Working Together Autumn 2018
The Director, Education, Learning and Skills’ Report to Lambeth Schools Partnership School and Academy Governors and Headteachers
CONTENTS
TITLE Page
1. Director, Education, Learning and Skills’ Report – Autumn 2018 3
PART A – FOR ACTION
2. Action Summary 8 3. Report from the Lambeth Governors’ Forum 9 4. Governance Matters – Autumn 2018 10 5. Safeguarding Update 13 6. Ofsted Update 16 7. School Admissions Update 18 8. School Profiles and Contextual Reports 20
PART B – FOR INFORMATION
9. Special Educational Needs and Disability Update 23 10. Personal, Social, Health and Economic Education (PSHE) and Healthy Schools 25 11. Lambeth Schools Partnership, Traded Services and CPD for Schools 2018/19 26
PART C – STANDARD UPDATES
12. School Term and Holiday Dates 2018/19 29 13. School Term and Holiday Dates 2019/20 30
Director, Education, Learning and Skills’ Report – Autumn 2018
Dear Colleagues
Welcome back to the Autumn Term 2018. I hope you managed a restful and well deserved break and that you are ready for the year ahead.
Provisional Results 2018
Lambeth Standard of Achievement 2018- FSP, Phonics, Key Stage 1 and Key Stage 2 (Provisional)
Foundation Stages Good Level of Working at or Phonics Profile (FSP) Development above standard
Lambeth 72% Lambeth 85%
National 71.5% National 83%
Gap 0.5% Gap +3%
Key Stage 1 (KS1) Percentage reaching expected standard (Provisional) Reading Writing Maths Science RWM
Lambeth 79% 75% 80% 86% 70%
National 76% 70% 76% 83% 65%
Gap +4% +5% +4% +4% +5%
Percentage reaching expected standard (Provisional) Key Stage 2 (KS2) Reading Maths Writing GPS RWM
Lambeth 78% 80% 82% 83% 69%
National 75% 76% 78% 78% 64%
Gap +3 +4 +4 +5 +5
GCSE and A Level results are still provisional but show Lambeth schools working at national averages overall.
Source: Schools Research and Statistics Unit, July 2018
Unregistered alternative provision/independent schools
Lambeth prides itself on being an inclusive borough and schools work together to ensure that young people get their full educational entitlement. We are aware that some schools use alternative provision for short term placements of students for a variety of reasons but may not be aware of the guidance around registered and non-registered Ofsted provision. An unregistered setting cannot have more than five full time children on roll at any one time. At the point it has five or more pupils it becomes an independent school.
The DFE states that:
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An independent school is a school that provides full-time education for five or more pupils of compulsory school age, or one or more pupils who are looked after or have a statement of SEN/ an Education, Health and Care Plan, and is not a maintained or non-maintained schools. It is a criminal offence to operate an independent school which is not registered (section 96 of the ESA 2008).
No child with an Education Health and Care Plan or who is a Looked after Child may be placed in a provision which is unregistered with Ofsted. By doing so the provision becomes illegal. We are aware that Ofsted also plans to ask inspectors to enquire of mainstream schools in more depth about children being educated off site.
EAL proficiency in English data collection
Following the introduction of “Proficiency in English” data collection as a statutory requirement, the DfE have made changes so that this will no longer be a part of the Spring School Census. As a local authority with a long track record of success in supporting our pupils with English as an Additional Language, this change has no bearing on our continued monitoring of English proficiency. We will continue to assess and collect the Stages of English Proficiency (A - E) during the Spring Term as we have done for many years.
In line with local strategies, we need to collect this data to continue to monitor the characteristics of the pupils attending your school and for benchmarking purposes and is used for value-added analyses of KS1, KS2 and GCSE results. The information is invaluable for informing planning and targets and has been effectively used to demonstrate impact of teaching and progress (key to Ofsted at the moment), by looking at the movement through the stages of those children new to English.
With around half of all Lambeth pupils being classed as having ‘English as an additional language’, we have one of the highest EAL pupil populations in England. It is widely recognised that English proficiency is the major factor influencing the performance of pupils with English as an additional language, with fully fluent EAL pupils being among the highest achieving in Lambeth schools. As such, it is essential that we continue to assess English proficiency so that we can continue to effectively support our EAL pupils and help them to realise their potential.
I would encourage you to continue to develop your school’s EAL strategy and embed good practice so that we can maintain our excellent standards of achievement. The local authority will continue to support schools in this regard.
If you have any questions pertaining to this or wish to discuss further, please feel free to contact Feyisa Demie, Head of Research and Statistics 020 7926 9448, e-mail: [email protected].
Performance data to support self-evaluation:
The Schools Research and Statistics Service provide data and research reports to Lambeth schools on a traded basis. These include:
School profiles to provide comprehensive performance data to support governors and headteachers in school self-evaluation Contextual key stages reports to identify underachieving groups Value added report to support tracking pupil progress Free school meal checking service using the DfE Eligibility Checking System to support each school’s funding process
The reports are confidential to each school. The draft primary reports will be sent to all schools in early September for checking. We hope also to send to send them to secondary schools by early October when the data is available nationally. Please check the draft reports as these are used to produce the final version. If you have any questions and amendments on the draft report and the free school meal checking service, please contact Feyisa Demie on 020 7926 9448 or email [email protected].
4 Assessment and moderation - Baseline Assessment Update
The reception baseline assessment is a new national assessment that will be administered in all primary, infant and first schools in England to children in reception classes. The new reception baseline assessment will assess children’s starting points and will be used to measure the progress that pupils make when they arrive at school until the end of Year 6. Results will be published for the first time in the summer of 2027, when the children who enter reception in autumn 2020 take the key stage 2 tests at the end of year 6. In the future there will be no KS1 testing.
The National Foundation for Educational Research (NFER) will deliver the new assessment which will be introduced in the autumn of 2020. A sample of schools will invited to participate in trialling the baseline assessment in the autumn term 2018 and all schools will be invited to participate in a national pilot in 2019/20. In 2020/21, the baseline assessment will become statutory.
The assessment will last 20 minutes for each child and outcomes will be completed digitally. It is expected that the assessment will take place during normal teaching time and will include the use of age appropriate resources.
The DfE reception baseline assessment information leaflet can be found here.
