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Join the Chairs Briefing for Oldham Governor Support Service on Wednesday, January 17, 2018 at The Honeywell Centre. Get information and advice from Gerri Barry, the Information and Advice Service Manager. Don't miss it!
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Chairs Briefing MeetingOldham Governor Support Service Gerri Barry Information and Advice Service Manager The Honeywell Centre Wednesday 17 January 2018
Inspiring Governance • Inspiring Governance – Join the 250,000 • Watch the video: • https://www.youtube.com/watch?v=Oc9U_oR_ERM
Welcome and introductionsClerks Briefing • Gerri BarryInformation and Advice Service Manager PASSWORD PROTECTED WEBPAGES www.oldham.gov.uk/chairsofgovernors www.oldham.gov.uk/linkgovernor
A – Z Navigation
New Governor Webpage www.oldham.gov.uk/governors Chairs Briefing report can be found here www.oldham.gov.uk/ chairsofgovernors
Spring Term Governing Body Agenda • Gerri Barry Information and Advice Service Manager • Andy Collinge Head of Education Support Services
Inspiring Governance – Advertise here! • https://inspiringgovernance.org • www.inspiringthefuture.org
The BIG Push 2018!!Forms and Information to collect this term • SEND website compliance and good practice • Competency Framework for Governance – Lead Governors • Governor Contact Details Form • Governor Database Information Form • Governors Skills Audit and Matrix • Prevent online training • DBS checks
School Mental Health Services and Schools Link Programme • This programme is a ground-breaking initiative to help Clinical Commissioning Groups (CCGs), other service providers and Local Authorities work together with schools and colleges to provide timely mental health support to children and young people. • It works to empower professionals and support staff by brokering contact, sharing expertise and developing a joint vision for children and young peoples’ mental health and emotional wellbeing in each locality. • Mental health leads from participating schools and colleges will attend two day-long workshops alongside mental health professionals to facilitate joint working and share best practice.
School Mental Health Services and Schools Link Programme • There will be two different one-day workshops (9.30-4pm) facilitated by Anna Freud staff 6-8 weeks apart. • These workshops will be attended by schools and colleges, and professionals from a range of services which advise and support children and young peoples’ mental and emotional health and wellbeing. We will have 3 cohorts of 20 schools/college representatives plus the same number of health professionals in each cohort on the following dates: • If your school/college is interested in participating in the programme, or for more information, please contact Elaine Machinby email or phone - Tel: 0161 770 4550, email: elaine.machin@oldham.gov.uk by Monday 12th February 2018. • Places will be limited to one per school or college (both workshops must be attended by the same nominated lead).
SEND – School Website Compliancy • Missing SEND information on school websites Good practice Compliance
SEND: Useful questions you should find the answer to:- • Mainstream schools • how many pupils in your school have SEND? • how many pupils have EHC plans or statements of special educational needs? • how many staff have a particular role in relation to SEND? • how much money the school gets for pupils with SEND and how is it spent? • Special Schools • In special schools, all the pupils will have either EHC plan or a statement of special education need – but the school still has a duty to ensure the needs of all the pupils are met. • What not to do: • A SEND governor should not assess the quality of the SEND provision in their school, the role is a strategic role • A SEND governor should not speak to teachers directly about the progress of children and young people with SEND, their contact should be with the SENCO. • A SEND governor should not attempt to deal with complaints from parents, encourage them to speak to the Headteacher first.
SEND Local Offer http://pointoldham.co.uk • Schools are being reminded to prioritise updating their SEND information and policies on their own websites. • Schools are also requested to add onto their websites (those who haven't already) useful links/logos to key information for parents to access. www.iassoldham.co.uk www.oldham.gov.uk/fis www.oldham.gov.uk/localoffer
Governor Skills Audit and Matrix • Completed Matrix for your school – please send your collated copy to gbsupport@oldham.gov.uk • Ofsted will expect to see these completed at the start of a school inspection • Individual Governor NGA Skills Audit form • www.oldham.gov.uk/downloads/file/4820/individual_governor_nga_skills_audit • Collated Governing Body Skills Audit Matrix • www.oldham.gov.uk/downloads/file/4821/collated_gb_skills_audit_matrix • Access both forms through the friendly link below • www.oldham.gov.uk/governordocuments
Competency Framework for Governance Pathway – Draft Document • Developed by the North West Co-ordinators of Governor Support (NWCOGS). • Aims to assist governors/trustees in developing the knowledge competencies identified in the DFE Competency Framework during their first term of Office. • Identifies key aspects required from induction through to being a more experienced governor. • Launched early 2018!
