Termly Letter to Lambeth Headteachers from the Director, Education, Learning and Skills

Termly letter to Lambeth Headteachers from the Director, Education, Learning and Skills

Autumn 2015 9 .

To Headteachers All Lambeth Schools/AEPs

September 4th 2015

Dear Colleagues

Welcome back to the Autumn Term 2015. I hope the summer break has been refreshing and very enjoyable! Please find in this covering letter an update on local matters with the attached appendix giving more detailed information on school related issues which I hope will be helpful to you. As many of you are aware, Education, Learning and Skills (ELS) includes the following services: school improvement, the Lambeth Virtual School for Looked After Children; School Place Planning; SEND; Inclusion; Education Psychology; School Admissions; Libraries, Arts and Archives; Adult Learning and Apprenticeships, Governor Services, Schools’ Research and Statistics and Schools’ Traded Services. Information from these teams will be reflected in this letter or the accompanying appendix where appropriate.

Welcome to New and Acting Headteachers and Heads of School:

At the end of the Summer Term a number of secondary Headteachers left Lambeth and we wish them well. John Conway left as headteacher of La Retraite to work abroad: Dominic Malins is currently Acting Headteacher; we also said farewell to Hyder Dastiger who retired from London Nautical and we welcome Neil McGregor who is Acting Headteacher. Lesley Morrison, the long- serving Headteacher at St. Martin in the Fields retired as did Jan Stogdon, Headteacher for many years at The Michael Tippett School. Beverley Stanislaus has been appointed headteacher at St Martin’s and Marilyn Ross to The Michael Tippett. Dan Cundy has taken up the post of principal at the South Bank Engineering UTC.

Julaine Hedman, Headteacher of St. Mark’s CE Primary School also retired in July and the school has now entered into a Federation with Archbishop Tenison CE School. Sola Ingram has been appointed as Head of School at St. Mark’s with Liz Simms as Executive Headteacher of the Federation. Cathy Davis was appointed Headteacher at St. Anne’s RC Primary from April after Morgan Williams left to lead a school in Romford. Jan Bennett was appointed Headteacher of Effra Early Years Centre last term and Adam Hickman is Head of School at Ashmole. Andrea Parker is the new headteacher at Bonneville following Julie Hillman’s departure. The new Head of School at Jessop is Phil Mercer, with Andrew Chaplin part-time Acting co-Head at Walnut Tree Walk as Jeanne Carabine moves to part-time headship at the school. Sir Greg Martin has left his post as Executive Headteacher at Durand Academy and Mark McLaughlin is now Acting Executive Headteacher.

We welcome you all to your new posts in Lambeth. 1 Provisional national test outcomes 2015

1. Early Years Foundation Stage Profile

Table 1. Percentage Achieving a Good Level of Development (GLD) and Average Total Points Score

% GLD

Lambeth National 2013 46% 52% 2014 56% 60% *2015 63% 66% Difference 2015-15 +7 +6 * Provisional data

The EYFS assessments were completely changed in 2013, therefore no comparison to previous years’ data is possible.

2. Year 1 Phonics Screening Check

Table 2: Percentage of Pupils Working At (Wa) or above the expected standard (32 marks +) 2012-2015

Lambeth National 2012 66% 58% 2013 73% 69% 2014 79% 74% 2015* 82% 77% Difference 2014-15 +3 +3 * Provisional data

3. Standards at Key Stage 1

Table 3: Percentage of Pupils Achieving Level 2B and Above at KS1:

Reading Writing Maths Lambeth National Lambeth National Lambeth National 2014 80% 81% 74% 70% 80% 80% 2015 82% 82% 76% 72% 83% 82% Difference 2014- +2 +1 +2 +2 +3 +2 15 * Provisional data

4. Standards at Key Stage 2

Table 4: Percentage of Pupils Achieving Level 4 and Above at KS2 (2014-2015)

Reading Writing (TA) Maths RWM combined Lambeth National Lambeth National Lambeth National Lambeth National 2014 91% 89% 89% 85% 88% 86% 82% 78% 2015* 91 89 88 87 91 87 84 80 Difference 0 0 -1 +2 +3 +1 +2 +2 14-15 * Provisional data

2 Prior to 2013, the combined measure was based on English and maths. From 2013 onwards it was based on the reading, writing, and maths tests. 5. Standards at Key Stage 4 (GCSE) There were two major changes to the calculation of the GCSE performance measures in 2014 and 2015 which means it is not possible to make comparisons to earlier years1. Nevertheless, again this year Lambeth outperformed when compared with the national average.

Table 5: Percentage of pupils achieving level 5+A*-C and 5+A*-C inc English and maths (2014-2015)

% 5+ A* - C including % 5+ A* - C English + maths Lambeth National Lambeth National 2014 68 82 57 53 2015 N/A N/A 58 53 Difference 2013- +13 +12 +1 +0 14 Primary schools achieving 85% or more in provisional combined reading, writing and maths results at KS2:

Allen Edwards; Archbishop Sumner; Christchurch Streatham; Clapham Manor; Corpus Christi; Durand; Elmwood; Glenbrook; Granton; Heathbrook; Henry Cavendish; Herbert Morrison; Hitherfield; Immanuel and St Andrews; Jessop; Julian’s; Kingswood; Larkhall; Paxton; Reay; Rosendale; St Andrews CE; St Andrews RC; St John the Divine; St Luke’s; St Saviour’s; St Stephen’s; Stockwell; Streatham Wells; Sudbourne; Telferscot; Orchard; Walnut Tree Walk; Wyvil; Woodmansterne. Many congratulations to all !