Exclusions
The recent House of Commons Education Select Committee report Forgotten children: alternative provision and the scandal of ever increasing exclusions states that schools must be made more accountable for the children they exclude. They have warned that rising numbers of children are being denied the education they deserve as a result of increasing exclusions, illegal off-rolling and poor-quality alternative provision.
The committee’s findings have prompted renewed calls for a “bill of rights” for excluded pupils, including measures to hold schools better to account for those pupils they exclude. The committee’s inquiry into exclusions and the quality of alternative provision found that vulnerable pupils are being “disproportionately” excluded, in part as an “unintended consequence” of new Government performance measures. For example, the introduction of progress 8, which rates pupils’ improvement between key stages 2 and 4, means it is now often “easier and cheaper” for schools to move under-performing pupils elsewhere than invest time and money on boosting their progress. Once they are excluded, disadvantaged pupils then may face the double whammy of attending mediocre alternative provision.
MPs also raised concerns about “off-rolling”, an illegal practice where pupils are taken off a school roll without being officially excluded.
These practices are “in part driven by school policies created by the Department for Education”, said the committee, which called for a change to the weighting of progress 8 and other accountability measures so schools are measured based on every pupil who has spent time at the school, rather than just those still on roll by year 11. This would disincentivise schools from moving a pupil before their GCSE year, a practice found to have affected thousands of pupils just last year.
MPs also warned that strict “zero-tolerance” approaches to behaviour should be investigated by the government, amid concerns that pupils are being suspended or excluded for transgressions that “could and should” be managed in the mainstream school environment.
The DfE will be considering the committee’s recommendations:
Investigate the use of isolation units, where pupils are left for the whole of the school day Issue guidance to schools reminding them of their responsibilities towards all children, and ensure behaviour policies fit these responsibilities Give clearer guidance on fair access protocols, which state that excluded pupils should be re-integrated into mainstream schools The ongoing Timpson review into exclusions should check whether certain types of schools, in certain locations, are more likely to use off-rolling
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Please review your exclusions and behaviour policies in the light of this report. You can read the full report here.
School Improvement Advisers
We are very pleased that Richard Blackmore has been appointed as Head of Sudbourne Primary School and that he will also continue working with a small number of Lambeth schools as a consultant SIA.
In the summer term we advertised for consultant SIAs among serving Lambeth headteachers and we are very pleased to announce that we appointed Christopher Toye (Executive Headteacher, the Wyvern Federation) and Samantha Palin (Executive Headteacher, Woodmansterne School and Children’s Centre) as consultant SIAs.
There are many challenges facing headteachers at the moment, especially in complex urban environments. Serious youth violence, financial constraints, managing the local fall in pupil numbers immediately after a significant baby boom and maintaining a strong staff team in the face of increasing housing and rental costs are just a few of those challenges.
In spite of those challenges Lambeth schools perform very well and pupils thrive and are happy in them. There have been many wonderful and inspiring examples of individual pupil success in all of our schools and settings in the summer exams. Thank you for all that you do as headteachers, whose role is critical to the success of their schools.
In financially straightened times it is even more important that we share resources and support each other: I know that the Lambeth Schools Partnership is providing a new vehicle for working even more closely together to achieve the best for all our children and young people.
If you have any questions or concerns, please do not hesitate to contact me.
With very best wishes,
Cathy Twist Director, Education, Learning and Skills
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PART A – FOR ACTION
7 Action Summary Generally the recommendations in Working Together arise from changes to the law and sometimes to Local Authority advice on good practice. Usually items should be referred to a committee for detailed discussion and formulation of proposals for approval by the full governing board. It is not advisable to make decisions on the night if prior discussion has not taken place. It is recommended that the governing board: Governance Matters Page considers the high quality prospective governors in our pool to fill appropriate 10 vacancies, including both co-opted and local authority governors – section 3. approves payment of the 2018/19 subscription to the Lambeth Governors’ Forum – section 4. ensures that the school’s complaints policy complies with current guidance, including a final, formal stage where a panel of governors is convened to hear the complaint – see section 5. establishes what personal data the school keeps, how this data is kept safe and what is being done to ensure compliance with the GDPR, reviews its data protection and data retention policies and requests that the school sets up secure school email addresses for all governors – section 7.
Safeguarding Page ensures that all its members have at least read Part 2 of the updated statutory 13 guidance, Keeping Children Safe in Education (Sept 2018) - the Management of Safeguarding; receives assurances that all staff have read and understood Part 1, Safeguarding Information for all staff; ensures that the Headteacher and all staff receive training in line with the updated guidance; ensures that one of their number is appointed as a “board level lead” to take responsibility for the school’s safeguarding arrangements; ensures that the school’s recruitment processes for governors include a Section 128 check, which relates to persons barred from taking part in independent school management, when requesting a DBS disclosure.
Admissions Page ensures their school staff co-operate with the LA’s Admissions Team in their work, 18 particularly the aspects with implications for safeguarding children; and that admissions arrangements are determined on an annual basis (where appropriate).
School Profiles and Contextual Reports Page makes arrangements to consider key issues raised by the data in the school profile 20 and contextual reports and draws up action plans for raising standards in the school.
It is recommended that that all governors:
Ofsted Page familiarise themselves with the changes to Ofsted’s inspection arrangements. 16
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LAMBETH GOVERNORS’ FORUM
Promoting the highest standards of education in Lambeth
Contact: [email protected]
Autumn 2018
An invitation to all governors in Lambeth
Keeping Your School and Children Safe Online 7pm Tuesday 6th November 2018 Reay Primary School Hackford Rd, Oval, SW9 0EN This event is free of charge and open to all school governors in Lambeth.
The safety of children in an online world is an increasing concern for most of us. Schools struggle to find the balance between encouraging children to benefit from the richness of the web whilst ensuring their safety and protecting them from the darker corners.
We are delighted that the Education team from Childnet International, an online safety charity, has agreed to run an evening for us exploring the latest thinking and discussing what schools and governors should be doing. This will be an interactive evening covering topics including: Understanding online risk Developing an effective online safety curriculum Responsibilities and accountabilities of governors Supporting your school with online safety e.g. staff training, policy, filtering &monitoring, accessing practice & provision Management of professional reputation Help and support with reporting and handling online safety incidents If you would like to join other governors to discuss these important issues then please book your place with the Lambeth Governors’ Forum Secretary at [email protected], providing your name and the name of your school. 6.45pm for 7pm, Tuesday 6th November 2018 (end 8.30pm) Reay Primary School, Hackford Rd, Oval, SW9 0EN Nearest tube: Oval (5 mins walk) Buses: 3, 59, 133, 155, 159, 333 Car parking from 6.30pm in adjacent streets
This event is free of charge and open to all school governors in Lambeth. We look forward to seeing you in November.