Feedback from the NCOGS Governor Conference – Oct/Nov 2017 • Questions to governors by Senior HMI – Stephen McMullan
Governor Information Cleanse and Update • This term we will be continuing to update the governor database and fill out all the gaps. • Chairs are asked to support the Clerks to collect the missing information. • We are also asking to update information on the Chair’s day job so that we hopefully signpost and access addditional training through the Oldham Business Leaders Network across Greater Manchester.
A Competency Framework for Governance • To date, the following number of governors have been nominated as lead governors in specific areas: • Suggested relevant training has been signposted to these governors Vacant lead governor responsibilities must be filled this term
Local Authority Items for Information • Schools Forum • Governors are asked to receive and note the summary papers outlining discussions held at the meetings of the Schools Forum held during last term on 13 September and 29 November 2017. • ‘Sexual violence and sexual harassment between children in schools and colleges’ - New advice from the DfE (December 2017) - The guidance covers: • what sexual violence and harassment is • schools’ and colleges’ legal responsibilities • a whole school or college approach to safeguarding and child protection • how to respond to reports of sexual violence and sexual harassment https://www.gov.uk/government/publications/sexual-violence-and-sexual-harassment-between-children-in-schools-and-colleges
Courtesy calls for New Governors • Please let your new governors know that… • The Governors Service, as well as sending out an induction pack to new governors, would like to make a quick courtesy call to new governors to say ‘Hello’ and talk them through the governor database.
Andy CollingeHead of Education Support Services Chair of Governors Briefing 17 January 2018
LA Support Staff Terms and Conditions • Changes have not been agreed with Trade Unions, however they can still be considered by governing bodies. • Agenda item on Spring term governing body meeting. • Proposed changes to be implemented by Sept 2018 include: • Revised car mileage scheme. • Changes to overtime payments to plain time. • Removal of two days extra holiday for no sickness absence • Salary protection scheme down from two years to one year • Final decision rests with Individual Governing Bodies.
General Data Protection Regulation (GDPR) • Effective from 25 May 2018 • Agenda item on Spring term governing body meeting. • Discussions at Primary Headteacher's re: SLA • Majority of schools have access training via Yew Tree School • Check list to be issued to schools re: GDPR • Roll out training for governors on GDPR in conjunction with the Information Governance Service (IGS).
Data protection – New Legislation – Key Links • New legislations comes into place in May 2018 • Webinar that provides useful information • https://www.brownejacobson.com/education/training-and-resources/training-videos/2017/09/how-to-implement-gdpr-in-your-school-hear-from-dai-durbridge-and-helena-wootton • Preparing for the GDPR - 12-steps to take now • Information Commissioners Office https://ico.org.uk/for-organisations/data-protection-reform/ • European Data Protection http://ec.europa.eu/justice/data-protection/reform/index_en.htm
Key Education Priorities Overview of priorities and challenges for the Education & Early Years Service 2017-2018Andrew SutherlandDirector of Education and Early Years Chairs of Governors Briefing 17 January 2018
Structure of presentation • Context and background to the service challenges in 2017-2018. • Performance in 2017 compared to 2016 across all areas of the service. • Action in 2018 moving all schools to good/outstanding. • Summary of successes/challenges and next steps • Questions.
Oldham’s Schools Objectives • To achieve the objective of all Oldham schools being good or outstanding by 2020 we need all schools to be focused on the priorities below: • Outstanding and consistent classroom teaching • Outstanding leadership at all levels of the school which challenges, supports, and collaborates effectively on how to improve their school • Effective use of data and intelligence to ensure leaders really know their school • A culture and ethos in school that aims for high attainment and refuses to accept second best • Excellent transition experiences at early years to primary/primary to secondary; and secondary to post 16 education. • A curriculum that meets the needs of all pupils and which builds skills as well as knowledge.
