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School Noticeboard
Edition 24: Thursday 30 March 2017 Inside this issue (click on links below):
From the Director 2 Important Message from Schools Financial Services 3 2017/18 Section 251 School Budget Notification 4 2016/17 Early Years Single Funding Formula Spring Term and Final Notification 4 Reminder: LTE sessions on collaboration 4 UNICEF Celebration: 13 July 2017, Save the Date 5 Update on NEETs 5 Early Years Noticeboard 6 Fischer Family Trust (FFT) Aspire: subscription renewal 2017-18 6 School and Governor Support: Subscription Charges 2017 / 2018 6 National College for High Speed Rail 6 Safeguarding Training Courses 7 • Signs of Safety and Wellbeing for Education • Early Help Practice for Education • Supervision for DSLs half day training Supporting EAL Learners Conference: 15 May 2017 9 Educational Visit Update: March 2017 10 Child Wellbeing survey (7-18 years) 11 Early Support Service: Parent/Carer Workshops 12 Investors in Pupils information briefing 12 West Midlands School Leaders Annual Conference 2017 13 Free Mash Meet at Clifton Primary School 13 Link2ICT training courses 14 New Bar Modelling training 16 Open Day: Premier Training College 16
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From the Director
Dear Colleagues,
Last week I talked of the changing of the guard at BCC. This week we say farewell to People Director Peter Hay who has led on adult services, children’s services, public health and education. He started as a social worker with adults and has always been passionate about securing justice for everyone out there in the community. We thank Peter for his contribution to both education and children’s social care over the last four years. Personally, I have always valued his sound advice and deep knowledge of all things Birmingham. We wish him the very best of luck in retirement.
I am pleased to be appointed as Corporate Director for Children and Young People, including the Director of Children’s Services (DCS) role. This is an exciting opportunity as Birmingham embarks on the creation of a Children’s Trust as part of the improvement journey in social care. But equally, I will continue to lead on education and do my very best to remain visible to all school leaders in the city. I won’t be “running children’s social care” as the Children’s Trust will do that. I will be accountable for BCC’s role as the commissioner and client and will have some new dedicated capacity to make that work. And this means that my time in Birmingham is extended once more (was only meant to be here for a few months but you are addictive).
Last week will always be remembered for the terrorist attack in London. We held a minute’s silence at the Head Teacher Briefing on Thursday morning. Thanks to my colleagues for pulling together the Red Noticeboard with advice for schools at very short notice and thanks to those heads who gave positive feedback. From here, we recognise that the aftershock of such an event will start to hit home in schools this week and beyond. As ever, if there are issues emerging please do contact Razia Butt ([email protected]) who will do her best to support and signpost you.
This edition contains a “heavy” message from Sue Beer about management of school budgets in maintained schools. Please carefully read Sue’s message and ensure that spending plans for the forthcoming year and beyond can be contained within the delegated funding allocated to your school.
We are very pleased to report progress on NEET numbers. Based on February figures, Birmingham’s NEET figure for 16 and 17 year olds was 2.9%. This is the lowest it has been in years and constitutes a 17.9% drop in the NEET figure for the city over the past year. A fantastic achievement. National figures now place Birmingham top of the Core Cities table, alongside Leeds. Assistant Director, Anne Ainsworth writes with further details later in this week’s Noticeboard.
On Tuesday, BCC hosted an event to share information about the National College for High Speed Rail. The College, which opens later this year, is based in Birmingham and Doncaster. The new building, right opposite AUEA near Aston Uni, will provide state of the art learning for the rail industry, not least including close links with HS2. You can learn more later in this week’s Noticeboard.
On Wednesday, we saw the launch of a Water Safety Campaign at Holy Trinity School. BCC is working with the RNLI to make water safety education a priority across Birmingham schools in 2017. Many thanks to Jon Needham for his sterling initiative and efforts here to get this off the ground.
Out and about this week, Monday started with a visit to Brookfields Primary for a quick tour and uplifting discussion with headteacher Julie Berrow. A quintessentially inner-city school that serves the needs of such diverse communities so well and exudes calmness in the classrooms. Next it was Tiverton Academy, part of the Elliot Foundation, that serves a different kind of diverse community right next to University of Birmingham and the QEH. With extraordinarily high levels of pupil mobility, this academy thrives on the challenges and ensures that pupils from around the world receive an amazing education whether it is for the whole primary phase or a short time.
Best wishes
Colin
@anfieldexile
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Management of School Budgets 2017/18: Important Message from Schools Financial Services
With the new financial year fast approaching, schools should now be in the process of producing their Budgets Plans for 2017/18 and Head Teachers and Governing Boards are reminded of the need to ensure that their spending plans for the forthcoming year, and beyond, can be contained within the delegated funding that has been allocated to them.
Whilst it is accepted that funding for schools is becoming tighter and that there are ever increasing expenditure pressures to consider, schools are asked to keep in mind their responsibilities around the management of public money, the accountability for how it is being spent and the requirements for taking swift and appropriate action to avoid a deficit situation.
We, as a Local Authority, also have a responsibility for the management of public money and ensuring that financial probity is being maintained in all of our schools. Where it can be seen that schools are setting or predicting deficit budgets the appropriate challenge will be made to Head Teachers and Governing Boards with the expectation that collaborative working can take place with relevant Local Authority officers to enable schools to make the necessary decisions for reducing expenditure and being in a position to set and maintain a balanced budget.
Schools that are facing financial difficulties for 2017/18 and beyond must make contact with Schools Financial Services (SFS) who will provide some initial advice and guidance before arranging further support for the school, as appropriate, from other colleagues from across the Directorate.
Schools that are already working with SFS do not need to make any additional contact with SFS at this point.
CONTACT: Sue Beer, Head of Schools Financial Services EMAIL: [email protected] TEL: 0121 303 2678
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2017/18 Section 251 School Budget Notification
Birmingham City Council has updated the individual school Section 251 Budget Statements to include:
• Primary & Secondary School Funding (previously notified 16th February 2017) • Special School Funding (including academies) • Resource Base Funding (including academies) • Indicative Early Years Single Funding Formula Funding (including academies) • Indicative Devolved Formula Capital allocations.
Schools should ensure that the latest publication, which includes all the funding streams listed above is utilised in setting a budget for 2017/18. Please access the final budget notification from the following link: 2017/18 School Budget Notification
CONTACT: Justin Pinkney EMAIL: [email protected] TEL: 0121 675 9302
2016/17 Early Years Single Funding Formula Spring Term and Final Notification
Notification of the final 2016/17 Early Years Single Funding Formula allocation has now been published on the Birmingham City Council website and may be accessed via the following link: Notification of the Final EYSFF 2016/17 Allocation
WEB LINK: https://www.birmingham.gov.uk/downloads/download/889/early_years_single_funding_for mula_actual_allocations_2016_to_2017 CONTACT: Justin Pinkney EMAIL: [email protected] TEL: 0121 675 9302
Reminder: LTE sessions on collaboration
A reminder about the upcoming sessions that the Learning Trust for Excellence are holding to discuss collaboration where the LTE will share the benefits of full implementation of the co- operative trust model. Many heads asked about this as an alternative to academisation.
The events are on Wednesday 5th April 8.30am - 10am at Little Sutton Primary and Wednesday 17th May 4.30pm at Yardley Wood Community Primary School.
Please contact Laura Hendry ([email protected]) if you are interested in these sessions.
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School Safeguarding Information
Current safeguarding information relevant to schools can be found online at https://www.birmingham.gov.uk/schoolsafeguarding . This includes details of safeguarding briefings; Designated Safeguarding Lead training; Right Service Right Time and much more relevant information. The team can be contacted at any time using the details below.
CONTACT: Jon Needham EMAIL: [email protected] or [email protected]
UNICEF Celebration: 13 July 2017, Save the Date
Please save the date, the morning of 13 th July 2017 when we will celebrate the achievements of all our UNICEF schools at the Birmingham REP. Whether schools have just started on the UNICEF Rights Respecting Award, or have achieved Level Two, there will be an opportunity for everyone that would like to participate, either in the performance itself or the legacy planning.
In the next few weeks, we will be contacting all UNICEF schools asking for expressions of interest to engage in the programme of events but for now, please save the date.
CONTACT: Razia Butt, Resilience Adviser EMAIL: [email protected]
Update on NEETs
As Colin mentioned above, based on February’s figures Birmingham’s NEET figure for 16 and 17 year olds was 2.9%. This is the lowest it has been in years and constitutes a 17.9% drop in the NEET figure for the city over the past year.
This improvement is testament to the hard work of partners across the Council and City dedicated to ensuring that young people are in education, training or employment after the age of 16.
Our Not Known figures are also reducing. At 6.3% they are still too high, but have dropped substantially in the past few years, and reduced by 3.3% from last year. Of the Core Cities, around half saw a drop in their Not Known figures. For others the figure has actually risen over the past 12 months.
As we find these young people, we may see an increase in NEETs – which means we can then tailor approaches to support more people back into a positive destination. Bringing down the NEET and Not Known figures collectively for Birmingham remains a priority –but great progress has been made. This has been recognised by Ofsted and we continue to develop new ways of working with partners and providers, to find and work with, our young people.
Thanks to everyone involved. It takes all our education providers and community partners to reduce NEET and Not Known figures – and everyone has played their part. This has already made a difference to the lives of hundreds of young people across the city.
CONTACT: Anne Ainsworth, Assistant Director 14-19 Participation and Skills EMAIL: [email protected] 6
Early Years Noticeboard
The third edition of the Early Years Noticeboard is attached to the end of this Noticeboard and has been sent separately to all childcare settings in the city. If you would like the Early Years Noticeboard to be sent to you separately, please contact Laura Hendry ([email protected]) who will arrange this.
Fischer Family Trust (FFT) Aspire – subscription renewal 2017-18
125 schools have subscribed to Fischer Family Trust Aspire through the LA. Many thanks to all schools that have responded. We have emailed schools to confirm the new subscription. If any further schools wish to subscribe or re-subscribe you can do so through the LA for a small discount, or go directly to FFT. If you want to subscribe through the LA please do so before 7th April.