About the Lambeth Governors’ Forum. We provide information and networking opportunities for all Lambeth school governors going beyond traditional training sessions. We are run entirely by volunteers from the governor community and depend upon voluntary subscriptions from Lambeth schools to cover the modest costs of our public events. All Lambeth schools are encouraged to subscribe via our Lambeth Schools Services webpage. Please contact us on [email protected].
9 Governance Matters – Autumn 2018
For additional information please contact:
Peter Compton Coordinator of Governor Services 020 7926 9636 [email protected] Maria Gabrielczyk Governor Support Officer 020 7926 9669 [email protected]
The purpose of this paper is to provide a summary of topical information and advice for governors and headteachers.
RECOMMENDATIONS: that the governing board considers the high quality prospective governors in our pool to fill appropriate vacancies, including both co-opted and local authority governors – section 3. approves payment of the 2018/19 subscription to the Lambeth Governors’ Forum – section 4. ensures that the school’s complaints policy complies with current guidance, including a final, formal stage where a panel of governors is convened to hear the complaint – see section 5. establishes what personal data the school keeps, how this data is kept safe and what is being done to ensure compliance with the GDPR, reviews its data protection and data retention policies and requests that the school sets up secure school email addresses for all governors – section 7.
1. School Governing Board Model Agenda/Governor Training and Development Programme
The Autumn 2018 model governing board agenda is now available. It includes those items that governing boards should consider this term as well as relevant updates, advice and guidance.
Training courses, including dates for induction training, are being uploaded as soon as details are confirmed and full details can be found here: http://www.lambethgovernorservices.co.uk/Training.
2. Termly London Governors’ Newsletter
A termly London Governors' Newsletter has been commissioned by London Coordinators of Governor Services (LCOGS) to provide our governors with a summary of recent national developments. The Autumn 2018 edition is now available on the Lambeth Governor Services website: www.lambethgovernorservices.co.uk. It now has an expanded format, providing more information for governors and covering a wider range of topics. I hope you find this helpful.
3. Governor Vacancies
Currently we have around 40 high quality prospective governors with a variety of relevant skills and experience in our pool of interviewed governors. If you have vacancies, not just LA vacancies, and would like us to send you some suitable candidates, please contact Maria Gabrielczyk – [email protected] or telephone 020 7926 9669. It would assist us to identify suitable nominees for your board if you would let us know what skills/experience you are looking for.
Local Authority (LA) governors are now nominated by the LA, with appointments made by the full governing board. The LA can nominate any eligible person as a LA governor, but it is for the governing board to decide whether the nominee meets their eligibility criteria.
10 We will ensure that new LA governors have received satisfactory enhanced DBS disclosures before forwarding their details to chairs and/or headteachers for governing boards to consider their possible appointments.
4. Lambeth Governors’ Forum Subscription 2018/19
A reminder to subscribe to the Lambeth Governors’ Forum for 2018/19 has been included in this term’s model agenda for board meetings. The Lambeth Governors’ Forum is a self-run group open to all governors of publicly funded schools in Lambeth, including maintained schools, academies, nurseries, special schools, primaries, secondaries and sixth form colleges. Its aim is to promote the highest quality education and best outcomes for children in Lambeth through a network for governors to learn together and to share experiences. It is non-profit making, self-run, strictly non-partisan and has no formal ties to Lambeth Council or to any other organisations. It is run by Lambeth governors, for Lambeth governors.
Regular events on topical subjects are held, which are open to all governors of subscribing schools. This gives a chance to hear from experts as well as to share questions and experiences with fellow governors in the borough.
All Lambeth schools are encouraged to pay the modest subscription fee of £50 per school for the 2018/19 academic year, payable by your School Business Manager on the Lambeth Governors' Forum webpage. The fee enables events to be organised and entitles all governors of the school to attend. -Please encourage your governing board to agree to subscribe.
If you have any queries about the Forum, ideas for future events or are interested in becoming involved in the management committee, please email [email protected].
5. School Complaints Policies and Procedures
All local authority maintained schools must have a procedure to deal with all complaints relating to their school and to any community facilities or services that the school provides and this must be made easily available. In 2016, the Department for Education (DfE) published guidance on dealing with school complaints, Best Practice Advice for School Complaints Procedures 2016.
The Department for Education is currently producing new statutory guidance for maintained schools and maintained nursery schools, which will replace that guidance. The Department plans to publish this later in the Autumn Term and it will be effective from January 2019. Further information will be provided for governors and headteachers, when it becomes available.
The new statutory guidance will support schools and their governing boards by providing clarification around their legal duties when establishing complaints procedures. It will also offer practical advice on issues that can arise during the handling of complaints, and will include model policies, which can be tailored by governing boards for their individual schools.
In the meantime, please note that it is the governing board that is the responsible body for dealing with any complaints about the school, following its published policy. Although there are a number of different policies in use in Lambeth schools, it is expected that at the third stage - if a complainant is not happy with the school/Headteacher's response to a formal complaint – an appeal panel of governors will be convened. If the complainant is still not satisfied following the appeal hearing, then they have the right to complain to the Secretary of State, not to the Local Authority. The LA has no powers to intervene in the process.
6. What schools must publish online
The DfE’s guidance on what maintained schools, academies and free schools must publish online was updated in May 2018. There have been a few minor changes to the guidance but the main change relates to careers programme information. From September 2018, you must publish information about the
11 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.
The updated information for maintained schools can be found here and, for academies and free schools, here.
7. EU General Data Protection Regulation Compliance
Reminder: the governing board must
establish what personal data the school keeps, how this data is kept safe and what is being done to ensure compliance with the GDPR; reviews its data protection and data retention policies; and requests that the school sets up secure school email addresses for all governors.
Although the GDPR does not specifically require governors to use a school email account when communicating on governing board matters, it does require you to do everything in your power to prevent a breach of personal data. To this end, the use of school email accounts for all governors is strongly recommended. Your school can set you up with a school email address.
Local Authority officers may refuse to email governors who only have insecure email addresses.