Ofsted Inspections

During Summer Term 2015 nine Lambeth schools received inspection visits. Outcomes for Lambeth schools overall are currently: Good and Outstanding: 93.2%. (Outstanding = 36.9%, Good = 56.3%, RI = 6.8%). Currently, for local authorities with more than one school, in relation to the proportion of schools judged good or better Lambeth is placed joint 6th out of 151 local authorities in England. This is a fantastic achievement and a credit to all headteachers, governors and school staff who give so freely of their time to ensure children and young people in Lambeth get the best possible education.

The following Lambeth schools are currently judged as ‘outstanding’ by Ofsted: Ethelred; Holmewoood; Maytree; Triangle; Archbishop Sumner; Clapham Manor; Corpus Christi; Elm Wood; Henry Cavendish; Hill Mead; Immanuel and St Andrew’s; Jessop; Julians; Kingswood; Macaulay; Paxton; Rosendale; St Andrew’s RC; St Jude’s; St Mary’s; Sudbourne; Telferscot; Vauxhall; Woodmansterne; Wyvil; Bishop Thomas Grant; Dunraven; La Retraite; Lilian Baylis; Oasis South Bank; Platanos College. Many congratulations to all those headteachers and school communities!

From this month there are to be substantial changes to the way in which schools are inspected. The main changes are: a new Common Inspection Framework; short inspections (1 day) for all ‘good’ maintained schools and academies and full section 5 (2 days) for ‘requiring improvement’ schools. ‘Outstanding’ schools will not be routinely inspected, but triggers for inspection might include complaints, falls in results or safeguarding concerns.

1 From 2014 i) only the first entry to a subject is counted ii) there is a restricted range of qualifications included. No qualification can count as larger than one GCSE. Only two non-GCSEs can be included.

3 Short inspections also apply to good and outstanding special schools, pupil referral units and maintained nursery schools which will be inspected on a three yearly cycle. Ofsted have said they will do everything they can to remove the pressure for schools to ‘get ready for inspection’ – they want to see what you do daily for all of your pupils. Inspectors will make four key judgements: Effectiveness of leadership and management; Quality of teaching, learning and assessment; Personal development, behaviour and welfare and Outcomes for children and learners. Where relevant, inspectors will also make judgements about the effectiveness of the early years’ provision, the effectiveness of 16 to 19 study programmes and will state clearly whether safeguarding is effective. With no levels it is crucial that you are very clear about your assessment system and the progress that your children make. We would continue to recommend that all schools complete a SEF and have a regularly updated inspection ‘pack’.

Key documents for inspection: The common inspection framework: education, skills and early years from September 2015 - https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and- early-years-from-september-2015 School inspection handbook from September 2015 - https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015 Inspecting safeguarding in early years, education and skills settings from September 2015 - https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and- skills-from-september-2015 School inspection handbook for inspections under Section 8 of the Education Act 2005 from September 2015 - https://www.gov.uk/government/publications/handbook-for-short-monitoring-and- unannounced-behaviour-school-inspections

In Autumn Term 2015 the DfE will consult more widely on a new draft of the statutory Schools Causing Concern Guidance, which will include details of how coasting schools should be tackled and the exact definition of a coasting school. The draft regulations set out the following position:

‘Coasting’ schools will be targeted for improvement after Education Secretary Nicky Morgan unveiled a new measure which for the first time will identify those schools which are failing to push every pupil to reach their potential. The status will not be based on Ofsted categories, rather on exam scores over three years. Schools will not be classed as coasting until 2016. Data from 2014, 2015 and 2016 will be used to define them. Draft details are available in the Appendix which accompanies this letter.

Autumn Term Working Together - new date

Due to speaker availability the Working Together Event has been postponed until 9am for 9.30am on Friday 9th October 2015 at Henry Cavendish Streatham site. John Kennedy HMI from Ofsted has confirmed that he can make this new date and he will focus on the new Ofsted Framework. Headteachers Council Executive has asked that the session be given over to Ofsted including some reflections on the first few inspections under the new regime that will have been completed by then. Our apologies for any inconvenience the delayed date has caused.

The date for the Governors’ Working Together is to be confirmed

The termly advisers’ breakfast briefing will take place on 17th November, 9.30am at Stockwell Road YMCA.

Secondary schools: headteachers’ termly briefing and networks

Arrangements are being made for the Autumn Term briefing. The date and venue are to be confirmed at time of writing, hopefully it will be possible to host this in a secondary school so offers will be gratefully received. 4 Subject leaders’ network meetings for English, Mathematics and Science have been arranged for this term. Please see www.lambethschoolservices.co.uk website for further details and to book places.

Contact Graham Jackson, Secondary Education Adviser Tel: 020 7926 9936, 07792258818 [email protected]

Safeguarding checklists

The Local Authority has a legal duty to monitor ALL schools’ safeguarding arrangements and also has a duty to report the broad overall monitoring outcomes to the Lambeth Safeguarding Children’s Board (LSCB). The checklist is currently being updated to include a range of new regulations and so the 2015/16 checklist will be sent to schools by the end of September to be returned, completed, by November 6th. Unfortunately some schools fail to return their checklists and as the LA is tasked with the responsibility for safeguarding Lambeth children, the names of schools who do not return their completed checklists will be passed to LSCB and to the School Improvement Monitoring Group.