If your school is not an existing subscriber but you wish to subscribe through the LA please contact [email protected] for more details.
School and Governor Support: Subscription Charges 2017 / 2018
School and Governor Support (S&GS) officers have reviewed and updated the service offer. Please see letter attached at the end of this Noticeboard for more information.
S&GS appreciate the pressure on school budgets and remain committed to maintaining our costs at as low a level as possible. There will, therefore, be no increase in our charges from the £1,950 that has applied for the last four years. Invoices will be posted out early in the new financial year for maintained schools and recently converted academies. Existing academies will be invoiced as usual during September 2017 in line with their own funding arrangements.
CONTACT: Karen M Davies EMAIL: [email protected] TEL: 0121 303 8394
National College for High Speed Rail
The National College is a new College offering Apprenticeships and courses in a variety of rail disciplines, with specialisms in everything from civil engineering to communications and digital design,
Courses have been created with employers to make sure learners develop the skills they need to build a lifelong career, therefore, learning from experts in the very latest technology. Time will also be spent on work placements, working in teams on real projects.
The College offer higher Apprenticeships and Higher National Certificates equivalent. They are looking for students who are completing their A-levels, NVQs, BTECs and their equivalents, ready to start courses in September 2018. 7
To learn more about The National College and how to apply for a placement please see the letter attached at the end of this Noticeboard. Please ensure that all Year 12 students also receive a copy.
WEB LINK: www.nchsr.ac.uk EMAIL: [email protected]
Safeguarding Training Courses
1) Signs of Safety and Wellbeing for Education half day course
Following the training consultation we are pleased to offer a half day course in Signs of Safety and Wellbeing(SOSW)
This course is available to Designated Safeguarding Leads and Education based pastoral staff. Designed to support both the Early Help Assessment, Our Family Plan and the Request for Support ,the session provides an overview of Early Help practice skills in engagement, assessment and planning using SOSW methodology
Please note if you are planning to attend the three day Early Help Practice skills course all SOSW content will be covered so there is no need to attend this half day course
Below are dates for four out of 20 courses that will be running over the next three terms. Details for all the courses will be shared with you shortly.
DATE TIME LOCATION BOOKING LINK 28 April 2017 9.30am – 12.30pm Harvest Church https://www.eventbrite.co.uk/e/signs-of- B28 0TB safety-and-wellbeing-training-course- tickets-33048903159 2 May 2017 9.30am – 12.30pm International https://www.eventbrite.co.uk/e/signs-of- Mission Centre safety-and-wellbeing-training-course- B29 6QX tickets-33050523004 8 June 2017 9.30am – 12.30pm Harvest Church https://www.eventbrite.co.uk/e/signs-of- B28 0TB safety-and-wellbeing-training-course- tickets-33051506947 3 July 2017 9.30am – 12.30pm The Pavilions https://www.eventbrite.co.uk/e/signs-of- B6 7AA safety-and-wellbeing-training-course- tickets-33052165918
The course is delivered by Julia Davey Team Manager for the Service Impact Team and is limited to 45 delegates only, who must be from a Birmingham school.
CONTACT: Julia Davey EMAIL: [email protected] TEL: 0121 303 2291
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2) Early Help Practice for Education three day course
Following the training consultation we are pleased to offer a three day course in Early Help Practice including Signs of Safety and Wellbeing (SOSW). This course is available to Designated Safeguarding Leads and Education based pastoral staff. Designed to support both the Early Help Assessment, Our Family Plan and the Request for Support, together the three days provide foundational training in Early Help practice skills including engagement, assessment and planning using Signs of Safety and Wellbeing methodology.
Please note that attendance at all three days is required. Accreditation at Masters level (30 points) can be gained following implementation of your learning in your setting and a short assignment through the TLA program. Please note if you are booking into this course there is no need to book into the half day Signs of Safety and Wellbeing session (above) as all content will be covered in the three day course.
These training courses are for representatives of Birmingham Educational settings only. We would please ask that each delegate register with their school/setting mailbox address. At this time we can only accept one delegate per setting.
Courses will be running across the next three terms. Below are the dates for the Harvest Church Venue in the East and Handsworth. Further information about other courses will be shared with you in due course.
DATE TIME LOCATION BOOKING LINK 3 May 2017 9.30am–4.30pm Harvest Church https://www.eventbrite.co.uk/e/early- B28 0TB help-practice-training-course-part-1- tickets-33082151606 17 May 2017 9.30am–4.30pm Harvest Church https://www.eventbrite.co.uk/e/early- B28 0TB help-practice-training-course-part-2- tickets-33082721310 7 June 2017 9.30am–4.30pm Harvest Church https://www.eventbrite.co.uk/e/early- B28 0TB help-practice-training-course-part-3- tickets-33082915892 13 June 9.30am–4.30pm Handsworth https://www.eventbrite.co.uk/e/early- 2017 Association of help-practice-training-course-part-1- Schools tickets-33238575474 B20 2BL 27 June 9.30am–4.30pm Handsworth https://www.eventbrite.co.uk/e/early- 2017 Association of help-practice-training-course-part-2- Schools tickets-33238806164 B20 2BL 11 July 2017 9.30am–4.30pm Handsworth https://www.eventbrite.co.uk/e/early- Association of help-practice-training-course-part-2- Schools tickets-33238806164 B20 2BL
The course is delivered by Julia Davey, Team Manager for the Service Impact Team and is limited to 30 delegates only.
CONTACT: Julia Davey EMAIL: [email protected] TEL: 0121 303 2291 9
3) Supervision for DSLs half day training
This course is designed to support Head Teachers and DSL’s achieve their supervision duties as laid out in Keeping Children Safe in Education (2016) and Working Together to Safeguard Children (2015) that ‘Education settings need to have safeguarding supervision arrangements in place for at least their DSL and Deputy DSL’
The course content has been selected to enable the implementation of the Birmingham School Supervision Model and ensure supervision for DSL`s contains a balance between
1. Case management analysis, 2. Personal support and guidance 3. Managerial review encouraging reflection upon good practice.
Due to the popularity of the Schools Safeguarding Supervision course, a further two DSL Supervision courses are available as below.
DATE TIME LOCATION BOOKING LINK 6 June 2017 8am–11am International Mission Centre https://www.eventbrite.co.uk/e/dsl- 24 Weoley Park Road supervision-training-course- B29 6QX birmingham-schools-only-tickets- 33144420855
29 June 2017 8am–11am Hollymoor Centre https://www.eventbrite.co.uk/e/dsl- Manor Park Grove supervision-training-course- B31 5ER birmingham-schools-only-tickets- 33144406813
By the end of this session you will be able to: 1. Understand the underlying evidence –based supervision model on which Birmingham school DSL supervision should be based 2. Consider the supervision relationship from a transactional perspective 3. Identify essential skills needed to implement good supervision 4. Apply elements of restorative supervision in your setting
The course is delivered by Julia Davey Team Manager for the Service Impact Team and is limited to 25 delegates only, who must be from a Birmingham school.
CONTACT: Julia Davey EMAIL: [email protected] TEL: 0121 303 2291
Supporting EAL Learners Conference: 15 May 2017
A one day conference of CPD for those coordinating or leading on supporting EAL learners in schools and settings.
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This conference aims to provide a day of valuable CPD for EAL coordinators or inclusion leaders. The day includes a keynote speech from the lead OFSTED inspector for EAL in addition to attending 4 of the following workshops: • Dyslexia and EAL • Ensuring progress for EAL learners in Mathematics • Writing support for pupils who are competent in English Language but not yet fluent. • Using technology to support EAL learners • Identifying and Supporting EAL learners who also have SEN • Successful Parental Engagement • Supporting Advanced Bilingual Learners • Second Language Learning • Making group work more effective for early stage EAL learners in secondary
There will also be the chance to look at the market place of providers as well as all attending being entered into a free prize draw.
DATE: Monday 15 May 2017 TIME: 9.00am – 4.30 pm VENUE: MAC Birmingham, Cannon Hill Park
For more detail and to secure your place please book online via: www.accesstoeducation.birmingham.gov.uk
WEB LINK: http://accesstoeducation.birmingham.gov.uk/index.php/supporting-eal- learners-conference-2017-booking-form.html CONTACT: Terri Cawser EMAIL: [email protected] TEL: 0121 303 1793
Educational Visit Update: March 2017
1. BCC Education Safety Services (ESS) have the responsibility for Educational Visits for all maintained schools and other BCC educational establishments. They also have responsibility for some Voluntary Aided, Trust schools and Academies in this area. Educational Visits support notification and telephone advice is now a chargeable service. Please contact BCC Education Safety Services to arrange a SLA.
2. The new Birmingham Education Support Services Online has been launched. This provides easy access to key information, guidance and training from Health and Safety and Education Infrastructure Asset Management. It will also give access to service information relating to Occupational Health and Wellbeing. You can use the website to book training courses, access policies, guidance, toolkits and renew your service SLA/subscriptions or sign up as a new service user. You will also be able send queries and messages to individual services including Educational Visits. Link to SLA Online: http://www.birminghameducationsupportservices.co.uk/
3. Notifications for Adventurous Activities, (including Duke of Edinburgh award) and overseas visits should be sent to BCC Education Safety Services (see below), at least one month prior to departure. For major expeditions this should be up to six months prior to departure. Forms are obtainable through BCC Education Safety Services.
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4. Maintained schools and those taking out an SLA with ESS must comply with BCC Policy and Guidance for Educational Visits and Learning Outside the Classroom 2017.
5. In the guidance there is a requirement to have an Education Visit Coordinator (EVC) that has a current qualification in place. EVC’s are required to revalidate every three years.
6. EVC courses are for staff that have responsibility for co-ordinating, facilitating and overseeing of all visits in the school, academy, youth group or other educational establishment. An EVC would normally monitor, check and approve all visits.
