COMPOSITE MINUTES OF THE 2014 SPRING TERM AREA MEETINGS OF THE LA AND ESSEX PRIMARY HEADS’ ASSOCIATION

South Wednesday 26 February 2014 North East Thursday 27 February 2014 West Tuesday 4 March 2014 Mid Wednesday 5 March 2014 Action 1. WELCOME, THANK YOU AND NOTICES

a) Tim Coulson, Director for Education and Learning, and Clare Kershaw (Lead Strategic Commissioner, Standards and Excellence) and the Area Chairs welcomed those present to the meetings, extending a particular welcome to the new (or new in post) headteachers in each area, who are:

North East Doretta Cowie Alton Park Juniors Janet Tringham Kirby Primary (Interim head)

West Isobel Barron Kingsmoor Primary Academy Lorna Brittaine Sheering CE Primary Laura Fox The Alderton Junior School Lesley Lewis Theydon Bois Primary Vanessa Thomas Shelley Primary

Mid Jane Bellehewe Templars Primary (Acting) Charlotte Daynes Finchingfield CE Primary Stuart Ellis Notley Green Primary John Magnus Perryfields Juniors (Acting) Sally Mumford St Michael’s CE Primary, Galleywood Robert Pike St Nicholas CE Primary, Tillingham Heather Shelley Broomfield Primary Sarah Vass Great Totham Primary Petra Verkooijen Templars Primary (Acting)

b) Thank you and farewell to those headteachers who are retiring or leaving their current post at the end of term: South Chris Beazeley St Mary’s CE Primary, Shenfield North East Karen Springett Milldene Primary West Karen Jacobs Chigwell Primary Chris Yates Roding Primary Mid Linda Hughes Moulsham Juniors Janette Quinn Lawford Mead Infants

1 LA/EPHA Spring Term 2014 Area meetings 2. i) GETTING THE MOST FROM FISCHER FAMILY TRUST DATA TOOLS Paul Charman, FFT

Paul reminded headteachers that FFT is an independent, not for profit organisation, which analyses national data and produces reports used by Local Authorities and schools across the country. Around 95% of secondary schools nationally use FT and about 70% of primary schools; this percentage is slightly lower in Essex, perhaps because of the wide spread use of Target Tracker. However, the use of FFT is fully compatible with using Target Tracker and it can also offer additional reports, such as the Governor Dashboard and Student Explorer.

FFT has previously been “free” to Essex schools, subsidised by the LA, but in future (because of contract changes) there will be nominal cost of between £80 - £125 depending on the size of school. All primaries will be automatically included on the subscription list (and invoiced accordingly) unless they choose to OPT OUT. Schools should email [email protected] if they wish to opt out of the FFT subscription.

Paul explained the development of various FFT tools that are currently available, or being introduced in September 2014.

Governor Dashboard FFT is committed to providing governors with information to answer six key questions:

1. How does attainment and pupil progress at my school compare to the national average? 2. How are we performing in different subjects? 3. Do we have any under-performing groups of pupils? 4. How might the context of our school affect our performance? 5. How does pupil attendance compare to the national average? 6. What are the strengths and weaknesses of your school?

Paul explained that FFT accepts that governors must have access to RAISEonline and the Ofsted data dashboard, but the full RAISE report is complex and the dashboard contains data that is often out of date. (At the time of the meetings, the Ofsted Dashboard was only publishing data from 2012 and before.). FFT publishes a dashboard by the end of September each year, which is then updated with validated data as soon as this is made available in the spring term.

In addition to the dashboard, FFT provides a Governors’ guide to “knowing your school”, an online training module and a training booklet. FFT is also running governor training sessions in March.

A key difference with the data is the FFT includes contextual value added (comparing similar pupils at similar schools) as well as value added. The dashboard also gives useful information about pupil attendance, about the relative strengths and weaknesses (over 3 years) and achievement by pupil groups over three years. Paul stressed that, as always, the key issue for governors is how the data is used and what questions and actions it raises, rather than the information simply being “received” by governors.

The Governor dashboard is currently available for Key Stage 2, but will include Key

2 LA/EPHA Spring Term 2014 Area meetings Stage 1 from September 2014.

FFT Self-evaluation booklet – Key Stages 1 and 2

The self-evaluation booklet is available for Key Stages 1 and 2, and goes into much more detail than the Governors’ dashboard. It aims to answer the following questions:

1. How does the overall attainment of pupils in your school compare to attainment nationally? 2. How does the progress of pupils compare to similar pupils nationally? 3. What is the variation in the performance of different pupil groups and different subjects? 4. What are the key strengths and weaknesses at your school? 5. What do FFT estimates of future KS2 performance look like? 6. What actions do you need to undertake and how are you going to monitor/measure their effectiveness?

The self-evaluation booklet includes data on pupil achievement and progress, relative strengths and weakness, pupil groups and so on. Paul confirmed that Ofsted is happy to consider FFT data when assessing the school’s self-evaluation and understanding of data.

FFT Live – to be developed (from September 2014) as FFT Aspire Schools are given a password for access and it is possible to set up numerous accounts for different users. There are a number of interactive reports and the school has the facility to change how the data is presented. Student Explorer is a particularly useful tool which gives all known census and achievement data on a pupil, and this can be uploaded as soon as a pupil joins the school.

FFT Aspire is the new online data analysis tool, including five core modules for schools, LAs and academy chains. This will include:  Target setting  Bench marking and analysis  Student Explorer  Data integration  Training and support

Paul demonstrated some of the new features, including a “slider” which allows an individual school to set targets for pupils, depending on how aspirational it wishes to be. FFT Aspire will include:

• Interactive school & subject dashboards and reports • Designed for school leaders, governors, middle leaders & teachers • Links from summary dashboards to pupil-level data • Printed booklets (PDF) for use offline (similar to current governor dashboard and self evaluation booklets) • Analyses and data: FSP-KS1 and KS1-KS2 • Latest data available early on in Autumn term (end of September)

In response to questions at all four meetings, Paul confirmed that FFT will migrate to a new system of assessment using whatever indicators and measures are put in place;

3 LA/EPHA Spring Term 2014 Area meetings at least, he explained that there will be a baseline assessment and tests at key stages, which will enable the tool to judge and predict achievement and progress.