Please note that if there are any aspects of safeguarding or the checklist where schools require assistance, Graham Griffin’s team will visit your school and give any support where needed. [email protected] 02079269643 07932947144

Special Educational Needs and Disability (SEND): Children and Families Act

The Children and Families Act has been in place for 1 year and our system for all new requests for an EHC Assessment has been successfully implemented. All of our EHC Plans are now being produced within 20 weeks.

Applying the new SEN and disability systems to children and young people with Statements during this transition period (1st September 2014 – 31st March 2018) is a significant task. The first year has been a learning curve for all local authorities - the government policy makers themselves have recognised that it is an iterative process and we must all learn together to develop ways of implementing the vision of the Children and Families Act. Lambeth is working with an organisation called INControl who have who have developed an evaluation tool called POET: Personal Outcomes Evaluation Tool and will be seeking the views of children, young people, families, education, health and social care practitioners across the borough.

Lambeth took part in DfE-funded research by Isos into SEN funding arrangements and practices. The aim of this research was to provide insights into the way funding for young people with SEND is spent. The report was published in July and it reflects the complexity of the existing funding context and the challenges faced in trying to address the issues. There is clear recognition within the report of the complexity of the current system and acknowledges that funding should reflect the current need rather than historic funding levels.

The researchers suggest that through a simple process of standardising and weighting a small number of factors covering deprivation, prior attainment, disability and general health, a formula funding approach would achieve a better fit to need than current practice.

The full report with the summary giving a clear statement of proposals is here: https://www.gov.uk/government/publications/funding-for-young-people-with-special-educational- needs

5 Changes to Statutory Information on School Websites – Governing Bodies in Maintained Schools

The DfE published guidance on what maintained schools must publish online in September 2014, but March 2015 changes to the statutory guidance on the constitution of school governing bodies require additional information about governance to be published.

Changes to Statutory Information on School Websites – Governance of Academies and Free Schools

In July 2015 the Education Funding Agency published the 2015 Academies Financial Handbook, which comes into effect from 1 September 2015 and applies to accounting periods henceforward. The changes, summarised on pages 5 and 6 of the Handbook, strengthen the requirements for academy trust governance.

A full explanation of these changes is in the Appendix.

Radicalisation and Extremism

At a Cohesive Communities Conference in July, Geraint Evans HMI said that Ofsted viewed vulnerability to radicalisation as being firmly located in the context of school safeguarding responsibilities. Evidence of pupils adopting extremist views and / or becoming radicalised did not necessarily mean that a school was at fault and although there may be no evidence of pupils being radicalised, a school may still be judged as not taking sufficient action around this agenda.

Ofsted recognises that this agenda was new for schools and they would take a balanced view, however they expect Prevent priority areas, such as Lambeth, to be further ahead in their practice.

From September 2015 schools will be expected to have formed a strategy in line with their school policy for addressing radicalisation.

Examples of emerging good practice are:

 Leadership and Governance: Awareness of what constitutes radicalisation – a school that could demonstrate that the response was led from the top, with senior leaders driving progress and working with external partners to assess and manage risks;

 Training: Staff who had been trained in how to identify and respond, using the WRAP package Workshop Raising Awareness of Prevent) or other training. OfSTED is looking to assess the impact of training;

 Engagement with partners: Schools that demonstrate that they were working in partnership with the police, Council and others;

 Policies and practices: Schools that reflected the legal duty in school policies (particularly safeguarding and visitor policies);

 Curriculum: Schools that used both the formal and informal curriculum to reinforce values. It was good practice for schools to act as a place to facilitate safe, secure discussions such as debating societies/website forums;

 Referral pathways: All staff should be able to answer the question ‘what would you do if you had concerns’ and OfSTED may indeed ask this question of them. Similarly, senior

6 management and the safeguarding lead should be able to say what they would do and to whom they would talk externally.

Steven Tippell is Lambeth’s Prevent Programme Manager and has led awareness - raising workshops for most primary schools. For those primaries that have not received Prevent training or need to find out more about the Prevent strategy they should visit www.lambeth.gov.uk/prevent

Steven works on an individual basis with secondary schools.

The Lambeth Extremism policy has been updated to reflect the new Act and will be sent to schools by Graham Griffin this month. There are only a few changes to the policy but it is advisable to ensure your policy is in line with the Act.

In my Summer Term letter I gave information about how to access advice and support for parents who ask their school for help with their concerns and if you require another copy of that letter please contact Gill Douglas [email protected].

New school provision

We have just heard that Gipsy Hill Secondary (free) school (8FE) has been given the go-ahead by the Department for Education. In June Lambeth’s Cabinet approved other new secondary provision including the plans to develop a secondary department (6FE) at Woodmansterne Primary school and to expand other secondary schools. This new provision to be completed over the next few years will significantly assist us to provide high quality places for the increased number of primary children who are just reaching secondary age.

South Bank Engineering University Technical College (UTC). The UTC is a 14 -19 provision and will be opening in 2016 with Year 10 and Year 12 intakes.

Head of School Admissions

I am sure you will all join me in congratulating Leanne Osbourne as our new Head of School Admissions. Leanne has been working as deputy in the admissions team for some time and brings a great wealth of experience.

I look forward to working with you all again this academic year.