7. EVC Full Course dates (this is a one day course): • 14th March 2017 6th April 2017, 9th May 2017, • 14th June 2017 12th July 2017
8. EVC Revalidation is for experienced EVC’s who need to revalidate their qualification after 3 years. Next scheduled EVC Revalidation Training Courses are: • Monday 27 March 2017 or 20 June 2017 start time: 9.00 am - 12.30 pm All the above courses are held on the ground floor at 10 Woodcock Street, Aston, Birmingham, B7 4BG
9. Educational Visit Leader (EVL) courses are available for teachers, leaders who are leading or assisting with specific visits within their schools, academies or other educational establishments. Specific onsite training courses are available to schools. Please contact Education Safety Services or Advisers for information on costs and programmes.
10. When planning a visit overseas, check the FCO website www.fco.gov.uk in the early stages of visit planning, at regular intervals and immediately prior to leaving particularly in the light of recent security issues.
11. All maintained schools should have access to advice and help from qualified accredited advisers. This is a mandatory requirement.
CONTACT: Education Safety Services TEL: 0121 303 2420 EMAIL: [email protected]
Educational Visits Advisers: Help, advice and support: Tom Lilley: 07980266367 or Richard Batty: 07432053936
Child Wellbeing survey (7-18 years)
Attached at the end of this Noticeboard is an invitation to all Birmingham schools to participate in the online pupil survey this term.
In order to design and strategically plan the appropriate support and services for the children of Birmingham, Birmingham City Council needs good quality information about the children attending schools in the city. It has therefore organised a child wellbeing pupil survey to do this.
Each pupil aged between 7 and 18 years in Birmingham schools is being invited to complete the survey online. The survey is designed to take about 20-30 minutes to complete and includes questions about health, safety, enjoying and achieving, contribution to society and economic well- being. More specifically, it covers:
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• Physical health • Emotional health & behaviour • Feeling safe • Future aspirations
Schools will receive a report of their results with comparisons to LA averages and to national averages (where available).
CONTACT: Zareen Syed, Intelligence Officer EMAIL: [email protected] TEL: 0121 675 1953
Early Support Service: Parent/Carer Workshops
Parents/carers of children with additional needs are invited to a series of workshops that have been written by and are led by trainers who are parent/carers of a child with additional needs themselves.
These workshops are for parent/carers of children and young people of any age, with any additional need following diagnosis. They are an attempt to support parent/carers through times of change and at whatever stage of the journey participants may find themselves.
More information and the booking forms can be found at the end of this Noticeboard.
CONTACT: Sally Hughes or Stephanie Edwards, Early Support Service TEL: 0782 7082750 (Stephanie) or 07785 453533 (Sally) EMAIL: [email protected] [email protected]
Investors in Pupils information briefing
The Investors in Pupils programme provides a unique quality mark and pupil participation framework which is running in a number of Birmingham schools. Schools from over 50 Local Authorities have achieved this national award to date.
The programme offers schools a framework for involving pupils in decision-making and developing responsibility and leadership, in relation to their learning, behaviour, attendance, classroom management and induction.
It is powerful in developing a positive ethos where pupils learn about how the school is run and, in turn, understand how they themselves can contribute to the running of the school. Pupils commit to common goals and teamwork – together with each other and with staff across all classes and phrases.
We will be holding a free briefing session for schools interested in joining the second cohort. The session will be held at Ladypool Primary School – the first Birmingham school to gain the award.
Date: 23 May 2017 Time: 2pm - 4pm
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To book a place please visit: http://bit.ly/2mzdGpX
WEB LINK: servicesforeducation.co.uk/ CONTACT: Helen Grundy EMAIL: [email protected]
West Midlands School Leaders Annual Conference 2017
This year’s West Midlands School Leaders Conference will focus on the changing educational landscape, the £140 million Strategic School Improvement Fund and the issues surrounding the school leadership system.
Expert speakers including host Mary Rhodes (BBC Midlands Today), Estelle Morris (Baroness Morris of Yardley), Ann Mroz (TES), Christine Quinn (Regional Schools Commissioner) and Lorna Fitzjohn (Ofsted) will be heard throughout the day.
Our latest confirmed Keynote Speaker, Steve Munby, CEO of the Education Development Trust, is passionate about unleashing the greatness of school leaders and strongly believes in sector-led reform. Steve keeps the teacher-learner relationship at the heart of everything the Education Development Trust does in their mission is to live in a world where everyone’s life can be transformed through excellent education - Steve will bring this philosophy into this year’s conference. We believe our speakers will fill delegates with not just essential information, but enthusiasm to tackle current issues head on and practical advice on how to be a successful school leader in 2017.
The Conference will take place on Wednesday 17th May. Over 200 delegates are expected to attend including leaders from hundreds of schools. Join us at this year’s Conference to explore and discuss further.
WEB LINK: http://wmschoolled17.eventreference.com CONTACT: Rose or Madalina EMAIL: [email protected]
Free Mash Meet at Clifton Primary School
Making the most of Purple Mash Purple Mash provides you with tools and resources for every age group and subject. Whether you are new to Purple Mash or would just like a refresher, this is the ideal Mash Meet for you. We’ll give you a tour of the different tools and content available in Purple Mash and there will be time to ask questions and discuss lesson ideas. Our Mash Meets offer a relaxed environment where teachers can learn, explore and share best practice while enjoying a cup of tea and some biscuits. This Mash Meet is for Subject Coordinators, Teachers and TA’s who are new to Purple Mash or existing users looking for a refresher.
The Mash Meet will include: • Different activities • Create personalized themed resources • Set, review and give feedback on work • Celebrate and share work with Purple Mash digital Display Boards 14
Benefits and Outcomes: • Understand the Purple Mash tools and resources available to you • Save time when planning and finding resources • Understand how you can use Purple Mash for assessment and marking
VENUE: Clifton Primary School, Brunswick Road, Birmingham, B12 8NX DATE: Wednesday 26 th April 2017 TIME: 16:00 – 17:30
Register at www.2simple.com/events
CONTACT: Kate Redhead EMAIL: [email protected] TEL: 0121 464 2926
Link2ICT training courses
Teaching Science in Year 6 – 12 May 2017 Why you should take this course: The revised National Curriculum has provided an opportunity to look at the science curriculum and design an approach to science that enthuses and engages pupils whilst still maintaining a focus in rigour and progress. This course will support teachers wishing to provide a more hands-on approach in the classroom as well as those still getting to grips with curriculum requirements and subject knowledge.
This course is suitable for all science schemes but is based on the principles of the Engaging Science scheme of work. There will be an emphasis on practical approaches to science and supporting literacy through science.
Course Aims: • to explore the National Curriculum requirements for teaching science in Year 6, including the Working Scientifically strand • to clarify the key ideas and subject knowledge involved in teaching science to Year 6 pupils • to sample some activities from the Year 6 Science curriculum: Heart and Lungs, Classification, Electricity, Light and Evolution, with a focus on practical science and improving pupil engagement
Course outcome: • gain awareness of the various techniques available for self-evaluation or assessments • gaining practical experience of working towards the National Curriculum units: Heart and Lungs, Classification, Electricity, Light and Evolution
If you are interested in attending, please express your interest by email. Contact: [email protected]
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Assessing Science in Primary Schools – 12 May 2017 Why you should take this course: The most recent OFSTED report on science indicated that many primary schools are not assessing and tracking science effectively. The change to assessing without levels has led to uncertainty in many schools about what should be assessed in science, how it should be assessed and how it should be tracked. This course will provide solutions to these problems.
This course will provide an opportunity to assess and track achievement in science.
Course Aims: • To develop effective practice in assessing science without levels • examine ways of assessing science, including practical science • improve accuracy of assessment in science
Course outcome: • A clear understanding of how to assess science accurately without levels
If you are interested in attending, please express your interest by email. Contact: [email protected]
MS Excel 2010 Excel Intermediate – 26 April 2017 A full day course designed for staff looking to improve their MS Excel knowledge. Learn how to create professional workbooks/worksheets/charts/ tables and how to import/export from MS Excel into other MS Office Applications. At the end of the session you will be able to: • Apply Conditional Formatting • To use Data tables Organise Data (create, modify and format tables) Filter and sort data in tables Colour code data based on its value Work with data across multiple workbooks and worksheets Share workbooks for collaborative working • Advanced Charting Creating combination charts and manipulating pie chart data Create decision-making functions • Advanced Formulas and Functions Make use of financial/statistical functions Using logic functions • Database Formulas and Functions To including using various Lookup Functions • Detailed Functions Make use of date and time functions Make use of text based functions • To work with Graphics Including pictures, ClipArt, Graphics and Auto shapes • Importing and Exporting documents Exporting data from Excel and Importing from other applications
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Prerequisites: Must have a good working knowledge of using Excel 2010 at Core Skills level.
If you are interested in attending, please express your interest by email. Contact: [email protected]
New Bar Modelling training
Bournville Junior School Teaching School Alliance is offering this training under licence from the nationally-acclaimed White Rose Maths Hub whose planning and assessment resources are endorsed by Birmingham Education Partnership.
DATE: Thursday 25 May TIME: 2pm – 4pm COST: £50.00* *Discounts are available for delegates from the same school
Course information • Introduction to Bar Modelling with a focus on trying this approach for yourself to see how and why it has such an impact on children’s confidence and mathematical understanding. • Techniques for delegates to take from this training for use in the classroom straight away. • Designed to help teachers grasp the power of this concept. • To understand why Bar Modelling is one of the cornerstones of teaching for mastery - an approach promoted by Government. • Bar Modelling is a technique already being used in schools enjoying
WEB LINK: http://bournvillejunior.org.uk/wp-content/uploads/2017/03/BJSTSA-flyer_25_5_17.pdf CONTACT: Martine Corry EMAIL: [email protected] TEL: 0121 675 9103
Open Day: Premier Training College
DATE: Open Day Friday 31st March 2017 – 11.00am – 15.00pm VENUE: Premier Training College, 17 The Gardens, Fentham Road, Erdington, Birmingham B23 6AG
Opportunities are available to take part in taster sessions for the below courses:- • Hair and Beauty • Health & Social Care • Woodwork • Painting and Decorating • Electrics • Plumbing • Plastering
For more information please see the document at the end of the Noticeboard.