At the North East meeting a headteacher asked how FFT gauges correlation between EYFS and Key Stage 1. Paul explained that FFT picks out relevant aspects that indicate progress between the key stages. He noted that the most accurate correlation is between KS4 and 5, but FFT data has proved accurate around 80% of the time between EYFS and KS1. Numeracy, literacy, PSLD and age of the child are taken into account when predicting progress.

Paul was thanked for his informative presentation. It can be accessed on the EPHA website at http://new.essexprimaryheads.co.uk/meetings/termly-area

ii) ESSEX FAMILY OF SCHOOLS DATA

Pippa Shukla, ECC Lead Strategic Commissioner for Intelligence, Education and Lifelong Learning (People Commissioning), presented information about new data that the LA is producing for primary schools. This groups schools into “families” depending on prior attainment based on average point scores. The rankings are based on KS2 Level 4+ RWM combined score: • Quadrant rank within group • Essex rank within group

Next steps • Review your school information – what stands out? Can you find a similar school who achieves in a similar way to you, above or below? – {spreadsheet on SSET – target tracker helpline for password} • What other information would be helpful to have included on the spreadsheet? E.g. cohort, deprivation score, free school meals cohort? • What use could you make of this approach? • All feedback to your SEC or via Pippa Shukla/ Alison Fiala/ Graham Lancaster – by end of Spring term – Developing an approach for infant schools – the next stage…..

Pippa AGREED that it would be helpful to add an indication of mobility for each school.

3. ASSESSMENT UPDATE Alison Fiala (South) Graham Lancaster (North East and Mid) Jacky Castle (West)

Alison Fiala noted that Shona Ford, who has worked for the LA as an adviser, for many years, is retiring. It was agreed that her expertise and experience will be very much missed.

i) Assessment Beyond Levels – Target Tracker update

A regular update on progress of the Target Tracker tool, go to www.targettracker.org/assesswithoutlevels

With the new National Curriculum being taught in most year groups from September

4 LA/EPHA Spring Term 2014 Area meetings people are curious to see how the assessment strategy will change. As you know, levels and point scores as we know them are going and will not be replaced.

Attainment and Progress Of course, attainment and progress measurement is clearly just as important in the new curriculum as was in the old. Target Tracker is working with skilled practitioners and LA colleagues to develop the best approach. With the response to the DfE consultation not due until after the first quarter of this year including detail on the end of Key Stage test regime there is still much we do not know.

The aim of the tool is • to develop a consistent assessment and tracking system in line with the requirements of NC 2014 and National Assessment 2016 • Developed with Essex schools working with EPHA. • Covers all curriculum but assessment criteria developed for English, Maths, Science and Computing. • Created to ensure smooth transition for Target Tracker users and be attractive for those who don’t currently subscribe.

Progress so far: • English group set up and meeting • Maths group set up and meeting • Science group set up and meeting • Computing being developed • Headteacher reference group about to meet.

Target Tracker development team are working on a delivery date of 1st September. Training will be available. ii) Statutory Assessment Update: EYFS, KS1 and KS2

EYFS: the new Profile will be moderated for the second time. A minimum of 25% of schools and settings will be visited, all others are required to attend a training and moderation session. During the Spring term schools will receive notification about visits and meetings, which will mainly take place between 6 and 23 May. The LA will ask for ELG data outcomes to be submitted by Monday 23 June

Y1 phonics screening checks: the threshold mark will not be published until 30 June. Checks should be carried out during the week beginning 16 June. Schools won’t be able to submit Y1 phonics check results until 30 June or after because the pass mark won’t be available. The LA will notify schools as soon as the date is agreed.

KS1: there are no changes to the assessment processes this year. A minimum of 25% of schools will receive moderation visits, mostly between 6 and 23 May. Letters about visits will be sent to schools at the end of the spring term. Data should be submitted to the LA by Friday 20 June. Good practice to include Y2 and Y3 teachers at the moderation meeting for KS1 assessments. It is now “no longer a requirement for 2014” for schools to calculate separate AT levels in mathematics at KS1.

KS2: the reading test is structured differently this year and no calculators are allowed in the second maths paper. Access arrangements are being handled by STA, not by the

5 LA/EPHA Spring Term 2014 Area meetings LA. Science sampling tests will take place in a small number of schools in June. Moderation of the teacher assessment of writing will continue as in the last two years. Moderation visits (to a minimum of 25% of schools) will take place between 2 and 13 June. Letters about visits will be sent out at the end of the spring term. Schools will be asked to submit their data to the LA instead of the DfE this year by 11 June. This will allow the LA to undertake appropriate quality assurance measures before submitting results to STA by their deadline of 27 June; further information about this will be sent to schools in the moderation letters and from the data processing services team in the summer term.

Please note: the DfE requires the LA to make moderation visits to all schools where there are NQTs and/or teachers new to EYFS, Y2 and/or Y6.

All queries to [email protected]

4. ACHIEVING AND RETAINING THAT “OUTSTANDING” GRADE – CASE STUDIES

i) Nicola Woolf, Headteacher at Foulds Primary, Barnet (South meeting) Nicola began her presentation by explaining that the story of how her school got to outstanding would be difficult to condense into 10 minutes as it took 7 years! She noted that there were many things that played a part in their success which she would take for granted that other schools were doing, such as appraisal, monitoring, effective performance management and so on and that she would focus on how she had convinced Ofsted that her school should be graded as outstanding. The school was graded “good” in 2007 and in April 2011 received a risk assessment letter saying that it would not be inspected at least until Summer 2012. Nicola noted that it was a challenge to ensure that staff were up to date in relation to the many changes to the Ofsted framework. She provided the following list that she used to ensure that staff were prepared:

• Pen Portraits of pupils • Assembly • Knowing your data for school, year groups, classes, groups: (Raise on Line, Fischer Family Trust, in school progress data) • List of interventions for groups • Photos ready on a laptop to show your SMSC • Top tips for teachers • Appraisal Information • Monitoring of teaching, planning, books records • Summary SEF ready • Staff knowing what the inspectors will be looking for when grading Quality of teaching • Staff knowing key parts of the framework • Staff meetings to prepare staff

