Children’s services Directors’ report to governors Autumn term 2018 This report informs governors of current educational developments, both within Ealing and nationally. It includes items of major significance and items on which some form of action may be required by governors. Autumn Term 2018 – Directors’ Report to Governors
Introduction by Judith Finlay, Executive Director Children, Adults and Public Health
Contents Page
1 Children’s services achievements 6
2 Ealing Learning Partnership (ELP) update July 2018 7
3 Early years updates 10
4 Primary assessment and moderation 13
5 Secondary update: performance tables changes, EBacc reporting and 14 expectations
6 Careers guidance 16
7 New measures to support pupils with special educational needs and 17 disability (SEND)
8 Ealing music service - a broad and balanced curriculum 19
9 Ofsted update 21
10 Understanding your data: a guide for school governors/ trustees 23
11 What maintained schools must publish on line 24
12 General Data Protection Regulation (GDPR) 28
13 Equality Act 2010 – new guidance 29
14 School complaints policy 30
15 Department for Education (DfE) risk tool 31
16 Academies financial handbook 2018 35
17 Good estate management for schools 36
18 Teacher recruitment, retention and tackling workload 37
19 Governing boards work schedule / annual plans 39
20 Governor recruitment and membership 43
21 Revised statutory safeguarding guidance 44
22 Supporting pupils with medical conditions in schools 46 23 New mental health website for schools 47
24 Relationships and sex education (RSE) and health education – 48 draft guidance for schools 25 Whole school approaches to tackling and preventing bullying 49
26 Active travel for the school journey 52
27 Early Help Assessment and Plan (EHAP) update 53
28 School police officers 55
29 School terms and holiday dates 56
30 Admission arrangements 2020/21 60
31 Ealing professional development, training and support 2018/19 61
32 Continuous professional development with the West London Teaching 66 Alliance (WLTA)
33 Lesson study: Ealing Primary Teaching School Alliance (EPTSA) 68
If you wish to receive further details, or make enquiries about any item in the report, please contact directly the named officer whose details are given at the beginning of the item.
We now produce two editions of the Directors’ Report a year – spring and autumn. This means that the next Directors’ Report will be sent in spring 2019.
Thank you in advance for your continued support. Ealing Council Perceval House 14-16 Uxbridge Road London W5 2HL T: 020 8825 5000
Dear colleagues,
I want to thank you for your ongoing commitment to improving the education and life chances of Ealing’s children and young people.
I am delighted that the majority of Ealing schools have joined the Ealing Learning Partnership (ELP) which will be in full swing by the time you are reading this in the autumn term. The ELP school improvement model has at its heart a mission: No learner left behind; no school left behind. We are confident that this approach will take school to school improvement practice to a new level. It will ensure that good practice is shared and areas for development will be identified in the spirit of high challenge and low threat.
Children and young people with special educational needs and disabilities (SEND) are at the centre of our collective drive to improve outcomes across the borough. The new ELP SEND and Inclusion committee will oversee strategies to promote consistency in the expectation and practice of schools and the Local Authority towards all vulnerable children and young people, including those with SEND.
High needs funding is designed to meet the needs of children and young people with the most complex educational challenges. With the increasing numbers of children presenting, we all need to redouble efforts to make sure that the funds are distributed fairly, transparently and are effective in improving outcomes for children and young people with SEND.
This last year has seen the successful launch of 30 hours childcare, with 21 Ealing schools benefitting from increased income while making a significant difference to childcare costs for our local families. It has also resulted in more efficient monthly nursery headcount payments and improved financial clarity and sustainability. The highly anticipated introduction of the Early Start Inclusion Service, enhancing the individualised support for young children with SEND and their families, has provided additional support to our children with a good start to their education (93% of three and four-year olds in good or better quality).
During the academic year 2017-18 a total of 30 schools had visits from Ofsted and 27 of these received a judgement of good or outstanding. This means that 92% of children and young people of statutory school age are educated in schools deemed good or better by Ofsted. The three schools outside of these parameters are all rapidly improving and are expected to secure good at their next inspection visit.
At the time of writing, the overall picture in terms of educational outcomes is very positive and overall results have continued to improve. In primary schools 68% of pupils achieve the expected standard in reading, writing and maths at key stage 2 (KS2).
Directors' report Autumn 2018 4 of 70 This is up from 65% in 2017 and is 4% points above the national average. Combined results for key stage 1 (KS1) also improved so that they are now in line with the national average for pupils achieving the expected standard. Early Years Foundation Stage Profile (EYFSP) results have also improved and are now just above the national average. We still have some work to do to make sure standards in reading at both KS1 and KS2 are as high as those in maths and in the grammar, spelling and punctuation tests. The ELP learning communities will enable schools to work together to identify, ‘what works‘, that will help teachers to refine pedagogy and to develop and embed the successful approaches.
At secondary level, students sat the new, more challenging reformed grading (9-1) GCSEs across a wide range of subjects including English and maths and all of the Ebacc subjects. The proportion of students achieving a standard pass (grade 4) or above in English and maths was 69.2% and the proportion of students achieving a strong pass (grade 5) or above in English and maths was 52.1%. Both are likely to be above the 2018 national and London averages as is the improved Attainment 8 score of 49.7. Ealing has a high Ebacc entry of 54% with 36.5% of students gaining Ebacc at 4+ and 27.5% at 5+ (all subjects). Progress 8 cannot be calculated accurately at present as it is dependent on the performance of all schools nationally (still awaiting these figures).
At post 16, Ealing schools improved the average A level points score to 36.0 (B-). There was a slight decline in the Applied General average points score to 31.6 (Distinction-) which reflects the national picture as the new more challenging programme with external examinations are introduced.
I also particularly wish to acknowledge the hard work of the young people, teachers and support staff. Their individual stories and commitment sit behind the headlines and we have good reason to be proud of their tremendous achievements. I know that school leaders are working extremely hard as they face unprecedented challenges in terms of funding levels and teacher recruitment. Many governors have achieved significant improvements through working effectively in partnership with school leaders. Thank you.
I look forward to continuing to work with you all as we move to the next phase of partnership working and in further realising the strength of collective ambitions for our children and young people.
Best wishes
Judith Finlay Executive Director Children, Adults and Public Health
Directors' report Autumn 2018 5 of 70 DIRECTORS’ REPORT ITEM NO 1 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Children’s services achievements SUMMARY This item provides an opportunity for schools and children’s services staff in the council to share their successes and achievements since February 2018 with other schools and colleagues in the Ealing education community. KEY ACTION POINTS If you have a particular success or achievement in your school that you would like to tell us about please submit an item for the next Directors’ Report by 21 December 2018. The item should be sent to [email protected] with ‘children’s services achievements’ in the title line. AUTHOR / TITLE Ealing Grid for Learning (EGfL) Web Team / various contributors TELEPHONE NO. 020 8825 8245 EMAIL ADDRESS [email protected]
Woodland wonder wins architecture awards Belvue School has won two awards from the Royal Institute of British Architecture (RIBA). The Ealing special school and the building designers, StudioWeave, wanted to create a building that would open up the imagination of the children in how to engage with the natural woodland area. All of the classrooms in the building are used to teach the pupils and provide two types of much- needed learning spaces for the school: A calm, informal teaching space; and a separate space for a student-run school café. Councillor Yvonne Johnson, the council’s portfolio holder for Schools and Children’s Service, said: “I am delighted that Belvue School has won this award for this outstanding new building. It not only puts the school on the map for its amazing design, but is also an amazing space to teach children and young adults.”
St John’s celebrates new build St John’s Primary School held a celebration event on 19 June to mark the opening of its new facilities. The new build will be able to accommodate a three-form entry to local children. Headteacher Ms Marilyn Borlase said: “This has been a very special year for St John’s. We have moved into an outstanding CONRAN-designed building full of light and space. We have been commended by the government for being in the top 2% of the country for pupil progress. Now, in our new building, we literally face a different direction towards the wider community, and can focus on building on our successes.”
When the Palace calls Congratulations to Marcella Phelan Assistant Director Planning, Commissioning and Partnerships, on receiving an MBE from Prince Charles for her services to Ealing children. Marcella was announced as a recipient in the 2018 Queen’s Honours List. Marcella has worked with children in Ealing for more than 20 years and has led on many award-winning projects, including the creation and development of the Horizons Centre for care leavers. This work alone has led to Ealing’s care leavers having some of the best outcomes in the country. Marcella said: “It was an honour to be presented with an MBE from Prince Charles for what we have achieved working with children from across the borough.”
Directors' report Autumn 2018 6 of 70 DIRECTORS’ REPORT ITEM NO 2 FOR INFORMATION ATTENTION OF: AUTUMN 2018 All governors TITLE Ealing Learning Partnership (ELP) update July 2018 SUMMARY A progress report on the establishment of ELP and its priorities for the next two years. Further updates on www.egfl.org.uk/ELP KEY ACTION POINTS For discussion at autumn governing body (GB) meetings AUTHOR / TITLE Julie Lewis, Director Learning, Standards and School Partnerships TELEPHONE NO. 020 8825 6473 EMAIL ADDRESS [email protected]
“No Learner Left Behind: No School Left Behind”
Background Ealing Learning Partnership (ELP) is a partnership between schools and the council to promote educational excellence and well-being for all learners through collaboration and innovation. Driving greater collective responsibility for outcomes through new structures will make the best use of expertise across the sector and the best use of resources for the benefit of Ealing’s children and young people.
The following statements of intent capture the ethos of the partnership: • High challenge: Low threat – promoting growth and innovation • Responsive to the needs of schools so they can make the greatest difference to children and young people • Working together to ensure value for money across all services for children and young people.
The Ealing Learning Partnership was formally agreed in February 2018 following the subscription investment of 86 out of 90 Ealing schools for one year. This matches a one-year contribution by the council for 2018-2019. Preparatory work and consultation with stakeholders began in September 2016 and concluded September 2017 with the establishment of an interim governance structure; Ealing Learning Partnership board.
The Interim ELP board successfully achieved its remit in establishing the vision, ethos and strategic direction of the partnership with schools. Its vision for sustainability is captured in the five aims: • Community of schools: from collaboration to shared responsibility • Successful schools: great outcomes for young people – choice for residents • Strong partnerships: better use of collective resources especially for our most vulnerable children • Creative solutions: reduce risk of financial vulnerability • Recruitment and retention: an attractive place to work - opportunities and support.
In addition to playing its central role of improving educational outcomes for all our learners and securing high quality educational provision and pathways to adulthood and employment, ELP also contributes directly to the council’s transformation goals to make a significance difference for children and young people’s lives: • A growing economy creates jobs and opportunities for residents • Children and young people fulfil their potential • Children and young people grow up safe from harm • Residents are physically and mentally healthy • Crime is down and residents feel safe • Ealing is a strong community that promotes diversity and equality.
Directors' report Autumn 2018 7 of 70 What has been achieved so far? The Interim ELP board, working with schools and council teams, has achieved significant momentum and established the architecture and professional will to deliver on its core aims.
ELP committees 2018 - 2021 Six committees have now been established to cement new ways of working between the council and partnership schools to deliver on six areas and overarching objectives:
1. Learning and achievement 4. Safeguarding and wellbeing Securing consistently high standards of teaching Anticipating and responding intelligently to and learning to achieve outcomes amongst the safeguarding needs through strong best in London through skilful and sustainable collaboration between schools and collaboration. services.
2. SEND and inclusion 5. Progression pathways and employment Improving educational attainment and life Ensuring that every young person is on a chances for our most vulnerable children and pathway to sustainable employment. young people including those with special educational needs and disability (SEND). 6. Business growth and communications 3. Financial sustainability – schools A visible, agile partnership that attracts Supporting schools to spend well for less – investment and talent through its core efficiency through creative solutions. purpose and success.
From September 2018, each committee will comprise council officers working alongside education leaders to give shape to the activities driving ELP ambitions and priorities for children and young people. Committee membership and draft priorities can be found at www.egfl.org.uk/ELP although several new developments including the formation of ELP primary school clusters; peer review and learning communities are already underway. Details of these developments can be found on www.egfl.org.uk/ELP
The ELP strategic plan for 2018 – 2021 will be published in autumn 2018.
Sustainability of ELP The current one-year funding agreement with the council and schools must now be extended for the partnership to fulfil its aims and deliver on its key priorities. Work is in progress to agree a two-year funding commitment from 2019 – 2021 to secure its future.
Previous consultation papers have set out possible alternative legal and structural arrangements for the partnership. However, an overview of research to date on 23 established education partnerships across the country, suggests that such arrangements may not now be deemed appropriate or necessary providing that the council can work with its partner schools to manage the following risks: • Ensure the partnership delivers and can be seen to be good value for money • Define the decision-making powers of the ELP board to give schools/college confidence in the governance arrangements • Secure two-year funding agreements as one-year funding agreements place considerable strain on business planning, staffing and recruitment • Achieve a scaled and manageable reduction in costs as the partnership matures to secure stability and drive efficiencies • Develop a longer-term strategy for school sustainability to reduce pressures on school/council budgets and rising deficits (impact of National Funding Formula and falling rolls).
Directors' report Autumn 2018 8 of 70 Two committees have been established to look at more creative ways of using the partnership to achieve better economies of scale whilst retaining school autonomy. We welcome the direct input of leaders within and beyond the world of education to help us think creatively about future ways of working. The commitment of so many schools to ELP makes it possible to develop a longer-term strategy for school sustainability and avoid the risks of fragmentation within the sector. We also have a unique opportunity to drive fairness and equity through shared expectations and peer challenge so that we have an ELP standard for inclusive education.
Finance An overview of income and expenditure against all ELP activities has been shared with schools. The board will play a crucial role in interrogating spend against outcomes. A significant proportion of income has been diverted to school-led activities on behalf of partnership schools. This should be viewed as a significant and welcome change, placing greater responsibility with those leaders equipped to drive improvement across the system.
Communications A new ELP website www.egfl.org.uk/ELP and logo (above) has been launched in July 2018. Our aim is to streamline and modernise communications so that there is a one-stop portal for communications at all levels, keeping partners up to date with opportunities to be actively involved in shaping change.
Next steps In discussing how your school might reap long-term benefits from being part of Ealing Learning Partnership, please consider the following questions:
• Does your school want to play a part in shaping the future of the ELP? How can you contribute directly to the work of the six committees? www.egfl.org.uk/ELP • How can an ongoing commitment to ELP support your school with building professional capital through focused collaboration – sharing success and working together on common challenges? • What opportunities can the partnership offer your school in doing more with less in the context of the budget pressures we all face? • What value do you place on being part of a partnership dedicated to the communities we serve in Ealing?
Timescales for decision-making
Autumn 2018 • The ELP strategic plan will be published for stakeholders alongside the “offer” for schools • Council commitment to ELP as part of budget-strategy known • Cost of school subscriptions for 2019 – 2021 agreed by board.
Spring 2019 • School orders for 2019 – 2021 (January/February) • ELP delivery model announced March.
Directors' report Autumn 2018 9 of 70 DIRECTORS’ REPORT ITEM NO 3 FOR INFORMATION/ ATTENTION OF: AUTUMN TERM 2018 FOR ACTION Primary governors only TITLE Early years updates SUMMARY Key local and national updates for early years, including reception baseline, early years foundation stage profile (EYFSP) profile outcomes, funded places and special educational needs and disabilities (SEND) and inclusion. KEY ACTION POINTS • Use the benchmarking tool to support you in understanding your school’s 2017/18 EYFSP outcomes in context with wider London and national outcomes • Share information and updates with governor responsible for early years. AUTHOR / TITLE Rachelle Leslie, EYC Lead, Early Years & Childcare TELEPHONE NO. 020 8825 9769 EMAIL ADDRESS [email protected]
Reception baseline Reception baseline information was published on 11 April, confirming National Foundation for Educational Research (NFER) as the preferred provider to develop and deliver the new assessment. This includes the trial and pilot phases and the first two years of statutory delivery: • September 2018 - Trialling in a nationally representative selection of schools • September 2019 - Large scale voluntary pilot • September 2020 - National roll-out • September 2023 - Key stage one assessment becomes non-statutory • September 2027 - First progress scores published.
The purpose of this baseline is to provide a tool for measuring the progress children make throughout their time in primary school. Schools will be required to administer the assessment soon after pupils enter reception and it is expected to be: • Activity-based assessment • Based on communication, language and literacy, early mathematics and potentially self- regulation skills • 20 minutes per assessment • Teachers to record results • Age-appropriate, and • Not used to judge, label or track individual pupils.