8. Further Sources of Information
Further sources of information and guidance are identified above, where possible. Department for Education (DfE) guidance and documentation can be downloaded from the DfE section of the www.gov.uk website: https://www.gov.uk/government/organisations/department-for-education.
For further advice, or if you have any queries, in the first instance you should contact either the Clerk to the Governing Board or Governor Services –contact details above. Our advice and support service is currently free of charge to Lambeth Schools Partnership members and we have the advantage of having good connections within the Council and extensive local knowledge. Other useful websites are as follows:
Some useful blogs: - www.bettergovernor.co.uk/ - www.moderngovernor.com/blog/ - www.thegovernor.org.uk The National Governance Association (NGA) has a website with useful information for governors, although some materials can only be accessed by members - www.nga.org.uk. The Key for School Governors - a subscription-based question-answering service for governors, supporting all members of the governing board, from the most to the least experienced - http://schoolgovernors.thekeysupport.com/. The Times Educational Supplement (TES) governors’ section – www.tes.co.uk/governors. www.ukgovernors.org.uk/ which is purely for discussion and does not have any downloadable content or background materials. Other organisations that recruit potential governors: Inspiring Governance, the national online matchmaking service which connects skilled volunteers interested in serving as governors and trustees with schools and colleges, http://inspiringgovernance.org/governing-boards/ Governors for Schools, formerly the School Governors’ One-Stop Shop, aims to recruit people with transferable skills from the world of work to fill vacancies on governing boards.
12 Safeguarding Update
For additional information please contact:
Sarwan Singh Jandu Safeguarding Children Manager 020 7926 9643 (Primary, Secondary and Colleges) [email protected] Denys Rasmussen Safeguarding Children Manager 020 7926 8915 (Early Years and Primary Schools) [email protected] Lydia Nixon Prevent Education Officer 020 7926 3668 [email protected]
The purpose of this paper is to provide governors and headteachers with an update regarding safeguarding and promoting the welfare of children.
RECOMMENDATIONS: that the governing board ensures that all its members have at least read Part 2 of the updated statutory guidance, Keeping Children Safe in Education (Sept 2018) - the Management of Safeguarding; receives assurances that all staff have read and understood Part 1, Safeguarding Information for all staff; ensures that the Headteacher and all staff receive training in line with the updated guidance; ensures that one of their number is appointed as a “board level lead” to take responsibility for the school’s safeguarding arrangements; ensures that the school’s recruitment processes for governors include a Section 128 check, which relates to persons barred from taking part in independent school management, when requesting a DBS disclosure.
1. Keeping Children Safe in Education (KCSiE) - Updated Statutory Guidance
There have been a number of substantive changes to the Government’s statutory guidance, Keeping Children Safe in Education (KCSiE), which came into effect in September 2018. These include:
Staff induction - the following should be explained as part of staff induction: the child protection policy; the behaviour policy; the staff behaviour policy (sometimes called the code of conduct); the safeguarding response to children who go missing from education; the role of the designated safeguarding lead (including the identity of the designated safeguarding lead and any deputies). Early Help - schools are required to raise awareness of so that staff are alert to the potential need for early help. Peer on Peer abuse – a new emphasis on seeing violence and sexual harassment in the context of the development of a whole school culture where sexual conduct is seen as unacceptable and not an inevitable part of growing up. Contextual safeguarding - safeguarding incidents and/or behaviours can be associated with factors outside the school and/or can occur between children outside the school or college. All staff should be considering the context within which such incidents and/or behaviours occur. Assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. Governing Body Safeguarding Lead - governing boards should appoint a senior board level (or equivalent) lead to take leadership responsibility for their schools or college’s safeguarding arrangements. Section 128 checks for governors - the school’s recruitment processes for governors must include a Section 128 check, which relates to persons barred from taking part in independent school
13 management, when requesting a DBS disclosure. A section 128 direction disqualifies a person from holding or continuing to hold office as a governor of a maintained school. Schools should also contact the new Teaching Regulation Agency (TRA) to check if a person they propose to recruit as a governor is barred as a result of being subject to a section 128 direction. Child protection policy – the school must have its own individual child protection policy, reflecting local circumstances relevant to the school. Children missing education - where reasonably possible, schools and colleges should hold more than one emergency contact number for their pupils and students. Transferring child protection files – the school’s designated safeguarding lead should consider if it would be appropriate to share any information with a new school or college in advance of a child leaving. For example, information that would allow the new school or college to continue supporting victims of abuse and have that support in place for when the child arrives. Peer on peer abuse - the school’s child protection policy must include procedures to minimise the risk of peer on peer abuse (sexual violence and sexual harassment, bullying, sexting, initiation ceremonies etc) - how allegations are recorded, investigated and dealt with - and clear processes setting out how victims, perpetrators and any other children affected by peer on peer abuse will be supported. A clear statement that abuse is abuse and should never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”. Previously looked after children - all staff should have the skills, knowledge and understanding to keep previously looked after children safe. Reasonable force - when using reasonable force in response to risks presented by incidents involving children with SEND or with medical conditions, schools and colleges should consider their duties under the Equality Act 2010 in relation to making reasonable adjustments, non-discrimination and their Public Sector Equality Duty. By planning positive and proactive behaviour support, for instance through drawing up individual behaviour plans for more vulnerable children, and agreeing them with parents and carers. Verification of QTS and completion of teacher induction or probation – schools must contact the Teaching Regulation Agency (TRA) to verify any award of qualified teacher status (QTS), and the completion of teacher induction or probation. Multi-Academy Trusts and the Single Central Record (SCR) - MATs must maintain the single central record detailing checks carried out in each academy within the MAT. Whilst there is no requirement for the MAT to maintain an individual record for each academy, the information should be recorded in such a way that allows for details for each individual academy to be provided separately, and without delay, to those entitled to inspect that information. Risk assessments for volunteers - schools should undertake a risk assessment and use their professional judgement and experience when deciding whether to obtain an enhanced DBS certificate for any volunteer not engaging in regulated activity. Details of any risk assessments should be recorded. Alternative provisio - where a school places a pupil with an alternative provision provider, the school continues to be responsible for the safeguarding of that pupil, and should be satisfied that the provider meets the needs of the pupil. Schools should obtain written confirmation from the alternative provider that appropriate safeguarding checks have been carried out on individuals working at the establishment, ie. those checks that the school would otherwise perform in respect of its own staff. Suitability of adults in UK host families for children visiting from abroad - schools should obtain a DBS enhanced certificate with barred list information for such adults. This check will not only establish whether the adults are barred from engaging in regulated activity relating to children, but where criminal record information is disclosed it will also allow the school or college to consider, alongside all other intelligence that it has obtained, whether the adult would be a suitable host for a child. New sections – on managing reports of child on child sexual violence and sexual harassment, children and the court system, county lines, domestic abuse and homelessness.