With very best wishes for the term ahead,

Yours sincerely

Cathy Twist Director, Education, Learning and Skills Direct Line: 020 7926 9541 E-Mail: [email protected]

7 Appendix to Termly letter to Lambeth Headteachers from Director, Education, 9

Learning and Skills . CYPS Environmental Scanning Bulletin

27Contents June 2012 Page

1. Coasting Schools 2 2. Education and Adoption Bill 2 3. Early Years Foundation Stage 3 4. 14-19 Update 4 5. SENCO Network 4 6. Lambeth CLC (London Connected Learning Centre) 5 7. MFL for primary schools 6 8. Admissions 6 9. Lambeth Music Service 7 10. Changes to Statutory Information on School Websites – Maintained Schools/Academies/Free Schools 7 11. Healthy Schools/PSHE 8 12. Public Health information for schools - vaccination programme in primary and secondary schools 10

8 1. What is ‘coasting’ and how schools and academies will be dealt with under new Government legislation? In the Autumn the DfE will consult more widely on a new draft of the statutory Schools Causing Concern Guidance, which will include details of how coasting schools should be tackled and the exact definition of a coasting school. The draft regulations set out the following position:

‘Coasting’ schools will be targeted for improvement after Education Secretary Nicky Morgan unveiled a new measure which for the first time will identify those schools which are failing to push every pupil to reach their potential. The status will not be based on Ofsted categories. It will be based on exam scores over three years. Schools will not be classed as coasting until 2016. Data from 2014, 2015 and 2016 will be used to define them.

Primary schools are considered below the floor standards if fewer than 65% of children achieve level 4 in reading, writing and maths, and if the proportion of pupils making expected progress between key stage 1 and key stage 2 in reading, writing and maths is below the median.

At primary school level the coasting definition will apply to those schools who, for the first 2 years, have seen fewer than 85% of children achieving level 4, the secondary-ready standard, in reading, writing and maths and which have also seen below-average proportions of pupils making expected progress between age 7 and age 11, followed by a year below a ‘coasting’ level set against the new accountability regime which will see children being expected to achieve a new higher expected standard and schools being measured against a new measure of progress.

Secondary schools currently fall beneath the government’s floor standards if fewer than 40% of children achieve 5 or more A* to C GCSEs, including English and maths, and if the proportion of pupils making expected progress between key stage 2 and 4 in English and maths is below the median

For secondary schools, a school will be ‘coasting’ if in 2014 and 2015 fewer than 60% of children achieve 5 A* to C including English and mathematics and they are below the median level of expected progress and in 2016 they fall below a level set against the new progress 8 measure. This level will be set after 2016 results are available to ensure it is set at a suitable level. A school will have to be below those levels in all 3 years to be defined as ‘coasting’. By 2018 the definition of ‘coasting’ will be based entirely on Progress 8 and will not have an attainment element.

2. Education and Adoption Bill in Parliament which is at the House of Commons report stage - a short guide to the school clauses Clause one adds ‘coasting’ schools into the definition of schools eligible for intervention. The clause says that schools will be considered coasting if the education secretary informs them that they are. The clause allows Nicky Morgan to define ‘coasting’ later in the process with another piece of legislation. Clause two will give the education secretary as well as councils the power to issue maintained schools with three different types of warning notice: performance, standards and safety ones. It also removes the current 15-day period currently allowed for schools to respond, giving councils or the education secretary, whoever issues the notice, to set the length of time they will have. It also removes the procedure under which governors make representations to Ofsted against a notice. Clause three removes the same 15-day compliance period for teachers’ pay and conditions warning notices, again allowing it to be set by the notice issuer instead. It also removes governors’ ability to make representations on this issue to local councils. Clause four gives the education secretary the power to require governors of maintained schools which are ‘eligible for intervention’ to begin the conversion process. Clause five gives the education secretary the power to give directions as to the size and make- up of interim executive boards replacing boards of schools considered ‘eligible for intervention’. 9 The government will be able to instruct on the size of the board, who will be appointed, the terms of their appointment and the termination of their appointment. Clause six requires councils to inform the education secretary before requiring a school governing body to begin academy conversion, suspend a delegated budget or appoint additional governors. It also means the education secretary must inform councils when they are going to intervene. The clause requires that councils get permission from the education secretary to use powers of intervention in schools where the government has already intervened. Clause seven places a duty on the education secretary to make academy orders for schools requiring ‘significant improvement’ or in special measures. It also gives powers, but not a duty, to make academy orders for schools which fail to comply with a warning notice or those designated as ‘coasting’. Clause eight scraps the requirement to hold a consultation before the education secretary begins the academy conversion of a school. Clause nine adds a consultation requirement if schools are not eligible for intervention, but requires no consultation when they are considered to be eligible. The clause requires a consultation with ‘specified bodies’ where a foundation school or voluntary school with a foundation is facing conversion Clause 10 requires councils and governors to take ‘all reasonable steps’ towards academy conversion of eligible schools. Clause 11 allows the education secretary to require governors or councils to take ‘specified steps’, which may include time limits, in order to facilitate the conversion of a school to an academy. Clause 12 gives the education secretary powers to revoke an academy order if, for example, it is decided that another approach to school improvement would be preferable. It also requires ‘certain parties’ to be notified.

3. Early Years Foundation Stage 15 hours nursery free entitlement

Please note that it is important schools are able to demonstrate high quality provision across the 15 hours free entitlement for nursery age children. It is not usual for the 15 hours to include lunchtime – however, if it does, parents cannot be asked to pay for the meal and provision must be of the same quality as the rest of the day. This will include a strong focus on children’s learning and development and positive interactions with an adult.