Nicola also held a series of staff meetings focusing on Ofsted readiness: • Check lessons being taught have clear Learning Objectives and Success Criteria which is referred to and talked about with the children • Marking undertaken so far – Is it moving learning forward? – Are children being given the time between 8.45 and 9.00 to look at it and make amendments to their work

6 LA/EPHA Spring Term 2014 Area meetings • Are Presentation guidelines being followed so far? • How are Support staff being planned for and used in lessons – particularly in the Direct Teaching • When are plans discussed with TAs – Are they clear about their role in the lesson? • How is ICT being used to support learning? • When OFSTED come in to lessons need to show in the lesson the types of things you know they will want to see – e.g. evidence of progress, Assessment for Learning strategies etc

Nicola produced a “Guide to a Successful Ofsted” for the staff, but noted that she had to keep updating this as the framework changed. She stressed that the key to success is to manage the inspection process itself; for example, she made sure that a NQT was observed for a second time when she didn’t do herself justice on the first day.

Nicola’s contact details are • Headteacher - Foulds School Byng Road, Barnet, Herts EN5 4NR • Tel: 0208 449 2714 • Fax: 0208 440 5932 • [email protected] ii) Debbie Rogan, Executive Headteacher at Wickford CE Infants and Briscoe Primary (South meeting) Wickford CE Infants was inspected in November 2013, after a gap of over five years, having requested an inspection. Debbie explained that she had to work very hard during the inspection and noted that the inspector knew their RAISE data forensically and didn’t follow a usual pattern of inspection. She agreed with Nicola’s point that it is vital to manage the inspection and actually objected to some of the Lead Inspector’s practice. Some of the key tips that Debbie gave about the reason for her school’s success included: • All monitoring visits to classes in both schools are unannounced; • There is a huge focus on book scrutiny and less on lesson observation; for some teachers this is relentless, almost daily. Debbie noted that the Inspector spent a huge amount of time scrutinising books; • Teachers do frequent lesson studies together and working with Briscoe Primary has been helpful for both schools; • The school has closed every gap for groups of pupils in the last five years; • There is a strong focus on developing fine motor skills, for some children (particularly boys) this is a daily activity; • The school regularly commissions external reviews from consultants (not necessarily the Local Authority) • The school grows and develops its own teachers. iii) Kate Moore, Headteacher at Birch CE Primary (North east meeting)

Kate explained that Birch Primary is a small C of E school with 140 children on roll, in a rural location. She has been headteacher there for about 10 years. The school was inspected just before Christmas and graded outstanding for all aspects, even though Kate herself had noted graded every area as “1”. The main headline from the report

7 LA/EPHA Spring Term 2014 Area meetings was the children’s engagement with learning, the excitement of the curriculum and the brilliant quality of teaching. Kate noted that there is at least one full time Teaching Assistant in every class and they all attend the weekly staff meeting. She argued that when a school is moving to good it is essential to set some absolute “non-negotiables” and these are part of the ongoing conversation with teachers. Once good, she said that you have to “let go” of a degree of control, to allow your teachers to become outstanding. Other reasons she gave for her school’s success included: • Having an uncompromising approach to behaviour; • Strong and consistent use of Target tracker; • The school never uses supply teachers, but covers classes when necessary using HLTAs; • The school has an open door policy; parents bring their child into the class each morning; • Kate is careful about teachers’ work life balance. iv) Frances Booker, Headteacher at St Teresa’s Catholic Primary, Colchester (North east meeting) Frances explained that she was previously a headteacher at St Clare’s Catholic Primary School in Clacton, for 21 years. She was asked to become a consultant adviser to the headteacher at St Teresa’s in Colchester and then become their Executive Headteacher, working in both schools. She noted that the schools did not know when she would be in each school at any given time. One of the important aspects of improving St Teresa’s was to focus on teaching practice; she took all of the teachers to St Clare’s so that they saw what her expectations of teaching and standards were. St Teresa’s was inspected in 2008 and received a “good” judgement; the school’s focus was then “onwards and upwards”. There has been a strong focus on developing the staff professionals; core subject leaders have a day a week release time to focus on leadership and PPA. There has also been intensive development of Teaching Assistants and the school has invested in them, both in terms of numbers and their development. Subject leaders have developed their own roles and recognise their personal responsibility and accountability for their subject. Staff feel happy, valued and trusted. The school has used a HLTA, in fact a qualified teacher from abroad, who leads art across the school. However, when she teaches a class the teacher stays in the lesson, which means that they have all become much more skilled themselves; art is a real strength of the school. There is also a wealth of music and all children learn a stringed instrument. The pupils are very proud of their school; the School Council is active and children attend Governors’ meetings at least twice a year. Frances emphasised that when the school was judged to be “outstanding” in January, she made sure that the photo in the local paper was of all the children at the school, not the adults! Frances gave one very personal tip prior to inspection; she knew early in the autumn term that she would not be available for a day in December when her daughter was getting married. She discussed this with staff and asked them if they would be confident if she was not able to be at the school on this day, even if there was an inspection, or whether this should be designated a non-pupil day. The staff chose the latter as they wanted to be sure that Frances would be there for inspection. In the event, Ofsted did not visit on that day, but Frances and her staff did not have the worry and uncertainty of not knowing if this key date might become a problem.