Early Years Noticeboard: 30 March 2017
1. Welcome from Emma Leaman (Assistant Director Education Infrastructure and Early Years)
Dear Colleagues,
I hope this edition of Early Years Noticeboard finds you well and enjoying the lighter days as we approach the Easter break. Our next EY edition will follow the holidays on 27 April, so now seems a good time to ask for your feedback and suggestions to help us develop future editions.
Today I have enjoyed meeting with Children’s Centre leads on their Good Practice Day, sharing the challenges of managing change against a backdrop of increasing demand for their services. As ever, I was struck by the level of commitment to keeping services delivering as well as possible for our children and families, with energy for continuous improvement balanced with care and concern for how we manage the changes ahead. You will find below an update on timescales for us to bring in the new offer from September 2017, with the big cabinet decision taking place in April.
Thank you for your continued patience as we approach this next major milestone on our change journey.
I have recently been alerted to a concern that Early Help referrals are not at the levels we would expect from the Early Years sector. Below you will find details of the process to cascade to your teams. We have previously circulated details of workshops being run to support delivery of Early Help: please ensure that key staff attend so that we get these vital processes running smoothly.
I am delighted that so many settings have taken advantage of workshops to discuss roll-out of the 30-hour free childcare / education offer for working parents from September. We are about to launch our consultation of the proposed withdrawal of BCC funded full time places for 3 and 4 year olds: this will go live in the next week and we will inform settings when it is available. Please do encourage parents and colleagues to participate in the consultation and give us their views.
I hope that the lead up to Easter goes smoothly and wish you all a well-earned rest over a chocolate-filled Easter weekend!
Emma
Emma Leaman Assistant Director, Education Infrastructure and Early Years 2. Early Years Education Entitlement – Key Dates
Summer Term 2017 80% interim payment due: Week commencing 24 April 2017 Summer Term 2017 20% interim payment due: 14 July 2017 Summer Term 2017 Headcount Date: Thursday 18 May 2017
EEE Portal open for Summer Term Headcount Entry: Thurs 18 May 2017 - Fri 26 May 2017
Early Education Funding Rates effective from April 2017: • 3&4 year olds - £4.23 per hour • 2 year olds - £5.24 per hour
For additional information relating to the EEE Terms and Conditions please refer to EYMIS: https://www.ted-birmingham.org.uk
Log in details: PVI2 (Capital letters PVI (the letter i ) then the number 2) Password: PVI2year (Capital letters PVI (the letter i ) then the number 2 and lower case year)
CONTACT: Lianne Stokes TEL: 0121 303 0267 EMAIL: [email protected]
3. Contact list for Early Years Locality Networks
Did you know that in each area of the city there is a network specifically focussed on Early Years? The purpose of the networks is to bring together all early years providers (schools and settings) in a local area with the aim of providing mutual support, ensuring high quality integration of services and to support information sharing. There is a network led and run in each of the 16 children’s centres localities and they are a really useful mechanism for getting to grips with the latest key information and changes that are happening currently.
A list of the key contacts for each locality network is attached below to enable you to link in to your nearest network.
If you want any further clarification on the Early Years networks or you want help on identifying the best network for you, please contact the Early Years Duty Team on 0121 675 1943 or [email protected]
CONTACT: Tracey Linton, Childcare Quality and Sufficiency Manager EMAIL: [email protected]
4. Update on Early Years Health & Wellbeing Service Tender Process
The tender process for the new Early Years Health and Wellbeing Service is now nearing completion. Best and Final Offers (BAFO) were submitted by the providers on 24 February 2017, and following this the Moderation Panel met to moderate the bids over 2 days, 1 day per bid. The Panel has made a recommendation for a successful provider and this information will be presented to Cabinet on 18 April for decision and sign off. Prior to this the information remains restricted and we are not able to give you any details until after Cabinet has approved a decision. Following Cabinet approval and 3 day call in, the new lead organisation will be announced and work will commence to begin the relevant consultant exercises with both staff and citizens. A detailed timeline will also be issued at this time setting out the stages of the change journey.
We appreciate that this can be an anxious time for staff waiting to hear the outcome and ask that managers ensure this message is cascaded to all staff so that they are aware of the timeline for the provider announcement.
If you have any further queries at this time about the procurement process, please contact [email protected] .
5. Childcare Choices information from HMRC
See below information provided by Her Majesty Revenue and Costumes (HMRC) and follow the links for further information, Early Years and Childcare Service will provide more information as soon as this becomes available.
The Government is introducing Childcare Choices . Childcare Choices brings together all the government childcare offers for the first time, helping parents find the right childcare support to suit them.
As part of Childcare Choices we’re introducing two new offers in 2017 – Tax-Free childcare , which will be introduced on 28 April and gradually rolled out, and 30 hours free childcare , available from September 2017. From the end of April, parents will begin to apply for both schemes at the same time through a new digital childcare service.
The new Childcare Choices website provides information on the new and existing Government childcare offers: www.childcarechoices.gov.uk .
We have created a toolkit to provide you with all the information you need to know on Childcare Choices. This includes some suggested materials to help you spread the word to parents and staff: http://transfer.23red.com/public/files/3u3k-88mqpoco
Included in the toolkit you will find: • Information on Childcare Choices and the new offers • Suggested text to email to parents • The Childcare Choices logo • Some graphics and messages you can use on your social media channels • An A4 poster • An A4 information sheet for staff and parents
6. Safeguarding update: Early Help flowchart
Please see attached Early Help process flowchart and guidance information. You will have already been notified about a series of workshops being delivered by the Early Years service that aim to raise awareness of the latest early help process.
CONTACT: Tracey Linton, Childcare Quality and Sufficiency Manager EMAIL: [email protected]
7. Early Years Pupil Premium (EYPP)
We have attached with this Noticeboard some DfE guidance about the use of EYPP which we hope you will find useful. The implementation of EYPP has featured in recent discussions between the LA and Ofsted and the Early Years Service will be undertaking a piece of work to identify good practice in Birmingham and developing some local guidance for practitioners.
We would like to invite you to share some good practice stories about how you have used EYPP focusing on three areas: • What outcomes did you want to achieve? • What activity did you undertake? • What was the impact of your activity?
Please send your good practice examples to [email protected] by 30 April 2017. We would like to feature some of the examples in a future edition of the Early Years Noticeboard.
If you would be interested in joining the working group to contribute to the piece of work then please also email Tracey by 30 April 2017 stating your name, position and place of work.
CONTACT: Tracey Linton, Childcare Quality and Sufficiency Manager EMAIL: [email protected] Early Years Locality Leads/LA Rep Contact List
LOCALITY EY NETWORK STEERING GROUP LA EY service REPs EY FORUM MEMBER CHAIR
Aston Nechells Sarah Rutter Steering Group mem ber: Bloomsbury CC Sue Bristow Sarah Rutter Bloomsbury CC [email protected] Allocated EYC:
0121 464 2034 Dwayne Burke 07774 337401 675-1943/4996 Cole Heath Sue Berry Steering Group member: Sue Berry Bertram Rd CC Marion Daniels Bertram Rd CC [email protected] Allocated EYC: 675 5259 Janice Blanchette East Wards David McCallin Steering Group member: Sally Leese Bordesley Green East NS and CC Marion Daniels Head Teacher Castle Vale NS [email protected] Allocated EYC: 783 2138 Theresa Perry Erdington Elaine Dupree Steering Group member: Elaine Dupree Head Teacher Sue Bristow Head Teacher Featherstone NS &CC Allocated EYC: Featherstone NS &CC [email protected] Carol Knight 0121 675 2223 Hall green Laura Hitchmough Steering Group member: Sandra Jenkinson Allens Croft CC Angela Blower Chair of Trustees [email protected] Allocated EYC: Maypole CC 675 2835 Velma Treasure Handsworth Kelly Bagnall Steering Group member: Kelly Bagnall Soho CC Jane Taylor CC Manager [email protected] Allocated EYC: Soho CC 01216751890 Leesa Heely 07835052285
Loc/leads/May/16/v2 1 Early Years Locality Leads/LA Rep Contact List
LOCALITY EY NETWORK STEERING GROUP EY FORUM MEMBER CHAIR
Kings Norton Maureen McGillicuddy Steering Group member: Maureen Mcgillicuddy Head Teacher Maggie Kempson Head Teacher Kings Norton NS & CC Allocated EYC: Kings Norton NS & CC m.mcgillicuddy@kingsnorton- Carol Moore nursery.bham.sch.uk 675 3993 Ladywood Sue Bennett Steering Group member: Kelly Bagnall St Thomas NS Jane Taylor Locality Manager Ladywood locality [email protected] Allocated EYC: 464 0002 Kay Mirshahi
Longbridge Jacqui jackson Steering Group member: Cara Atkinson West Heath NS Maggie Kempson CC Manager [email protected] Allocated EYC: Frankley CC 475 2672 Cynthia Alex-Eyitenne
Perry Barr Beth O’Neill Steering Group member: Ruth Day Goodway Nursery School Sue Bristow CC teacher [email protected] Allocated EYC: Storywood CC 464 3078 Sharron McKenzie-Lewis Quinborne Claire Hamilton Steering Group member: Claire Hamilton CC Teacher Angela Blower CC Teacher Key Stone CC Allocated EYC: Keystone CC [email protected] Sarah Belt g.uk 464 1810
Loc/leads/May/16/v2 2 Early Years Locality Leads/LA Rep Contact List
LOCALITY EY NETOWRK STEERING GROUP EY FORUM MEMBER CHAIR Saltley Plus Jackie White Steering Group member: Head Teacher Marion Daniels Jackie White Adderley NS & CC Allocated EYC: Head Teacher [email protected] Melanie Payne Adderley NS & CC 464 4183 Valerie Daniel Head Teacher Washwood Heath NS & CC [email protected] 464 1810 Senneleys Lesley Harris/ Sarah Vernon Steering Group member: Lesley Harris Head Teacher Angela Blower Head Teacher Weoley Castle NS & CC Allocated EYC: Weoley Castle NS & CC [email protected] Zaida Nembhard 427 1058 Sparkbrook/hill David Aldworth Steering Group member: Karen Stait Executive Head Teacher Angela Blower CC Manager Sparkbrook CC Shennley Fields Daycare & NS Allocated EYC: [email protected] Lynne Holmes 0121 675 3065 Sutton Fiona Godwin Steering Group member: Sue Bailey CC Teacher & Manager Sue Bristow Assistant HT Sutton virtual CC Allocated EYC: Authur Terry School [email protected] Mumtaz Irfan 323 2221 Fays Olivia Delaney Steering Group member: Olivia Delaney CC Manager CC Manager, Oaklands Park CC Marion Daniels [email protected] Allocated EYC: Oaklands Park CC 675 0126 Val Robinson
Loc/leads/May/16/v2 3 Early Help Practitioner Process and Support Early Help Process Early Help Practitioner Process If needs escalate Eg: Schools, Health and Children’s Centres leading assessments
Identify Concern
Immediate safeguarding Talk to the Family about your concerns Complex & Significant concern and gain their consent
Consider RIGHT SERVICE, RIGHT TIME Significant & Complex concern
Early Help Assessment Additional Needs Complete the Request for Support with Assessment Form Meeting Think Support form from Early Help Support Team Family Criteria
Information Sharing and Our Family Plan multi-agency advice and Send to CASS with the Early guidance Help Assessment available at Register your Early Help Early Help Assessment and Plan with the Panels Early Help Support Team
You will be informed of the outcome of your request for Deliver support to the family as support by e-mail described in your plan.