Attainment Gaps • Compared to national gaps, in Early Years we see significant issues with the development level of children with English as an additional language, above and beyond what is expected nationally. Influenced by 1000 international new arrivals per annum
Prevalence of Disability and Special Educational Need (SEN) • There are 6033 (14% of total school population) with disability and special educational needs (SEND). This figure has reduced significantly from 7754 (19% of the total school population) in 2011– although the complexity of need has increased. • There are 4868 pupils on SEN support in Oldham; equal to 11% of the total school population. This is lower than the England average of 11.6%.
Prevalence of Disability and Special Educational Needs (SEN) • Number of children and young people with EHC Plans 1764
Children achieving a ‘GLD’ by the end of reception SEN Support & EHCP • Improvement in early identification of children with SEND with resulting increase in numbers receiving SEN Support • Number of EHC plans issued for children in the 0-4 age range reflects increasing complexity of need • Reduction in GLD scores for the SEN cohort in Oldham reflects the complexity of need
Looked After Children with SEND • There are 518 LAC, 66 have a special educational need and 26 have a recorded disability. • Approximately 17% of school aged LAC have an EHC plan which is higher than the national average • The number of care leavers with an EHC plan has increased since April 16
By Key Stage 2… • Most attainment gaps are less than would be expected. • For Bangladeshi pupils, however, progress does not yet meet expectations. By Key Stage 4 however this differential is less marked.
Key Stage 4 • By Key Stage 4 the group that brings the most challenge to improved attainment in Oldham is the population of white working class males. • They represent the biggest single factor in explaining the dip below national average. • This is a relatively consistent pattern over time.
Skill levels are one of the most important determinants of socio-economic outcomes. Skills are not only an important route out of poverty for individuals, but a key driver of economic prosperity. Unfortunately Oldham has traditionally had a weak skills base, which is a legacy of generations of manual employment. This has resulted in residents finding it difficult to enter new growth sectors over recent years. • While Oldham has continued to improve attainment rates across the borough, adult skill levels still remain a concern. There are a higher proportion of residents with no qualifications and fewer residents holding degree level qualifications compared to GM and national averages. Source: ONS – Annual Population Survey 2016
Ofsted judgements • Ofsted judgements of overall effectivenessare consistently above average at Primary level. • Secondary judgments are less reliable over time: a tranche of “Inadequate” schools have recently moved to “Good”, but this still leaves Oldham with significant challenges
Performance and Analysis Challenges • On average Oldham’s children start school at a lower level of development than most of the rest of the UK. Key factors:- • High deprivation. • Above average numbers of children with English not their first language. • International new arrivals – nearly 1000 a year on average with little or no English on arrival. • Under previous measures Key Stage 2 outcomes were a strength. Under new curriculum and assessment model, 2016 onwards, Oldham’s performance has not matched previous standards. • Pupils in Oldham make below average progress at secondary school, by the time they take their GCSEs, attainment is below the England average, all be it improving. • There are a higher proportion of residents with no qualifications and fewer residents with degree level qualifications compared to GM and national averages.
Performance and Analysis Challenges Affecting Performance • Secondary fixed exclusions present a mixed picture, permanent exclusions are significantly and consistently above the national rate, and usually more than twice that rate • Whilst overall pupil absence rates have been falling in recent years, in line with the national trend, unauthorised absence has increased for both primary and secondary schools • An increasing school age population that is creating pressure on school places • The number of international new arrivals coming into schools who already working in challenging circumstances and are at or above capacity • Lack of capacity and skill set to produce and quality assure effective EHC Plans • Lack of present capacity of the school improvement team to take responsibility for leading and quality assuring SEND outcomes
Performance and Analysis Challenges • Although there are green shoots in performance in Oldham continued work requires to be done to reach national standards: • The proportion of children achieving the EYFSP standard has increased by 23% between 2013 and 2017, so 64% of young people are now school ready when they start school*. Whilst the improvement trend is better than national, it is still 7% behind national figures. • Young people left Primary Schools in 2017 with better levels of Reading, Writing & Maths than in 2016, however the performance of pupil groups varied. Overall achievement is still 6ppts below national. • Progress in Secondary Schools has seen marked improvement from 2016 to 2017. Progress 8 for all pupils has improved by 0.17 and for disadvantaged pupils by 0.36, resulting in the gap between the two reducing by 0.19.