Reception baseline assessments

The new Reception baseline is being implemented in schools from September. Only three providers secured enough responses to be approved by the DfE. Some teaching unions have expressed concern about the administration of tests on 4 and 5 year olds. Our advice has been that the Early Excellence scheme is best suited to assessing children’s abilities within the normal classroom environment. It is crucially important that schools have a mechanism of assessing children’s attainment on entry against the Early Years Outcomes and schools should not confuse DfE requirements to submit baseline assessment information with the need to make accurate assessments of what children can do in order to plan meaningful learning experiences. This can, and should, be done through observation, not through testing.

Recent government legislation has made it easier for schools to take 2 year olds. From May 2015, the requirement for schools to register their early years’ provision for 2 year olds separately with Ofsted has been removed, if the provision falls under the management of the school governing body. The new provision will be inspected as part of the main school inspection. There is also recognition that some schools will not have the physical capacity to offer two year provision – but they will be incentivised to work with private, voluntary and independent sector nurseries and child minders as part of outstanding leadership and management.

The recently published Ofsted Early Years report (July 2015,) has highlighted that schools are best placed to tackle the gap between the most disadvantaged children and the rest, as 10 disadvantaged children will do best in schools. The tracking of children’s progress is essential to allow for effective early intervention and this can be more easily achieved for a child in one place from the age of 2 years old until aged 11. There is also evidence to show that schools offering two- year-olds places are more likely to integrate these children with three and four year olds – and Ofsted feels that this is key to supporting development, particularly around communication, language and literacy (CLL.) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444364/Early_yea rs_report_2015.pdf

Kathryn Shaw, Head of EYFS and Childcare, [email protected], 07908 119631

4. 14-19 Update Apprenticeships

The government has enshrined in law its commitment to create 3 million apprenticeships by 2020 introducing new measures to ensure that apprenticeships offered are of high quality and standard. Apprenticeships are available at some of our best companies, large and small –such as Google, ITV, Sky, IBM and BAE Systems and have been written into contractual commitments in significant developments across Lambeth. As part of the education reform, apprenticeships are now available from L2, up to degree level.

With only 2% of our 16-19 year olds progressing to apprenticeships in the last academic year despite some very good opportunities being available in our borough, Education, Lambeth Working and Lambeth College are in process of creating a Lambeth Ambassador Apprenticeship Programme which will deliver an apprenticeship conference (March 16 national apprenticeship week) to be followed by organised events in schools until the end of term. These events will be delivered by apprentices and role models from industry targeted at young people, schools staff, parents and governors.

For more information contact Ruth Smith [email protected] 0207 926 9644

Dedicated CEIAG (Careers, Education Information, Advice and Guidance) pages for 14-25 year olds have been re-written on our Young Lambeth website – www.younglambeth.org (Young People section) The pages are centred on providing impartial advice re post 14 choices in education and employment.

The pages include:  Education updates including reform, levels, bursaries and student loans  Post 16 options  Careers advice including apprenticeships, entrepreneurship and support with applying for jobs  Useful contacts to support CEIAG

Education, Training & Employment opportunities for 16-19 year Olds - Post 16 Prospectus 16/17

This prospectus will be online (www.younglambeth.org) and sent to schools in hard copy by the end of September 2015.

5. SENCO Network 2015-16

There are six SENCO Network sessions per academic year. Agendas for each network session will include one or other aspects of the following:  Local and national developments in SEND,  Funding for SEN, 11  Achievement and progress of pupils with SEN – how will we measure progress without using national curriculum levels?  Keeping up to date with Ofsted requirements,  Sessions on a range of special educational needs,  Sharing best practice across the Local Authority.

Each Network meeting will include updates on local and national developments in SEND, opportunities to gain a deeper understanding of what outstanding learning and progress look like and support for approaching an Ofsted inspection. It will also look at specific special educational needs and strategies for support. There will be opportunity for SENCOs to network with one another. All notes of meetings and presentations will be made available to SENCOs following the meetings.

The expected outcomes are that:  SENCOs in Lambeth will be up to date with local and national developments,  SENCOs will be confident to approach an Ofsted inspection knowing the strengths and weaknesses of their own provisions with evidence to support,  Pupils with SEND will meet expected outcomes and/or exceed expectations,  SENCOs will share their good practice and in so doing deepen their knowledge and understanding of a range of special educational needs.

All meetings will take place at Park Campus, Gipsy Road, SE27, 9am – 12.00

Dates:

24th September 2015, 25th November 2015, 26th January 2016, 17th March 2016 21st April 2016 6th July 2016.

If your school has not done so already, please ensure that you book places via www.lambethschoolservices.co.uk. All school offices will have login details and can book on your behalf. If you are unsure about the process, please contact your school office or alternatively, [email protected] and the Lambeth School Services team will advise accordingly.

It is really important to book before the meeting so that we know how many colleagues to welcome.

Judith Wilson, 07711250731, www.judithwilsonconsulting.eu

6. Lambeth CLC – now named London Connected Learning Centre The CLC supports schools in the use of digital technologies. The centre offers both curriculum and technical support to schools in Lambeth. The programme for 2015- 2016 include;

 E-Safety Services With the renewed Ofsted focus on e-safety and safeguarding, the CLC has developed a number of services to support schools in this area. From accredited CPD for staff and information sessions for parents/governors to e-safety reviews and class workshops, the CLC can provide input for the whole school community. With Ofsted looking for indicators of good practice in this area, the centre can also support schools in their applications for E-safety mark.