The identified needs are met end of process You will still be involved with Ensure the Early Help Support the Family Team know the outcome
Early Help Offer to support Practitioners Consent - Gaining the consent of the family to support them and share their information is a key principle of Early Help; these are our 3 principles of consent: 1. In every case we are committed to gaining the informed consent of children and/or parents when we wish to share confidential/personal information. 2. We will respect the wishes of those who do not give consent, except where safety may be at risk or when it is inappropriate to seek their agreement. 3. In each case of information sharing, we will record the: necessity; proportionality; relevance; adequacy; accuracy; timeliness; and security of the information shared. We will take reasonable steps to obtain consent, and if it is not given, we will record why we believe safety may be at risk, or why it was inappropriate to seek their agreement. Shared information will not be kept for longer than is necessary. Early Help Practitioner Process and Support
Early Help Support Team – advice and guidance on the Early Help Assessment and My Family Plan available, telephone: 0121 303 1888 or e-mail [email protected]
Early Help Panels – Partners come together to share information, offer advice & guidance and co-ordinated support on your individual plans. To book a slot use the following e-mail: If you have access to secure email: [email protected] If you do not have access to secure email: [email protected]
CASS - Upon receipt on of your documentation the Partner Desk in CASS will review the information and make an informed decision in line with Right Service, Right Time on what support is needed for the family. See principles for further information on what is offered If you have access to secure email: [email protected] If you do not have access to secure email: [email protected]
For more information • Early Help Information pages - www.lscbbirmingham.org.uk/early-help • Online information – www.mycareinbirmingham.org.uk • Strategy for Early Help - Click Here • Ambitions for Children living in Birmingham, outcomes plan – click here • Children’s Advice and Support Service (CASS) click here • Signs of Safety and Wellbeing Practice Framework click here • Early Help Assessment and Our Family Plan click here • Early Help Panels click here • Request for Support Form - click here • What is a Think Family Offer - click here • Learning and Development offer click here Practical tips on allocating Early Years Pupil Premium funding Guidance from the Learning Together About Learning project, funded by the Department for Education
Online version Practical tips on allocating Early Years Pupil Premium funding
Guidance from the Learning Together About Learning project, funded by the Department for Education
©Early Education The right of Early Education to be identified as the author of this orkW has been asserted in accordance with the Copyright, Designs and Patents Act 1998. ISBN-978-0-904187-75-5
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any other form or by any means, electronic, mechanical, photocopying or otherwise without the express permission of the publishers.
Published by: The British Association for Early Childhood Education
136 Cavell Street, London, E1 2JA Telephone: 020 7539 5400 Email: [email protected] Website: www.early-education.org.uk
Charity registered in England and Wales no. 313082 Charity registered in Scotland no. SC039472 A company limited by guarantee and registered in England no. 395548. Contents
About the Early Years Pupil Premium (EYPP) 2
Why claim the funding? 2
Claiming the funding 2
Consulting parents on allocation of funding 2
Allocating funding 4
Broad themes to think about when allocating funding 7 Training 7 Developing the home learning environment 8 Widening life experiences 9
Making the funding go further 11
Measuring the impact 11
Accountability to Ofsted 13
In conclusion 14
References and further reading 15
Appendix 1: Example data collection sheet 16
1 About the Early Years Pupil Premium (EYPP)
Early Years Pupil Premium was introduced by government in April 2015 to help early years providers try to close the attainment gap between the most disadvantaged children and their peers. At the end of Reception, 19% fewer children eligible for Free School Meals achieve a “good level of development” (GLD) than children who are not eligible, and this gap has not closed significantly over the last few years (Ofsted, 2015:19). EYPP is intended to make a difference by having extra targeted strategies for the rate of progress these children make, and by ensuring practitioners focus specifically on these children’s progress.
Why claim the funding?
Providers currently receive roughly up to £300 per year per eligible child for 15 hours funded entitlement. While this is not a large amount, it can be used creatively to make a difference through improved staff training, resources or support for children. Early Education’s Learning Together About Learning project provides examples of how it has been used effectively in a wide range of ways in different types of setting (a number of examples are given in the project newsletters, and case studies will be available from the website at the end of the project – see www.early-education.org.uk/eypp for details).
Even if you don’t claim the funding, Ofsted will expect you to demonstrate how you are providing additional support for eligible children – so it makes little sense not to claim the funding that would support that activity.
It’s also likely that if EYPP is claimed widely and used effectively, the sector will be better able to argue the case for increasing it to a similar level to schools’ pupil premium in future. Whereas, if the sector doesn’t use it, it may lose it.
Claiming the funding
Who is eligible? There are eligibility criteria families need to meet in order for their child to receive the funding. These can be found at www.gov.uk/guidance/early- years-pupil-premium-guide-for-local-authorities.
How do we claim the funding? Each local authority has their own processes for claiming, so you will need
2 Practical tips on allocating Early Years Pupil Premium funding to check these directly with your local authority. Some procedures involve separate forms for claiming EYPP, some combine with the job centre and others with the head count form. Parents will need to provide their date of birth and national insurance number so that eligibility can be checked for all children.
In order to encourage parents to provide their details so eligibility can be checked, it will be important to provide information about how their child will benefit from the extra funding. Providing the same information to all parents may help reduce the stigma and maximise take up.
Your local authority will also take a view on whether or not EYPP funding needs to be paid to the next setting if a child moves mid-term, so check with them if eligible children arrive or leave part way through a term.
How often should children’s eligibility be checked? Children’s eligibility needs to be checked annually.
If your local authority checks termly and you have children who stop having the funding mid-way through, it may be worth referring them to the DfE guidance listed above and to ask for the funding to be re-instated.
Consulting parents on allocation of funding
Try to include parents in the planning/decision making process for EYPP. You can do this through:
yyindividual conversations either through formal opportunities such as parents evenings or informally at transition times yydisplays of how the money has been spent previously and its impact yyor giving a choice from a range of potential strategies.
Parents who understand the process and thinking behind the EYPP funding will be in a good position to help identify possible strategies for spending the EYPP funding and if there is involvement from them needed in the chosen strategy, they are more likely to have some buy in, and the impact will therefore be greater. A strategy some settings have found useful is to give parents a choice between a small number of options.
You know your families well and you know which means of communication work best for them. You may need to employ a range of strategies in order to meet the needs of all of your parents.
3 Allocating funding
The purpose of EYPP funding is to ensure those children who are inexperienced make accelerated progress to close the gap between their progress and that of their less disadvantaged peers. It could also be used to ensure those EYPP children who are currently where they are expected to be in terms of attainment and progress, are enabled to be more experienced in some areas of learning.
When deciding how to spend the funding, it may be sensible to think about timescales that match the funding rather than terms, unless your local authority is one of the few which pays the EYPP funding at the beginning of term. If it comes to you later, say at or near half-term, see the period as being October to February, February to May and May to October. This should help with not having to potentially fund strategies before the money comes in.
When deciding how to use your funding think about:
yythe number of eligible children you have and the amount of funding yythe long term impact of how you will use it – will it only benefit your current cohort, or will the impact continue for future children?
Remember you have a sound knowledge of the context of your children, families and setting and what will make a difference to the outcomes of these children.
4 Practical tips on allocating Early Years Pupil Premium funding It is important to keep in mind that there are no stipulations on how the EYPP funding must be spent. This is because you know your children and their context and are trusted to make decisions. It is important to be clear about why you have made the decisions you have and the impact they have had on outcomes. Below are some suggested steps you may follow when allocating your EYPP funding:
Step 1. Identify the needs of the eligible children using your professional knowledge, data, observations, information from outside agencies or comments from parents.
Step 2. Identify any possible trends amongst the eligible children. If you have several children with a similar need, their funding or part of their funding could be pooled, this can result in the funding going further.
Step 3. Consider what you might do with the funding, what you expect the impact to be, and how you will monitor that.
Step 4. Consult with parents.
Step 5. Allocate the funding and implement the chosen strategy/strategies.
Step 6. Measure the impact. This can be used to feed into the next cycle.
There are proformas you could use or further develop at www.early- education.org.uk/framing-your-thinking-spending-your-eypp-funding
The Education Endowment Foundation has developed a toolkit (see References) which gives information about the research evidence supporting the effectiveness and cost-effectiveness of a range of possible strategies. Whilst it is based on research it does stress that your contexts may lead to different outcomes.
5 In addition there is quite a body of evidence drawn from the schools pupil premium. This includes a report by the National Audit Office (2015) into the impact of pupil premium (see References). The main messages that came from this report are that additional staff do not always lead to improved outcomes and that strategies which require little or no funding, such as peer-to-peer learning can be really successful in improving outcomes.