14 2. Prevent Duty
Lydia Nixon, Prevent Education Officer, supports education settings in Lambeth to deliver the Prevent Duty. Lydia can offer a range of free resources and guidance, including free Prevent training and help with completing your risk assessment, as well as a range of workshops and lesson plans to build resilience, critical thinking, counter-extremist narratives and embedding British values in the curriculum. To arrange a visit or to discuss any concerns, please contact Lydia direct – her contact details are above.
3. Governor Training
Governor training courses on the Safeguarding Responsibilities of the Governing Board take place regularly, at least termly. The next course will be on Thursday 4 October 2018 at 6.30pm and full details can be found here. To book a place, please contact your school’s office.
Free Introduction to the Prevent duty for Governors briefings also take place termly. Each session will cover the key elements of the Prevent Duty and guidance on best practice, along with an overview on recognising vulnerabilities towards extremism, making referrals and further information on accessing resources. The next briefing will be on Wednesday 14 November 2018, 6.30 -8.30pm and full details can be found here. To book a place, please contact your school office.
4. Further Information
Further information about Safeguarding for Schools in Lambeth can be found here and full details of all governor training courses can be found here.
15 Ofsted Update
For additional information please contact:
Rachael Norman School Improvement Adviser 07398 205737 [email protected]
The purpose of this paper is to update governors and headteachers on Ofsted inspection arrangements.
RECOMMENDATION: that all governors familiarise themselves with the changes to Ofsted’s inspection arrangements.
1. Inspections in Lambeth
There have been four Ofsted inspections in Lambeth since April 2018 and the current (September 2018) outcomes are: Outstanding 43%; Good 50%; RI 6%; Inadequate 1%. We will be working very hard with all schools to ensure that all are or remain ‘Good’ or better.
2. Updated information about inspection
In May 2018 Ofsted published an updated version of their leaflet for maintained schools and academies regarding inspections, which sets out information about the documents inspectors expect to see. The Ofsted school inspection handbook - Section 5, which explains how inspections are conducted and the judgements that are made by inspectors under section 5 inspections, was last updated on in July 2018. It contains the grade descriptors used by inspectors when making their judgements. The Ofsted school inspection handbook - Section 8 , which explains how short inspections are conducted was also updated in July. The Common Inspection Framework, which sets out the statutory basis for schools inspected under section 5 of the Education Act 2005 (as amended) was last updated in August 2015.
3. Governing board role in inspections
Ofsted also published an update for inspectors in July, which includes the following clarification of governing boards’ role during the inspection:
“It has been brought to our attention that some schools have not informed all of their governors/trustees about the inspection of their school, nor invited them to meet inspectors during the inspection. 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.
4. Going Forward
The current inspection framework will remain in place until September 2019, when a new common inspection framework will be introduced. 16
The 5 year strategy that Ofsted published in 2017 committed to an ambitious programme of work, which will inform the 2019 inspection framework. The strategy centres on a fundamental guiding principle that the organisation will be: “A force for improvement through intelligent, responsible and focused inspection and regulation”.
Ofsted is currently undertaking a series of parent focus groups to understand how their reports can provide more information and enable choice. Ofsted have been undertaking research and learning from others to ensure that they are reliably measuring the right things, and that these measures add up to a meaningful overall judgement. For example an international seminar on the validity of lesson observation took place in November 2017 which will inform future practice, and research is being undertaken on the impact of the current grading structure.
On 9 July, Amanda Speilman, Her Majesty’s Chief Inspector (HMCI) made a speech to the Policy Exchange think tank discussing the importance of promoting British values in schools and Ofsted's role in making sure this is done well.
5. Complaints about schools to Ofsted
This is an interesting blog by Stephen Rollett, Inspections and Accountability Specialist at the Association of School and College Lecturers (ASCL), which outlines what to expect if Ofsted receives a complaint about your school.
6. Further Information
For further information, see: https://www.gov.uk/government/organisations/ofsted.
17 School Admissions Update
For additional information please contact:
Ruth Wright Service Manager, School Admissions 020 7926 9500 [email protected]
The purpose of this paper is to provide governors and headteachers with an update on the work of the Admissions Team.
RECOMMENDATION: that the governing board ensures that their school staff co-operate with the LA’s Admissions Team in their work, particularly the aspects with implications for safeguarding children. admissions arrangements are determined on an annual basis (where appropriate).
1. Changes to processes
The Admissions Team thank all school staff for working closely with them over the past year in connection with in-year, reception, junior and secondary transfer. In order to continue with this positive relationship, governors are asked to ensure that school staff
use the School Allocation Module (SAM) to update ‘on roll’ dates within 5 school days of a child starting (all years, including reception, junior and secondary transfer). use SAM to add in the attendance counts at the time of the change, this includes new starters from reception, junior and secondary transfer. This will assist the LA in ensuring that children do not slip through the net, and we have accurate vacancy figures. attempt to contact families where children have not started and were expected, for all years. After 5 school days of unsuccessful attempts the School Admissions Team must be notified, again this is a safeguarding matter. ‘off roll’ forms must be completed and returned to the Team and the Inclusion Team within 5 school days of the child leaving.
In addition, to comply with the statutory School Admissions Code, non-community school staff must:
send a copy of an in-year admissions form (via Atomwide) as soon as received for a child stated as being out of school, and/or looked after. This is irrespective of whether an offer can be made and whether the child is a Lambeth resident or not. This request is to assist us to identify and support children missing education and help with safeguarding (this is a new requirement). send an ‘on roll’ form to the School Admissions Team and Inclusion Team within 5 school days of a child starting at the school.
If staff need assistance in using SAM please feel free to call the School Admissions Team who will be happy to assist.
2. School Census
As in previous years, we urge that all schools follow the local agreement to avoid pupil movement just before any census data is submitted. So, where a child is moving from another school in the borough or neighbouring borough, the child should not be given a start date less than ten days before the census return i.e. not starting on roll between 26 September and 8 October 2018. Every effort will be made to make offers for our community schools in time for census and we will work collaboratively (including making allocated offers where appropriate) to assist with the swift placement of children within all Lambeth schools 18 by the deadline. Whilst we have less influence over the actions of schools in other boroughs, we can all follow this process to restrict movement of pupils just before Census day.