 Computing

12 The CLC is a CAS Centre of Excellence in the teaching of Computing and Computer Science and can offer CPD, training and advice for schools needing help in this area. The centre also offers support in 3Dprinting and minecraft, blogging and children's writing and using technology to support maths, English, MFL, arts and STEM subjects.

 Technical Services

In addition, the centre has recently become an approved LGfL recognised support provider of technical services and is currently in the process of expanding its work in this area. If your school is looking for reliable technical support or just wants advice on e.g. iPad set up, your school network or Wi-Fi system, minecraft server set up or procurement, then the CLC team can help.

 Research The CLC is delighted to announce that it has established a new partnership with ResearchED, the grass roots, teacher-led organisation which aims to improve research literacy in schools. Following on from the success of its first event for primary schools, on Saturday 17th October 2015 the CLC is running a whole day event in the Autumn, ‘Technologies for Learning - What works and how do we know' for SLT, subject leaders, governors and anyone else interested in becoming more proficient in using research to inform practice.

For more information email Julia Lawrence [email protected]

For details on E-safety support, Computing or technical support services contact Kim Morrison, [email protected]

7. MFL for primary schools

Luisa Ribiero has been funded by Lambeth for one more year to give support to primary schools with modern foreign language teaching and learning. As you are aware, since September 2014 all key stage 2 pupils should have the opportunity to learn a foreign language. The teaching of foreign languages develops the area of the brain which is important for planning and problem solving. Research indicates that bilingual children from lower income families are better able to direct and focus their attention compared to monolingual children. There is a range of grants regarding CPD and International Projects for which your school can apply and Luisa can guide you through the application process.

If you are interested in any of the support to deliver MFL or to develop the international dimension at your school please contact Luisa Ribeiro, [email protected].

8. Admissions The Admissions Team would like to remind schools that there is a legal requirement for admission authorities to include details of how deferred entry/part time admissions into reception class and requests for children to be taught outside chronological year group will be processed within their admission arrangements for 2016/17. Where a parent requests to defer their child's entry/part time timetable is requested the decision to honour this is no longer at the schools discretion, these requests must be honoured in line with 2.16 of the Admissions Code 2014.

Consultation dates have been bought forward for 2017/18 and the same is applicable for dates for determining and publishing arrangements. Full details will be circulated soon.

Admissions in - year policies are currently being reviewed; including Friday offer Process, Direct Offer Process and the Fair Access Protocol for primary CME. Drafts have been circulated and these will be implemented from September 2015.

Leanne Osbourne, Head of Service, School Admissions [email protected] 020 7926 9506 13

9. Lambeth Music Service (LMS) Lambeth Music Service is the Lead Organisation for the Lambeth Music Hub. Lambeth Music Service supports schools through:

 Instrumental and vocal lessons  Whole Class Ensemble Tuition in key stages 1, 2 and 3  Lambeth Music Festival and Musitrax Festival  Free curriculum support, advice and free online music resources  Free Professional Development sessions for all teachers  Free regular Music teacher forums  Low-cost Instrument and music hire and purchase schemes  The Lambeth Music Centre on Saturdays at City Heights E-Act Academy, offering rock bands, orchestras, world and folk music ensembles, choirs, Capoeira and more When they are assessed as ready for music exams, LMS enters its pupils for music Grades or Music Medals. Music Medals are teacher-led assessments for younger learners. They build on what is already taught in group lessons, and enable students to gain recognition for their work.

Last academic year over one hundred pupils from LMS and the In Harmony Programme gained Music Medals and one hundred and fourteen LMS and thirty In Harmony pupils passed Trinity or Associated Board Music Grade exams, with over 50% achieving distinction and merit. Note that an In Harmony primary pupil achieved Grade 5 and an LMS student achieved Grade 8. Congratulations to them all.

For more information on any of these services, visit the website www.lambethmusic.co.uk or contact the office on 020 7091 1240. For more information on all the Lambeth Music Network partners, visit www.lambethmusicnetwork.co.uk

10. Changes to Statutory Information on School Websites

Maintained Schools

In September 2014 the DfE published guidance on what maintained schools must publish online, but changes to the statutory guidance on the constitution of school governing bodies in March and August 2015 require additional information about governance to be published.

Publication of Governors’ Details - recognising that governors are holders of important public office and should be known to their school and wider communities and, in the interests of transparency, from September 2015 schools should publish on their websites up to date details of their governance arrangements in a readily accessible form (which means the information should be on a webpage and not require a separate document to be downloaded or opened):

 the structure and remit of the governing body and any committees, and the full names of the chair of each;  for each governor who has served at any point over the past 12 months:

- their full names, date of appointment, term of office, date they stepped down (where applicable), who appointed them (in accordance with the governing body’s instrument of government), - relevant business and personal interests (as recorded in the register of interests) including: governance roles in other educational institutions; any material interests arising from relationships between governors or relationships between governors and school staff (including spouses, partners and close relatives/connections); and

14 - their attendance record at governing body and committee meetings over the last academic year.

• Equivalent information for any associate members, making clear whether they have voting rights on any committees they serve on.

Academies and Free Schools

In July 2015 the Education Funding Agency published the 2015 Academies Financial Handbook, which comes into effect from 1 September 2015 and applies to accounting periods henceforward. The changes, summarised on pages 5 and 6, strengthen the requirements for academy trust governance. An academy trust

 must publish up-to-date details of its governance arrangements on its website in a readily accessible form (2.5.2); and  must publish relevant business and pecuniary interests of local governors on its website (3.1.20).  register of interests must also identify close family relationships between members or trustees, and between members or trustees and the trust’s employees (3.1.18); and  must notify Education Funding Agency (EFA) of the appointment of members or trustees (4.7.4).