The pupil premium awards could also be a source of inspiration for ideas.
Another report by Macleod et al (2015) on supporting the attainment of disadvantaged pupils (see References) identified seven building blocks to success. These are:
1. Promote an ethos of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed.
2. Have an individualised approach to addressing barriers to learning and emotional support, at an early stage, rather than providing access to generic support and focusing on pupils nearing their end-of-key-stage assessments.
3. Focus on high quality teaching first rather than on bolt-on strategies and activities outside school hours.
4. Focus on outcomes for individual pupils rather than on providing strategies.
5. Deploy the best staff to support disadvantaged pupils; develop skills and roles of teachers and teaching assistants (TAs) rather than using additional staff who do not know the pupils well.
6. Make decisions based on data and respond to evidence, using frequent, rather than one-off assessment and decision points.
7. Have clear, responsive leadership: setting ever higher aspirations and devolving responsibility for raising attainment to all staff, rather than accepting low aspirations and variable performance.
6 Practical tips on allocating Early Years Pupil Premium funding Broad themes to think about when allocating funding
It may pay to think about the following three broad themes when making your EYPP decisions to ensure the funding will have a long lasting impact:
yytraining yydeveloping the home learning environment yywidening the life experiences of the child and family
Training Training that is designed to upskill practitioners and improve practice should impact positively on outcomes for children and especially this group of children. There should also be a longer term impact as the developments become embedded into everyday practice. It could also benefit those children who do not attract EYPP funding but have similar needs.
If staff who attend training cascade their newly acquired knowledge then all the staff should benefit. Alternatively, commissioning bespoke training to take place in-house means that the whole staff team hears the same messages at the same time and can work collaboratively together towards a common goal. Collaborating with other settings who have similar areas for development in your locality or neighbouring ones, will help your funding go further.
Some settings extend training out to the parents as well as the staff. If parents have a deeper understanding of how young children learn then they will be better able to support their child and any subsequent children.
Training can take a range of formats from face to face discussions or sessions to professional reading or watching of DVD material.
7 Developing the home learning environment There has been much research done, including the EPPE and EPPSE projects (see References), showing the positive impact of the home learning environment on outcomes for children. The benefits impact on the children, families and staff of the setting.
Children benefit by having a wider range of experiences with a wide range of interested adults, more opportunities to consolidate or refine skills and concepts or develop their ideas further, more opportunities to explore and be supported by an interested adult. They are also better able to see the connections between their home life and their life in the setting.
Parents benefit because their knowledge of how young children learn will be deepened, ideas of ways of supporting their child are integral to developing the home learning environment. Common language is built up between the families and the setting and parents feel more involved in their child’s learning. Families remain more engaged and feel valued which in turn impacts on how well children do throughout their educational career. If there are subsequent children, these all benefit as well.
Staff teams benefit by having to explain the learning process which enables practitioners to become better at articulating their knowledge. Closer relationships are built up with parents as meaningful dialogue results when returning loans or making new choices. Practitioners build up self-reflective strategies as they review and monitor their practice. Parents and practitioners can explore their different viewpoints together to find ways to overcome challenges. Settings can share out responsibility for certain strategies, giving some career progression for staff members.
8 Practical tips on allocating Early Years Pupil Premium funding Widening life experiences Children and families can sometimes have limited life experiences due to a range of factors such as poverty, limited knowledge or lack of transport etc. Finding out about the breadth of each family’s world is a worthwhile activity for the key person. By extending these experiences a broader horizon opens up for these children and families, which can provide greater opportunities for children to learn and develop. Trips and visits can have a long-lasting impact on children’s learning within the setting, extending their interests and providing a focus for further activities.
By including families as well as the children at the setting, this can have a wider impact. Settings can raise families’ awareness of what is possible and how it can benefit their children. Parents and children can talk about shared experiences from the activities and even make mementos together in the form of books, songs or games etc. Parents may need support and guidance to be able to maximise the learning opportunities these offer.
If settings include families in the organising of trips etc this may help them develop the knowledge and confidence to use public transport or arrange lift shares for themselves in future.
9 Ideas for spending following the broad themes
Staff training yyBased on the identified needs of the EYPP children such as language development yyUtilise training supplied by LA yyUtilise training from other sources such as health yyUtilise consultancy based support eg Early Education, NEYTCO, Local Authority or independent yyDevelop collaborations with local settings with differing strengths yyThere are further specific examples in the Learning Together About Learning newsletters and at www.early-education.org.uk/possible- ideas-spending-eypp-funding
Developing the home learning environment yyTraining for parents based on the needs of the child and family in a manner that suits the family yyLending libraries that explain how young children learn as well as having opportunities to spend time together. Think about how these will be stored and presented to the families. yyDiscussion time with key person and family based on supporting the child’s learning yyDisplays that focus on the process of learning yyUtilising the transition times to ensure families and children feel included in the learning process
Widening life experiences yyProviding meals yyProviding experiences the child wouldn’t otherwise have due to distance, expense or past history eg swimming etc yyProviding extra sessions yyTrips that reflect the child’s interests and related support materials such as photo books of the trip which are duplicated to offer consistent experiences at home as well as in the setting yyAscertain the breadth of the child’s world and then offer experiences that will broaden the child’s world.
There are further specific examples in the Learning Together about Learning newsletters and at: www.early-education.org.uk/possible-ideas-spending-eypp-funding
10 Practical tips on allocating Early Years Pupil Premium funding Making the funding go further
The EYPP funding is currently 53p per hour, which equates to £302.10 across the year for a child who receives the 15 hours Early Education entitlement. It is important to maximise the impact of this funding as you are accountable to Ofsted for it. The following points should give you some suggestions for how to make the funding go further:
yyWhere you identified shared needs between several children, pool a portion of each child’s funding to fund the chosen strategy. yyDevelop collaborations with other local settings so that training or resources can be bought in more economically. yyUse local expertise to support developments in practice. yyUse strategies that will leave a legacy for future children and families such as training etc. yyIf a family has more than one child who is eligible for the EYPP or pupil premium funding, liaise with other schools/settings which the children attend to see if there are areas of overlap. If there is a common focus between the settings families can feel supported. If the foci are divergent, families could feel got at. In addition, hearing the same message but in different voices can be helpful to realise developments are important.
Measuring the impact
There are many ways to monitor the impact of the EYPP funding. Remember this is a process and it will be refined over time as the EYPP becomes more embedded in your practice. You will already have a wide range of ways to monitor and these may only need refining to show the impact of EYPP. Different interventions will lend themselves to different styles of monitoring or even a range of monitoring strategies. Sometimes it can take time for the impact to be seen, but if the impact is too minimal it may be sensible to try alternative strategies. If this is an area you feel needs further development, consider using some of your EYPP funding for training so you can become more confident in monitoring and tracking the impact of your EYPP spending in order to use it more effectively.
11 Monitoring strategy How it shows impact of EYPP - shows the progress a child has made over a given period of time and the analysis Tracking progress of individual children of this could refer to the EYPP strategies implemented over that time period - shows the progress of groups of children and can be used to work out the proportion of children who have made progress as well as the amount of progress. - allows trends to be identified so that you Tracking progress of cohorts of children can identify training needs, put in place tweaks to the learning environment and engage in professional dialogue to ensure the whole staff team have ownership of developments.
Tracking elements of practice eg - gives a starting point and when repeated parents spoken to over a given period shows the difference an intervention/ of time, types of interactions children strategy has made experience over a given period of time
Tools to track progress in depth of a - shows the start point and end point given area of learning eg ECAT tools following an intervention
- shows the difference between two points in time and allows reviewing to be done Recordings of the children or staff from a range of perspectives and with a range of adults
Comments from parents, staff, children - shows the difference between two points or outside professionals in time from a range of perspectives
- gives an outside view of the development Reports from outside professionals of a child or practice of the setting
As part of the Learning Together About Learning project we developed a data sheet that the project members completed. This allowed participants to focus on rates of progress. For the project purposes, data was collected at two points, but for your own use this model could be used with an additional collection point added so that it is completed termly. A blank version has been included here with guidance in Appendix 1. You can adapt it as needed eg converting it to a spreadsheet. Alternatively, consider whether your current system could be tweaked to focus on the progress made (if it doesn’t already do this).
12 Practical tips on allocating Early Years Pupil Premium funding Accountability to Ofsted
Ofsted have been given the responsibility of deciding whether the EYPP funding has been spent wisely and with maximum impact. This will be done during inspections primarily through the discussions with the key person, as Ofsted inspectors will track at least one EYPP child if there are any present, and during the leadership and management interview. The references to EYPP in the OFSTED CIF can be found in the handbook and evaluation schedule. They are compiled into a list at www.early-education.org.uk/eypp- references-ofsteds-common-inspection-framework where there also some reflective questions you and your staff could ask yourselves.
If all the staff and parents are involved in the decision making process about using EYPP, they will be able to talk about it with greater authority when Ofsted completes their inspection. This in turn could lead to a better outcome as the inspector will have greater confidence about the thought which has gone into the allocation of EYPP funding.
There are a range of factors that can help you to be prepared for these conversations:
yyknowledge of your children, families and staff yytracking progress systems yymonitoring of practice yynotes from conversations with families yynotes from conversations with outside professionals yytraining evaluations yyreports from outside professionals yydevelopment plans yysupervision records yyEYPP spending plans
It will be sensible to articulate your decision making processes often, so that you feel more confident when you are being inspected. You could use staff members or colleagues from other settings as a sounding board. You could also collaborate by reviewing each other’s spending plans and impact from past strategies.
Remember good practice is underpinned by a sound knowledge of child development and what makes a difference to children’s learning and isn’t just presenting something you think Ofsted want to see.
13 In conclusion
EYPP is primarily to be spent on improving outcomes for children from the most deprived 20% of the population. Funding can impact other children as well. There are no set ways to spend the funding. Settings are expected to use their professional knowledge and tools to make decisions which will close the attainment gap, if there is one.