Summary of Issues • The proportion of schools judged good or outstanding has risen from 74% in Jan 2014 to 86% in November 2017. This is due to an improvement in the figures for secondary schools and stable figures for primary schools, and brings the borough in line with national averages. • Outcomes for children and young people remain too low. Un-validated returns for 2017 indicate improved outcomes at all key stages and against statistical neighbours, however standards will remain below national averages. • This difference between Ofsted judgements and overall outcomes is explained by the good progress that is being made by children & young people from their starting points in many primary and secondary schools. Conversely, the starkly low starting points of many children in Early Years is inhibiting their trajectory to achievement in line with their peers across the nation at KS1, 2 and 4.
Action in the Early Years 2017-2018 • Action to put a comprehensive Early Years programme is in place. A significant element of this is implementation of Oldham’s Right Start model which is aligned to the GM Early Years programme. • The Early Years programme focuses on: • improving speech, language and communication and literacy • improving personal, social and emotional development • improving maternal mental health • parenting support, including improving the home learning environment • enhancing physical activity • securing high quality early education • strengthening leadership and management • Impact of the work across services to improve school readiness at age 5 is evident in the increase of children reaching the national good level of development measure (GLD). For example: • In 2017 the (GLD) increased by 3% to 64% compared to a national rise of 2% points to 71% • Across all key learning and emotional and wellbeing areas, the number of children reaching the expected level or above has increased from 55% in 2013 to 72% compared to an increase from 65.4% to 79% nationally • There has been an improvement in the number of children reaching the expected level or above across all early learning goals in the personal, social and emotional development area of learning from 66% in 2013 to 77.9% in 2017 compared to a national improvement from 76.3% to 85.2%.
Action in Schools and Academies 2017-2018 The Councilstrategy for school improvement is enhancing the local school-led system through the Oldham Education Partnership and separating this aspect of school improvement from the Council’s and MAT’s functions of overview and intervention in schools causing concern. Indications from inspection reports, external review and outcomes in 2017 are that the strategy is having a positive effect on education in Oldham, as follows: Overview: 97% of schools and academies now share their data/intelligence and participate in the school improvement programme. The service and the MATs are resourcing school improvement action through a blended model involving School Improvement Partners and Peer/MAT reviews. System Leadership: We have in place a ‘Schools Causing Concern Index’. It is shared with schools and analysed by the School Improvement Group, who ensure that support is put in place. This has included commissioning school to school support for Schools Causing Concern, directing work-hubs onto targeted themes and commissioning support from areas of good practice within the authority. Intelligence gathering led to the ‘School Oldham’ improvement plan for 2017-18 which has clear priorities including: • Literacy (particularly boys), • Leadership, • Curriculum development • Safeguarding.
Examples of school improvement challenge in secondary schools and academies Action Specific support and intervention in four weak secondary schools: • Supported the Interim Executive Board at Failsworth School with people and resource leading to positive impact on outcomes and enabling the school to join the CO-OP MAT; • Re-established the Interim Executive Board at Royton & Crompton School to drive improvements in leadership and management and safeguarding, and enable the school to join the EACT MAT; • Collaborated with the RSC to close GM University Training College (UTC) and managed the logistical challenges created by closure of Collective Spirit Free School. Impact • MATs with recognised track records are responsible for school improvement at Failsworth and Royton & Crompton. • A greater proportion of students are in Good or Outstanding Secondary Schools. • Key stage 4 attainment improved with achievement of a good grade in both English and Maths (4+ or C+) rising from 56% in 2016 to 59% in 2017. • Key stage 4 progress improved with P8 rising from -0.34 in 2016 to -0.2 in 2017.