3. Admissions arrangements
It is a requirement is that academies and admission authority schools must consult on their admissions arrangements each time there are changes, or at least every 7 years if there is no change. The consultation window is from 1 October to 31 January, for a minimum of 6 weeks. Arrangements must be determined each year, whether a consultation took place or not, at a formal governing board meeting. A copy of the arrangements must be sent to the Local Authority by 15 March 2019, whether there was a consultation or not.
4. In-Year Applications and Trends
There has been a 38% drop in in-year applications for school places in primary and secondary schools in Lambeth since 2015/16, a 25% drop from 2016/17. The total number of in-year applications, that is those who need a school place outside of normal application times, was 1,006 in 2017/18, which is the lowest for 4 years.
The main reason for needing a school place during the school year is still due to children arriving in the country for the first time, but this number has dropped by 55% to 2645 since 2015/16. The main countries pupils arrive from are Spain and Brazil but entries from Portugal and France are much reduced and eastern- European countries hardly featured in 2017/18.
The number requesting school places after not being in the state school system for other reasons such as home-schooling has remained the same.
Overall admissions trends are down slightly at Reception and up slightly at secondary as the pupil ‘bulge’ works through to secondary level.
5. Further Sources of Information
For further information, please contact Ruth Wright, Service Manager – contact details above.
19 School Profiles and Contextual Reports
For additional information please contact:
Feyisa Demie Head of Research and Statistics 020 7926 9448 [email protected]
The purpose of this paper is to inform governors and headteachers about the School Profiles and Contextual Reports provided by the Local Authority. A copy of your school’s profile and the contextual reports will be sent out to you during the autumn. This briefing paper summarises the key issues for governing boards in this area, and suggests action you might wish to take to ensure improvement in your school.
RECOMMENDATION: that the governing board makes arrangements to consider key issues raised by the data in the school profile and contextual reports and draws up action plans for raising standards in the school.
1. Introduction
During the autumn all governors and headteachers will be sent:
Individual School Profiles to support headteachers and governors in developing their roles and exercising their responsibilities for the strategic management of schools Key Stage 1, Key Stage 2, Year 7 secondary transfer and GCSE performance reports to identify underachieving groups in your school including analysis by factors such as gender, ethnic background, fluency in English, free school meals and mobility rate. Key Stage 1 to Key Stage 2, and Key Stage 2 to GCSE value-added reports to track individual pupil performance and to identify how well a school has helped each pupil to progress based on the pupil’s prior achievement
You will be sent the papers that are most relevant to you – if you are a governor of a primary school you will only be sent the contextual reports relating to the primary phase.
2. Key Issues for Governors and Headteachers
The School Profile and key stage contextual reports offer an important tool to governors and headteachers in identifying key management issues affecting your school and to ask a number of questions. This briefing paper summarises the key issues for governing boards in this area, and suggests action you might wish to take to ensure improvement. Governing boards are advised to consult the relevant sections of the documents to ask a number of questions:
3. Overall school-related issues:
How does your school compare with other authority schools with respect to contextual socio- economic, financial and staffing data? Do you know why you are in that position? Are you happy to be where you are? If yes, why? If no, where would you like to be? How are you going to get there?
20 4. School Performance issues: Foundation Stage profile, Key Stage 1 and Key Stage 2, Key Stage 3 and GCSE, attendance and exclusions data
As well as the School Profile, the contextual Key Stage 1 and Key Stage 2 reports have been very useful to ask a number of the following questions in the context of factors influencing performance in your school:
How does your school compare with other authority schools with respect to attendance? How does your Key Stage 1 and Key Stage 2 and GCSE performance compare with similar schools, Lambeth average and national results? How does the school compare to other borough schools with respect to performance at Key Stage 1, Key Stage 2, and GCSE, by gender, free school meals, mobility rate, term of birth, level of fluency in English? What is the relative performance of different ethnic groups in your school compared to the LA average? What is the relative performance of girls and boys? What is the relative performance of mobile and stable pupils compared to the LA average? Why might some groups be doing better than others? What are the strengths and weaknesses in your school in terms of contextual factors? What must be done to improve your Key Stage 1, Key Stage 2 and GCSE performance?
5. Key Stage 1 to Key Stage 2, and Key Stage 2 to GCSE value-added data and performance issues:
Value-added information is seen in the school, along with other pupil performance information, as essential to enhance teachers’ abilities to analyse their effectiveness in terms of the progress their pupils have made and to enable them to take necessary steps for improvement. They have considerable value diagnostically in making it possible to track the progress of individual pupils. Headteachers, teachers and governors should use the Key Stage 1 to Key Stage 2, and Key Stage 2 to GCSE value-added data not only to track the performance of individual pupils but also to answer the following questions:
How many pupils appear to be achieving lower than the expected standard in the Key Stage 2 tests and at GCSE? Are there any common characteristics of the pupils who appear to be achieving less well than expected at Key Stage 2 and GCSE? For example, is there a high proportion of pupils of one particular ethnic origin, or a high proportion of boys or mobile pupils? What are the school’s strengths and weaknesses? What areas of the performance are most in need of your attention? What could you do to address the areas of underperformance
6. Recommendations for Action:
We recommend that the governing board consider key issues arising from the data in your School Profile and contextual performance reports and draw up action plans for raising standards in the school. Governing boards may also wish to consider setting up a working group with a specific remit to look at the issues raised in the reports and draw appropriate action plans.
7. Further Information
For further information, please contact Feyisa Demie – contact details above.
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PART B – FOR INFORMATION
22 Special Educational Needs and Disability Update
For additional information please contact:
Adam Yarnold SEND Service Manager 020 7926 9460 [email protected] Sue Franklin Lead Educational Psychologist 020 7926 9769 [email protected]
The purpose of this paper is to update governors and headteachers about matters relating to Special Educational Needs and Disabilities (SEND).
1. ‘SEND Support’ Peer Moderation Project
Sue Franklin, Lead Educational Psychologist and Judith Wilson, Consultant School Improvement Adviser, are working with SENCO Cluster Leads to provide a consistent understanding across the borough of what can be expected at the ‘SEND Support’ level of additional need. The group have met twice and fed back to SENCOs via SENCO network. The aim is to roll this approach out across the borough during autumn and spring which, in turn, will inform our understanding of how we use notional and high needs funding in the borough going forwards.