8 LA/EPHA Spring Term 2014 Area meetings Frances ended by emphasising her mantra for success: passion, determination and non-negotiables! v) Rachel Callaghan and Anthony Hull, Headteacher and Deputy Head at Katherine Semar Juniors (West meeting) Rachel stressed that, of course, the journey to outstanding is not just about Ofsted, but much more importantly is about giving their pupils the very best possible opportunities. The school achieved an “outstanding” judgement in January; previously they had received a risk assessment letter which gave them some time without inspection. In advance of Ofsted the Senior Leadership Team looked at how to support staff, but also what evidence must be readily available on the day of inspection. Rachel explained that the school had worked closely with Trevor Scott and had developed a number of systems, for example the fact that the termly headteacher’s report to governors doubles as the SEF. Unusually, Rachel and Anthony, the Deputy, write the Head’s report together. One regular part of the report links back to the previous one and records what progress has been made since the last term. Rachel emphasised the importance of supporting staff and making sure that they feel (reasonably) relaxed about the inspection. Every teacher knows their class well, and produces a thumb nail of each pupil at the start of the year. One possible issue is that hers is a junior school, but one of the keys to success is how well and closely they work with the infant school. Rachel stressed her belief that the LA should be encouraging and supporting infant and junior schools jointly. The two heads do work scrutinies and learning walks together, for example. Rachel noted that she was very welcoming to Ofsted as she felt it was important to build a positive relationship with the team very quickly. She had worked out timetables to showcase the school, which included an assembly led by pupils (which impressed the inspectors). Anthony explained that he has been at the school for 8 years. One aspect he emphasised was the importance of developing a very robust Behaviour Policy; he explained that it had taken about 2 years to totally embed a new system, but this has led to improved learning. The curriculum is also vital, with a huge emphasis on music and sport; for example, every child has a singing lesson. vi) Maria Rumsey, Headteacher at Terling CE Primary (Mid meeting) Maria explained that her school was inspected at the end of October, when they were judged to be “outstanding”. Previously the school had been inspected in 2008 and had been judged to be “good”, but she was very aware that the goal posts had changed and that it is now much harder to be graded 1 or 2. Terling is a small village primary, but despite the prettiness of the village, there is a lot of local deprivation and all Reception children arrive at below the national average for attainment. Maria said that she had a difficult start at the school as the previous head had been in post for 22 years, and the changes that she introduced were not always popular! Now she feels that she has built great trust and mutual respect with her staff. She noted that there is not a blue print for planning and each teacher does it differently. She herself does a lot of teaching, runs clubs and so on. During the inspection itself she explained that the Inspector was obsessed by their two year old data as this cohort had not made as good progress as others. Maria said that all of her staff are very clear on the school’s aims, but that Ofsted was not interested in that or, indeed, SMSC!

9 LA/EPHA Spring Term 2014 Area meetings Paperwork in the school is kept to a minimum and the focus is on high quality learning and teaching – teachers do a lot of reading of high quality educational research. Maria explained that she prepared and trained her governors thoroughly for Ofsed and they acquitted themselves well. Maria noted that the expectations of pupils are very high and they are working at a high level; there is an expectation, for example, that Year 6 children will be doing Year 7 and 8 work. Children work very hard and go home tired! There is no tolerance of poor behaviour.

vii) Cheryl Allard, Headteacher at Oaklands Infants (Mid meeting) Cheryl explained that the school was recently judged to be “outstanding” and that it is strong in all areas, but that it has taken a long time to get there. An important part of the journey has been to change attitudes and to inspire staff. In 2008 the school was judged to be “good” and the emphasis was on building a secure learning school. Assessment for Learning is totally embedded and there is high challenge in every lesson. Cheryl said that key features are high engagement, vibrancy and enjoyment. Standards have always been pretty good, but there has been an upward and improving trend and a greater focus on culture and depth of skills. She feels that subject knowledge is hugely important and teachers plan in groups. The curriculum in the school is amazing – and led by teachers rather than Cheryl herself. Cheryl’s focus is on developing effective, distributed leadership. One key aspect is that one of the PM objectives for every teacher is the performance of their LSA. She said that she has excellent governors, who are highly skilled and take on key responsibilities. Cheryl mentioned a couple of programmes that she and her school has benefited from: John Yates International – a leadership development programme taking 6 days over the year http://www.johnyatesinternational.com/

Also, ABCdoes.com – brilliant training for Early Years practitioners

5. EFFECTIVE PROVISION FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS – CASE STUDIES

i) Nicky Barrand, Headteacher at Cherry Tree Primary (South meeting) Nicky explained that she had been headteacher at Cherry Tree Primary since September 2013. The school had been put into Special Measures in May 2012, some time after the inspection itself in March 2012. The first Section 8 HMI visit was in September 2012. To complicate matters, the school had 3 NQTs, a new Deputy Headteacher and a .4fte SENCo who was on maternity leave for 2 terms. The school has 40% of pupils eligible for free school meals, 60% on the Ever6 measure and around 33 -36% of children with SEN. Nicky stressed that, in a school in Special Measures you focus on behaviour, quality of teaching and leadership, and all of these aspects must be delivered well and consistently. For the children to progress, the school needs to have good to outstanding teachers across the board. At Cherry Tree lots of the children come in to Reception with exceptionally low attainment and, particularly, poor speech and language skills. The first issue to be addressed was behaviour, followed by a relentless focus on the quality of teaching, including moderation across the school. The training and development of support staff is ongoing, as many had no or few qualifications. Their skills are matched to the needs of children and the key stages. However, there has

10 LA/EPHA Spring Term 2014 Area meetings also been a drive to move teachers away from an over-reliance on teaching assistants. Nicky also focused on building relationships with parents. The school has developed SEN support strategies including break out areas (for example, using pop up tents) and dens. They are now setting up their own nurture provision, The Tree House, partly as a result of frustration with the lack of support services available. The school now actively looks for outstanding practitioners using skills tests during interview, and there is a big focus on the professional development of all staff. ii) Alison Blant, Headteacher at Pitsea Juniors (South meeting) Alison outlined a number of strategies that her school uses to support SEN, including the regular use of Pupil Premium Tracker. Other strategies include counselling, enrichment activities, Breakfast Club, interventions and Learning Mentors. Alison shared an exemplar of a case study for a Pupil Premium child, which identified: • Current attainment • Background and context • Difficulties, and emotional and social behaviour • What has been tried • What works well • Parental involvement • Outside agencies • The child’s own view • Predicted outcomes • The future The school also tracks every child who needs intervention and keeps a spreadsheet detailing what strategies (and their cost) have been used for every child with SEN or eligible for Pupil Premium funding. iii) Alan Garnett, Headteacher at North Primary and Nursery (North East meeting) Alan has been headteacher at North Primary for 13 years and he stated that he felt that a school’s reputation (good or bad) is rarely up to date! He noted that his school is very good at meeting the needs of children with Statements, but perhaps not do good at supporting those with School Action Plus. Nonetheless, he favours a whole school approach, involving teachers, TAs, governors, parents and pupils. The school is a community school and is expanding, with 32 different languages being spoken by families. There is a strong focus on integration and inclusion and Alan was proud of the comment in their Ofsted report that said: “Newcomers are able to settle in quickly because the school's values are lived out by pupils on a daily basis, and through support from others in their classes.” The school’s SENCo particularly focuses on • Early identification • Parental involvement • Professionalising the LSA team • Ensuring access to SENCAN and associated funding • Supporting teachers to develop and give them knowledge. Teachers also take responsibility through: • Raising Attainment Plans • Re, Wr, Ma - next steps for every child • Reviewed termly with team leader • Assistant Head monitors - identifies slow progress • Changes made, close tracking