For further information see www.gov.uk/guidance/reception-baseline-assessment
Early years outcomes Early years foundation stage (EYFS) profile priorities remain focused on reducing the gap for those experiencing disadvantage (free school meals / early years pupil premium - nursery / pupil premium - reception), narrowing the attainment gap between the lowest 20% of achievers with the middle achievers, and improving overall attainment (i.e. percentage of children reaching a good level of development) to be in line with London.
Three key national measures for EYFS Profile data • Good level of development (calculated as a percentage) • Average total point score (all scores of 1 - emerging, 2 - expected or 3 - exceeding for each of the 17 early learning goals added together) • Attainment gap (calculated as a percentage).
Directors' report Autumn 2018 10 of 70 It is important to know the outcome for all of these measures for your school in comparison to national, London and local Ealing outcomes.
Comparative 2017 tables for reference and benchmarking Good Level of Lower Quartile Upper Quartile Development (GLD) Median (Bottom 25%) (Top 25%) 2017 Ealing 67.9% 72% 78.3% London 69.2% 73.1% 77.1% England 66% 70.7% 75.3%
Good Level of Average Total Point Attainment Development (GLD) Score (ATPS) Gap average % 2018 2018 2018 2017 Provisional 2017 Provisional 2017 Provisional Not England 70.7% 71.5% 34.5 34.6 31.7% available Not London 73.2% 73.8% 34.9 35 31.1% available Ealing 71.5% 72.1% 34.7 35 33.1% 32.6%
Your school
Further tools in understanding the EYFS profile data can be found at https://www.egfl.org.uk/topics/early-years/early-years-assessment.
In 2017 the EYFS profile outcomes at the end of reception year in Ealing showed no gap for children who were considered disadvantaged at two years old and received high quality funded early years education, as this group outperformed their peers with 77% attaining a good level of development (based on 722 children) and a total average point score of 36.2, though the three year trend is highly variable (60.7% in 2014, 57% in 2015, 62.9% in 2016).
Ealing’s early education entitlement: eligible two year olds, universal three and four year olds, eligible additional 15 hours for three and four year olds There are 1050 eligible two year olds taking up their early education in Ealing, and most experience good or outstanding provision (94% of funded two year olds in good or outstanding provision, January 2018) which is supporting them in their life-long educational journey. While take up is in line with London at 61%, we are still not reaching 39% of those eligible for a two year old funded place and this continues to be a key focus.
There was a positive increase of three and four year olds taking up their early education entitlement this year in Ealing (86% take up in Ealing, January 2018, an increase of 2% from January 2017), which is now slightly above London average (84% take up, January 2018). London continues to lag behind the national take-up by 10% (94% three and four year old take up in England, January 2018) due to a wide range of contributing factors.
Directors' report Autumn 2018 11 of 70 The additional 15-hour offer for working parents has been successfully implemented in Ealing. There are currently 139 childcare providers offering 30 hours provision (21 schools/academies; 91 private, voluntary, independents (PVIs); 27 childminders) and there has been an increase in take up each term. Additional schools will be offering the 30 hour entitlement from September. During the current summer term, 1294 children are taking up a 30 hour place and the offer is making a significant difference to local families. In spring term 2018, 41.5% of all places were taken up by those children living in the 30% most deprived lower layer super output areas (LSOAs) in England and 56.9% of all places have been taken by children living in the top 40% most deprived in England.
Ealing has now secured additional funding from the Department for Education (DfE) to build on promotion of the 30hrs entitlement to those families who may be harder to reach using strategies such as developing videos in community languages.
Special educational needs and disability (SEND) and inclusion Early years inclusion funding and support is available for state-funded nursery children in Ealing through the Early Start Inclusion team. This funding is available via an application process based on an individual child’s needs, and is aimed at supporting sustainable inclusive provision within nursery. Impact of this spend/resource should be evidenced through a provision map or similar. Further information at https://www.egfl.org.uk/topics/early-years/send-and-inclusion-early-years
Family Information Service (FIS) SEND officer The Family Information Service has a dedicated SEND officer who provides advice, support and specialist information for families who have a child with additional needs or disability. A bespoke support service is also available to families who are experiencing challenges in accessing services that meet the needs of their child.
FIS SEND officer: Izra Bernard Ealing Family Information service Tel: 020 8825 5588 Email: [email protected] Directory: www.ealingfamiliesdirectory.org.uk Local offer: www.ealinglocaloffer.org.uk
Directors' report Autumn 2018 12 of 70 DIRECTORS’ REPORT ITEM NO 4 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 Primary governors only TITLE Primary assessment and moderation SUMMARY Update covering spring and summer 2018 moderation period KEY ACTION POINTS AUTHOR / TITLE Glinys Weller, Lead Primary Adviser and Deb Whittle, Moderation Manager TELEPHONE NO. 020 8825 5367 EMAIL ADDRESS [email protected]
During the spring term prospective moderators at key stage 1 (KS1) and 2 (KS2) underwent a rigorous selection process which included passing the test set by the Standards Testing Agency (STA) and successfully completing further training run by the moderation manager. Moderators who were leading teams or moderating on their own have been given additional training.
Year two teachers have been given opportunities during the spring and summer term to meet with their colleagues from other schools to discuss their teacher assessment judgements in reading, writing and mathematics. At the summer meeting junior schools were invited to join and work with their infant school. Year six teachers also had the same opportunity to work together to confirm their teacher assessments in writing and high schools were invited to work with their year six colleagues. Each group had an accredited moderator facilitating the discussion so that teachers felt confident in making judgments.
The moderation visits were made to a sample of schools covering English reading and writing and mathematics. The moderators effectively engaged teachers in professional dialogue and very few issues arose from the process.
Statutory monitoring visits to check school arrangements for key stage 2 standard / assessment tests (SATS) have also taken place with the local authority (LA) monitoring officers finding that all schools visited were compliant.
The eight quadrant lead moderators (QLMs) have continued to hold moderation meetings. These bi-termly meetings have brought together teachers from different schools in the non-statutory year groups to discuss assessments in pupils’ work and share successful teaching strategies.
Attendance from the four sessions has been good with over 300 teachers attending and 70% of schools and academies engaging with the process. Broad areas covered included: • Closing the gap between pupil premium and non-pupil premium pupils • Raising boys attainment in reading and writing • Closing the gender gap • Challenging higher achieving pupils • Supporting developments in reading at greater depth within the expected standard in year one.
Evaluations have identified the strong professional dialogue between teachers from different schools, the benefits of them working together to confirm judgements and sharing practice and their increased confidence in making accurate judgments.
We continue to be fortunate that many schools work to support the assessment processes in Ealing, thus ensuring that good practice for all year groups is shared widely and that schools have a credible and easy way to access support and advice.
Directors' report Autumn 2018 13 of 70 DIRECTORS’ REPORT ITEM NO 5 FOR INFORMATION/ ATTENTION OF: AUTUMN TERM 2018 FOR ACTION Secondary governors TITLE Secondary update: performance tables changes, EBacc reporting and expectations SUMMARY Reformed GCSE, A and AS qualifications, English Baccalaureate (EBacc) performance measures and expectations, addressing the impact of negative outliers on Progress 8. KEY ACTION POINTS Ensure that governors with responsibility for achievement, standards and curriculum are familiar with the changes and that information, where appropriate, is made available to parents. AUTHOR / TITLE Angela Doherty, ELP Quality and Partnerships Lead 11-19 TELEPHONE NO. 020 8825 5400 EMAIL ADDRESS [email protected]
The secondary and 16-18 performance tables are due to be published in October 2018. https://www.gov.uk/government/statistics/announcements/provisional-secondary-school-performance-tables-in-england-2017-to- 2018 https://www.gov.uk/government/statistics/announcements/a-level-and-other-16-18-year-old-results-2017-to-2018-provisional
Main changes to the 2018 performance tables • Further reformed GCSE subjects graded 9-1 and reformed A and AS levels will be included in performance tables in 2018 https://www.gov.uk/government/publications/accreditation-of-gcses-as-a-levels-for-teaching-from-2016 • There are a number of GCSE subjects that will still be awarded grades A*-G in 2018 or are unreformed A and AS levels https://www.gov.uk/government/publications/accreditation-of-gcses-as-a-levels-for-teaching-from-2017 • The final group of reformed GCSEs, A and AS levels will be taught from September 2018. https://www.gov.uk/government/publications/accreditation-of-gcses-and-a-levels-for-teaching-from-2018 • The threshold attainment measure at key stage 4 will remain as the proportion of pupils achieving a strong pass in English and mathematics - grade 5 or above.
EBacc It is the government’s ambition that 75% of year 10 pupils, in state-funded mainstream schools, should be starting to study EBacc GCSE courses nationally by 2022 (taking their exams in 2024), rising to 90% by 2025 (taking their exams in 2027).
From 2018 onwards, the attainment measure will change to a school’s EBacc average point score. This is calculated by: • Adding together the EBacc average point score for all pupils at the end of key stage 4 • Dividing by the number of pupils in the group pupil’s average point score is calculated by taking an average of the points scored in the five EBacc subject areas.
English To count towards the English part of the EBacc, pupils need to take both English literature and English language GCSE exams.
Science For exams taken in 2018 onwards, pupils will need to take one of the following options: • GCSE combined science – pupils take two GCSEs that cover the three main sciences, biology, chemistry, and physics • Three single sciences at GCSE – pupils choose three subjects from biology, chemistry, physics, and computer science.
Core and additional, and dual and double award science will no longer count towards the EBacc.
Directors' report Autumn 2018 14 of 70 EBacc entry will continue to be reported in the performance tables for schools and in Analyse School Performance (ASP).
EBacc and Ofsted From September 2018 onwards, if a school is inspected by Ofsted, inspectors will ask school leaders whether they are aware of the government’s ambition for the vast majority of pupils to study the EBacc, and what they are planning and doing to reflect the EBacc subjects and ambition in their curriculum.
Inspection Data Summary Report (IDSR) and EBacc The inspection data summary report (IDSR) for 2018 is being updated to include additional information about EBacc subjects. This will indicate whether there are particular subjects that are a barrier to the school performing well against the EBacc measures. For example, if entries for modern foreign languages are low, the IDSR will draw attention to this being one of the barriers to the school improving its EBacc performance. Similarly, in the humanities pillar, if there were low entries in history and/or geography, this will be identified. These points will be reflected in the IDSR areas to investigate. For more information see: School inspection update (July 2018): https://www.gov.uk/government/publications/school-inspection-update-academic-year-2017-to-2018
Pupils with extremely negative progress scores – change from 2018 The Department for Education (DfE) has responded to feedback about the disproportionate effect that a small number of extremely negative scores can have on a school’s Progress 8 (P8) score. From 2018 there will be a limit on how negative a pupil’s P8 score can be when calculating the school average. The limit will mean that there is a minimum progress score that is assigned to pupils within the prior attainment groups (PAGs) where extremely negative scores exist. Where a pupil’s score is more negative than the minimum score, the minimum score will replace the pupil’s original progress score when calculating a school’s Progress 8 average. For more details see: https://www.gov.uk/government/publications/progress-8-school-performance-measure
Directors' report Autumn 2018 15 of 70 DIRECTORS’ REPORT ITEM NO 6 FOR INFORMATION/ ATTENTION OF: AUTUMN TERM 2018 FOR ACTION Secondary governors TITLE Careers guidance SUMMARY • The government has published a new national careers strategy in December 2017 • This has been followed by new statutory guidance for secondary schools to improve careers provision. KEY ACTION POINTS • Establish a careers leader post with a careers leader named on the school website – by 1st September 2018 • Have in place a ‘stable and structured’ careers programme. This programme should fully meet the Gatsby Benchmarks by 2020. • School must now provide access to careers education to all pupils in years 8 to 13. This includes opportunities in technical qualifications and apprenticeships, at providers such as further education colleges and training providers. This is so that pupils can be informed about all post-14 pathways. AUTHOR / TITLE Deborah Dent, 14-19 Associate, School Effectiveness TELEPHONE NO. 020 8825 5735 EMAIL ADDRESS [email protected]
The requirements are set out in statutory guidance issued 8 January 2018. The guidance applies to all schools with pupils in within years 8-13 https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools
This guidance follows on from the publication of the government’s careers strategy. ‘Making the most of everyone’s skills and talents’ published 4 December 2017. https://www.gov.uk/government/publications/careers-strategy-making-the-most-of-everyones-skills-and- talents
Main points The purpose of the guidance is to help schools deliver a careers programme, ‘that is stable, structured and delivered by individuals with the right skills and experience.’ The guidance has been structured around the ‘Gatsby benchmarks’ which set out eight areas of careers provision. Schools should have provision in place which meets all of the eight benchmarks by 2020. There is more detail about the Gatsby system in the guidance document.
Between now and 2020 a range of support for schools will be put in place, including through the Careers and Enterprise Company. More information about this is in the guidance.
Every school should publish its careers programme and the name and contact details of its careers leader on its website. This should be in place by September 2018. There is now a legal duty on schools to facilitate providers of post-14 education and training to inform all pupils about approved technical qualifications and apprenticeships. This applies to years 8 to 13. The school must have a policy for provider access in place from January 2018.
There is a specific role for the governing board. The guidance states that, ‘Every school should have a member of their governing board who takes a strategic interest in careers education and guidance and encourages employer engagement.’
Accountability in respect of careers provision is through pupil destinations data and Ofsted inspections. More information about school destinations can be found at this link and in your school’s new ‘Inspection Data Summary Report’ https://www.gov.uk/government/statistics/destinations-of-ks4-and-ks5-pupils-2016
More information about the Gatsby Benchmarks is available at: http://www.goodcareerguidance.org.uk/ Directors' report Autumn 2018 16 of 70 DIRECTORS’ REPORT ITEM NO 7 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE New Measures to support pupils with special educational needs and disability (SEND) SUMMARY Update on national guidance and a new SEND review tool KEY ACTION POINTS Governors or committees with responsibility for SEND to review the SEND tool as part of monitoring their schools SEND provision AUTHOR / TITLE John Miller, Principal Educational Psychologist, Children with Additional Needs TELEPHONE NO. 0208 825 9091 EMAIL ADDRESS [email protected]
New data published at the end of March 2018 highlights that almost 222,000 children and young people with special educational needs or disabilities (SEND) have had their care reviewed, as part of the government’s introduction of new Education, Health and Care (EHC) plans. The new EHC plans provide tailored support for children and young people with SEND, bringing together their education, health and social care needs and replacing the old statements of SEND.
The government has launched a national trial to give the SEND Tribunal new powers, which give parents and young people new rights to appeal decisions on the social care and health parts of their plan, alongside their existing rights around education. The SEND Tribunal hears appeals about EHC plans where there are disputes, but until now only had powers to look in to concerns on the education element of the plan.
The findings of two related studies by IFF Research and the University of Derby have also been published, highlighting the factors that shape positive user experiences of the EHC planning process, and illustrate good practice in developing EHC plan content. A SEND review tool to help schools identify priorities and build school to school approaches to improvement is also now available. This is supported by a number of tools to address any weaknesses identified and can be accessed via http://www.sendgateway.org.uk/resources.sen-support-research-evidence- on-effective-approaches-and-examples-of-current-practice-in-good-and-outstanding-schools- and-colleges.html The review tool can be found at https://sendgov.co.uk/
A resource developed by ASK Research and Coventry University, and funded by the Department for Education has been developed as a resource to provide leaders, teachers and practitioners with access to information about evidence-based practice that can be effective for SEND support. It brings together in one place evidence from academic research papers, a survey of schools and post-16 institutions and a set of commissioned case studies in order to allow practitioners to look at the detail of interventions and approaches and consider what would be most beneficial in their setting and for their learners.
Directors' report Autumn 2018 17 of 70 The Department for Education (DfE) has published pre-key stage standards for pupils who are working below the overall standard of national curriculum assessments but are engaged in subject-specific study. The new standards have been published for key stage 1 and key stage 2. These will be used for the small proportion of pupils who are unable to work to the standard of the national curriculum, many of whom have special educational needs. The DfE say that the change, “Will help ensure these pupils are better supported to transition onto the national curriculum, when and if they are ready to do so… [and] give schools the information they need to make sure these children are realising their full potential.”