For further information contact Peter Compton [email protected] 0207 926 9636

11. Healthy Schools/PSHE From September 2015, the Common Inspection Framework includes the judgement on Personal Development, Behaviour and Welfare. Inspectors will look at the extent to which schools are successfully supporting pupils in aspects including:

 Pupil attitudes to learning; how they discuss and debate issues; their respect for others’ ideas and views; an understanding of how their education equips them for the next stage of education/ training  Transitions to the next stages of education; impartial careers guidance  Attendance and punctuality; pupils are not disadvantaged by low attendance  Behaviour (improving behaviour for those with particular needs) with any episodes of bullying, aggressive or derogatory language effectively dealt with; pupils’ self-discipline; increase in / maintenance of good or better behaviour  Active promotion of pupil welfare; pupils understand how to keep themselves and others safe in different situations; they trust staff to take rapid and appropriate action to resolve their concerns;  Pupils can explain how to keep themselves healthy, make informed choices about healthy eating, fitness and mental wellbeing; they understand healthy relationships appropriate to their ages and are confident that they are supported in staying safe from abuse and exploitation;  Pupils understand how to stay safe online including appropriate use of mobile technology and social networking sites;  Pupils’ SMSC development equips pupils to be thoughtful, caring and active citizens in school and wider society There are currently forty-five Lambeth schools registered on the HSL website, however only nine Lambeth schools are currently accredited due to some schools’ earlier awards having now expired. Crown Lane and Octavia House have achieved their Silver Award and Bishop Thomas Grant, Corpus Christi, Dunraven, Julian’s, St. Andrew’s CE, St John The Divine and Woodmansterne have been accredited with Bronze. Congratulations to them. Four more schools are awaiting accreditation by the HSL team based at City Hall, so watch this space.

15 Being part of Healthy Schools London and achieving the HSL Bronze Award demonstrates a school's commitment to pupil health and wellbeing. The Bronze Award audit takes time to complete because it evidences the school’s provision across a number of areas including policy, teaching and learning, pupil support and staff CPD.

However it is very worthwhile and schools say the record of what they have in place supports school self-evaluation. To assist completion of your Bronze audit we visit schools and support the writing of the audit online.

Most of the submissions sent directly from schools to the HSL website without local, ie Lambeth team, support have required modification so nursery and primary schools who involve Janis Marsh and/or Judith Hare have ultimately saved time. Jehan Chaudhri has been supporting secondary schools and whilst Jehan is on maternity leave Judith will be the initial contact for secondary schools. Judith Hare [email protected], 07964995985 or [email protected], 07984495993

Lambeth Schools’ Health and Wellbeing Programme continues to be provided by Health Education Links Service (HELS) for primary and secondary special schools and by Brook for mainstream secondary schools. Examples of topics covered are age appropriate drug and alcohol education, emotional health and wellbeing and sex and relationship education. After discussions and assessments of need with pupils and staff, both organisations can offer INSET for staff, model lessons and sessions for pupils and HELS also leads workshops for parent/carers. Development of policies and schemes of work are also offered. For more details contact Judith hare [email protected] 07964995985

Lambeth Food Flagship lead schools, Christ Church SW9 primary, Clapham Manor primary, Hitherfield primary and City Heights Academy are supporting their cluster partnerships in completing the Lambeth Headteacher’s Checklist which is a school-based audit that forms part of the DfE School Food Plan. The Flagship team is aiming for all Lambeth schools to complete a checklist as a baseline and then again before January 2017 to see what progress has been made. This has not yet been achieved so during the Autumn Term the newly appointed Flagship Schools’ Officer, Hannah Ashley, will be contacting schools to help them fill in the checklist. [email protected] 020 7926 4035.

The Headteacher’s Checklist can be found on the school services website: www.lambethschoolservices.co.uk

The lead schools will soon be publishing a booklet advertising their free offers of support to other schools in Lambeth around sowing and growing in kitchen gardens and edible playgrounds, training staff to teach the healthy food cooking and nutrition curriculum and developing cross curricula approaches covering food/food technology and e.g. mathematics.

Natural Thinkers is the second school-based project in the Lambeth Food Flagship programme and the aim is to implement Natural Thinkers in new schools across the borough, to set up three new Natural Thinkers’ accredited settings in parks and to extend Natural Thinkers in accredited schools from Early Years into KS1. Contact Jacqui McDermid [email protected], 020 7926 4304 for more information.

Lambeth Healthy Weight training for primary schools is led by Imperial College and continues to offer staff INSET at a time negotiable with schools. A letter will be sent from Imperial College in September explaining their offer.