If you aren’t seeing an attainment gap in your data, and your EYPP funded children are performing as well as their peers already, consider developing strategies that will enable these children to become more experienced than expected. It’s important to ensure that all EYPP children are achieving their full potential, which for some could mean being more experienced in some areas of learning.
Making best use of your funding entails making sure you receive the funding to which children are entitled. Be aware of the practicalities, such as that funding will be paid termly, but checking of eligibility needs only to be done annually. Most local authorities seem to allow settings to keep the funding for a term if a child moves setting within that term and the new setting will receive it the following term. Local authority funding mechanisms are still evolving as EYPP becomes more embedded, and so are settings’ own processes for ensuring parents sign up for EYPP where necessary. Examples of good practice are available from the project.
Settings need to be accountable to Ofsted for how the funding has been spent in terms of impact. Your processes for doing this will be consolidated and refined over time. You will know what focus the expenditure needs to have and how it will be monitored.
Seek out opportunities to collaborate with local settings or professionals to enable the funding to go further. Participants in our project have found working together one of the most valuable parts of the project, with benefits that go far beyond the direct cost savings of pooling funds.
EYPP funding enables a focus to be on the most disadvantaged children so that their outcomes can be improved. It provides a good focus for developing practice and knowledge of staff and parents alike. The Learning Together About Learning project certainly found this to be the case. There are many examples of how the funding has been spent across the different areas and how settings have used the project to begin to collaborate together and these can be found on the Early Education website in the EYPP section: www.early-education.org.uk/eypp
14 Practical tips on allocating Early Years Pupil Premium funding References and further reading
Learning Together About Learning project website resources including case studies, pro formas, tracking documents, etc: www.early-education.org.uk/ eypp
DfE guidance on eligibility: at www.gov.uk/guidance/early-years-pupil- premium-guide-for-local-authorities
Education Endowment Foundation Early Years Toolkit: https:// educationendowmentfoundation.org.uk/toolkit/early-years/
Findings from the EPPE and EPPSE projects: http://www.ioe.ac.uk/ research/66744.html
Macleod, S., Sharp, C., Bernardinelli, D., Skipp, A., & Higgins, S. (2015). Supporting the attainment of disadvantaged pupils: articulating success and good practice: Research report November 2015. Available at: www.gov.uk/ government/publications/supporting-the-attainment-of-disadvantaged- pupils
National Audit Office (2015) Funding for disadvantaged pupils. HC 90. www. nao.org.uk/report/funding-for-disadvantaged-pupils/
Ofsted (2015) Ofsted Early Years Report available at www.gov.uk/ government/uploads/system/uploads/attachment_data/file/445730/Early_ years_report_2015.pdf
15 APPENDIX 1: Example data collection sheet from the Learning Together About Learning Project
Guidance
Step 1: Using your current tracking system aggregate your children’s data into two groups – those eligible for EYPP and those who are not.
For each group record how many children fall into the different categories – inexperienced or below where they would expect to be (B), where they would expect to be (E) and more experienced or above where they would expect to be (A).
For the purposes of norm referencing and for this project, children who are in their third year would be expected to be identified as being in the 22-36 (W & S) age band in Development Matters and in their fourth year being in the 30–50 age band of Development Matters.
Example of completed data grid Number of children EYPP Non-EYPP
B E A B E A
Making relationships 2 2 2 15 2
Managing feelings and 1 2 1 1 17 1 behaviour
Self-confidence and 2 0 2 1 17 1 self-awareness
Listening and attention 1 3 3 14 2
Understanding 1 3 2 16 1
Speaking 3 1 3 14 2
Moving and handling 3 1 1 14 4
Health and self-care 1 3 1 18
16 Practical tips on allocating Early Years Pupil Premium funding Step 2: Using the grid, analyse your data to identify trends and areas of learning that could be focussed on and developed for those children.
What is your data What are you going How will you know it has telling you? to do differently or made a difference? more of?
There are some questions at the end of this document that you could ask yourself.
Step 3: This information can then be used to develop an action plan. Once the interventions have been put in place and the timeframe for the next data collection point has been reached, the data should be collated again to see the difference the interventions have made. This might look something like the following example:
Number of children EYPP Non-EYPP
B E A B E A
Making relationships 3 1 16 4
Managing feelings and 3 1 17 2 behaviour
Self-confidence and 1 1 2 17 2 self-awareness
Listening and attention 3 1 1 14 4
Understanding 4 18 1
Speaking 1 2 1 1 14 4
Moving and handling 3 1 16 3
Health and self-care 4 18 1
17 Step 4: Analyse the differences between the two data sets. There are some questions at the end of this document to help with the analysis. Remember the reason EYPP funding is being given is so that these children can make accelerated progress. The two children eligible for EYPP who were identified in the example above as being less experienced or below where they would expect to be in making relationships have moved to being where they were expected to be, so the gap for those children has closed.
Step 5: As EYPP is focussed on closing the gap it is important to think about how much progress children are making. EYPP children need to make more rapid progress than non-EYPP in order to close the gap. This step can be used to show the rate of progress children are making. It will also be important for non-EYPP children who are inexperienced or not where they are expected to be to make accelerated progress as well.
Taking the progress of one age band per year to be the norm, children following a “typical” trajectory should make three “steps” or “points” of progress across three terms or a “step” per term. A “step” or “point” will be moving in gradations within the band ie between “entering”, “within” or “secure” or “emerging”, “consolidating” and “established” (depending on the terminology used). Track the number of these steps to ensure children are making enough progress, and analyse trends to ensure your strategies have been successful.
Amount of progress Non-EYPP EYPP children made by children
0 1 2 3+ 0 1 2 3+
Making relationships 1 1 4
Managing feelings and 1 3 15 2 2 behaviour
Self-confidence and self- awareness
Listening and attention
Understanding
Speaking
Moving and handling
Health and self-care
18 Practical tips on allocating Early Years Pupil Premium funding Step 6: Record qualitative data which will also help show the impact of strategies which have been trialled/implemented. These can result from monitoring such as deployment of staff, contributions to Learning Journals from families, which parents have engaged with which parental engagement strategy, quotations from reports from outside professionals, comments from parents etc.
Example data collection sheet
This data sheet can be downloaded from www.early-education.org.uk/eypp Data at first collection point: Number of children EYPP Non-EYPP
B E A B E A
Making relationships
Managing feelings and behaviour
Self-confidence and self-awareness
Listening and attention
Understanding
Speaking
Moving and handling
Health and self-care
Key: B= below age-related expectations E= at age-related expectations A= above age-related expectations
Analysis: What are you going How will you know What is your data to do differently or it has made a telling you? more of? difference?
19 Questions you could ask yourself: yyWhat are the areas of learning where the children are most experienced for all groups of children? Why might this be the case? Has there been any recent training, development to the learning environment or to the home learning environment, which could have contributed to this? yyWhat are the areas of learning where the children need more experience/ opportunities? yyWhat experiences could be offered to the children to develop their skills etc? yyWhat training opportunities could impact on the staff and families to develop these areas of learning? yyHow will the impact be measured and what will the baseline be? yyWhat does the spread look like across the different groups of children? How many of your EYPP children could be more experienced/ above expectations with a focussed strategy or through widening their life experiences?
End data: Number of children EYPP Non-EYPP
B E A B E A
Making relationships
Managing feelings and behaviour
Self-confidence and self- awareness
Listening and attention
Understanding
Speaking
Moving and handling
Health and self-care
20 Practical tips on allocating Early Years Pupil Premium funding Progress data: Amount of progress EYPP children Non-EYPP children made by
Number of steps: 0 1 2 3+ 0 1 2 3+
Making relationships
Managing feelings and behaviour
Self-confidence and self-awareness
Listening and attention
Understanding
Speaking
Moving and handling
Health and self-care
Other impact to note: Groups What other What made What else will you impacted differences the difference trial? have been happen? seen?
Children
Families
Staff
21 Practical tips on allocating Early Years Pupil Premium funding Guidance from the Learning Together About Learning project, funded by the Department for Education
136 Cavell Street, London, E1 2JA www.early-education.org.uk
Charity registered in England and Wales no. 313082 Charity registered in Scotland no. SC039472 A company limited by guarantee and registered in England no. 395548.
March 2017
For the attention of all Headteachers and Chairs of Governing Boards
Dear Colleagues
2017/18 Subscription Charges for School and Governor Support Service
School and Governor Support (S&GS) officers have reviewed and updated our service offer. Our brochure, which provides an overview of the services offered to subscribing schools and academies together with the information you will need to access them, is now available at www.birmingham.gov.uk/SGS .
We continually review our services linked to BCC’s statutory and non-statutory functions and have been able to consult extensively with you this year. Both Headteachers and Governors have provided invaluable feedback on a range of questions shared. We are using this feedback to ensure that future service offers continue to meet your developing needs in the changing educational landscape.
S&GS is a fully-traded service and is, therefore, required to recover 100% of its operating costs.
For the period 2016/17, 82% of the family of Birmingham schools both maintained and academies, made a decision to buy into our services. Your continued support is much appreciated and will only enhance our ability to respond to the wide range of issues that you face on a day-to-day basis.
S&GS appreciate the pressure on school budgets and remain committed to maintaining our costs at as low a level as possible. There will, therefore, be no increase in our charges from the £1,950 that has applied for the last four years. Invoices will be posted out early in the new financial year for maintained schools and recently converted academies. Existing academies will be invoiced as usual during September 2017 in line with their own funding arrangements.
I do hope that you will continue to subscribe to our service which, you tell us, has been highly valued by you and your governors.