11 LA/EPHA Spring Term 2014 Area meetings Alan referred to the Diss Report (Deployment and Impact of Support Staff) which he feels is very important www.dcsf.gov.uk/research DCSF-RR148 or at http://www.ioe.ac.uk/documents/DISS_Research_Summary.pdf He argued that the role of the Learning Support Assistant can either encourage independent learning, or can warp into dependence.

Success measures use a range of indicators: • Progress • Two sides of the triangle – lesson observation and pupil’s work • Attendance • Participation in school life • Parent and pupil perception • Keeping morale high – pupils, parents, staff iv) David Rogers, Headteacher at Bentfield Primary (West meeting) David has been headteacher at Bentfield Primary for a year and a term, initially as acting headteacher and, since January, as the substantive head. The school has 246 pupils on roll, but is unique as it has 15 places of SEN enhanced provision. These children, with exceptionally severe special needs, are not in a separate unit but are within the mainstream classes (2 places per class). In addition, there are an additional 12 pupils with Statements, 20 at School Action and another 20 at School Action +. There are 43 LSAs in the school (!) many of them working one to one with children. The school has been judged to be “good” in the last three inspections; the last one was in January 2014 when the school was graded 2, despite its results being below floor targets. The 27 children with Statements all have very different needs and each case is studied and managed differently. • The school has the following strengths: • A very special culture: Immense pride in our core principles and beliefs, what we do and what we hope to achieve. Acceptance of SEN by both staff, pupils and the wider community.The raised awareness of SEN both in school and further afield. • Amazing staff: Highly trained, ability to differentiate work to meet specific needs, professional autonomy, opportunities for sharing good practice, liaison between groups of adults in the classroom, the ratio of nurture and pupil independence, flexibility! • Full inclusion: Adapting work for each and every child regardless of their physical disabilities or learning difficulties, e.g. enlarged resources, sensory approaches, art and craft or musical links, using communication devices in the classroom, eye gazes…….. • Excellent support and engagement with outside agencies: Clear communication and co-ordination with all the services involved with our SEN children • Strong ownership and understanding of data by all staff: Assessment folders in classes, pupil progress meetings, knowledge of rates of expected progression of the wide range of SEN pupils, data conversations in staff meetings • Varied and effective interventions: Classroom based- precision monitoring, reading catch up, LSA’s trained in the first class@numbers programme, ECAR and ECAC teachers. Outside of the classroom- learning mentors, lego club, nurture groups. The inclusion of children with such severe special needs has benefits for all of the

12 LA/EPHA Spring Term 2014 Area meetings pupils (even if the occasional parent needs persuasion to recognise this). These include • Social and cultural alignment • Some imaginative and unusual areas, like the soft play areas and sensory rooms, that are used by all children • Wide use of Makaton, including a Makaton which is popular with all children • Excellent and varied classroom resources

v) Jo Huntley, SENCo at Westlands Primary and Writtle Juniors (Mid meeting) Jo was welcomed to the meeting, standing in for her headteacher, Gill Bennison. She explained that she is a SENCO at Westlands Primary and is also at Writtle Juniors for 2 days a week. Westlands is a very large 3 form entry primary school with a mixed catchment, including high EAL and high SEN. The ethos if of a committed community school that is fully inclusive. Writtle Juniors has a very different catchment, but is not without its own challenges. She argued that to be successful with SEN it is essential to have a whole school approach, with good quality, well trained staff. She runs fortnightly team meetings with her staff; she acknowledged that this is expensive but is worth doing. In each staff meeting they consider a “resource of the week” as a reminder to staff of the available resources that they can use to support SEN. Other strategies include high quality staffing, intervention groups, nurture groups and SPLAT (speaking, listeing and talking), which is particularly effective. She argued that interventions work least well when they are tweaked or watered down by the school. Jo also referred to Accelerate Accelorise, a system for developing key board skills, particularly useful from about Year 5 upwards.

6. WHAT MAKES SCHOOLS IMPROVE? Tim Coulson, Director of Education and Learning

Tim noted that the meeting’s agenda highlighted four key drivers for effective school improvement:  Having, using and understanding the very best possible data and information;  Collaborating and listening to (and learning from) others  Knowing what works for you  Understanding what research and evidence shows.

The session considered the research which confirms the key levers that enable schools to improve. The Education Endowment Foundation is an independent charity dedicated to breaking the link between family income and educational achievement, ensuring that children from all backgrounds can fulfil their potential and make the most of their talents. The focus is on supporting innovation and scaling up projects which have a measurable impact on attainment.

http :// educationendowmentfoundation.org.uk/toolkit Teaching and Learning Toolkit is to support teachers to make their own informed choices and adopt a more ‘evidence based’ approach Programmes rated on: - average impact, estimated in terms of additional months progress in attainment. - Cost based on the estimated cost of implementing an approach - evidence estimates Like any toolkit, the Teaching and Learning Toolkit will be most useful when in the

13 LA/EPHA Spring Term 2014 Area meetings hands of professionals. The aim of the Toolkit is to support teachers and school leaders to make their own informed choices about which interventions and school improvement strategies to deploy and to adopt a more “evidence based” approach. The evidence it contains is a supplement to, rather than a substitute for, professional judgement; it provides no guaranteed solutions or quick fixes.