2. Education, Health and Care New Assessment Requests
The SEND Service continues to receive a large number of new EHC assessment requests. To give you some idea of the scale of the increase of demand on the service: by the start of the summer term this year we had 250 requests which is nearly the same number for the whole of 2014. This means we are processing on average 10 referrals a week – every week!
The situation has been exacerbated by the annual pre summer break influx of requests – with almost 50 requests coming in within the last two weeks of term – with more still coming in. We again ask that schools refrain from doing this wherever possible, as it puts a huge amount of pressure on the service. It also means that all requests are subject to valid exceptions and unlikely to meet the 20 week deadline because schools are closed and the assessment process cannot begin until they open again after the holiday. In turn, this means that parental satisfaction with the process is likely to be reduced due to the extended time taken for these cases. Please consider requests for assessments early!
3. Annual Reviews
The rapid and substantive increase in EHC Plans, along with the new responsibilities for the 16-25 year old young adult cohort, means that to meet increased demand we have had to change our internal processes. We now have two officers with sole responsibility for processing and chasing annual reviews for all EHC Plans.
Moving forward, the SEND service will not always be able to attend reviews in person, unless attendance is absolutely essential. However, SEND officers will always be available to give advice and guidance. It is also expected that new systems will enable us to process annual review recommendations in a timely manner.
4. Local Offer
The new look SEND Local Offer has now been launched and posters sent to all schools to display the information in their foyers. The posters are also going up around the borough to advertise the local offer website to parents and carers. We would love to have feedback: email [email protected].
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The local offer is a statutory requirement for all local authorities and outlines all that is available locally for children and their families who have special or additional needs.
5. The SEND Consortium’s SEND Governance Review Guide
The Whole School SEND Consortium has published The SEND Governance Review Guide, to support governing boards to evaluate the extent to which they have been able to secure high quality outcomes for learners with SEND. It has been developed as a practical evaluation tool which is clearly linked to the six core competencies of effective governance as per the Governance Competency Framework.
Whilst the Board’s strategic SEND responsibilities are frequently delegated to an individual board member or committee, it is important that the board does not lose sight of its collective corporate responsibility for SEND. It is hoped that the SEND guide provides a structure through which boards can evaluate their effectiveness in relation to securing high quality outcomes for learners with SEND.
It is not intended to be an introduction to SEND governance, instead building on previous work by the DfE and other sector bodies to support strategic governance. Boards are encouraged to identify current and comprehensive evidence from a variety of sources (including parents and carers, school staff, other professionals and sources of internal and external documentary evidence, such as externally moderated data) to substantiate the strengths and areas of development for each strategic element.
5. Further Sources of Information
Further information about local area SEND inspections can be found here: https://www.gov.uk/government/publications/local-area-send-inspection-framework. Further information about the Whole School SEND Consortium can be found here: https://www.sendgateway.org.uk/.
24 Personal, Social, Health and Economic Education (PSHE) and Healthy Schools
For additional information please contact:
Janis Marsh PSHE, Emotional Health and Well Being (EHWB) and 020 7926 6159 / 07834 174329 Healthy Schools Coordinator [email protected]
The purpose of this paper is to provide governors and headteachers with an update on Personal, Social and Health Education (PSHE), Emotional Health and Wellbeing (EHWB) and Healthy Schools London. This includes local and national programmes, developments and support available.
1. Relationships and Sex Education (RSE)
The Government announcement made in July 2018 explained that schools that are ready to deliver high quality RSE from September 2019 should do so, those needing more time to prepare can focus on September 2020 which will be the start of mandatory provision for all schools. This academic year is therefore a key period for preparation. Draft guidance is available for schools to use now.
The DfE launched a public consultation on the draft statutory guidance for Relationships Education (primary), Relationships and Sex Education (secondary) and the new Health Education. The consultation is open until 7th November 2018. You can take part and see the documents here.
2. Healthy Schools London
The bronze Healthy Schools London accreditation process uses a whole school approach to review and improve the health and wellbeing of the whole school community. Silver and gold awards are targeted projects taken on by schools after identifying areas of need. Sunnyhill and Walnut Tree Walk Primary schools achieved bronze awards in term six, St Stephen’s CE Primary successfully completed their bronze application and will be accredited in term one. Deputy Mayor, Joanne McCartney presented St Mary’s RC Primary with their silver award at a ceremony in City Hall in July. Congratulations to all of them. The Mayor of London’s new Health Inequalities Strategy supports engagement with Healthy Schools London.
3. New Drug, Alcohol and Sexual Health service
‘DASH Lambeth’ is a new drugs, alcohol and sexual health integrated service. The service will focus on support for young people under 21 and will be delivered in a range of community venues across the borough. The service is keen to work with schools where they can deliver assemblies, set up regular drop in clinics or work with young people on a one to one or group work basis. This service is for anyone living or going to school/college in Lambeth.’ More information about DASH can be found here.
4. Transforming Children and Young People’s Mental Health Provision: A Green Paper
The DfE are committed to providing mental health awareness training to every secondary school by 2019 and every primary school by 2022. Funding is currently available to secondary schools and there are plans to roll training out to primary schools in the near future.
A quick read version of the green paper is available here.
5. Further Sources of Information Support and advice on all these matters is available from Janis Marsh, PSHE, Emotional Health and Well Being and Healthy Schools Coordinator – contact details above.
25 Lambeth Schools Partnership, Traded Services and CPD for Schools 2018/19
For additional information please contact:
Colm Doyle Lead, Lambeth School Services 020 7926 8942 [email protected]
The purpose of this paper is to provide governors and headteachers with an update on the Lambeth Schools Partnership (LSP) and information about the wide range of traded services and training on offer to schools from the LSP and its partners.
1. Introduction
The Local Authority, schools and education settings work together in the Lambeth Schools Partnership to accelerate school improvement across the borough and provide professional challenge and support. The primary focus is collaboration for school improvement – for all schools, not just for those experiencing difficulties – and on achieving the best educational outcomes for the children and young people of Lambeth. The LSP vision and values are at one with those of the Council, and its focus on improving outcomes for our children and young people is reflected in a commitment to specific, targeted outcomes.