The publication of the new standards follows a consultation on the recommendations of the Rochford Review, which recommended that the ‘P scales’ used to assess the attainment of pupils with special educational needs be replaced. Under the new system, schools will have more freedom to develop a curriculum and assessments tailored to the needs of their pupils.
Governing boards need to be confident in the information provided to them by senior leaders in order to effectively hold them to account for the progress and attainment of all pupils, including those with special educational needs. Those governing should ensure that they understand how the new standards will be used in their school and should work with school leaders to ensure that the appropriate level of information is provided to them.
Directors' report Autumn 2018 18 of 70 DIRECTORS’ REPORT ITEM NO 8 FOR INFORMATION/ ATTENTION OF: AUTUMN TERM 2018 FOR ACTION All governors TITLE Ealing music service - a broad and balanced curriculum SUMMARY How Ealing Music Service (EMS) can support schools to deliver a broad and balanced curriculum offer and what financial support is available in the current climate of financial challenge. Details of the programmes that can enable schools to deliver a broad and balance curriculum together with how to apply and deadlines, see below. KEY ACTION POINTS AUTHOR / TITLE Yogesh Dattani, Head of Ealing Music Service TELEPHONE NO. 020 8843 9121 EMAIL ADDRESS [email protected]
Ealing music service (EMS) is the main provider of instrumental and singing tuition and, in collaboration with reputable organisations (e.g. BBC, National Youth Jazz Orchestra and Royal Philharmonic Orchestra), provide rich and varied music programmes for children and young people of Ealing.
Programme 1) Cash support for schools Description £500 cash contribution per class in a key stage 2 (KS2) year group*. * Schools in which various KS2 year groups have a different number of classes, the amount of funding will be linked to the number of classes in most year groups. Eligibility criteria • Funding must be ring-fenced for music and purchases approved by EMS (and must include Schools Music Membership) but does not necessarily have to be spent with EMS • Limited to schools with KS2 pupils that have not accessed Spark!, instrumental tuition or ensembles from EMS in the 2016/17 and 2017/18 academic years. Deadline to apply: 30th September 2018. To find out more Contact Yogesh Dattani on 020 8843 9121 / [email protected]
Programme 2) Schools music membership Description Schools music membership gives schools £800 worth of a wide range of music provision to choose from for FREE. Membership costs £200 per annum. Eligibility criteria All primary, secondary and special schools are eligible. To find out more Contact Lee Marchant on 020 8843 9121 / [email protected]
Programme 3) Spark! Description A year long programme of whole-class ensemble tuition for all of the year in a KS2 group of the school’s choice. The annual contribution from schools is £750 per class and includes tuition, instruments for every pupil and training. Eligibility criteria For KS2 pupils. To find out more Contact Lee Marchant on 020 8843 9121 / [email protected]
Directors' report Autumn 2018 19 of 70 Programme 4) SparkLITE Description A termly programme of whole-class ensemble tuition for the whole year group in a KS2 year group of the school’s choice. This is free to schools and includes tuition, instruments for every pupil and training. Eligibility criteria For KS2 pupils in schools that have not accessed Spark! or SparkLITE in the 2016/17 and 2017/18 academic years. To find out more Contact Yogesh Dattani on 020 8843 9121 / [email protected]
Programme 5) Kick-start ensemble Description Free year of funding to kick-start a school ensemble. Eligibility criteria For schools that have a programme of peripatetic instrumental tuition, have not accessed a Kick-Start or Tutti ensemble in the 2016/17 and 2017/18 academic years. Subject to availability of staff and funding. To find out more Contact Caroline Swan on 020 8843 9121 / [email protected]
What Ealing schools think of Ealing music service (2017/18 academic year)
Survey question Schools that rated EMS as good or outstanding Q1 How do you rate the quality of training / support and guidance received in supporting the work of your school in 100% achieving its priorities? Q2 How do you rate the quality of our communications including 91% our responsiveness to requests and follow-up actions? Q3 How do you rate the overall value for money in maximising efficiencies and using public money effectively to promote 100% improvement in outcomes for children and young people? Q4 How do you rate the difference this service area is making to the work of your school in promoting better outcomes for 100% children and young people?
Directors' report Autumn 2018 20 of 70 DIRECTORS’ REPORT ITEM NO 9 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Ofsted update SUMMARY • April 2018 updates to section 8 and section 5 inspection handbooks • Update on the role of governing boards during an inspection • Amanda Spielman speech on future direction of Ofsted • How inspectors use inspection data summary reports • Details of the new interim National Schools Commissioner KEY ACTION POINTS AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 8542 EMAIL ADDRESS [email protected]
Updates to section 8 and section 5 inspection handbooks April 2018 Ofsted finalised a small number of updates to its section 5 inspection and section 8 handbooks which have now been published. For section 5 inspection handbook see https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015 and section 8 see https://www.gov.uk/government/publications/handbook-for-short-monitoring-and-unannounced-behaviour-school-inspections
These updates bring some changes to the inspection time frame: • Extending the usual time frame within which good schools receive a short inspection from three to four years. The maximum period within which Ofsted would return to a school remains the statutory five years from the end of the academic year of the previous inspection; and • Aligning the re-inspection window for requires improvement, serious weakness and special measures schools to up to 30 months (from 30, 18, and 24 months, respectively). By making these changes, Ofsted will be providing its Regional Directors with greater discretion about the date of re-inspection. This will allow them to take into account the circumstances and progress of the schools in question. Regular monitoring of requires improvement and inadequate schools will continue as it is now with Ofsted’s usual risk assessment processes remaining in place. If a school needs to be inspected more urgently or given more time to consolidate improvement, then Ofsted will still retain the flexibility to do so at the discretion of the Regional Director.
Governing boards’ role in inspections Ofsted has published an update (July 2018) for its inspectors, which includes clarification on governing boards’ role during the inspection: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/723268/School_inspection_up date_060718.pdf “Inspectors should make clear to the headteacher, at the start of the inspection, that all governors/trustees must be informed of the inspection and that arrangements should be made for inspectors to meet the chair of governors/chair of the board of trustees and as many governors/trustees as possible during the inspection, and that as many governors/trustees as possible should also be invited to attend the final feedback meeting.” Ofsted has previously clarified that all those on the governing board should be informed of the provisional outcome, including those who are unable to attend the final feedback meeting.
The update also highlights some other issues which are relevant to governing boards: • The new Department for Education (DfE) guidance on safeguarding recommends (see item 21) that schools hold more than one emergency contact number for each pupil (above the legal minimum) • Inspectors will ask secondary school leaders about what they are doing in response to the Department for Education’s (DfE’s) ambition for the vast majority of pupils to study the EBacc • Inspectors will consider the DfE’s recent guidance on gender separation in mixed schools • That caution is required when considering the performance of groups of pupils (for example, by pupil characteristic), particularly small groups • Ofsted has no expectation about how primary schools should be carrying out assessment or recording pupils’ achievements and there is no requirement for numerical data to be used Directors' report Autumn 2018 21 of 70 Other Ofsted blogs One of Her Majesty’s Inspector’s (HMI) takes readers through the process that he would adopt when undertaking a one day, section 8 Inspection. The relevant blog can be accessed at https://educationinspection.blog.gov.uk/2018/03/14/dan-lambert-her-majestys-inspector-on-a-section-8-inspection/
Ofsted chief indicates future direction In a speech to the Bryanston Education summit, Her Majesty’s Chief Inspector Amanda Spielman set out three principles informing the development of the 2019 Ofsted framework: 1. Giving schools more than a grade: inspection reports should give a clear assessment of strengths and weaknesses, with a focus on capacity, and insight into what is distinctive about a school; 2. Using data appropriately: ensuring that there is more “focus on the key data that really matters”, rather than scrutinising every sub-group of pupils at school level; 3. Wider societal issues: avoiding a situation, “Where schools are expected to address every one of society’s ills and inspection is supposed to be the tool to ensure they do it.” On improving the process of inspection for school leaders and staff, she said, “I want to make sure as much inspection resource as possible is on site engaging with leaders and teachers, having those professional conversations, not just polishing written reports.” She also emphasised the importance of ensuring inspection reports provide parents with useful information about schools, including information that is up to date. She related that Ofsted are currently in discussions with the Department for Education on reviewing ‘outstanding’ schools’ exemption from inspection.
The Inspection Data Summary Reports (IDSR) The IDSR is a tool showing historical data for previous cohorts which inspectors will use when preparing for inspections. The IDSR contains data for context, trends over time, progress and attainment, highlighting data for the disadvantaged group. Schools’ IDSRs will be updated following each Analyse School Performance (ASP) release. The current IDSR shows 2017 amended data for both primary and secondary schools.
Ofsted guidance in March 2018 on how ISDR for primary and secondary schools could be used, by inspectors.
Guidance highlighted that in order to inform areas to investigate on inspection, inspectors should look at: • How cohorts have performed across time to see if there has been a consistent trend • The distribution of scores within a cohort, using the scatterplots in the IDSR. This includes identifying whether all pupils in the cohort were above or below similar pupils nationally.
Whilst data is shown for special schools, due to the varied outcomes of pupils in these settings, percentile rank information has not been calculated. Therefore, special schools do not have a trend page or shading on progress pages.
The guidance is keen to underline that during an Ofsted inspection, inspectors will give most weight to the outcomes, attendance and behaviour of pupils currently in the school, but also taking into account historical data. The IDSR guidance can be accessed here www.gov.uk/government/collections/using-ofsteds-inspection-dashboard or see item 10 for more information on the IDSR guidance document.
Schools Commissioner Dominic Herrington has been confirmed as the interim National Schools Commissioner (NSC) following the retirement of Sir David Carter announced in April. Since 2014, Mr Herrington has been the regional school’s commissioner for the East of England and South London and will continue overseeing this area of work. The NSC leads the team of regional school’s commissioners (RSCs) to: • Support the creation of new academies and free schools and recruiting high quality academy sponsors • Improve the performance of underperforming academies and free schools.
Directors' report Autumn 2018 22 of 70 DIRECTORS’ REPORT ITEM NO 10 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Understanding your data: a guide for school governors / trustees SUMMARY Department for Education (DfE) revised guidance KEY ACTION POINTS AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 5444 EMAIL ADDRESS [email protected]
The DfE has published, Understanding your data: a guide for school governors and academy trustees https://www.gov.uk/government/publications/understanding-your-data-a-guide-for-school-governors-and-academy-trustees
This guidance aims to encourage both schools and trusts to use educational and financial data when reviewing performance, and supports governors and trustees to engage and challenge with executive teams in their school or academy trust to: • Set the right strategic direction • Improve outcomes for the communities it serves • Discharge its duties responsibly • Take proper account of effective use of the tax payer’s money • Ensure probity • Manage risks and mitigating actions • Strengthen decision making, by bringing together information to better understand educational performance and financial stability.
The exceptions reports show anonymised examples which can be used as a guide.
The exceptions report template can be used by the board as a basis to have structured discussions. This will help the board to understand the issues and challenge leaders to understand and contribute towards improvements.
Directors' report Autumn 2018 23 of 70 DIRECTORS’ REPORT ITEM NO 11 FOR INFORMATION / ATTENTION OF: AUTUMN TERM 2018 ACTION All governors TITLE What maintained schools must publish on line SUMMARY Department for Education (DfE) information about what maintained schools must publish on their website KEY ACTION POINTS Review your school website for compliance AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 8542 EMAIL ADDRESS [email protected]
Every local-authority-maintained school must publish specific information on its website to comply with The School Information (England) (Amendment) Regulations 2012 and 2016 and other relevant legislation. This information can be found at https://www.gov.uk/guidance/what-maintained-schools-must-publish- online#history and was updated in May 2018 – mainly policy updates but please check your school’s website for compliance.
If you’re an academy or free school, read DfE guidance on what academies, free schools and colleges should publish online https://www.gov.uk/guidance/what-academies-free-schools-and-colleges-should-publish-online
We have updated our checklist for statutory policies and other documents schools are required to have by law to reflect these changes. The checklist can be found in the Ealing governor toolkit https://www.egfl.org.uk/school-effectiveness/school-governance/governor-toolkit
School contact details Your school’s website must include the following: • Your school’s name • Your school’s postal address • Your school’s telephone number • The name of the member of staff who deals with queries from parents and other members of the public • The name and contact details of your special educational needs (SEN) coordinator (SENCO) unless you are a special school.
Admission arrangements Foundation schools and voluntary-aided schools If the school’s governing board decides your admissions, you must publish your school’s admission arrangements each year and keep them up for the whole school year. You must explain: • How you will consider applications for each relevant age group at your school • What parents should do if they want to apply for their child to attend your school • Your arrangements for selecting the pupils who apply (if you are a selective school) • Your ‘over-subscription criteria’ (how you offer places if there are more applicants than places).
Community schools and voluntary-controlled schools If the local authority decides your admissions, tell parents to contact the local authority to find out about your admission arrangements.
Ofsted report You must publish either: • A copy of your school’s most recent Ofsted report • A link to the report on the Ofsted website.
Exam and assessment results Key stage 2 (end of primary school) results You must publish the following details from your school’s most recent key stage 2 results:
Directors' report Autumn 2018 24 of 70 • Average progress scores in reading, writing and maths • Average ‘scaled scores’ in reading and maths • Percentage of pupils who achieved the expected standard or above in reading, writing and maths • Percentage of pupils who achieved a high level of attainment in reading, writing and maths.
Key stage 4 (end of secondary school) results You must publish the following details from your school’s most recent key stage 4 results: • Progress 8 score • Attainment 8 score • Percentage of pupils who achieved a strong pass (grade 5 or above) in English and maths at the end of key stage 4 • Percentage of pupils achieving the English Baccalaureate (EBacc). In 2017, this was the percentage of pupils achieving the EBacc, so pupils who received a grade 5 or above in English and maths, and a grade C or above in the science, humanities and language pillars of the EBacc. In 2018, the EBacc attainment measure will change to an average point score (EBacc APS), showing pupils’ point scores across the 5 pillars of the EBacc We suggest that schools also publish the percentage of students staying in education or going into employment after key stage 4 (pupil destinations).
Key stage 5 (16 to 18) information If you are a local-authority-maintained school sixth form you should publish a link to your school’s 16 to 18 performance tables page.
Performance tables You must include a link to the school and college performance tables and your school’s performance tables page.
Curriculum You must publish: • The content of your school curriculum in each academic year for every subject, including religious education even if it is taught as part of another subject or subjects, or is called something else • The names of any phonics or reading schemes you’re using in key stage 1 • A list of the courses available to pupils at key stage 4, including GCSEs • How parents or other members of the public can find out more about the curriculum your school is following.
Behaviour policy You should publish details of your school’s behaviour policy. The policy must comply with Section 89 of the Education and Inspections Act 2006. Read advice on developing and publishing your school’s behaviour policy.
School complaints procedure You must publish details of your school’s complaints procedure, which must comply with Section 29 of the Education Act 2002. You must also publish any arrangements for handling complaints from parents of children with special educational needs (SEN) about the support the school provides.
Pupil premium You must publish a strategy for the school’s use of the pupil premium. For the current academic year, you must include: • Your school’s pupil premium grant allocation amount • A summary of the main barriers to educational achievement faced by eligible pupils at the school • How you will spend the pupil premium to overcome those barriers and the reasons for that approach • How you will measure the effect of the pupil premium
25 of 70 • The date of the next review of the school’s pupil premium strategy • For the previous academic year, you must include: • How you spent the pupil premium allocation • The effect of the expenditure on eligible and other pupils.
Pupil premium funding is allocated for each financial year, but the information you publish online should refer to the academic year, as this is how parents understand the school system. As you will not know allocations for the end of the academic year (April to July), you should report on the funding up to the end of the financial year and update it when you have all the figures. The Teaching Schools Council has published templates to support schools in presenting their pupil premium strategies. Use of the templates is voluntary.
Year 7 literacy and numeracy catch-up premium If your school has received year 7 literacy and numeracy catch-up premium funding, you must publish: • Your funding allocation for the current academic year • Details of how you intend to spend your allocation • Details of how you spent your previous year’s allocation • How last year’s allocation made a difference to the attainment of the pupils who benefit from the funding
PE and sport premium for primary schools If your school receives PE (physical education) and sport premium funding, you must publish: • How much funding you received • A full breakdown of how you’ve spent the funding or will spend the funding • The effect of the premium on pupils’ PE and sport participation and attainment • How you will make sure these improvements are sustainable • How many pupils within their year 6 cohort can do each of the following: o Swim competently, confidently and proficiently over a distance of at least 25 metres o Use a range of strokes effectively o Perform safe self-rescue in different water-based situations.