The briefing paper highlighted seven particular interventions, which are relatively low cost, high impact according to the EEF.

 Behaviour interventions  Collaborative learning  Feedback  Mastery learning  Meta-cognition and self regulation  Oral language interventions  Peer tutoring

Interestingly, a number of “traditional” activities that are often seen as the key to school improvement, including school uniform, repeating a year, performance related pay, have very little impact and are not cost effective.

7. ESSEX PRIMARY LEADERSHIP ACADEMY Tim Coulson, Director of Education and Learning

Tim explained that, despite needing to continue to make significant budget cuts, ECC has two key priorities for the coming year; they are flood defences, and primary education. As part of the commitment to primary education and leadership, the LA is committing £1m to develop a Primary Leadership Academy.

http:// www.ofsted.gov.uk/annualreport1213/commentary http:/ /www.ofsted.gov.uk/annualreport1213/regions/east-england • Grounds for optimism - Nearly eight in 10 schools in England are now good or better, which is the highest proportion since Ofsted was founded 20 years ago Three factors are impeding educational progress: - too much mediocre teaching and weak leadership - regional variation in the quality of education - significant underachievement of children from low-income families, particularly white children

The Ofsted report found that ‘Despite the relative affluence of the region, primary school pupils in the East of England have one of the lowest chances in the country of attending a good or better school. Overall, a lower proportion of primary schools are good or outstanding than in every other region and the gap is widening, as the rate of improvement is substantially slower than across the rest of the country.”

Essex rated 126th /152 for primary in the country for primary schools and 91st for secondary. Six local authorities in the region (in total 11) were rated even poorer for primary schools. • Proportion of primary schools in Essex judged good or outstanding up over the

14 LA/EPHA Spring Term 2014 Area meetings year from 62% to 70% (nationally up from 70% to 78%) • Proportion of secondary schools up over from 55% to 69% (nationally 66% to 71%) • Key priority for 2014 - establish Essex Primary Leadership Academy that celebrates successes, attracts the best talent to Essex and grows the best talent already in Essex

A number of headteachers have met with LA Officers to discuss the establishment of a Primary Leadership Academy and what the initial focus should be to develop effective and sustainable leadership. The LA has stressed that this initiative should be primarily led by serving headteachers rather than the Local Authority.

At the meeting, headteachers were asked to discuss and share their ideas and key priorities for the successful development of primary leadership. Suggestions included: • Training serving headteachers to become Ofsted inspectors; • Focusing on grass route recruitment; • Investing heavily in the Teaching School Alliances; • Over-staffing groups of schools to release experienced staff, to gain experience and to support leadership and teaching in vulnerable schools; • Opportunities for longer term Headteacher secondments – 2+ years fixed term in challenging school on an enhanced salary – with security of substantive post to return to. Creating more opportunities to “act up”; • Opportunities for more Deputy Headteacher secondments, so that future leaders gain experience and understanding in a range of settings; • Leadership “swaps” between partner schools – at all levels – for a fixed period – a term/a year; • A web-based leadership “academy” – setting out a pathway from NQT to headship and beyond – with the range of training and support along the journey identified – with links to LA, National College and TSA courses and those from other providers Include a registration system – with alerts for new development opportunities suitable for each career stage A web based library of research – local and national • Accrediting leadership courses to Anglia Ruskin or A.N. Other University – credits towards a school leadership Masters Degree; • Identifying future headteachers – interview – identifying development areas – creating capacity for long term secondments/covering vacancies etc; • Partnerships of schools – creating capacity by jointly overstaffing to provide outreach and cover opportunities for effective leaders; • Regular Essex school leadership conferences with national speakers; • Promote/develop international opportunities – LEAP, China, Finland and elsewhere;

The groups discussed some of the problems of succession planning and alternatives to the traditional “one head, one school” model. It was recognised that governors need to have effective advice and training so that they understood the options for headship.

It was generally felt that fewer deputies and senior leaders want to move into headship, partly because of insufficient pay differentials when considering the hugely increased responsibilities of headship. It was noted that Suffolk LA runs an Acting Headship System which supports succession to headship.

15 LA/EPHA Spring Term 2014 Area meetings 8. LOCAL AUTHORITY UPDATE/ SPRING TERM BRIEFING PAPER

a) Social Care update Mark Campbell (North East meeting) Michelle Hayden-Pepper (South meeting) Jenny Boyd (West meeting)

Family Solution report and referral to Early Help Hub Refer to the briefing paper, published on the EPHA website http://new.essexprimaryheads.co.uk/meetings/termly-area

The presenters gave an update on the progress and impact of Family Solutions and the Early Help hub. Family Solutions offers support for Tier 3 families over a long period (up to a year) whilst the Early Help hub is an advice line. This team operates alongside the Initial Response Team. It was confirmed that concerns about persistent absence should be referred to the Early Help hub.

It was noted that Ralph Holloway is chairing a strategic group focusing on Child Sexual Exploitation, with a particular focus on Children Missing from Education, runaway children and those subject to CSE. Two new posts are being created to support CSE.

Reference was made to two documents recently published by the DfE (January 2014):

• Statutory guidance on children who run away or go missing from home or care • Flowchart showing roles and responsibilities when a child goes missing from care

These can be found on the EPHA website http://new.essexprimaryheads.co.uk/info-and-documents/safeguarding

There is currently a focus on recruitment of foster carers, and particularly those who are able to offer care for children with disabilities or respite care. Schools will be asked to help provide information to parents and carers.

ECC Social Care underwent a four week Ofsted inspection, under the new framework, in January. The report is due on 21 March, but the feed back at the end of the inspection was positive.