The second level of the Healthy Weight programme is Ready Steady Go! This is focused on pupils and their families. Although Lambeth was the only Local Authority in England to achieve a sustained reduction in obesity in 2012/13 there are still high numbers of children who are above healthy weight between reception and year 6. To find out more about the free 10- week programmes for pupils you identify as above healthy weight contact [email protected], 0207 926 0618 16

12. Public Health information for schools Vaccination processes in schools

Vaccinations protect not only individuals, but the wider communities in which they live. The national immunisation programme means that many dangerous diseases, such as polio, have been eradicated in the UK. However, such diseases are still prevalent in many parts of the world. With our young and mobile local populations, this means it is even more important to work towards achieving higher immunisation rates in Lambeth and Southwark. The schools programmes are an essential part of this process. The Guy’s & St Thomas’ NHS Community Health Services school nursing team are responsible for schools’ vaccination provision across Lambeth and Southwark schools. They will ensure that appropriate arrangements are put in place in terms of school liaison, consent letters and vaccination administration which are required for the smooth running of vaccination programmes. There are several ways in which schools can support these processes to maximise vaccination uptake:

 Supporting coordination with school nursing and record keeping around consent forms sent out and those returned particularly late withdrawals of consent.  Set up housekeeping, safeguarding and facilities arrangements for vaccination sessions.  Signpost parents’ queries and concerns to school nursing and national websites  Invite school nurses to attend school assemblies, or speak to governors/ management team  Consider ways to include vaccination within science and PSHE curricula e.g. using E-bug resources http://www.e-bug.eu/

Flu nasal spray vaccinations for Yr 1 and 2 pupils

Between October and December 2015, all Lambeth children in school years 1 and 2 will be offered nasal spray vaccinations against influenza. The reason this new national initiative is offered via a school-based programme is that this provides a very effective way of delivering an important health programme to school-aged children, with good uptake. The nasal spray vaccine is safe, easy and has been used with millions of children worldwide with an excellent safety record.

A letter from Ruth Wallis, Director Public Health and Cathy Twist will be emailed to all schools with primary-aged children by September 2nd 2015.

Guys and St Thomas’ Foundation Trust School Health Immunisation Service will then be in touch with every school. They will provide more information about the immunisation programme and discuss delivery planning with you to maximise flu vaccine uptake, whilst minimising disruption for your school. Agreement about vaccination dates, location, parent invitation letters, information, and consent forms will be needed. Queries and concerns about benefits and risks, children who cannot have the vaccine and vaccine porcine gelatine content can be also be directed to the healthcare team in confidence.

There are excellent examples of how schools can help to support good vaccination coverage by including the topic within science and PSHE curricula e.g. using E-bug resources http://www.e- bug.eu/ . School nurses can attend school assemblies, or speak to governors/ management team, where pupils could be shown a dummy nasal vaccine before the sessions.

A wide range of support material is available, including a parent leaflet, on the Public Health England website at: https://www.gov.uk/government/publications/flu-immunisation-for-primary- school-children-advice-for-headteachers

For any further queries or concerns, please contact your school nursing team. 17

Secondary school vaccinations

The following information is being provided to update secondary schools about the current provision and changes to the teenage immunisation programme. The briefing also outlines where schools, pupils and parents can get further information, and what schools can continue to do to help support local improvements in school age vaccination uptake.

 HPV vaccination – Year 8 girls Human papillomavirus (HPV) vaccination for girls protects against the 2 HPV key strains which cause the majority of cervical cancer cases. Girls who have the vaccine reduce their risk of getting cervical cancer by 70%. Local uptake since the introduction of the programme has been good, with 81% of the Lambeth cohort having had the full 3 dose course (Health Informatics GSTT). However, negative media interest can destabilise programmes fast, and this highlights the need for continued efforts to maintain uptake levels, and communicate HPV vaccine benefits. Information is provided in a leaflet for parents so they can give informed consent for their daughters. https://www.gov.uk/government/publications/your-guide-to-the-hpv-vaccination-from-september- 2014-leaflet

 Tetanus, Diptheria and Polio booster – Year 9 A key part of the teenage immunisation programme in schools focuses on boosting immunisations which are first given to young children. A combined vaccine (Td/IPV) against Tetanus, Diptheria and Polio is given in year 9. Uptake of TdIPV fell in 2014 to 48% in Lambeth This may reflect ‘consent form fatigue’ as well as a lack of understanding about the importance of completing this vaccination schedule in order to gain full protection against these diseases. School nursing is working hard to turn around this fall in uptake, and support and suggestions are welcome.

Information on TdIPV for pupils and parents is available on NHS Choices, and within an NHS leaflet, which also describes why immunisations are needed and possible side effects. http://www.nhs.uk/Conditions/vaccinations/Pages/3-in-1-teenage-booster.aspx https://www.gov.uk/government/publications/immunisations-at-secondary-school

 New Meningitis ACWY vaccination –catch up programmes Years 9 /10 onwards A combined Meningitis ACWY vaccine programme is being implemented in schools during 2015/16, in response to a ‘national incident’ increase in Meningitis W cases across all ages. Meningitis and septicaemia (which can also be caused by meningococcal disease) are both very serious, causing permanent disability and death following rapid onset of signs. MenACWY vaccination will include and replace the MenC vaccine programme (Meningitis C cases have reduced dramatically since its introduction).

A staged catch up and routine programme is being introduced from September 2015 in schools. Adolescents in years 9 or 10 (pupils aged 13-15 years) will be offered the MenACWY vaccine first. A further catch up programme from January 2016 will be offered to year 11 pupils. There will be a further catch up for years 11 and 12 when they reach year 13. Other parts of the programme are being implemented in stages from July, through general practice, to new university students and last year’s Yr13 school leaver cohort.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447618/PHE_926 8_MenW_A3_poster_09_web.pdf https://www.gov.uk/government/publications/meningitis-and-septicaemia-leaflet-for-students-in- years-9-to-13

18 For any further queries or concerns, please contact your school nursing team.