Yours sincerely
Karen M Davies Interim Head of Service and School Support Manager
0121 3038394 [email protected]
15 March 2017
For the attention of all Secondary Headteachers withwith sixthsixth----formsforms Dear Colleague We are writing to introduce the National College for High Speed Rail – a new, fully-incorporated college, built on campuses in Doncaster and Birmingham. The new college will specialise in courses and apprenticeships in high speed rail with the Birmingham campus located in the city centre at Venture Way, Dartmouth Middleway. As the rail industry enters a new era of growth in the UK, our college, supported by the Local Authority, has committed to support this industry by pioneering technical excellence in its future workforce, providing the professionals it needs and closing the skills gaps in STEM subjects as a whole. We also expect the college will vastly improve the options for higher education in Birmingham with new technical degree-level pathways. We are passionate about making this a college and industry that is exciting, diverse, collaborative and surprising for students of all backgrounds who are seeking a career. So we’ve developed a curriculum with employers, who have also provided us with generous donations of equipment and technology to ensure our students train in the best possible facilities. They will be heavily involved in delivery too, providing work experience, mentoring support and careers advice to all our students. The college will open to a small intake from industry in September this year. But we are already starting recruitment for courses beginning in the 2018-19 academic year, and would be very grateful if you would distribute the enclosed letter to your year 12 students, as they consider their options beyond Key Stage Five and Level 3 programmes of study. We also have a range of printed publications that we are happy to share with you, please contact us by email [email protected] .
The college is hosting a joint event with Birmingham City Council for our partners in education on Monday 27 March 2017, 4.30pm - 6.00pm at the Council’s Woodcock Street offices and we would love to see you there. Details of our open days and events can be found on our website (www.nchsr.ac.uk ). We look forward to welcoming you to the National College!
Yours sincerely
Clair Mowbray Colin Diamond CBE Chief Executive Executive Director for Education National College for High Speed Rail Birmingham City Council
Faraday Wharf Innovation Birmingham Campus Holt Street Birmingham Science Park Aston Birmingham B7 4BB
To: Headteachers
Date 1th Sep 2016
Title: Child Wellbeing survey (7-18years)
Summary: Invitation to all Birmingham schools to participate in the online pupil survey this term. There is no cost to schools to participate and those that do will receive a report in which an analysis of their results is provided. The survey is designed for pupils aged between 7-18years.
Timescale: The survey can be completed by pupils any time during the academic year 2016-17. (1 st Sep 2016 to 31 st Aug 2017)
Action Required: Your school can begin using the questionnaire with pupils straight away. Please return the attached form so we know which schools are intending to participate.
Contact person: Zareen Syed Intelligence Officer, Commissioning Centre of Excellence, Directorate of People, Birmingham City Council Tel: 0121 675 1953 Email: [email protected]
Dear Headteacher,
©Birmingham City Council Page 1 of 3 Information Management Team Children, Young People and Families Lancaster Circus Birmingham B2 2BW
Child Wellbeing Survey on Every Child Matters outcomes
We would like to invite all Birmingham schools to enable their pupils aged 7-18years to complete an online Child Wellbeing survey.
The questionnaire was originally developed in 2006 by Dartington-i, a research and development organisation working with Birmingham City Council to develop children’s services. Since then, the survey has been continued to be used by schools across Birmingham for nine years running and is on average completed by 10-20,000 children across the city each year.
Questions in the survey were originally designed to cover the five areas of the ECM Outcomes Framework - being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being. Specifically it covers pupils;
- Physical health (physical activity, healthy eating, drug & alcohol use) - Emotional health & behaviour (conduct/attention problems, pro-social behaviour) - Feeling safe (safe at home, school and in the community, levels of bullying) - Future aspirations (e.g. going to college/University)
There is no cost to schools to participate . The only requirement is for schools to make arrangements for pupils to complete the survey online . Please note that unfortunately the survey can no longer be completed on paper due to the volume of data input that this creates.
The questionnaire should take pupils approximately no more than 20-30 minutes to complete . There is an audio option for children who have difficulties with reading English.
Participating schools will receive an analysis of their results showing how their pupil’s outcomes compare to the city as a whole and to national figures (where available).
The data collected will be anonymous, confidential and stored securely, and since the results will be presented at a school or city level only, it will not be possible to identify any individual child from reports. Pupil identifiers will be removed and all analysis will be anonymous.
The results provide evidence for SEF: The questionnaire also provides evidence on children’s well-being that can be used to answer the following SEF questions; To what extent do learners adopt a healthy lifestyle? To what extent do learners feel safe? How much do learners enjoy their education? How good is their personal, social and emotional development?
©Birmingham City Council Page 2 of 3 Information Management Team Children, Young People and Families Lancaster Circus Birmingham B2 2BW
If your school would like to participate in the survey this academic year, please complete and return the attached form.
N.B. Your school can start using the survey straight away. Completion of the attached form is just so we have a record of the schools that are participating.
Yours sincerely
Charles Ashton Gray Service Lead Commissioning Centre of Excellence
©Birmingham City Council Page 3 of 3 Information Management Team Children, Young People and Families Lancaster Circus Birmingham B2 2BW
Do you want to meet with other parents and learn more about national and local services and what they can offer? Feel more confident about working with practitioners and making decisions about your child’s journey?
We warmly invite you to a series of workshops that have been written by and are led by trainers who are parent/carers of a child with additional needs themselves.
These workshops are for parent/carers of children and young people of any age, with any additional need following diagnosis. They are an attempt to support parent/carers through times of change and at whatever stage of the journey participants may find themselves.
OR
Workshops for parent/carers, written by parent/carers and delivered by parent/carers and practitioners together.
For more information talk to your key worker or telephone Steph 0782 7082750 or Sally 07785 453533 or email [email protected] [email protected] To book a place please send the attached booking form.
The importance of person-centred outcomes and the active participation of children, young people and parent carers.
PARENT CARER WORKSHOP BOOKING FORM WORKSHOP DETAILS
To ensure that we can process your form swiftly please ensure the form is fully completed.
Please complete all sections in BLOCK CAPITALS.
Course Parent Carer Workshop at Soho Children’s Centre Title 21 Louise Road, Handsworth, Birmingham B21 0RY
Course Wednesdays 26 th April, 3 rd , 10 th , 17 th and 24 th May Date/s and 7 th June. 10.00 – 1.00
YOUR DETAILS
Parent carer n ame :
Address:
Postcode:
Telephone Number:
Email address:
Any s pecial requirements or access requirements
Please note there is no charge for these workshops.
Any queries please ring Sally Hughes 0121 303 1752 or email [email protected] or speak to your key worker
Name: ______Signature: ______Date: ______Please read Course Booking Terms and Conditions overleaf. Please photocopy as required and return completed form to: Early Support Service, Vauxhall Gardens, Barrack Street, Nechells, B7 4HA
TERMS AND CONDITIONS
ALL EARLY SUPPORT SERVICE COURSES On receiving this application we will assign available place/s. Whilst every effort will be made by Early Support Service to ensure places and keep the dates and venues as advertised we reserve the right to amend or cancel courses without notice. We will make every effort to inform you in advance if possible. Early Support Service does not accept any liability whatsoever, if for whatever reason, the course does not take place.
CONFIRMATION
Bookings will be confirmed and joining instructions will be sent to you.
RESERVING A PLACE AND CANCELLATION CONDITIONS
By entering details on the booking form the delegates confirm they have read, understood and accepted the terms and conditions and are able to attend on the dates specified.
Please contact us as soon as possible if you need to cancel so the place can be offered to someone else.
DATA PROTECTION ACT The information collected on this form will be used in compliance with the Data Protection Act 1998. Early Support Service collects this information in order to inform service delivery. Data will be stored and may be used by other sections of Birmingham City Council Children’s Services in order to promote courses, activities and events to in the future.
EQUAL OPPORTUNITIES Early Support Service is committed to equal opportunities in training and professional development and we positively welcome course delegates irrespective of their gender, race, disability, colour, ethnic or national origin, nationality, sexuality, marital status, responsibility for dependents, religion, trade union activity and age. Early Support Service will not accept any form of discrimination at any time during the event.
If you do not wish to receive further information from us, please mark X in the box Where did you hear about the course you have applied for? Flier Email Other (please state)
PARENT CARER WORKSHOP BOOKING FORM WORKSHOP DETAILS
To ensure that we can process your form swiftly please ensure the form is fully completed.
Please complete all sections in BLOCK CAPITALS. Parent Carer Workshop at Victoria School and Specialist Art College Course Bell Hill, Northfield, Birmingham B31 1LD Title
Tuesdays 13 th , 20 th , 27 th June and 4 th , 11 th and 18 th July Course 10.00 – 1.00 Date/s
YOUR DETAILS
Parent carer n ame :
Address:
Postcode:
Telephone Number:
Email address:
Any s pecial requirements or access requirements
Please note there is no charge for these workshops.
Any queries please ring Sally Hughes 0121 303 1752 or email [email protected] or speak to your key worker
Name: ______Signature: ______Date: ______Please read Course Booking Terms and Conditions overleaf. Please photocopy as required and return completed form to: Early Support Service, Vauxhall Gardens, Barrack Street, Nechells, B7 4HA
TERMS AND CONDITIONS
ALL EARLY SUPPORT SERVICE COURSES On receiving this application we will assign available place/s. Whilst every effort will be made by Early Support Service to ensure places and keep the dates and venues as advertised we reserve the right to amend or cancel courses without notice. We will make every effort to inform you in advance if possible. Early Support Service does not accept any liability whatsoever, if for whatever reason, the course does not take place.
CONFIRMATION
Bookings will be confirmed and joining instructions will be sent to you.
RESERVING A PLACE AND CANCELLATION CONDITIONS
By entering details on the booking form the delegates confirm they have read, understood and accepted the terms and conditions and are able to attend on the dates specified.
Please contact us as soon as possible if you need to cancel so the place can be offered to someone else.
DATA PROTECTION ACT The information collected on this form will be used in compliance with the Data Protection Act 1998. Early Support Service collects this information in order to inform service delivery. Data will be stored and may be used by other sections of Birmingham City Council Children’s Services in order to promote courses, activities and events to in the future.
EQUAL OPPORTUNITIES Early Support Service is committed to equal opportunities in training and professional development and we positively welcome course delegates irrespective of their gender, race, disability, colour, ethnic or national origin, nationality, sexuality, marital status, responsibility for dependents, religion, trade union activity and age. Early Support Service will not accept any form of discrimination at any time during the event.
If you do not wish to receive further information from us, please mark X in the box Where did you hear about the course you have applied for? Flier Email Other (please state)