It also co-ordinates, signposts and brokers a range of other providers offering training and traded support services which will be available via Lambeth School Services, Teaching Schools and Clusters. Governors and headteachers of subscribing schools also receive this publication and a termly letter from the Director, Education, Learning and Skills with a full briefing on local and national developments in the world of education.
2. Lambeth Schools Partnership Update
The LSP has now been up and running for just over a year. We are delighted that almost every school, including the majority of academies, have bought into the Lambeth Schools Partnership for 2018/19. This is incredibly positive and demonstrates the desire of schools to continue to work together with each other and the Council for the best outcomes for our students. We collectively set the Partnership up as a response to the national changing financial and policy position and it allows all Lambeth schools to receive high quality school improvement support, to have access to a coordinated training offer from the Council, Teaching Schools and Clusters and to have a unified voice to Ofsted, the Regional Schools Commissioner and other external bodies. All schools via their Clusters have a representative on the Partnership Board and contribute to policy and development.
Our aim was to keep the local family of schools working together and to hold onto our shared values and principles in the face of very significant cuts to a range of services and budgets. We believe we can do better together and there have been many examples this year of exciting shared projects and schools supporting each other within the Lambeth Schools Partnership. We have had a fantastic range of inspiring speakers at our new style Working Together conferences and seminars.
In the summer term the LSP appointed a part-time Development Consultant and a National Management Trainee, who have been working with us on a range of development activities to enhance the work of the Lambeth Schools Partnership. They have largely been focusing on working group development (More able pupils; CPD; Black Caribbean pupils; recruitment; Working Together) and have also set up a new working party to carry out an options appraisal for the future of the LSP and make recommendations about the future development. Another new working party on strategic governance, led by a governor rep on the Board, is running from September 2018 and a curriculum review group will also meet.
26 In the summer term the LSP board appointed an independent chair, Caroline Boswell. Caroline has been a senior officer with London Councils working in children and youth services, as well as a children’s services officer for the DfE.
As well as its own website, the LSP has its own Twitter account. Don’t forget to follow the LSP on Twitter. We are updating the news feed regularly and enjoy retweeting your ‘best bits.’ @lsplambeth. Please do visit and contribute.
3. Continuous Professional Development
There are a range of CPD and other training courses available to schools in and outside the borough which can be accessed from the Lambeth Schools Partnership website. From the Lambeth Schools Partnership website you are able to browse training provided by Lambeth School Services and the Gipsy Hill Federation Teaching School. A brochure can also be downloaded as a pdf. There are also links to the training provided by the Lambeth Teaching Schools Alliance and the Sharing Excellence Partnership on their pages. Follow these to see a full list of their training.
Should you wish to make training bookings then please log-in to book places. Learning and development events can book up early, so please book your places as soon as you can to avoid disappointment.
4. Traded Services
Complementary to the LSP offer are the traded services provided by the LA which form part of the Council’s commitment to support outstanding education in Lambeth schools. In a changing educational landscape our aim is to continue to work with you as customers to further develop the service to best meet your needs.
To maintain the good quality support for schools from the Council, the traded services offer to schools is reviewed annually. All available Lambeth School Services and training courses are available to book on www.lambethschoolservices.co.uk. Services are available either as a one off purchase or as Service Level Agreements (SLAs).
It remains the Local Authority’s aim to provide excellent quality and competitively priced services to schools. To that end we will always need your feedback and input to ensure that we work and learn together on what works to support our children and young people achieve to their full potential.
4. Further Sources of Information
For further information, please visit the Lambeth Schools Partnership website or email [email protected]. Alternatively, you can download a PDF brochure of services for 2018/19 from www.lambethschoolservices.co.uk.
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PART C – STANDARD UPDATES
28 School Term and Holiday Dates 2018/19
For additional information please contact:
Peter Compton Coordinator of Governor Services 020 7926 9636 [email protected]
Term Start Date Finish Date Number of days
Term One Monday 3 September 2018 Friday 19 October 2018 35
Holiday Monday 22 October 2018 Friday 26 October 2018
Term Two Monday 29 October 2018 Friday 21 December 2018 40
Holiday Monday 24 December 2018 Friday 4 January 2019
Term Three Monday 7 January 2019 Friday 15 February 2019 30
Holiday Monday 18 February 2019 Friday 22 February 2019
Term Four Monday 25 February 2019 Friday 5 April 2019 30
Holiday Monday 8 April 2019 Monday 22 April 2019
Term Five Tuesday 23 April 2019 Friday 24 May 2019 23
Holiday Monday 27 May 2019 Friday 31 May 2019
Term Six Monday 3 June 2019 Tuesday 23 July 2019 37
Total number of days = 195
Bank and public holidays:
Tuesday 25 December 2018 (Christmas Day) Wednesday 26 December 2018 (Boxing Day) Tuesday 1 January 2019 (New Year’s Day) Friday 19 April 2019 (Good Friday) Monday 22 April 2019 (Easter Monday) Monday 6 May 2019 (May Day) Monday 27 May 2019 (Spring Bank Holiday) Monday 26 August 2019 (Summer Bank Holiday)
29 School Term and Holiday Dates 2019/20
For additional information please contact:
Peter Compton Coordinator of Governor Services 020 7926 9636 [email protected]
Term Start Date Finish Date Number of days
Term One Monday 2 September 2019 Friday 18 October 2019 35
Holiday Monday 21 October 2019 Friday 25 October 2019
Term Two Monday 28 October 2019 Thursday 19 December 2019 39
Holiday Friday 20 December 2019 Friday 3 January 2020
Term Three Monday 6 January 2020 Friday 14 February 2020 30
Holiday Monday 17 February 2020 Friday 21 February 2020
Term Four Monday 24 February 2020 Friday 3 April 2020 30
Holiday Monday 6 April 2020 Friday 17 April 2020
Term Five Monday 20 April 2020 Friday 22 May 2020 24
Holiday Monday 25 May 2020 Friday 29 May 2020
Term Six Monday 1 June 2020 Tuesday 21 July 2020 37
Total number of days = 195
Bank and public holidays:
Monday 25 December 2019 (Christmas Day) Thursday 26 December 2019 (Boxing Day) Wednesday 1 January 2020 (New Year’s Day) Friday 10 April 2020 (Good Friday) Monday 13 April 2020 (Easter Monday) Monday 4 May 2020 (May Day) Monday 25 May 2020 (Spring Bank Holiday) Monday 27 August 2020 (Summer Bank Holiday)
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