Special educational needs and disability (SEND) information You must publish an SEND information report on your school’s policy for pupils with SEND and should update it annually. You should update any changes occurring during the year as soon as possible. The report must comply with section 69 of the Children and Families Act 2014, which includes: • The arrangements for the admission of disabled pupils • The steps you have taken to prevent disabled pupils from being treated less • Favorably than other pupils • The facilities you provide to help disabled pupils to access the school • The accessibility plan you have prepared in compliance with paragraph three of schedule 10 to the Equality Act 2010 for: o Increasing the extent to which disabled pupils can participate in the school’s curriculum o Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities and services provided or offered by the school o Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled o Regulation 51 and schedule one of the Special Educational Needs and Disability Regulations 2014. You can find details of what you must include in schedule one of the Special Educational Needs and Disability Regulations 2014, and section six of the ‘Special educational needs and disability code of practice: 0 to 25 years’.
26 of 70 Careers programme information From September 2018, you must publish information about the school’s careers programme. This information must relate to the delivery of careers guidance to year 8 to 13 pupils in accordance with Section 42A of the Education Act 1997. For the current academic year, you must include: • The name, email address and telephone number of the school’s careers leader • A summary of the careers programme, including details of how pupils, parents, teachers and employers may access information about the careers programme • How the school measures and assesses the impact of the careers programme on pupils • The date of the school’s next review of the information published
Read the statutory guidance for schools on careers guidance and access for education and training providers for more information. The statutory guidance also contains further information about a policy statement that you must publish to comply with Section 42B of the Education Act 1997, setting out the circumstances in which providers of technical education and apprenticeships will be given access to year 8 to 13 pupils.
Equality objectives Public bodies, including local-authority-maintained schools, are covered by the public sector equality duty in the Equality Act 2010 and the Equality Act 2010 (Specific Duties) Regulations 2011. This means you must to publish: • Details of how your school is complying with the public sector equality duty - you should update this every year • Your school’s equality objectives - you should update this at least once every 4 years Details of these publishing obligations are set out in Equality Act 2010: advice for schools.
Governors’ information and duties You must publish up to date: • Details of the structure and responsibilities of the governing board and its committees • Information about each governor, including their: o Full name, date of appointment, term of office, date they stepped down (where applicable) and who appointed them (in accordance with the governing board’s instrument of government) o Business and financial interests o Governance roles in other educational institutions o Any material interests arising from relationships between governors or relationships between governors and school staff (including spouses, partners and close relatives) o Attendance record at governing body and committee meetings over the last academic year.
Charging and remissions policies You must publish your school’s charging and ‘remissions’ policies (this means when you cancel fees). The policies must include details of: • The activities or cases where your school will charge pupils’ parents • The circumstances where your school will make an exception on a payment you would normally expect to receive under your charging policy.
Values and ethos Your website should include a statement of your school’s ethos and values.
27 of 70 DIRECTORS’ REPORT ITEM NO 12 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE General Data Protection Regulation (GDPR) SUMMARY • Details of Ealing Council’s, School Governance privacy notice • Information relating to GDPR for schools and governing boards KEY ACTION POINTS • We recommend all governors, associate members and clerks read the privacy notice • Clerks/chairs to update their current membership with the local authority (LA) • Governing boards to ensure that suitable data protection policies and procedures are in place for their school/s AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 5444 EMAIL ADDRESS [email protected]
Ealing Council’s School Governance Service, holds information about school governors, associate members and clerks. All personal data is processed in accordance with the UK Data Protection Bill (25th May 2018) also known as the General Data Protection Regulations (GDPR). As part of compliance with the Regulations we have updated our privacy notice, a copy of which can be found on www.egfl.org.uk/governorsprivacy
The privacy notice clearly explains what information we collect, process, hold and share and the legal basis for doing so. It also reflects your rights under the General Data Protection Regulation (GDPR).
Any changes to this privacy notice will be communicated via Gatekeeping with an up to date version located on the web page. In addition, all new governors will receive a welcome e mail with a link to the privacy notice from the School Governance Service, once we are notified by the clerk of a new governor appointment. We recommend that all new and existing governors and clerks are made aware of this privacy notice as part of their induction.
Ealing Council Data Protection - Information regarding other wider Ealing services and data protection can be found on: https://www.ealing.gov.uk/info/201045/data_protection/1420/privacy_notice (link is external)
In order for us to conform with GDPR it is essential that clerks/chairs send any changes made to governing board (GBs) membership as soon as possible to [email protected]. This includes changes and renewal of a chair or vice chair. Currently we have far too many errors in the information held on GBs due to lack of information.
GDPR school information The governing board has overall responsibility for matters relating to data protection. Governing boards will need to ensure that suitable data protection policies and procedures are in place for their school/s that have regard to obligations under the GDPR. Governing boards should already have sought assurances that relevant staff have received GDPR training and that the school policies and procedures which relate to the processing and record management of data have been reviewed and updated accordingly.
National governance Association (NGA) has produced a set of questions for governing boards to ask in relation to GDPR. This sits alongside the other guidance available on the NGA guidance centre including an overview of what GDPR is and how it impacts governing boards and guidance on the role of the Data Protection Officer.
Clerks will also need to have a good understanding of GDPR for two main reasons: firstly, they will need to advise governing boards on their responsibilities in relation to GDPR and secondly, as they will themselves be handling data, they will need to understand how they must comply with GDPR. A NGA Clerks and GDPR factsheet is available to support clerks with how this affects their role.
DfE guidance to support schools with data protection activity, including compliance with the General Data Protection Regulation (GDPR) can be found on: https://www.gov.uk/government/publications/data-protection-toolkit-for-schools 28 of 70 DIRECTORS’ REPORT ITEM NO 13 FOR INFORMATION/ ATTENTION OF: AUTUMN TERM 2018 ACTION All governors TITLE Equality Act 2010 – new guidance SUMMARY New Department for Education (DfE) guidance regarding what mixed schools must consider when separating classes by gender KEY ACTION POINTS • Governing boards to review their equality obligations in the light of this new guidance • Review the two 'specific' duties to publish equality information and objectives. AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 5444 EMAIL ADDRESS [email protected]
The DfE has published non-statutory guidance regarding gender separation in mixed schools https://www.gov.uk/government/publications/gender-separation-in-mixed-schools This follows the Court of Appeal’s judgment in Her Majesty’s Chief Inspector of Education, Children’s Services and Skills v the Interim Executive Board of Al-Hijrah School. This non-statutory guidance is for mixed schools (maintained, academies and independent) and aims to provide support to school leaders, staff and governing boards in identifying what is legally acceptable when it comes separating pupils by sex.
In general, any separation of pupils based on their sex that, “denies them the choice or opportunity to interact socially, or to interact in an educational setting, with pupils of the other sex” is likely to be unlawful except for specific statutory exception or where the school can demonstrate that the effect is negligible.
The guidance covers situations in which it is lawful to separate boys and girls for sports and personal, social, health and economic (PSHE) education. It also covers situations where an intervention might be targeted at, for example, boys that are underperforming in maths: this must be proportionate and it would not be permissible to exclude any girls who were struggling with maths on the basis that the average performance of girls was higher.
Governing boards (GBs) should be aware of any separation by sex which occurs in their school and ensure that it is lawful.
Reminder of GB Equality Act duties
Governing boards are responsible for ensuring that the school meets the requirements of the equality legislation. This means that governing boards must: • Ensure the school takes all reasonable steps to ensure that its employees do not carry out unlawful discriminatory actions or behaviour • Support and guide the school to have 'due regard' for equality in all its functions • Ensure the school complies with the two 'specific' duties to publish equality information and objectives
Governors need to be well informed about how their school is responding to the Equality Duty so they can ask challenging questions and hold school leaders to account.
More information can be found in the DfE Equality Act 2010: advice for schools guidance https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools
29 of 70 DIRECTORS’ REPORT ITEM NO 14 FOR INFORMATION/ ATTENTION OF: AUTUMN TERM 2018 ACTION All governors TITLE School complaints policy SUMMARY Reminder about the requirement to publish your current policy on your school website and what should/should not be included KEY ACTION POINTS • Review your school website to make sure that your current policy has been published • Ensure your policy includes details of the Department for Education (DfE) complaints unit reference to the local authority (LA) hearing complaints are removed AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 5444 EMAIL ADDRESS [email protected]
All schools must publish details of their complaints procedure, which complies with section 29 of the Education Act 2002.
You must also publish any arrangements for handling complaints from parents of children with special educational needs and disabilities (SEND) about the support the school provides.
We are aware that some schools have not yet published details of their school’s complaints procedure on their school website. Please can all governing boards (GBs) review and make sure your school is compliant.
We are also dealing with some issues where a parent/carer, following their school’s complaint procedure, has come to the LA to hear their complaint. The DfE web page https://www.gov.uk/complain-about-school/state-schools makes clear that legally unless there is a safeguarding issue, the LA does not have a role in responding to general complaints. If a parent/carer has followed the process and is still not satisfied, then they should take their complaint to the Department for Education (DfE).
Please can you review your school website to make sure that your current policy has been published, that any references to the LA hearing complaints are taken out and information regarding the DfE complaints unit are included.
DfE guidance on developing your school’s complaints procedure which includes DfE complaints unit information can be found at https://www.gov.uk/government/publications/school-complaints-procedures
For more information about what schools must publish on their school website please see https://www.gov.uk/guidance/what-maintained-schools-must-publish-online#school- complaints-procedure
A session on dealing with complaints forms part of our 2018/19 training programme – see item 31 for more details.
30 of 70 DIRECTORS’ REPORT ITEM NO 15 FOR INFORMATION / ATTENTION OF: AUTUMN TERM 2018 FOR ACTION All governors TITLE Department for Education (DfE) risk tool SUMMARY Information about the ‘Local Authority Analysis’ (LAA) to local authorities (LAs); a risk analysis of maintained schools’ financial sustainability which is presented at LA and school level. LAs can use this information to identify areas of concern and implement preventative measures. KEY ACTION POINTS • Schools and governors can request this information for their school from Schools Accountancy Services [email protected] (or their Bursarial Support Service officer should they buy into this service) • LA will contact schools flagged in risk bands D to G and request them to send their 2018/19 out turn forecast as well as their 3 to 5-year plan, along with a summary of actions being taken to prevent or recover from a deficit position. AUTHOR / TITLE Gary Redhead, Assistant Director Schools Planning & RD TELEPHONE NO. 020 8825 5773 EMAIL ADDRESS [email protected]
In March 2018 the Department of Education (DfE) published a ‘Local Authority (LA) Analysis’ (LAA) to LAs. This is a risk analysis of maintained schools’ financial sustainability which is presented at LA and school level. LAs are able to use this information to identify areas of concern and implement preventative measures. Many LAs have developed their own tools.
The LAA has been developed in collaboration with the Office of National Statistics (ONS). It combines a range of publicly available data and, using 20 individual indicators, identifies those schools in immediate financial difficulty and those potentially at future risk. They also consulted with a group of pilot LAs and Ealing were involved in this.
The LAA is available to LAs to assist with making reasoned assessments and comparisons between the financial health of maintained schools within their control (primary, secondary, special schools, pupil referral units and nurseries).
• Every local authority has a tailored version that allows access to school level data • It provides a high-level overview to local authorities with similar characteristics allowing for meaningful comparisons • Local authorities will be able to identify schools in need of support to take preventative measures where action is required or advisable.
Each school is ranked alphabetically A-G, on a red, amber, green (RAG) basis.
The tool analyses the school and its broader characteristics: • Attainment • Parental preference, and • Financial position.
Therefore, some schools are red/amber because they are using surplus to balance their budget on an ongoing basis, or pupil numbers/standards are a challenge. The tool is based on publicly available information such as pupil census and Consistent Financial Reporting (CFR). Further details can be 31 of 70 found below: Indicators – Data sources and how are they calculated and keep grade boundaries.
Summary of indicators – shown split by three areas of concern
LAA, LA level DfE selected comparator LAs:
Local Authority A* A B C D E F G
Ealing 1% 10% 13% 33% 20% 14% 6% 2% Hounslow 0% 4% 16% 36% 29% 7% 5% 2% Merton 2% 4% 21% 31% 10% 17% 13% 2% Redbridge 2% 7% 21% 44% 15% 10% 0% 2% Hillingdon 0% 9% 9% 35% 22% 15% 7% 2% Brent 0% 3% 13% 39% 25% 11% 8% 0%
Ealing has experienced an increase in the number of schools in deficit over the past two years. There were 11 schools in deficit at the end of 2017/18. The deficits in total amounted to £1.4m and ranged from between £0.002m to £0.407m.
How Ealing will be using this information: • Schools and governors can request this information for their school from Schools Accountancy Services [email protected] (or their Bursarial Support Service officer should they buy into this service) • LA will contact schools flagged in risk bands D to G and request to send their 2018/19 outturn forecast as well as their three to five year plan, along with a summary of actions being taken to prevent or recover from a deficit position • At a strategic level with the Ealing Learning Partnership (ELP) the Financial Sustainability Schools Committee will decide how best to work with schools that are rated as red and amber. 32 of 70 Indicators – Data sources and how are they calculated
33 of 70 Grade boundaries
In addition - DfE School resource management https://www.gov.uk/guidance/school-resource-management-top-10-planning-checks-for-governors Schools can use this information more generally as a starting point to check if their school is managing resources and finances effectively. These checks should be used early in the annual budget planning cycle and when looking ahead at the three to five-year position. In addition, the DfE’s schools financial benchmarking service https://www.gov.uk/guidance/schools-financial- efficiency-financial-benchmarking allows schools to compare their spending with other schools in similar circumstances, to see if spending could be more efficient. It will help you consider some of these questions. Governors can use the ten planning checks to help schools manage their resources and money efficiently.
34 of 70 DIRECTORS’ REPORT ITEM NO 16 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All academy and free school governors/trustees TITLE Academies financial handbook 2018 SUMMARY A revised version of the, Academies financial handbook effective from 1st September 2018 has been published KEY ACTION POINTS Compliance with the handbook is a requirement for all academies / academy trusts AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 8542 EMAIL ADDRESS [email protected]
The Department for Education (DfE) through the Education and Skills Funding Agency (ESFA), has published the 2018 Academies Financial Handbook (AFH) effective from September 2018. Compliance with the handbook is a requirement for all academy trusts and is stipulated within their funding agreements. Key changes from the 2017, edition can be found in Annex C including the full Schedule of Requirements (or ‘musts’) for academy trusts. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/714474/Academies_Financial_Handbook_2018.pdf Key updates include: • An overview of the Secretary of State’s role with regard to removing trustees and members – the Secretary of State may also prevent other individuals being involved in the management of academies on the basis of cautions, convictions and conduct • The term, “ex officio” is removed from the description of the senior executive leader, to show that he or she does not automatically become a trustee • In 2.1.2, the AFH restates the board must meet, “regularly enough to discharge their responsibilities and ensure robust governance.” It specifically states that larger trusts should consider meeting more often than three times a year, and where a board meets less than six times a year, it must describe in its governance statement how effective oversight of funds is maintained • In 2.3.3, the AFH now requires trusts to provide management accounts and share these with the chair of the trust board every month. The board then needs to consider these at each meeting. Trusts should already be producing these each month, but now, irrespective of the trusts size, there is a requirement to share these with the chair, with the board expected to use this reporting requirement to address concerns and variances between “budget and actual income and expenditure.” • The section on executive pay (2.4.3-2.4.5) receives significantly more emphasis. Specifically, the AFH now requires trust boards to ensure their approach is transparent, proportionate and justifiable, detailing the process used for setting pay, how this is scrutinised and decided, how defensible the pay level is, the need to record the documentation, evidence used, and making it clear the ESFA can challenge pay levels it deems inappropriate. This also includes the need to publish the gender pay gap • The ESFA has set an expectation of enhanced governance around cash management, budget setting and monitoring. These are now more robust and the requirements for financial reporting have been extended – now 13 different ‘must’ directives • Trusts must now report all related party transactions to the ESFA ahead of the actual transaction taking place from April 2019, and must await the ESFA’s approval for transactions over £20k • The new requirement will mean that all those involved in academy trust leadership now require a section 128 prohibition check for people in management positions (academies, free and independent schools only). This is reflected in the new Keeping Children Safe in Education (2018) statutory guidance, which also takes effect from September 2018. See item 21. 35 of 70 DIRECTORS’ REPORT ITEM NO 17 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Good estate management for schools SUMMARY The Education and Skills Funding Agency (ESFA) and Department for Education (DfE) has published the, Good Estate Management for Schools (GEMS) guidance and tools KEY ACTION POINTS AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 8542 EMAIL ADDRESS [email protected]
The Good Estate Management for Schools (GEMS) guidance and tools https://www.gov.uk/guidance/good-estate-management-for-schools
GEMS is a new online resource and brings together new and existing guidance on school estate management, and sets out: • The fundamental policies and procedures needed to manage the school estate effectively; • Guidance on strategic estate management, organisational oversight, understanding your land and buildings, energy and water management and managing projects; • Updated guidance on health and safety, compliance and maintenance (replacing existing guidance in Essential Schools Maintenance); • The skills organisations need access to, links to tools and resources that can help.