Serious Case Review It was noted that the Serious Case Review in relation to Child G in E Sussex who was abducted by her teacher, has been published. Whilst many of the aspects of the case are particularly pertinent to secondary schools, there are lessons to be learnt at all phases, including the need to provide appropriate help and to ensure that the concerns of children and others are listened to and acted upon. It was AGREED that Jo Barclay will be asked to provide SCR summaries for Essex schools.

b) Admission of Displaced Children

With the growing demand for primary school places, there will be occasions where schools are requested, by the School Admissions Team, to admit a child above the admission number for a year group. This will usually be in situations where a family

16 LA/EPHA Spring Term 2014 Area meetings moves into an area mid year and the local schools are full and there is no place available within a reasonable distance.

Some colleagues have expressed concerns about this and the demands placed on schools’ existing classes, especially when exceeding 30 children in infant classes. Whilst the LA understands this, the law does allow for children to be admitted to an infant class above the 30 limit where there is no place available within a reasonable distance. Paragraph 2.15(e) of the DfE School Admissions Code sets this out and such pupils can be admitted an ‘excepted pupils’ and will remain as ‘excepted’ for the duration on their time at the school (or until the number reverts to 30 in the relevant class).

Schools will only be approached by the School Admissions Team in the above circumstances where it is clear that no other place is available within a reasonable distance (the term ‘reasonable distance’ is not explicitly defined in law, but for a primary aged child, 3 miles is a general reference point). The LA is grateful for schools’ continued co-operation on the issue. If you have any further queries please do not hesitate to contact Shamsun Noor, Head of School Admissions on Tel: 01245 436 353. c) Academy Chains Development Grant Update The Primary Academy Chain Development Grant will build on the success of the Primary Chain Grant, which has been issued to 230 schools (52 chains) since its introduction in 2012. In June 2013 it was increased from £25K to £50K in response to feedback from schools that the grant was not sufficient; and the criteria was extended to allow open stand-alone academies to form chains with converting primaries. Schools said that they have found the grant helpful in creating the right foundations for success in their first critical months of operation.

The Secretary of State has agreed that from February 7 2014 the Primary Academy Chain Development Grant will replace the Primary Chains Grant. A one-off grant of £100,000 will be offered to 3 schools creating a MAT. An extra £10,000 is available for each school joining the new MAT, up to a maximum of £150,000. The grant is available for a time limited period only from 7 February 2014 to 31 July 2014, subject to availability.

This grant will be offered as a one-off payment and should fund a 2-year chain development programme. The grant can be claimed by groups of schools (a minimum of 3 schools) setting up a new Multi-Academy Trust (MAT). Open and converting academies are also eligible to apply, provided they are setting up a MAT with at least 2 primaries wishing to convert. The MAT must contain a majority of primary academies. The grant is intended to contribute towards the implementation of new joint processes and structures across the group of schools.

Additional financial support for small primary schools (with under 210 pupils) joining the new MAT is also available through the Small School Supplement. Primaries with 100 pupils or less are eligible to apply for £5,000 and those between 100 and 210 pupils are eligible to apply for £2,000. The supplement is intended to provide additional support to the eligible school in meeting expenses associated with the conversion process. For details, see Small Schools Supplement on the DfE website address and forms from below:

17 LA/EPHA Spring Term 2014 Area meetings http://www.education.gov.uk/b00229519/academy-funding-guide/primary-chains-grant Contact Alison Fiala for further information [email protected] d) Collaborative Partnership Grant – Round 2: April to November 2014 In our role as convenor of partnerships, and following the successful conferences in March 2013 promoting partnership working, we agreed to fund eighteen proposals from clusters of schools to develop locality based partnerships for peer to peer challenge and support. The grants were intended to provide capacity to headteachers to do further thinking on models to strengthen collaborative partnerships across Essex. A summary evaluation of the outcomes for each of the proposals has been completed and implications for the Local Authority in its role of convener of partnerships as part of its strategic vision to improve outcomes in primary education.

Case studies are now available to schools on the ECC Microsite for Primary Excellence under Primary Excellence, Options for Collaboration . http://www.essex.gov.uk/Business-Partners/Primary-schools-excellence/Options-for- collaboration/Pages/Default.aspx We are now looking to support a second round of bids with some funding available, up to £5,000, to encourage school to school support and enable imaginative thinking about what is needed to strengthen collaboration to build some sustainable partnership models to improve school performance across Essex. The deadline for bids is 28 March 2014; please return to [email protected] marked Proposal for Collaboration and Partnership Grant and attention of Alison Fiala, Lead Commissioner Primary. e) Infant and Junior School Partnerships During their visits to Infant and Junior schools in the autumn term Standards and Excellence Commissioners gleaned information relating to the strength of working partnerships between schools, particularly in the areas outlined in Tim Coulson’s letter in September. In a number of cases there are significant strengths in such partnerships and this information is being collated for circulation to all Infant and Junior schools. Where there is little or no joint working, follow up visits by the SEC and/or lead commissioner have been taking place.

At a recent meeting of the junior schools’ forum there was clear evidence of commitment to strengthening partnerships, ensuring continuity of high quality provision across the primary age range, whilst capitalising on the particular strengths which can exist within the current system. A suggestion was put forward for a summer conference for Infant and Junior school headteachers, show-casing good examples of partnership working and exploring strengths in teaching pedagogy in each Key Stage. A group of headteacher colleagues will be meeting shortly to take this forward. Graham Lancaster Lead Commissioner, Primary NE&Mid

f) Key Stage 2 Predictions The LA has written to each junior and primary school to ask for predictions for Year 6 outcomes for 2014 for Reading, Writing and Maths combined and two levels progress. This information will enable the LA to have an informed view of the likely performance of schools at the end of Key Stage 2.

Members of EPHA recommended that we use the same approach which allowed for

18 LA/EPHA Spring Term 2014 Area meetings the Early Years Foundation Stage baseline data to be collected in the Autumn term. We will be using the Essex Multi Schools Tracker as the vehicle for collecting the data from schools. The other route for schools to return their predictions could be by entering the required information onto a spreadsheet which can be emailed to you.

A ‘route card’ is provided with the letter to guide you through the process using Target Tracker and how to access the FFT targets for your pupils in Key Stage 2 which we hope schools will find helpful. The Target Tracker helpline can guide any schools through the process should this be required on Tel. 01245 213141. Please can you upload your Key Stage 2 prediction data as soon as possible and by 28 March 2014. We will collate all the predictions and ensure your Standards and Excellence Commissioner is provided with this information. g) Schools Safeguarding Adviser The Local Authority wishes to provide a co-ordinated approach to safeguarding and child protection both to support schools and also to assure the Essex Safeguarding Children Board that schools are confident and knowledgeable in this important area of work.

