SEND commissioning strategy for the Borough which will outline how the Council will meet this increasing demand. • One focus of this commissioning strategy will be to work in partnership with our Special School Headteachers to explore ways to create specialist provision outside of special school sites, through relocation of existing provision or creation of new provision within mainstream or post 16 settings. • The review of provision has also identified the increasing need for the development of ASD provision. For the majority of pupils diagnosed with ASD their needs can be met within a mainstream school setting. In order to support this a programme of Autism Education Trust (AET) accredited training to all staff in every Solihull school has been put in place.

48. Since the inspection • For those pupils that cannot have their needs met within a mainstream school the Council is investing in new ASD provision across the Borough. Two primary ASD Additionally Resourced Provisions (ARP) will be open later this year located at Dickens Heath Primary School and Windy Arbor Primary School each catering for up to 14 pupils. The Secondary ASD ARP at Alderbrook School is already operational but will relocate into bespoke accommodation for September 2018. When fully established it will cater for up to 30 pupils. • Although the creation of these ARPs will go some way to meeting the growing need for ASD specialist provision within the Borough further work and provision will be required. Options around the requirements for more ASD ARPs, particularly for secondary age pupils in North Solihull and the potential for an ASD Free School are currently being explored.