The guidance is for anyone with responsibility for overseeing or managing the estate. This includes: leaders and governors of schools, trustees of academy trusts, school business professionals, those with responsibility for day to day running of the school estate, local authorities, Diocesan authorities and other religious authorities and bodies.
Governors and trustees are reminded that their role in estate management should be strategic not operational and so boards should ensure that relevant polices are up to date and they are holding their senior leaders to account.
36 of 70 DIRECTORS’ REPORT ITEM NO 18 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Teacher recruitment, retention and tackling workload SUMMARY Summary of recent announcements from the Department for Education (DfE) regarding attracting and keeping teachers and tackling teacher workload KEY ACTION POINTS AUTHOR / TITLE Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 8542 EMAIL ADDRESS [email protected]
The Education Secretary pledges to tackle teacher workload together with Ofsted and school leaders. Education Secretary Damian Hinds pledged to strip away workload that doesn’t add value in the classroom and give teachers the time to focus on teaching in his speech at the Association of School and College Leaders' (ASCL) annual conference, 10 March 2018 https://www.gov.uk/government/news/damian-hinds-sets-out-plans-to-help-tackle-teacher-workload
Speaking to more than 1,000 headteachers and teachers, the Secretary of State has said that his, “top priority” is making sure teaching continues to be regarded as, “One of the most rewarding jobs you can do.” Improving workload will be at the heart of this.
The Education Secretary announced: • A strategy to drive recruitment and boost retention of teachers working with teaching unions and professional bodies to devise ways of attracting, and keeping, the brightest and best graduates • A commitment to work with Ofsted, regional schools commissioners, the Education and Skills Funding Agency and multi-academy trusts – to clarify their roles and ensure teachers and school leaders have a clear understanding of who they are accountable to, and for what • That there will be no new tests or assessment for primary schools and no changes to the national curriculum, GCSE or A levels for the remainder of this parliament, beyond those already announced.
So what have the DfE done so far? 1. Workload challenge survey – 2014 2. Three independent review groups (marking, planning and data management) -reports published March 2016 https://www.gov.uk/government/publications/reducing-teacher-workload-planning-and- resources-group-report 3. Funding eleven research and development projects – reports published 10 March 2018 4. DfE ‘teaching blog’ shares practical examples (19 to date) written by teachers 5. Teacher workload survey 2016 published in February 2017 6. Action plan providing an update and setting out next steps of the department – February 2017 7. Poster and pamphlet summarising the workload reports – February 2017 8. Series of workload events launched – seven events around the country, November 2017 9. The Times Educational Supplement (TES) Workload Hub - launched December 2017 https://www.tes.com/dfe-teacherworkload 10. New commitments from the Secretary of State – Association of school and college lecturers (ASCL) speech 10 March 2018
Further steps to reduce workload 1. A web-based workload reduction toolkit for leaders and teachers which will provide a standalone plan for reviewing and streamlining policies in schools. It will be supplemented with advice, tools and effective practice. 2. This toolkit will also include support for teachers in the early stages of their careers and for initial teacher training (ITT) providers to embed consideration of workload for trainees and mentors, and will signpost innovative uses of technology to reduce workload.
37 of 70 3. Commitments to improve the evidence base on workload, including following up the findings of the Teacher Workload Survey 2016 and publishing findings from National College of Teaching and Learning (NCTL) funded school-based research (five reports published on 10 March 2018).
Questions for governing boards • What do you see as the role of the governing board in reducing workload? • What are you doing to remove unnecessary workload in your school/trust? • What’s working? What challenges have you overcome? • What is not working and why? • What can be done to mitigate impact?
Further information for governing boards The Department for Education (DfE) has published a blog by Judith Rutherford, chair of governors at Hiltingbury Junior School https://teaching.blog.gov.uk/2018/06/15/managing-staff-workload-a-governors- perspective/#comments, sharing her experience of putting in place new governance processes which have had a positive impact on staff workload.
Working from the principle that nothing should be done ‘just for the governors’, establishing the new processes included a range of steps, with Judith working with senior leaders to agree: what data would be reported to the board, a system of ‘cohort governors’ with clear objectives, a format for the headteacher report, an annual plan of work for the governing board, to update the vision and strategic plan, and to create a monitoring programme integrated with that of school leaders.
Tackling staff workload is one of the most powerful things governing boards can do to improve staff wellbeing – and, consequently, retention. Read more in the National governance Association (NGA) Governing Matters articles Teacher Workload https://www.nga.org.uk/Guidance/Finance-and- Staffing/Staffing/Teacher-workload.aspx
DfE launches free teacher recruitment website The Department for Education (DfE) will be launching a teacher recruitment website allowing schools to advertise vacancies and recruit staff for free. The website will include part-time and job share roles. In addition, a nationwide deal for headteachers will commence in September 2018, which will give schools a list of supply agencies that do not charge fees when schools make supply staff permanent after 12 weeks. The website will be piloted in Cambridgeshire and the North East and will be rolled out nationally by the end of the year. For more details on the announcement go to https://www.gov.uk/government/news/new-free-website-for-schools-to-advertise-vacancies .
38 of 70 DIRECTORS’ REPORT ITEM NO 19 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Governing boards work schedule/annual plans SUMMARY Reminder of key areas to consider KEY ACTION POINTS Please read and action as appropriate. AUTHOR / TITLE Therese McNulty, School Workforce and Governance Adviser TELEPHONE NO. 020 8825 5444 EMAIL ADDRESS [email protected]
The following can be used to review your governing boards annual work. The lists of tasks for the purposes of this guidance are divided into full governing board (FGB); resources/finance (including staffing); teaching and learning and children, families and community. Committees indicated below are examples. Governors should decide on a committee structure which works most effectively for their governing board (GB) and its priorities.
Please note that for most areas the regulations do not state when items/areas should be reviewed or completed, or how many committees (if any) GBs should have. This is up to each individual GB to decide. However, it makes sense if the meetings are in sync with key data points or milestones in the strategic plans/action plans. Without planning for the year ahead it is difficult for the GB to self-review and assess the impact it has had.
To support your planning, the Ealing Governor Toolkit https://www.egfl.org.uk/school- effectiveness/school-governance/governor-toolkit on Ealing Grid for Learning provides GBs with a variety of tools to use if revising key areas e.g. committee structures, terms of reference. For September 2018 we have updated the code of practice and Department of Education (DfE) policies and information GBs must have/publish. We recommend all GBs have one which governors and clerks must which once agreed must be signed. We have also made some other minor amendments to ensure documents are still up to date.
Items that should be included on each agenda • Declaration of interests – pecuniary and other which must now be published on the school website. Once completed, declarations at meetings are only relevant where appropriate to the agenda or as items arise • Receive and consider apologies – it is important to ensure it is clear who is an authorised or unauthorised absence as part of the minutes.
Items that should be done on a regular basis • Monitor school development plan/school self evaluation • Review of policies and other document/information (you should have a framework in place as part of your annual work plan of when and which committees undertake these) • Review pupil progress and attainment • Receive reports.
Key tasks (as appropriate) • Organise induction, support and training for governors.
All governors must have an enhanced check Disclosure and Barring Service (DBS) https://www.egfl.org.uk/news/2016/03/dbs-checks-governors (A reminder that only the individual gets a copy of their DBS certificate. It needs to be clear who the check must be shown to so it can be added to the single central record. From September 2018 you may need to also carry out a check with TRA Teacher Services to check they are not subject to a section 128 direction see item 21 for more details
All governor information must be on Getting Information about Schools (GIAS) https://www.gov.uk/government/news/national-database-of-governors Lack of school website compliance in addition to lack of governor info on GIAS is something Ofsted have highlighted as a common theme and one they are likely to pick up on more robustly.
Remember the full GB must deal with the following i.e. cannot delegate to a committee or an individual:
39 of 70 • Agree constitutional matters • Appoint new governors as set out in the Instrument of Governance (or Articles of Association) • Hold at least three governing board meetings a year • Appoint or remove the chair and vice chair • Appoint or remove a clerk to the governing board • Establish the committees of the governing board (if any) and their terms of reference • Appoint or remove a clerk to each committee • Suspend or remove a governor • Decide which functions of the governing board will be delegated to committees, groups and individuals • Receive reports from any individual or committee to whom a decision has been delegated and to consider whether any further action by the governing board is necessary • Review the delegation arrangements annually.
In the following lists items in bold are the ones which have to be considered each year.
Autumn term If not already discussed in the summer term ready for the autumn term. • Discuss and agree terms of reference for full GB or operating guidelines • Review the committees in place and their terms of reference/members. Elect members and appoint clerks to committees where appropriate. The full GB can delegate the election of chairs of each committee to the committee themselves. • Appoint governor/s to specific responsibilities where appropriate e.g. Child protection, special educational needs and disability (SEND), looked after children (LAC), health and safety • Set objectives of the GB for the year linked, to the school improvement plan • Agree a programme of meetings for the year including committees and when to review aspects of the school improvement plan • Review progress as appropriate the school’s self-evaluation
For full GB • If the school is its own admission authority (foundation and voluntary aided) draw up an admissions policy for the next school year if it needs to change (beginning of the term) • Initiate review of the school improvement plan/examine school improvement plan • Update register of interests and publish on school website • Review National Curriculum tests, GCSE and other exam results – remember first teaching of new GCSEs in some subjects and AS/A levels in some subjects • Review appropriate elements of the school improvement plan
Resources/finance • Monitor budget • Review charging policy • Complete asset management plan • Review appraisal policy (if not completed in summer term) • Conduct headteachers (HT) appraisal (we recommend before teaching staff – deadline for pay decisions 31st December) • Review and determine the HTs salary (backdated to 1st September) • Ensure every teacher has an appraisal review and their salary is reviewed by 31st October (backdates to 1st September)
Teaching and learning • Review progress of the school improvement plan
Children, families and the community • Review annual report on safeguarding (the local authority requires a copy of the report once a year – at school’s discretion when) • Has the review of safeguarding taken into account the new duty with regard to Prevent?
40 of 70 Reminder • HTs who wish to leave by the end of the autumn term must have handed in their resignation by 30 September. All other teaching staff 31 October • September – new parents home school agreements (not nurseries) • October 31st - admission applications to secondary schools close. • Own admission authorities who intend to change their admission arrangements for 2018/19 must provide the proposed admission arrangements to the local authority (LA) for consultation between 31st October and 31 January and must last for a minimum of six weeks – see www.egfl.org.uk
Spring term
For full GB • Review progress of the school improvement plan • Agree curriculum plans • Review progress as appropriate the school’s self evaluation • Publish early in term proposed admissions arrangements for autumn of next year (schools which are admissions authorities).
Resources/finance • Review whole school pay policy • Review implementation and impact of the appraisal/pay policy • Agree budget for coming year • Review charging and letting policy • Review insurance • Review and agree staff structure.
Teaching and learning • Special educational needs and disabilities (SEND) report • Review SEND policy • Pupil premium report • Report on curriculum developments • Finalise any curriculum plans for the coming year.
Children, families and the community • Assess impact of equalities objectives and review equalities information* • Review annual report on safeguarding (Please note – there is no longer a requirement to send a report to the local authority (LA). We still recommend it is still good practice to report on safeguarding to the governing board)* see end for more information.
Reminder • 15th January 2019 - admission applications to primary schools close • *Equalities published information must be reviewed ‘at least’ annually – usually by 6th April. Objectives must be reviewed ‘at least’ every four years (first set in 2012). It is recommended that they are also reviewed regularly to ensure they are still meaningful and where possible aligned to school priorities/school improvement plan • Headteachers (HTs) who wish to leave by the end of the spring term must have handed in their resignation by 31 January. All other teaching staff 28 February.
Summer term
For full GB • Conduct self-review of governing board (GB) effectiveness (impact based on annual plan) • Review and update the school’s self evaluation • Review progress of the school improvement plan and update as appropriate ready for the new academic year • Receive the HT report on staff appraisal • Review governors’ visits. 41 of 70 Directors' report Autumn 2018
Resources/finance • Agree budget for new financial year • Review staff and pay (last day for teacher resignations 31st May). Good practice to review staffing structure • Review appraisal policy/process and pay policy • Review staff attendance/absence • Report on any racist incidents and the response at least annually • Appoint governors to conduct headteachers appraisal review late summer or early autumn – ensure they are or will be trained and appoint an external adviser. In Ealing, schools can use one of their school improvement buyback days for the external adviser role. The LA recommends that the headteacher’s appraisal should happen before the teachers. This supports a whole school approach to working towards school priorities.
Teaching and learning • Review progress of the school improvement plan and any specific identified areas • Review careers advice.
Children, families and the community • Review child protection/safeguarding policy and procedures • Report to parents on the policy for children with SEND (not special schools) • Annual report to parents for nursery schools • Own admissions authorities - to publish online their entry arrangements by 15 March 2019 • Review attendance of pupils • Review pupil exclusions for the year • Review report on progress in implementing accessibility plan.
Reminder • Headteachers who wish to leave by the end of the spring term must have handed in their resignation by 30 April. All other teaching staff 31 May.
Some features of a safeguarding report to governors • Period covered • Name of report author and date presented to governors • Names of designated safeguarding person(s) • Training record (of staff at all levels) • Audit of relevant policies and review dates • Number of initial referrals made, separated into physical, emotional, sexual and neglect • Number of meetings attended by type: Initial child protection conference Professionals strategy meeting Child protection review conference Core group meeting Common Assessment Framework (CAF) - in Ealing known as early help assessment and plan (EHAP) • Number of pupils subject to a child protection plan • Number of children in public care • Number of allegations made against staff • Other comments on safeguarding issues or concerns • Comparison information from previous reports and actions required to rectify them • Also does your safeguarding arrangements include Prevent, female genital mutilation (FGM) and guidance on peer to peer abuse.
Please refer to the statutory guidance. The report should be based on a review of the duties in the revised guidance from September 2018 see item 21, the school’s current practice and any future plans needed to ensure the practice current requirements. Annex H lists a table of all the substantive changes in the guidance.