Cathryn Adams now has a lead for safeguarding and Jo Barclay has been appointed to the role of Schools Safeguarding Adviser. Many schools will know Jo Barclay from her previous roles in Essex. The main functions of the role are to:  Be a point of contact for advice and support to schools 01245 433360. This is not a replacement for IRT or the Early Advice Hub but offers an opportunity for schools to discuss any concerns of a safeguarding nature.  Ensure schools have access to the right training and development opportunities, including the development of Schools Safeguarding Networks. We are currently consulting on the best model that has a balance of building local relationships with social care and training and development opportunities. We would welcome any thoughts on how that might work in your localities. Jo is also currently working on a training presentation for Designated Teachers to use to train school staff.  Work with schools to complete the self-assessment audit tool and report back to the ESCB. We are currently working with school representatives and the ESCB to develop a more school user friendly tool.  Link with the Headteacher Associations and the schools facilitators in the Stay Safe Groups to bring a co-ordination to safeguarding in schools.  Develop good communications with school with important information and developments as well as learning for schools from Serious Case reviews (SCR).  Ensure the Essex Infolink has the right and useful information and resources in relation to child protection and safeguarding. Currently the schools Model CP Policy is being updated and will be available at the end of the Spring term.  Contribute to the school improvement agenda by support and challenge to schools and governors.  Provide support to schools working with partner agencies in the event of specific casework issues.  Follow up on complaints received from Ofsted that previously went to the safeguards unit if the complaint does not meet their thresholds.  Contribute to the work of the ESCB, including undertaking the Individual Management Reviews for SCR’s and Multi-Agency Case Audits (MACA). Jo is also working with the ESCB to develop an information and resource pack for 19 LA/EPHA Spring Term 2014 Area meetings secondary schools on Teenage Suicide as part of the overall strategy. Cathryn Adams Lead Commissioner for Children in Care and Safeguarding Standards and Excellence Service h) School Funding 2014/15 There are 3 key changes in funding for 2014/15 compared to 2013/14:  Low Cost High Incidence SEN – with the introduction of the new Early Years Foundation Stage Profile (EYFSP) in September 2012, primary schools are funded on the current and previous profiles. Primary schools will receive funding for pupils in years 2 to 5 who achieved fewer than 78 points in the old EYFSP and pupils in year 1 who did not achieve a good level of development in the current EYFSP.  A second key change has been in the calculation of the Minimum Funding Guarantee (MFG). The School Funding arrangements for 2013/14 offered two methodologies for calculating MFG. This has been reduced to a single methodology in 2014/15. For the majority of schools there has been no implication of this change, but for 40 schools the Authority has been required to rebase the 2013/14 MFG calculation. For those schools that have used the Budget Planning tool, there could be a difference in the MFG calculation.  The final key change is that there can be no redetermination of budget shares once the proforma has been approved. Therefore any changes required for rates will not be adjusted until the calculation of the 2015/16 budget.

Age Weighted Pupil Unit (AWPU) AWPU funding has increased by £24.57 from £2,661.00 in 2013/14 to £2,685.57 in 2014/15.

Minimum Funding Guarantee (MFG) MFG remains at -1.5% per pupil in 2014/15. There are 130 primary schools requiring protection from MFG which is a reduction of 11 schools from 2013/14.

Pupil Premium  Primary FSM - £1,300 per pupil  Looked After Children - £1,900 per pupil  Service Children - £300 per pupil

School Budget Shares are available on the Essex Schools Infolink website and maintained schools must submit their approved budget plans to the Authority by Thursday 1st May 2014.

The DfE are due to commence a consultation on a National Funding Formula for 2015/16 during the Spring Term.

Any queries to [email protected]

i) SEND Events

Pan Essex briefing /data exchange on the Children and Families Bill 3013 and what it means to CCGs and the wider Health Community – Friday, 28th February 2014, 9.30am to 12.30pm, at the Best Western Ivy Hotel. Writtle

20 LA/EPHA Spring Term 2014 Area meetings Road, Chelmsford, CM4 0EH. Essex SEND ‘readiness’ conferences 2014 Four quadrant conferences for headteachers and their SENCOs to further explore the implications on schools organisation, practice and performance and provide a supported opportunity to action plan For Headteachers and their SENCOs  24th March 9am - 4 pm Basildon Holiday Inn  25th March 9am - 4 pm Weston Homes, Colchester  26th March 9am - 4 pm Stansted Centre NB Cancelled – strike action  28th March 9am - 4 pm Chelmsford City FC

All queries to [email protected]

j) Teaching School Alliances

We continue to hold strategic meetings across with all Teaching School Alliances. In partnership we have developed a web page where you can find information about all Teaching Schools in Essex, the web page can be found at: http://www.essex.gov.uk/Pages/Teaching-schools.aspx

All Teaching Schools are in the process of uploading information about their Specialist Leaders of Education (SLEs) onto the Excellence Practitioner Portal for schools to access support when they need it.

We are currently undertaking an audit of all activity across the Teaching Schools and working with them to share data. A further round of approved Teaching Schools will also be announced later this term.

For more information please contact Clare Kershaw ([email protected])

9. DATES AND TIMES OF FUTURE MEETINGS

Area Heads Meetings Summer term 2014 SOUTH Tuesday 10 June Holiday Inn, Basildon N-EAST Wednesday 11 June Weston Homes Community Stadium WEST Tuesday 17 June The Churchgate Hotel CENTRAL Wednesday 18 June Chelmsford City Football Club

EPHA Conferences Headteachers’ Conference Friday 14 March 2014 Stock Brook Country Club, Nr. Billericay Deputy/Assistant Headteachers’ Conference Friday 17 October 2014 Weston Homes Community Stadium

Pam Langmead EPHA Manager

21 LA/EPHA Spring Term 2014 Area meetings