42 of 70 DIRECTORS’ REPORT ITEM NO 20 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Governor recruitment and membership SUMMARY • Reminder of services offered by Governors for Schools and Inspiring Governance to recruit new governors • Reminder of information available to new governors and chairs on Ealing Grid for Learning (EGfL) in addition to training. KEY ACTION POINTS AUTHOR / TITLE Therese McNulty, School Workforce and Governance Adviser TELEPHONE NO. 020 8825 5444 EMAIL ADDRESS [email protected]
Governors for Schools (formerly SGOSS) Governors for schools is an independent school governor charity that provides free services for volunteers, schools and employers. Volunteers come from a wide range of professional backgrounds so they are able to address your specific recruitment needs. They also work with a wide range of organisations, especially if they do not have candidates with the required skills, to provide you with candidates who bring the experience you require. Governing boards can place vacancies at any time on their website www.governorsforschools.org.uk or via the Ealing account manager William Durham. For more information call 020 7354 9805 or e mail [email protected]
Inspiring Governance Inspiring Governance is the national online matchmaking service which connects skilled volunteers interested in serving as governors and trustees with schools and colleges. It provides free, expert support for volunteers and governing bodies, as well as for employers wanting to run programmes for their staff serving as governors. The service is supported and funded by the Department for Education (DfE). Register your school – whether you have current vacancies or want to browse volunteers in your local area. https://educationandemployersprogrammes.force.com/s/signupitf?type=singleGovernor If you are seeking new recruits, or have any further questions please contact [email protected] or phone 020 7566 4880
Inspiring Governance – Future chairs recruitment service The chairs recruitment service is part of the Inspiring Governance programme, supported by the Department for Education and delivered by the Education and Employers and the National Governance Association (NGA) www.inspiringgovernance.org
The chairs recruitment service will help boards with the vital task of recruiting a high calibre individual who has the potential to become a chair, vice-chair or committee chair within a year of joining a school governing board. The service will identify and recruit appropriately experienced individuals from within and beyond the education sector who are willing to be considered for this opportunity. Alternatively, governor currently on your governing board (GB) can apply to have access the support provided if they are looking to become a future chair. If you have any questions, please do not hesitate to contact Simon Richards – chairs’ development manager at NGA on 0121 237 3780
New governor and chair induction reminder about Ealing resources available
Welcome to new governors (PowerPoint briefing) and information pack on Ealing Grid for Learning (EGfL) https://www.egfl.org.uk/school-effectiveness/school-governance/governor-training-development- and-support/induction-new This is in addition to induction for governors sessions run at Ealing Education Centre (EEC). For 2018/19 training dates see item 31 or view on www.ealingcpd.org.uk.
Welcome to new chairs briefing (PowerPoint) available on EGfL https://www.egfl.org.uk/school- effectiveness/school-governance/governor-roles/chair-and-vice-chair-governors this covers the key aspects of being a chair of governors. Please note this PowerPoint briefing is in addition to the chair of governors’ information pack also available on EGfL. Please note both of these are password protected so you will need an EGfL user name and password. 43 of 70 DIRECTORS’ REPORT ITEM NO 21 FOR ACTION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Revised statutory safeguarding guidance SUMMARY • The Department for Education have updated their statutory guidance Keeping Children Safe in Education to be implemented from 3rd September 2018 • Revised guidance on Disqualification under the Childcare Act 2006 from 31st August 2018 KEY ACTION POINTS Schools have already been advised via Gatekeeping regarding the main changes. This is an edited version of that advice emphasising the changes of which governing boards need to be aware. AUTHOR / TITLE Christopher Prowse, Schools HR TELEPHONE NO. 0208 825 9261 EMAIL ADDRESS [email protected]
The Department for Education (DfE) have published the updated version of, Keeping Children Safe in Education (KCSIE) September 2018 which all schools in England must have regard to it when considering their safeguarding duties and promoting children and young people’s welfare. It is now available at https://www.gov.uk/government/publications/keeping-children-safe-in- education--2 It will commence on the 3rd September 2018. Until then schools must continue to follow the September 2016 guidance.
Throughout the guidance, ‘must’ versus, ‘should’ as terms are explained, emphasising that ‘must is used throughout the guidance, to indicate a legal requirement or duty to act. Key changes that schools and governors need to be aware of are as follows: 1. All schools must have their own child protection policy. It should be updated annually (as a minimum), reflect local circumstances and be available publicly either via the school website or by other means (Paragraph 57). 2. A section 128 directive disqualifies a person from holding or continuing to hold office as a governor of a maintained school (paragraph 121). “As maintained school governors are only required to have an enhanced criminal record certificate from the DBS (Disclosure Barring Service) which does not include a barred list check (unless in addition to their governance duties they also engage in regulated activity), we recommend that schools contact The Teaching Regulation Agency (TRA) Teacher Services to check of a person they propose to recruit as a governor is barred as a result of being subject to a section 128 directive” (paragraph 113). The process for contacting the TRA is set out in paragraph 125. 3. Schools should undertake a risk assessment when deciding whether to obtain an enhanced DBS for any volunteer not engaging in regulated activity. Details of the risk assessment should be recorded (paragraph 160). 4. Governing boards need to ensure online safety is included when children are taught about safeguarding (paragraph 80). 5. All staff are still required to read part one of the statutory guidance but on top of this they must now also read annex A (page 75 of KCSIE). These are available to be printed off together as a separate document at the link above. 6. What staff need to know has always contained a list of key documents that all staff should be made aware of. This list has now been updated (paragraph 13) to include, the school’s management of behaviour policy and guidance on, Children Missing from Education. 7. Schools should hold more than one emergency contact number for each pupil or student where reasonably possible (paragraph 57). 8. New information on the use of reasonable force (paragraphs 103 – 105). Reasonable means, ‘Using no more force than is needed.’ The department advises a ‘no contact’ policy
44 of 70 at a school can leave staff unable to fully support and protect their pupils and students. When using reasonable force in response to risks presented by incidents involving children with special educational needs or disabilities (SEND) or with medical conditions, schools should consider the risks carefully and recognise the additional vulnerability of these groups. 9. Governing boards need to ensure that their child protection policy includes procedures to minimise the risk of peer on peer abuse and how allegations of peer on peer abuse will be recorded, investigated and dealt with (paragraph 90). 10. The whole of part 5: “Child on child sexual violence and sexual harassment” has been added. The department has already recently issued guidance “Sexual violence and sexual harassment between children in schools and colleges.” However, the inclusion of the summery as Part 5 in KCSIE means that this is now statutory guidance (pages 62-74). 11. Children’s welfare has always been a consideration in safeguarding and the wording in the section advising staff what to do if they have concerns (paragraph 23) has been updated to reflect new guidance ‘If staff have any concerns about a child’s welfare, they should act on them immediately.’ 12. Annex A includes addition support and advice that all staff must read as well as part one of KCSIE (pages 75 – 87). 13. Annex B: The role of the designated safeguarding lead. This now requires that any deputies should be trained to the same standard as the designated safeguarding lead and the deputy role should be explicit in their job description (page 88). 14. Annex E: Host families – homestay during exchange visits. When a school arranges a homestay, it should consider what intelligence/information will best inform its assessment of the suitability of the adults in those families who will be responsible for the visiting child during the stay. It will be for the school or college to use their professional judgement to decide what it considers what will be relevant. However, to help inform that assessment, schools should obtain a DBS enhanced certificate with barred list information (page 97). 15. Annex H lists a table of all the substantive changes since the issue of the September 2016 version of KCSIE (page 103).
These changes referenced above should be reflected on by governing boards/trusts and assurance sought that these changes will be incorporated into training in readiness for the revised guidance coming into force on 3rd September 2018.
The NSPCC have a detailed briefing on the updates at https://www.nspcc.org.uk/globalassets/documents/information-service/briefing-on-key-updates- to-statutory-guidance-for-schools-in-england-keeping-children-safe-in-education-2018.pdf
'Disqualification under the Childcare Act 2006
The government have confirmed that the Disqualification under the Childcare Act 2006 regulations will be amended with effect from 31 August 2018. Schools currently conduct a check for relevant staff to ensure that they are not disqualified under these regulations.
With effect from 31 August 2018, relevant staff (in schools) will no longer have to make any declaration as to whether a person who lives in the same household is disqualified. This is commonly referred to as 'disqualification by association'. The rest of the check, for relevant staff, will still be required as previously. Relevant staff in schools are those staff who work with under- fives and/or under eights in before and after school settings.
45 of 70 DIRECTORS’ REPORT ITEM NO 22 FOR ACTION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Supporting pupils with medical conditions in schools SUMMARY Revised Ealing local authority (LA) recommended policy and supporting documents KEY ACTION POINTS • Governing boards to review recommended policy and adopt in the autumn term 2018 • Baseline current provision in schools by January 2019 • Briefing to support understanding - 17th October 2018 AUTHOR / TITLE Dr Vaishnavee Madden, Consultant in Public Health and Therese McNulty, School Governance Development Adviser TELEPHONE NO. 020 8825 5444 EMAIL ADDRESS [email protected]
It is a statutory requirement for all schools to have a policy that makes clear the arrangements to support pupils with medical conditions.
The revised Ealing Supporting Pupils with Medical Conditions in Schools policy and supporting documents, based on the Department for Education (DfE) guidance 'Supporting Pupils with Medical Conditions at School' (2014) is now available at https://www.egfl.org.uk/facilities/health-and- safety/managing-medical-conditions-schools
As a result of two school tragedies last year, it was requested that the existing policy be reviewed and improved with a recommendation that all schools adopt the new policy. A multi-agency working group convened in 2017/18 to draft a revised policy and accompanying supporting documents.
The policy was consulted on with schools, health professionals and other related stakeholders before being endorsed by the Ealing Safeguarding Children Board (ESCB). The documents provided include: • Revised policy • Levels of training information • Insurance/liability information • Guidance on wording for job descriptions.
The local authority is recommending that all governing boards (GBs) review this policy according to their specific needs before adopting. It should not be adopted ‘wholesale’ without reviewing to make sure it is fit for purpose and that provision for any training or role related changes are planned for and implemented. We request that this happens in the autumn term.
School checklist – baseline of current provision As part of the policy, appendix one contains a useful checklist to ascertain the school’s current provision and future needs. In order to assess the impact of this policy across the LA we would be grateful if a copy could be completed (one per school) by the end of autumn 2018 term via our Survey Monkey version at https://www.surveymonkey.co.uk/r/MedicalConditions-Autumn2018. The results will be grouped by phase, anonymised and only used to inform future training and support needs. Our intention is to repeat this in autumn 2019 to gauge the impact off the policy and further support and training needs.
Briefing A briefing to support understanding of the revised policy will be held at Ealing Education Centre on Wednesday 17th October 2018 to book a place please go to https://schools.ealingcpd.org.uk/courses/bookings/c_detail.asp?cid=14582
Grateful thanks go to all members of the working group for their time and commitment to supporting the revising of this policy and supporting document. For details of the working group see https://www.egfl.org.uk/facilities/health-and-safety/managing-medical-conditions-schools
46 of 70 DIRECTORS’ REPORT ITEM NO 23 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE New mental health website for schools SUMMARY An update on the new resources available to schools in order to address pupil mental health and emotional wellbeing. KEY ACTION POINTS • Find out who the mental health lead is in your school • Appoint a governor to lead on mental health (or committee) • Explore mental health training for governors AUTHOR / TITLE Stacey Edmead-Payne, Mental health website for schools TELEPHONE NO. 020 8825 8865 EMAIL ADDRESS [email protected]
Mental health is a major priority for the government this year, with plans to transform the children’s mental health and adolescent service (CAMHS) by 2020. Over 10% of children in the UK have a diagnosed mental health problem and children as young as five are experiencing severe anxiety or depression. In order to prevent the rise of children’s mental health problems, the department of education and the department of health have reported on the role that schools can play to support the mental health of their pupils.
The Green Paper highlights that every school and college will be expected to have a designated lead for mental health. There will also be a new mental health support team for schools and reduced waiting times for CAMHS by 2025. It is crucial that schools adopt a whole school approach to mental health to successfully address and promote positive mental health and wellbeing. The Royals Heads Together campaign is very much behind this approach and have developed a range of new resources such as ‘Mentally healthy schools’.
Mentally healthy schools is a brand new website developed in collaboration with Place2be, YoungMinds and the Anna Freud Centre. The site was launched earlier this year to help primary schools support the mental health of their pupils.
The site is divided into four sections: • Teaching resources: focuses on schools' abilities to promote and build your pupils' good mental health with a range of quality-assured teaching resources. • Risks and protective factors: explores how schools can identify which children might face greater risks, and shares resources to help protect them and build their resilience. • Mental health needs: focuses on children who are struggling or are mentally unwell. It helps schools understand your role and how you can help promote your pupils' recovery. • Whole-school approach: helps school leaders develop the wider support across the school to help children, families and staff thrive.
The Ealing Health Improvement team have promoted the website to all schools and offer a range of services that schools can access to help the implement a whole school approach to mental health. For any queries about the services for schools, please contact Stacey Edmead- Payne, Children’s mental health improvement officer at [email protected].
47 of 70 DIRECTORS’ REPORT ITEM NO 24 FOR ACTION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Relationships and Sex education (RSE) and health education – draft guidance for schools SUMMARY The Department for Education (DfE) are seeking views from school staff, including governors, on the draft regulations, statutory guidance, and regulatory impact assessment relating to Relationships education, relationships and sex education (RSE) and health education. KEY ACTION POINTS • Read the draft statutory guidance and draft regulations on relationships education, relationships and sex education (RSE) and health education. • Respond to the online survey before 7th November 2018 AUTHOR / TITLE Claire Meade, Health Improvement Officer TELEPHONE NO. 0208 825 6173 EMAIL ADDRESS [email protected]
The Children and Social Work Act 2017 placed a duty on the Secretary of State for Education to make the new subjects of relationships education at primary and relationships and sex education (RSE) at secondary compulsory through regulations. The Act also provides a power for the Secretary of State to make personal, social, health and economic education (PSHE), or elements of the subject, mandatory in all schools. The DfE has engaged with a wide range of interested organisations and conducted a call for evidence on the content of the subjects, and the status of PSHE.
The findings gathered from the process have informed the drafting of the regulations, statutory guidance and regulatory impact assessment, on which the department is now consulting. This includes the department’s decision to make health education compulsory, not all of PSHE.
This consultation asks for views on the draft regulations and statutory guidance relating to relationships education, RSE and health education, and whether the statutory guidance provides sufficient information and support to schools in teaching the subjects. The consultation also asks for views on the regulatory impact assessment relating to the subjects. The responses to this consultation will help the department finalise the draft regulations and statutory guidance before the regulations are put before Parliament and the guidance finally published. Governing bodies should read the draft statutory guidance on RSE and health education, which is available here https://consult.education.gov.uk/pshe/relationships-education-rse-health- education/supporting_documents/Final%20DRAFT.%20JULY%202018_Relationships%20Educ ation_RSE_Health%20Educ.._%20002.pdf and respond to the online survey here https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/
Schools can access support and advice on RSE/ relationships education and health education through Claire Meade, contact details above. Claire will be offering a range of centralised trainings to support schools to prepare for RSE during the next academic year, these trainings can be accessed via Ealing CPD online www.ealingcpd.org.uk. Claire also offers bespoke RSE / relationships education support to schools.
48 of 70 DIRECTORS’ REPORT ITEM NO 25 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Whole school approaches to tackle and prevent bullying SUMMARY In June 2018, the Department for Education (DfE) published research into the practices used by schools to prevent and tackle bullying. The information below outlines some of the national and local best practice examples of how schools prevent and tackle bullying. KEY ACTION POINTS • Enquire whether your school is participating in anti-bullying week 2018 • Enquire how messages about preventing and tacking bullying are part of the personal, social, health and economic education (PSHE) curriculum/ are embedded in the wider curriculum, • Ensure bullying/friendship policy is relevant and up to date • Enquire what additional projects your school engages in to prevent and tackle bullying. AUTHOR / TITLE Claire Meade, Health Improvement Team TELEPHONE NO. 0208 825 6173 EMAIL ADDRESS [email protected]
In June 2018, the DfE published research into the practices used by schools to prevent and tackle bullying. The report contains seven thematic case studies, and a summary of common strategies and challenges. The schools providing the case studies were identified as displaying innovative and effective practice in tackling bullying. The full report can be accessed https://www.gov.uk/government/publications/approaches-to-preventing-and-tackling-bullying. Shared themes in the strategies deployed by these schools included: • A whole school approach which involves both teaching and non-teaching members of staff, pupils, parents, carers and governors. This includes a highly visible, and inclusive, ethos which underpins everything that the school does; clear behaviour and anti-bullying policies which are regularly reviewed; and adequate training and support for staff • A focus on preventative practice, e.g. tackling prejudice, increasing empathy and encouraging awareness • An emphasis on keeping anti-bullying high profile throughout the year, rather than only during anti-bullying week • A strategy of engaging and empowering pupils, for example through buddy systems, delivering assemblies, and anti-bullying ambassadors • Rapid responses to incidents to prevent escalation and build confidence that future concerns would be taken seriously • An awareness of the impact of technology on bullying through a concerted effort to keep up to date with online trends, and updating cyberbullying policies accordingly • Innovative methods of engaging with parents, such as termly parent forums and face-to- face meetings.
In Ealing, the health related behaviour survey, which was completed by pupils in years 4, 6, 8 and 10 in October 2017, highlighted bullying and friendship as an ever growing concern for our pupils. The survey results revealed that 15% of year 8 and 10 pupils responded that they at least 'sometimes' feel afraid of going to school because of bullying and 11% of year 8 and 10 pupils responded that they have been bullied at or near school in the last 12 months. The survey also showed that 28% of year 4 and 6 pupils said they feel afraid of going to school
49 of 70 because of bullying at least 'sometimes' and 17% of year 4 and 6 pupils responded that they have been bullied at or near school in the last 12 months.
Fortunately, in Ealing, there are a lot of forward thinking initiatives that some schools are developing to prevent and tackle bullying.
Name of What initiative focuses on Where to find more information initiative Primary • Free to all maintained primary The PSHE scheme of work can be personal, schools in Ealing found on the Ealing Grid for Learning. social, health • Embeds key messages on bullying and and friendship throughout the year, economic rather than just through anti- (PSHE) bullying week Education • Has lessons for children in nursery scheme of to year 6 work • Focuses on lots of forms of bullying Anti-bullying • This year ABW will take place from Resources for anti-bullying week can week (ABW) 12th - 16th November and the be found on the Ealing Grid for 2018 theme is ‘choose respect Learning • Ealing schools are provided with a Training for anti-bullying week can be range for resources and training to booked via Ealing CPD online. support them to participate in ABW • Schools can explicitly focus on various aspects of bullying and friendship during this week • All schools are encouraged to participate in this week, making the theme as cross curricular as possible to ensure key messages are embedded School cyber • The programme is an interactive Email Mubina Asaria on mentor training package for young people [email protected] programme aimed at developing key skills to become online safety ambassadors and peer-mentors in their own schools • Within this role, they are equipped to support peers with issues around bullying, cyberbullying and emotional wellbeing as part of a whole school approach to online safety • Training programme uses role play and other techniques to introduce the students to typical scenarios they might face and equip them with critical thinking skills for mentoring
50 of 70 Diversity role • DRM are an lesbian, gay, bisexual Email Claire Meade on models and trans (LGBT) charity [email protected] (DRM) pilot • This free pilot was developed to support schools in tackling and preventing homophobic, biphobic and transphobic (HBT) bullying • Primary, special and high schools were offered free pupils workshops, free staff training and free resources to support them to begin to prevent, tackle and raise awareness of HBT bullying • It is likely that this pilot will also be offered to schools during the next academic year Anti-bullying • Schools are also provided with Templates can be found on Ealing policy templates for anti-bullying policies Grid for Learning (EGfL) templates and child friendly anti-bullying policies • It is important to ensure that these policies refer to all different forms of bullying e.g. HBT bullying, racist bullying, gender based bullying, verbal bullying and physical bullying • These policies should refer to how schools prevent and tackle bullying and should outline key protocols and processes for managing and recording incidents of bullying.
51 of 70 DIRECTORS’ REPORT ITEM NO 26 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Active travel for the school journey SUMMARY The benefits of engaging in school travel planning KEY ACTION POINTS AUTHOR / TITLE Nicky Batkin, Senior School Travel Advisor TELEPHONE NO. 0208 825 9648 EMAIL ADDRESS [email protected]
Research shows that active travel to school makes children more alert and ready to face the school day than if they had arrived in a car. The World Health Organisation (WHO) states that improved academic performance, measurable increases in concentration and better control over symptoms of anxiety arise from active journeys and increased levels of physical activity.
Governors can help their schools promote and encourage active travel and support the school where they develop a school travel plan to improve health and well-being, reduce congestion, road safety and air quality issues relating to car use and support children to develop essential life skills. Governors can take on the role of school travel champion, to co-ordinate the travel plan and engage with the whole school community, or become a member of the working group to provide strategic support and direction.
Active journeys are easy to undertake. They fit into daily routines, making them an ideal way to help children and young people meet their recommended amount of physical activity.
The fact that many short school run trips are being unnecessarily made by car and the widely reported increase in childhood obesity, are just two of the good reasons for governors to become involved in the school travel plan process. Others are: • Environmental benefits of promoting sustainable travel as opposed to the car • Increased road safety knowledge and traffic awareness for pupils • Encouragement of a healthy lifestyle for the whole school community • Improved mental alertness and motivation of pupils • Decreased congestion in the local area • Encouragement of independence and social interaction on the journey to school • Establishment of travel habits early in life.
More children make their school journey by active modes of travel at schools that are engaged in school travel planning and use Transport for London’s STARS accreditation scheme to record their sustainable travel activities. STARS schools can apply for funding contributions to support delivery of active travel and road safety programmes.
In the 2018/19 academic year the School Travel team will work with identified schools to help them address issues relating to obesity, road safety, air quality and parking.
An up to date list of the STARS accreditation and engagement with Ealing schools, up to the end of the 2017/18 academic year, can be found on the school travel planning page of Ealing Grid for Learning (EGfL) https://www.egfl.org.uk/services-children/school-travel-plans-stp
Directors' report Autumn 2018 52 of 70 DIRECTORS’ REPORT ITEM NO 27 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Early Help Assessment and Plan (EHAP) update SUMMARY Updated information on EHAP activity and support available for schools KEY ACTION POINTS Support for schools available to initiate and register an EHAP AUTHOR / TITLE Polly Bradley, Ealing Family Information Service Manager TELEPHONE NO. 020 8825 5588 EMAIL ADDRESS [email protected]
The Early Help Assessment and Plan (EHAP) is the process and tool Ealing uses for professionals supporting children / young people and their families; through the delivery of multi- agency, multi-disciplinary or targeted support. This is done as early as possible to tackle an emerging problem and issue before it becomes bigger, harder to address and affects the development or life chances of the children/young people in the family.
SAFE has two EHAP advice and consultancy workers based within the Family Information Service. Paulette Scott - [email protected] and Satwant Kahlon - [email protected]. (Both have senior social work backgrounds and safeguarding experience).
Their roles support schools initiating and leading on EHAPs and can also support with the following: • Discussing with a school if an EHAP is appropriate • Reassurance and support to schools who are unsure about initiating an EHAP or taking on the Lead Professional role • Supporting schools with improving relationships with families where there has been a breakdown in relation to early help • Supporting schools engaging families in early help • Attending team around the family (TAF) meetings • Supporting the chair at TAF meetings • Attending home visits (agreed at TAF meetings) • Supporting schools in accessing services • Liaising between Ealing children’s integrated response service (ECIRS) and schools.
Information on support services and organisations is now available on EGFL under the EHAP section https://www.egfl.org.uk/services-children/early-help-assessment-and-plan-ehap
✓ Employment support ✓ Family support ✓ Mental health support ✓ Relationship counselling ✓ Housing advice and support ✓ Alcohol and substance misuse support ✓ Ealing parenting service
If you would like more information or advice and support with EHAP please email [email protected] or call the family Information Service on 020 8825 5588.
Directors' report Autumn 2018 53 of 70 Update on 2017/2018 EHAPs for schools
Type of school EHAPs initiated 2016/2017 EHAPs initiated 2017/2018 Primary 127 145 Secondary 4 21 Special 0 18 Out of Borough Schools 5 14 Total 136 200
Presenting reason for initiating an EHAP Number of EHAPs Bereavement 1 Child Development 89 Child Safety 1 Child behavioural issues 50 Child disability 10 Child health 6 Domestic Violence 3 Emotional Issues 10 Family under stress 17 Mental Health 3 Parental ill health or disability 3 Parenting Issues 4 Substance Misuse 2 Young Carers 1
Directors' report Autumn 2018 54 of 70 DIRECTORS’ REPORT ITEM NO 28 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE School police officers SUMMARY Police officers contact details linked to named schools KEY ACTION POINTS Make contact with the named police officer AUTHOR / TITLE Polly Bradley, FIS Manager TELEPHONE NO. 020 8825 5588 EMAIL ADDRESS [email protected]
Ealing has named police officers attached to each Ealing high school.
Many Ealing high schools have built strong links with their named officer. Some of the areas of work completed by police school’s officers are: • Children have got the opportunity to participate in the junior citizen scheme • Year 6 talk on knife crime and safety • Weapon sweep at high schools • Supporting schools with issues that arise daily.
Police roles and activities in schools
Named officers and contact details Borough Officer Contact number Schools Ealing A/PS 3721 Adam Pierce 07789 920604 Villiers High School PC 3364 WA Katy Coopey 07789 921721 Dormers Well High School PC 3618 WA Colin Dourish 07789 922213 Northolt High School PC 3155 WA Steve Kyere 07879 430471 Featherstone High School PC 3174 WA Shaq Mughal 07789 907920 Ealing Alternate Provision Ealing Fields School PC 3257 WA Steve Murru 07831 470451 Brentside High School William Perkin High School PC 3812 WA Armen 07789 901576 Twyford High School Petrossian-Salmasi Ellen Wilkinson PC 3369 WA Dianne 07824 350974 Cardinal Wiseman Reddy Greenford High Elthorne Park High PC Carolyn McGuigan carolyn.a.mcGuigan Primary School talks and @met.pnn.police.uk presentations
Directors' report Autumn 2018 55 of 70 DIRECTORS’ REPORT ITEM NO 29 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE School terms and holiday dates SUMMARY Ealing schools term and holiday dates. KEY ACTION POINTS School term and holiday dates for 2018/19, 2019/20 and 2020/21 academic years. www.egfl.org.uk/term-holiday-dates
AUTHOR / TITLE Lynda Daly, Pupil Support TELEPHONE NO. 020 8825 6477 EMAIL ADDRESS [email protected]
Directors' report Autumn 2018 56 of 70 EALING SCHOOL TERM AND HOLIDAY DATES ACADEMIC YEAR 2018/19
AUTUMN TERM
Monday 3 September 2018 to Friday 21 December 2018 75 Days Half Term: Monday 22 October 2018 to Friday 26 October 2018 Christmas Holiday: Monday 24 December 2018 to Friday 4 January 2019
SPRING TERM
Monday 7 January 2019 to Friday 5 April 2019 60 Days Half Term: Monday 18 February 2019 to Friday 22 February 2019 Easter Holiday: Monday 8 April 2019 to Monday 22 April 2019
SUMMER TERM
Tuesday 23 April 2019 to Friday 26 July 2019 63 Days May Day: Monday 6 May 2019 Half Term: Monday 27 May 2019 to Friday 31 May 2019
TOTAL DAYS 198 days
TRAINING DAYS The above schedule sets out 198 days in total, providing a framework for schools from which five days should be selected as training days for teachers, set by head teachers in consultation with their staff.
OCCASIONAL DAYS The schedule also allows for the 3 occasional day holidays for pupils and staff to be set in consultation with each school’s governing body. In considering the dates of these 3 days, governing bodies should take account of the need to observe religious festivals other than Christmas and Easter. These should also be taken from within the 198 days specified in the schedule. Should the occasional days not be required for religious festivals it is recommended that they be used at the end of the Summer Term 2019.
Please note that the total number of working days for teachers is 195 and for pupils is 190.
Bank Holidays 25 December 2018 (Christmas Day Holiday) 22 April 2019 (Easter Monday) 26 December 2018 (Boxing Day Holiday) 6 May 2019 (May Day) 1 January 2019 (New Year’s Day Holiday) 27 May 2019 (Spring Bank Holiday) 19 April 2019 (Good Friday) 26 August 2019 (Summer Bank Holiday)
Produced by Pupil Support Services. March 2017
Directors' report Autumn 2018 57 of 70 EALING SCHOOL TERM AND HOLIDAY DATES ACADEMIC YEAR 2019/20
AUTUMN TERM
Monday 2 September 2019 to Thursday 19 December 2019 74 Days Half Term: Monday 21 October 2019 to Friday 25 October 2019 Christmas Holiday: Friday 20 December 2019 to Friday 3 January 2020 SPRING TERM
Monday 6 January 2020 to Friday 3 April 2020 60 days Half Term: Monday 17 February 2020 to Friday 21 February 2020 Easter Holiday: Monday 6 April 2020 to Friday 17 April 2020 SUMMER TERM
Monday 20 April 2020 to Friday 24 July 2020 64 days May Day: Monday 4 May 2020 Half Term: Monday 25 May 2020 to Friday 29 May 2020
TOTAL DAYS 198 days
TRAINING DAYS The above schedule sets out 198 days in total, providing a framework for schools from which five days should be selected as training days for teachers, set by head teachers in consultation with their staff. OCCASIONAL DAYS The schedule also allows for the 3 occasional day holidays for pupils and staff to be set in consultation with each school’s governing body. In considering the dates of these 3 days, governing bodies should take account of the need to observe religious festivals other than Christmas and Easter. These should also be taken from within the 198 days specified in the schedule. Should the occasional days not be required for religious festivals it is recommended that they be used at the end of the Summer Term 2020. Please note that the total number of working days for teachers is 195 and for pupils is 190.
Bank Holidays 25 December 2019 (Christmas Day Holiday) 13 April 2020 (Easter Monday) 26 December 2019 (Boxing Day Holiday) 4 May 2020 (May Day) 1 January 2020 (New Year’s Day Holiday) 25 May 2020 (Spring Bank Holiday) 10 April 2019 (Good Friday) 27 August 2020 (Summer Bank Holiday)
Produced by Pupil Support Services. March 2017
Directors' report Autumn 2018 58 of 70 EALING SCHOOL TERM AND HOLIDAY DATES ACADEMIC YEAR 2020/21
AUTUMN TERM
Wednesday 2 September 2020 to Friday 18 December 2020 73 Days Half Term: Monday 26 October 2020 to Friday 30 October 2020 Christmas Holiday: Monday 21 December 2020 to Friday 1 January 2021
SPRING TERM
Monday 4 January 2021 to Wednesday 31 March 2021 58 Days Half Term: Monday 15 February 2021 to Friday 19 February 2021 Easter Holiday: Thursday 1 April 2021 to Friday 16 April 2021
SUMMER TERM
Monday 19 April 2021 to Wednesday 28 July 2021 67 Days May Day: Monday 3 May 2021 Half Term: Monday 31 May 2021 to Friday 4 June 2021
TOTAL DAYS 198 days
TRAINING DAYS The above schedule sets out 198 days in total, providing a framework for schools from which five days should be selected as training days for teachers, set by head teachers in consultation with their staff.
OCCASIONAL DAYS The schedule also allows for the 3 occasional day holidays for pupils and staff to be set in consultation with each school’s governing body. In considering the dates of these 3 days, governing bodies should take account of the need to observe religious festivals other than Christmas and Easter. These should also be taken from within the 198 days specified in the schedule. Should the occasional days not be required for religious festivals it is recommended that they be used at the end of the Summer Term 2021 Please note that the total number of working days for teachers is 195 and for pupils is 190.
Bank Holidays 25 December 2020 (Christmas Day Holiday) 5 April 2021 (Easter Monday) 28 December 2020 (Bank Holiday) 3 May 2021 (May Day Bank Holiday) 1 January 2021 (New Year’s Day Holiday) 31 May 2021 (Spring Bank Holiday) 2 April 2021 (Good Friday) 30 August 2021 (Summer Bank Holiday)
Produced by Pupil Support Services March 2017
Directors' report Autumn 2018 59 of 70 DIRECTORS’ REPORT ITEM NO 30 FOR INFORMATION / ATTENTION OF: AUTUMN TERM 2018 ACTION All governors TITLE Admission arrangements 2020/21 SUMMARY All admission authorities must determine (i.e. formally agree) admission arrangements every year, even if they have not changed from previous years and a consultation has not been required. KEY ACTION POINTS Admission authorities must determine the admission arrangements for 2020/21 by 28 February 2019 to be published on the school and council website by the 15 March 2019. This is a statutory requirement set out in the School Admissions Regulations. If there are any proposed changes, including a reduction in the planned admission number this must be consulted on for a minimum of six weeks and be completed by 31 January 2019. AUTHOR / TITLE Joanne Bradley, Head of Admissions and Fair Access TELEPHONE NO. 0208 825 9662 EMAIL ADDRESS [email protected]
Timetable for determination of admission arrangements for the 2020/21 academic year
Date Action By Friday 12 October 2018 Academies, foundation or voluntary aided schools who intend to change their admission arrangements and would like to local authority (LA) to carry out the consultation on their behalf must provide their proposed arrangements, this includes any proposal to reduce the planned admission number. 19 October 2018 – 30 November 2018 LA consultation on the admission (The consultation will run for 6 weeks, this arrangements for community schools and any is a statutory requirement set out in the academies, foundation or voluntary aided School Admissions Code) schools that have submitted their proposed arrangements by the deadline. By 11 December 2018 Any comments regarding the consultation will have been directed to the admission authorities concerned. Beginning of January 2019 Community school’s admission arrangements are reported to Cabinet (council) By 28 February 2019 Admission authorities must determine their (This deadline is a statutory requirement final admission arrangements and notify all set out in the School Admissions Code) those consulted of the determined admission arrangements. By Friday 08 March 2019 All academies, foundation and voluntary aided schools to forward to Joanne Bradley their final determined admission arrangements for 2020/21 ready for publication. Friday 15 March 2019 Deadline for all admissions authorities to have (This deadline is a statutory requirement their admission arrangements published on the set out in the School Admissions Code) council’s website and on their own school website.
Directors' report Autumn 2018 60 of 70 DIRECTORS’ REPORT ITEM NO 31 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All governors TITLE Ealing professional development, training and support 2018/19 SUMMARY Ealing professional development, training and support available to governors and to school staff KEY ACTION POINTS Promote Ealing’s high quality professional development and training opportunities to governors and to all staff. AUTHOR / TITLE Mohid Hasham, Business Support Officer TELEPHONE NO. 020 8578 6154 EMAIL ADDRESS [email protected]
Ealing Learning Partnership (ELP) 2018-19 programme of high quality professional development and training for all governors and school staff is available on the continuing professional development (CPD) website www.ealingcpd.org.uk.
It is an excellent programme which has been developed in collaboration with schools, governors and training school alliances across the borough. It offers a great opportunity for schools to enable significant school improvement as well as individual personal and professional development.
For 2018/19 we will also be offering the Department for Education’s (DfE’s) Professional Clerking Programme (level 3) and the Leadership Development Programme for school governors which is not just aimed at chairs, but also vice, committee and governors who are looking to leadership roles within a governing board in the future. We will be running the governor programme in collaboration with Hounslow to enable two cohorts one on a Saturday and one on a weekday to cater for all governors who would like to avail of this opportunity. More details on both programmes will be made available in September and on www.ealingcpd.org.uk
Much of the training advertised is free to attend for governors of schools which have brought into our CPD / training service level agreement (SLA). Other opportunities are available at very competitive pay as you go prices. All training unless advised otherwise takes place at the Ealing Education Centre. See appendix 31a for more information.
If you already have an account set up on www.ealingcpd.org.uk, you can log into the ‘GOVERNOR’ channel on the site with your username and password. All courses which are aimed at governors and clerks can be booked direct here.
If you do not have an account please log on to www.ealingcpd.org.uk, click on the ‘governors’ channel. Use the ‘new user’ option half way down on the left-hand side to create your account. You can then request a place on any course you wish to attend. Your request to attend an event will be approved by the CPD leader of your school. In due course you will receive a confirmation email from Ealing to confirm you have secured a place or have been added to a reserve list.
Attached is a step-by-step guide on how to create an account.
If you need any support in using the system please contact our dedicated email address [email protected].
Please promote this programme to your colleagues – school staff can also view the opportunities open to them in the ‘schools’ channel on the site.
Directors' report Autumn 2018 61 of 70
Ealing Learning Partnership Governor training events (September 2018 – July 2019)
Governor specific excerpt from the wider 2018-19 Ealing Learning Partnership programme which can be found at www.ealingcpd.org.uk
Start End Event title Start date time time Charge
Schools HR advice and consultancy Safer recruitment training 20 Sept 2018 09:00 17:00 SLA: £0 Standard Cost: £250
CPD/Training SLA subscribers: £0 Headteacher appraisal 26 Sept 2018 18:00 20:00 Standard Cost: £90
Schools funding consultation 2019-20 3 Oct 2018 16:00 17:30 Standard Cost: £0
Schools funding consultation 2019-20 3 Oct 2018 19:00 20:30 Standard Cost: £0
Supporting pupils with medical conditions in schools – briefing 17 Oct 2018 14:00 15:30 Standard Cost: £0 on new Ealing policy ELP schools: £0 Clerks’ network briefing 17 Oct 2018 16:00 18:30 Non ELP schools: £90
CPD/Training SLA subscribers: £0 Health and safety for governors 6 Nov 2018 18:00 20:00 Standard Cost: £90
DFE’s professional clerking programme (level 3) 12 Nov 2018 16:00 19:00 Standard Cost: £75
CPD/Training SLA subscribers: £0 Effective clerking 7 Nov 2018 09:15 15:45 Standard Cost: £90
CPD/Training SLA subscribers: £0 ASP data for governors 15 Nov 2018 18:00 19:30 Standard Cost: £90
Keeping children safe in education part 1: safeguarding CPD/Training SLA subscribers: £0 principles, policy and practice for 15 Nov 2018 17:30 20:30 Standard Cost: £121 governors
Chairs’ briefing: what governors ELP schools: £0 need to know? 28 Nov 2018 18:00 20:30 Non ELP schools: £90
Getting to grip with CPD/Training SLA subscribers: £0 governance – new governor 29 Nov 2018 16:00 20:30 Standard Cost: £121 induction
CPD/Training SLA subscribers: £0 The strategic role of governors 6 Dec 2018 18:00 20:00 Standard Cost: £90
Pupil wellbeing & mental CPD/Training SLA subscribers: £0 health – what governors need to 10 Dec 2018 18:00 20:00 Standard Cost: £90 know
Dealing with complaints – school CPD/Training SLA subscribers: £0 17 Jan 2019 18:00 20:00 complaints Standard Cost: £90
Governors SEN and inclusion - CPD/Training SLA subscribers: £0 What governors need to know 24 Jan 2019 18:00 20:00 Standard Cost: £90 (part 1)
CPD/Training SLA subscribers: £0 The effective chair 28 Jan 2019 16:00 20:30 Standard Cost: £90
Keeping children safe in education part 2: safeguarding CPD/Training SLA subscribers: £0 31 Jan 2019 17:30 20:30 principles, policy and practice for Standard Cost: £90 governors Chairs’ and clerks’ – joint briefing. ELP schools: £0 6 Feb 2019 17:00 19:30 What governors need to know Non ELP schools: £90
CPD/Training SLA subscribers: £0 Ensuring accountability 11 Feb 2019 18:00 20:00 Standard Cost: £90
Getting it right as a parent CPD/Training SLA subscribers: £0 28 Feb 2019 18:30 20:00 governor Standard Cost: £90
Getting it right as a staff CPD/Training SLA subscribers: £0 28 Feb 2019 16:30 18:00 governor Standard Cost: £90
Governors and improving CPD/Training SLA subscribers: £0 28 Feb 2019 18:00 20:00 financial efficiencies Standard Cost: £90
Governors SEN and Inclusion – getting the right CPD/Training SLA subscribers: £0 28 Feb 2019 18:00 20:00 information: asking the right Standard Cost: £90 questions (part 2) Getting into grips with 7 Mar 2019 CPD/Training SLA subscribers: £0 governance – new governor and 18:00 20:00 Standard Cost: £180 induction (2-part course) 14 Mar 2019 Understanding the autism spectrum and social CPD/Training SLA subscribers: £0 7 Mar 2019 18:00 20:00 communication difficulties Standard Cost: £90 – what governors need to know
Governor board succession CPD/Training SLA subscribers: £0 14 Mar 2019 18:00 20:00 planning Standard Cost: £90
How to better engage with CPD/Training SLA subscribers: £0 parents and the wider community 4 Apr 2019 18:00 20:30 Standard Cost: £90 as a governing board
ELP schools: £0 Clerks’ network briefing 24 Apr 2019 16:00 18:00 Non ELP schools: £90
Chairs’ Briefing: what governors ELP schools: £0 8 May 2019 18:00 20:30 need to know Non ELP schools: £90
To find out more and book places visit www.ealingcpd.org.uk
Ealing CPD online for governors Registering and booking onto Ealing CPD training
No account needed to:
View training events available View user guides in ‘help section’
Register for My CPD online and you can:
Request a place on an event Receive email authorization after your CPD Leader has authorized your booking Manage your own account and bookings View your training history Register for email alerts Print attendance certificates Reset your password 24/7
To register select Governors then New user
Need more information? Ask your school CPD Leader Enter details and submit
Email: [email protected] U
Directors' report Autumn 2018 64 of 70 Ealing Education Centre
The centre offers
six well equipped training rooms suitable for training, meetings, conferences and interviews a networked computer suite with LED touch screen all rooms have internet access, WiFi, PC and multimedia projector, whiteboard and flipchart interactive whiteboards in five training rooms additional equipment to support events on request: CD player, wireless presenter, digital camera, digital video camera. Events are supported by reception and message taking service. Refreshments are available at all times. Reprographics and other services are available to support the smooth running of your events.
Available for hire
Ealing Education Centre, Mansell Road, Greenford, Middlesex UB6 9EH Tel: 020 8578 6154 Email [email protected] www.egfl.org.uk/eec Monday to Friday 8.30am – 5.30pm during term time Evening and Saturday hire available upon request
Directors' report Autumn 2018 65 of 70 DIRECTORS’ REPORT ITEM NO 32 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 Primary governors only TITLE Continuous professional development with the West London Teaching Alliance (WLTA) SUMMARY A look at the continuing professional development (CPD) on offer from the West London Teaching Alliance (WLTA) and the school to school support they can provide. KEY ACTION POINTS All courses are bookable on CPD Online www.ealingcpd.org.uk by searching for the WLTA. For any further information, please see www.westlondonteachingalliance.com or get in touch. AUTHOR / TITLE Beth Gregory, Manager, West London Teaching Alliance (WLTA) TELEPHONE NO. 020 8997 5855 EMAIL ADDRESS [email protected]. sch.uk
National professional qualifications for middle and senior leaders
‘Excellent delivery of theory linked with actual school experiences.’
‘Left feeling that I had learned such a lot about leadership, it was an inspiring session.’
Helping to strengthen capacity across Ealing’s schools by training the next school leaders as well as easing issues around recruitment and retention by giving staff an increasingly valued professional qualification, the WLTA has had fantastic feedback for its national professional qualification (NPQ) programme from both delegates and the Institute of Education. In 2018 we will be running both programmes again and supplementing the cost for 37 middle and senior leaders. Delegates have found the delivery from serving heads to be highly beneficial in their current roles and that the course is already giving them a sharper analytical focus at school.
Newley qualified teacher (NQT) and recently qualified teacher (RQT) training ‘Fantastic delivery’ ‘Amazing inset. Fantastic!’ ‘Very Engaging and useful’ ‘Really great ideas and resources for lessons!’ ‘Great informative session! Very organised.’ ‘Good ideas to try.’ ‘Really helpful!’
Working in partnership with the local authority, the WLTA has been commissioned to deliver a comprehensive training package to the borough’s NQTs and teachers beyond their first year in 2018-19. Employing our specialist leaders of education (SLEs) to present in their specialist areas, Ealing’s new teachers have benefitted greatly from this sharing of best practice, giving them the best possible start to their school careers in Ealing.
Initial teacher training with School Direct Addressing teacher staffing shortfalls, the WLTA has now recruited nine trainee teachers for schools across its alliance to begin in September 2018. Offering exceptional training to successful applicants, the WLTA offers comprehensive and fully supportive guidance from its mentors and gives trainees a unique chance to become grounded in a broad range of specialisms. We will begin recruiting for a September 2019 cohort at the end of October.
Directors' report Autumn 2018 66 of 70 Organising training and conferences for key school leaders On January 11th and 12th 2018, the WLTA held a two-day residential Ealing headteachers’ conference in Surrey. This year we were joined by our secondary colleagues for inspiring and entertaining talks and workshops about school improvement, financial planning in austerity, recruitment and retention, children’s mental health, the Ealing Learning Partnership (ELP) and more. The event also proved to be an excellent platform for school leaders to network and share ideas with nearly 60 headteachers in attendance.
Providing training to maximise outcomes in the early years and foundation stage This autumn, we will again provide an opportunity for participants to observe teaching and learning in the classroom and reflect upon what makes good and outstanding practice in early years foundation stage (EYFS). Key focus areas will include statutory and non-statutory guidance, learning about good and outstanding outcomes within the Ofsted framework, planning with creative thinking and promoting challenge and assessment – formative and summative quality judgements. Delegates will leave with an action plan to support next steps for their setting, an acquired knowledge of the skills to make purposeful observation and a planning template for learning across the EYFS curriculum.
Teaching and leadership support for individual schools within and beyond Ealing Drawing upon members of the teaching school alliance for support and school improvement activity, the WLTA is available to be commissioned for schools currently requiring improvement.
Promoting reading, pedagogy and progress in classrooms Running bespoke and highly popular courses created by Mark Hartley of Barnes Primary School, the WLTA has had terrific feedback from his courses, ‘Reading and the construction of meaning’ and the highly impactful course, ‘emulating, pulling apart and reflecting – A process approach to teaching writing’. Outlining an approach to the teaching of writing that has proved to be successful and packed with resources, this has more than once been described as the best CPD ever attended.
Pupil premium reviews A pupil premium review looks at how your school is spending its pupil premium funding. The purpose of the review is to improve your school’s pupil premium strategy, so that you spend the funding on approaches shown to be effective in improving the achievement of disadvantaged pupils. The reviewer will be an independent, experienced leader with a track record of making these improvements for disadvantaged pupils.
Directors' report Autumn 2018 67 of 70 DIRECTORS’ REPORT ITEM NO 33 FOR INFORMATION ATTENTION OF: AUTUMN TERM 2018 All primary only TITLE Lesson study: Ealing Primary Teaching School Alliance (EPTSA) SUMMARY Update on special education needs and disability (SEND) peer reviews and lesson study KEY ACTION POINTS AUTHOR / TITLE Paul Adair / Melanie Hogan - EPTSA TELEPHONE NO. 020 8998 3135 EMAIL ADDRESS [email protected]
The Institute of Education (IoE) delivered a lesson study programme for Ealing Primary Teaching School Alliance (EPTSA) in January 2015. A group of 12 schools from within the alliance participated. In 2017 four schools within this group had embedded the process in their setting with positive outcomes for both pupils and staff. In 2018, the Alliance is looking to develop the approach further to support quality first teaching (QFT) within mainstream schools. This link between the research approach and QFT is as a result of feedback following SEND peer reviews.
Thirty-four SEND peer reviews have taken place since 2015. Over 80% of the reviews recommendations have been related to QFT. As a result of these findings the Alliance has delivered sessions related to QFT (2015-17) as part of: • Reviewer training in preparation for school visits • Special educational needs co-ordinator (SENCo) network meetings • A SENCo conference.
Academic year 2017-18 recommendations which continue to relate to QFT. 1. SENCos highlight concerns that pupils in mainstream schools are presenting with more complex needs and they are looking for support and strategies to enable pupils to access the learning. 2. EPTSA has successfully supported one school to set up a nurture room with an experienced member of staff from Castlebar delivering training, modelling and team teaching alongside staff in the room. The school has also had the opportunity to visit Castlebar to explore resources and environments beneficial to a multi-sensory setting. Evaluations following this work acknowledge input provided by Castlebar as being implicit to the effectiveness of the provision. 3. There is a range of skilled staff across settings and the Alliance intends to develop collaboration to enhance practice and knowledge of teachers across settings.
Linking with colleagues from the IoE and Southwark Teaching School Alliance, EPTSA plans to use lesson study (LS) to research the following question: ‘By raising teacher’s confidence and development of skills working with pupils who have additional needs, will outcomes for pupils in all settings improve?’
The graph below highlights the impact LS has had within a group of 24 mixed school settings across London. The information was gathered through interviews, surveys and rating scales gathered from the schools involved.
A team of lead teachers/specialist leaders of education (SLEs) within two special schools who have extensive experience related to using research to inform the LS process and an SLE from a mainstream setting will be key drivers in supporting work for Autumn 2018.
Directors' report Autumn 2018 68 of 70 Directors' report Autumn 2018 69 of 70
For more information please contact
Ealing school governance service Ealing Learning Partnership directorate 2nd Floor NE Perceval House 14-16 Uxbridge Road Ealing W5 2HL
Tel 020 8825 5444 Email [email protected]
Visit www.egfl.org.uk/governance and www.ealing.gov.uk
Governor training enquiries 020 8578 6154 Visit www.ealingcpd.org.uk
For more information on how we handle and use your personal data please go to www.egfl.org.uk/governorsprivacy
September 2018